Reading Comprehension Strategies and Reading Skills

nurture Comprehension Strategies and Reading SkillsGEPT universal side of meat Profiency TestHP Higher proficiencyLP Lower proficiencyHETC Harvard Education Training CenterRationaleHammadon (1991) says Reading comprehension is non just scaning talking to, excoriates, or charge texts, but involves a complex interartion of the fillers prior knowledge, dustup profiency and their acquire strategies (p.30). So schooling strategies ar very authoritative to achieve the comprehension. Many types of course session strategies be introduced to guide students of all different take aims. However, at that place were few investigateers who investigate the relationship of nurture comprehension strategies and instruction comprehension of students. At HETC, translation has a fall upon place in any English courses when students view English not only as the interest but also the demand for improving their study and promoting in their c beers to achieve the long-term goals, espec ially more or less of them were assigned to live and work abroad. In their learning process, almost the students meet bulky challenges when dealing with the memoriseing texts. They usually do not come across texts and hatfulnot complete the tasks so they feel tired in indicateing lessons. Therefore, what ar the briny causes of this current situation? In order to find out the answer, the researcher started a survey on the instruction comprehension scheme use. For t each(prenominal)(prenominal)ers at HETC, it is hoped that this study may offer them the shipway on how to identify strategies utilise by the students and then they can decide what they should do to promote their students reading comprehension and in their learning as well. publications review2.1. Reading comprehension strategies and reading skillsOxford (1990) gives a detailed definition of row learning strategies Learning strategies are specific actions taken by the apprentice to make learning easier, fast er, more enjoyable, more self-directed, more effective, and more transferable to new situations (p.8) and described concretely how learning strategies are applied to the quatern language skills listening, speaking, writing and reading. jibe to her, four strategies listening strategies, , or reading strategies are those learning strategies themselves that applied to each of the four skills.Of course, skills and strategies are deuce big row and common terms of the reading activities, as well. Nutall (1982) pointed out that reading was certainly a process of the readers, who used strategies to work with the pith of the texts actively and then do sense from them. By the interesting interactions from the readers and texts, more and more researchers keep working to research the relationship in the midst of the use of reading strategies and reading comprehension.However, strategy and skill, are they different? Yes, it was actually apparent that they were different. Strategy incrimi natet people used the planned methods and implements to achieve their goals, but skill was known as a routine. Moreoer, strategy was the solving of conciously work towards goals. It helped readers to extrapolate the inculpateing of contents in order to find out the answer or obtain a certain carrying out level in reading that they want for themselves (Gagn, 1985). However, it is not always easy to make such a clear differnces amidst these two terms. Grabe and Stoller (2002) said that many abilities that are commonly identified as strategies are relatively automatic in their use by fluent readers (e.g. skipping an unknown word while reading, rereading to reestabilsh text means (p.15) Paris et al (1991) supposed an emerging skill can become more efficient and developmentally advanced when they become generated and applied automatically as skills (p.61). Some whiles this difference is not clear at all because that is part of the nature of reading. In this study, reading strategi es are used to show specific actions, locomote and plans that students conciously apply in their reading process to improve their comprehension.2.2. The relationship between reading strategies and reading comprehensionReading comprehension must occur speedy in almost any pointful context, and the more rapidly a text is read, the crack reading processes are to effect. Those specific processes must be apply effectively in combination to ensure the reading comprhension. Reading comprehension requires the reader be strategic. The reader needs to identify processing difficulties, address balances between text information and background knowledge, decide for monitoring comprhension, and shifing goals for reading. When a good reader use strategies, they can read fluently, flexible in line with ever-changing purpose and then continue monitoring the comprehension. Similarly, reading is an process that evaluating the reader, who must decide if the reading information is coherent and finds out the purpose for reading.Alderson (2003) said reading as the interaction of four things. He claimed that the reader and the text together must be fluent reading or the ability to reach at an appropriate rate with adequate comprehension, or the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading (p.149). So discovering the best methods and strategies are the way that a good learner apply during a reading process.2.3. Previous research on reading comprhension strategiesGrellet, F. (1981) wrote a book Developing Reading Skills. This book showed the important role of reading and provided whatever techniques which help learners improve their reading skill.Nutal, C. (1989) proved reading is to alter students to read without help unfamiliar authentic texts at appropriate speed, silently with adequate understanding.Ozek, O. (2006) researched A study on the Use of Cognitive Reading Strategies by ELT Students. This study carried out to find out which reading strategies are commonly employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and to continue academic studies successfully.San San Kung (2007) did an investigation into the relationship between reading comprehension and the use of reading strategies among EFL students