sleep rem :: essays research papers

States of Consciousness Consciousness   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In 1960 a man named W. Dement conducted a series of studies relating to sleep. His main goal was to understand and learn about the effects of dream deprivation. His tactics would soon be very useful in the quest of answering some very complex questions.   Ã‚  Ã‚  Ã‚  Ã‚  He started out with the idea of observing infants while they were asleep, without realizing that he couldn’t get no verbal feed back from a new born. He then decided to choose 20 random adults to be his ginnea pigs. He would then end up putting these 20 individuals through a series of test and trials. Dement did this by a series of awakenings through the course of sleep. He would monitor his subjects in another room by hooking up electronic devices to the patients muscles located around their eyes. The purpose of the electronic devices was to be able to wake up the subjects in two different periods. One being eye movement and the other no eye movement. He would then wake them up and ask if they could remember their dream.   Ã‚  Ã‚  Ã‚  Ã‚  According to Dement 74% of the 27 awakenings during the periods of sleep accompanied by eye movement, could remember detailed visual dreams. The other 26% reported â€Å"the feeling of having dreamed,† but they could no recall the content in detail. During periods of no eye movement, there were 23 awakenings of which 82% did not remember dreaming and 4 of them said that they might have been dreaming but were not for sure. While his study progressed each subject would have to be awakened more frequently because of the bodies way of REM-rebound. Your body needs sleep and when it is denied sleep it tries to make up for lost sleep.   Ã‚  Ã‚  Ã‚  Ã‚  Today we know that there are four different stages of sleep. One being the lightest and four being the deepest. At the time, Dement had no idea that he was messing with one’s circadian rhythm. The circadian rhythm is like the body’s clock in which it sends messages to your brain to let you know what your body needs. For instance if your body needs sleep you will then start to feel tired.   Ã‚  Ã‚  Ã‚  Ã‚  The results could be used to improve interrogation tactics by utilizing dream, or sleep, deprivation. Dement did this by depriving his subjects of sleep. The body’s continued effort to make of for lost REM sleep, can force someone to say, or do, something that they normally would not have done.

Education System in Bhutan

?  ¬Ã‚ ¬ Acknowledgement Getting this research done was a team effort. Our sincere appreciation goes to Mr. Sangay Tenzin, examination controller of Bhutan council for School Examination and Assessment, for his kind support to get standardized test scores of tenth and twelfth standard; Mr. Sonam Gyeltshen working under Bhutan council for School Examination and Assessment staffed under IT Department for his tireless work in getting the scores and providing us with the same; Dr. Shivaraj Bhattarai dean of Royal Thimphu College, for his kind approval to let us go for the collection of data and also for his help in editing our approval letter; Mr.Deb Kumar Acharyya, program leader for BBA for his kind help in calling off the classes on the days of data collection; Mr. Rob Marjerison, module tutor of Research mMethodology at Royal Thimphu College for guiding us in writing research report. Content Acknowledgment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. I Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. II Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1-2 Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Design of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Analysis of Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5-9 Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Lists of tables and charts: Analysis of data Class ten scores in year wise sequence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5-6 Class twelve scores in year wise sequence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7-8 Chart†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 ? Abstract The core reason for us to do this research is to find out whether there is an improvement in the education quality in Bhutan in last five years or not. We have done this by taking into consideration the standardized test scores of twelfth and tenth standard.Also to show the trends of marks obtained by the students in examination and make the facts available as base for further analysis. The method we adopted is analytical research method where we will be using secondary data available from the records of BCSEA. We selected randomly 50 samples each from both classes tenth and twelveth standards and found the mean to plot a graph to illustrate the facts, which will