Surface area of calcium carbonate Essay Example

Surface area of calcium carbonate Essay Example Surface area of calcium carbonate Paper Surface area of calcium carbonate Paper Introduction: The experiment taking place is between calcium carbonate [CaCO3] and hydrochloric acid [HCl]. Calcium carbonate, also known as marble, is a metamorphic rock. This is a rock that is formed over long periods of time under high temperature and pressure. It is also formed when carbon dioxide reacts with calcium hydroxide to produce calcium carbonate. Calcium hydroxide + carbon dioxide calcium carbonate + Water Ca(OH)2(aq) + CO2(g) CaCO3(s) H2O(l) When an acid reacts with a carbonate the products are salt, water and carbon dioxide gas. When hydrochloric acid reacts with calcium carbonate the products are calcium chloride, water, and carbon dioxide. The formula for this reaction is: Hydrochloric acid + Calcium carbonate Calcium chloride + Water + Carbon dioxide HCl(aq) + CaCO3(s) CaCl2(aq) + H2O(l) CO2 As you can see above, in the reaction, the reactants are hydrochloric acid and calcium carbonate, and the products are calcium chloride, a salt, water and carbon dioxide. The speed at which the reactants will create the products is called the rate of reaction. This follows a theory called the kinetic theory. This theory states that all states of matter contain particles, which are constantly moving/vibrating [kinetic energy]. In solids the particles are positioned close together which allows them to vibrate slightly. Between them are strong bonds that hold them together in a fixed place. The particles present in liquid have further distance between them; therefore the forces of attraction are less than in solids. The particles have weaker bonds that allow them to move. The particles in a gas are much further apart than in a solid or liquid, and have very weak bonds that allow them to move quite freely. There are virtually nil forces of attraction between the gas particles. This therefore means that solids would have the slowest rate of reactivity, liquids would me in the middle, and gasses would have the fastest rates of reaction. The factors that would affect the rate of reaction would be: Concentration of hydrochloric acid. The higher the concentration of the acid the faster the rate of reaction will be. This is because there would be more particles of hydrochloric acid present in the reaction; therefore there would be more collisions, which would therefore results in a faster rate of reaction. The following diagram can show this overleaf: As you can see, in the low concentration of hydrochloric acid, there are 5 particles present, compared to 8 particles of calcium carbonate. In the higher concentration however, there are 10 particles of hydrochloric acid present, and the same amount of calcium carbonate particles present. This should therefore double the rate at which carbon dioxide is produced as there is now double the amount of collisions occurring. Catalyst catalysts are useful in a reaction as it speeds up the rate of reaction without being used up. Most catalysts are there to speed up the rate of reaction, however some can slow them down. The ones that speed up the rate of reaction are called activators, and those that slow down the rate of reaction are called inhibitors. For example, in the reaction where the enzyme (biological catalyst) breaks down hydrogen peroxide (H2O2) into water (H2O2) and oxygen (O2), glycerine is sometimes added, this is in order to slow down the rate at which hydrogen peroxide is broken down during storage. Most of the catalysts that are used are transition metals and their compounds, such as the making of margarine, where a nickel catalyst is used. The nickel catalyses an addition reaction, between a double bonded hydrocarbon (alkenes), the oil, and hydrogen. The result is a solid fatty product, which is margarine. By controlling the rate of reaction (i. e. how much catalyst is used) you can also control the solidity of the margarine. A catalyst allows a substance to react more easily by reducing the activation energy. This is where the energy needed in order to break the bonds is reduced. Therefore the particles require less energy to react, and the reaction occurs faster. Catalysts can be compared to getting from a-b in a car. The normal way would be by going through small roads, however using the motorway is like using a catalyst. This is as it takes less energy (petrol) to get there as well as far less time than compared to taking the smaller roads. Temperature when particle collide with each other, they do not always react. This is, as they do not have the sufficient kinetic energy for them in order to stretch or beak the bonds in order to form the products. In some reactions, only the particles with high energy can react. This sort of situation can be compared to a car crash; if two cars hit each other at low speeds, then hardly any damage will be done, however, if the cars hit each other at a higher speed, then a lot more damage would be done to both cars. Mass of calcium carbonate chips when you increase the mass of the chips, it means that there are more particles present for the hydrochloric acid to collide with. This would cause more collisions, which means a faster rate of reaction. Surface area of calcium carbonate chips in a reaction; if one of the reactants is a solid then the surface area of the solid will affect the rate of reaction. This is because the only particles that can collide with each other are the ones at the solid-liquid interface. This is the area in which the surfaces of the marble chips come in contact with the hydrochloric acid. This would therefore mean that the larger the surface area of the marble chips, the more collisions there would be, which a higher rate of reaction is. Diagram A and B are marble chips with the same masses. Diagram be has a higher surface area, and as you can see, there are more marble particles exposed to the surrounding, which would mean that there would be a larger amount of collisions in a given amount of time.