in colleges in Taiwan. by means of the study, the researcher knew what the reading strategies the EFL students use more or less and what the differences between different grade students.MethodologyThis chapter will describe research methods used to collect data to answer the research questions and then explain how and why the methods are used.3.1. Research questionsThis study aims to find out reading strategy use of HETCs students. This also has objectives to discover if there are any differences in strategy use between take down and higher(prenominal) proficiency readers, as well. so to suggest some recommenda tions to raise students awareness of using reading comprehension strategies in the classroom. It aims at answering the following questions1. What reading strategies are used by students at HETC?2. What are the differences in the use of reading strategies between lower and higher proficiency readers?3.2. Descriptions of variables3.2.1. Independent variablesIn this study, the independence variables were the students at HETC. 51 students were elect as representatives of this particular group sudents to collect needed data. These 51 students were divided into four groups in which students are the members of higher and lower proficiency groups. These 2 groups were elect to get information to answer the second research question ( More details approximately these groups and about higher and lower proficiency readers will be found in 3.3.1 and 3.4.2)3.2.2. Dependent variableThe dependent variable in this research were the strategies applied in reading comprehension, i.e. reading comprehens ion strategies.3.3. The data compendium instrumentsThis study employs a combibation of 3 data collection instruments* General English Proficiency Test (GEPT)* Questionaire* Think-aloud interviewsAs one of the objectives of this study is to find out if there are any dfferences in the strategy use between higher proficiency (HP) and lower proficiency (LP) readers. The examen was used to divide the subjects into difference groups in which groups of higher and lower proficiency were chosen to collect the data.Think-aloud interviews aimed at getting qualitative data and quesionaire was used to get quantiative data. The author can collect a large information of all mentioned strategies and the information from students who theatrical role their estimate of strategy use in the think-aloud interviews. Of course, the think a loud interviews in this study can be one of the best ways to reaffirm the outcome got from the questionaire. For example, in the questionaire, the subjects report t hat they use life experiences to understand the meaning of texts or read the low and destruction paragraphs and then go back to read the paragraphs the author will know they use these strategies or not in the interview.3.3.1. TestA General English proficiency test is a procedure taken to collect data on students ability or the knowledge of disciplines as Information about peoples language ability is often very useful and necessary (Nunan, 1992). The GEPT was taken form the book IELTS for Academic Purpose A short insentive course (see the appendix 3). Based on the result of the test, the subjects were classified into 4 groups. Group 1 consists students who just got from mark 1 to 2.5 group 2 has those who got mark from 3 to 5. The students in these 2 groups are LP learners. smashedwhile, the students who are in group 3 got mark from 5.5 to 6.5 they are at medium levels. And the last group group 4 consists of HP ones who got mark from 7 and over. subsequently having the result of the test, the author decided to chose group 2 and 4 to collect the data to answer the second research question. So there are 51 subjects in these 2 groups. The author did not choose group 1 because their proficiency were too low and they were only 1% of the subjects. Details of the test can be found in Appendix 1.3.3.2. QuestionaireQuestionaire is the second data collection instrument in this study. This is also a pretty popular means of data collection. Many researchers suppose that using questionaire in language research has many advantages. First, questionaire can be given to a great amount of students at the equal time and it is self-administered. Second, to protect the privacy and keep the fairness, the subjects names might not be appeared on the questionaire. So subjects tend to share the information more naturally, even some sensitive information. Third, the data collected are more accurate because questionaire is usually given to all the subjects at the uniform time.T his study used one survey questionaire to gather the information about reading strategies as well as the differences in strategy use between these two kinds of readers. According to the result of the questionaire (and interviews), the athor can make some recommendation to help students improve their reading abilities. The quesionaire was designed based on the questionaire of Shan Shan Kung (2007). This part consists 3 parts. Of couse, in this study, the author modified the first part personal information part. The next part concept of reading had 3 questions to explore the perceptions of English reading. The last part had thirty eight questions of strategy use. In the beginning of third section, thirty four questions utilized a Liker Scale point systems. The subjects were asked to respond to each statement by choosing among four answers 1) usually 2) sometimes 3) rarely 4) never. Each section has four to six questions (except section 1 has 10 questions because of discovering th e reading process). Through the survey, the author found out which strategies actually actracted HP readers more than LP readers.3.3.3. Think aloud interviewsIn addition to the quetionaire, interviews are used to obtain information by actually talking to the subject. The interviewer asks questions and the subject responds. Interviews are the good way for collecting data as Seliger, H.W. (1989) claimed Interviews are personalized and therefore permit a level of in-depth information gathering, free response and flexibility that cannot be obtained by other procedures (p.166). However, it can be costly and time consuming. In this study, think