make it easier to understand the trends. The primary result that our research provides is that education quality in Bhutan has been remaining constant in last five years (2007-2011), with little bit of variation from year to year. hich more or less gives conclusion of being constant. The result of our findings plays a vital role, as this topic is mostly highly controversial and is discussed topic frequently. at all the point. We see every time that people, higher executives, politicians, college, and schools administrators and parents talking about the education quality whether it is improving or deteriorating? Therefore, this finding will help to answer one of the most debated topics in Bhutan. ? Introduction The research problem is; â€Å"Is the quality of education in Bhutan improving or deteriorating in over the last five years? tThis is the one of the most controversial topics in Bhutan and for many years has been a concern where people keep on debating, sometimes write in blogs, organize debate and write articles. Modern education was started in early 1960’s and it has been noted as foundation for success of the nation. Education has played an important role in the development of the economy and today also education is receiving an important development priority from Royal government of Bhutan along with country’s development philosophy of GNH.The main reason for us to choose this research probl em is to clear the doubt of the people in Bhutan regarding this topic, â€Å"Is the quality of education in Bhutan improving or deteriorating in the last five years? † Moreover quality of education has become a serious issue for the Bhutanese society. and at all the time. The hypothesis for our research goes, â€Å"The quality of education in Bhutan is deteriorating in last five years†.Education quality in Bhutan has been noted deteriorated in many aspects like, In olden days students were sent to school at later ages like eight or ten, where they are matured enough to learn and analyze the teachings. In present days children at the age of four or five are sent to school where they seem to be innocent and will not be able to grasp what is delivered. In past days most of the parents were illiterate and when they sent their children to school they feel that their child is doing something new and were treated with pride and dignity.Whereas in today’s scenario, most of the parents are educated and when their child make mistake they refer it as blunder and incapable. It is said that, â€Å"The product quality directly correlates with the process quality† (Wangchuk 2009). To say that how good or bad the students are depends entirely upon how well they received the education. â€Å"The ‘quality input’ in a school setting encompasses adequately trained and motivated teachers, good infrastructure, good library, conducive teaching-learning environment, reasonable working hours, adequate stationary, normal motivated students and good recreational facilities.Take away any of these attributes and the quality of education is bound to go down the drains† (Wangchuk 2009). The other factor which leads to deterioration of education is the allocation or right teacher for right subject. The various limitations associated in our research are like, our sample size is too small to represent the whole nation and post our findings as com pared to that of optimum sample size, time allocated for us to collect data was only two days and we face lots of challenges for cash management and time management. Definition of terms used: GNH -Gross National Happiness.BCSEA –Bhutan council for School Examination and assessment. ECO – Economics ENG – English DZO – Dzongkha GEO – Geography SCI – Science COMP – Computer HIST – History COM – Commerce ACC – Accounts B. Math – Business Math PHY – Physics CHE – Chemistry BIO – Biology Literature Review For getting this research done we have referred to many articles like, â€Å"is the quality of education in Bhutan deteriorating? † by Pema Lhendrup in 2011 found that education quality in Bhutan is deteriorating with the fact that wrong teachers are ask to teach wrong subjects, for example a Geography specialist is asked to teach English in many schools [2].An article, â€Å"Be happ y with a Maruti†, by Kuenga T Dorji, 2010 found that in 2006 when a foreign call centre seeking to branch into Thimphu held interviews of class XII pass-outs and concluded that the quality of written and spoken English was inadequate. They were not able to write an application correctly. He also pointed out that in schools only theory has been given more importance and students possess no skills of application of those skills [1]. What quality of education are we looking at? Article by Wangchuk, 2009 states that teachers are not happy with the pay scales and politicians have increased the