RESEARCH TOOLS

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Research has become a major factor in my life both on the job and at school. The first college experience I had was in 18 at DeVry Institute of Technology. It was imperative in the college life to utilize all the resources available in order to succeed. At this point in time, a person begins to understand and use the research tools available such as the Internet, periodicals, journals, etc. The first papers presented to me were the worst in regards to getting to know how to use the library and Internet. I had never been exposed to this level of research in high school. The struggle was great and the feeling of defeat was really weighing because of the lack of knowledge. Throughout the time spent at DeVry, my researching skills advanced. Learning how to spend quality time on the given topic has developed a personal style for me. The process has familiarize me with the library and all of the many resources available, various Internet sites such as websites dealing with writing styles, online business information, surveys available for various topics. I must admit the key words are discipline and the desire to learn.

Life is divided in multiple sections for me such as church, personal goals and job. Let's began with church. I work as the church secretary, which involves a lot of researching. At the current time grant writing is one of the major goals of the organization. The grant writing process is very detailed and time consuming. For instance, developing a plan for a youth development center, research has to be done on the need of this type of organization in the surrounding community. During the process of gathering information the internet was the most widely used tool. The Internet provided all the statistical data on Columbus residents and also information on programs similar to the one planned by our organization. Also utilized was the United Way organization that has a library of books on grant writing and proposal writing.

The personal goal in view is to own my own group home. I have used personal interviews as a major research tool. The target person to interview is a young troubled female who show signs of problematic lifestyles.

Lastly on the list is on the job. I used various databases, web-based software, and books to perform research at work. The tools utilized at work are CIRF, XNET, PROCLAIJM, CED, ICARE, IVIEW and the Internet. CIRF is a database, which includes a collection of documents to help answer customer questions. CIRF is structured in an outline format where you can search for different answers. Working in the insurance field involves so many different scenarios that you have to incorporate a database so that the customer service representative can keep call volume down while answer questions accurately and effectively. XNET is a web-based application that stores all the electrical health claims sent in by providers or members. XNET allows you to look at the actual claim while discussing payment with the provider that is looking for payment or the policyholder of the plan. PROCLAIM is a legacy system, which houses all the eligibility of the policyholders. It allows you to see a list of members under the plan and also allows you to see plan specific information. CED is another legacy system, which also houses eligibility information similar to PROCLAIM. When information is not found in one, it is usually found in the other. ICARE is a graphical user interface that the CED and PROCLAIM uploads eligibility and claim information into. It provides as a call tracking system for customer services representatives. ICARE allows you to see all the previous calls made by the member and the claims that have been paid or denied. Finally, Cigna has a website that serves both members and providers. This website provides them access to claim and eligibility information. Seldom do we use this type of research tool, however it can be helpful. An online provider directory is often used to see is a provider is participation with our insurance company or not. All research tools used on the job help with finding the answer to questions otherwise not know. It involves intensive researching at times and does contribute to enhancing methods of researching for school.

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Over the last several years, my experience with researching and using the appropriate tools have advanced. I am expecting this class to give more pointers on how to research and when to use what materials. I expect to learn how to familiarize myself with the MLA style of formatting papers, reports, etc. I am also hoping that this class with set the pace and tone for the remainder of my experiences here at Ohio Dominican.

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Plant Hormones

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Plant Hormones are any of various hormones produced by plants that control or regulate germination, growth, metabolism, or other physiological activities. Also called phytohormone.

There are many different types of plant hormones, such as; Auxins, Giberellins, Ethylene, Cytokinetins, Florigen, and Abscisic acid.

The fucnctions and description of Abscisic acid follows.

Stimulates the closure of stomata (water stress brings about an increase in ABA synthesis). It inhibits shoot growth but will not have as much affect on roots or it might even promote growth of roots. Induces seeds to synthesize storage proteins.

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Inhibits the affect of gibberellins on stimulating de novo synthesis of a-amylase. Has some effect on induction and maintanance of dormancy. Induces gene transcription especially for proteinase inhibitors in response to wounding which may explain an apparent role in pathogen defense.

The functions of Auxins are Stimulates cell elongation,

stimulates cell division in the cambium and, in combination with cytokinins in tissue culture, stimulates differentiation of phloem and xylem, stimulates root initiation on stem cuttings and lateral root development in tissue culture, mediates the tropistic response of bending in response to gravity and light.

The auxin supply from the apical bud suppresses growth of lateral buds, delays leaf senescence. Can inhibit or promote (via ethylene stimulation) leaf and fruit abscission. It Can induce fruit setting and growth in some plants. Involved in assimilate movement toward auxin by an effect on phloem transport. It Delays fruit ripening, promotes flowering in Bromeliads, stimulates growth of flower parts, promotes femaleness in dioecious flowers, and stimulates the production of ethylene at high concentrations.