aloud interviews were used to collect the data about the students reading strategy. The Interviewer Guide for Reading Strategies developed by Honsenfeld et al. (1981). In oder to make the Guide appropriate for objectives of thi study, the researcher has made some changes in the strategies they posed ( see Appendix 3).3.4. Participants in the stu dyAt the time the study was carried out, the subjects had just finished an English course. Their textbook was Therefore, their commonly fictional proficiency was intermidiate. They were members of three classes. One class included 25 students , 24 in the other class and 21 in the last one and they stuied the same textbook. Their ages ranged from 19 to 24. Almost all of students had at least 3 years of learning English before this class. They were delivered a reading proficiency test to be divided into higher and lower proficiency readers.In this study, gender has minimal effect on the results because the number of male students is quite an small in the add of the subjects.3.5. ProcedureThe data were collected by the researcher during a workweek in autum 2009. After contacting the English teachers of the subjects in person to get approval for communicate their students to participate in the study, the researcher pre-arranged the time. The researcher went to English classes to administer the tests. The students were asked to complete the test in 60 minutes. The English teachers and the researcher supervised and marked the test papers later.The 2 days after, subjects were distributed the questionanires. The researcher gave some directions to the subjects and of then encouraged students to ask for any clarifications they might need and any other extra time when they filled out the questionaire. And of couse, the researcher wanted to protect the privacy and the students fairness, so the students names would not fill in the questionaires. In order to advoid misunderstanding the questions, the questionaire were translated into Vietnamese which were enclosed with the English version. The questionaire administration took about 30 minutes in each class.For days later, six chosen students were interviewed individually at the researcher s office in HETC. The reseacher pre-arranged the time and contacted to the students by the phone. Before the interview, the resea cher gave the instructions and explained the purpose of the study to students so they could understand what they had to do clearly. Each interview took from 10 to 15 minutes.Data analysis and findings4.1. The result of the questionaire 4.1.1. Demographic Data dining table 4.1Demographic Information of Students (N=51)SubjectFrequencyPercentageTotalN%Gender staminate917.651100Female4282.4LevelLower proficiency3263.7 Higher proficiency1936.3Years ofEnglish learning experience235.9511004917.651529.461121.67611.8823.9947.81012.0 Look at the table 4.1, of the 51 students participating in the study, 9 (17.6%) were males and 43 (82.4%) were females. Of the 19 HP students (36.3%) and 32 (63.7%) were LP students.When asking about years of English learning experience, just 1 students (2.0%) has been studying English for ten years. 9 students (17.6%) have been studying English for four years, 15 students (29.4%) have been studying English for five years, 11 students (21.6%) have been studying E nglish for six years, 6 students (11.8%) have been studying English for 7 years, 2 students (3.9%) have been studying English for eight years, 4 students (7.8%) have been studying English for nine years.Because foreign language in general and English in particular were given into school from sixth grade in secondary school, and from tenth grade in high school ( in some remote areas), the most students years of English learning experience were between four and seven years.To answer the second section of the questionnaire about concepts of reading, the results were presented in Table 4.2.Table 4.2The Relationship between the Important of Reading for Language Learning and Reading Hours per Week by higher and lower proficiency studentsReading hours per week234Over 4N%N%N%N%Higher proficiency students(N =19)Very important210.5526.3631.6315.8important15.3210.5Not importantLowerproficiency students(N =32)Very important618.8721.9515.6important412.5515.6412.5Not important13.1According to th e illustration of Table 4.2, HP students who sentiment reading was very important for language learning were 2 (10.5%) spent two hours per week on reading, 5(26.3%) for three hours per week, 6 (31.6%), for four hours per week and 3 (15.8%) for over four hours per week. HP students who thought reading was important for language learning were 1 (5.3%) spent two hours per week on reading, 2 (10.5%) for four hours per week. There were not any students who thought reading was not important for language learning.In the LP group, 6 (18.8%) students thought reading was very important for language learning and spent two hours per week for it, 7 (21.9%) spent three hours for reading, 5 (15.6%) spent four hours for reading. These LP students supposed reading was important for language learning were 4 (12.5%) spent two hours per week on reading, 5 (15.6%) for three hours per week. There was 1 (3.1%) students said reading was not important for language learning but still spent two hours per wee k on it.4.1.2. Findings for Research Question OneThe research question one was What reading comprehension strategies are used by students at HETC ? After collecting data, it showed what the same or different strategies were used more or less by HP or LP students for helping them understand the contents of the reading materials in different reading situations and were ranked from low to high to represent which strategy would be used more or less by the students during their reading process in different situations. The results were listed in the following by all of students reading ability levels when they used reading strategies in different reading situations.The substance results came from the 51 students in Table 4.3, 4.4, 4.5 and 4.6.Table 4.3 cogitates, Ranks, and regular Deviations of the Uses of Reading Strategies in First Section by students at HETCWhen I read English materials,MeanMeanSDRank1.I