An Owl Purdue Sample Writing Method

An Owl Purdue Sample Writing MethodHow can a Chicago University student create the best academic essay format owl Purdue sample? Well, as soon as I sat down to write my term paper, I was immediately aware of my academic writing style. I knew from being in a school that students made up their own minds about what they wanted to write on and were therefore very subjective in making their choices. But, after reading several academics' samples, I started to understand a little bit more about what these writers were doing.This is a very important academic essay format Owl Purdue sample. After you have written your paper, you want to read all of the other samples. When you have read all of the samples, you will understand better what academic essay format Owl Purdue sample exactly means.What do I mean by this? You will need to remember that what is written on your academic paper is not just about you, but it is about you and your class as well. By examining what a variety of academics are writing, you will have a better idea of how you should be constructing your paper.How should you organize your Owl Purdue sample? First, look at the opening section of your paper. Most Owl Purdue samples include first paragraph introduction. Make sure you provide an introduction for yourself as well, so that the readers will know something about you.The rest of the sample usually takes place in the middle of the paper. When you study other samples, make sure you take note of how often each paragraph uses certain words and sentence structures.An important aspect of Owl Purdue sample is that you should write a lot of paragraphs. And if you have only three paragraphs, you should include another paragraph to give examples of the words and sentence structures used in your paragraphs. The last paragraph should include one or two paragraphs where you give examples of sentences you used in your paragraph.You may also want to include some exercises at the end of your Owl Purdue sample. If yo u plan to add an assignment, make sure you follow the writing format Owl Purdue sample to organize your paper so that it will fit into your schedule and meet with the university's academic standards.

50 Good Narrative Essay Topics Top Tips

50 Good Narrative Essay Topics Top Tips Great Narrative Essay Topics No matter what topic you select for your narrative essay, you will be telling your readers something about your own life experiences or your hopes, dreams and opinions or you will be answering a question. It is hoped the list of narrative essay topics below will stir your creative juices and help you find the right topic for your assignment.   Ã‚   What animal I would choose as a pet. What gadget I would invent. If I could see only one color. The food I most like. A secret place I hide. A very odd thing I saw. The most unbelievable thing I ever saw. Who I would like to swap places with for just one week. The place I would most like to live. A secret I have kept. This is a good topic for narrative essays because most people have some interesting secret. The task I most dislike doing. The toughest lesson of my life. An incident that was hugely embarrassing. The most memorable trip I have taken. An occasion when I got completely lost. The place I would most like to take a vacation. What I believe the world will be like in fifty years’ time. What is kept under my bed. What animal I would most like to become. An animal I met that was really fascinating. Subject matter about animals usually makes good narrative essay topics. My idol. The superhero I most like. The thing I find most beautiful in this world. An occasion when my parents were absolutely right. The five items I would find most difficult to give up. My favorite gadget. How I would spend a million dollars. My most favorite toy ever. A charm I find lucky. My earliest memory. This is another one of those interesting narrative essay topics for college students, in part because everyone’s earliest memories are entirely unique. What I remember about being five. If I lived on my very own planet. The worst day I ever had weather-wise. If I could go back in time. The changes I would make to myself. The best thing that was ever invented. A story that made me laugh out loud. The career I would most like to have. The school rules I would change if I could. A secret talent I have. When choosing narrative essay topics, this is another idea worth considering. Hidden talents sometimes come as a real surprise and are often of an innovative nature.    Something great I achieved. The things I would do if I was invisible. Something that disappeared. The nicest thing I ever owned. The toughest choice I’ve ever had to make. The top five things I would most like to give up. What I would most love to own. A place I would love to go on a cruise to. Which country I would live in if I could choose where to live. The television program I would make up if I were given the opportunity.

