Scientific laws do not describe true facts bout reality Essay - 1

Logical laws don't depict substantiates realities session reality - Essay Example These suppositions and evaluations go back since the creation of science. Numerous researchers have come up speculations and suspicions which have likewise discover their way into academic books. This lifts the congruity of the speculations a great many ages. Logical laws are seen as the explanation with respect to why the globe is developing in to another planet of creations. In any case, questions are asked with regards to whether these laws are genuine or exactly what are compelled to accept. As per Cullen as much as there are mistakes engaged with concocting logical hypotheses, individuals will in general totally accept logical developments (67). The article will give understanding with regards to why logical laws don't depict substantiates realities about the real world. Logical laws incorporate the utilization of numerous formulae. As is it demonstrated no individual can be 100 percent effective and precise. As researcher come up accompany these formulae there is an undeniable presumption that a few mistakes and gauges are remembered for the creation of logical laws. The appraisals and mistakes are proof that the suspicions showed by logical laws tangle not give the precise realities about the real world. As indicated by Godfrey-Smith if a hypothesis or law depends on suspicions there is consistently a likelihood that the law can't be totally precise (102). In the event that the laws depended on realities as opposed to logical presumptions, it would be rationale to contend on the way that researchers are exact in their discoveries (Hempel, 211). In a contention by Rosenberg he contends that logical clarification is easygoing clarification (94). There isn't a lot of proof of formal or totally demonstrated clarifications. Science just attempts to clarify previously existing marvels with laws developed from results. It is consequently that it becomes obvious that any recipe can be applied to concoct known outcome. This case can be contrasted with an individual offered a response to math at that point requested to concoct an equation. This turns out to be simple as any

Reasons For The Anticipation Of Claudiuss Suicide :: essays research papers fc

Purposes behind the Anticipation of Claudius' Suicide      In the lamentable play Hamlet, by William Shakespeare, a specific hindrance in Hamlet's mission to be freed of his great uncle is his hesitation. This demonstration of homicide expected to fix what's to come is Hamlet's sole obligation, requested by his perished father. Hamlet's fundamental objective all through the play is for Claudius to end it all. To accomplish this objective, he creates a play primarily for the lord called the "Mousetrap." This play is utilized as one of numerous devices for Hamlet's circuitous control of Claudius' psyche. Similarly as a mousetrap draws an irritation to its own implosion while looking for approaches to satisfy itself, so does Hamlet utilize the play as a bait to trap the ruler in his own still, small voice. Claudius' conceivable self destruction would be the aftereffect of the blame snares Hamlet sets with the utilization of mental trick.      As Hamlet reprimands his mom for her conduct toward the ruler's respect, he directs numerous unfeeling sentiments toward her. However, among these are his supplications for her to atone. One of the last recommendations he gives his mom isn't to let Claudius entice her once more: "Pinch wanton on your cheek, call you his mouse" (III.iv.200). Hamlet's uncle, other than enticing the sovereign, is likewise ready to leave her alone the mouse that gets trapped in the mousetrap expected for him. He doesn't cherish Gertrude as Hamlet's dad once did and likely never will. To the plotting ruler, his solitary respect for her is simply to serve his own egotistical needs. The greater part of Hamlet's endeavors to make the ruler need to murder himself fall flat due to Claudius' solid hang on his mom, which is Hamlet's shortcoming.      Hamlet invests off specific amounts of energy to slaughter Claudius for different reasons. At a certain point, Hamlet doesn't proceed with Claudius' homicide since he doesn't need him to enter paradise at the hour of his demise: "Then trip him, that his heels may kick at paradise/And that his spirit might be as damn'd and dark/As heck, whereto it goes" (III.iii.97-98). On the off chance that Claudius had slaughtered himself, which in practically all religions is viewed as a transgression, he would without a doubt take a hike. Hamlet lean towards Claudius' affirmation of the catalyst behind his activities to be his strategy for implosion. The more that Claudius contemplates his insidious deed, the more he will concoct reasons with regards to why he ought not continue living.

Philosophy 101 Study Guide

* Socrates: Philosopher who trusted in a flat out correct; asked understudies guided inquiries toward make them utilize their explanation, later became Socratic Method. Accused of presenting weird divine beings and debasing the youthful, he ended it all. * Rhetoric: Saying things in a persuading matter * Skepticism: The possibility that nothing can ever be known beyond a shadow of a doubt. * Sophists: A savvy and educated individual, disparaging of customary folklore, dismissed â€Å"fruitless† philosophical speculations.A individual from a school of old Greek expert rationalists who were master in and shown the abilities of talk, contention, and discussion, however were condemned for presumptive thinking. * Socratic Irony: Feign Ignorance, or claim to be more moronic than truly are to uncover the shortcomings of individuals' reasoning * â€Å"One thing just I know, and that will be that I know nothing† * â€Å"He comprehends what great is will do good† * Plato ( 428-347 B. C. Athens, Greece): Student of Socrates. Built up ‘The Academy'. Composed Dialogs. He was a Dualist. * Two sections to a human: Body ; Soul Plato viewed the body and soul as discrete elements * An individual may ache for or have a hunger for something, yet oppose the hankering with resolve. An effectively working soul requires the most noteworthy part, reason, to control the least part, craving, with help from the will. * Plato accepted that however the body bites the dust and crumbles, the spirit keeps on living until the end of time. After the passing of the body, the spirit moves to what Plato called the domain of the unadulterated structures. There, it exists without a body, thinking about the forms.After a period, the spirit is resurrected in another body and comes back to the world. In any case, the resurrected soul holds a diminish memory of the domain of structures and longs for it * Theory of thoughts/shapes: the truth behind the material world, which conta ins the interminable and changeless â€Å"patterns† behind the different wonders, we run over in nature. * Plato accepted that everything substantial in nature streams. There are no substances that don't break up, thus everything is made of an ageless â€Å"mold† or â€Å"form† that is interminable and unchanging. * Eternal: Lasting or existing orever; without end or starting. * Immutable: Unable to be changed * Form (Ideas): A structure is a theoretical property or quality. Take any property of an item; separate it from that question and think about it without anyone else, and you are examining a structure. For instance, in the event that you separate the roundness of a b-ball from its shading, its weight, and so on and think about only roundness without anyone else, you are thinking about the from of roundness. * The structures are otherworldly. This implies they don't exist in reality. A material item, a ball, exists at a specific spot at a specific time.A st ructure, roundness, doesn't exist at wherever or time. * Pure †the structures just epitomize one property. Material articles are tainted; they consolidate various properties, for example, obscurity, circularity, and hardness into one item. * Archetypes †The structures are originals; that is, they are ideal instances of the property that they embody. The structures are the ideal models whereupon every single material article are based. The type of redness, for instance, is red, and every single red article are essentially flawed * Ultimately Real †The structures are the eventually genuine elements, not material objects.All material items are duplicates or pictures of some assortment of structures; their world comes just from the structures. * Causes †The structures are the reasons for all things. * They give the clarification of why anything is how it is * They are the source or cause of the being of all things * Systematically Interconnected †The structures involve a framework driving down from the type of the Good moving from increasingly broad to progressively specific, from increasingly target to more subjective.This methodical structure is reflected in the structure of the argument procedure by which we come to information on the structures. * Realm of Forms (World of Ideas): The world that we see through the brain, utilizing our ideas, is by all accounts lasting and constant. People approach the domain of structures through the brain, through explanation, given Plato's hypothesis of the developments of the human spirit. This gives them access to a perpetual world, safe to the torments and changes of the material world.By isolating ourselves from the material world and our bodies and building up our capacity to fret about the structures, we discover a worth which isn't available to change or breaking down. * Realm of the Illusory (World of the Senses): The world we see through the faculties is by all accounts continually evolving. It appears that all the articles we see with the faculties are basically pictures or encounters in our psyche. They are just abstract purposes of perspectives on the genuine items. For instance, the world shows up profoundly contrastingly to a partially blind individual than it does to us.The objects that we see as shaded, at that point, must not be the genuine articles, however simply our experience of these items that is controlled by my specific emotional perspective and perceptual mechanical assembly. * True Knowledge * He accepted that as aftereffect of the steady change inside the material world we would never truly have genuine information. * Eros: Greek divine force of adoration; child of Aphrodite; regularly demonstrated blindfolded * Rationalism: the conviction that human explanation is the essential wellspring of our insight into the world * Three pieces of the Soul Reason (Intellect) * In the Head * Provide Wisdom * Where our individual/one of a kind abilities lie * If r eason works amazingly (arete) at that point we are shrewd to that degree * If we practice intelligence to the degree then that piece of the spirit is phenomenal * Responsible for affection for learning, vivacious, and enlivened * Passion [Appetite/Desire] * From Greek word â€Å"Pathe† meaning the silly developments of the spirit * In gut * Provides balance If energy works magnificently then we are calm * If we practice moderation to the degree then that piece of the spirit is brilliant * Responsible for Desire * Thymos * Means Spirit/Will * In Heart * Provides Courage * Can assist reason with acing enthusiasm * If we practice fearlessness to the degree then that piece of the spirit is incredible * Responsible for outrage * Views on Women: Plato accepted that ladies had a right, or you may even consider it a task to carry out in the public arena. Their job was to be a noteworthy piece of society, not quite the same as men, yet at the same time play a part.Plato accepted that ladies were important for society to run easily. * Women were not equivalents of men * Women needed quality * Women are normally maternal * In Plato’s time it was inconceivable to see ladies as in excess of a bit of property. * Dualist: a sharp division between the truth of thought and expanded reality. * Aristotle (384-322 B. C; Macedonia, Athens): Pupil of Plato's. Trusted Plato's universe of thoughts didn't exist yet that the everlasting thought was actually an idea the possibility of a pony that we have in the wake of seeing huge numbers of them. Learn know through the faculties. â€Å"20 questions†. Causes * What sort of material it is made of? * Wood * What kind of thing it is? * Table * What made it appear? * How it was manufactured; the undertaking should have been done to make the table * Purpose or Final Cause (Telos): The reason, end, point, or objective of something. The last reason is the reason why a thing exists. * Meant to be a supper table or work area * Views on Women: Viewed them as â€Å"unfinished men†. * Golden Mean: One can't be a lot of a certain something or excessively less, should be adjusted * Empiricism: Derive all information from what the faculties tell us.There are no inborn thoughts and can't demonstrate the presence of God, endlessness or substance * Hellenism: The timeframe and the Greek-ruled culture that won in the three Hellenistic Kingdoms of Macedonia, Syria, and Egypt. The dispersion of Greek Culture all through the Mediterranean world after the success of Alexander the Great. * The Cynics: True satisfaction doesn't originate from outside focal points, similar to control/great wellbeing. When you have genuine bliss, it can't be lost. Their own/others wellbeing shouldn't upset them. * The Stoics * Stoicism was established by a man named Zeno, who lived from 335-263 BC. He used to address not in a study hall however outside, on the yard of an open structure * The word for patio in Greek is STOA, thus individuals called his understudies Stoics * People should attempt to arrive at inward tranquility * Moderate in everything * Be content with what they had. This would prompt a glad life * The best sign of a person's way of thinking was not what an individual said but rather how he carried on * Destructive feelings came about because of mistakes in judgment * Sage: individual of â€Å"moral and scholarly perfection† * Would not experience the ill effects of such feelings The Epicureans: They accepted delight is the best acceptable, however to achieve joy was to live humbly, gain information on the functions of the world, and breaking point to one's wants. * Neo-Platonism: Belief of two shafts on Earth, one end is the jump light called the One (God). Opposite end is outright dimness, no presence, the nonappearance of light. * Syncretism: The joining of various convictions, regularly while merging acts of different ways of thinking. * Mysticism: One with God, converging with hi m. â€Å"I am God. † or â€Å"I am You. † * Two Cultures The Indo-Europeans: Related dialects of Europe, India, and Iran, which are accepted to have dropped from a typical tongue spoken generally in the third thousand years B. C. by a rural people groups starting in SE Europe * The Semites: An individual from any of the people groups who talk or communicated in a Semitic language, remembering for specific the Jews and Arabs-for the most part Middle Easterners, they considered history to be an on going line, world will end on day of atonement * The Middle Ages: Period of European history from the fifth century to the fifteenth century * St. Augustine: Latin-speakin

The Physics of Baseball :: Sport Baseball Physics

Swinging the Bat for Power Numerous individuals may feel that swinging the bat straight through the ball would be sufficient to hit the ball an OK separation off the bat. There's a lot more mechanics engaged with the swinging procedure. Muscle has just a little part to play in the swinging a bat for power. There are two kinds of mechanics included while swinging a bat, Linear and Rotational. Rotational mechanics are the prevailing wellspring of intensity in the swing. Out of the rotational mechanics come the two powers that help produce the speed and intensity of the swing, torque and different originates from the vitality of revolution. Speed from the vitality of turn originates from the way that your hands follow as you swing the bat. The speed produced by the round turn from your hands resembles a ball toward the finish of a string, as long as your hands are moving around then the ball keeps on quickening around. So the bat will likewise move in at a speeding up as long as your hands are following a round w ay as you swing. Any foward development of the hands or body in an orderly fashion won't add to the general bat speed. Torque is another key fixing to a decent force hitter, or even a decent hitter. Torque is the consequence of two powers being applied to an item in inverse ways. For this situation the two powers are being applied from the hands and wrists onto the bat. As you start your swing, rather than moving your hands legitimately at the ball, you need your hands to begin a pivot. The top hand starts to move in reverse while the lead arm drives the finish of the bat towards the ball. The torque invloved is made around the purpose of the bat that lies between your hands. This torque extraordinarily quickens the leader of the bat which will have act with a more prominent power when (or if ) it comes into contact with the ball. A decent player will utilize practically these rotational and torque energies either previously or durning contact with the ball. After contact your body is loose and its residual movement is smooth, this additional movement is brought about by the energy of the bat pulling the arms up and through.Your finish is likewise significant, despite the fact that the ball has just been hit it is perfect that you complete your swing with the goal that you're not rattled by that additional force when you begin to run.

