Privatization in UK Assignment Example | Topics and Well Written Essays - 1750 words

Privatization in UK - Assignment Example This essay stresses that the privatized firms only seek to impress the shareholders and so their priorities are not to help the citizens but to help advance the interests of the public. This then goes against the theory that are there about how privatization helps the economy to do better to the advantage of the public. With public firms, the public can hold them accountable because they have the right to use democratic processes to determine how managers manage these firms. With the privatized firms however, this is not possible and their mangers run them the way their shareholders want. This paper makes a conclusion that the benefits of privatization are not easy to achieve. Despite there being so many potential benefits for privatization in theory, these benefits do not materialize. This means either that the privatization process is not being benefiting from the right way of doing it or that the theoretical benefits of privatization do not have the possibility of materializing into real benefits that the public can feel at the macroeconomic level. This is especially when the public does not gain the benefits that are supposed to come from the privatization. It is clear that the supporters of the privatization of UK public organizations did not think the process well enough to have it implemented din a successful way. This means that it is necessary for the government to rethink the strategy and have a way to evaluate the current strategy and find if it is possible to make it even better.

Crossing Brooklyn Ferry Essay Example for Free

Crossing Brooklyn Ferry Essay Ferry is considered one of the greatest lyrical poems of all time. In Crossing Brooklyn Ferry, Walt Whitman uses connotative diction, prying questions, and critical reader engagement to convey a feeling of connection and unity of people through time. By using these certain rhetoric strategies, Whitman creates a piece of poetry that seems to be timeless. Whitman carefully chooses certain words and phrases that really highlight his intentions to connect himself and others readers throughout time. In part 2 of the poem, Walt chooses the words â€Å"simple† and â€Å"compact† to describe a â€Å"scheme† in which we are all â€Å"disintegrated†. These words, precise and carefully chosen, attribute to the great lyricism of the poem. A scheme that is simple is a scheme that we can all live by. And a compact, simple scheme connotes togetherness. Whitman continues to say we’re all disintegrated, but part of the scheme. Being disintegrated could also means we are all little pieces of the same body, or scheme Another simple rhetoric strategy imposed by Whitman to convey a sense of unity between he and the reader is reader engagement. Whitman involves and engages the ready by asking the reader questions, and relating to the reader. By effectively asking questions, Whitman suggest to readers from past and future times that maybe there is not much that separates them. â€Å"What is it then between us? What is the count of scores or hundreds of years between us? The use of these rhetoric strategies are just a few the devices that makes Walt Whitman’s â€Å"Crossing the Brooklyn Ferry† a timeless masterpiece.

Effect of Hormones on Aggressive Behaviour

Effect of Hormones on Aggressive Behaviour The role of hormones in mediating aggressive behaviour How hormones can trigger and influence aggression in animals and humans has interested many researchers in the last six decades (Brooks-Gunn, Graber, Paikoff, 1994). Scientists realised soon that aggressive behaviours has to be always set in a larger context. The larger context can never be neglected while investigating complex human behaviours. This applies especially when considering the hormonal contributions to aggressive behaviour since far more than one link seems to exist between hormones and aggression. For instance, the hormonal control of parental, sexual and reproductive behaviour crucially determines aggression in both humans and animals. Parents of many animal species are increasingly aggressive while experiencing hormonal changes, for example, during lactation and parturition as they strive to defend their offspring from enemies (Beach, 1979). The aim of this paper is to evaluate the study on hormones and aggressive behaviour in the evolutionary context. Nonetheless it is not intended to conceptualise this evolutionary context without relation to other domains such as the social or cognitive one as these domains are inextricably linked. â€Å"A developmental perspective of aggression thus is based on the assumption that aggressive behavior is multidetermined and dynamic over the life span, and a product of a complex continuous interaction of the multiple psycho-bio-social changes.