package of salary.Here he says that â€Å"monetary reward is not the ‘all cure antidote’ for the perceived decline of education quality† [4]. Also the article posted by Dorjay Rhigden Peljor in 2011, â€Å"Quality of education in Bhutan† states that education is deteriorating due to the fact that in present days most of the students are sent to schools in young age where they can’t grab what is taught to them and also most of the parents these days are educated and whenever their children make mistakes they blame their children and de-motivate [3]. According to Research Paper of 2008 titled â€Å"Quality of education in Bhutan†.Says that to measure the quality of education, there need to be use of frequent feedbacks from students side [5]. ? Design of the study The research design that we have adopted is analytical research method where we will be using secondary data available from the records of BCSEA. The source of our data is from BCSEA, where we are solely depending on secondary data, and the standardized test scores of class ten and twelve. The sampling procedure is random sampling from thousands of score of different students from various schools in Bhutan.We went to BCSEA and asked for the standardized scores to make our analysis. Whereby we selected fifty samples of students each from both tenth and twelfth standards. To make our analysis we calculated mean marks of each year and compared for both class ten and twelve scores. Also we calculated combined mean of both class ten and twelve scores taking all fives into consideration. ? Analysis of data In order to analysis our data we have divide both class ten and twelve scores and found the mean marks of each as shown below: Class ten scores in year wise sequence;SL NoGenderYearMARKS MARKS IN % EngDzoEcoMathsHistory Civics & GeoSciCOMP 1F200748484240383842. 33 2F200750604642464247. 67 3F200760608883747673. 50 4F200742443825424238. 83 5F200750464440444244. 33 6M200742604642504247. 00 7M200752696486546464. 83 8M200750666060606660. 33 9M200769886964747272. 67 10M200750725254546057. 00 548. 5054. 85 11M200850545044423846. 33 12M200869526969645062. 17 13M200854696462647264. 17 14M200874789269868680. 83 15M200869527254697865. 67 16F200852645248485052. 33 17F200869648880697874. 67 18F200869666446625259. 83 19F200876749494888885. 67 0F200854606228543849. 33 641. 0064. 10 21F200954727254645061. 00 22F200969648072746069. 83 23F200950465052524449. 00 24F200960527458725461. 67 25F200954586669585059. 17 26M200952585252525253. 00 27M200962588076586065. 67 28M200938505250404646. 00 29M200954696260625059. 50 30M200952724240605854. 00 578. 8357. 88 31F201054766950664860. 50 32F201046696244484652. 50 33F201058785050484655. 00 34F201058698060606064. 50 35F2010547244283830 44. 33 36M2010447652445450 53. 33 37M2010467866545828 55. 00 38M2010507474586035 58. 50 39M2010547880646248 64. 33 40M2010426960464828 48. 3 556. 8355. 68 41F2011727276697666 71. 83 42F2011607264445238 55. 00 43F2011586252384638 49. 00 44F2011547252445440 52. 67 45F20116950605452 7459. 83 46M20116644626458 8663. 33 47M2011506950466248 54. 17 48M2011465040445044 45. 67 49M2011696474667669 69. 67 50M2011626972507458 64. 17 585. 3358. 53 ? Class twelve scores in year wise sequence; SL NoGenderYearMARKS MARKS IN % ENGDZODZO rizhungHISTGEOECOCOMACCCOMP StudiesB. MathsMathsPHYCHEBIO 1 F20076054 485050 30 48. 67 2F20072852 307446 46. 00 3F20076960 585066 44 57. 83 4F20074254 48524230 44. 7 5F20076654 5878838069. 83 6M20077262 666678 68. 80 7M20075848 466069 50 55. 17 8M20074248 46204048 40. 67 9M20077474 8366 30 65. 40 10M20075248 587846 56. 40 553. 4355. 34 11F20085866 627452 62. 40 12F20084858 405242 50 48. 33 13F20086446 785862 61. 60 14F20087666 8064646969. 83 15F20085046 545835 48. 60 16M20085060 354640 46. 20 17M20087242 7458586261. 00 18M20087258 806962 68. 20 19M20086235 586478 59. 40 20M20085446 627858 59. 60 585. 1758. 52 1F20094454 58484842 49. 00 22F2009526060546058 57. 33 23F20095050 50524420 44. 33 24F20095066 447880 28 57. 67 25F20096072 4446546056. 00 26M20094862 62835844 59. 50 27M20094454 484615 41. 40 28M20096260 948372 74. 20 29M20096662 6986907473. 50 30M20096666 66 787286 72. 33 585. 2758. 53 SL NOGENDERYEARMARKS MARKS IN % ENGDZODZO rizhungHISTGEOECOCOMACCCOM STUDIESB. MATHSMATHSPHYCHEMBIO 31F20104662 508340 56. 20 32F20105064 506274 72 62. 00 33F20107272 9286766677. 33 34F20104860 6946605055. 0 35F20105266 304220 22 38. 67 36M20106050 62645886 63. 33 37M20104254 48722046 47. 00 38M2010487260698628 60. 50 39M20104469 804025 51. 60 40M20106064 60 606960 62. 17 574. 3057. 43 41F20115266 32405255 49. 50 42F20114858 44485240 48. 33 43F20116983 52526464. 00 44F20115048 62 4042 48. 40 45F2011525562305534 48. 00 46M20114840 6460 50 52. 40 47M20114062 50586454. 80 48M20115272743276 61. 20 49M20115858 696950 62 61. 00 50M20114642 50696664 45. 50 533. 