The True Story Of A Black Youths Essays - Mark Mathabane

The True Story Of A Black Youths Essays - Mark Mathabane The True Story of a Black Youth's Coming of Age in Apartheid South Africa Mark Mathabane I. Main Characters A. Johannes (Mark) MathabaneKaffir Boy revolves around Johannes for the simple reason that he is the author of this book. Growing up in Johannesburg, South Africa was especially hard for Johannes. Johannes is very smart and graduated at the top of his class during his 13 years of schooling in apartheid South Africa. Johannes has had a lot of courage and perseverance throughout his life. B. Jackson MathabaneJohannes's father came from what is now the so-called independent homeland of the Vendas in the northwestern corner of the Transvaal. Johannes's father tried desperately to support his family, but in times of dire need, he backed away and depended on alcohol and abusive behaviors. Johannes's parents met and married in Alexandra on March 21, 1960. C. MotherJohannes's mother came from Gazankulu, the tribal reserve for the Tsongas in the Northeastern Transvaal. She is a very loving and devoted woman. D. Johannes's siblingsJohannes has five sisters and one brother. His sisters names are Florah, Linah, Maria, Merriam, and Linah. George was his only brother. E. Ellen MabasoEllen was the mother of Johannes's mother. She was a humble woman who bore four children: Uncle Piet, Aunt Bush, Uncle Cheeks, and Johannes's mother. she had a statuesque figuretall, limber, and ebony colored complete with tribal attire and multiple anklets, beads, earrings and bracelets. She could easily been a chief's daughter. Her friendly, brown eyes had the radiance of pristine pearls. She was the most beautiful woman Johannes had ever seen. She worked six days a week, from seven to five, mowing lawns, raking leaves, clipping hedges, watering plants, sweeping driveways, cleaning yards and pruning trees for white people. F. Mr. BrownMr. Brown was one of the few people in the yard where the Mathabane's lived with the equivalent of a high-school education. He was a bus driver for PUTCO, but he also operated a moving service that transported people and goods between Alexandra and the tribal reserve of the Vendas. G. Mrs. SmithMrs. Smith was Granny's employer. She was a short, slender woman with silver hair and slightly drooping shoulders. Granny was the Smith's gardener. H. Clyde SmithClyde is the son of the woman who Granny works for. He is a young boy who is somewhat of a snob. As he grows, he learns to like Johannes and they become friends. I. ScaramoucheScaramouche was a self-employed painter. He was also one of the best tennis players among people of color in Johannesburg. An excellent coach, he was well connected in white and black tennis circles. He agreed to be Johannes' coach. Scaramouche turned out to not only be a great coach but a confidant and a surrogate father. He was firm and demanding but not authoritative and stifling. Instead of teaching Johannes his style of play, he let Johannes acquire his own way. J. TomIn June of 1972, Johannes met Tom. He is a lanky Zulu tennis player. He was very harmless-looking K. Wilfred HornWilfred married to Norma. He respects black people and owns a tennis ranch in Halfway House called Barretts. He was a German immigrant. L. Arthur AsheArthur Ashe was a Negro tennis player that Johannes admired very much. he condemned apartheid and did not pretend he was a white man erroneously painted black. Arthur always appeared calm, cool, and collected, even when he was surrounded in a sea of white faces. M. DavidDavid was the number two singles player on the tennis team. He was soft-spoken, politically sensitive, and a brilliant Zulu student whose love for the English language exhaled Johannes's. Johannes and David frequently exchanged books, did English homework together, read prose and poetry together, trained together, and sat on the same seat during tennis trips. David was the first close friend Johannes ever had. The only difference between David and Johannes was that David was a womanizer. N. HelmutHelmut was a short, brown-haired bespectacled white man with a barrel chest. He was always dressed in flashy clothing. He came from a small town in Germany and was working for a German company in South Africa only a few months before he met Johannes. He turned out to be a horrible tennis player, but good practice