† (Ramirez, 2003; p.622). Aggression The fact that multiple modulators for aggression seem to exist makes it more difficult to reach conclusions. An additional problem is that the usage of the word aggression is too broad and there is yet not consensus over how it can be actually defined (Kavoussi, Armstead, Coccaro, 1997). Aggression has been predominantly related to an emotional state that individuals frequently describe as involving a strong drive to inflict harm and emotions of disregard and hate. However, overt aggression comes, in contrast to the described inner feeling of hate, in different forms. Predatory aggression, for instance, refers to the feeding behaviour of animals and is represented by attacks directed at natural prey. It has been demonstrated that the majority of vertebrates display aggression between two males of the same species while only some animals display maternal aggression. Fear-induced aggression, on the other hand, appears when an animal is anxious and/or incapable to escape from a perceiv ed dangerous situation. Irritable aggression, however, comes frequently close to uncontrollable rage and is triggered by immense pain or frustration (Rosenzweig, Breedlove, Reiman, 2002). Nelson (1995) reported how male sex hormones play a significant role in various forms of aggressive behaviour like for example in within-species social interactions and encounters. As a consequence, aggressive behaviour between males increases on the verge to sexual maturity. Experiments with male mice have demonstrated that their aggressiveness levels rise significantly during puberty while immature mice display more violent behaviours against each other when they are treated with androgens (McKinney Desjardins, 1973). Puberty and Hormonal Change Given the dramatic changes that occur in endocrine physiology at puberty, it is not surprising that increases in testosterone are hypothesized to be related to increases in aggression. This explains why testosterone has been the most investigated hormone in its research. The wealth of evidence supporting the ability of testosterone to facilitate aggressive behaviour in a broad number of mammal species has led to wonder about its potential role in human aggression. Wingfield and colleagues (1987) were among those researches who successfully demonstrated that the amount of displayed aggression in many species is related to the amount of seasonal testosterone change. Yet experiments with youths experiencing puberty yielded equivocal results. Book and collaborators (2001) for instance conducted a meta-analysis on 45 independent studies and came to the conclusion that the mean weighted correlation of these studies was only weakly positive (r = 0.14). This finding was congruent with Archer’s (1991) meta-analyses as he had also found rather marginally significant positive relationships between testosterone levels in humans and aggression. Experiments investigating the on the effects of castration on subjects illustrated more convincingly how inextricably aggressive behaviour is linked to hormones. Conclusively, castrated males displayed less aggressive behaviour due to the decreased androgen production. If, in turn, testosterone is injected into these castrated species one can again observe an increase in inter-male violent behaviour. Females are less often studies by researchers with regard to hormonal affects on aggression. This is due to the fact that males engage significantly more often in aggressive behaviour than females (e.g. number of male murderers is five times higher in the United States). Thus the predominant viewpoint among scientists is that males of most species are the more aggressive and violent sex. Consistently, recent research has found more support for a link between androgens and aggressive affect for boys entering puberty (Olweus et al., 1988) but less strong associations for girls (Paikoff Br ooks-Gunn, 1990). Nevertheless some studies found that in some species like Hamsters the female sex is more aggressive. However, this was not anymore the case when the female Hamsters entered the estrus stage. As a matter of fact, not all studies have supported the notion that the amount of hormones, especially androgens, is negatively associated to aggression levels. Ehrenkranz and colleagues (1974) for example demonstrated that testosterone levels of humans were positively related to aggressiveness while Kreuz and Rose (1972) could not find a significant correlation between levels of testosterone and aggressiveness in prisoners. Nonetheless Dabbs and Morris (1990) maintained with the help of their study on military veterans that testosterone levels can be linked at least to violent antisocial behaviour. More recently Dabbs and Hargrove (1997) revealed that high testosterone levels are a remarkable characteristic and predictor of female prisoners who are convicted of self-initiated violent crimes. At least two confounding variables exist Research has also demonstrated the existence of at least two confounding variable which have a significant influence on the relationship between hormones and aggressive behaviour. Bernstein and Gordon (1971) showed that both monkeys and mice who come out as winners of an aggressive interaction display increased testosterone levels whereas the losers experience a decrease in androgens. Consequently, the winners become more aggressive while the losers are less prone to exhibiting aggressive behaviour towards their own and other species. One could conclude that it was more a consequence rather than a cause that the more aggressive prisoners in