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Dear Prospective 2020s

Dear Prospective 2020s Dear Prospective 2020s, Youve made it this far, and EA decisions are coming out in a couple hours. Yuliya K. 18 made a lovely post compiling a list of distractions for the final stretch. Distractions are great â€" I use them often to reroute my train of thought away from worry or overwhelmedness â€"  but I also find a lot of solace in kind, honest words. So thats what I can offer, because thats what has helped me most this semester. Most of this advice is paraphrased from people that I consider to be mentors, because I think Im still a bit too young and foolish to be justifiably preachy about things Ive learned so far. So heres the most important thing: Youre going to be okay. It may not feel like it right now, if youre a bundle of nerves and it feels like your future is riding on this EA decision. It may not feel like it if you get in, and youre not 100% sure this is the right school for you but you have external pressures to comMIT. It may not feel like it if you get deferred or rejected, and your confidence is shattered and your heart is bruised and you need to pick yourself up and redraw your lifes trajectory for the next couple of months. But its true; you will be okay. Take some time today (and every day) to breathe, to talk to someone you care about about their day or yours. Remember there is life outside a college decision, or a career decision, or any one email. Try to be present in your current life, and try to remember to take care of yourself because you cant keep pushing that into the future. Ive tried, and its not pretty. I cant quite empathize with the feeling of your whole life riding on a decision like this â€"  maybe Im finicky and my dreams shift and evolve too often, or maybe Im more apathetic than the average person in the face of rejection. So for those of you who feel like a future at MIT is the only future where you will be happy: Happiness is largely a choice. Its a choice that can definitely be influenced by aspects of your life, like your friends and your family and where you go to school and what opportunities you have. If you get accepted to MIT, while it will probably give you a boost of pride and endorphins, that moment alone wont sustain a lifetime of happiness. Your happiness will come from a support system or passion projects or excellent mentors that inspire you. While you might be able to find these things at MIT, its also easy to forget to build them. And its equally possible to find these things, and happiness, at other universities. To loosely paraphrase one of my favorite professors parting words to our class, Be very very brave, be very very very kind, and go have lots of adventures. Youll have your bravery â€"  the tenacity that inspired you to apply to MIT in the first place â€" wherever you go. And I believe we should all work towards being kind to other people, whether thats being empathetic or supportive or trying to make small choices that make someones world a better place. Whether MIT is your next adventure or not, you still ultimately have your self and your broadest dreams intact. Lastly, heres a video my friends and I made last year for all MIT applicants. I havent rewatched it recently, so there might be a few dates and times that dont apply to you guys, but the sentiment and words are there. Best of luck, and remember you have so much life ahead of you to do good things. We current MIT students believe in all of you, and are looking forward to making new friends and pseudo-families with whoever happens to come our way.

Cloud vs. Desktop Is Cloud-Based Software Safe

In the past, companies have stored data, downloaded software, and run their programs on physical servers & computers in company offices. As technology has evolved over the last decade, so has the way companies conduct their business. The shift to cloud-based software has been one of the most influential changes. Related: Managing brand consistency in the cloud A recent poll showed that 41% of surveyed businesses plan to spend more on cloud technology. Large companies are hopping on this trend more eagerly than smaller companies: 51% of large and mid-sized companies plan to increase cloud spending, compared to 35% of smaller ones. Cloud computing is internet-based and offers companies a wide variety of benefits and greater flexibility. However, every internet-based technology is susceptible to hacking and has the potential to be compromised. While many companies are rushing to move their systems to the cloud, they should first ask some critical questions regarding the safety and security of their data. "There was a time when most companies were reluctant to move their sensitive data to the cloud because they lacked confidence it would be protected, but perceptions are changing," said Oracle CEO Mark Hurd. "Now, 62% of the companies surveyed by Oracle and KPMG consider the security of cloud-based business applications to be superior to the security of comparable on-premises applications. And 90% report that at least half of their cloud-based data is sensitive." As they operate in an increasingly competitive space, cloud service providers are working to make their software more accessible, affordable, and most importantly, more secure to meet the needs of those businesses. Two-thirds of the 450 companies surveyed by Oracle and KPMG said their operations have been disrupted by a security incident in the past two years, and more than half said they've experienced a breach-related financial impact. Airtight security is of the utmost importance to modern enterprises—but how can that be achieved? Here are a few ways that cloud services like Lucidpress protect their customers against breaches. Automatic updates Cloud-based software limits the need to constantly monitor and maintain on-premises servers. When storing data on remote servers, it's imperative that everything is up-to-date to protect you from the most recent malware and hacking strategies. Companies pay a high price for their inability to stay ahead of hackers. A staggering 85% of security breaches take advantage of system vulnerabilities for which patches were available for more than a year. Rather than hiring people to monitor and patch systems on a daily basis, businesses can outsource this work to cloud service providers, who maintain the security of each system on their end. We see this benefit with software, too. For example, Lucidpress automatically updates every two weeks, so you're always working with the best, most up-to-date version. Users don't have to worry about downloading or installing programs, and there are no compatibility issues. Data storage & backup There are other benefits to housing your documents in the cloud beyond the increased security. One major benefit of cloud storage is its cost. Because cloud-based software can be accessed by any computer with an internet connection, these programs can be much more affordable. Likewise, many cloud services offer the ability to upgrade or downgrade storage volumes as a business scales, empowering companies to budget accordingly and pay only for the space that's needed at any given time. Businesses with significant data storage investments can find themselves unable to take advantage of shifts in the market or respond to competitive pressures, because the necessary capital has already been deployed on hardware. The increased agility offered by cloud computing solutions can give businesses an advantage over their competitors—it's not surprising that "operational agility" consistently ranks as a top driver for cloud adoption. Another benefit of cloud-based data storage is its ease of access for employees. Using the cloud makes accessing brand assets and documents much easier, so employees can access their work no matter where they are. Employees gain greater flexibility and can continue operating as long as they have internet access. Finally, the ability to recover data after a disaster is far easier and cheaper when your data is stored in the cloud. IT disasters come in many sizes when dealing with on-premises systems. They can range from the loss of a single-but-important document to the loss of an entire database. The recovery of corporate data could take herculean efforts, equaling or exceeding the efforts needed to reconstruct a company's hardware infrastructure. At Lucidpress: We store every version of your projects and automatically save your changes. Your documents are backed up hourly to multiple data centers—no more fretting about misplaced files or hard drive failures. Losing any amount of data causes stress and panic, regardless of how large the disaster. Companies of all sizes need to have solid recovery protocols in place. An all-encompassing disaster recovery plan is necessary for the survival of any business, large or small, and the cloud turns that into a far easier proposition. Data encryption With sensitive data and information constantly being transferred from employees to the cloud, each piece must be secured on a minute level. Many cloud-based software providers, including Lucidpress, use multiple layers of data encryption to safeguard user information. Additionally, encryption keys are commonly rotated to further protect important company information and files. At Lucidpress: Your data is safe with us. All data is transferred to our servers using Secure Socket Layer (SSL) with AES-256 bit encryption. We securely store and frequently rotate encryption keys to further increase site security. Companies want to choose the software that best fits their business for a multitude of reasons. Using cloud-based computing systems can help your business run more efficiently and make it more convenient to do what you want, where you want, and without being tethered to your office computer. While it's true that cloud-based systems are not 100% secure, there is simply no internet-rooted network—cloud-based or not—that is absolutely hacker-proof. By following security best practices, you can have peace of mind in knowing that you can safely enjoy the benefits of cloud-based computing. As the shift to cloud platforms continues, companies will search for the best option to ensure that their data is in safe hands, and service providers will strive to provide just that. Learn more about how Lucidpress acts as a safe & secure brand portal for your business.

Citizen Kane Essay - 1194 Words

Citizen Kane Citizen Kane is often called the greatest film ever made. Its use of film techniques often taken for granted nowadays were completely new and had not been done before. Simple things like ceilings on the sets and realistic scenes such as the newsreel, which would not stand out in a modern film, were combined to make a film full of innovative techniques. The director, Orson Welles, developed the use of deep focus to make the flat cinema screen almost become three dimensional, which added a realism that had not been explored before. Right from the start, a viewer can see the innovation displayed by Welles. The opening scene, one of the most famous in the entire film, begins with the†¦show more content†¦This happens just as Kane dies, so it is both a signal that he has passed away, and a metaphor of the light of life going out. The opening scene also contains the first instance of something being viewed through a piece of glass and of just the reflection of what is going on being seen, in this case, both at once. These techniques make the audience unsure of what they are seeing and are used at other times throughout the film. Realism is a major reason why Citizen Kane stands out from other films of the time. However, it is the way realism and theatrical effects are mixed together that truly marks it out as one of the greatest films ever made. Ceilings on the set allowed for scenes lit by normal lightbulbs, giving the appearance of real rooms, but the theatrical spotlights through the windows in the newsreel showing room and the library highlight parts of the scenery, leaving others in shadow. The people working on Citizen Kane went to great lengths to get authentic-looking film for the newsreel. It was degraded using sand to give a grainy look as opposed to the smooth film used for the main picture. Also in the newsreel, the jerky cuts, when Kane spills cement on his coat then is shown clean, give a more genuine feel to the footage. The newsreel scene can also be viewed as a parody of an actual news programme of the time, March of Time. ThisShow MoreRelatedCitizen Kane1211 Words   |  5 PagesWhen I first saw this clip of Citizen Kane (Orson Welles, 1941) my first instinct was that it was comic relief. The extremely frustrated director, Jedediah trying so hard not to fall asleep and of course Bernstein reclining back in his seat more interested in playing with the playbill then watching Susan on stage. While this scene may be rather humorous a lot about both Susan and Kane is revealed through emotions and actions of the two. As the clip progresses it begins to becom e less and less humorousRead More Citizen Kane Essay836 Words   |  4 Pages nbsp;nbsp;nbsp;nbsp;nbsp;Orson Welles’ cinematic classic, Citizen Kane, is a film that centers on a group of reporter’s investigation into the meaning of Charles Foster Kane’s last word, â€Å"Rosebud.† Through their investigation of his last words, the team of reporters, is presented with an almost, but not quite, complete picture of â€Å"Citizen† Kane’s life. By assuming that the man’s last word was as grandiose as his life, the reporters miss out on the bigger, more holistic picture, which is CharlesRead MoreCitizen Kane Analysis2693 Words   |  11 PagesFilm History Research Citizen Kane Film Essay Orson Welles Citizen Kane Success the first time around is very uncommon. Orson Welless first feature film richly realizes the full potential of excellent craftsmanship. Citizen Kane is almost indisputably the greatest achievement in the history of filming. In 1941, this film was considered by many as the best film ever made. This film is about the enormous conflict between two twentieth-century iconsRead More Citizen Kane Essay981 Words   |  4 Pages The film Citizen Kane, directed by Orson Welles, is a great example of how a man can be corrupted by wealth. Through the characters in the film we can observe how Charles Foster Kane, an idealistic man with principles, can be changed and misguided by wealth and what accompanies wealth. The film takes places during the late 19th century and early 20th century, a time in American history when the world is changing and wealth is a great power to change it with. Through the story telling of Kane’s lifeRead MoreFilm Analysis Of Citizen Kane1299 Words   |   6 PagesCitizen Kane incorporates a well-rounded variety of shots and angles that make the film more entertaining. This movie is significant because the American people will always be able to relate to it. There will always be a rich politician who wants to change things for the better. Sometimes, scandal and broken promises ensue. The American people will always want someone that they can trust to make their lives better. It is interesting to note that this film combines multiple genres, giving it a factorRead MoreRosebud in Citizen Kane Essay1067 Words   |  5 PagesRosebud in Citizen Kane Rosebud is sled, Kanes sled when he was a boy. Rosebud is the foundation of the film of citizen Kane. Rosebud is also Kanes last words. He was a very important man, known globally. Rosebud is the word everyone wants to understand the meaning of, so there is a hunt to find the meaning of the word. This sets the story for the film. Rosebud is a symbol of Kane, in that Rosebud represents his loss of the ability to love and how to love. The filmRead MoreEssay Citizen Kane1284 Words   |  6 Pages Citizen Kane After watching the movie â€Å"Citizen Kane† I realized why this movie was named one of the best films ever. Yellow journalism was in an era from the 1880 to the 1900 and it featured flashy journalism of that time, which made editors write about invented stories. Which went to big headlines on subjects that weren’t true. The two big writers of that time were William Randolph Hearst and Joseph Pulitzer. During the film Kane is depicted as a yellow journalism at different times. One exampleRead MoreOrson Welles And Citizen Kane2180 Words   |  9 Pagesin half between his polar personalities. Charles Foster Kane has recently died and the predicament of interpreting his life and its meaning is left upon a single reporter. â€Å"†¦A group of prominent films critics were asked to list the greatest directors and the greatest films, Orson Welles and Citizen Kane both came in first (Carringer 32).† Orson Welles’ produces, co-wrote, directed, and starred in the great American classic film, Citizen Kane, at the age of 26. Throughout this entire film, the audienceRead MoreCitizen Kane Is A Quarry For Filmmakers1572 Words   |  7 Pages As esteemed film director William Friedkin once said; Citizen Kane is a quarry for filmmakers. It is undeniable that Citizen Kane is the epitome of the great American film. It was initially released in 1941 and was met with great criticism . However, since its release many years ago it is evident that the film ma de advancements in cinema techniques which were well ahead of its time . The foremost reason Citizen Kane is considered one of the great American films ever created is due to the innovativeRead MoreFilm Analysis Of Citizen Kane1143 Words   |  5 PagesCitizen Kane was rife with innovations in cinematic technique and introduced many new and unique aspects of mise-en-scà ¨nà © that would thrive in films to come. Orson Welles was a young visionary whose career had been limited to stage production and radio until his first film, Citizen Kane. Uniquely, as someone new to the film industry, he retained full creative control of his very first project, co-writing, producing, directing, and starring as Kane himself. This unfounded level of trust for a newcomer

