Cigarettes and Tobacco-based Products Should Be Legal an Example by

Cigarettes and Tobacco-based Products Should Be Legal Cigarettes and tobacco-based products should be legal. There are some reasons why cigarette smoking should be allowed in public according to those individuals who smoke, which I strongly agree to as well. Some of these are the following: Need essay sample on "Cigarettes and Tobacco-based Products Should Be Legal" topic? We will write a custom essay sample specifically for you Proceed First of all I believe that I should not be prohibited from my liberty to smoke and my freedom to do so anytime and anywhere I want to. I am very well aware that smokers whether male or female, rich or poor, young or old believe so as well. Second, I believe that cigarettes and tobacco-based products should be legal for the sake of businesses also. Explaining further, large companies producing cigarettes, large stores, as well as restaurant owners strongly agree that cigarette smoking should be allowed because otherwise their businesses and profits will surely decrease. Third, smoking cigarettes and other tobacco-based products do have a calming effect on me. It plays a large role in stopping my upset moments. Fourth, smoking cigarettes and other tobacco-based products is an extremely effective way for me to distress. Fifth, smoking cigarettes and other tobacco-based products assists me in dealing with situations which are rather hard and excruciating. It actually helps me to properly think about my dilemmas and critically think about it before I reach the right decision. Sixth, in connection to that as well, I really noticed that I concentrate better when I smoke cigarettes and other tobacco-based products. Seventh, in my case, I lost weight, which consequently made me feel so contented because I have always felt fat. Eighth, I feel that cigarettes and tobacco-based products should be legal because it somehow helps in terms of economic growth. Explaining further, the government obliges cigarette and tobacco companies to pay for sin tax. Ninth, cigarettes and tobacco-based products are legal, thus it should stay legal no matter what. Besides, so many people enjoy cigarettes and tobacco-based products, so it should really stay legal. Tenth, I do understand the dangers or hazards or risks linked to cigarettes and tobacco-based products and I obligingly acknowledge and recognize everything about it, thus, it is my right to do whatever I want, and so, I really feel that cigarettes and tobacco-based products should be legal. Eleventh, I have heard that tobacco cannot impair the ability to make a decision, thus, for me, it should stay legal. Twelfth, according to John Locke, men are equal, free, as well as independent; thus, they possess the faculty of reason, which gives them the right to preserve their property including their life, liberty, as well as, estates (Bennagen, 2000). This is one very clear reason why I feel that cigarette and tobacco-based products should be legal. Again, it is because men are free and independent (Bennagen, 2000). Thirteenth, even Thomas Hobbes advocated that self-interests should be pursued and practiced so that freedom may be equal to everybody (Bennagen, 2000). If others can do what they want, smokers like us should be able to do so as well. Fourteenth, an advocate of Ethical Relativism named, Jean-Paul Sartre, in fact claims that somebodys morals, if any, will be proven only if the person follows certain social norms (Bennagen, 2000). Since so many people smoke cigarettes and tobacco-based products, it has already become a norm, and so it is moral to do so. It should then be made legal. Last but not least, according to John Stuart Mill, Utilitarianism is built on the concept or principles of utility, which he believes is the foundation of morals (Bennagen, 2000). It holds that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness (Bennagen, 2000). Happiness, according to John Stuart Mill, is equated to pleasure and the absence of pain, while unhappiness, for him, refers to pain and the privation of pleasure (Bennagen, 2000). Again, since it is morally right then it should be legal. Reference Bennagen, P. C. (2000). Social, Economic, & Political Thought. Quezon City: UP Press.

Essay Sample on Hiroshima An Analysis Based on Written 2 Articles

Essay Sample on Hiroshima An Analysis Based on Written 2 Articles â€Å"If they do not now accept our terms, they may expect a rain of ruin from the air, the like of which has never been seen on this earth The Japanese city was a wasteland of scattered ashes. a few chimneys survived, standing upright. Trees were bare; mounds of bicycles lay crumpled and warped. On that bright and cloudless morning an uranium bomb as innocent sounding as â€Å"Little Boy† hit this town. After a great-blinding flash, 70,000 people were literally burned to death. The dark, ominous mushroom cloud stood as a symbol for destruction. Hiroshima became the first act of nuclear warfare and this topic remains a passionate debate today, from both a moral and strategic viewpoint. Even sixty years later this is still an event that affects many lives. Although people hold different views, none can dispute that the bombing of Hiroshima was a very important event in world history. Details, facts, and opinions of the bombing are forever sealed in the pages of hundreds of boo ks articles and minds acrosst he globe. As World War II was progressing the Japanese were showing no signs of weakening or surrendering. General Marshal believed that it â€Å"might cost one half million lives to force the enemy’s surrender on his home grounds†. Meanwhile, the United States was rushing to produce a form of atomic weapon before other countries. Months later, after development and testing in New Mexico, President Truman felt that employing an atomic bomb would be the best way to defeat Japan (Yass 70). But could Truman and the United States face the harsh realities and aftermath of the atomic bomb? Heroshima was devastated. Houses were burning and people were dying. Thousands of people could never return to the life  they once knew. The bombing of Hiroshima is arguably an important aspect of history. This dramatic bombing was not just an issue reserved for Japan in 1945. Contrarily, nations on the other side of the earth had heard of this bombing and were closely following the events pertaining to it. Even fifty years later the morality and necessity of this event is feverishly debated. Although people hold different views, none can dispute that the bombing of Hiroshima was a very important event in world history. Countless articles and books have been written on this topic. Two authors in particular, Robert P. Newman, and Fujie Ryoso, have discussed the topic of the bombing of Hiroshima. Although they hold vastly contrasting views on this event and have different writing styles, both passionately discuss the topic. In the article â€Å"What if the Bomb Had Not Been Used?† Newman explains just that. Written in 1994, Newman argues that if the war had continued on the same path,  without use of the atomic bomb,  significant death and destruction would have ensued and would have been greater than the loss of lives at Hiroshima. Four main aspects of war would have been devastating on human lives. POW camps would have deteriorated very quickly and Japanese would have focused their intense rage upon prisoners. Although it was not widely publicized, mass blockades caused much starvation throughout Japan also. Food producing areas were being fought over and stocks had disappeared. Japanese submarines were frequent in the seas as well as those of the Allies. Kamikazes, torpedoes, and naval gunfire still had a great affect on lives. Also, thousands of Japanese on home islands would have been killed in various spread out battles. Masses of races of people would have been destroyed had the bomb n ot been used at the time it was. Newman argues that Japan was the last place an atomic bomb has been used in warfare, and it saved millions of lives in the long run. Fujie Ryoso also discusses the atomic bomb inâ€Å"We Found His Testament†. She relives and describes the bombing in the year of 1982, at age 72. Fujie married 25 year-old Wataru at the age of sixteen. They raised silkworms on their own two acres of farmland. Incredibly hard work and supportive love for each other resonated through their strong, healthy four children and Wataru’s mother. On August 6, 1945 Fujie was forcing weeds from the soil and Wataru was in town when suddenly, a great blast stunned her. After hugging her children in discovery that they were unharmed, she anxiously crept through the town in a frantic search for Wataru. Day after day, she searched though the destruction and piles of bodies, hoping desperately to recognize her husband’s familiar face among the living or even dead. Weeks later, she sifted through his drawers and came upon his testament. Although she never found his body, Fujie lives by her husband’s beliefs. Her children no w happily have children of their own, but the loss of Wataru burns fresh in her mind. These two authors come from drastically different areas of the world, have different educational backgrounds, and are different genders. Aspects such as these certainly transform ideas and points of view. For example, Newman has produced over seventy articles and several books,  obtained his PHD from the  University of Connecticut, and was the President of the American Foresnic Association (Newman 233). This high level of education and experience is reflected in his artcile. He provides a very wide, researched point of view. He offers a variety of research and support for his view. His support ranges fromphotographs of prisoners released from Japanese camps(Newman 186), the United States Strategic Bombing Survey (Newman 187) and Japanese historians (Newman 190). He had many resources to make his opinionOn the other hand, Ryoso never recieved an education at all. Some of her childhood and most of her adulthood was spent farming with her close family. Although she does not have a g reat amount of knowled ge of the world, she experienced the bombing from three miles away. She was undoubtedly affected.