IEP Fraction Goals for Emerging Mathematicians

IEP Fraction Goals for Emerging Mathematicians Rational Numbers Fractions are the first rational numbers to which students with disabilities are exposed. Its good to be sure that we have all of the prior foundational skills in place before we start with fractions. We need to be sure students know their whole numbers, one to one correspondence, and at least addition and subtraction as operations. Still, rational numbers will be essential to understanding data, statistics and the many ways in which decimals are used, from evaluation to prescribing medication. I recommend that fractions are introduced, at least as parts of a whole, before they appear in the Common Core State Standards, in third grade. Recognizing how fractional parts are depicted in models will begin to build understanding for higher level understanding, including using fractions in operations. Introducing IEP Goals for Fractions When your students reach fourth grade, you will be evaluating whether they have met third grade standards. If they are unable to identify fractions from models, to compare fractions with the same numerator but different denominators, or are unable to add fractions with like denominators, you need to address fractions in IEP goals. These are aligned to the Common Core State Standards: IEP Goals Aligned to the CCSS Understanding fractions: CCSS Math Content Standard 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. When presented with models of one half, one fourth, one third, one sixth and one eighth in a classroom setting, JOHN STUDENT will correctly name the fractional parts in 8 out of 10 probes as observed by a teacher in three out of four trials.When presented with fractional models of halves, fourths, thirds, sixths and eighths in with mixed numerators, JOHN STUDENT will correctly name the fractional parts in 8 out of 10 probes as observed by a teacher in three out of four trials. Identifying Equivalent Fractions: CCCSS Math Content 3NF.A.3.b: Recognize and generate simple equivalent fractions, e.g., 1/2 2/4, 4/6 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. When given concrete models of fractional parts (halves, fourths, eighths, thirds, sixths) in a classroom setting, Joanie Student will match and name equivalent fractions in 4 out of 5 probes, as observed by the special education teacher in two of three consecutive trials.When presented in a classroom setting with visual models of equivalent fractions, the student will match and label those models, achieving 4 out of 5 matches, as observed by a special education teacher in two of three consecutive trials. Operations: Adding and subtractingCCSS.Math.Content.4.NF.B.3.c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. When presented concete models of mixed numbers, Joe Pupil will create irregular fractions and add or subtract like denominator fractions, correctly adding and subtracting four of five probes as administered by a teacher in two of three consecutive probes.When presented with ten mixed problems (addition and subtraction) with mixed numbers, Joe Pupil will change the mixed numbers to an improper fractions, correctly adding or subtracting a fraction with the same denominator. Operations: Multiplying and DividingCCSS.Math.Content.4.NF.B.4.a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 Ãâ€" (1/4), recording the conclusion by the equation 5/4 5 Ãâ€" (1/4) When presented with ten problems multiplying a fraction with a whole number, Jane Pupil will correctly multiple 8 of ten fractions and express the product as an improper fraction and a mixed number, as administered by a teacher in three of four consecutive trials. Measuring Success The choices you make about appropriate goals will depend on how well your students understand the relationship between models and the numeric representation of fractions. Obviously, you need to be sure they can match the concrete models to numbers, and then visual models (drawings, charts) to the numeric representation of fractions before moving to completely numeric expressions of fractions and rational numbers.