Dabbs and Hargroves (1997) experiment had higher testosterone levels. Surprisingly not only the winners of aggressive encounters but also the triumphant of sport competitions experience observable increases in their testosterone levels. It goes further that this increase is not only experienced by those who actively participate and win in the spor ting event but is even experienced by those who support and cheer up the winning side or individual (Bernhardt, 1997). As even chess players display after having lost chess matches lower levels and after having won higher levels of testosterone it was concluded that another confounding variable mediates between aggression and testosterone because chess players are hardly aggressive in their normal behaviour. Regardless of these confounding variables sexual assaulters, aggressors and criminals have been often castrated in the past in order to decrease both their sex and aggression drives. The results of these studies reported that criminals were less susceptible to aggressive behaviour after having experienced a decrease in sex hormones induced by their castration (Brain, 1994). Nowadays, however, ethical issues and concerns have become increasingly important and thus it is debatable and questionable whether these kind of forced surgical interventions are ethically justifiable and tenable. Serotonin and Aggressive Behaviour The synaptic transmitter serotonin seems to have as well a profound impact on aggressive behaviour in both humans and animals. In contrast to testosterone, however, a negative association between aggression and brain serotonin activity has been reported in past studies. Higley and collaborators (1992), for instance, investigated the activity of the neurotransmitter serotonin in around 30 monkeys in an observational study. The researchers ranked the monkeys according to their aggressive activities on the island where they were freely living and compared their ranks with the amount of serotonin brain activity. Their results demonstrated that serotonin levels are negatively correlated with aggression. Virkkunen and Linnoila (1993) supported these findings with their own study. They showed that individuals who consume alcohol excessively have comparatively lower serotonin metabolites concentrations (e.g. HIAA concentrations) in their cerebrospinal fluid. These applied also to animal tort uring children (Kruesi, 1979) and due to aggressive behaviour expelled American Marines (Brown et al., 1979). As a matter of fact, serotonin levels are affected by environmental context and stimuli. Dominant and high ranking primates for example who stand on the top of the hierarchical social status ladder display greater serotonin levels than primates who rank lower in the pecking order. If however the higher ranked primates loses his social status he analogously experiences a decrease in serotonin levels. Testosterone and Aggressive Behaviour Schaal and colleagues (1996) investigated more recently the association between physical violence and social dominance of pubescent male youths and their respective testosterone levels. It was shown that less socially dominant youths had lower levels of testosterone in comparison to socially more dominant peers who possess concurrently bigger amounts of testosterone amounts. Nevertheless, this finding could not be repeated with aggression levels as those pubescent youths who were perceived as more aggressively behaving had significantly lower testosterone concentrations than those males who had a low history of being physically aggressive and violent. Thus it was concluded that testosterone was related not so much to antisocial characteristics than to experienced social status. In other words, those who successfully achieve higher social dominance statuses experience an increase in testosterone while those who fail to gain high social status face a reduction in their testosterone pro duction. Experiments with younger children (e.g. 5-year-olds) it was found that boys with higher testosterone concentrations were more playfully aggressive in social interactions. However, this relationship could neither be established with girls nor in play contexts (Ahedo et al., 2002). This again implies that testosterone levels are not solely a modulator of aggressive behaviour but rather a mediator of any kind of social behaviour. Additionally, Ahedo and collaborators study demonstrated that sex differences in behaviour establish themselves already very early on in life. In another study (van Goozen et al., 1998) the androstenedione, testosterone, dehdroepiandrostenedione (DHEA) levels in prepubescent boys exhibiting antisocial conduct disorders was examined. Van Goozen and colleagues results revealed that antisocial conduct disordered infants’ aggressiveness was not significantly relatable to testosterone. However, the more antisocially behaving boys had significantly higher than average androstenedione levels and modestly higher than average DHEAS levels. Researchers like Ramirez (2003) believed that studies such as these have the power to shadow doubt on the validity of testosterone as a biological control system for aggressive behaviour in postnatal life. Even later on in life testosterone levels