Plasma Definition in Chemistry and Physics

Plasma is a state of matter where the gas phase is energized until atomic electrons are no longer associated with any particular atomic nucleus. Plasmas are made up of positively charged ions and unbound electrons. Plasma may be produced by either heating a gas until it is ionized or by subjecting it to a strong electromagnetic field. The term plasma comes from a Greek word that means jelly or moldable material. The word was introduced in the 1920s by chemist Irving Langmuir. Plasma is considered one of the four fundamental states of matter, along with solids, liquids, and gases. While the other three states of matter are commonly encountered in daily life, plasma is relatively rare. Examples of Plasma The plasma ball toy is a typical example of plasma and how it behaves. Plasma is also found in neon lights, plasma displays, arc welding torches, and Tesla coils. Natural examples of plasma include lightning the aurora, the ionosphere, St. Elmos fire, and electrical sparks. While not often seen on Earth, plasma is the most abundant form of matter in the universe (excluding perhaps dark matter). The stars, interior of the Sun, solar wind, and solar corona consist of fully ionized plasma. The interstellar medium and intergalactic medium also contain plasma. Properties of Plasma In a sense, plasma is like a gas in that it assumes the shape and volume of its container. However, plasma isnt as free as gas because its particles are electrically charged. Opposite charges attract each other, often causing plasma to maintain a general shape or flow. The charged particles also mean plasma may be shaped or contained by electrical and magnetic fields. Plasma is generally at a much lower pressure than a gas. Types of Plasma Plasma is the result of the ionization of atoms. Because its possible for either all or a portion of atoms to be ionized, there are different degrees of ionization. The level of ionization is mainly controlled by temperature, where increasing the temperature increases the degree of ionization. Matter in which only 1% of the particles are ionized can show characteristics of plasma, yet not be plasma. Plasma may be categorized as hot or completely ionized if nearly all the particles are ionized, or cold or incompletely ionized if a small fraction of molecules is ionized. Note the temperature of cold plasma may still be incredibly hot (thousands of degrees Celsius)! Another way to categorize plasma is as thermal or nonthermal. In thermal plasma, the electrons and heavier particles are in thermal equilibrium or at the same temperature. In nonthermal plasma, the electrons are at a much higher temperature than the ions and neutral particles (which may be at room temperature). Discovery of Plasma The first scientific description of plasma was made by Sir William Crookes in 1879, in reference to what he called radiant matter in a Crookes cathode ray tube. British physicist Sir J.J. Thomsons experiments with a cathode ray tube led him to propose an atomic model in which atoms consisted of positively (protons) and negatively charged subatomic particles. In 1928, Langmuir gave a name to the form of matter.

The Right Of The Fetus Life - 988 Words

Marqui’s famous article is against abourtion. His article is different and he tries to explain why killing and adult human is wrong ans see if the same reason works for abortion. The main argument is the idea that a fetus is considered a person at the moment of conceptrion. â€Å"since the fetus is considered a person than the has a futuree like ours. The fetus will have plenty of experiences and happinies just like any other being.†( page448) Unlike Marquis, Thomson s famous article defended abortion. Based on her premises, the fetus is a person from the moment of conception. Thomson main argument in the article the right of the fetus life is not absolutely right. Thus, she defended that abortion is morally acceptable in some cases by talking about â€Å"The violinist experiment†, The Burglar and The Case of the People-Seeds. â€Å"Every person has a right to life. So the fetus has a right to life. No dough the mother has a right to decide what shall happen in and to her body; everyone would grant that. But surely a person’s right to life is stronger and more stringent than the mother’s right to decide what happens in and to her body, and so outweighs it. So the fetus may not be killed; an abortion may not be performed.†(Thomson, page438) Thomson talks about true premises. Every person has a right to life and everyone has the right to control their body. A mother has the right to choose what wi ll happen to her body, but a life is more important. Therefore, the true premises have rightShow MoreRelatedA Defense of Abortion by Judith Jarvis Thomson1354 Words   |  5 Pagesstory as an analogy to explain that abortion is morally acceptable when contraception has failed. Thomson also mentions the right to life in her article. She uses the right to life to explain to us that it is morally justifiable for the mother to abort the fetus when the fetus is endangering the mother’s life. In order to help her readers understand the notion of right to life she is trying to propose to us, she does so by using the Henry Fonda example. In my point of view, I find most of Thomson’sRead MoreAbortion: Every Woman Has the Right to Choose Essay examples1222 Words   |  5 Pagesof the fetus, risks to the life of mother, rape and incest. It also considered as moral position, or a compromise between the pro-choice movement and pro-life movement. The moderate position accepts both of the pro-choice and pro-life. In Shannon and Kocklers essay says This position sees both the fetus and the woman as having rights and entitlements and recognizes that attempts to resolve such conflicts of rights will entail suffering and pain(82). This means the fetus has a right to life and theRead MoreThe Rights Of Pregnant Women982 Words   |  4 Pageswishes in order to save the life of her fetus because physicians felt she would not live long enough to give birth. This case presented one of the earliest controversies surrounding the maternal-fetal conflict and a pregnant women’s rights to informed consent, privacy and bodily integrity. Any situation where the pregnant woman’s well-being or wishes conflicts with fetal benefit creates a maternal–fetal conflict. Past and recent court decisions â€Å"aimed at protecting the fetus as separate from the womanRead MoreThe Ethics And Morals Of Abortion Essay1643 Words   |  7 Pagesby removing a fetus or an e mbryo out of the woman’s uterus. It is one of the most controversial problematic issues that is discussed throughout the decades. The topic of abortion was considered as a social issue that soon became a political and ethical subject. Abortion have become a heated public distribute on whether its method are morally permissible or not? Individuals have voiced the benefits and disadvantages of abortion. The extremists of â€Å"preserving life† also known as pro-life position believesRead MoreA Defense Of Abortion By Judith Thomson1678 Words   |  7 Pagesprecedence; an unborn fetus’ life or its mother’s right to her body? Anti-abortionist argue that the life of an unborn fetus has priority, and thus abortion is morally impermissible as it violates the fetus’ right to life. In her article â€Å"A Defense of Abortion†, Judith Thomson argues that abortion is morally permissible under the certain conditions where the rights of the fetus fail to surpass a mother’s right of choice. For the sake of her argument, Thomson allows the assumption that a fetus is a person,Read MoreIs Abortion A Fetus?945 Words   |  4 Pagesprochoice. Prolife are those who believe that a fetus should not be aborted. While prochoice are those who feel that it is the mother’s right to choose to birth the fetus or not. No one ever really stops to think what would the fetus want. Some people would not even consider this a viable option. This is because there are some who believe a fetus, unborn child, should not have rights. Then there are those who believe that a fetus should and does have rights. While both sides may have strong feelings towardsRead MoreA Defense Of Abortion By Judith Jarvis Thomson951 Words   |  4 PagesIn Judith Jarvis Thomson’s A Defense of Abortion, Thomson explores the relationship between the rights of a fetus and the rights of a human, in this case the mother. Thomson is an American moral philosopher and meta-physician. She is known for her defense of moral objectivity, her account of moral rights, her views about the incompleteness of the term good, and her use of thought experiments to make philosophical points. In the article, Thomson defends abortions in several certain circumstancesRead MoreShould Abortion Be Permissible?1238 Words   |  5 Pagesnot tolerable. Some considered that ending the life of a human fetus is very bad and should not be permissible at all. Republican Party alleged that abortion is like committing murder as it is killing a human fetus. The Democratic Party felt that the mother have the right to make a choice of keeping or aborting the fetus, and it is not assassination until the baby is brought to life. The Republicans, who consider it as murdering, say that the human fetus inside of the womb is a human being alive, aRead MoreThe Violence Of Pro Life Essay1377 Words   |  6 PagesThe extremists of pro-life are exceedingly adamant on persuading w omen to not abort the fetuses. These extremists invade women’s privacies and undermined women’s freedoms on decisions making. The pro-life advocates are simply third parties who claims that they are trying to save lives; however, their earnest intentions cannot outweigh the consequences that sometimes comes with keeping the fetus. For example, a sixteen year old female became impregnated by her seventeenth year old boyfriend. Her family’sRead MoreShould Abortion Be Legal For Women?1350 Words   |  6 Pagesdebate whether or not women should have the right to have an abortion. Judith Jarvis Thomson’s famous article â€Å"A Defense of Abortion† defends a women’s right to have an abortion. However, I disagree with Thomson’s defense against abortions, and believe that abortions are highly immoral and should be illegal. Many whom are pro-choice argue that a fetus is not a person until birth. However, Thomson’s article is unique in that she openly grants that a fetus is a person from the point of conception.