Human Sexuality and Diversity in The Renaissance Drama Essay

Human Sexuality and Diversity in The Renaissance Drama - Essay Example There has been a double standard for men and women reflected in English Renaissance Drama and may be said to mirror the social life of the age. Further, the growing importance of women in commercial and social spheres was examined in the drama, and Louis B. Wright concludes that This activity and boldness of women, especially women of the middle class, aroused the ire of conservatives who vented their displeasure in pulpit, and were answered by staunch defenders of the virtues of the criticized sex. Even stage plays took up the cudgels. This divergence of opinion on the subject of women can be seen by cataloguing some of the satirists and defenders of the sex. the most famous detractors are the author of Schole house of women (about 1542) and attributed to Edward Gosenhill; John Knox, The Monstrous Regiment of Women ( 1558); Philip Stubbes, The Anatomie of Abuses ( 1583); Stephen Gosson, Quippes for Upstart Newfangled Gentlewomen ( 1595); and Joseph Swetnam , The Araignment of Lewd, idle, froward and unconstant women ( 1615), as well as the anonymous author of Hic Mulier or the Man-Woman ( 1620). The attacks did not go unanswered. Indeed in the case of Sir Thomas Elyot Defence of Good Women ( 1540), praise preceded attack. Other notable defenders of women were Edward More in The Defence of Women and Especially of Englyshe Women ( 1560); Nicholas Breton The Praise of Virtuous Ladies ( 1599); and Daniel Tuvil Asylum Veneris ( 1616). Finally women writers began to appear. ... Indeed in the case of Sir Thomas Elyot Defence of Good Women ( 1540), praise preceded attack. Other notable defenders of women were Edward More in The Defence of Women and Especially of Englyshe Women ( 1560); Nicholas Breton The Praise of Virtuous Ladies ( 1599); and Daniel Tuvil Asylum Veneris ( 1616). Finally women writers began to appear. The first is Rachel Speght, who in 1617, wrote A Mouzell for Melastomus, The Cynical Bayter of, and foule mouthed Barker against Evahs Sex, which was an attempt to silence the notorious Swetnam, as well as the weighty biblical anti-feminism which, largely by interpretation, held that woman was inferior to man. In a systematic effort to refute old arguments against women, Rachel Speght writes: Secondly, the materiall cause, or matter whereof woman was made, was of a refined mould, if I may so speake: for man was created of the dust of the earth, but woman was made of a part of man, after that he was a living soule; yet was shee not produced from Adams foote, to be his low inferiour; nor from his head to be his superiour, but from his side, neare his heart, to be his equall; that where he is Lord, she may be Lady: and therefore saith God concerning man and woman jointly, 'Let them rule over the fish of the sea, & over the fowles of the Heaven, & over every beast that moueth upon the earth:' by which words, he makes their authority equall, & all creatures to be in subjection unto them both. This being rightly considered, doth teach men to make such account of their wives, as Adam did of Eve, 'This is bone of my bone, & flesh of my flesh:' As also, that they neither doe or with any more hurt unto them, then unto their owne bodies: for men oughte to love their wives as themsel ves, because hee that loves

Leadership, Attitude, Emotions and Issues Related to Employee Assignment

Leadership, Attitude, Emotions and Issues Related to Employee Satisfaction - Assignment Example He has a little â€Å"concern for Employees†. At this stage, it becomes important for Suprana to sit back and rethink her approach. She needs to make herself as a diplomat and need to increase her concern for employees. Aziz however, needs to be consistent and keep on trying. He needs to find other ways to increase his motivational level and try to voice his opinion to the top management. According to the financial reports of 2008, Google has revenues of more than 21.796 billion US dollars. Without any doubts, Google stands amongst the top organizations, when it comes to growth, profitability, brand image, brand recall and brand equity (Honeyman, pp. 19-21, 1982). Experts of organizational behavioral studies suggest employee pleasure as the prime reason for this outstanding performance of Google. The efforts it has been doing for outclassing employee satisfaction has raised the operating cost of Google like anything, but it seems that Google is not even bothered a bit by the increased costs. An uncountable amount of chef is prepared every day at the Google office. State of art Gym, volleyball court, lap pools, onsite car washes, saloons, dry cleaning shops, free on-site medical checkups and free transportation facilities are just some of the facilities that the employees enjoy at Google. Except for these, Google offers to its worker's benefits like parental leaves, automatic life insurance, tuition reimbursements etc. Google management understands that by all these efforts they can shape the attitudes of their employees that in turn results in desired behaviors from them. On the other hand, this will create employee satisfaction and satisfied employees create satisfied customers (Robbins et al, pp. 259-299, 2009). For the past few decades, organizations have diverted their attention towards studying concepts of employee attitudes and emotions, employee satisfaction and leadership issues.