seem only to represent the consequence rather than a cause of aggression as testosterone does not immediately lead people to be physically aggressive but their aggression is solely a response to cognitive and social stimuli and triggers (Brain Su sman, 1996). Studies on observed changes in concentration levels of testosterone and cortisol during aggressive behaviour and social stress serve as support for those researchers maintaining that both the evolutionary and social contexts and experiences have an essential impact on hormonal levels in humans. Thus â€Å"gonadal hormones, besides being only one of the multiple processes -biological, social, and cognitive, to influence aggression in children and adolescents, might also be a signal of aggression, or even more precisely perhaps, of social success.† (Ramirez, 2003; p. 630). These findings about serotonin and testosterone are according to Ramirez (2003) of utmost importance as they demonstrate that that experiences made in life can alter both brain chemistry and hormonal production in fundamental ways. Thus it can be noted that social context and hormonal activities in the body and brain are inextricably linked. Past researches on abnormal (van Goozen et al., 2000) and normal (Nottelmann et al., 1987; Inoff-Germain et al., 1988) male and female children have revealed univocal associations between high hormone levels of adrenal origin like androstenedione or dehydroepiandrostenedione sulphate and aggression together with diverse other negative attributes such as antisocial behaviour, rebelliousness and anger. Furthermore, the fact that androstenedione which is a prevalent producer of androgens is linked to anger in females suggests that adrenal and not gonadal originated androgens play a fundamental part in determining the aggressive behaviour of the female sex. In addition to that, it has been found that serotonin is not the sole mediator of aggression but also noradrenergic, neuropeptides and GABA systems have been demonstrated to have an impact on aggressive behaviour. Additionally, estrogens, gonadotrophins, and prolactine have been identified as minor modulators. Thus, genetic and pharma cological experts have essentially extended the number of relevant hormones and neurotransmitters in the last couple of years (Nelson Chiavegatto, 2001). In conclusion, all the above findings fortify and support the currently predominant notion that aggression is not mediated by only one factor but by a network of many interplaying variables. References Ahedo, L., Cardas, J., Aizpiroz, A., Brain, P. F., Sanchez-Martin, J. R. (2002). Social behavior in male and female 5-year olds and its relation to salivary testosterone levels. The developmental origins of aggressive behavior (p. 53). Montreal: ISRA. Archer, J. (1991). The influence of testosterone on human aggression. British Journal of Psychology, 82, 1–28. Beach, F.A. (1979). Aggressive Behavior. Hormones and Aggression, 5(3), 313-316. Bernhardt, P. C. (1997). Influences of serotonin and testosterone in aggression and dominance: convergence with social psychology. Current Directions in Psychological Science, 2(6), 44-48. Bernstein, I. S., and Gordon, T. P. (1974). The function of aggression in primate societies. American Scientist, 62, 304-311. Book, A. S., Starzyk, K. B., Quinsey, V. L. (2001). The relationship between testosterone and aggression: A meta-analysis. Aggression and Violent Behavior, 6(6), 579–599. Brain, P. 1994. Hormonal aspects of aggression and violence. In A. Reiss, Jr., K. Miczek, and J. Roth (Eds.), Understanding and Preventing Violence, Volume 2., pp. 173-244 Washington DC: National Academy Press. Brain, P. F., Susman, E. J. (1996). Hormonal aspects of antisocial behavior and violence. In D. M. Stoff, J. Maser, J. Maser (Eds.), Handbook of antisocial behavior ( pp. 314–323). Hillsdale: Laurence Erlbaum. Brooks-Gunn, J. Graber, J.A., Paikoff R.L. (1994). Studying links between hormones and negative affect: models and measures. Journal of Research on Adolescence, 4(4), 469-486. Brown, G. L., Goodwin, F. K., Ballenger, J. C., Goyer, P. F., et al. (1979). Aggression in humans correlates with cerebrospinal fluid amine metabolites. Psychiatry Research, 1, 131-139. Dabbs, J. M., Jr., and Hargrove, M. F. (1997). Age, testosterone, and behaviour among female prison inmates. Psychosomatic Medicine, 59, 477-480. Dabbs, J. M., Jr., and Morris, R. (1990). Testosterone, social class and antisocial behavior in a sample of 4.462 men. Psychological Science, 1(3), 209-211. Ehrenkranz, J., Bliss, E., and Sheard, M. H. (1974). Plasma testosterone: correlation with aggressive behaviour and social dominance in man. Psychosomatic Medicine, 36, 469-475. Higley, J. D., Mehlman, P. T., Taub, D. M., Higley, S. B., et al. (1992). Cerebrospinal fluid monoamine and adrenal correlates of aggression in free-ranging rhesus monkey. Archives of General Psychiatry, 49, 436-441. Kavoussi, R., Armstead, P., Coccaro, E. (1997). The neurobiology of impulsive aggression. Psychiatry Clinic North America, 20(2), 395–403. Kreuz, L. E., Rose, R. M. (1972). Assessment of aggressive behaviour and plasma testosterone in a young criminal population. Psychosomatic Medicine, 34, 