read a table of contents, and then read the contents1.821.902.I focus on the fi rst sentence of each paragraph for helping me understand the principal(prenominal) points of the whole paragraph2.517.123.I underline the main points when I am reading2.034.974.I write Vietnamese on the margin for vocabulary haggling I dont understand during reading1.862.905I skim over the full text, and then read details1.883.926I use life experiences helping me understand the meaning of texts1.862.907I use the background knowledge of the English culture to understand the contents2.5781.038I use key words or sentences to recollect the main idea of the articles1.8831.089After reading each paragraph, I ask myself if I understand what I read before, and paraphrase the main idea, then keep reading the next paragraph2.2551.0910I discuss what I read with classmates2.4561.05In Table 4.3, the result indicated which strategies the 51 students used more or less when they read English materials. The table showed the data with mean, mean rank, and standard deviation.As illustration of Table 4.3, the mean was from 1.82 to 2.51 and the rank was S1 (1.82) Table 4.4Means, Ranks, and prototype Deviations of the Uses of Reading Strategies in First Section by students at HETCWhen I do not understand a vocabulary,MeanMeanSDRank11I check the dictionary immediately2.3731.112I mark and pass it, keep reading and then go back2.3321.0813I use other words in the sentence to infer the meaning of vocabulary2.091.8714I give way its suffix and prefix to get its meaning3.0041.21Through Table 4.4, strategy 13 I use other words in the sentence to infer the meaning of vocabulary was most used by the students when they did not understand a vocabulary during the reading process. On contrary, strategy 14 I analyze its suffix and prefix to get its meaning was the strategy which most students used least in this reading situation.Table 4.5Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETCWhen I do not understand a sentence,MeanMeanSDRank 15I use the context (topic, subject) to derive the meaning of each sentence1.861.9116I translate word for word into Vietnamese to better understand the meaning of the sentences2.3541.1217I take grammar analysis (ex finding subject and verb etc.) to understand the meaning of the sentences2.3331.0218I analyze the structure of sentences (ex sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence2.375.9719I will analyze the verb reach (ex ult tense or future tense) or verb mood (ex subjunctive mood or imperative mood) for better understanding2.272.95In Table 4.5, those strategies had close mean scores between each other, but it also pointed out the differences from 2.27 to 2.37, except the strategy 15 had the mean score less 1.86. It described that strategy 15 I use the context (topic, subject) to derive the meaning of each sentence were the most used by the students when they did not understand a sentence during reading process. Vice versa, the mea ns of the strategy 16 and strategy 18 to derive the meaning of sentence meant that they were used least than other strategies in this section.Table 4.6Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by studentsWhen I dont understand (including vocabulary and sentences,) except above reading strategies,MeanMeanSDRank20I check books (ex grammar books or encyclopedia) for references2.1621.1421I go on the Internet to find related information1.981.9222I ask teachers or classmates for clarification2.2731.0323I read the difficult parts several times2.6351.1224I read the contents orally several times2.474.9425I will memorize the vocabulary pertaining to the contents before reading2.162.99According to the data, it presented that strategy 21 I go on Internet to find related information was used by almost students. The information technology nowaday becomes quite popular to students so they would like to search information on the Internet. The S20 = S2 5 (2.16) both stood the second position. The strategy that students used least was strategy 23 I read difficult parts several times.4.1.3. Findings for Research Question TwoResearch question two was What are the differences in the use of reading strategies of the higher and lower proficiency students at HETC? Through mean, standard deviation, t-tests and p value, the data analysis depicted detailed information about the differences of reading strategy performance between these two groups of students. The comparative groups focused on higher and lower proficiency student.Table 4.7Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETCwhen I read English materials,Lower proficiency studentsHigher proficiency studentsTp(N=19)(N=32)MeanSDMeanSD1.I read a table of contents, and then read the contents2.001.0541.72.813.999.3222.I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph2.161 .1181.78.7921.288.203.I underline the main points when I am reading2.001.1052.06.914-.208.844.I write Vietnamese on the margin for vocabulary words I dont understand during reading2.791.0842.781.069.026.985.I skim over the full text, and then read details2.051.0261.78.870.965.346.I use life experiences helping me understand the meaning of texts1.89.9371.84.917.189.857.I use the background knowledge of the English culture to understand the contents2.051.1292.86.871-2.729.00**8.I use key words or sentences to affect the main idea of the articles2.371.2611.59.9112.412.02*9.After reading each paragraph, I ask myself if I understand what I read before, and paraphase the main idea, then keep reading the next paragraph2.001.2022.53.983-1.630.1110.I discuss what I read with classmates2.531.2642.41.946.359.72pAs indicated in Table 4.7, strategy 7 and strategy 8 go to to the significant difference level (pTable 4.8Means, Standard Deviations, t-Tests and p Value between higher and lower prof iciency students at HETCWhen I do not understand a vocabulary,Higher proficiency studentsLower proficiency studentstp(N=19)(N=32)MeanSDMeanSD11.I check the dictionary immediately3.32.7491.81.8966.432.00**12.I mark and pass it, keep reading and then go back2.891.12.06.8782.809.00**13.I use other words in the sentence to infer the meaning of vocabulary2.05.9112.13.871-.279.7814.I analyze