Aeneas Fights With Turnus Essay - 1359 Words

Aeneas Fights With Turnus In the Aeneid, Virgil describes many human qualities, problems and characteristics. Some examples which I wish to illustrate can be found in the end of epic, in the scene of the final duel between Aeneas and Turnus. Virgil also introduces a novel idea in his work. Both sides, the Trojans and the Latins, are portrayed as noble people. Even though Aeneas is fated to win, and he is the hero of the work, the opposing force, Turnus, is not portrayed as evil, but rather like a noble person in a very hard situation. Virgil deals as much with physical and psychological problems Turnus faces, being an honest and noble man, as he does with Aeneas’s problems. By the time the battle begins, Turnus knows that he will†¦show more content†¦She tried to deter Aeneas from his course to Italy while she perfectly knew that the â€Å"decision† of the Fates was otherwise. Virgil makes it clear that humans and gods alike have the same irrational and purely emotional desire to achieve that which they know cannot be achieved. This desire is present in many episodes in the book. I think that Virgil is trying to tell his readers that this desire is a very fundamental part of people. The drive to achieve the impossible is what always drove science and human advancement. Virgil is making a comment on a very integral part of the human psyche. Both Turnus and Aeneas, Venus and Juno have this characteristic. Virgil assigns the same feeling and emotions to the heroes of both sides of the story. During the duel of Aeneas and Turnus, Virgil takes another opportunity to describe the desire to oppose fate. Turnus calls out to Aeneas : â€Å"Your burning words, ferocious Trojan, do not frighten me; it is the gods alone who terrify me, and Jupiter, my enemy† (Book XII, 1189). The challenge Turnus saw coming to him was not from Aeneas, but from the gods themselves. Still, by the next line, Turnus can be observed trying to hurl a stone at Aeneas to continue the luckless fight. How eager Turnus seems to prove his honor, and die for his belief. If Turnus knew that Jupiter was against him, he did not have any doubt as to his own defeat. His death is near, and he is not afraid. A few paragraphs later however,Show MoreRelatedThe Textual Relationship Between Virgil And Lucretius1730 Words   |  7 PagesA lot of research has been done showing the textual relationship between Virgil and Lucretius. Many have noticed the unique use of gliscit by Virgil in 12.9 to describe Turnusâ €™ reaction to seeing the Latins retreat and have subsequently connected it to Lucretius, specifically passage 1.474: â€Å"ignis Alexandri Phrygio sub pectore gliscens clara accendisset saevi certamina belli†. Although Virgil could have had this passage in mind, there is another use in Lucretius which can bring new context andRead MoreEpic Heroism And Values Of The Iliad1030 Words   |  5 Pagesthe image of Aeneas killing Turnus classify them as epic heroes. In the Greek epic poem the Iliad, Homer portrays Achilles as an enraged warrior fighting for revenge for a woman he loved. In the Roman epic poem the Aeneid, Virgil portrays Aeneas as fleeing the city of Troy to establish a new city. Achilles and Aeneas are epic heroes because they both show courage, boldness, and embody the ideals of their nation. Homer portrays Achilles as individualistic, while Virgil portrays Aeneas as valuingRead MoreAeneas as a Roman Hero in The Aeneid Essay637 Words   |  3 PagesAene as as a Roman Hero in The Aeneid In Virgil’s poem, The Aeneid, the ideal Roman hero is depicted in the form of Aeneas. Not only does Aeneas represent the Roman hero, but he also represents what every Roman citizen is called to be. Each Roman citizen must posses two major virtues, he must remain pious, and he must remain loyal to the Roman race. In the poem, Aeneas encompasses both of these virtues, and must deal with both the rewards and costs of them. In the poem, Virgil saysRead MoreSimilarities Between The Aeneid And The Iliad1029 Words   |  5 Pagesreaders follow the journey of a man named Aeneas who is a Trojan refugee who journeys from his homeland of Troy to find Rome for the generations of the future. â€Å"The Iliad† is a story of the Trojan War and the hero of the story Achilles. Achilles was one of the bravest soldiers of the Greek army, but he was just as vain as he was brave. Both heroes showed a great amount of heroic actions throughout their perspective epics. Aeneas kills the Latin warrior Turnus and ventures away from his burning TroyRead MoreThe Aeneid By Virgil Is An Epic War Poetry1472 Words   |  6 Pagesessay will focus on the divine interventions to illustrate the irreplaceable role of the gods that has helped shape the Virgil s Aeneid. Without the gods, this epic poem would be nothing since the gods determine the fate of mortals including that of Aeneas, the son of the goddess Venus who in verse draws much attention from the gods. Jupiter father of the gods is the most powerful of the gods and has supreme control (The Internet Classics Archive | The Aeneid by Virgil, 2017). The rest of the godsRead MoreThe Aeneid, By Publius Vergilius Maro1449 Words   |  6 Pagesthe people of Rome whose culture would forever start with the tale of Aeneas. A brief description of Virgil’s epic would start with Aeneas and some of the surviving Trojans escaped from Troy. They cruised the Mediterranean and planned to land in what is now Italy. This is where Aeneas would found the eternal city: Rome. A horrible storm set them off track and they wound up in Carthage. Dido, the ruler, invited them to stay. Aeneas tells Dido the Trojan story up to this point. He tells her how the TrojansRead MoreFate and Destiny in the Aeneid2634 Words   |  11 Pagesit, such as Aeneas, a man who carries, perhaps the largest mantle of destiny on his shoulders. However, even though Aeneas accepts his fate, this does not free him from tribulation, as others, both human and immortal, attempt to resist fate, and alter its course according to their will. Juno, queen of the gods and the main antagonist in Virgil’s foundational fiction, is not affected by the same fate that rules over humans. Nevertheless, she actively attempts to obstruct Aeneas in his journeyRead MoreTying Homers Iliad to Virgils Aeneid Through the Theme of Warfare1487 Words   |  6 Pageseven in the poem. It removes the Greeks greatest hero from the battlefield for most of the poem. An interesting situation arises because of this. Achilles, the great hero, is refusing to fight. Glory on the battlefield is the measuring stick for any Greek man of high birth, and Achilles refusing to fight would be considered to be an act of shameful cowardice. However, there would be damage to Achilles pride if he fought for Agamemnon. This conflict between pride and duty would be a difficultRead MoreThe Textual Relationship Between Virgil And Lucretius2063 Words   |  9 Pages A number of research has shown the textual relationship between Virgil and Lucretius. Many have noticed the unique use of gliscit by Virgil in 12.9 to describe Turnus’ reaction to seeing the Latins retreat and have subsequently connected it to Lucretius, specifically passage 1.474: â€Å"ignis Alexandri Phrygio sub pectore gliscens clara accendisset saevi certamina belli†. Although Virgil could have had this passage in mind, there is another use in Lucretius which can bring new context and understandingRead MoreAnalysis Of Virgil s The Aeneid1791 Words   |  8 Pagespeople that we experience. In the event that one takes the hero Aeneas aside and breaks down his tireless adherence to his own fate, alongside his unending sympathy toward the welfare of his Trojan individuals, one could captivate the thought that his devotion and obligation anticipate the idea of obligation to the Republic and submission to Caesar that may have won in Virgil s Roman culture. Compelled by a sense of honor Aeneas, as Virgil regularly portrays him (The Aeneid, p. 110, l. 545)

Number one Analyze Free Essays

Meaning: to identify and examine the basic elements or parts of (something) especially for discovering interrelationships Asses: : to determine the importance, size, or value of Compare: to describe as similar Describe : to give a representation or account of in words Discuss: to talk about (an issue) usually from various points of view and for the purpose of arriving at a decision or opinion Illustrate: to show or make clear by using examples Pizza hut has been around for many years. Today, it is considered one of the biggest fast food restaurants around the world. Pizza hut exists in many countries, and although its menu is the same around the world, it learned to adapt to every country culture and heritage by providing services and products that are advertised and sold according to the country itself. We will write a custom essay sample on Number one Analyze or any similar topic only for you Order Now Pizza Hut started with only pizzas. And nowadays his menu has expanded and includes everything from pastas, appetizers, kids menus, salads, and of course the pizzas. It took a long time to expand the menu, but with the right advertising, pizza Hut did not have any problem. Until now, pizza Hut still works hard on advertising. Everybody knows pizza Hut through commercials, billboards, flyers, and of course the internet. There is a new deal, new promotion every so often. Having the right product and a good advertising team is not enough. A good restaurant should always worry about its services and always pay attention to the customer needs. A SWOT analysis shows the strength, weaknesses, opportunities, and threats Pizza Hut is going through in Lebanon. After taken over the market with ts pizza menu, Pizza Hut introduced a wider variety menu which includes pastas, and salads. The customers can now visit Pizza Hut even if they do not feel like having a pizza. It also introduced a PHD (pizza hut delivery) service, which is available in almost every town but it does not have many dine in locations comparing to other fast food restaurants such as McDonalds and Burger king. One of Pizza Hut regular customers, my friend Edward, spends most of his time eating pizza, and praises about Pizza Hut services and products. How to cite Number one Analyze, Papers

Outline Difference between a syllabus and a curriculum Essay Example For Students