1353. 31To get the clear picture of the above tables, a graph has been drawn to make analysis simple to understand at a glance, as shown below. YearClass 10 result (x)Class 12 result (y) 200754. 8555. 34 200864. 1058. 52 200957. 8858. 53 201055. 6857. 43 201158. 5353. 31 TOTAL291. 05283. 13 MEAN58. 2156. 63 Mean of x = 58. 21 Mean of y = 56. 63 From above tables and chart what we can conclude is that the trend of scores of tenth standard is 2007 = 54. 85%, 2008 = 64. 10%, 2009 = 57 . 88%, 2010 = 55. 68%, 2011 = 58. 53%, and for twelfth standard its is 2007 = 55. 34%, 2008 = 58. 52%, 2009 = 58. 53%, 2010 = 57. 3%, 2011 = 53. 31%. There is more or less little variation in percentage of scores from year to year, so the result is education quality is in constant for last five years. Result was better in the year 2008 as compared to other years and in all the five years; scores are above 50% on overall average. ? Summary The research question on which we were doing research is, â€Å"Is the quality of education in Bhutan improving or deteriorating in the last five years? † In Bhutan this research problem is mostly a frequently discussed topic and plays a vital role in the development of nation along with the core concept of GNH.The research method that we have used is analytical research and all the analysis made is based on the facts available from the BCSEA office. We have taken the standardized test scores of twelfth and tenth standard and picked a sample size of 100, where 50 samples are from tenth standards and 50 samples from twelfth standards. With the data available what we have found is that there is more or less little variation in percentage of scores from year to year, so the result is education quality is in constant for last five years.Result was better in the year 2008 as compared to other years and in all the five years; scores are above 50% on overall average. ? Conclusion This research paper basically focused on looking at the education quality in Bhutan. According to our hypothesis, education quality was supposed to be deteriorating, but with the help of the facts available it is proved that education quality in Bhutan has been more or less remaining constant for last five years. With available facts we have drawn our conclusion of education quality being remaining constant.We only took into considerations the marks obtained by the students and we didn’t take into considerations that what factors are actually leading the education quality to remain constant for last five years, this will be left for further studies. ? Bibliography Dorji, Kunga. (2010, 6 Jan. ). Be happy with Maruti. Retrieved form www. drukpa. bt/bhutan/3/test// Lhendrup, Pema. (2011, 13 Nov. ). Is the quality education in Bhutan deteriorating?. Retrieved from Lhendrup. blogspot. com/2011/11/is-quality-of-education-in-bhutan. tml Peljor, Dorjay. (2011, 23 Jan. ). Quality of education in Bhutan. Retrieved from dorjayrhigdenpeljor. blogspot. com/2011/01/quality-of-education-in-bhutan. html Wangchuk, Dorji. (2009, 25 Oct. ). What quality of education are we looking at?. Bhutan observer. Retrieved from www. bhutanobserver. bt/what-quality-of-education-are-we-looking-at/ Sherab, Kezang. (2009 June. ). Quality of education in Bhutan. Centre of educational research and development. Retrieved from www. pce. edu. bt/cerd/quality%20of%20Education%20II. pdf

Character Development of Female Protagonists Essay

In both stories they featured a female protagonist undergoing major character developments and mentality change from first sentence to last. They experienced complex, life-altering events and made crucial decisions resolving said events. I believe, although both stories showed the characters undertaking change, they didn’t portray the outcome as positive change. The conflict of Lamb to the Slaughter is when Mary’s husband revealed he wanted a divorce. â€Å"Her first instinct was to reject it all, not believe anything.†(Dahl, 153) She had a drastic mentality change: she murdered him and created an alibi of coming home finding her husband dead. This was due to her feeling betrayed by her husband leaving her when she was pregnant. The conflict of The Necklace is when Mathilde gets invited to a high-class party however she had no dress to wear. â€Å"No†¦there’s nothing more humiliating than looking poor in the middle of a lot of rich women.† (Maupassant )This drove her to borrow a valuable necklace but ends up losing it and having to pay for a replacement. Mathilde and her husband fell into debt and became more penniless than before simply because she desired her fantasy of opulence. It’s evident in both stories, the development in the main protagonist. Mary started as a loving, faithful housewife and became a deceitful, strong killer. Mathilde started as a well-off but unsatisfied woman and became impoverished but content. It’s shown at the end that the women aren’t in greater situations than before the conflicts occurred. Works Cited Bibliography: (Dahl, R. Lamb to the Slaughter, New York: Harper’s Magazine, 1953) (Maupassant, G. The Necklace, Paris: Le Gaulois, 1887)