Proposal 1 Research Example | Topics and Well Written Essays - 500 words

1 - Research Proposal Example The inorganic pigments are formed through mixing of two slightly colored or colorless substances in order to form a highly colored substance. For industrial functions, pigments are used to give color as well as protecting the underlying part. Grind the pigment until it forms a fine grain. With the use of three different eye glasses, put 1.104 grams in each to mix with each binder mainly egg, glue, or linseed. The three components acts the resin which acts as the vehicle in a paint apart from providing adhesion. There are various parameters used to test the quality of a good paint. The parameters include opacity, shade achievement, viscosity, and gloss among others (Neddo, 61). For this case, testing is specific to the pigment. Therefore, the most important parameters include gloss, opacity, and strength of the color. The factors to be observed in the experiment include the time taken for the paint to dry, adhesion, bleeding, texture, and the number of strokes needed for solid consistency. The results revealed that metallic and glass surfaces require paints with high adhesion to produce successful results. Glue had the best properties of a binder (Neddo, 61). The percent yield was 51%. The experiment revealed compatibility of the pigment in different

Work place emotions and attitudes Essay Example | Topics and Well Written Essays - 2500 words

Work place emotions and attitudes - Essay Example Emotions are an attempt to express outwardly, to express what we believe. How a person feel is a reflection of how he thinks. Negative thoughts produce negative emotions and positive thoughts produce positive emotions. Laws exist about emotions just like there are laws about physics. Every emotion is a result of some thought that preceded that emotion. If a person has a healthy body then how he thinks causes how he feels. How he feels affects how he behaves. And, how he behaves produces results (Pennington and Haslam, N.D.). Attitudes are inclination or propensities, or tendencies, to react in a favorable or unfavorable way toward an object or any situation. Attitudes reflect a person’s likes and dislikes toward other persons, objects, events, and activities in their environment. Attitudes can have a significant effect on the behavior of a person at work. In the world of work we are concerned with attitudes toward supervision, pay, benefits, promotion or anything that might trigger positive or negative reactions. Employee satisfaction and attitudes represent one of the key areas of measuring organizational effectiveness. Attitudes toward supervision, pay, benefits, promotion, or anything that might trigger positive or negative reactions. Employee satisfaction and attitudes represent one of the key areas for measuring organizational effectiveness. Because of the importance of the links of task, contextual, and ethical performance with important measures of organizational effectiveness, one of the key goals of managers should be to create linkages between employee performance and their satisfaction. However, it is not always easy to change a person’s attitudes about their work. The reason is that, attitudes toward work may be only one important aspect of the person’s structure of attitudes. They might be linked strongly to other important ones, making them deeply embedded, and thereby limiting how much managers can succeed in altering the way

Safe Haven Essay Example for Free

Safe Haven Essay A young woman flees her house after being shown in possession of a bloody knife. She is shown moments later buying a bus ticket, her hair now cropped and bleached, and stops at a small North Carolina town called Southport. At the general store, she introduces herself as Katie. After acquiring a job as a waitress and buying a small house on the edge of town, Katie becomes friends with her neighbor, Jo and meets handsome Alex Wheatley,the manager of a local convenience store, and his two children, Lexie and Josh. Alexs wife tragically died of cancer a few years prior. Alex immediately takes a liking to Katie, doing small helpful things, such as leaving an old bike at her house. They go on a family trip to the beach, and Alex asks her to go canoeing with him, after which, they fall in love. Lexie immediately accepts Katie, while Josh is initially resistant, believing Katie to be his late mothers replacement, but eventually accepts her as well. Meanwhile, Kevin, a husky Boston police officer, searches for Katie and, using his authority as a police officer, sends out reports saying that she is a wanted murderer. Upon seeing her picture in the police station, Alex confronts Katie and becomes angry that she didnt trust him enough to even tell him her real name, Erin. The picture flashes to Kevins boss confronting him at work, pointing out he always carries a water bottle that turns out to be filled with vodka, and reveals that Erin was Kevins wife. Directly afterward, Katie is shown packing while talking angrily with Jo. Alex drives over to Katies house to talk to her, only to discover that she left. He drives to the nearest ferry and admits hes fallen in love with her and promises to protect her no matter what. Initially, Katie wants to flee but then she decides to stay in Southport and she and Alex help prepare the town for the upcoming Fourth of July celebration. Later, Katie tells Alex that Kevin is her husband, whom she stabbed with a kitchen knife in order to protect herself from his drunken assault. Meanwhile, Kevin breaks into Katies grandmothers home and finds the phone number to the Southport restaurant that employs Katie. He finds the location and makes his way there, very noticeably drunk. Arriving just on time for the Fourth of July parade, Kevin begins his search for Katie through the crowd, belligerent. He finally finds Katie dancing with Josh and watches as Alex leans over to kiss her, which makes him angry. Later, Katie has a dream that she is standing on the docks watching the fireworks when Jo comes up and tells Katie that he is here. Katie wakes up in the convenience store next to a fast asleep Lexie. While she is walking around in the store, Kevin makes his appearance and confronts her, drunk and sobbing and asking her to talk. He asks her to go back home with him, but she refuses and tells him to leave. He pulls out a revolver while Katie asks Lexie to stay up in the second floor of the store, scared that she might see Kevin and become frightened. Meanwhile, Kevin is pouring gasoline all over the store, with the intent to burn it down. He sits down on the steps with a lighter, deep in thought, and Katie fakes sympathy for him and agrees to return home with him, only to push him into the water by surprise. However, a firework spark lands on the gasoline, igniting a fire that spreads all over the store. Alex, busy shooting off fireworks, sees the burning store and quickly makes his way across the lake by boat. He manages to make his way up to the second floor and rescue Lexie from the burning building. Meanwhile, Katie is wrestling with a soaked Kevin who is attempting to shoot her. After a long struggle, she grabs a hold of the gun and kills him. Soon after, Alex finds Katie and they embrace. In the aftermath, Alex riffles through a desk belonging to his late wife, where he finds multiple letters she prepared ahead of time for memorable events such as Joshs eighteenth birthday and Lexies wedding day. Alex gives Katie a letter with the words For Her on the envelope. The letter talks about how if someone is receiving this letter, then Alex loves her without a shadow of a doubt. She says she is thankful for whomever is now reading the letter and thanks the reader for making Alex feel young and in love again. The movie ends by revealing that Jo was actually Alexs dead wife who left town moments before.