Outline Difference between a syllabus and a curriculum Essay Outline Difference between a syllabus and a curriculum. An account of the salient factors we have to consider for constructing a syllabus. 1. Introduction. 2. Syllabus and curriculum A. Definition of syllabus B. Definition of curriculum C. Difference between syllabus and curriculum a. Basic difference b. Differences in detail approaches 3. Factors to construct a syllabus A. Type A: What is to be learn B. Type B. How is to be learn C. Van EKs necessary component D. Selection of the content E. Organization of the content F. Components to design a syllabus a. Set A b. Set B c. Set C d. Set D G. McDonough about syllabus design H. Criteria for selection and grading a. Structural b. Topic c. Functional 4. The need for a syllabus A. Should a syllabus be explicit, and if so, to whom? B. Basic organizing principles 5. Creating and reinterpreting a syllabus 6. Conclusion Introduction: Throughout the 1970s while language teaching theorists and practititioners excited themselves with course design for Specific Purpose language teaching, and while needs of adult migrants and private sectors or industrial language learners were extensively examined, the majority of learners of English continued to struggle with large classes, limited text books, few contact hours, and years of unintensive study. The work of many teachers had either been ignored by syllabus or curriculum designers, or had been interfered with by insensitive and too rapid application of ideas from ESP theory or Council of Europe discussion by administrations who did not fully realize the implications of the innovations so proudly presented. As a result, several national educational systems have gone communicative or gone functional-notional, and then retreated after a brief trial period whatever they had before. It seemed worthwhile, therefore, to convene a symposium at TESOL Convention in Toronto in 1983 specifically to examine the role of syllabuses in normal state education. And it is also seemed worthwhile not to rush too quickly into arguments about the detailed design of syllabuses, but to clear the ground first on the definition, function and purpose of the syllabuses, for many of the difficulties in discussion of for example Wilkins influential Notional Syllabuses 1976 result from the enormously varying interpretations of the term syllabus. Since a language is highly complex and pervasive, all of it which can hardly be determined cannot be taught at a time. Moreover al the phenomena related to the language might not be relevant or necessary to be taught to the learner/group of learners. Therefore, successful teaching of the language evidently requires a selection and then an arrangement of the teaching items/materials depending on the prior definition of the objectives, proficiency level to be developed in the learner, duration of the program, and the like, on the one hand, and on the other, upon the consideration of the learners needs, lacks, aptitudes, motivation, age, personality memory transfer of training, cognitive style, and so forth. The selection and the sequencing absolutely take place in the syllabus planning stage. With the advent of much complicate theories of language and language learning, as well as recognition of the diversity of the learners needs, wants, and aspirations, the concept of syllabus for SL/FL teaching has taken on new importance. It has also become highly elaborated, and has been examined at length, particularly in the context of ESP programs, and generally ELT planning. Thus the syllabus is now viewed as an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of fit between the needs and aims of the learner as social being and as individual and the activities, which will occur in the classroom. A syllabus is required to produce efficiency of two kinds-pragmatic and pedagogical. The former is concerned with the economy of time and money. It needs the setting of instructions to be planned, and that not all learners are to be given the same treatment. So syllabuses differ according to the practical factors present in given situation. The latter kind of efficiency is related to the economy in the management of the learning process. Instruction provided in an institutional setting is assumed to be a more efficient method of dealing with learning than allowing the learner to proceed in a non-structured environment. It is then clear that the syllabus of any kind is viewed as providing a better control of the learning process, generally by the institution and/or the teacher, but in some instance control can be and should be exercised also by the learner himself/herself. The degree and the type of control that the syllabus exercises depend on the institution-as-society. That is, in a highly democratic institution, the syllabus has to be determined and constructed by consensus. Definition of syllabus: This term covers the teaching learning items, materials, equipments and the evaluation tools. A finished syllabus is an overall plan the learning process. It must specify what components, or learning items, must be available, or learned by a certain time; what is the most efficient sequence in which the are learned; what items can be learned simultaneously; what items are available from the stock, and the whole process is determined by consideration of how long it takes to produce or learn a component or item. The process is under continual scrutiny by means of stock checks, or tests and examinations. If we point out the main ideas of syllabus it comes as follows: 1. A syllabus is a specification of work of a particular department in a school or college, and it might be broken down into subsections, which will define the work of a particular group or class. 2. In practice, it is often linked to time semesters, terms, weeks, or courses, which are tied to these. But this link is not essential, and may be counter productive in that the time is teacher based rather than learner based. But a syllabus must specify a starting point, which should be related to a realistic assessment of the level of beginning students, and ultimate goals, which may or may not be realized by the end of the course, depending on the abilities of the learners and their progress in a particular course. 3. It will specify some kind of sequence based on- a. Sequencing intrinsic to a theory of language learning or to the structure of specified material relatable to language acquisition; b. Sequencing constrained by administrative needs, materials. 4. A syllabus is a document of administrative convenience and will only be partly justified on theoretical grounds. Hence it will be negotiable and adjustable, enshrining the most useful experience of the past in order to ease the workload of the present. 5. A syllabus can only specify what is taught; it cannot organize what is learnt. It can, methodologically, allow for opportunities for acquisition and/or learning, but such opportunities cannot spelt out in detail as they will reflect the personalities of learners and continuing relationships established as the class progresses. 6. Not to have a syllabus is to refuse to allow ones assumptions to be scrutinized or to enable different teachers to relate their work to each others. It is consequently an essential feature of work in a democratic profession or as part of democratic education. Definition of curriculum: It is considered to be a broader term used in a institution to cover politics, plans, teaching, learning items, materials, equipments, logistics everything. The first view of curriculum shows a concern with objectives and content, which are two of four elements in the traditional model of the curriculum. The second view of adds methods to the model. The methods are the means by which the ends-the objectives-are to be achieved and this forms the basis of a process view of a curriculum. The third perspective adds a fourth and final element evaluation. This brings to us the situational model of curriculum. Evaluation, as feedback, will also form a component of the construction systems model, since quality control will be an important element of any production system. It is through monitoring and feedback that planned and actual outcomes can be compared and appropriate remedial action taken to repair failures or deficits. Enterprise Architecture Essay ThesisFriendly, polite, sympathetic, humorous, democratic etc. Typical Components: Set B 1. Content: a. Specification of content; b. Grammar, vocabulary and others. 2. Time Terms/ semesters/courses/years 3. Sequence of teaching items Which to be taught, which second/next. Typical Components: Set C 1. Methodology: Which method to apply-Direct method or Audioligual method or Communicative Language Teaching Approach or eclectic method. 2. Aids and equipment: Chalk board, market board, OHP, VCR, TV, computer, cassette player and the like. 3. Books and material. Typical components: Set D 1. Examination 2. Other Educational levels The relation between preceding and following courses. 3. Relation to teacher training: Short or long-term training. According to McDonough the syllabus designers seem to have a relatively homogenous idea of the order of difficulty of various grammatical devices of simple English. Some kind of empirical validation of this, or empirical challenge is required, because despite gradual replacement of structural criteria by communicational criteria of sequencing in recent textbooks, the presentation of grammatical construction is still ordered according to intuitive ideas of relative difficulty. An early attempt to work out the implications of such findings of organizing language syllabuses was made by Valdman 1974, who discussed whether the process of pidginization could be used as a basis for grading teaching materials. But there is a problem that a little language would contain stigmatized forms, which could become fossilized. To avoid this Valdman proposed the Focus Approach which Pieneman summarizes as follows: 1. The learners are allowed to use reduced and deviant forms in communicative activities. However, these forms will not be brought in focus in the syllabus. 3. The learners are exposed to a fully formed input filtered only by the application of pedagogical norms. 4. The syllabus will be graded according to what is easy to acquire. Halliday, McIntosh and Strevens have noted a surprising lack of published guidance on syllabus grading, a number of criteria have been proposed and have become accepted through use and these are listed below according to focus: structural, topic and functional. Structural: Frequency, coverage ability, simplicity/complexity, learnability/ teachablity, combinability, contrast, productiveness, generalizability, natural order of acquisition. Topic: Interest and activity, need, pedagogic merit, relevance, depth of treatment, practicality, utility. Functional: Need: immediate and long-term, utility, coverage and generalizability, interest, complexity of form. Alternatives Priorities in Design: The predesigned content syllabus captures the designers selection form, and organization of the target language and its use in certain situation. The designer draws the map beginning at the destination. The result being that the whole of the rest of the map- the route through the new language and performance- is most often shaped and constrained by its own objectives and predetermined outcomes. An alternative orientation would prioritize the route itself: a focus upon the means towards the learning of new language. Here the designer would give priority to the changing process of learning and the potential of the classroom-to the psychological and social resources applied to a new language by learners in the classroom context. One result of this change of focus would be that the syllabus would be the plan for gradual creation of the real syllabus of the classroom, jointly and explicitly undertaken by teachers and learners. Such a plan would be about designing a syllabus, and therefore, a guide for the map-making capacities of its users. The need for syllabus design: Since language is highly complex and cannot be taught all the time, successful teaching requires that there should be a selection of materials depending on the prior definition of the objectives, proficiency level, and duration of the course. This syllabus takes place in syllabus planning stage. It is the appropriate strategy of presentation. It is the natural growth hypothesis, then, which appears to constitute the most serious challenge to traditional concepts of syllabus planning, and for this reason, it is worthwhile to exploring it in a little more detail. In assessing the role of the non-analytic growth model it is convenient to consider it first in the context of informal task-related programme where there is a serious commitment to the achievement of fluency in a rich target language environment. The principle of organizing a general syllabus can be structural, functional, experiential, or some combination of the three. We need this form to make the students able to communicate properly with the subject they are assigned to. The control over the text material should be exercised in a more subtle and flexible way than can normally be achieved by means of a traditional structural syllabus. Creating and reinterpreting syllabus: Although, we may follow a predesigned syllabus, every teacher inevitably interprets and reconstructs that syllabus so that it becomes possible to implement it in the classroom. Similarly learners create individual learning syllabuses from their own particular starting points and their own perceptions of the language, learning and the classroom. We may regard learners either as people who are trying to redraw the predesigned plan, or we may see learners as uncovering the route for the first time in a sense, discovering the new language as if it had never been explored. The classroom is therefore, the meeting place or point of interaction between the predisgned syllabus and individual learners syllabuses. This interaction will generate the real syllabus- or the syllabus in action-which is jointly constructed by the teachers and learners together. In the lesson-to-lesson reality of language teaching, we are continually concerned with three syllabuses: the teachers version of the predesigned plan, the individual learner syllabuses, and the unfolding syllabus of the classroom- this last being the synthesis of the other two. One important implication of this for syllabus design is that a good predesigned syllabus is one, which is positively amenable to the alternative interpretation and open to reconstruction through interactive in the classroom. Conclusion: More recent research into SLA has indicated a natural acquisition order, thus giving rise to the possibility of developing structural selection and grading principles in tune with this natural order. Pieneman has suggested modifying grading to bring the two in line, though without requiring learners to produce correct forms before they are ready to do so. To construct a syllabus the designer has to have adequate experience of the social, psychological and educational factors directly or indirectly related to the teaching program. Here is no scope for adopting any arbitrary or notional matter. As the rationale behind designing of the syllabus transforms into component part, the syllabus designer becomes bound to follow the established criteria for selecting and ordering the content, choosing the methods, prescribing the material and equipment, recommending the teachers qualifications and determining the assessment system. When it is done the syllabus might be approximate or result in the expected or required success. While, non-deviate input will be provided, focus on current forms in learner output will be planned to coincide with the learners stage of readiness to produce such forms. As yet, however, the kind of detailed evidence on which to base such a progression is lacking, although the accumulation of research may result in the evolution of new criteria for organizing language input to learners to avoid some of the learning problems, which appear to have arisen from syllabuses planned according to traditional criteria for structural sequencing. Anyway, a proper designed syllabus, followed by the accurate process, is the right path for the learners.

Ben Franklin Essay On Farting Example For Students

Ben Franklin Essay On Farting There was a man named Josiah Franklin. He owned a candle and soap shop in Boston, Massachusetts. The sign for the shop was shaped like a blue ball. Josiah had children, but there were often not living at home. Josiah invited guests to his home to talk and teach his children, but the guests were not aware that they were invited to teach the Franklin children. Both Josiah and his wife felt strongly about educating their children; they took their childrens education very seriously. Benjamin, one of their children, always listened to the guests; he was a very bright child. Benjamin taught himself to read when he was only five years old. His parents wished that they could send Ben to school, but they were very poor. Once three very important men visited Josiah and told him of a new law which said that children must attend school. Josiah sent Ben to the Boston Latin School because the only expenses were books and fire wood. At the Latin School all the children were expected to learn fables by heart. The fables had lessons which the school master thought was an important part of learning. Bens best friends name was Nathan. Ben helped Nathan learn the fable The Wolf and the Kid, while Ben learned The Dog and his Shadow. At the time of the recital of the fables the school master said, and Ben will recite The Wolf and the Kid, which was Nathans fable. Ben thought, If I say that it is Nathans fable, then the school master will get into trouble. If I recite the fable, then Nathan will get into trouble. Ben did nothing; he simply stood there looking up into the sky. Everyone said that Ben was lazy and that he could not even learn one fable. Josiah Franklin stood up and explained his sons behavior and th e school master was very embarrassed. Josiah and Nathans father both took their sons to the Writing School. Ben was good in every subject except math. An example of the type of math that Ben had trouble with is; 848 plus 262 equals 101010. Poor Ben would get a zero but his teacher would not explain the math to him. Ben loved science and frequently did experiments. His first experiment was paddles to make him swim faster. When he tried his newly invented paddles he found that although he could swim faster the paddles hurt his wrists. Next he made a kite which could pull him across the pond and he found this an enjoyable experience. Ben and Nathan bought parts of a sailboat which they repaired and made perfect. When Ben got older he became his fathers apprentice in the candle and soap shop. Ben, the only son who worked in the family business, treated the customers well and helped his father. After working with his father for several years Ben became his brothers apprentice in a print shop. Ben made a deal with his brother. His brother would pay for half the cost of Bens dinner and Ben would pay for his own food, and the leftover money would be spent on books. Ben wrote stories for the local newspaper about the problems Boston was having. When he wrote these articles he used a pen name and even his brother did not know that Ben was the author of the articles. Ben thought that if he wrote about the problems of the city, the other Bostonians would be embarrassed and would fix the problems before other people made jokes about Boston. Eventually people found out that Ben was the author of these articles and Bens brother became jealous and mean to him. .u78f221ba7a27959ca5e917bbed7ca76d , .u78f221ba7a27959ca5e917bbed7ca76d .postImageUrl , .u78f221ba7a27959ca5e917bbed7ca76d .centered-text-area { min-height: 80px; position: relative; } .u78f221ba7a27959ca5e917bbed7ca76d , .u78f221ba7a27959ca5e917bbed7ca76d:hover , .u78f221ba7a27959ca5e917bbed7ca76d:visited , .u78f221ba7a27959ca5e917bbed7ca76d:active { border:0!important; } .u78f221ba7a27959ca5e917bbed7ca76d .clearfix:after { content: ""; display: table; clear: both; } .u78f221ba7a27959ca5e917bbed7ca76d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u78f221ba7a27959ca5e917bbed7ca76d:active , .u78f221ba7a27959ca5e917bbed7ca76d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u78f221ba7a27959ca5e917bbed7ca76d .centered-text-area { width: 100%; position: relative ; } .u78f221ba7a27959ca5e917bbed7ca76d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u78f221ba7a27959ca5e917bbed7ca76d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u78f221ba7a27959ca5e917bbed7ca76d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u78f221ba7a27959ca5e917bbed7ca76d:hover .ctaButton { background-color: #34495E!important; } .u78f221ba7a27959ca5e917bbed7ca76d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u78f221ba7a27959ca5e917bbed7ca76d .u78f221ba7a27959ca5e917bbed7ca76d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u78f221ba7a27959ca5e917bbed7ca76d:after { content: ""; display: block; clear: both; } READ: Photosynthesis EssayBen left Boston and moved to Philadelphia where he set up his own printing business. He printed the famous Poor Richards Almanac a best seller and decided that he would be print it every twenty-five years. He never stopped experimenting and is known for inventions such as; bifocal glasses, the rocking chair and his most famous experiment showing how lightening can produce electricity. Ben became a famous politician, a minister to France, and traveled to Europe and talked about the American cause. He died on April 17, 1790. QUESTIONS1. Where did Ben live when he was young?2. What was Bens fathers name?3. What was his fathers occupation?4. What was the color and shape of the sign above his fathers shop?5. How did the Franklin children become educated?6. What did Ben do during while the guests were talking?7. What accomplishment did Ben do at the age of 5?8. Why couldnt Ben go to school regularly?9. How many men came to Josiah to tell him about the new school law?10. What was the new law?11. What school did Ben go to, at first?12. What was his best friends name?13. What did people think of Ben when he was supposed to recite a able?14. Why didnt Ben speak, at the recital?15. Who explained Bens behavior, at the recital?16. What was the school masters mistake?17. Where did Ben go to school next?18. Who else went to that school?19. What was Bens weak subject?20. Can you solve Bens math problem?21. What was Bens first experiment?22. What was the outcome of this experiment?23. What was his second experiment?24. What was the outcome of the second experiment?25. How did Ben make a sailboat?26. Who was he first an apprentice to?27. Later, he became an apprentice for whom?28. What was Bens brothers occupation?29. What deal did Ben make with his brother?30. Why did he make this deal?31. What did Ben write stories in the newspaper about?32. Where did Ben move to after he left Boston?33. What was his occupation there?34. What famous book is Ben Franklin known for?35. What were some of his inventions?36. Which country was he a minister to?37. When did Ben Franklin die?ANSWERS1. Boston2. Josiah3. candles and soap4. a blue ball5. their parents and guests6. Ben listened and learned7. taught himself to read8. the family was too poor9. 310. all children must attend school11. Boston Latin School12. Nathan13. he was lazy14. he didnt want to embarrass either Nathan or the school master15. his father16. announced Nathans fable as Bens fable17. Writing School18. Nathan19. math20. he didnt carry properly21. swimming paddles22. swam faster but his wrists hurt23. a kite to pull him across the pond24. he had fun being pulled across25. with spare parts26. his father27. his brother28. a printer29. dinner half paid for by his brother30. money for books31. problems in Boston32. Philadelphia33. printer34. Poor Richards Almanac35. bifocals, rocking chair and electricity36. France37. April 17, 1790