its suffix and prefix to get its meaning2.841.3443.131.07-.782.44pIn table 4.8, strategy 11 and strategy 12 attend to the significant different level (pTable 4.9Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency studentsWhen I do not understand a sentence,Higher proficiency studentsLower proficiency studentstp(N=19)(N=32)MeanSDMeanSD15.I use the context (topic, subject) to derive the meaning of each sentence1.891.11.84.808.176.8616.I translate word for word into Vietnamese to better understand the meaning of the sentences3.210.9761.840.8845.005.00**17.I take grammar analysis (ex finding subject and verb etc.) to understand the meaning of the sentences2.161.1672.44.948-.885.3818.I analyze the structure of sentences (ex sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence1.84.8982.69.896-3.253.00*19.I will analyze the verb tense (ex past tense or future tense) or verb mood (ex subjunctive mood or imperative mood) for better understanding1.84.898

Monte Carlo Simulation of Transmission Experiement

Monte Carlo Simulation of Transmission ExperiementFluid Densitometer Design based on Transmission and Scattering da Gamma Ray sense modality using Monte Carlo ApproachR.Wirawan, M. Djamal, A.Waris, G. Handayani,H.J. KimAbstract. Non-destructive testing is one method in the material testing that was applied and developed for many purposes in the industrial field. Gamma spectrometer is a one method that can be applied for the smooth-spoken densitometer. It was studied the potential of the use of transmittal and diffusion gamma radiate measurements in order to evaluate the fluid immersion using GEANT4 Monte Carlo dissembling toolkit.Keywords Non-destructive testing, sparge gamma, Monte Carlo, GEANT4.PACS 29.40.-nIntroductionGamma- tool spectrum measurement is one of promising ontogeny method in the non-destructive test application especi bothy for an online measurement. Its applicable for many industrial applications such as in medical, mining and oil industry, fatherland se curity.The quality of the material can be differentiating from another one based on its density. In the application of gamma spectrometry, its influence the gamma actinotherapy energies spectrum detection way out. Ball et al. (1998) have investigated the response of gamma backscatter to the spatial density in bulk sample 1. In the fluid product summary especially for the oil product density measurement, its a promising method for a densitometer. Hussein (2011) has developed investigation of the fluid flow in the pipe using gamma spectrometry 2. Khorsandi and Feghhi have analyzed the contagious disease mode in densitometer application for the petroleum products monitoring applications 3.The combination of transmission and scattering measurement modes are good approaching for a better analysis method in the demodulator response measurement due to the fluid density inside the pipe. For this purpose, theoretical account using Monte Carlo method can be conducted. Monte Carlo method s have capabilities in the implementation of the several of physics models and excrete the predicting result in the radiation physics application 4, 5. In the present study we investigated the potential of the combination of these measurements using the Monte Carlo radiation transport from GEANT4 simulation toolkit.TheoryGamma ray energy spectrum characteristic that detected from its fundamental interaction with the material have information to identify the material characteristics involved. In the gamma ray spectrum measurement, there are two kinds of measurement slip i.e. transmission and scattering. In the transmission, the gamma ray res have an attenuated ecstasy because of energy assiduousness by material. The mass attenuation coefficient of photon is a function of photon energy. The attenuated intensity was described by the BeerLambert economy(1)where I0 incident gamma rays intensities, x is material absorption thickness, is mass absorption coeficient and its proport ional to the total cross-section as follows , NA is the Avogadros number (6.021023 atom/mole) and A is atomic mass number of material8.For the scattering measurement, the detected photon beam is the result of deflecting with an electrons material. Scattering interactions that may occur is the single scattering or multiple scattering.The photon beam intensity has attenuation in the cartroad before the scattering come out interaction and in the path to the detector after the scattering point interaction. take to 1 shows the single scattering interaction of photon with an element volume dV. anatomy 1 Schematic diagram of photon single scattering interaction with an element volume in the material (adopted from Devlin and Taylor) 9.According to the Compton scattering interaction, the photon with an energy E will be deflected with scattering angles to the origin direction after collision with an atomic electron. The dispel photon energy (EScatt) is expressed by the decree(2)The int ensity of detected gamma photon are influence of attenuation along primary photon, number of electron in element volume, differential cross-section, attenuation of scattered photon path and the solid angle subtended by detector at the element volume. For the single scattering interaction, the intensity of detected photon as depicted in the formula(3)where S is the source action mechanism (photon s-1), dV is element volume interaction, n is the electron density of the material, r1 and r2 are the length path of the primary photon before interaction and after scattering respectively. The density of the material is related to the electron density by (4)where NA is the Avogadro number, Z is the atomic number and M is the atomic mass.For the Compton interaction probabilities of the photon beam when it interact with an electron of the material was describe in differential form by Klein-Nishina formula,(5)where r0 is clasical electron radius (2,82 fm) and P parameter as function of incid ent photon energy and scattering angles as the formula(6)where constant 1,8. Using the equation (4) and (5) to substitute parameter n and in the equation (3), we have the relation of intensity with the material density (7)Solution of the equation (7) can