Analysis of learning theories

Analysis of learning theories Education is very dynamic, and new initiatives, focuses and theories are constantly being introduced with the collective aim of enhancing both teaching and learning. The foundations of most educational theories appear to be behaviourism and subsequently constructivism according to Woollard (2010). As a result, this assignment will focus primarily on these two learning theories. I aim to compare and contrast behaviourism and constructivism with regards to their impact on teaching and learning. Focusing on three areas of the curriculum, I shall also consider how both behaviourist and constructivist approaches are applied and consequently the impact on an individual childs learning. Throughout the assignment I will make considerations for my own teaching and conclude with the implications on my personal philosophy. During my time in school I have had the opportunity to observe a teacher in year two and as a result I was able to analyse theory being put into practice. The individual child I have chosen to focus on is aged six and is in year two. For anonymity purposes I shall refer to the child as Child A throughout this assignment. Child A is not recognised as having special educational needs (SEN), but she is currently working at a level 1b which is considered to be below expectations by two sub levels in all core subjects (National Curriculum n.d., online). Taylor and Mackenney (2008) explain how several theorists have contributed to behaviourism, which have influenced teaching and learning in classrooms today. According to Taylor and Mackenney (2008), Skinner and Pavlov are the major contributors to behaviourism, therefore due to restricted word count, this assignment will focus on their work with regards to behaviourism. Davis and Sumara (2006, p.113) state that the work of Piaget is acknowledged as the major influence on constructivism and in turn is prominent within contemporary discussions of curriculum and pedagogy research. This assignment will focus primarily on Piagets stage theory of development. The stage theory of maturational development offers a universal process for learning, however, similar to the behaviourist view that a law of learning can be provided, it may be too over simplistic (Sigelman and Rider 2011). Bruner (1960) questioned whether the stage theory is realistic. He suggested intellectual growth must take natural ways of thought into account. Similar to Piaget, Bruner developed stages of learning and intellectual growth, however, Bruner does not believe that the stages represent different and separate modes of thought at different points of development Bruner (2003). According to Bruner (1961), learning can be achieved at any stage of development if concepts are taught at a simple level initially and revisited with a higher degree of complexity at another time. Gardner (1992) argued against the stage theory of learning as he claimed that cognitive skills develop at different and unrelated speeds (Gardner 1992, cited in Cohen 2012, p.48). This is also supported by McInerney and McInerney (2009) as they believe that although learning does appear to develop through stages, cognitive development does not progress in the neat stages originally suggested by Piaget. Piaget did however state that although all children develop through each stage in the same sequence, they do not all develop at the same pace (Nairne 2010, p.113). Gardner (1992) further questioned Piagets theory, as like Bruner, he believes earlier aspects of learning and ways of thinking are used throughout all stages of development and can be used to support learning in new areas (Gardner 1992, cited in Pound 2006). Skinner argues children cannot be taught skills they do not naturally posses, this aspect of development is similar to that of Piagets theory of readiness as both theories imply that before learning can be achieved, the child must be at the appropriate stage of maturation (Elkind 2011, online). Davenport (2002) stated that children are capable of thinking in more advanced ways before the age of seven as Piaget believed. Piagets experiments have been questioned by more recent researchers as I shall discuss. It has been put forward that Piaget may have presented tasks in particular ways in order to get specific results. When aged four to seven year old children were asked direct questions opposed to open ended questions, their responses were less artificial (Meltzoff 2007). This could have therefore mislead children and subsequently lead to underestimating childrens level of understanding and sophistication. In turn, questioning whether developmental stages undervalue the extent to which children constantly change as they are growing up. Thus again questioning the simplicity of Piagets theory. Culture and individual differences appear to be irrelevant in Piagets theory of learning, as he believed all children are equipped to learn and develop through the same stages (Snowman et al. 2011, p.70). This was criticised by Cole (2006) as he emphasised the role of society on learning and stated that children who live in traditional societies are more attentive to adults and therefore likely to develop a more observational approach to learning, whereas children from a less traditional society, are more likely to learn through verbal instruction. He evidenced his theory by conducting an experiment involving aged 6 to ten year old children and found his results were consistent with his theory. All children can learn and succeed, but not on the same day in the same way supports this theory (Spady 1994, p.9). According to Wood (2012), Behaviourists assume that behaviour is entirely controlled by the environment and prior learning. This theory is very much on the nurture side of the nature nurture debate and as a result many experiments, the majority of which involving animals, have been carried out. The use of animals in behaviourist experiments is criticised by Robins (2012, p.36) for suggesting that animals and humans learn in the same way. Bjorklund (2011) described how humans are complex and behaviour changes of animals are instinctive, whereas human behavioural changes are due to learning. He also argues that humans are separate from animals as we are the only species with powerful intellect. The way in which we think and the technological and cultural innovations afforded by our intelligence set us apart from animals (Bjorklund 2011). The Stimulus Response theory was an attempt to discover general laws of learning (Wood, 2012). Piaget studied children and not animals, however Seltman and Seltman (2006) criticised Piagets research methods, as his theory of how babies develop was almost wholly based on his own children. This could suggest that his research samples were limited and therefore weakening validity (Robins 2012). The argument by behaviourists that behaviours are dependent upon prior learning and the environment implies that people have little or no control over their own actions Engler (2008, p.226). Popovic (2008) believes behaviourism offers no explanation for, and does not consider the possibility of behaviours being a result of mental events such as beliefs. Popovic (2008 p.87) also points out that if this was true of all learning, then we are unable to have any beliefs that we have not previously acted upon or verbally expressed, going against all sense of logic. Pastorino and Doyle-Portillo (2011, p.207) argued that Behaviourism is ignorant of the mental process, and disregards the activities of the mind, as only measureable and objective behaviours are regarded as learning. Put simply, if no explicit change in behaviours take place, then no learning has occurred. This strongly suggesting only quantifiable displays of knowledge are valid and any mental process is meaningless (Mingers 2006, p.11). Although in general, a change in behaviour is a result of learning, it may not always necessarily be the case (Lefrancois, 2006). Lefrancois (2006) offers an explanation as he describes how losing a hand modifies behaviour and states that the loss itself is not learning. He believes a person may learn to compensate for the loss of their hand by learning new skills, therefore changes in behaviours does not necessarily result in improved learning. One must question how children are able to solve problems without the trial and error method deemed essential by behaviourists, as Bandura (1977) suggests that