321-332. Kruesi, M. J. (1979). Cruelty to animals and CSF 5HIAA. Psychiatry Research, 28, 115-116. Inoff-Germain, G. E., Arnold, G. S., Nottelmann, E. D., Susman, E. J., Cutler, G. B., Chrousos, G. P. (1988). Relations between hormone levels and observational measures of aggressive behavior of early adolescents in family interactions. Developmental Psychology, 24, 129–139. McKinney, T.D., and Desjardins, C. (1973). Postnatal development of the testis, fighting behaviour, and fertility in house mice. Biology of reproduction, 9, 279-294. Nelson, R. J. (1995). Introduction to behavioural endocrinology. Sunderland MA: Sinauer Associates. Nelson, R. J., Chiavegatto, S. (2001). Molecular basis of aggression. Trends in Neurosciences, 24(12), 713–719. Nottelmann, E. D., Susman, E. J., Dorn, L. D., et al. (1987). Developmental processes in American early adolescents: Relationships between adolescent adjustment problems and chronological pubertal stage and puberty-related serum hormone levels. Journal of Pediatrics, 110, 473–480. Olweus, D., Mattsson, A., Schalling, D., Low, H. (1988). Circulating testosterone levels and aggression in adolescent males: a casual analysis. Psychosomatic Medicine, 50, 261-271. Paikoff, R.L., Brooks-Gunn, J., (1990). Associations between pubertal hormones and behavioural and affective expression. In C.S. Holmes (Ed.), Psychoneuroendoctrinology: brain, behaviour, and hormonal interactions (pp. 205-226). New York: Springer-Verlag. Ramirez, J.M. (2003). Hormones and aggression in childhood and adolescence. Aggression and Violent Behavior, 8, 621–644 Rosenzweig, M.R., Breedlove, S.M., Leiman, A.L. (2002). Biological Psychology. MA: Sinauer Associates. Schaal, B., Tremblay, R. E., Soussignan, R., Susman, E. J. (1996). Male testosterone linked to high social dominance but low physical aggression in early adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 35(10), 1322–1330. van Goozen, S. H., Matthys, W., Cohen-Kettenis, P. T., Gispen-de Wied, C., Wiegant, V. M., van Engeland, H. (1998). Salivary cortisol and cardiovascular activity during stress in oppositional-defiant disorder boys and normal controls. Biological Psychiatry, 43(7), 531–539. van Goozen, S. H., van den Ban, E., Matthys, W., Cohen-Kettenis, P. T., Thijssen, J. H., van Engeland, H. (2000). Increased adrenal androgen functioning in children with oppositional defiant disorder: A comparison with psychiatric and normal controls. Journal of the American Academy of Child and Adolescent Psychiatry,  39(11), 1446–1451. Virkkunen, M., and Linnoila, M. (1993). Brain serotonin, type II alcoholism and impulsive violence. Journal of Studies on Alcohol, 11, 163-169. Wingfield, J. C., Ball, G. F., Dufty, A. M., Hegner, R. E., et al. (1987). Testosterone and aggression in birds. American Scientist, 75, 602-608.

Creating a New Writing Technology :: Invention Writing Technology Papers

Creating a New Writing Technology "Writing, in the strict sense of the word, as has already been seen, was a very late development in human history. The first script, or true writing, that we know was developed among the Sumerians in Mesopotamia only around the year 3500 BC, less than 6,000 years ago. The alphabet, which was invented only once, so that every alphabet in the world derives directly or indirectly from the original Semitic alphabet, came into existence only around 1500 BC" (Ong, 323). Writing has been around for a short time, but language has been around for as long as humans. It's amazing to see how much the written word controls our lives. You can't do anything; go anywhere, without seeing some form of print. You turn on the television-an add pops up. You go outside-signs everywhere. And what is even more amazing, constantly, new technologies are evolving to improve the way we write-computers, the pencil with an attached eraser. Because of the importance placed on writing and writing technology in today's society I have decided to conduct an experiment. What happens when the "technology" is taken out of the writing? I will attempt to create a new writing technology, with primitive objects, and use it to write a short, twenty word, text. While conducting this new experiment, a couple of issues posed problems. First, I could only use materials found in nature. This was difficult because of the rarity of "natural" items in this day-and-age. Second, I had to keep in mind the permanence of my project-how long the text I created could be expected to last. It was somewhat difficult to do this because a particularly creative and natural "invention" might not be all that permanent, and vice-versa. With these creating problems for me, I didn't find the inventing process easy. I tested a variety of objects. Such as food, grass, dirt, leaves, and mud. The food was too messy, and it didn't last that long. I gathered several items from my kitchen, and decided to experiment. I tried a banana peel, but it ripped easily, and turned completely brown within minutes. I soon exhausted ideas to use other foods, such as apples-they go bad too quickly. Nuts-too fragile; and cheese-not "natural" enough. From these experiments, I concluded that food items would not make good writing technologies. Grass seemed, at first to be an excellent idea.