Ethanol on the heart rate Essays

Ethanol on the heart rate Essays Ethanol on the heart rate Essay Ethanol on the heart rate Essay Effectss of different concentrations of ethyl alcohol on the bosom rate of the H2O flea In this experiment I will be looking at the effects of different concentrations of ethyl alcohol on the bosom rate of the H2O flea, Daphnia because utilizing worlds in a survey to prove the effects of Ethanol on bosom rate would non be ethical. Daphnia, like many animate beings, are prone to alcohol poisoning, and do first-class topics for analyzing the effects of the sedative on the nervous system due to the semitransparent exoskeleton, and the visibly altered bosom rate.Ethanol is a little molecule, RMM of 43, so it crosses cell membranes by simple diffusion. The exoskeleton of Daphnia is non rainproof, so there are no rainproof waxy beds to traverse. The gills are peculiarly thin-walled and optimised for diffusion. They live in assorted aquatic environments runing from acidic swamps to freshwater lakes, pools, watercourses and rivers. They are tolerant of being observed unrecorded under a microscope and look to endure no injury when returned to open H2O. The experiment consists in fixing 5 different environments to set the H2O flea in, and detect how the bosom rate responds to each alteration ; the alteration will be the addition of ethanol concentration % . This will be the independent variable. The dependent variable is the bosom rate of the Daphnia. Hypothesis: Ethanol will diminish the bosom rate of the Daphnia. Null Hypothesis: Ethyl alcohol will hold no consequence on the bosom rate of the Daphnia. I will alter the concentration of my Ethanol solution by dilution and will therefore secret plan a graph. In add-on, a correlativity and ANOVA trial will be calculated to find the relationship ( If any ) between the concentration of Ethanol and the bosom rate of the Daphnia. I have taken into consideration factors that will impact my overall decision Factors: Size of Daphnia The size of the Daphnia will impact its soaking up of Ethanol and besides the metamorphosis of the drug in the liver. Different rates of metamorphosis will ensue in different bosom rates. As a consequence I must guarantee that I choose Daphnia which are the same size when carry oning repetitions. I will utilize a extremely sensitive graduated table to corroborate that both water fleas are of equal organic structure mass. Time kept in ethanol solution The Daphnia must be kept in the Petri dish full of ethanol solution for a specific sum of clip. If they are kept in the solution for excessively long they will go drunk which will ensue in unnatural bosom beats that are difficult to mensurate although they must be kept in the solution long plenty for sufficient soaking up of Ethanol. Each Daphnia will remain in the ethanol solution for precisely 3 proceedingss so that an equal volume of ethyl alcohol is absorbed. Activity of Daphnia Some Daphnia tend to be more active than others and these will hold a higher bosom rate compared to 1s that are idle. After leting the Daphnia to swim in a specific solution of ethyl alcohol I will put them on a pit slide so that I can detect the bosom rate with a microscope. As I will be utilizing a pipette to reassign the Daphnia from the Petri dish to the pit slide extra fluid will be found on the slide which must be removed with tissue so that all Daphnia remain idle/immobile and non active I.e. swimming on the slide. This will besides let me to mensurate the bosom rate with easiness which reduces the likeliness of human mistake. Time left under the microscope If the Daphnia are left under the microscope for excessively long they will go stressed due to the heat of the microscope visible radiation and this will increase the bosom rate of the Daphnia due to the secernment of epinephrine therefore I must guarantee that the microscope is switched off when non in usage. The pit slides must be allowed to chill down earlier utilizing them once more as they tend to heat up. Impurities on pit slide Traces of drosss including ethyl alcohol from a old experiment may be left on the pit slide which may somewhat impact the bosom rate of the Daphnia therefore the slide must be cleaned and dried exhaustively before each repetition. Alternatively, a new slide may be used for each repetition. The stuffs needed to execute this experiment are the undermentioned: Normal size syringe 2 Small panpipes ( must hold units of measuring ) Open top pipette Ethanol of 1 % concentration