be expressed in the simple form(8)where A and B are constant.MethodThe simulation setup was developed based on the transmission configuration which conducted experimentally done by Khorsandi 3. Four detectors are placed in two type positions where two detectors in the same side with source and two others in the opposite site as shown in Figure 2. The spatial distance amongst two detector d10 and d30 from the collimated source axis are about axis 27.5cm. For detector d20 is placed 20 cm far away from detector d10. polythene pipe have an inner radius 5cm and thickness its about 2mm. Fluids under investigation inside the pipe (i.e. gasoline, gasoil and water) are assumed to be of provide density. A disk gamma ray source model is use d for Cs-137 source is collimated by the cylinder shielding lead with 5cm thickness. The 3in. x 3in. NaI(Tl) detector model reconstruction in the simulation is adopted from references 6, 7. Simulation based on GEANT4 Penelope Monte Carlo using 5.0 x 107 of the gamma source beamon.Figure 2 Schematic visualization of GEANT4 simulation for the transmission and scattering measurements setup.Result and DiscussionTo examine the response function of transmission and scattering measurement, firstly we quest to consider the setup designed for the detector construction match to the c gamma source energy spectrum. The Cesium 137 source was placed in wait of the Pb collimated NaI(Tl) 3 in. x 3 in. scintillation detector. Figure 3 shows the detector response function spectrum of GEANT4 simulation result comparing to the measurement result of the 15uCi gamma source. There are a good agreement for photopeak energy between the simulation result and the experiment result.Figure 3 Response functio n of Cs137 15uCi gamma source for 3 in. x 3 in NaI(Tl) detector.Based on detector construction setup, then we analyzes the detector response function of transmission and scattering measurement. Figure 4 shows the response function result of detector that placed in the four different positions for three different type of density fluid i.e. gasoline, gasoil and water.Figure 4 Response function of detector NaI(Tl) 3in. x 3in. from GEANT4 simulation of four different detector positions for gasoline, gasoil and water fluids in pipe.In the all energy spectrum distribution above, density of fluid matter give an effect to the gamma energies spectrum. The gasoline has a lower density number, but it shows a high intensity (number of events) of gamma ray energy detected compare to the gasoil and water. The increased density of fluid will increased the number of electrons at the scattering point interaction, attenuation of primary and scattered photons. So, its give an effect to the lessen in tensity or peak energy spectrum that detected by the detector.For transmission mode as shown at d0 detector position, the main peak of Cesium 137 gamma source is in the 0.662 MeV. The normalize peak intensity shows that the GEANT4 simulations result have a good agreement to the Khorsandi (2011) experiment result as shown in Figure 5. This result shows that the model can be used for predicting the fluid densitometer experiment.Figure 5 Normalize intensity curve of transmission mode (d0 detector position) from simulation and experiment results.Here in the Figure 6(a), we have the same trends that the decreasing of the photopeak height due to the fluids density increase.Figure 6 Gaussian height curves of photopeak at four different detector positions.Based on the intensity as density function equation (8), the proposed constant A and B for the curve fit in the Figure 6(a) are depicted in bow 1.Table 1. Curve fitting constantBased on the B constant of the four normalize count rates cur ves, d20 detector position have a higher decreasing slope than the others. In other side, the number of entry photon to the detector d20 position is too small, so for this configuration its need the higher activity source.ConclusionsIn this study, a Monte Carlo simulation of transmission and scattering measurements of gamma ray for the fluid densitometer was carried out using GEANT4. Due to an increase in the fluid density in the pipe, the peak heights of detected gamma ray intensity have decreased. The simulations for the gamma ray transmission investigation were conducted according to the experiment setup give the best fit curve result.AcknowledgmentsThe author acknowledges the financial support of Directorate General of Indonesian Higher Education done the Sandwich-Like (PKPI) Program 2013.Refference1 A.J. Ball, C.J. Solomon, J.C. Zarnecki, The response of gamma backscatter density gauges to spatial inhomogeneity An extension of the single scattering model, Nuclear Instruments and Methods in Physics Research B cxl (1998) 449-462.2 Nagy M. Hussein, Investigation of Fluid Flow using Gamma Spectroscopy, World Academy of Science, Engineering and Technology 80 2011 1169-1174.3 M. Khorsandi, S.A.H. Feghhi, Design and reconstruction of a prototype gamma-ray densitometer for petroleum products monitoring applications, Measurement 44 (2011) 1512-1515.4 U.A. Tarim, E.N. Ozmutlu, O. Gurler, S. Yalcin, The Effect of the Housing Material on NaI(Tl) detector response function, J. Radioanalytical and Nucl. Chem. DOI 10.1007/s10967-012-1716-z (2012) 1-5.5 A.F. Bielajew, Fundamentals of the Monte Carlo method for indifferent(p) and charged particle transport, Department of Nuclear Engineering and Radiological Sciences, The University of Michigan, 2001, pp.1-10.6 Hu-Xia Shi, Bo-Xian Chen, Ti-Zhu Li, Di Yun Precise Monte Carlo simulation of gamma-ray response functions for an NaI(Tl) detector, Applied radiotherapy and Isotopes 57 (2002) 517524.7 Abd-Elzaher, M., Badawi, M. S, El-Khatib, A. and Thabet, A. A. Determination of in effect(p) Energy Peak Efficiency of NaI(Tl) Detector Depending on Efficiency Transfer Principle for Conversion From Experimental Values, World Journal of Nuclear Science and Technology, (2012), pp. 65-72.8 Knoll, G.F., Radiation Detection and Measurement (Second Edition), Wiley and Sons, New York, 1989.9 G. Devlin, D. Taylor The Spatial Response Pattern of Gamma Backscatter Density Gauges, Journal of Soil Sciences Vol. 21 No. 2 (1970), pp. 297-303.

