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University of California Irvine Territory of Light Discussion

University of California Irvine Territory of Light Discussion.

Japan List – five (or four, for the mid-term) items about Japanese history, culture, geography, language, etc. as posed by our texts.1a. Some questions will identify background information that you find yourself wanting as you read our primary texts. In this case, answers might include a link to the website or article where your classmate found an answer, or a sentence/passage from one of our other texts that may contain an answer, or a paraphrase of a point Prof. Long made in lecture. These questions will help us see that it’s easy to jump on the internet or back into course readings and assemble needed facts & background.1b. Some questions will be rhetorical, meaning that you already know the answer. In other words, you notice that one of our texts is teaching us something interesting about Japan, so you ask a question that one of your classmates will be able to answer by referring to a quote or issue that caught your attention. These questions will help us see what our course texts are bringing into focus about 20th century Japan.1c. You can also invent other ways to create “Japan” items. Go for it! The goal is for the Discussion Board exchanges to be interesting, and for your edited lists to have a certain writerly flair.Feminism List – five items (four for the mid-term)This list should consist of five items about the feminist ideas we are encountering in our readings as they relate to your personal feminist beliefs/ curiosities/ investments/ questions. Why did you take a class with the word “feminism” in the title? Are you a feminist? What does this mean for you, as compared to what it means for the feminists about whom we are reading? Is your feminism evolving as you read / live / think? In life and in our texts, when does feminism feel most urgent? When does it become boring? When is it most uncomfortable? When is it enlightening and empowering? How does it intersect with questions of class, race, and sexuality in ways that make it more and less powerful? What would it mean if its goals were realized? Does this ever happen? Or is feminism only ever an aspirational politics, oriented toward a future?You don’t have to answer all of these questions, or even most of them. Just use what helps you make interesting lists. If you want to make this list highly personal, go ahead. If you want to make it more scholarly, that’s great too.Love ListThis list should gather five items that push us to think creatively about love. What kinds of love do the people in our texts want for themselves, and what kinds to they have to settle for instead? Do they ever change their definition to demand more, then get what they want? Is it possible to have love but not equality? Love but not freedom? Love but not justice? Love but not food? How are our texts distinguishing between heterosexual love, homosexual love, homosocial love, trans love, parent-child love, and other kinds of love? How do the three big feminist debates – abortion, prostitution, maternal care-work – bear on our characters’ ability to love and be loved?Literature ListThis list should gather the sorts of phrases and passages that we would have used as textual evidence if we were writing mid-term and final papers. In her recorded lectures, Prof. Long will offer a reading of each primary text. Using powerpoints, Prof. Long will give a thesis statement and a list of textual evidence for each reading. You can use your “Literature” list in various ways, for instance 1) to gather additional textual evidence for the thesis statement (TS) Prof. Long proposed, 2) to propose an alternate TS, 3) to identify a passage that is really calling out for attention, but that doesn’t seem to fit with the TS.Voice ListThis is a list where you find an adjective to describe a certain author’s voice. Is it feisty, angry, remote, obscure, shocking, what? Primary texts may be easiest to describe, but secondary texts are also fine. The challenge will be to find an adjective not already over-used in our class discussions. For each adjective, offer a sentence from the text as textual evidence. If you are “answering” a voice post on the Discussion Board, you can offer a second adjective to corroborate or tweak the first, or you can take issue with the adjective and offer textual evidence as to why your adjective is better. Also relevant to “voice” posts are commentaries on finding-the-voice. How much did the speaker have to overcome to speak at all? Is anything still standing in her way?By the end of the quarter we will have voted as a group and chosen one “voice” adjective for each main author: Tamura Toshiko, Itō Noe, Sata Ineko, Hayashi Fumiko, Tsushima Yūko, Sakiyama Tami and Kawakami Mieko.Alternately, two of your five “Voice” items can be diary entries about your experience with the audiobook assignment. These can be informal and fun. Tell us about what surprised you, what was challenging, what was rewarding, your process, your creativity, your collaboration, etc.Grading Criteria for Mid-Term and Final ListsA range: complete lists, polished writing, clear investment of time and thought, creative flair, evidence of having fun and being interestedB range: incomplete lists, unedited writing, less evidence of caring / thinking, less creativity, student maybe had other priorities but got the job doneF range: no submissionFor this weeks reading, use https://read.amazon.ca/
University of California Irvine Territory of Light Discussion