Assorted Daphnia to execute experiment on Microscope 6 Petri dishes Cavity slide Marker Kleenex tissue for absorbing extra liquid Scale Stopwatch Method: 1. The first thing that has to be done is the readying of the different solutions where the Daphnia will be placed. To make this you will necessitate the little syringe, and 5 Petri dishes. It is really advisable to hold labels. The first Petri dish will incorporate 0 % Ethanol, in other words merely H2O. With a little syringe, take 10 milliliter of distilled H2O ( the usage of distilled H2O is of import as you will be taking any stuffs that may hold an consequence on the Daphnia bosom rate ) and topographic point it in the Petri dish. The syringe you merely used will merely be used with H2O and non for the Ethanol. Put a 0 % label on the Petri dish in order to maintain path of the different concentrations you will be doing. The following Petri dish will incorporate 0.2 % ethanol concentration, and you will do concentrations traveling up to 0.8 % , so: 0.2 % : With the other little syringe ( this 1 will merely be used for ethyl alcohol ) , add 2 milliliter of the 1 % Ethanol, to 8 milliliter of distilled H2O 0.4 % : Add 4 milliliter of the 1 % ethyl alcohol, to 6 milliliter of distilled H2O 0.6 % : Add 6 milliliter of the 1 % ethyl alcohol, to 4 milliliter of distilled H2O 0.8 % : Add 8 milliliter of the 1 % ethyl alcohol, to 2 milliliter of distilled H2O retrieve to label each concentration consequently 2. Put your microscope up, put it on medium magnification. Do non turn it on yet because the visible radiation of the microscope can heat up the environment where you will be detecting the Daphnia. It is of import to seek to maintain the temperature of the experiment every bit stable as possible. Heat may modify the Daphnia bosom rate, and the consequence of heat on the bosom rate is non the intent of this experiment. 3. Now it is clip to pick out one Daphnia from the glass or container where you put all of them in. It is of import to utilize merely one throughout this whole experiment because different animate beings may show fluctuations in their response to different environments. With the unfastened top pipette, seek to pick out a Daphnia which is non excessively little, as it will be harder to detect the bosom rate if it is little. Once you have managed to take one out, topographic point it in the staying empty Petri dish. Take the normal size syringe and really carefully suck the Daphnia in with as least H2O possible. The aim is to hold the Daphnia right at the tip of the syringe. Squirt the Daphnia out into the pit slide. It is really of import to set the Daphnia in with the least H2O possible, in order to forestall it from traveling excessively much. It is recommended to seek to force out it out with merely one bead of H2O, as this will maintain it alive, but immobile. Use tissue to ta ke extra fluid. Put the slide under the microscope. Turn the microscope on. 4. Make certain you can see the Daphnia clearly under the microscope, one time you are happy with the image, look for the bosom: 7 is the bosom. If you can see the bosom, and can maintain path of its whipping, put the Daphnia, with the normal sized, syringe into the 0 % labelled Petri dish. Wash the microscope slide with H2O and dry it. Turn the microscope off. 5. Keep the Daphnia in the Petri dish for 3 proceedingss, this lets it adapt do the conditions and besides increases the chance of it lasting the whole experiment. With the normal size syringe take it out of the Petri dish and set it onto the microscope slide, do certain that it is practically immobile ( by doing certain that you squirted the least sum of H2O possible ) and put it under the microscope. Turn the microscope on. 6. Get the paper and marker ready. Look into the microscope and do certain you can number the bosom round. Get person to number 15 seconds with the halt ticker. During 15 seconds, tap the paper with the marker each clip the bosom beats, after this, number the figure of points on the paper. Multiply this figure by four ; this gives you the bosom rate per minute. Record the consequence. Make this procedure 3 times in order to acquire 3 bosom rates. Add the 3 bosom rates and so split the consequence by 3 ; this will give you the norm of the Daphnia bosom rate under those conditions. Keep the Daphnia under the microscope for a upper limit of 2 proceedingss, because the heat of the visible radiation in the microscope could hold effects on the experiment. Turn the microscope off after the count to forestall farther warming caused by the visible radiation. 7. Remove the slide from the microscope, and with the normal size syringe put the Daphnia into the 0.2 % labelled Petri dish ( rinse the slide with H2O and dry it ) . Leave the Daphnia in the Petri dish for 3 proceedingss one time once more. After 3 proceedingss, use the normal sized syringe to set it onto the microscope slide. Repeat measure 6 and record consequences. 