Determination of the pKas for Glycine

Determination of the pKas for Glycine Name: Aleksandra Redlinska Lab Partner: Adrianna Czerlonko Lab Instructor: Jenq-Kuen Huang Lab TA: Chandra K.Ailneni Objectives: The purpose of this experiment is to titrate glycine and determine its pKa values. This is done to show that glycine is a dipolar ion. This experiment will help explain how pKa values and pH are closely related and will help show the importance of pH in amino acids. Background: Amino acids consist of an amino group (-NH3+) and a carboxyl group (-COOH). When they are in an acidic solution, the amino group becomes protonated and the carboxyl group gets dissociated. When in a solution with a neutral pH, amino acids will usually be dipolar and the amino group will be protonated while the carboxyl group becomes deprotonated. When amino acids are in basic solution, the protonated amino group is the only one that changes, by losing a proton (Biochemistry). The equation used to find the equilibrium constant, Ka, of a reaction is the products divided by the reactants. The Ka can then be used to find the pKa by taking the negative log of the Ka. The Ka value can be used to figure out whether the acid will dissociate or not and how strong an acid is. Glycine is an amino acid which contains both acidic and basic pKas. This shows that it can react to changes in the pH. By adding NaOH to glycine, the proton ion will dissociate. This dissociation will occur due to the tit ration done using the glycine solution. Materials: 0.1 N Sodium hydroxide (60 mL) Glycine (0.6 g or 8.0 meq) 0.1 N Hydrochloric acid (60 mL) Deionized water 100 mL volumetric flask Two burettes Four 250 mL beakers Funnel Graduated cylinder pH meter Procedure: Glycine (0.6 g) was weighed out and put in a 100 ml flask. Water was added to the flask to make 100 mL of solution. The sample (25 mL) was transferred to a 250 mL beaker and distilled water was added (100 mL). The solution was titrated with 0.1 N NaOH (30 mL in 1.0 mL increments). The pH and volume of base were measured after each 1.0 mL of NaOH added and the data was recorded and plotted. Distilled water (125 mL) was placed in a 250 mL beaker. The solution was once again titrated with 0.1 N NaOH (30 mL in 1.0 mL increments). The pH and volume of base were once again collected and plotted. The original glycine solution (25 mL) was transferred to a 250 mL beaker and distilled water (100 mL) was added. The solution was titrated with 0.1 N HCl (30 mL in 1.0 mL increments). The total volume of acid and the pH were recorded. Distilled water (125 mL) was placed in a 250 mL beaker and the solution was titrated with 0.1 N HCl (30 mL in 1.0 mL increments). The volume of the acid and the pH wa s recorded and plotted. Results: Table 1. Titration with NaOH. Table 2. Titration with HCl. Calculations: Determining pKa1 (HCl titration) At pH = 2.5, 30 mL of 0.1 N HCl was used for the glycine titration and 16 mL was used for water. 30 mL – 16 mL = 14 mL 14 mL = 0.014 L 0.014 L was used to titrate glycine at pH 2.5 The normality of HCl used was 0.1 N N = #eq/L 0.1 N = X/0.014 L X = 0.0014 eq 0.0014 eq = 1.4 meq It takes 1.4 meq of HCl to convert glycine to an acidic form The amount of glycine at the start of the titration was: (8 meq)(25 mL/100 mL) = 2 meq The amount of glycine left after the titration was: 2 meq – 1.4 meq = 0.6 meq Formula: pH = pKa1 + log [conjugate base]/ [acid] Conjugate base = 0.6 meq Acid = 1.4 meq 2.5 = pKa1 + log [0.6]/[1.4] 2.5 = pKa1 – 0.368 pKa1 = 2.868 Determining pKa2 (NaOH titration) At pH = 9.4, 18 mL of 0.1 N NaOH was used for the glycine titration and 1 mL was used for the water. 