Principles and Practice of Web Design – Home Page Evaluation

08. 04. 2013 INT1022 Principles and Practice of Web Design [THE EVALUATION OF WWW. EXPERILAND. COM/] URL: http://www. experiland. com/ Introduction: The website experiland. com is published by and part of the JB Concepts design & media group and was founded in 2010. The urge to create the site developed because the JB Concepts design & media group felt that there was a need for a science website for students, teachers and interested young people which helps them understand science and encourages them to experience science through own, by the website guided, projects and experiments.Furthermore the website gives the opportunity to increase the knowledge provided online through the availability of e-books. The creators see themselves responsible for educating and improving the learning experience for students while providing the necessary information concerning safety and emphasizing the sense of responsibility by the young scientists. The science projects are divided into different ta rget groups ranging from the first to the eighth grade. Description & Evaluation: The home-page of the website is divided into four main parts. It also introduces the texture of the website and reflects the general design for every sub-page.The texture is divided into two parts which are differentiated through different colors. The head part is metallic neon green and gives an association to the topic science as it is usually considered nature based while green reflects this nature aspect. The other texture is a rough to smooth going dark grey metallic look which reflects the human involvement in the topic science. It makes sense that green is the head as it is the ground for the researches and the metallic artificial looking part is the content part of the website because it reflects what human found out so far.Thus it is a great choice of general design for the website. Furthermore the subtitles in the content part have a special pattern which gives the user the impression to see through a microscope on the subtitles. It thus keeps the topic science consistently over the complete page and uses patterns effectively to suggest the theme. Furthermore the head of the website provides a character and the logo design of the website which includes the other colors that will be used on the website. The colors are identification colors for the five different main themes of science the website provides.These topics are chemistry in blue, which resembles liquid, earth science and astronomy in violet, which is commonly associated with science of the universe, electricity and magnetism in yellow, which resembles the light of a light bulb, life science as biology in green, as green is commonly associated with the nature and finally physics in red, which differs strongly from the other colors It thus slowly introduces the user into the color way of the website and helps the user to rediscover the already known colors later in the content parts.The great and harmonious mix of colors also entices the user to spend more time on the website and thus provides the positive effect that a wisely chosen color way should have (Shenkman & Jonsson, 2000; Nielsen, 2002; Tractinsky et al, 2004; Tractinsky et al, 2006; Valdez & Mehrabian, 1994). The website uses the typeface -Trebuchet MS,Arial,Helvetica,sans-serif- consistently on every page and just differs in the color for titles and subtitles, content and links. The Titles and subtitles are in bold, white and in the size of 1. 8em to be easily identifiable as titles. The content is regular, black and in the size of 1. em while the links have the same structure they are in light green. The website uses the em size of font because it is easily scalable and mobile-device friendly. The font choice of the website is efficient and logical. The titles and subtitles have a slightly bigger size without being too place containing, while the content is held simple and easily readable. Titles in the running text are emphas ized by using bold font and 1. 6em as the size. However the choice of the color for links is not suitable even though they are easy to differ from the rest of the text, they are sometimes hard to see because of the green color way and theme design.It seems more fitting to the design than the commonly used blue but however is harder to distinguish from the text. The texting of the website is held easily understandable for students of any age. Moreover the website provides an online glossary that can be used to understand specific scientific terms. It thus delivers exactly what is needed to the target group of young students. The pictures used on the website are generally held simple but are however efficient and easily recognizable and understandable. The simple use of the pictures lets the website work fast and without long loading periods.It is thus easy to browse through and find a topic of interest. The first part is the head of the website which provides the user with links to t he five main parts of the websites which are the Home-page, the Books-page where the user can purchase e-books, an about us-page on which the company provides further information