observational learning and mental processes both contribute to development, as children learn by imitating behaviours and noting mentally the possible consequences of their own behaviours. Behaviourists believe that the teacher is responsible for all learning and as a result are in charge'(Huerta 2007, p.36). It may be argued that children will not be encouraged to work and learn independently, and creatively, therefore individuality and discovery will be nonexistent (Overall, 2007). Denby (2012, P.136) supports this by claiming that children are passive learners and purely learn what they are fed by the teacher. Palmer (2001) explains that simply teaching is not sufficient learning and supports her argument by stating Einsteins teachers did not teach him that e=mc ² (Palmer 2001, p.41). This thought provoking quote supports the need of discovery and independent learning. Palmer suggests purely acquiring knowledge which is taught and from prior experience, is not true learning. Piaget (1972), was also opposed to this theory as he suggested that teaching should not place emphasis on the passing on of knowledge and that children learn by discovery as they are naturally curious and well motivated to learn (Piaget 1972, cited in Kail and Cavanaugh 2012, p.124). He also believed that children should respond to their own curiosity and that education is making creators and not just resembling another adult (Piaget 1972, cited in Davenport 2002). As previously mentioned I have observed three separate lessons in year two and have been able to witness theory being put into practice. These lessons included Mathematics, Literacy and Science. Each lesson followed the same structure in which they began with a clear lesson objective and steps to success, with all the children on the carpet, developing on to the task and concluding with a plenary. The children appeared to be familiar with the structure of the lessons and due to the lesson objective and success steps, were aware of what they could expect from the lesson and in turn what was expected of them. Most children can learn curricular skills when the concepts are broken down into little steps and in the classroom a clear Learning Objective and Success steps would achieve this (Slavin 2000). This suggests that the childrens abilities to complete a learning objective gives a clear indication of what children do and do not know (Deiner 2009, p.121). This lesson structure appeared to be a behaviouristic approach to teaching as the lesson was broken down into small steps, however it may be criticised for discouraging spontaneity and not allowing for individuality if all the children are required to follow the same sequence (Curzon 2004, p.157). Some teachers do not care for the child who gives answers which do not comply with predetermined correct answers, which could be seen as inhibiting learning and development and promoting conformity (Sarsani 2005). A quantity of children are unable to work in an unstructured environment as they are reliant on consistency and the continuity and structure allow children to feel safe and secure (Tassoni 2002, p.238), which is, according to Maslow (1970), a basic need in order to learn effectively. During the literacy lesson of which I observed, the teacher read a story to the whole class on the carpet and afterwards dictated to the children the differences between thoughts and feelings. The teacher then asked the children to independently write down examples of thoughts and feelings offering a sticker for good examples. Although the children were being active, this appeared to be a behaviouristic approach as the children were told the information and worked alone with an extrinsic incentive. Child A failed to write any ideas on her board and as a result did not receive a sticker. The teacher may have interoperated this as Child A not understanding the task or having any ideas, when in fact, she may not have been confident in writing her suggestions or quick enough to complete the activity. Perhaps the children could have worked in pairs to discuss ideas and have the lower ability (LA) children paired with a more able child. If children have the opportunity to work with other children who are at a different cognitive level, they are likely to be encouraged by the more mature child, therefore advancing to higher understanding of the material (Wood 2008, online). As previously mentioned, the children were offered a sticker as a reward for completing their work. Kohan (1993) states that offering extrinsic rewards will reduce intrinsic motivation, which according to Piaget (1970) children are self motivated therefore extrinsic rewards are not necessary (Piaget 1970 cited in Groark and Eidelman 2011, p.40). Child A failed to complete the task and as a result she was upset because she did not receive a sticker. Slavin (2000) criticises offering rewards for completing work as it may lead to children only completing any task if a reward is given and suggests the emphasis should be on the process of learning and not the end product. Slavin (2000) continues to explain how the children may not always complete a task, but they have developed their knowledge and understanding through the process. I feel this is particular constructivist view of learning is very important for my own teaching practice, as it is important to recognise individual achievement which is likely to differ highly between children. Something which is taken for granted for one child, may be a big accomplishment for another. Following on from this, the children were then set tasks involving describing characters. Child A being in the LA group, was given a worksheet with a list of adjectives, in which she had to circle appropriate words to describe her chosen character. This was with adult support, who read out all the words and child A circled the ones she deemed appropriate. This appeared to be a constructivist approach as the adult could be said to be acting as a facilitator, however if the adult had asked Child A to attempt to read each word, rather than doing it for her, she may have improved her decoding and blending skills as well as highlighting knowledge and areas for development. The fact that Child A had to circle adjectives which were already provided on a worksheet, was perhaps not the most effective way of developing understanding, as Child A chose both evil and kind to describe the same character. This task does not necessarily demonstrate understanding. A behaviourist may argue that because Child A has circled many appropriate adjectives, she has displayed learning, when in fact she has chosen words at random or words she is familiar with. This activity could have also been made more active for the children by allowing them to study pictures and props and having to produce adjectives themselves following manipulation and assessment. As a result, a more accurate demonstration of understanding could be produced. Piaget believed children learn for themselves rather than being taught, and therefore construction is superior to instruction (Santrock 2001). Child A may be missing out on this opportunity and according to her maturational stage of development she should be focusing on physical reality and should teach herself through direct experiences (Smart 2011, p.95). The teacher could then follow on from this lesson by looking at the describing words the children came up with, and building on their prior knowledge to develop their skills by introducing alternate (more complex) adjectives and lead on to produce a descriptive sentence. Piaget believed children can build on existing knowledge in order to concrete knowledge (Brain and Mukherji 2005, p.77). The children then had a fifteen minute phonics lesson which included nonsense words. Child A struggled to decipher which words were real words which appeared to have a negative impact on her self esteem as Clark (2012, online) suggests that the latest phonics tests do more damage than good. He continues to criticise the nonsense word strategy by questioning whether it demonstrates the childrens abilities to decode words rather than their ability to understand words in context. The maths lesson I observed was the introduction of estimations and sorting. At the start of the lesson the children chanted the three times tables and Child A participated confidently. The teacher then asked individual children a times table at random and when asked, Child A was unable to give the correct