18 mL – 1 mL = 17 mL 17 mL = 0.017 L 0.017 L was used to titrate glycine at pH 9.4 The normality of HCl used was 0.1 N N = #eq/L 0.1 N = X/0.017 L X = 0.0017 eq 0.0017 eq = 1.7 meq It takes 1.7 meq of NaOH to convert glycine to an acidic form The amount of glycine at the start of the titration was: (8 meq)(25 mL/100 mL) = 2 meq The amount of glycine left after the titration was: 2 meq – 1.7 meq = 0.3 meq Formula: pH = pKa2 + log [conjugate base]/ [acid] Conjugate base = 1.7 meq Acid = 0.3 meq 9.4 = pKa2 + log [1.7]/[0.3] 9.4 = pKa2 + 0.753 pKa2 = 8.647 Discussion and Conclusion: The average pKa1 calculated for the titration using HCl was 3.013. The true pKa 1 for an acidic amino acid is 2.3. The average pKa2 calculated for the titration using NaOH was 8.863. The true pKa2 for a basic amino acid is 9.6. This difference could have been caused by dirty glassware or improper measuring of the 0.1 increments of HCl and NaOH using the burette. The error could have also been due to the absence of an analytical scale to make precise measurements of glycine and the pH meter not being cleaned thoroughly enough. Since there was not enough time for each group to complete both parts of the experiment using HCl and NaOH, each group only did one of the titrations. Since my group did not have time to do the HCl titration, we got the results from another group. This could have also caused an error because we did not monitor how precise the other group was. This experiment shows that the pKas of amino acids are important. They could be used to calculate the pH and strength of the amino acid. This observation is displayed in the data above and the graph. This experiment helped me understand how pKa and pH are related. References: Berg, Jeremy M., John L. Tymoczko, and Lubert Stryer.Biochemistry. 6th Edition, W.H. Freeman and Company, New York, (2002). Cronk, J. (2012, January 1). BIOCHEMISTRY Dictionary. Retrieved September 23, 2014, from http://guweb2.gonzaga.edu/faculty/cronk/biochem/dictionary.cfm?letter=front Cronk, J. (2012, January 1). CHEM 440 lectures. Retrieved September 23, 2014, from http://guweb2.gonzaga.edu/faculty/cronk/CHEM440pub/L05-index.cfm Huang, Jack. Experiment 2: â€Å"Determination of the pKas for Glycine† Chem 421 Laboratory. Sep 15, 2014. Answers to Questions: 1. The pKa associated with a typical aliphatic carboxylic acid is 2.3 and the pKa associated with a typical aliphatic amine is 9.6. The pKas associated with an alpha-carboxyl group in an amino acid are between 2 and 3. The pKas associated with a gamma-carboxyl group in an amino acid are between 4.3 and 4.5. The pKas associated with an alpha-amino group in an amino acid are between 9 and 10. The pKa associated with an epsilon-amino group in an amino acid is around 10. The pKas associated with an imidazole group in an amino acid are between 6 and 7. The pKas associated with a guanidine group in an amino acid is around 12.5. The pKas for these groups are taken away once the amino acids are incorporated into proteins. The groups form bonds and the only pKa values that can still be seen are the ones that are at the C and N terminus of the chain. 2. The top equation is correct because the top equation contains a Zwitterion. This Zwitterion would cause it to be able to react with HCl (a strong base) and NaOH (a strong acid). The bottom equation shows no charges on the nitrogen or oxygen, making the reaction not able to happen. My data supports this because when adding HCl, the pH went down and when adding NaOH, the pH went up. This shows that ions were taken away and added causing deprotonation and protonation of the glycine. 3. The structure of Lys-Ala-Asp is: The N-terminal is the NH3+ on the very left side and the C-terminal is the OH on the right side. The net charge of this tripeptide at pH 2 is +2. The net charge at pH 6 is 0. The net charge at pH 13 is -2.