for the drive to create the website, the most important page Projects and the possibility to get in contact with the creators for questions and inquiries. Additionally the website provides the possibility to search for topics on the website by implementing a Google-Search-Tool in the head.More over frequent users of the website can sign in with their account and a shopping cart tool is implemented. The Head of the page thus serves exactly what is needed from a head. It gives the user the opportunity to easily navigate in between the main pages of the website and search for specific topics more easily. It effectively uses the space to promote the logo and introduces the user to the website. The only negative thing about the head is the choice of colors for the not chosen main pages, as they are depicted in a slightly lighter green than the background which can make them hard to read.Other than that all information are clearly readable and identifiable. The second part is the sidebar. The sidebar provides a lot of information and options for the user. Once understood it can be used to easily navigate through the website. The sidebar stays right to the content part through project and website based contents and only disappears in the books part of the website. It consists of different parts which differ from each other by the use of color and small graphics. Additionally the first part differs itself further by not being in the same design.This makes sense because this part is about the charitable function of the website, which donates 5% of their profit to charity and wants the user to vote for which charity it should be. The next part depicts the shopping cart of the users since it is possible to purchase e-books on the website. It thus helps to keep an overview if books are being purc hased. The next five parts are designed to help the user understand the website and to browse through the website and find suitable information.It thus provides browsing by school grade, by occupation and purpose, and the nature of interest of the user. These bars are thus implemented to introduce first time users and help them navigate through the system. It’s very effective because the first time users don’t have to look for the detailed content immediately but can be guided by the navigation the website provides. Additionally the small graphics help the users, and especially young users, to identify the use of the bar quickly and recognize them later again.Experienced users can make use of the sidebar as well, as it allows them to find their current project or their topic of interest effectively because it implemented the same color scheme and graphics design for the main topics of science as used on the content pages of those topics. That means that the colors are recurring and coherently used through the website and paint a complete picture. The sidebar allows the user a horizontal navigation through the different topics. Only specific projects must be found by navigating to the field of interest and finding the project from there. The third part is the content part of the website.It is separated in different colons which provide further information about before mentioned topics and themes. In the main page the content part basically gives more information to the points that are mentioned and depicted in the other parts. It allows the user to click on the topics and receive an even more detailed description of the topics. The content part always changes and contains the source of information and the reason for the users to use the website. It helps the user to find topics of interest and gives to every detailed subtopic a quantity of available projects in that topic.After deciding for a topic the user will be led to a different content page which is designed in the topics lead color and contains the different available projects. The different projects are then differentiated in different categories depending on the advised grade of the student, the difficulty, the time consumption and whether or not adult supervision is advised. The side then provides further information about the topic and explains how the project works. It is very effectively design because it shows briefly what materials are needed and then shows graphics and explanations on how to perform the project.It makes it easily understandable for students. It also draws a conclusion why the project works and gives the possibility to receive further information about the topic by purchasing an e-book. It is an effective way to present and explain the project, however the website is pressuring the user into buying the e-books because they only provide further information with these e-books. The last part of the website is the bottom part. It summarizes the ma in parts of the website in general main topics and provides a legitimacy check by showing awards the website won. Moreover it provides a free sample of one of the e-books.It is held in the same rough metallic grey design that is used as the texture of the site. Moreover this part also never changes and is provided on every content page. Bibliography Nielsen, J. , Tahir,M. Homepage Usability: 50 Websites Deconstructed, New Riders