Continuous Hot Percolation Process Biology Essay. The collected, cleaned and coarsely powdered of Clerodendrum phlomidis (Linn) was used for the extraction purposes. 1kg of powdered leaves was used. It was then extracted with various solvents from non polar to polar such as Petroleum ether, Chloroform, Ethyl acetate and Methanol. The solvents used were distilled before use. The extraction was carried out with various solvents by of hot soxhlet extraction for 72 Hrs. After each solvent extraction, the extracts were filtered through whattmann filter paper to remove any impurities is present. PREPARATION OF EXTRACTS a) Petroleum ether extract of leaves of Clerodendrum phlomidis (Linn). About 1kg of dry coarse powder was extracted first 5 liters of Petroleum ether (60-80°C) in a hot soxhlet extraction using round bottomed flask for 72 Hrs. After completion of extraction the petroleum ether was filtered and concentrated to dry mass by vaccum distillation. A dark green colour residue (1.48 % w/w) was obtained. The extract was then stored in a desicator (Practical pharmacognosy. 1994). b) Chloroform extract of leaves of Clerodendrum phlomidis (Linn). The marc left after Petroleum ether extract, was dried and subsequently extracted with 4 liters of Chloroform (40-60°C) in a hot soxhlet extraction using round bottomed flask for 72 Hrs. After completion of extraction, it was filtered and the solvent was removed by distillation under reduced pressure. A yellowish green colour residue (0.86 %w/w) was obtained .The extract was then stored in a desicator. c) Ethyl acetate extracts of leaves of Clerodendrum phlomidis (Linn). The marc left after Chloroform extract, was dried subsequently extracted with 3 liters of methanol (40-60°C) in a hot soxhlet extraction using round bottomed flask for 72 Hrs. After completion of extraction, it was filtered and the solvent was removed by distillation under reduced pressure. A brown colour residue (0.63 %w/w) was obtained. The extract was then stored in a desicator. d) Methanol extracts of leaves of Clerodendrum phlomidis (Linn). The marc left after Ethyl acetate extract, was dried subsequently extracted with 2 liters of methanol (40-60°C) in a hot soxhlet extraction using round bottomed flask for 72 Hrs. After completion of extraction, it was filtered and the solvent was removed by distillation under reduced pressure. A dark brown colour residue (8.24 %w/w) was obtained. The extract was then stored in a desicator. From the weight of the each extractive residue, the extractive values were calculated in percentage. All the above extracts were used for identification of constituents by phytochemical tests and for the pharmacological studies. The yields of various extract were shown in the Table No: 1. Table No.1 EXTRACTIVE VALUES OF THE LEAVES OF CLERODENDRUM PHLOMIDIS (LINN) S.No EXTRACTS YEILD (gms) % YIELD (w/w) 1 Petroleum ether 14.8 1.48 2 Chloroform 8.6 0.86 3 Ethyl acetate 6.3 0.63 4 Methanol 82.4 8.24 QUALITATIVE PHYTOCHEMICAL ANALYSIS Qualitative chemical tests were carried out for all the extracts of leaves of Clerodendrum phlomidis (Linn) to identify the various phytoconstituents. The various tests and reagents used are given below and observations are recorded. (Table No.2) Tests for carbohydrates: Molish’s test: To 2-3 ml of extract, added few drops of α-naphthol solution in alcohol, shaken and added concentrated H2SO4 form sides of the test tube was observed for violet ring at the junction of two liquids (Indian Pharmacopeia, vol II. 199). Fehling’s test: 1 ml Fehling’s A and Fehling’s B solutions was mixed and boiled for one minute. Added equal volume of test solution. Heated in boiling water bath for 5-10 min was observed for a yellow, then brick red precipitate. Benedict’s test: Equal volume of Benedict’s reagent and test solution in test tube were mixed. Heated in boiling water bath for 5 min. Solution may appear green, yellow or red depending on amount of reducing sugar present in test solution Tests for Alkaloids Mayer’s test: To the 1 ml of extract, add 1 ml of Mayer’s reagent (Potassium mercuric iodide solution). Whitish yellow or cream colored precipitate indicates the presence of alkaloids. Dragendroff’s test: To 1 ml of the extract, add 1 ml of Dragendroff’s reagent (Potassium bismuth iodide solution). An orange-red precipitate indicates the presence of alkaloids. Hager’s test: To 1 ml of the extract, add 1 ml of Hager’s reagent (saturated aqueous solution of picric acid). A yellow colored precipitate indicates the presence of alkaloids. Wagner’s test: To 1 ml of the extract, add 1 ml of Wagner’s reagent (Iodine in potassium iodide solution). Formation of reddish brown precipitate indicates the presence of alkaloids. (Kokate C.K et.al, 2007). Tests for Glycosides Hydrolysis of extract: A minimum quantity of the extracts is hydrolyzed with hydrochloric acid for few minutes on water bath and the hydrolysate is subjected to the following tests. ¡). Legal’s test: To the hydrolysate 1 ml pyridine and few drops of sodium nitropruside solution added, then it is made alkaline with sodium hydroxide solution. Color change shows the presence of glycosides. ¡¡). Borntrager’s test: Hydrolysate is treated with chloroform and the chloroform layer is separated. To this, equal quantity of dilute ammonia solution is added. Color changes in the ammonical layer shows the presence of glycosides. Bal jet’s test: A test solution observed for yellow to orange color with sodium picrate. Keller Killiani test: Dissolve the extract in acetic acid containing traces of ferric chloride and transfer to a test tube containing sulphuric acid. At the junction, formation of a reddish brown color, which gradually becomes blue, confirms the presence of glycoside. Tests for Phyto Steroids Small quantity of extract is dissolved in 5 ml of chloroform separately. The above obtained chloroform solutions are subjected to Salkowski and Liebermann – Burchard tests (Harbone. JB. 1973). Salkowski test: To the 1 ml of above prepared chloroform solution few drops of concentrated sulphuric acid is added. Formation of brown ring indicates the presence of phytosterols. Liebermann – Burchard test: The above prepared chloroform solutions are treated with few drops of concentrated sulphuric acid followed by 1 ml of acetic anhydride solution. A bluish green color solution shows the presence of phytosterols. Tests for Flavanoids Shinoda test: To dried powder or extract added 5 ml 95% ethanol, few drops concentrated HCl and 0.5 g magnesium turnings. Pink color was observed (Quality Control of Herbal Drugs. 2002). Ferric Chloride test: Test solution with few drops of ferric chloride solution shows intense green color. Alkaline reagent test: Test solution when treated with sodium hydroxide solution shows increase in the intensity of yellow color, which becomes colourless on addition of drops of dilute acid. Lead Acetate solution test: Test solution with few drops of lead acetate solution (10%) gives yellow precipitates. Test for terpenoids Dissolve 2 to 3 granules of tin metal in 2 ml of thionyl chloride solution. Then add 1 ml of the extract into the test tube. The formation of a pink color indicates the presence of terpenoids. 5 ml of aqueous extract of each plant sample is mixed with 2 ml of CHCl3 in a test tube. 3 ml of concentrated H2SO4 is carefully added to the mixture to form a layer. An interface with a reddish brown coloration is formed if terpenoids constituent is present. (Journal of Medicinal Plants Research Vol. 3(2), pp.068). Tests for Saponins Foam test: The extracts are diluted with 20ml of distilled water and then agitated in a graduated cylinder for 15minutes. Formation of foam layer indicates the presence of saponins. (Khandelwal K.R, 2007). Haemolytic test: Added test solution to one drop of blood placed on glass slide. Haemolytic zone whether appeared was observed. Tests for Proteins and Amino acids Biuret test: To 3 ml test solution added 4% NaOH and few drops of 1% CuSO4 solution observed for violet or pink color (Practical Pharmacognosy. 1996). Million’s test: Mixed 3 ml test solution with 5 ml Million’s reagent, white precipitate. Precipitate warmed turns brick red or precipitate dissolves giving red color was observed. Xanthoprotein test: Mixed 3 ml test solution with 1 ml concentrated H2SO4 observed for white precipitate. Ninhydrin test: 3 ml test solution and 3 drops 5% Ninhydrin solution were heated in boiling water bath for 10 min. observed for purple or bluish color Tests for Tannins and Phenolic compounds To 2 – 3 ml of extract, add few drops of following reagents: 5% FeCl3 solution: deep blue – black color. Lead acetate solution: white precipitate. Gelatin solution: white precipitate. Bromine water: decoloration of bromine water. Acetic acid solution: red color solution. Dilute iodine solution: transient red color. Dilute HNO3: reddish to yellow color. Test for Fixed Oils and Fats Spot test: Small quantity of the extract is placed between two filter papers. Oil stain produced with any extract shows the presence of fixed oils and fats in the extracts. Saponification test: Few drops of 0.5N alcoholic potassium hydroxide are added to the extract with few drops of phenolphthalein solution. Later the mixture is heated on water bath for 1 – 2 hours soap formation indicates the presence of fixed oils and fats in the extracts. Test for Gums and Mucilage’s Ruthenium red test: Small quantities of extract are diluted with water and added with ruthenium red solution. A pink color production shows the presence of gums and mucilage’s. TABLE NO: 2 QUALITATIVE PHYTOCHEMICAL ANALYSIS OF EXTRACTS OF LEAVES OF CLERODENDRUM PHLOMIDIS (LINN) TEST OF EXTRACTS PETROLEUM ETHER EXTRACTS CHLOROFORM EXTRACTS ETHYL ACETATE EXTRACTS METHANOL EXTRACTS CARBOHYDRATES _ _ ALKALOIDS _ _ GLYCOSIDES PHYTO STEROIDS FLAVONOIDS _ TERPENOIDS SAPONIN _ TANNINSContinuous Hot Percolation Process Biology Essay
Essay 6: Argument.