Free Essays on Plato’s Republic - The Three Great Analogies

Plato’s Republic - The Three Great Analogies The Allegory of the Cave, like most things in philosophy, can be interpreted in many different ways. It basically says that people are chained to the wall of a cave and they have nothing to look at but shadows on the wall that are provided by another. This is all that they know and have never been out of the cave. The main point of the Allegory of the Cave is to give an example of the way that we all live our lives. Except for a chosen few like Christ, Gandhi and maybe even Socrates, no one is really enlightened, or has seen what life is all about. The remainder of us see what we think is reality when actually it is the "shadows" of true reality. The Shadow makers represent the opinions makers, or the people that make us look at the world the way we do. An opinion maker can be anyone, a priest telling you how God wants you to live, ones parents teach them morals or the television. These shadows make us think that this is the way to live and that this is what is important in the world. As stated before, few can break the chains and escape the cave. When they do and find out what true reality is, most come back and want to spread the truth. In most cases these people are looked down upon for not conforming to the minds of others. Look at Christ, he was crucified for trying to teach as was Socrates. The main point of the Allegory is to illustrate the way in which we live and show how what we think is reality, are really just shadows. I seem to think there is another meaning to the Allegory of the Cave. I do believe while on Earth some do break their chains and escape the cave to see what reality is. I also believe that the rest of us break these chains in death. The Allegory says that it is painful to break the chains, and in most cases death is not pleasant. Once out of the chains what to do, where to go is the question. Only when the sunlight is spotted from the cave entrance does one... Free Essays on Plato’s Republic - The Three Great Analogies Free Essays on Plato’s Republic - The Three Great Analogies Plato’s Republic - The Three Great Analogies The Allegory of the Cave, like most things in philosophy, can be interpreted in many different ways. It basically says that people are chained to the wall of a cave and they have nothing to look at but shadows on the wall that are provided by another. This is all that they know and have never been out of the cave. The main point of the Allegory of the Cave is to give an example of the way that we all live our lives. Except for a chosen few like Christ, Gandhi and maybe even Socrates, no one is really enlightened, or has seen what life is all about. The remainder of us see what we think is reality when actually it is the "shadows" of true reality. The Shadow makers represent the opinions makers, or the people that make us look at the world the way we do. An opinion maker can be anyone, a priest telling you how God wants you to live, ones parents teach them morals or the television. These shadows make us think that this is the way to live and that this is what is important in the world. As stated before, few can break the chains and escape the cave. When they do and find out what true reality is, most come back and want to spread the truth. In most cases these people are looked down upon for not conforming to the minds of others. Look at Christ, he was crucified for trying to teach as was Socrates. The main point of the Allegory is to illustrate the way in which we live and show how what we think is reality, are really just shadows. I seem to think there is another meaning to the Allegory of the Cave. I do believe while on Earth some do break their chains and escape the cave to see what reality is. I also believe that the rest of us break these chains in death. The Allegory says that it is painful to break the chains, and in most cases death is not pleasant. Once out of the chains what to do, where to go is the question. Only when the sunlight is spotted from the cave entrance does one...

Key Items for a College Grocery List

Key Items for a College Grocery List Whether its a lack of space, appliances, or time to cook, eating well as a college student can be tricky. With the help of a smart grocery list, spending and eating wisely in college can be much easier. Breakfast on the Go It would be dreamy to have the time, energy, money, and ability to make a delicious breakfast of pancakes, bacon, eggs, and fruit every morning. But breakfast in college- when and if it happens- often looks completely different, even though nearly everyone agrees on the importance of breakfast. When grocery shopping, look for items you enjoy that can easily be taken to go and require little to no prep time: Granola or breakfast barsYogurtCereal (put in a bag or container to eat dry)Bagels (and peanut butter, cream cheese, jam, etc.)Fruit Having breakfast may be a challenge sometimes, but it can make all the difference in your energy level and ability to focus. Keeping things on hand that are tasty and easy to enjoy on your way to class will make it more likely that youll get something in your stomach before the day begins. Easy-to-Make Small Meals or Snacks Food doesnt have to be fancy to fill you up, provide nutrition, and taste good. You can make lots of tasty and filling meals with inexpensive ingredients and a microwave: Macaroni and cheeseRamenOatmealSoupEggs (can be scrambled in the microwave)BreadSandwich items (peanut butter, jelly, cold cuts, cheese) There are several ways to prepare these items to help prevent you from getting bored with your options. Ramen noodles, for example, can be sprinkled raw on a salad for some extra pep, cooked with butter and cheese, or added to your favorite soup. Add fruit, nuts, or peanut butter to your oatmeal for a different flavor and texture. Nutritious Snacks That Wont Expire for a While When buying snacks, go for items that pack a punch nutritionally without expiring too soon. You can also opt for frozen foods that are ready-to-eat when thawed. PopcornWhole-wheat crackersMixed nutsDried fruitFrozen blueberriesFrozen edamame Perishable Items That Will Last for at Least a Week Even if you have a tiny fridge in your residence hall, its still a fridge, right? Treat yourself and your body to some healthy snacks that, although perishable, will last longer than just a few days: Baby carrotsApplesCherry tomatoesMilkSalsa (dont forget the chips)HummusCheese (bonus: string cheese is a great grab-and-go snack) You can use milk for your macaroni and cheese recipe or for cereal. (Pro tip: keep chocolate syrup in the fridge so you can prepare chocolate milk when you want a treat.) Baby carrots can be a snack on their own or a nice side to your main meal. Slice cherry tomatoes for your sandwich or dip them in hummus. Buying perishable things can be smart if you know how to use each item in more than one way. Flavor Enhancers You dont need a full-fledged kitchen to experiment with new flavors. Having a few items on hand that can change the taste of a snack or dish can be an easy- and inexpensive- way to mix up your menu and give it a boost. Salt and pepperItalian dressingSrirachaMustardKetchupBarbecue sauce A bottle of Italian dressing will last a long time in your fridge and can be used as a dip for veggies or as a tasty topping on a sandwich. Other spicy sauces and condiments (wasabi mayo, anyone?) can be added to various items to switch up the flavor on an otherwise simple meal. Of course, you dont need to buy all these items at once. (Where would you put them, anyway?) Be realistic when making your grocery list and make an effort to use what you have before heading back out to the store to prevent wasting both food and money.

Consumer Rights and Protection Essay Example | Topics and Well Written Essays - 1250 words

Consumer Rights and Protection - Essay Example Moreover, the US Federal Trade Commission helps in the passage of the bill by creating the software â€Å"Do Not Track,† which prevents advertisers from monitoring the online activity of web users. The US Consumer privacy bill of rights was formulated after several alleged sharing of consumer information among companies that sell video games and gadgets. This information was randomly solicited and was even just casually asked from visitors who would occasionally visit the sites. The privacy bill will therefore strictly enforce companies to make sure that collected data should not be used for another company, and that disclosures must be presented t consumers at all times. Moreover, the efforts of the United States government in executing the privacy bill of rights is somehow also based on the fact that European governments have done the same with their web companies, email providers and social networking sites. Summary #2 Based on the article, big US banks have been increasing their rates when it comes to the handling of checking accounts. Among these banks include Wells Fargo, Bank of America, Citibank and JPMorgan Chase. Changes involve the introduction of fees ranging from $7 to $25 a month, which translates to around $300 a year. Aside from these, the big banks have their own way of charging hidden fees and interchange fees anytime their services are used by their clients, such as in the use of debit cards while making purchases. In fact, consumers have reacted to these changes with anger and resentment especially because they knew how expensively these banks would normally pay their top executives, like Jamie Dimon of JPMorgan Chase who received a salary of $20 million in 2011. The aforementioned big US banks used to charge only small fees for their checking account maintenance. However, there have been amendments in the bank regulations that caused banks to maximize the number of overdrafts, increasing the number of charges and manipulating purchas e sequences so that the customer will have to pay higher fees. The higher fees were in fact viewed by the public as a part of a â€Å"regressive and unfair system† and was something that these banks would strategically employ in order to prey on human weaknesses. However, although consumers will surely suffer from having to handle these charges, there is a solution – resorting to credit unions and smaller banks that are friendlier when it comes to fees. This explains the jolly but somewhat paradoxical nature of the article’s title: â€Å"Higher Fees? Let’s Celebrate!† The jolly tone means that the author seems to be telling consumers that had the big banks not overly abused them, they would not have found better options on where to put their money. Now, since bank clients have been transferring their money from the big banks to the small ones, the greedy and inefficient big banks have to suffer as a consequence. This natural effect is explained by the idea that American capitalism usually does not favor the companies who are greedy and inefficient. Nevertheless, last year only 1 out of 14 Americans were able to make a decision to transfer their checking accounts from the big banks to the smaller banks and credit unions. Thanks to the formulation and passage of many regulations that benefited the consumer: the Dodd-Frank Wall Street Reform Act as well as the Consumer Protection Act,

Reflection paper Essay Example | Topics and Well Written Essays - 250 words - 14

Reflection paper - Essay Example Every now and then we got to read students’ essays on the same topic or type of essay we were willing to write and that has greatly helped me since I got to understand what was right or wrong with it, in addition to not only evaluating the essay but also getting the chance to share my feedback with the rest of the class. Reading other people’s essays and listening to the professor talking about them makes me know what to include in my essays as well as how to make them efficient. The most effective thing I have done is working on the run on sentences because they helped me a lot and made me aware of what to avoid while writing my essays. The peer review has also helped me a little bit because apart from seeing my group’s papers and finding things to develop my essay more, I also get feedback from my group that assists me fix and make my essay even better. I attended the first conference which was very helpful since it helped me avoid getting a terrible score. On showing my essay to the professor, he advised me to change all of it because it wasn’t the kind he had requested for. He further gave me a chance to re-write my essay, as per his instructions so as to get a good grade. I feel that the professor teaching us English is doing his best in teaching us what we need to learn; which is a very commendable job

Facial Prosthetic Adhesives Effect On Maxillofacial Silicone Elastomers Biology Essay