The function of Cytokinetins are stimulates cell division.

Stimulates morphogenesis in tissue culture. Stimulates the growth of lateral buds-release of apical dominance. Stimulates leaf expansion resulting from cell enlargement. May enhance stomatal opening in some species. Promotes the conversion of etioplasts into chloroplasts via stimulation of chlorophyll synthesis.

The function of Giberellins are stimulate stem elongation by stimulating cell division and elongation. Stimulates bolting/flowering in response to long days. Breaks seed dormancy in some plants which require stratification or light to induce germination. Stimulates enzyme production (a-amylase) in germinating cereal grains for mobilization of seed reserves.

Induces maleness in dioecious flowers. Can cause seedless fruit development. Can delay senescence in leaves and citrus fruits.

The function of Ethylene are Stimulates the release of dormancy. Stimulates shoot and root growth and differentiation.

May have a role in adventitious root formation. Stimulates leaf and fruit abscission. Stimulates Bromiliad flower induction.

Induction of femaleness in dioecious flowers. Stimulates flower opening. Stimulates flower and leaf senescence. Stimulates fruit ripening.

There is not much known of Florigen. Some do not believe it really exists. Others say that it induces flowering.

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Hinduism / Buddhism compare contrast essay

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Since my time in school I have always known that science and technology was the direction I would take in my studies. It was a fascination that still carries on with me to this day. In my first chemistry class in high school I became conscious of the feeling that chemistry was something I really enjoyed. Since that time I have been down many paths that have led me back to the field of chemistry.

The first chemistry course I took in high school was much like any other class. It was not too involved and was geared toward learning the basics. However, I did well and was given the opportunity to take an AP chemistry course, which I lunged at taking. The instructor, Mr. Miller, tasked us with choosing a topic to research throughout the semester, in addition to regular coursework. This was my first real introduction into research. I enjoyed going to the local universities and spending time looking through all the material.

Additionally, I wanted to be a pilot for the United States Air Force. The appeal of flight to me was great, and I spent much of my time devoted to becoming a pilot. Through much physical and mental preparation I made it into the United States Air Force Academy. My dream of becoming a pilot was well on its way. I had gone through glider training and soloed in my first aircraft. I also still had a fondness for science and opted for the science and engineering track of courses offered at the Academy. However, after two years there I learned that I would not become a pilot after all. My vision was not up to Air Force standards. It was a demoralizing setback, but one I knew I could overcome. I left the Academy and returned to my hometown school, the University of Texas Austin.

My first semester at UTA was a difficult semester during which I did not know what I wanted to do any more. I knew I liked chemistry but I wasnt sure it was what I wanted to do for the rest of my life. The military had taught me to persevere in times of adversity, so I stuck with the chemistry program. The chemistry department at UTA took me in and showed me what chemistry was all about. I thoroughly enjoyed spending time in labs performing experiments and learning the basics of chemistry. However, I needed more than laid out lab experiments from the books. This motivated me to seek an opportunity to perform research with Dr. John Rove. After speaking with him, he offered me a position in his group doing research on decomposition mechanisms of electro-optic dyes. Taking him up on his offer was likely the turning point in my education as an undergraduate chemist. If not for his personal guidance and help, I doubt I would be where I am today a young chemist with motivation and a love for chemistry.

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The research I performed involved finding suitable organic dyes for electro-optic modulators. After gaining some experience in the lab and conducting long hours of research, I was able to present my research at American Chemical Society regional and national meetings. Networking with other chemists and seeing their research allowed me to see the full value of the courses Ive taken as an undergraduate. It was also during this time I decided to make chemistry a career.

When I completed my bachelors degree I had a two year commitment in the US Air Force which I am currently close to completing. My time in the Air Force as an intelligence analyst has given me real world experience which I know I will need in the future. Completing tasks while communicating with many different people in extremely time sensitive situations has provided me with skills that no book or classroom can offer.

I think that my coursework and undergraduate research experience at the University of Texas at Austin have provided me with the foundation for further study as a graduate student. While interested in broad ranges of topics in chemistry, I am partial to inorganic and materials chemistry. My next goal is to attain a PhD in chemistry. I know I am ready to put forth the time and effort to obtain this goal.

I believe that the University of Texas at San Antonio has the resources to allow me to accomplish my goals. Perseverance, determination, and hard work are the keys to being a successful graduate student and I am ready and willing to conquer this challenge. These traits will not only help me in my graduate studies but will carry on in my goals to be a successful student and chemist.