Research Project AssignmentENG1101Statement of the assignmentResearching an Issue to Create a Call to ActionThis research assignment involves idea generation (freewriting), focused research, synthesis of collected data and generated text, and presentation of findings in the form of a short-length research paper.Elements of this assignmentStatement of the issue at hand (1 page) which expresses your understanding of the context in which this issue is situatedDialogue (two 1-page position statements, each of which reflects your findings on two conflicting sides of your researched topic)Persuasive essay, or peroration, drawn from research (1-2 pages; this will most likely become the draft of your “call to action” which proposes a solution)Works Cited page, along with a photocopy or printout of the first body page of each source usedFinal Draft of paper which incorporates your argument and the major positions at stake within this topic (1000 word essay, 4-6 pages, typed, double spaced, 12 point standard font)MetaletterResearch TopicsYour assignment for this research essay is to analyze a current social, environmental, or political issue and provide a recommendation for action. These topics are quite broad; for this essay project you will choose a topic and narrow it sufficiently to create a compelling, researchable, and arguable thesis.For each of these topics, literally millions of pages have already been written. What I want from you is an exploration of the topic that gets several layers beneath the surface. What is the biggest debate in your topic area? Explore it in your dialogue. Then decide for yourself what matters, what people need to know, and what needs to happen. You might argue for systematic healthcare for children in America; you might argue for (or against) tying high-stakes testing to school funding; you might argue that leveling the standards in schools hurts more students than it helps, or that shifts need to happen beyond what NCLB proposes. Whatever it is, drill down, get the meaty information, and see what seems to matter.Your sources for this paper must be very fresh. You can use only two sources (at most) that are more than 24 months old. For the rest of your research, you can quote ONLY from sources no more than 24 months old. If you cannot verify the age of your source (it’s an undated blog rather than a dated article, for instance), you cannot use it unless it is an “extra” source (not one of the 2). You’ll need at least 2 sources for this essay.Please note: Several topics are off limits for this project:Gun controlAbortionthe Death Penaltyanything to do with Welfare.That leaves open many, many other topics, and I look forward to seeing what you might choose to pursue!
Essay 6: Argument