Anosognosia for Hemiplegia: A Window into Self-Awareness :: Stoke Medical Essays

Anosognosia for Hemiplegia: A Window into Self-Awareness You wake up in a hospital bed, scared, confused, and attached to a network of tubes and beeping equipment. After doctors assault you with a barrage of questions and tests, your family emerges from the sea of unfamiliar faces surrounding you and explains what has happened; you have had a stroke in the right half of your brain, and you are at least temporarily paralyzed on your left side. You wiggle your left toes to test yourself; everything seems normal. You lift your left arm to show your family that you are obviously not paralyzed. However, this demonstration does not elicit the happy response you expect; it only causes your children to exchange worried glances with the doctors. No matter how many times you attempt to demonstrate movement in the left half of your body, the roomful of people insists that you are paralyzed. And you are, you just do not know it. How is this possible? You are suffering from anosognosia, a condition in which an ill patient is unaware of her own ill ness or the deficits resulting from her illness (1). Anosognosia occurs at least temporarily in over 50% of stroke victims who suffer from paralysis on the side of the body opposite the stroke, a condition known as hemiplegia (1). Patients with anosognosia for hemiplegia insist they can do things like lift both legs, touch their doctor's nose with a finger on their paralyzed side, and walk normally (2). These patients are much less likely to regain independence after their stroke than patients without anosognosia, primarily because they overestimate their own abilities in unsafe situations (3). However, the implications of the illness go far beyond those for patients who suffer from it; anosognosia brings questions of the origin of self-awareness to the forefront. How can someone lose the ability to know when she is or is not moving? Is this some type of elaborate Freudian defense mechanism, or is this person entirely unaware of her illness? How is self-awareness represented in the brain, and is this representation isolated from o r attached to awareness of others? Though none of these questions are fully answerable at this time, research into anosognosia has provided scientists and philosophers with insight into some of these ancient questions of human consciousness. The question of "denial" versus "unawareness" is at the heart of debate between psychologists and neurologists about the origin of anosognosia (3). Anosognosia for Hemiplegia: A Window into Self-Awareness :: Stoke Medical Essays Anosognosia for Hemiplegia: A Window into Self-Awareness You wake up in a hospital bed, scared, confused, and attached to a network of tubes and beeping equipment. After doctors assault you with a barrage of questions and tests, your family emerges from the sea of unfamiliar faces surrounding you and explains what has happened; you have had a stroke in the right half of your brain, and you are at least temporarily paralyzed on your left side. You wiggle your left toes to test yourself; everything seems normal. You lift your left arm to show your family that you are obviously not paralyzed. However, this demonstration does not elicit the happy response you expect; it only causes your children to exchange worried glances with the doctors. No matter how many times you attempt to demonstrate movement in the left half of your body, the roomful of people insists that you are paralyzed. And you are, you just do not know it. How is this possible? You are suffering from anosognosia, a condition in which an ill patient is unaware of her own ill ness or the deficits resulting from her illness (1). Anosognosia occurs at least temporarily in over 50% of stroke victims who suffer from paralysis on the side of the body opposite the stroke, a condition known as hemiplegia (1). Patients with anosognosia for hemiplegia insist they can do things like lift both legs, touch their doctor's nose with a finger on their paralyzed side, and walk normally (2). These patients are much less likely to regain independence after their stroke than patients without anosognosia, primarily because they overestimate their own abilities in unsafe situations (3). However, the implications of the illness go far beyond those for patients who suffer from it; anosognosia brings questions of the origin of self-awareness to the forefront. How can someone lose the ability to know when she is or is not moving? Is this some type of elaborate Freudian defense mechanism, or is this person entirely unaware of her illness? How is self-awareness represented in the brain, and is this representation isolated from o r attached to awareness of others? Though none of these questions are fully answerable at this time, research into anosognosia has provided scientists and philosophers with insight into some of these ancient questions of human consciousness. The question of "denial" versus "unawareness" is at the heart of debate between psychologists and neurologists about the origin of anosognosia (3).