answer. It may be possible that Child A had learned to regurgitate the times tables in sequence, but has not got any reasoning or logic. It may be criticised that Child A has not been allowed enough opportunities to develop a depth of understanding (Tassoni 2007). An article in TES magazine (Brettingham 2007, online) reported that the rote learning focus devised from the numeracy strategy resulted in an increase in number skills, but a decrease in problem-solving. This was also supported by an analytical report of the Rose review, as it states children need not only to learn what to study but also how to study (Baker 2009, online). More recently, school Minister Paton (2012) claimed that children will increase their confidence with their number knowledge if they learn times tables by heart and rote learning should become a fundamental part of primary education. Ward (2012, online) criticises this theory of learning as he states that lessons should focus on logic not solely arithmetic. He claims that by placing greater emphasis on children knowing pairs of numbers by the end of year two instead of year one, there is a danger of assuming the children is successful however having no sense of reasoning or calculation. Mathematics does however appear to be gearing towards rote learning as recent article in the NUT confirmed that the Government are proposing by 2014 and teaching will be more directed, with rote learning a key method of delivery (Anon. 2012, p.23). Following the mental starter children were then shown a meter stick and the teacher modelled how an estimation would be made of the board. A child was asked to stand next to the meter stick and the teacher asked the children to estimate how tall the child was. Child A gave the answer sixty meters. It could be criticised that estimation is too abstract for year two because at age six, Child A is considered to be in the pre-operational stage of development, suggesting that she should not be able to understand the concept of logic or abstract thinking Sigelman and Rider (2012). Perhaps this particular lesson or unit of work was not appropriate for Child A in relation to her developmental stage. Pollard (2012, p.18) states that teachers have to start from where pupils are in their learning. He also says the Government need to set the framework and let the teachers take control, suggesting that concepts will be more individualised to suit childrens abilities. Constructivists believe children need time to practice and master skill as Piaget stated that teachers should not try to speed up the learning process, as children can only learn at their biological maturation level and therefore understanding would be incomplete (Hill 2001). One must be concerned about the children who may not be ready to move on as well as the children who grasp a concept quickly as Slavin (2000), suggested children who learn quickly will receive less instruction than others, therefore they will be held back and have to wait for others to catch up and consequently the children do not learn as much as possible. Guskey (1982) said work should be highly individualised and differentiated and the learner should not wait for others to comprehend a concept. The final task in mathematics was sorting shapes by their properties to understand classification. Child A seemed to lack concentration and barely attempted the task. Perhaps the teacher could have chosen something to sort that was of interest and relevant to Child A so she would be self motivated as when a child is self motivated, they are more engaged and likely to further their own development (Hill 2001). Donaldson (1978) argues that children need meaningful context in order to learn and understand why they are completing particular tasks. During the science lesson the children worked in the same groups as Literacy and Mathematics, (ability groups). While grouping by abilities may be appropriate in mathematics due to wide varieties of skills and understanding, science is an opportunity for children to work in mixed abilities. Whitney and Dean (2005, p.32-33) suggest that ability groups can be damaging to self esteem and result in teachers having lower expectations of LA children. The teacher could be denying Child A the opportunity to develop and extend her knowledge as Whitney and Dean (2005, p.33) also state that less able children are often stimulated when working in mixed ability groups and the more able do not appear to suffer. One of the possible reasons for teachers not placing children in mixed ability groups could be the fear of being marked down by OFSTED inspectors claims Harris (2012, online). In this recent report by Harris (2012, online) Michael Wilshaw (2012) the head of OFSTED, claimed it is critical to have high quality mixed ability teaching, if a child with low abilities is placed next to Oxford potential. He describes the ability to teach an individualised curriculum as hugely difficult and due to a combination of low expectations and inadequate mixed ability teaching, the brightest children are failing (Wilshaw 2012, cited in Harris, 2012, online). Despite this, Smith (2006, online) argues that science education in junior schools could be transformed by mixed ability grouping pupils as children lean to be more independent and communicate better with each other(Smith 2006, online). As stated in the introduction, Child A is said to be underachieving in all core subjects. It may be fair to suggest that she has not been given the chance to develop in science and due to her below average literacy and mathematical skills, has been generalised to be underachieving in all core subjects and Eshach (2006) argues that although scientific concepts may be hard to grasp, it does not mean that children are unable to think abstractly about scientific concepts. The terms below average expectations and lower ability are used often in schools. One must raise the question as to what is deemed to be average in order to establish expectations. Egan (2012 p.98) suggests the stage of maturational development theory highly influences the expectations set by teachers and the Government, as the National Curriculum is broken down into Key Stages, and years groups are determined by ages rather than abilities. It is argued by Kincheloe (2005, p.22) that this works by a one size fits all rule, which could prove detrimental to those deemed to be below average. A report by The Department for Education (Richardson 2011, online) stated that children who are slow to develop in early primary stages fail to catch up to where they should be as they move through school. This may be supported by theories of how the brain develops as Taylor (2002, p.23) states that there can be no doubts that learning is dependent upon the speeds with which nerve messages move and are sorted within the brain therefore learning is restricted the maturity stage of a childs brain. Newberger (1997) argues that childhood is the optimum time to provide children with new knowledge as the brain continues to grow throughout childhood and due to its plasticity it can grow in response to new experiences. Through critically analysing both behaviourism and constructivism and observing applications of both theories within the classroom, I have reached the conclusion that in order to reach each child and maximise potential, approaches are used hand in hand. Despite its criticisms, behaviourism is still an important aspect of education (OHagan 2003, p.37). My researched has allowed me to consider my personal philosophy for teaching and pedagogy, and my observations have further enabled me to see the implications of learning theories and strategies on an individual childs development. Through distinguishing between practice which appears to work effectively and practice that may not, I recognise the importance of understanding the stage of development each child is at and how my teaching must reflect that as a result. I feel that having high expectations of all children, allowing children to discover, construct their own knowledge and express individuality is important, alongside encouraging individuals to share ideas and learn from one another in both ability and mixed ability groups. The most prominent aspect, which shall impact on my emerging educational philosophy as a result of all my research, is that all children are individuals and one approach to learning and teaching is not effective to ensuring children fulfil their potential.