8. Count the bosom rate of the Daphnia when placed in all the concentrations. Work your manner up from 0 % to 0.2 % to 0.4 % , 0.6 % , 0.8 % . Make certain you rinse and dry the slide with the distilled H2O after each clip. You must get down from the lowest concentration up to the highest concentration because the Daphnia has to bit by bit accommodate to the alterations, you will be cut downing the chance of it deceasing. Another ground for this is that if you start at the highest concentration, the impact on the Daphnia will be excessively dramatic and you will non see any tendencies one time you try a lower concentration, it will hold an consequence of poisoning . Remember to reiterate each count 3 times to obtain an norm of the bosom rate. Keep the Daphnia under the microscope during the same sum of clip for each concentration, this will guarantee that if there was any type of consequence from the visible radiation under the microscope, all trials will be just because they were under the exact same conditions. It is possible for the Daphnia to decease during these trials ; this is why you must hold acquired a just sum of Daphnia, in order to hold back-ups. 9. Repeat this experiment one time or twice with different Daphnia, in this manner you will be able to analyze any tendencies present in the experiment more accurately. I will utilize the undermentioned tabular arraies to enter the consequences of this experiment: Averages will be calculated for both experiments and the consequences will be organised in a separate tabular array. My decision will be based on these norms because they are more representative. Alterations made to method: The Daphnia used in the first experiment died after being placed on the pit slide from the 0.6 % ethanol solution likely due to the deficiency of fluid on the slide so I had to re-start the experiment utilizing another Daphnia. No 1 was available to number 15 seconds with a stop watch so I had to utilize my Mobile phone which beeped after 15 seconds motivating me stop numbering the figure of bosom beats. Consequences

5 Tips for a Healthy Study-Life Balance at College

5 Tips for a Healthy Study-Life Balance at College 5 Tips for a Healthy Study-Life Balance at College Depending who you ask, college is either a) all about learning and developing skills for adult life; or b) where young people go to behave badly, away from the withering gazes of childhood authority figures. In truth, it’s usually a bit of both. Nobody goes to college if they don’t have at least a passing interest in learning. But being a student is also about becoming independent and trying new things. The key is striking a healthy study-life balance. But how do you make sure you’re making the most of student life without falling behind in your studies? 1. Set Realistic Goals Most of us struggle to achieve a good study-life balance because we take on too much. Going to class and getting assignments done on time is time-consuming enough, so once you add your social life, college societies and a part-time job, your schedule can start looking pretty full. And then you end up feeling like this guy. [Photo: Adrian Sampson] It’s therefore important to set realistic goals at college, taking account of your other commitments and leaving enough time to relax now and then. 2. Get Organized! A regular working routine can help you study efficiently, leaving more time for other activities. Make sure to set aside time in advance if you know you have an assignment due and try your hardest to avoid procrastination. 3. Know When to Prioritize If you find yourself with too much to do, be prepared to let small things slide, which means understanding which tasks are most important and prioritizing them. And in case youre wondering, that doesn’t mean â€Å"not revising for the test because I wanted to go out with my friends on a Wednesday night.† If anything, the opposite is advisable. 4. Eat Healthy and Exercise If you want to throw yourself fully into college life, you’ll need to keep your energy levels up. The best way to do this is by eating healthily and getting regular exercise. 5. Sleep Well (and Get Up Early) As with diet and exercise, getting into good sleeping habits can boost your energy and make it easier to achieve a healthy life-study balance. As such, you should avoid coffee in the evenings and make sure your bedroom is a comfortable sleeping environment. Finally, and we know this won’t be popular, but if you want to make the most of your day you should get up early. Its not that you have to leap out of bed at the crack of dawn; just try to make sure youre fully awake by the time your first class starts!