Table of Contents Introduction Spa Product Design Conclusion and Recommendations References Introduction The major revenues that spas receive come from goods and services combined, having the ratio between the two of them varying noticeably. The industry average for the sales of products is considered to stand at about fifteen percent of the overall revenue received by spas (Cohen

The Legend of Tutanekai of Sparta Essay

Totanekai was his name a not so ordinary boy or name, his mother was the daughter of Anaxandridas II and sister of Cleomenes king of Sparta a noblewoman (1) but as with most Spartan women unmentioned. His father Cleombrotus (2) was king of Sparta after Leonidas’s death. He was among the 300 who died with Leonidas at Thermopylae. Rumor has it that Cleombrotus and his mother were both Children of Anaxandridas (4) making him a child of Royal Incest unthinkable even in Sparta. Because of the scandal of his conception, he was sent to Athens and raised in the temple of Athena (7) (8) where he learned Athenian concepts of Law and Justice. Another reason why he was sent away was that he was a small baby. Cleombrotus himself would have cast the child away to die (6) had not his mother intervened and offered to have him sire another, stronger child with her. Nothing is said of his childhood other than the fact that he was raised as an Athenian boy (9) But at the age when boys return from the Agoge (trials of Spartan boys), he came back full wrought to manhood (10). He is quickly accepted by the Spartans for his martial prowess with some thinking he was blessed by Athena because he did not grow up a corrupt boy-lover like the Athenians are reputed to be in Sparta. But before he was accepted as a Spartan he was given a quest to slay the Thespian Whore, an evil Thespian Succubus who drains Spartan men of their vital essence rendering them useless for warlike Sparta. The Thespian Whore proves to be a worthy foe. Aside from her deadly charms, she is blessed by Aphrodite with a girdle of loveliness, she is also an able warrior being part of Amazon. Neither by Spear nor Sword does Totanekai slay it. Instead, Totanekai uses his Athenian charms to seduce the demon and kill it while pretending to make love to it (11). As a reward for ridding Sparta of Thespian Whore, Leonidas I, King of Sparta, gives Totanekai his sister’s hand in marriage and makes him heir to one of the two kingships of Sparta (12) [Sparta always had Two co-Kings]. A respected Lord and Councilor, Totanekai is loved by all. He introduces reforms to the Spartan system which improves the standard of living for Women and reduces the mortality rate of the Agoge (15). He made it illegal for women to be beaten by their husbands for refusing to have sex with them, his law is probably the earlier marital rape law in the world. He also made it illegal for Helot farmers to kill the children undergoing the Agoge trials. It was still legal to beat them but not to the point of death. However, when he tried to reform the Law on Helots and give them more rights he locked horns with Vested interests (16). The Warrior Caste that predominated Sparta’s citizenry and body politic did not want to grant citizenship to the Helot slaves because then they would be badly outnumbered in council meetings. To dishonor him, his enemies plotted to have a Helot slave testify that he was having homosexual relations with him. Pedantry is not necessarily punished among warriors and their squires but to do so with Helots was beneath contempt. They accused that he wanted to uplift them because of the favors the ‘dirty Helots’ were giving him. Ashamed and dishonored Totanekai was forced into exile (17). During his exile, he was often seen atop a hill singing songs of lament over his miserable fate (19). He hears that his only son died in the Agoge (20). His wife also committed suicide after learning of the incident with the Helot slave boy. Before slitting her own throat she is reputed to have said; “Why wasn’t I enough for you?” Never the less he is eager to regain lost honor. When Leonidas calls for warriors to go with him, Totanekai returns to Sparta in full battle-harness demanding a chance to redeem himself or at least die with some honor. Get your 100% original paper on any topic done in as little as 3 hours Learn More During the battle, Persians fled from his face. He fought without his helmet so that the Persians could see the face of a desperate Spartan with nothing left to lose. His eyes were as white-flame, his blade clove through Persian armor, flesh, and bone as if they were no more than Spartan air. So fell-handed was Totanekai that even Leonidas could barely keep up with his furious bloodlust. Cleombrotus has forgotten the Greeks who saw him fight that day claimed he was the spawn of Achilles nay, of Ares himself (5). After all, how could so fell a warrior be fathered by a mere mortal? During the first two days of battle, his tale of kills surpassed any Greek, Spartan, or otherwise. On the third day when the Spartans were surrounded and abandoned by the cowardly Greeks, Leonidas ordered an attack against Xerxes camp. Totanekai was again at the forefront. He slew three of Xerxes’ brothers and their guard leaving their broken bodies and decapitated heads for Xerxes to breakfast with. But when Leonidas ordered a retreat to the hill where they made the final stand he was not with them. Legend has it that Totanekai would not suffer even this minor retreat. He stood his ground in Xerxes camp facing fell beasts and all manner of Persian creatures. Until exhausted he fell to the ground pierced by dozens of Persian arrows. Xerxes in final mockery, ordered his corpse fed to his pet Lion but before his servants could lay hands on the body it spontaneously combusted leaving not even ashes to remember Totanekai (21). Works Cited The Hero Pattern. Web.