Eid Ul Azha

Eid is a great festival for Muslims. There are two Eid occasion- Eid ul fitr and Eid ul adha. Muslims celebrate these festivals with great respect and pleasure. Eid ul fitr is celebrated after the month of Ramadan. Eid ul adha is celebrated in 10th Jilhajj. We celebrated Eid ul adha in last month. Eid ul adha remembers the prophet Ibrahim's willingness to sacrifice his son when God ordered him to. God appeared in a dream to Ibrahim and told him to sacrifice his son Isma'il. According to Islamic tradition, approximately four thousand years ago, the valley of Mecca (in what is now Saudi Arabia) was a dry, rocky and uninhabited place.Ibrahim was instructed to bring his Egyptian wife Hajirah and Ishmael, his only child at the time to Arabia from the land of Canaan by Allah's command. As Ibrahim was preparing for his return journey back to Canaan, Hajirah asked him, â€Å"Did Allah order you to leave us here? Or are you leaving us here to die. † Ibrahim turned around to face his wi fe. He was so sad that he couldn't say anything. He pointed to the sky showing that Allah commanded him to do so. Hajirah said, â€Å"Then Allah will not waste us; you can go†.Though Ibrahim had left a large quantity of food and water with Hajirah and Ishmael, the supplies quickly ran out, and within a few days the two began to feel the pangs of hunger and dehydration. Hajirah ran up and down between two hills called Al-Safa and Al-Marwah seven times, in her desperate quest for water. Exhausted, she finally collapsed beside her baby Ishmael and prayed to Allah for deliverance. Miraculously, a spring of water gushed forth from the earth at the feet of baby Ishmael. Other accounts have the angel Jibrail striking the earth and causing the spring to flow in abundance.With this secure water supply, known as the Zamzam Well, they were not only able to provide for their own needs, but were also able to trade water with passing nomads for food and supplies. Years later, Ibrahim was i nstructed by Allah to return from Canaan to build a place of worship adjacent to Zamzam well Ibrahim and Ishmael constructed a stone and mortar structure —known as the Kaaba— which was to be the gathering place for all who wished to strengthen their faith in Allah. As the years passed, Ishmael was blessed with Prophethood (Nubuwwah) and gave the nomads of the desert his message of submission to Allah.After many centuries, Mecca became a thriving desert city and a major center for trade, thanks to its reliable water source, the well of Zamzam. One of the main trials of Ibrahim's life was to face the command of Allah to devote his dearest possession, his only son. Upon hearing this command, he prepared to submit to Allah's will. During this preparation, Satan (Shaitan) tempted Ibrahim and his family by trying to dissuade them from carrying out Allah's commandment, and Ibrahim drove Satan away by throwing pebbles at him.In commemoration of their rejection of Satan, stones are thrown at symbolic pillars signifying Satan during the Hajj rites. When Ishmael was about 13 (Ibrahim being 99), Allah decided to test their faith in public. Ibrahim had a recurring dream, in which Allah was commanding him to offer his son as a sacrifice – an unimaginable act – sacrificing his son, which Allah had granted him after many years of deep prayer. Ibrahim knew that the dreams of the prophets were divinely inspired, and one of the ways in which Allah communicated with his prophets.When the intent of the dreams became clear to him, Ibrahim decided to fulfill Allah's command and offer Ishmael for sacrifice. Although Ibrahim was ready to sacrifice his dearest for Allah's sake, he could not just go and drag his son to the place of sacrifice without his consent. Ishmael had to be consulted as to whether he was willing to give up his life as fulfillment to Allah's command. This consultation would be a major test of Ishmael's maturity in faith, love and commitm ent for Allah, willingness to obey his father and sacrifice his own life for the sake of Allah.Ibrahim presented the matter to his son and asked for his opinion about the dreams of slaughtering him. Ishmael did not show any hesitation or reservation even for a moment. He said, â€Å"Father, do what you have been commanded. You will find me, Insha'Allah (Allah willing), to be very patient. † His mature response, his deep insight into the nature of his father’s dreams, his commitment to Allah, and ultimately his willingness to sacrifice his own life for the sake of Allah were all unprecedented.Ibrahim could not bear to watch his son die so he covered his eyes by a blindfold. When he cut Ishmael's throat and removed the blindfold, he was astonished to see that Ishmael was unharmed and instead, he found a dead sheep which was slaughtered. Ibrahim had passed the test by his willingness to carry out Allah's command. As a reward for this sacrifice, Allah then granted Ibrahim the good news of the birth of his second son, Is-haaq. And We gave him the good news of Is-haaq, a prophet from among the righteous.Ibrahim had shown that his love for Allah superseded all others: that he would lay down his own life or the lives of those dearest to him in submission to Allah's command. Muslims commemorate this ultimate act of sacrifice every year during Eid al-Adha. I celebrated Eid ul adha with my family in Chittagong. Our eid vacation was started 17 October. I went to Chittagong with a great pleasure. Before 3 days of eid my father bought a cow to sacrifice for Allah. The eid was celebrated at 27th October. On that day I take bath in 7. 00 am.Then I help my mother in cooking. My father was going to slay cow and collect beef. My father returned home at 1. 00 pm. Then my mother cooked meat. At afternoon I get out with my friends. I visited my friends’ house. My friends were gathering in one of my friend’s house and chatting. At 9. 00 pm I returned home . I took my supper with my family. I was tired but I enjoyed the festival. After 7 days I returned to Dhaka. It was an enjoyable Eid celebration. Dhaka is a busy city. Everyone is busy with his own business. I miss my Eid days in this busy life. â€Å"Thank You†