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Shakespearean and Elizabethan Burial Customs

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During the time of Shakespeare, the funeral ceremonies came from the Roman Catholic Church burial customs that had been around for many centuries. These ceremonies at the grave usually took several hours. In funeral processions, it was customary for a crucifix to be carried by the priest before the corpse. In some cases a cross was used in place of the crucifix because of certain religious feelings. It was ancient custom to crown the deceased with white flowers. These flowers were strewn on the corpse, and the crown or garlands were then places on the coffin. When a maiden died, it was custom to hang garlands tied with white ribbons over her grave. Some rural areas of England still to this day practice this custom. Depending on the time of year, if natural flowers were not available, evergreens and artificial garlands were used. The garlands were very important in the ceremony. The priest carried them before the corpse, as did several maidens dressed in white, and then the garlands were placed upon the grave after the burial. Flowers were continuously thrown out throughout the ceremony. When the coffin was open, flowers were strewn upon the deceased. Then, when the coffin was lowered, flowers are thrown upon it and then placed on top of the grave at the end. The Roman Catholic Church, who got it from another ancient custom, used the custom of strewing flowers upon the graves of the departed. The process of the scattering of the flowers upon the grave is shown in Shakespeare's Hamlet. When the Queen spreads flowers over Ophelia she says, "Sweets to the sweet, farewell, /I hoped thou shouldst have been my Hamlet's wife/ I thought thy bride bed to have decked, sweet maid, /And not to have strewed thy grave." After a person passed, it was an old church custom for the church bell to be rung no more than one short peal, and one more before the burial to call the assembly together, and then one last one after the burial.

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Coming soon on Socarates

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This is an explanation of Chapter 6 to the book of Tooth and Nail. It was a required reading for my county this year and I am sorry that I couldnt give you the information on Socrates.

Socrates Life and Times....coming soon. This essay will include government, his ideas and thoughts, and the way that he lived his life. It will most likely include a section about Plato, his follower throughout history, but I am not quite sure as to yet. This will be updated by the 6th of September if I can make it available to you. This is when the assignment is due. If you come up with any information, please post it. The essay will be in modern 10th grade vocabulary, though it may be a little advanced. I hope that I am articulate in the way that I explain Socrates to you. I am sorry that I cannot have the essay available now and I thank you for your time and patience. Good luck with your next essay on Socarates, I hope that I can help.

Leo has a confrontation with Teddy Prospero, the owner of the rare book collection's grandson.

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The problem between Leo and Teddy is that E. A. Prospero left Leo to be one of the executor's of his collection of books and left his own grandson nothing.

E. A. Prospero might be considered a "Renaissance Man" because he lived through most of the exciting parts of the early 100's. He had been through practically everything, and though he lived as in modern times, reflected that nature in his everyday knowledge.

E. A. Prospero earned a scholarship to Holyfield, was in the army, received his doctorate from Yale, made a small fortune off of selling his business before the depression, and lived a modest life.

Professor Hargrave may show some animosity towards professor Prospero because of the "illuminated manuscript" that Prospero had forged. It caused a dent in Hargrave's career when he published an article about it.

The boys are planning on heading to see Romeo and Juliet at the end of the chapter, but they only have ten minutes to get there from the dining hall.

The significance of the title of this chapter is that it speaks of the "Prospero Enigma." Most of the chapter is spent trying to explain what is possible to understand about E. A. Prospero. He is a riddle in himself.

Socrates Life and Times....coming soon. This essay will include government, his ideas and thoughts, and the way that he lived his life. It will most likely include a section about Plato, his follower throughout history, but I am not quite sure as to yet. This will be updated by the 6th of September if I can make it available to you. This is when the assignment is due. If you come up with any information, please post it. The essay will be in modern 10th grade vocabulary, though it may be a little advanced. I hope that I am articulate in the way that I explain Socrates to you. I am sorry that I cannot have the essay available now and I thank you for your time and patience. Good luck with your next essay on Socarates, I hope that I can help.

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Valentine by Carol Ann Duffy a summmary

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Subject matter

The title tells you that the poem is a Valentine - a gift of love - but straight away, the poem makes it clear that it is not a normal type of Valentine Not a red rose or a satin heart.

She gives her lover an onion as a sign of her love and the promised light that they could share.

She explains why the gift is so apt, using original romantic images.

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She adds a note of caution - too much commitment could kill off their relationship (love can be lethal).

Language

If you look closely at the way language is used in the poem, you might notice

The poet uses an extended metaphor she writes about her relationship as if it was an onion. Look at these ideas It will blind you with tears. (Relationships may cause people to be hurt.) Its platinum hoops shrink to a wedding ring. (An onion is platinum-coloured and is made up of rings.) Read the poem carefully and make a list of all the other aspects of an onion she highlights which can be compared to a love affair. Compare your thoughts to the ideas suggested in the Test Bite.

Otherwise, her language and vocabulary is very simple - perhaps to suggest that she wants a simple, uncomplicated love.

She makes statements. I give you an onion.It will blind you with tears...I am trying to be truthful. Look at these and other statements. They make the poet sound definite and authoritative.