Facial Prosthetic Adhesives Effect On Maxillofacial Silicone Elastomers Biology Essay Maxillofacial prosthetic discipline plays an important part on patient treatment that has suffered facial disfigurement caused by accidental trauma, tumour, cancer, diseases and congenital malformation (Sanchez-Garcia et all 2010). The sucess of maxillofacial silicone elastomer depends on factors such as stability, support and retention (Dahl and Polyzois, 2000; Sanchez-Garcia et al., 2010). The retention and its methodology is of primary importance and is based upon four categories (Dahl and Polyzois, 2000) : skin adhesives, mechanical ( Magnets, spetcles ) (Lemon et al., 1995 ; Goiato et all, 2009), anatomical ( undercuts) and implants (Dahl and Polyzois, .2000). Adhesive retention is communly used in U.K which was identified by Hatamlesh et al (2010) by use of questionnaires. Of the 220 working maxillofacial prosthetic technologists surveyed, has been found that in 1193 prosthetic contructed, adhesives communly retained 48% of orbital prosthetics and 45% of nasal prosthetics (Hatamlesh et al 2010). However its use was influenced by adhesive chemical constituition and the patient skin condition (Sanchez- Garcia,. et al, 2010). Nevertheless, by refering to patient satisfaction and quality of life (Goiato et al, 2009), adhesive retention of facial prosthetic has a negative impact, due to difficulties of removable which results in skin irritation (Dahl and Polyzois , 2000) or damage to the prosthetics, compared to implant retained prostesis (Goiato et al, 2009), which is costlly (Cheng el al ,2002), however, despite of costs, 70% auricular implant are commonly made ( Hatamlesh et al ,2010) to retain the prosthetics. 1.1 Definition of adhesive-adhesion An adhesive is an essence that holds materials together trough surface attachments (Holland and Turner, 1983). During surface interaction between an adhesive and subtracts is termed adhesion. When the two subtracts comes in contact by a third substance on its interface is termed adhesive joint (Hulland and Turner, 1983) (Figure 1.0) or bond, which is depend upon the wetting and the spread of the adhesives (Thomas, 2003). According to Wu (1982 cited in Nenakhov, 2008 p 20) adhesion is where two different materials comes in close contact interfacially, so that a load could be transferred between adherent and substrate to the adhesive joint. Flexible adherent Subtract Fig1.0 The adhesive Joint However, many issues are responsible for adhesion which is described by the skin factors and many underlying general theories. Facial prosthetics retention factors Skin is the largest organ of the human body and has many heterogeneous and anisotropic tissue layers. The three main tissue layers are: epidermis, dermis and hypodermis or adipose fat tissue. This tissues work in support to each other and differ in thickness by function of age and the area where is found (Pailler-Mattei et al, 2008; Pailler-Mattei, and Zahouani, 2006; Wood and Bladon,1985). The epidermis is found at the outer layer of the skin and subsequently subdivided by differentiated five sub layers, called stratified squamous epithelium (fig 1.1) which varies in thickness by 30 ums and 4 mm (Wood and Bladon, 1985). It contains blood vessels, diverse types of cells and keratin protein (Wood and Bladon, 1985). The outer sub layer of the epidermis (stratum corneum) contains dead cells which is water resistant. The dermis is found beneath the epidermis and it is further divided into two parts (Wood and Bladon, 1985): Papillary region The outer area that contacts the epidermis, and is composed by loose areolar connective tissues; Reticular region- The deep area that contacts the hypodermis, and is composed by irregular connective tissues trough it, weaves collagen and elastic fibers. The dermis functions to reduce the pressure and tension of the body under exterior excitation (Pailler-Mattei, and Zahouani, 2006). The hypodermis is found below the dermis and is consisted by loose connective tissue and elastin fibers. Its main function is to attach the upper layers to muscles and bones and to supply blood vessels and nerves (Wood and Bladon, 1985). Generally different components can be found in the surface of the skin: fingernails, toenails, hair follicle, sweet glands and sebaceous glands. Skin is consisted by: water, protein, lipids, and different minerals and chemicals. It has a variety of functions, (Wood and Bladon, 1985) such as: It protects from bacterial invasion by keeping our insides (muscles bones ligament and internal organs) intact ; Evaporation control provides a semi permeability barrier to fluid loss; Storage for lipids and water ; Absorption- Oxygen, nitrogen and carbon dioxide can diffuse into the epidermis in small amounts; Isolation by regulating the temperature and sensation. Fig 1.1 schematic illustration of skin (Ivyrose ,2003) Hair Pore Epidermis Stratified squamous epithelium Stratum corneum Stratum lucidium Stratum granulosum Stratum spinosum Stratum basal Stratum corneum Stratum lucidium Stratum granulosum Stratum spinosum Stratum basal Stratum corneum Stratum lucidium Stratum granulosum Stratum spinosum Stratum basal Dermis Hair follicle Sebaceous gland Blood capillaries Sweat glands Nerve endings Sensory receptors Hypodermis Artery and vein Capillaries Adipose tissue Therefore for adhesion process to proceed, it is important to have an account of skin factors such as, hair follicles, (Kiat- Annuay et al 2008) perspiration, skin lipids and the sebum, which are the main culprits for the difficulties that the adhesive may encounter when in contact with the epidermis of the skin (Wood and Bladon, 1985). Also these factors may vary between the different ethical groups (Kiat- Annuay et al 2008). However, In order to understand the adhesive behavior on health applications, human skin is modeled as viscoelastic material (Pailler-Mattei, and Zahouani, 2006; Renvoisea et al, 2009). Still for accepting it as an elastic, mechanical tests has been performed, and the results showed that its young modulus varies between, 0.42Mpa -0.85 Mpa for torsion, 4.6 Mpa 20 Mpa for tensile, 0.05 Mpa -0.015Mpa for suction and between 0.0045 Mpa -0.008Mpa for indentation (Pailler Mattei, and Zahouani, 2006). Therefore it can be thought that the skin is highly deformable up to a limit. Skin deformation should be minimized when testing adhesives. Theories of adhesion The theories of adhesion have been classified into three categories ( Hulland and Turner, 1983): Mechanical bonding The theory is based on the factor that all the surfaces to be bonded are rough at microscopic level.  Ã‚  The low viscosity adhesive will flow and penetrates into the cracks, crevices or pores of the rough subtract surfaces. As the adhesives hardens it keys into those surfaces and a strong bond results. However, the bond joint strength between the adherent and substrate is limited, both by the adhesive strength and the roughness of the surface (Hulland and Turner, 1983). Chemical bonding the theory is based on the formation of primary chemical bonds between the adhesive and the surface of the substance which invokes the formation of covalent, ionic and hydrogen bonds also secondary bonds may influence by van der walls forces in the interface (Hulland and Turner, 1983) Physical bonding Adhesive bond formation may be attributed trough the energy on the interface between adhesive and the substance which in turn is determined by physical process during contact : Electrostatic -is based on difference in electro negativity between the two subtracts when in contact. Adhesive strength is given by: the transfer of electrons across the interface resulting in a negative and a positive charge, creating double layers thus attracting one another (Hulland and Turner, 1983). Diffusion -is based on adhesion that is formed trough diffusion of molecules in the adhesive and adherent. However the theory is only applicable when both the adhesive and adherent are soluble and having similar long-chain molecules that are capable of kinetics (Hulland and Turner, 1983). Absorption is based on adhesion which results from molecular contact between an adhesive and the adherent known as wetting. The wetting is considered in terms of free surface energy and is determined by measuring the surface contact angles (fig1.2). Thus, high surface energy a near Zero angle of contact may occur, so the liquid wets efficiently over the subtract surface. However, at low surface energy a higher contact angle may be produced which results in inefficiently surface coverage by the liquid (Hulland and Turner, 1983). Fig 1.2 The effects of surface energy of a subtract on contact angles of a liquid droplet (Hulland and Turner, 1983, p 403). High surface energy so lower liquid contact angle indicated by the arrow Low surface energy so higher liquid contact angle indicated by the arrow (Hulland and Turner, 1983 , p 403). Surface wet ability of a prosthetic material The prosthetic material that contacts the skin must have a good wettability (high surface energy- hydrophilic) for efficient adhesion, however according to Water et all (1999) when comparing silicone elastomers used in maxillofacial with that of an acrylic denture base resin, statistically found that the silicone elastomers has a lower surface energy, thus resulting on surface that is poor wetted (low surface energy- hydrophobic). Nevertheless, no significance statistically difference has found between the silicones elastomers, but only demonstrating a quantitative difference contact angle mean raging between 79.31 to 83.18 degrees and the surface energy raging between 25.11 and 28.45. In addition to that, the researchers concluded, the low wettability found may cause friction and micro trauma to the supporting tissues, as the wettability did not achieve the lubrification needed (Water et all,1999). However, the surface of the silicone elastomer may be modified to improve wetting wit hout affecting the material bulk and mechanical properties as Aziz et all (2003) demonstrated. The experimenters concluded, that if the silicone elastomer was treated with argon plasma and followed by chemosoption of ethyneopoxy functional silanes it proved an effective way to improve wetability demonstrated by the reduction of contact angle (Aziz et all, 2003). Requirements of medical adhesives Adhesives that are used in the facial prosthesis are pressure sensitive adhesives (PSA) which needs a slight pressure to adhere at room temperature and it possess two essential requirements which are: That they should stick firmly to a difficult subtract (skin) (Chivers, 2001; Webster 1998), which varies in dryness and wetness. That they should be easily removed from subtract without causing any damage by stripping the skin, or leaving adhesive residue (Chivers, 2001; Webster, 1998) during de-bonding process. With this two requirements in mind, PSA is proposed to show an adhesive failure when the skin is a subtract, however to verify this requirements a peel test at different angles, usually at 900 or 1800 degrees, is employed which is one of the standards used to evaluate the strength of adhesive bonds, therefore the higher the test value (energy per unit area), the stronger the bond. Assessing Pressure sensitive adhesives 1.6.1Pressure sensitive adhesive factors During assessing the mechanical properties according to Chivers (2001) the requirements in 1.5 are constantly in conflict, so to resolve it, he approaches trough using chemical means and physical procedures during peeling of PSA that is used for dressing of wounds. The chemical means consist of an adhesive that contains a mix of a hydrophilic base polymer (alkyl vinyl ether) with a water soluble tackifying agent (ethoxylated alkyl phenol part of polyethelne glycol) in 1:1 or 1:2 ratios which gives on a dry state its tackiness (Chivers, 2001). However by wetting with water the peel strength has seen to be reduced by 90%. Also he explains if an additive of a crystallisable polymer side chain is incorporated into the making of a PSA adhesive the effect of strength may be reduced by increasing the temperature so melting the additive above its use temperature. Though, Mcguiggan and et all (2008) demonstrated that the peel strength of the PSA decreases with increasing temperature consecutively the peeling rate is decreased at peeling angles of 900 and 1800 degrees. Also PSA may be activated by visible light or to a low ultraviolet light on a switch of mechanism to lower peeling strength, so that it does not traumatize the skin (Webster, 1999). By act ivating by this mechanism cross-linking process occurs with the free radical exposure of the side groups, thus the adhesive polymer will produce a bond of the prosthetic material to the skin (Chivers, 2001). The physical procedures that Chivers (2001) mentioned showed that, if the angle of peel of polyester backed PSA on a stainless steel subtract is increased up to 1350 degrees, the peeling force will automatically decrease. 