Read Carefully, grammar is important, make solid points

essay helper free Read Carefully, grammar is important, make solid points. I’m studying for my Business class and need an explanation.

QUESTION 1: For its 2017 Training Industry Report, Training (2017) surveyed more than 300 U.S.-based corporations and educational institutions with 100+ employees. Training delivery was one of the topics explored. Seventy-three percent of the survey respondents reported that they use online training methods such as virtual classrooms, webcasts, and video broadcasting; approximately 29% of all training hours were delivered by online or computer-based technologies (Training, 2017). Have you participated in any electronic training at work? If so, how well did the e-training comply with the Gagne’s Nine Step Training Design model (discussed in Week 5) and Adult Learning Theory (discussed in Week 4)? Based on what you have learned so far in the course, what could have improved your learning experience?
Reference
Training. (2017, November/December). 2017 training industry report. Retrieved from https://trainingmag.com/trgmag-article/2017-training-industry-report

QUESTION 2: Read the article Just-in-Time Training (Agnvall, 2006), which describes how Capital One and other companies used mobile devices to deliver training. Then, for a perspective on the pros and cons of allowing employees to use their own mobile devices for training, read To BYOD or Not to BYOD (Weinstein, 2013). If you were going to try to convince management in your organization to use mobile devices for training purposes, what arguments would you use?
ReferencesAgnvall, E. (2006). Just-in-time training. HR Magazine, 51(5), 66-71. Retrieved from https://www.shrm.org/hr-today/news/hr-magazine/pages/0506sragnvall.aspxWeinstein, M. (2013, September/October). To BYOD or not to BYOD. Training, 50(5), 20-22. Retrieved from https://trainingmag.com/content/byod-or-not-byod
Read Carefully, grammar is important, make solid points

Case study for a client with schizophrenia

Case study for a client with schizophrenia. and has had three admissions to hospital the last one five years ago ,her name hala ,at the age of 35 year old ,she live with her brother but tend to be a bit overprotective ,not allowed to take much responsibility in the home or to go out alone . The clinical picture of the client: It include the, signsCase study for a client with schizophrenia

Strayer University Week 3 Cyber Computer Crimes Assignment 1

Strayer University Week 3 Cyber Computer Crimes Assignment 1.

Create a 15-slide presentation or 10-minute video presentation using Kaltura in which you:Describe the responsibilities of the National Security Administration (NSA).Identify the four critical needs at the state or local level of law enforcement in order to fight computer crime more effectively. Explain how the U.S. Postal Service assists in the investigation and prosecution of cases involving child pornography.Discuss how and why the Department of Homeland Security (DHS) consolidated so many federal offices. Go to https://research.strayer.edu to locate at least three (3) quality references for this assignment. One of these must have been published within the last year.Note: Wikipedia and similar websites do not qualify as quality resources.Presentation Pro Tips:Practice, practice, practice. Say it over and over again so that you come across cool and collected and your information isn’t lost in your nervousness or verbal stops (um, er, uh).PowerPoints should have only a single thought on each slide and complete sentences are not necessary. Sometimes a single word with a good graphic or just a strong graph is all you need.Use 18 point font or larger. (18 point font is the smallest that can be read from across the room.)Relax. You know the information. Now you’re just showing it.Your assignment must follow these formatting requirements:This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required presentation length.The specific course learning outcomes associated with this assignment are:Describe the criminology of computer crime.Explain the various digital laws and legislation in support of law enforcement.Use technology and information resources to research issues in information technology in criminal justice.Write clearly and concisely about information technology in criminal justice topics using proper writing mechanics and technical style conventions.
Strayer University Week 3 Cyber Computer Crimes Assignment 1