Sound

There is no rhyme in the poem, and most of the poem sounds as if the lines are natural and spontaneous, being written down by the poet as they come to her. However, some of the sounds are carefully arranged. Consider these

Its fierce kiss will stay on your lips. An onion has a fierce, tangy taste, just as a passionate lover has a fierce kiss. The s sounds may suggest a sinister mood, or may even sound like a couple kissing.

Why do you think that the poet repeats I give you an onion? Is it to reinforce, perhaps, that this is not a joke? That she really is giving the person an onion, and really means it!

Form

The poem does not have a regular form. The lines and stanzas are of irregular length. This could be for a number of reasons

It suggests that love cannot be ordered and regular.

It suggests that her thoughts are going directly onto the paper, unshaped, giving a kind of urgency.

Traditional love poems are often very regular and may even rhyme her decision not to conform to this stereotype is further proof that her love goes beyond the ordinary and so is that much more special.

Some words have a line to themselves. Look at them carefully and decide why these words need so much emphasis.

Ideas and attitudes

Read the poem again carefully and see if you can judge the attitude the poet has towards

Typical Valentines gifts (and the people who send them)

Her lover

Marriage/commitment

You need to decide whether the poet is

Suggesting typical Valentines gifts are insubstantial and untruthful.

Telling us that her love is not ordinary love. Maybe she feels that her love is special, which is why she honours her Valentine with such an original, unusual gift. She does not want to be one of the crowd, because her lover is not just one of the crowd to her.

Wary of marriage and commitment, which is why she uses such violent images at the end of the poem.

You may decide that all these feelings are present in the poem. Which do you think is the most important?

Ideas and attitudes

Read the poem again carefully and see if you can judge the attitude the poet has towards

Typical Valentines gifts (and the people who send them)

Her lover

Marriage/commitment

You need to decide whether the poet is

Suggesting typical Valentines gifts are insubstantial and untruthful.

Telling us that her love is not ordinary love. Maybe she feels that her love is special, which is why she honours her Valentine with such an original, unusual gift. She does not want to be one of the crowd, because her lover is not just one of the crowd to her.

Wary of marriage and commitment, which is why she uses such violent images at the end of the poem.

You may decide that all these feelings are present in the poem. Which do you think is the most important?

Tone

To decide on the tone, you need to think about the ideas and attitudes in the poem, and then decide how you would read it aloud.

Is this poem

sad and negative, warning her lover from getting too close?

realistic, but encouraging and warm?

Decide for yourself. You may even find some humour in the poem.

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Historical Aspect of Missions

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Historical Aspect of Missions. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Historical Aspect of Missions paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Historical Aspect of Missions, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Historical Aspect of Missions paper at affordable prices with cheap essay writing service! Before I started this Introduction to Missions class, my feelings on missions were just pretty basic. I have been to Trinidad and Tobago and Brazil on mission trips. And I have always loved missions because I am a person that has a great, big heart for those that are out there in the world and are not as fortunate as we are to know Christ as our personal Lord and Savior. And for those who are not able to provide for themselves or their family. To me, being a missionary was just that, having compassion and the heart for the people.

Now that I have started this mission's class, my feelings have just changed. But they have changed for the better. I now truly understand what it is to be a missionary. And just being able to see what percent of our world hears the gospel and those that do not. It is just so amazing to find out those that have not heard the gospel of Christ. A scripture that I saw on the Biblical Perspective of Missions notes that stuck with me is "How shall they call upon Him in whom they have not believed? And how shall they believe in Him whom they have not heard? And how shall they hear without a preacher? And how shall they preach unless they are sent?" (Romans 1014-15). That scripture just really hit me hard because it is so true. How are they supposed to know about God if they have not heard of him?

Everything that I have learned in this class so far has encouraged me a lot. It has brought an even great burning desire to want to go out to the mission field and share the word of God with those that do now know of Him. And it is bringing a more clear understanding of what it truly means to be a missionary. I am learning beyond the basic qualifications of a missionary. As I look and see the countries who do not know of God, it brings this sadness to me because when I think about it, over here in the United States we have it easy. We take it for granted that we can go to church and easily hear God's word or go around and share God's word. When in other countries they either aren't allowed to talk about God or just don't know about God. This mission's class has been a tremendous influence in my life already in this short little time.

All that information that I have learned already and continue to learn is going to help me be an extremely big influence on others. Or at least that is my prayer and I will strive my hardest. Because I feel that with all this that I am learning it is encouraging me to go out there into the nations and share God's love. And then those who do not know of Jesus will know him because I along with many others took our time to share with them. I am getting a clear understanding of what it is to be a true missionary, so then I will be able to be a better missionary when I go out to the field. I love this class a lot already because it honestly is getting me excited about missions. I am getting such a clear view; clear understanding of what it is to be a true missionary.

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