1.6.2 Comparison of adhesives bonds on different subtracts A number of studies were published to compare adhesives bond strength on facial prosthetics elastomer to the skin (Wolfaardt et all, 2005; Kiat-Annuay et all 2004; Polyzois, et all 1993 ) , and one of the studies was to compare four types of adhesives (Dow Corning 355 medical adhesive, PSA 1, Daro and 9874 3 M) with five room temperature vulcanized silicone facial elastomers (Silskin II, MDX4- 4210, Cosmesil, Cosmesil HC2 and RS 330 T-room temperature Vulcanized (Polyzois, et all 1993). Polyzois , et all (1993) prepared the elastomers strips specimens of 50x 50 x 3 mm dimension on stone moulds. These specimens were tested on the inner aspect of the right forearms of one subject. And before each test, the attachments sites were cleaned with ethyl alcohol. A total of 160 peelings were carried out on the universal testing peeling machine that was previously calibrated to a 4 N load and the rate of 1mm/ minute of peeling. With this experiment the researchers concluded, that the tensile b ond strength is depended upon both the elastomers and the skin adhesives and the results showed that the Down corning 355 adhesive had the highest bond and the 9874 3M the lowest (Polyzois, et all 1993). The MDX 4 4210 silicone elastomer had the strongest bond and the RS 330T-RTV had the weakest in all adhesives (Polyzois, et all 1993). The material used for adhesives are based on silicones and resin formulation. Benedek (2000) explained that the resin adhesives exhibited from low to higher adhesion to skin and silicones from low to moderate skin adhesion. However, the adhesives used may have caused damage to the skin but according to Kiat -Annuay, et all (2000) if a skin protective dressing is used then trauma will be reduced. Nevertheless, the researchers experimented the protective dressing and a remover manufactured by Smith and Nephew on two adhesives, (Daro epithane 3 (E-3) water based and factor II secure medical adhesive (SMA) silicone based with the backing of MDX 4 4210 silicone elastomer. They applied to 20 subjects on the volar surface of the arms, and at 900 degrees of peeling observed the adhesives on its own, without the dressing and found that SMA was 4 times more retentive (adhesion mean = 96.3 Nm) than E-3 (adhesion mean = 24.1 Nm), however with the prep, E-3 increased by 27% in contrast SMA increased only 15%. Also it was observed a residual adhesive on prosthetics (skin interface) and the skin (prosthetic interface) (Kiat -Annuay, et all 2000). However the remover did not affected the bonding but helped only cleanin g the skin. Though, Kiat Annuay, et all (2001) indicated if a second application of adhesive was applied over the existing paste within a time period between 0 and 4 hours to secure the prosthetic, then at 4 hours interval the peeling bonds strength increased for SMA. Although it was observed the bond strength of silicone elastomer to the skin was decreased over an 8 hours interval. Anyways, when investigating a single and multi adhesive layering at 900 degrees of peeling, on 30 subjects has found the combination of SMA/ E3 had significant higher adhesion to the skin followed by SMA alone, E3/SMA and E3 alone (Kiat Annuay el all 2004). The investigators agreed that if a sandwich of adhesives was used then the margins of the prosthetic will not be visible (Kiat Annuay et all 2004) therefore improving esthetics (Karayazgan B et all 2003). However when peeling the device out, the margins may tear, so by incorporating of tulle it would improve its strength (Karayazgan B et all 2003). According Kiat-Annuay, et all (2008), when evaluating the strength of SMA and E-3 adhesive on silicone MDX 4 4210 with urethane liner and the chlorinated polyethylene elastomer, backed with skin prep, found that there were no significant interaction differences between silicones, however they observed that the adhesive failure occurred at the interface. Nevertheless of the 26 subjects tested it was found significant statistically difference in bond strength for gender, amount of hair in volar surface of testing subjects and ethnicity. However, age of the volunteers did not affect the bond strength of the adhesives. Volunteers with no Hair had a higher bond strength compared with subjects with arm hair. In addition, the mean adhesive bond strength of strips applied to the African -american subjects (n=8) was statistically greater than of the Hispanic, white and Asian volunteers (Kiat- Annuay et all 2008). Thought by reviewing the literatures, peeling experiments still is carried out on Humans volunteers which conflicts with the ethical issues, and on stainless steel which gives false adhesion values, as it does not relate to skin. So for this reason Nussinovitch, A. et all., (2008) and Renvoise, et all (2009) produced artificial skins to test adhesion of adhesives, anyways adhesives should be chemical clear before testing on humans. 1.6.2.1 The rational of Biocompatibility Therefore biocompatibility is of prime importance (Dahl and Polyzois, 2000). For the clinical clearance of adhesives, patch tests have been developed to scrutinize, the constituents of the adhesives such as solvents and takifying agents, which may irritate the skin (Dahl and Polyzois, 2000). According Dhal and Polyzois (2000) they suggested a new in-vitro test by use of hens egg test chororioallatoic membrane method. The researchers concluded that the organic solvent ethyl acetate contained into the adhesive gives severe irritation reaction. For this reason, a new PSA adhesive was formulated by Sanchez -Garcia, et all (2010), and it was based on acrylic monomers. They found that the formulation B3, synthesized by water based emulsion, presents a good alternative for patients that have suffered severe facial damage. 1.6.3 Adhesive failure Most of adhesive boding joint failures can be placed into 4 groups (Messler, 2004) they are: Substrate Failure:  Substrate fails before the adhesive and this depends on the adhesive strength Cohesive Failure:  Adhesive fails down in the middle, adhesive remains on both substrates. Interfacial Failure:  Adhesive fails from one of substrate.   Mixed failure : characterized by interfacial and cohesive failure Fig 1.3 Subtract failure Fig 1.4 Cohesive failure Fig 1.5 interfacial failure Fig 1.6 Mixed failures Figures 1.3 ,1.4, 1.5 and 1.6 (Messler, 2004) 1.7 Research objectives The objective of this study was to measure the force needed to remove strips of room vulcanized silicone elastomer from a rigid material such as stainless steel, treated with acetone. Four different skin adhesives were measured on a universal testing machine (Hounsfield H50KS Universal Testing Machine) at 1800 peel (Figure 1.7) according to ISO 8510-2-2010 standard. Figure 1.7 Schematic diagram 1800 peeling (ISO 8510-2-2010) Material and Methods Twenty silicone abacus strips 250 x 25.0 x 2mm were processed from a mix of 50% stone/gypsum moulds. The surfaces of the moulds were treated with an alginate separator before pouring a mix of 100 grams of silicone abacus and 10 grams of the activator, as of manufactures instructions. See table 2.1, for the materials used in this study. The elastomers strips were allowed to cure at a room temperature for 24 hours before testing. For the rigid material five stainless steel sheets 250 x 25.0 x 1.6mm were cut. The surface attachment of the stainless steel was cleaned with the acetone and allowing to dry before each test. The Hounsfield H50KS Universal Testing Machine was calibrated with a load cell of 8N at a crosshead speed of 100mm/min (Fig 2.2). Four types of adhesives were studied. The spray (Down corning B, Hollister 7730) and the liquid adhesives (Pros- aide and PSA 1b) were applied to 120 mm area in length, in a thin layer of each of the twenty silicone elastomers, and allowed to dry according to each specific adhesive manufacturing instruction (Down corning B- 1 minute; Hollister 7730- 5 minutes; pros aide -3 minutes; principality- 3minutes). The elastomer specimen was attached to the stainless steel and a thumb pressure to the silicone was applied for 30 seconds. The unattached silicone elastomer was placed into the grip of the universal testing machine and the peeling at 1800 was carried out. A total of twenty (five of each adhesive type) peeling was made. The point of adhesive failure (cohesive, mixed or interfacial failures) was noted. The average maximum, minimum, normal average force and the energy of peeling were recorded as a function to the distance peeled. SPSS Statistical package software version 17.01 was performed to analyze the data through a combination of a paired T test of adhesives and the maximum force of peeling data was used to conduct it. Table 2.1 some of the material used in this study and its drying time Type Material Drying time Manufacturer Silicone facial elastomeric + activator Abacus 24 hours room temperature Abacus Silicon Technology Pte Ltd Skin adhesives Dow Corning medical adhesive B 1 minutes Down corning corporation, midland, USA Hollister 7730 medical adhesive 3 minutes Hollister limited, aurora Ontario Pros -aide Adhesive 3 minutes Pros-Aide ®, a division of ADM Tronics Unlimited, Inc. Northvale, New Jersey 07647 USA PSA 1b Adhesive 3 minutes Principality Fx Newport U.k Results The maximum, minimum, mean, standard error and standard deviation of the maximum bond strength in Newton per millimeter (N/mm), measured by four adhesives (Dow Corning, Hollister, Pro aide and PSA1b) backed with silicone elastomer strips, at 1800 degrees peel on a stainless steel subtract, is shown on table 3.1. Five peelings (N=5) of each adhesive was performed and a total 20 pulling was made. The mean value varied from 4.12 N/mm to 10 N/mm and the standard deviation ranged from 1.62 N/mm to 4.40 N/mm. The bar chart /error bar on figure 3.2 shows graphically, that PSA 1 b had highest maximum bond strength comparatively to Dow Corning, Hollister and Pro aide adhesives, thus Dow Corning and Hollister adhesives had lower bond strength of peeling and the pro aide an intermediate. Acetone use to remove the adhesive did not influence the bonding, however De- bonding of adhesives was at stainless steel level as the residues was left on the prosthetic strips, however one specimen of Down co rning adhesive had de-bonded on the prostheses strips so the majority of residues was left on the metal substructure (table 3.2 ) (Fig 3.1) Fig 3.1 Dow Corning adhesive had mixed failure cohesive and interfacial (residue left on prosthesis and on the metal) Fig 3.2 Maximum adhesive bond strength mean and the standard error of the means Dow Cor Maximum adhesive bond strength to the stainless steel Table 3.1 The maximum bond descriptive statistics Descriptive Statistics N Minimum ( N/mm) Maximum ( N/mm) Mean ( N/mm) Std. Deviation ( N/mm) Statistic Statistic Statistic Statistic Std. Error Statistic P/M Dow Corning B 5 2.50 6.62 4.12 .72567 1.62 4/1 Hollister 7730 5 2.48 5.72 3.91 .53729 1.20 5/0 Pros Aide 5 3.10 8.45 5.22 .96437 2.16 5/0 PSA 1B 5 5.11 14.95 10.00 1.96904 4.40 5/0 Valid N (leastwise) 5 Key: P/M residue left on the prosthetic P or in the stainless steel M A paired t test from SPSS Statistical analytical software tool, table 3.2 revealed that there was a statistical difference between the pairs : Dow Corning and PSA 1b; Hollister and PSA 1b as the Sig(2tailed) value = pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 at 95 % of chance. Adding on, no statistical difference was found between: Dow Corning and Hollister; Dow Corning and Pro aide; Hollister and Pro Aide; Pro aide and PSA 1b as the sig (2 tailed) value = P >0.05 at 95 % chance. Table 3.2 SPSS statistical analysis of Paired t test between adhesives groups Paired Samples Test Paired Differences t df Sig. (2-tailed) Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper A B .21040 2.29084 1.02450 -2.63406 3.05486 .205 4 .847 A C -1.10380 1.97320 .88244 -3.55386 1.34626 -1.251 4 .279 A -D -5.87980 4.73267 2.11651 -11.75619 -.00341 -2.778 4 .050 B C -1.31420 3.11820 1.39450 -5.18595 2.55755 -.942 4 .399 B D -6.09020 4.10128 1.83415 -11.18261 -.99779 -3.320 4 .029 C D -4.77600 5.84121 2.61227 -12.02881 2.47681 -1.828 4 .142 Key : A Dow Corning B B Hollister 7730 C Pros Aide D- PSA 1b Discussion The approach of retention methodologies of facial prosthesis from pressure sensitive adhesives are important, so its development and research, to make a more compatible, toxic free and less irritable to employ it on skin contacts. Testing machines has been used to experiment adhesives for its tackiness such peel tests at certain degrees but its use remains controversy as it tests on volar surfaces of the arms or other type of substrates such stainless steel which gives misleading information. However, according Wolfaardt et all (1992) used a custom made machine to perform in vivo testing of tree facial prosthetic adhesives (PSA1, Pro- Aide, Dow Corning 355) on Cosmesil silicone elastomer. He tested the adhesives on one of the cheeks region of two subjects and obtained the data by repeating the experiment. A load of 900gm was applied for 20 seconds. Stretching, twisting and its combination tests were carried out. The data was analyzed trough the student Newman keuls statistical method and found that Down corning 355 had the strongest bond during stretching and twisting, however PSA 1 during stretching was the weakest nevertheless PSA1 and Pro Aide adhesive was found no statistical difference during twisting test methodology. Adding on, Polyzois and et all (1993) also found that Down corning 355 had a stronger bond strength during peeling at the volar surface of the arm during tension by use of ANOVA and Duncan statistical test methodology. Its results however varied between the types of silicone elastomer used. Nevertheless, Wolfaardt et all (1992) and Polyzois and et all (1993) experiments showed that Down Corning adhesives had higher bond strength but the methodology used was different from the present study, so a detailed comparison would be invalid or difficult. Adding to, the two researchers did not disclosed what angles that the peeling was performed and also the experiments was conducted in vivo. Despite of these facts, according to Benedek (2000), resin adhesives such as the PSA1 b and the Pro Aide water based formulation would exhibit a lower to higher adhesion and silicone from lower to moderate skin adhesion and this are all depended upon to its curing time and the number of applications. Indeed, according to Sanchez Garcia, et all (2010) water based acrylic adhesives is the most effective for the patients with severe facial damage, thus this adhesive can stand a variety of loads consequently suitable for its use in maxillofacial prosthesis. The research results in figure 3.2 and table 3.1 from peeling at 1800 degrees on a stainless steel subtract indicated that the PSA1 B had a maximum retention (mean =10.00 N.mm), approximately 2.5 times more retentive than Down Corning (mean 4.12 N.mm) and Hollister (Mean 3.91 N.mm). Pro aid showed approximately 2 x lower retention (mean=5.22N.mm) than the PSA1B. Pro Aide had an intermediate retention between the adhesive tested. Nevertheless to illustrate the most retentive adhesive a Paired T test ( table 3.2 ) indicated that the statistically paired combination of adhesives : Down corning (A) and Hollister (B) t(4)= 0.205, p=0.847Down Corning (A) Pro aide (C) t(4)=1.251, p=0.279; Hollister (B) Pro Aide (C) t(4)=0.942, p=0.399 ;Pro Aide (C) PSA 1B (D) t(4)=1.828, p= 0.142 has found no significant difference as p values were > than 0.05 at 95% chance difference. However, statistically paired combination of adhesives: Down corning (A) PSA 1 B (D) t (4)=2.778, p=0.050; Hollister (B) PSA 1 B (D) t(4)=3.320, p=0.029 has revealed statistically significant as P values is à ¢Ã¢â‚¬ °Ã‚ ¤ than 0.05 at 95 % of chance difference. Also the use of acetone did not influence in the bonding. Furthermore, only one specimen Silicone/Dow Corning had a mixed failure (cohesive and interfacial) as some residue left on metal and the prosthetics. The rest of adhesives failed at metal interface (residue left on prosthesis). Thought the results was expected PSA 1 B and Pro Aide are based in water and resin emulsion therefore it gave a higher adhesion to the skin compared to Dow Corning and Hollister which are based in silicones (Benedek, 2000). However the higher peeling was depended upon the curing time (monomer cross linking)