Publishing, Indianapolis, IN, 2002. Olsson, T. (2007, 1 10). The Definitive Guide to Web Character Encoding. Retrieved 1 14, 2013, from SitePoint: http://www. sitepoint. com/guide-web-character-encoding/ Schenkman, B. N. , Jonsson,F. U.. Aesthetics and preferences of web pages, Behavior and Information Technology 19 (2000) 367–377. Stemler, L. K. (1997).Educational Characteristics of Multimedia: A Literature Review. Journal of Educational Multimedia and Hypermedia , 6 (3), pp. 339-359. Tractinsky, N. , Cokhavi,A. , Kirschenbaum,M.. Evaluating the cons istency of immediate aesthetic perception of web pages, International Journal of Human– Computer Studies 64 (2006) 1071–1083. Tractinsky, N. , Cokhavi,A. , Kirschenbaum,M.. Using ratings and response latencies to evaluate the consistency of immediate aesthetic perceptions of web pages, in: Proceedings of the Third Annual Workshop on HCI Research in MIS, Whashington, DC, 2004, pp. 1–5. Valdez, P. , Mehrabian, A. , Effects of color on emotion,Journal of Experimental Psychology: General 123 (1994) 394–409. WhatIs. com. (2005). What is font? Retrieved 1 12, 2012, from Definition from WhatIs. com: http://whatis. techtarget. com/definition/0,,sid9_gci212137,00. html WhatIs. com. (2005). What is text? Retrieved 1 12, 2012, from Definition from WhatIs. com: http://whatis. techtarget. com/definition/0,,sid9_gci213125,00. html Wikipedia. (2012). Typography. Retrieved 1 12, 2012, from Wikipedia, the free encyclopedia: http://en. wikipedia. org/wiki/Typography Wikipe dia. (2012). Unicode. Retrieved 1 13, 2012, from Wikipedia, the free encyclopedia: http://en. wikipedia. org/wiki/Unicode

7 Solutions for Sentences with Problematic Parallels

7 Solutions for Sentences with Problematic Parallels 7 Solutions for Sentences with Problematic Parallels 7 Solutions for Sentences with Problematic Parallels By Mark Nichol 1. â€Å"The street is lined with boisterous sports bars, nail salons, and clothing boutiques. Some neighborhood, where nail salons and clothing boutiques can be described as boisterous. Do I misunderstand? I do, because when only the first of several items in a list is given an adjective, it is easily confused as applying to each item in the list. Either omit the adjective, or play fair and supply each item with its own: â€Å"The street is lined with elegant nail salons, trendy clothing boutiques, and boisterous sports bars.† 2. â€Å"The process would be confidential, voluntary, and the information would remain the property of the teachers.† The same rule applies for verbs. Either use a verb to apply to all items in a list, or attach a verb to each item. Or, in this case, combine the first two items into a combined item: â€Å"The process would be confidential and voluntary, and the information would remain the property of the teachers.† 3. â€Å"The so-called beer summit was photographed, discussed, and dissected on blogs, newscasts, and in barbershops and bars nationwide.† Let’s not forget prepositions. In a list, one preposition carries each item, or each has its own; there’s no middle ground: â€Å"The so-called beer summit was photographed, discussed, and dissected on blogs, during newscasts, and in barbershops and bars nationwide.† (For variety, try to use a different preposition for each item.) 4. â€Å"It would be safer to keep our bushy tree trimmed so that no would-be burglar could hide under it and buy a locked mailbox to help prevent identity theft.† Infinitives want equal standing, too. The original sentence implies that the would-be burglar might buy a locked mailbox after hiding under the bushy tree. The addition of a parallel infinitive after the conjunction linking the two parts of a sentence arrests this infelicity: â€Å"It would be safer to keep our bushy tree trimmed so that no would-be burglar could hide under it and to buy a locked mailbox to help prevent identity theft.† 5. â€Å"Legislation is often to blame, not because legislators are bad people but often they act on partial or misleading information.† Two reasons, one invalid and the other valid, are supplied in this sentence. Set them up separately, each with its own because: â€Å"Legislation is often to blame, not because legislators are bad people but because they often act on partial or misleading information.† 6. â€Å"The location features stifling heat, bacteria, polluted seas, lice, and bad cuisine.† If you’re going to modify one or most nouns in a list, go all the way and precede each with a pertinent adjective: â€Å"The location features stifling heat, gut-wrenching bacteria, polluted seas, itchy lice, and bad cuisine.† 7. â€Å"The afflictions are believed to include autism and learning and hyperactivity disorders.† Is learning a stand-alone item, or does disorders apply to it as well as to hyperactivity? You don’t know until you get to the end of the sentence, when it’s too late. The inclusion of a comma after autism prevents a stumble, and inserting â€Å"as well as† helps link the two remaining list items: â€Å"The afflictions are believed to include autism, as well as learning and hyperactivity disorders.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†Body Parts as Tools of Measurement50 Synonyms for â€Å"Villain†