Market Research Report Energy and Sports Drink Market Growth in Asia Essay

The changing consumer preferences, demand for functional beverages, increasing awareness towards healthy lifestyles and growing urban population in Asia would be the major factors that would drive the market in coming years. An increasing awareness towards healthy lifestyles has led to a transition in the taste and preferences of people in Asia. The young urban population has been the target customer for energy and sports drink brands in this region. The energy and sports drinks are majorly consumed by professional sports people, gym goers and by working professionals and students that require a special beverage in order to boost their energy and stay active. â€Å"The increasing participation of the health conscious people in sports and fitness activities has greatly impacted the growth trend of sports and energy drink market in Asia. The young population aged 25-35 years represents a potential group of customers for the energy and sports drink manufacturers in the region. † – According to the research report ‘Asia Energy and Sports Drink Market Outlook to 2017’ by Ken Research. The increasing media exposure towards sporting events on television has captured the attention of people, which in turn has encouraged the youth to adopt sports as a profession or as a hobby. This has impelled the growth of sports drinks in Asian countries over the last few years. Sports drinks market in Asia is dominated by famous brands such as Gatorade, Powerade and Pocari Sweat. Red Bull majorly has dominated the energy drink market in the region. Red Bull has effectively maintained a strong distribution channel in various countries in Asia such as in India, China, Japan, Thailand and in South Korea. The energy and sports drink market is anticipated to be driven by the growing trend of health and fitness is expected to create significant demand in Asian countries. The consumer expenditure on food and non-alcoholic beverages is expected to surge in the region owing to the rise in disposable incomes of the people. The rising awareness about fitness and health benefits among the people in the region will encourage more people to join fitness and sports clubs which will drive the demand and consumption of energy and sports drink in the coming years. The report provides detailed overview on the energy and sports drink market in Asia and help reader to identify the ongoing trends in the key segments of the industry and anticipated growth in future depending upon changing industry dynamics in coming years. The report will aid industry consultants, food and beverage service companies and marketing companies and other stakeholders to align their market centric strategies according to ongoing and expected trends in future. For More Details Please Click On Following Link: http://www. kenresearch. com/agriculture-food-beverages/beverages/asia-energy-and-sports-drink-market-research-report/429-104. html http://www. kenresearch. com/press/news-asia-energy-and-sports-drink-market/211. html Related Links: http://www. kenresearch. com/agriculture-food-beverages/beverages/japan-energy-and-sports-drink-market-research-report/432-104. html http://www. kenresearch. com/agriculture-food-beverages/beverages/south-korea-energy-and-sports-drink-market-research-report/433-104. html http://www. kenresearch. com/agriculture-food-beverages/beverages/india-energy-and-sports-drink-market-research-report/431-104. html http://www. kenresearch. com/agriculture-food-beverages/beverages/thailand-energy-and-sports-market-research-report/434-104. html http://www. kenresearch. com/agriculture-food-beverages/beverages/china-energy-and-sports-drink-market-research-report/430-104. html.

King Solomons Business Ideas

King Solomons Business Ideas King Solomon: Ideas Toward Business SuccessMany People do not consider the Bible useful in the business world. King Solomon helps to change that perspective. The books and verses he contributed to the Bible can be followed as effective tools for business, financial, and life success. These words of wisdom and strategy can be broken down into helpful categories such as: business speaking, cooperation, and hard workall of which are encountered in the workplace and daily life. The king even offered wisdom to help understand the importance of making good investments with hard-earned money. Labeled as the wisest and richest man to ever live, Solomon's proverbs are a great guide for success. Understanding King Solomon's teachings gives a useful insight into the realm of finances and business.Solomon was the son of King David, and third ruler of the united kingdom of Israel. Solomon had many older brothers, but was chosen over them to be his father's successor and took over the throne at a very young age.King Solomon, Russian icon from first quarter of 1...During his time the King is credited with writing three different and inspirational books of the Bible: "Proverbs", "Song of Songs", and "Ecclesiastes". He ruled Israel for nearly forty years (960-922 B.C.) through their "golden age", and was said to have taken the Israelites through some of their most prosperous times (Schoenberg).The many accomplishments of King Solomon help to establish his credibility as a great teacher. When God approached Solomon and told him to ask for one thing, Solomon told God that he wanted wisdom. He received this gift and along with it came wealth. The Bible acknowledges this by saying "So King Solomon exceeded all the kings of the earth for riches and for wisdom" (KJV 1 Kings 10:23). King Solomon is known as being the wisest man...

American History Thesis

American History Thesis American History Thesis American History Thesis: Begin With Christopher Columbus. Do you need help in writing American history thesis? You will get it! American history offers countless ideas for writing American history thesis because of its rich history. Before you start writing an American history thesis the first step you are to undertake is to narrow American history down to a certain period, definite geographic area, politics and the arts. While writing American history thesis, take into account these facts. American History Thesis: From the Very Beginning! The discovery of America is an event, which came to be known a new part of the world - America, consisting of two continents. United States is a multinational country, and a dispute concerning the historical significance is not new. As for the personality of Columbus and his role in American history, I think to spoil his reputation in this case would be difficult. Everything is due to loyalty and great love, which is directed to the Christop her Columbus Italian American. If you want to, you may choose the earlier history in writing American history thesis. American History Thesis: General events.Constitution was adopted in 1787 Civil war in USA- the reason caused war was the lopsided development of the country in the first half of the 19th century Great Depression - a continuous economic crisis that swept in the 1930's all the industrialized countries. The United States entered the world war in December 7, 1941, when the military base at Pearl Harbor had been attacked by Japanese planes. 1964-1975 - Vietnam War. These are the main facts in American history. You are to know them; maybe it may come across on the choice of a particular topic in writing American history thesis. American History Thesis: The development of American cinema in the XX century. If you choose such topic as American cinema in history to describe in thesis, you should point out and open up next facts. Developments that gave the cou rse of the history of American cinema linked with the transferring the cinema capital from New York to a small Californian town of Hollywood. A place with unique nature and a favorable climate seems to be created specially for the moviemaking. The film industry concentrated in the hands of a few capitalists after the Great Depression. They were absolutely not interested in solving creative problems, they saw only profits. Since that time Hollywood became the center of commercial moviemaking. If you are going to tell about the tops of American cinema of the early period in your American history thesis, you should first mention Charlie Chaplin. This talented comic actor has begun his career as actor during the silent film and ended in the period of sound color movie. Almost from the origins, American cinema developed a clear system of genres. Each genre has its own laws, similar plot lines, and its audience, which generates income. Also in Hollywood is developing a musical ge nre rapidly. Separate topic in writing cruel angel thesis may be a popular crime drama genre is associated with the work of F.F. Coppola. His well known The Godfather is doubtless Hollywood classics. A significant impulse in the development of American cinema of the second half of the twentieth century was the appearing of European directors. American History Thesis: Sum Up! American history is so eventful; is a very wide field in choosing different themes for writing American history thesis. Pay attention, that the result will be better if you devoted in definite topic. Good luck in writing your American history thesis!