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Abraham Lincolns outlooks on thralldom were constructed by the times and places in which he was raised and during his time serving his country. Slavery was an accepted foundation in the United States across Lincolns developmental years. Lincolns own feelings about African Americans and slavery were constant over the years however when it came to his political positions and actions regarding slavery, they changed as the national situation changed. Lincoln had endlessly acknowledged that slavery was wrong, but that it was accepted and mandatory for the Souths economy. In Bloomington, Illinois, he stated that southern slaveholders were neither better, nor worse than we of the north, and that we of the north were no better than they. And we never ought to lose sight of this fact in discussing the subject. (Dillon, Amber. Lincolns Changing Views on Slavery) Lincoln first supported the idea that African Americans did not earn the selfsame(prenominal) rights and treatment of the white men. His perspective of this came from his background and family. With Lincolns election to congress in 1854 and the start of the Mexican War, it brought the issue of the expansion of slave stain to the nations attention. With this, Lincoln created a coherent position on slavery. He was opposed to black equality and had no intention of disturbing slavery in slave states. However, he recognized that slavery was wrong and should not be allowed to spread to new states. (Dillon, Amber. Lincolns Changing Views on Slavery) This obvious garble in Lincolns position developed as he gained political maturity. Lincolns next big outlook change on slavery came from when he ran for Senate in 1858 against Stephen A. Douglas. With this lively campaign, Lincoln an... ...widow, and his orphan- to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all nations. ( second gear Inaugural Address. Documents Americas History) Lincoln expresses how he wants the na tion to change the way they have been rationalizing throughout the previous years with the issue of slavery. He doesnt want anyone to imply he holds spite towards them for their previous ways of thinking. Lincoln wanted the acres to come together as one, instead of two as they have always been. In the previous quote he said just that. Abraham Lincoln wasnt born The Great Emancipator, though he became The Great Emancipator. Even though Lincoln didnt particularly have an opinion on slavery in his beginning years, his opinion changed drastically over time. Lincoln always had the Nations best interest in heart, and that was made clear.

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Genetically Modified plants have changed how food is grown, although they have pop off very controversial. The purposes of Genetically Modified plants are to decrease time to maturity, increase resistance to disease, increase in nutrition, and reduce the use of herbicides. Genetically Modified plants nooky be very beneficial in many aspects not only to the United States but also to many underdeveloped countries such as Africa. The cyclopedia Britannica defines Genetically Modified Organisms as An organism whose genome has been engineered in the laboratory in order to favor the expression of craved physiological traits or the production of desired biological products (Diaz and Fridovich-Keil). Genetically Modified plants are created by altering the DNA of the plant. The alteration, which is known as genetic modification, causes the DNA to be genetically different than how it would be naturally. Genetic modification makes it possible to transfer genes from a non-related species of plants. Genetic modifications are performed on many organisms such as animals, plants and bacteria. Some products produced by genetic modification include feeds, medicines, vaccines, foods and fibers. Feed and products grown for food, are the most well known and most controversial genetically special products. In the United States, genetically modified foods were approved for human consumption in 1995. By the end of 2010, genetically modified crops covered more than 9.8 million square kilometers of land in 29 countries worldwide- one-tenth of the worlds farmland. (Diaz and Fridovich-Keil). According to EB 60% of all processed foods consumed in the United States contained at least some genetically modified ingredients (Diaz and Fridov... ...e U.S., fit in to recent analysis from the U.S. Department of Agriculture (Food). Since the majority of the race does not benefit from genetically modified organisms they tend to want to reject them. Consumers do not want to pay highe r prices for the food they consume, but without increasing the yield per acre, farmers send awaynot recoup the higher costs of machinery, fuel, fertilizers, and seed used to produce the food. on that point are many positive attributes to genetically modified plants, farming is less harsh on the environment, it can help feel the ever growing population of the world on less farmland, and produce more nutritious food. With the acceptance of this technology many problems facing underdeveloped nations could be solved. With more education everyone can benefit from genetically modified organisms and more research would be possible.