Philosophy of Education Essay Example | Topics and Well Written Essays - 2000 words

Philosophy of Education - Essay Example It should also teach to students general knowledge and skills that they will be able to broaden later in their higher education as well as apply in everyday life. School should also develop problem-solving and decision-making skills, and educate physical, emotional and social needs. The Purpose of Education Herbert Spencer once said: â€Å"Education has for its object the formation of the character† and â€Å"The great aim of education is not knowledge, but action†. These two quotes reflect my beliefs about education. The purpose of education is to prepare young generations to be able to fully function in the society, to teach them morals and skills to be able to make right decisions that will benefit them and society overall. Another purpose of education is to teach young generations to act upon those decisions and contribute to personal growth and society overall. I believe that education starts with family, in particular parents. They are responsible for raising a ch ild into a rightful citizen. They are the ones who help the child make first steps, say first words, and make first decisions. They provide the direction that determines the lives of their children. The saying goes â€Å"It takes a village to raise a child†. That is where the school community comes in. They help children grow academically, socially, and morally. The education should help reveal the potential of the child. As Jean Piaget believed, intellectual ability is not something that is taught to children, it is something that children develop naturally as they grow. So schools have to provide the framework for that growth. I think schools should provide basic education that is consistent across the country, but at the same time take an individual approach to adjust or add to the curriculum to meet the needs of children of various racial, ethnical, socioeconomic, cultural, and religious backgrounds. For example, children should be able to learn history and geography of t he world to be well-rounded individuals, but at the same time they should have an opportunity to study their cultural and ethnical heritage in more detail. This would help them appreciate their roots as well as respect people of other cultures and backgrounds. I think that currently the system of education is lacking the ability to provide a solid education for children and young people of various backgrounds. Unfortunately, the quality of education youngsters receive is still determined by the amount of money parents have. Even though President George Bush has made an attempt to give the equal opportunities to children of less privileged backgrounds through his landmark legislation â€Å"No Child Left Behind†, still this legislation has failed to achieve its goals in full. President Obama has recently raised the issue of quality of education and the very questions whether the education should be the same for everyone. He advocated for better schools and better education, esp ecially considering the fact that American schools lose to schools in most developed countries in the world. Educational Philosophers: The Power of Logic I believe in logic. I think people who think logically

Sea Ice Trends Term Paper Example | Topics and Well Written Essays - 1000 words

Sea Ice Trends - Term Paper Example With the Arctic ice melting at an unprecedented pace in the Northern Hemisphere, the ocean waters absorb most of the sun’s energy and this explains why the global average sea levels are increasing. It is an interesting fact the while the sea ice extent in the Northern Hemisphere has been below average in the recent years, sea ice extent has been above average for Antarctica in the Southern Hemisphere (Daniel). In the same report is it mentioned that the Arctic sea ice extent in the Northern Hemisphere as of June 20, 2012 melt at a faster rate than it did during the same time back in 2007. The differing sea ice trends in the Northern and Southern Hemisphere present a troubling situation as majority of the Earth’s population lives in the Northern Hemisphere where the area covered by ice is already smaller as compared to latter. Arctic sea ice covers about 14-16 million square kilometers in contrast to 17-20 million square kilometers in the Southern Ocean (Daniel) and whil e the ice is rapidly melting in the Northern Hemisphere, it is gaining momentum in the other Hemisphere. ... According to a research study done by the US climate scientists, the ocean temperatures heating up due to global warming threaten to leave a billion people high and dry despite the fact that ice caps are gradually melting† (Vastag). The onset of gloom geographical changes is directly related to the Earth’s rising temperature which can definitely be blamed on myriad human activities like agricultural and industrial revolution, trees removal, land-use change, and an increase in the poisonous gases in the atmosphere. Due to all these human activities, greenhouse warming results leading to â€Å"melting of the arctic icepack, snowfields, and glaciers, which causes a decrease in Earth’s albedo, therefore throwing off the balance of our climate† (Turk and Bensel 12). With the advancement in the satellite technology since 1979 the data obtained to date reveals that over the past 30-33 years in the period from 1979 to 2012, the Arctic sea ice extent has been declin ing at a consistent rate. Though it remains true that a lot of ice growth was seen during the fall of 2011-12 across the Northern Hemisphere, the reality is that the increase reported in that ice extent was contributed by the new ice which both grows and melts faster than the old ice which stays longer and remains largely unaffected by the warming Earth temperatures (Daniel). In another report about the evolution of sea ice trends in August 2012 is this identified that the latest snow and ice data recorded on August 26 reveals the Arctic sea ice extent to fall below 4 million square kilometers. In the same report is it also mentioned that as a consequence of rapid loss of the reflective ice cover which plays a huge role in absorbing solar