Final exam paper Essay Example | Topics and Well Written Essays - 1250 words

Final exam paper - Essay Example These different forces include the power of customers, the threat of new entrants into the industry, the power of supplier agents, competitive rivalry and the threat of substitute products (Gamble & Thompson, 2011). This paper will explore the competitive environment of Yahoo, in a structured and clear manner, towards exposing the ways that the company uses IT to counter competitive forces and to cultivate their advantage. The threat of new entrants The threat of entry does not affect the competitiveness of Yahoo, due to the following facts. Considering the fact that a new entrant would need to invest millions of dollars, towards developing a site to compare to Yahoo, yahoo have used the popularity of their internet platform as a mechanism of keeping new entrants out of the industry (Gamble & Thompson, 2011). Further, the Yahoo Company has taken advantage of the fact that it takes many years to build a company that will attract millions of internet users; the company has worked hard to sustain its customer-base and to recruit more over the internet platform, which makes it difficult for new entrants. The company has used IT to create economies of scale, including that, like their main competitors, including Google and Altavista; it has setup numerous servers across the world, which helps it collect information on user habits. The wide network allows the company to offer innovative, unified and customized products, in a better and faster manner, which blocks the entry of new industry players. Brand loyalty is among the premises used by the company to eliminate the threat of new entrants, including that in the area of email communication, the company is the second best service provider, with more than 273.1 million users. Through the wide IT outreach, the company has eliminated the threats of new entrants, by ensuring that the costs of developing a new web-portal and recruiting the customers of Yahoo would time and resource consuming (Gamble & Thompson, 2011). Th e power of customers The bargaining power of the customers of the Yahoo Company is high, which is evident from a number of facts. These factors include the availability of substitute search engines in the market. In countering this threat to the business of the company, Yahoo has introduced highly interactive customer services that create an experience to keep their customers with their company (Gamble & Thompson, 2011). One example of these innovative services offered over the IT platform, with the aim of keeping its customers include that the company offers chat-services over its mail platform, it offers highly non-alterable security for e-mail users and also offers news alerts to its customers (Yahoo, 2013). Therefore, unlike other industry players, the company can keep its customer and attract more, by improving the outlook of their services, towards increase the confidence of their customers in the company (Yahoo, 2013). The threat of Substitutes The threat of substitute produc t

Protein Quantitation Lab Report Example | Topics and Well Written Essays - 1250 words

Protein Quantitation - Lab Report Example The following is a report on an experiment conducted to determine protein concentration of unknown samples using this method. Bradford Protein Concentration Assay Accurate protein quantitation is paramount to all experiments that are related to proteins in a lot of research topics in molecular biology, developmental biology, cell biology, neuroscience, and biochemistry. Different techniques have been developed to quantitate proteins in the last century, both for the total protein content and a single protein. Total protein content quantitation methods include Bradford assays. Bradford assay, which was initially described by Dr. Marion Bradford in 1976, is one of the commonly used methods to determine protein concentration. This method relies on formation of a complex between proteins in solution and the Coomassie brilliant blue G-250 dye. This dye exists in four different ionic forms. The more anionic blue form binds to proteins and has an absorbance at 590 nm. Protein concentrations can be known by determining the amount of dye in the blue ionic form, and by measuring the absorbance of the solution at 595 nm using a spectrophotometer (Becker, Caldwell & Zachgo, 1996). This dye binds mostly to arginine, tryptophan, tyrosine, histidine, and phenylalanine residues of the protein Materials and Reagents Protein standard: 1mg/mL Albumin Bradford reagent Distilled water Test samples A, B and C (Unknown protein) One 96-well plate Procedure First, the albumin standard solutions were prepared as follows: Concentration Albumin Distilled Water 0% 0ul 100ul 25% 25ul 75ul 50% 50ul 50ul 75% 75ul 25ul 100% 100ul 0ul Then the Bradford reagents were diluted with 300 ul (Bradford): 1500ul (Distill Water) (1:5 ratio). In the first trial, 180ul of the diluted Bradford reagents was added into the 96 well plate. Then 0%, 25%, 50%, 75%, 100% and Sample A, B, C, each 5ul was added to each well hole which contained 180ul of diluted Bradford reagent. These were tested with spectrophotom eter and the results recorded. The experiment was repeated again the same way. In addition, Sample C was diluted with 3 different ratios as follows: 1:9 (Sample C: Distill Water) 1:99 (Sample C: Distill Water) 5:95 (Sample C: Distill Water) The results were recorded after the solutions were tested with a spectrophotometer. A standard curve of absorbance versus concentration protein was drawn. Results The results were recorded as follows: First Trial Results: 0% 25% 50% 75% 100% Sample A Sample B Sample C 0.092 0.145 0.161 0.169 0.162 0.095 0.161 0.763 Second Trial Results: 0% 25% 50% 75% 100% Sample A Sample B Sample C Sample C (1:9) Sample C (1:99) Sample C (5:95) 0.113 0.188 0.218 0.217 0.210 0.116 0.200 0.670 0.244 0.118 0.152 The responses of the standards were used to plot a standard curve. Absorbance values of unknown samples were then interpolated onto the plot for the standard curve to determine their concentrations as shown in the graph below. Discussion From the graph abov e, the optimum measurement wavelength for this assay is on sample C. Thus sample C has the highest protein concentration. Sample A has the same absorbance as 0% albumin and Sample B has the same absorbance as 50% albumin. It can therefore be concluded that sample A and Sample B have 0% and 50% protein concentra