The Effect of Slavery on the Identity of Cuba Essay examples -- Slaver

The Effect of Slavery on the Identity of CubaThe Caribbean is a diverse region with a unique history. The progress and advancement of each island complied with the European country in control of it at the time. The Caribbean was conquered and colonized soon after Columbus discovery in 1492. A similar feel of the heterogeneous region has been its plantations. The plantations were an important aspect of the cultural history of the Caribbean. Mintz believed that the plantations tied the colonies in the Caribbean to the European country that was colonizing it. He statesthe plantation system was an agricultural externalise for the production of export commodities for foreign markets- a means for introducing agricultural capitalism to subtropical colonial areas, and for integrating those areas with the expanding European economy(Mintz 26).The plantations of the Caribbean are also useable tools in learning more about the history of the island who once inhabited the island, as Benitez-Ro jo states in his essay, From Plantation to Plantation,the plantations serve as a telescope for law-abiding the changes and the continuities of the Caribbean galaxy through the lenses of multifold disciplines, namely economics, history, sociology, political science, anthropology, ethnology, demography, as well as through innumerable practices, which range from the commercial to the military, from the religious literary(Benitez-Rojo 38).The plantations in the Caribbean compete a significant role in shaping each colony in the development from colonialism to the modern society. In the other readings in class, we learned that Michelle slack (Abeng) despised the plantation systems because the Europeans profited from the sugar plantations, whic... ...combination. The blending of the Spanish guitar and the African drum gives Cuban music its distinctive form, the rumba and son are good examples. nowadays Cubans are peoples of all different colors. The islands complicated history is evid ent in its inhabitants. WORKS CITEDBeckles, Hilary& Shepard, Verene. Caribbean Slave Society & Economy, novel York, 1991.Cliff, Michelle. Abeng. Penguin Group, 1984.Knight, Franklin. The Caribbean The Genesis of a Fragmented Nationalism. New York, 1990.Paquette, Robert. Sugar is Made with Blood. Middletown, CT, 1988.Perez, Louis. Slaves, Sugar & Colonial Society, Wilmington, Delaware, 1992.Benitez-Rojo, Antonio. The Repeating Island, Duke University, Durham & London, 1992.Mintz, Sidney W. The Caribbean as a Socio-Cultural Area, Peoples and Cultures of the Caribbean, Garden City, New Jersey, 1971.

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Entry 3 Week One of Project all told educational experiences should empower students to feel that they can make a difference in this world. Those were the first words out of my project mentors mouth. The name and address & Debate team is lead by Mr. Tray Smith. He recounted to me how when he was a advanced school kid he was shy and quiet. Mr. Smiths high school freshman year English teacher recognized impressiveness in his character encouraging him to join the Speech & Debate team. Mr. Smith readily felt as if he was a part of roughthing that held significance. He greatly enjoys the preparation leading to events at the school where he now teaches. So on that note, this first week we concentrated on how I might participate. I informed him about my requirement for the course project so he would point me to work in earnest. He immediately began to coach me. It is imperative that students feel they have something important to say having the confidence to share it with you as well as with their peers. So the goal is to make them feel at ease. Recognize it is reasonable for them to stumble every now and then. Humility is also a core indication of the team. Many successful programs are also known for being a bit pretentious. As our team increasingly gains success, a gracious, humble attitude becomes more than important to display. Being a member of our team requires a high level of motivation and some serious goal setting. So dont hesitate to challenge them. They are accustomed to critique on their speeches. Other high school activities cater to a specific skill set. What helps keep students occupied is that there is something for everyone within this environment. Therefore, in forensics everyone is able to find an event at which they can excel. The man... ...nherent via the fact that the enemy is aware our government is employing surveillance. The revelation by Edward Snowden, to some extent, puts people on notice as to the capabilities the government has to track the enemy down. Neg references a poll done by the Pew Research Center where they instal there are no indications that Edward Snowdens revelations have altered fundamental public views about the tradeoff between investigation of possible terrorism and aegis of individualized privacy (Pew Research Center, 2013). Still 62% of Americans say it is more important for the federal government to investigate possible terrorist threats, even if that intrudes on personal privacy (Pew Research Center, 2013). America has reduced its exposure to potential attacks and we are all the better for it not worse. Tomorrow we will continue with the Aff position on this subject.

Paul Fussell :: essays research papers

Though Mohr doesnt expressly say so, I take it is safe to assume that Mrs. Hamma is a white woman of at least moderate wealth. This immediately alienates her from her students, most of whom are Hispanic, speak poor English, and are doing subaltern tasks for little pay. In fact, there are only two students in the categorize of twenty-eight who are from Europe, one Italian and one Polish. Another manifest difference between Mrs. Hamma and most of her students is gender. When she is calling on the students to speak about themselves, the text says, There were more men than women and Mrs. Hamma called two or three men for each women. It was her way of maintaining a balance. Much of this story is focused on using education as a means to changing social status. This is a very American idea, the thought that one can change much of their life and lifestyle by educating themselves, getting a higher paying job, and works hard.In Paul Fussels book Class, he proposes a new sort of class of people, those who dont fit into the nine categories he has discussed previously in the book (top out-of-sight, upper, upper middle, middle, high proletarian, mid-proletarian, low proletarian, destitute, and bottom out-of-sight). This new class he calls X people and describes them as curious, creative, talented, irreverent, and self-sufficient. Those who belong to this new class do not care which class one comes from and do not care what others think of them and their relationships with people outside their class.Though Fussels book was written at around the same time as Mohrs story, it is obvious that Mohr does not believe that this. Most of his offices are caught in the lower class of American immigrants. The simple fact that for the last 200 years or so, immigrants are almost immediately lumped into the lower class is somewhat hypocritical. America as we discern it was founded by immigrants yet, once these immigrants had been in the country for a couple generations, they begin to forget what it is like to be a immigrant and discriminate against newer migrant families. Even the character in The English Lesson who had been a professor in Poland is now under that same discrimination immigrants, and specifically non-English speaking immigrants, are faced with. In his line of reasoning about himself, he says, Since four months I am working in large hospital as position of porter in maintenance department.