Ethics, Professionalism and Contemporary Issues Essay

Ethics, Professionalism and Contemporary Issues - Essay Example Throughout the design steps, there were minor considerations of the possible risks this game poses to the players, as far as human trafficking is concerned. However, a concerned player of my online game, who is concerned with the human trafficking issue, raised his genuine concerns about my game predisposing the young players to human trafficking, after being lured into the real world meetings. The concerns of this player should not be neglected, but considered seriously. This is because, with the sophistication of technology, human trafficking has taken advantage and flourished. As it is globally known, human trafficking is the illegal trade of people with the objective of selling them to forced labor, sexual slavery or tissue or organ extraction. Human trafficking is done through coercion, use of force, abduction, purchases or deception (Latonero 8). It has grown to be a lucrative business for some people despite being illegal and inhumane. This implies that users of the internet a nd other technologies ought to be cautious. How Technology has aided it Human trafficking is rampant especially through technology. Many people fall prey of this inhumane practice through coercion and deception, to submit their details and address lines over the internet. Thereafter, the traffickers lay a trap for the innocent internet users, abduct them, and trade them off (Latonero 10). The trends in education have necessitated the adoption of technology in research and communication. Financial constraints amongst many people have also motivated them to embrace technology for solutions. Therefore, as researchers and students seek for research and academic solutions, they also seek for business opportunities. With this trend in the use of technology, human traffickers have managed to lay traps through online adverts and fake employment opportunities, which have trapped many people, including children and adolescents. Most of the victims are traded for sexual slavery, where they are sold off as prostitutes. This explains why most victims have been women, both adults and adolescents. In this modern hi-tech society, technology has been the leading influencer and avenue for human trafficking (Latonero 11). How Technology hindered it However, contrary to the successful efforts by human traffickers, to build their business empires in this illegal trade, technology has also been instrumental in fighting this business. Since human trafficking became a global problem, security agencies have also come up strongly, to track and apprehend human traffickers. Most traffickers do their business online. Therefore, the security agencies have also setup traps online, to catch up with them. This has been aided by the internet protocol (IP) addresses, which allows the location of anyone using the internet globally. Technology has also allowed the tracing of the users of communication gadgets like mobile phones globally. Security agents can also intercept phone conversations of s uspected traffickers. Of course, the traffickers have learned ways of escaping apprehension by using aliases and hiding the protocols. This has been the greatest setback in the efforts, to fight human trafficking through technology. However, still technology has made it easy for the security agents, to fight this illegal business. With improved technology, videos and photos can be taken via the satellite, which aid tracking of these criminals. Possible set of actions and analysis Following the threat from

Terrance McNallys Its Only a Play Essay Example | Topics and Well Written Essays - 1250 words

Terrance McNallys Its Only a Play - Essay Example Terrance McNally’s It’s Only a Play There was a moment when a line in the first act was given by Noah Mittman, playing Gus, that seemed to break the realism within the work. Much of his performance, while good, seemed to be a bit stalled in places. The character played by J. Nick Dickart, by the name of James, picked up the pace when it seemed to have fallen slightly short. The interactions between these two characters seemed to have some pacing difficulties which created a problem for me. I thoroughly enjoyed the character of the producer, Julia, played by Ilasiea Gray. While imperfect the part seemed to reflect the imperfections of the character so that those moments that might not have been as believable pass for character flaws. The interpretation of the role made it seem natural to the theater, even in its naivetà ©, a position in which she ‘interprets’ theatrical phrases to members of the play as if they would not understand them. In some ways, it was easier to relate to her as she was somewhat on the outside of the theater looking in when she related to the other characters, which placed her in a similar position as the audience.As some of the humor was above the education of the audience, so too was the situation above her experience, thus making her more easily relatable. She was a space between the audience and the action of the other characters which eased the tension that can exist between ’theater people’ and those who only atte nd or help from the outside. While she was a producer, she was still not fully immersed or as experienced. 4. Acting is more than just a collection of individual performances. The entire company needs to work together as a unit (this is sometimes called ensemble): each actor must not only perform his or her own role but also support the other performers. Discuss how the performers re ­lated or failed to relate to one another. Did they listen to each other and respond? Did any actor seem to be "showing off' and ignoring the others? Answer Question 4 The one aspect of the play that seemed very successful was that the characters seemed to be in concert with one another and they were working together to make all of the scenes work. The actors were engaged with one another, each scene seeming to flow naturally with very few of those moments when an audience member will think about that fact that they were attending a play. The humor was designed with the concept of exaggeration and exp loitation of the

The Education System In Mauritius

The Education System In Mauritius Education has been free for the secondary level since 1977 and for full time undergraduate level at the University of Mauritius since 1988. The State provides adequate funding for education, occasionally straining tight budgets and even subsidizing a great part of the expenditure in grant aided secondary schools, that is, schools under the control of privately owned institutions. With universal primary education being achieved in the 1970s, free education in 1977, and legislation making education up to 16 years of age compulsory, the challenges policyà ¢Ã¢â€š ¬Ã‚ makers have had to face have related to broadening access at the higher education level, improving quality, and strengthening the management of the sector (while ensuring equity). The financing of higher education is basically via the government and students/parents. Students enrolled in public higher educational institutions are funded to a very large extent by the government. Students enrolled in local private higher education institutions and those in overseas institutions pay the full cost of their education. The key factors influencing the quality of higher education are the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime and the administrative policies and procedures implemented in institutions of higher learning. The overall vision of government was spelt out in the New Economic Agenda formulated in 2000. The main challenge was to move gradually away from traditional sectors to the services sector. The objective was to diversify manufacturing into higher value-added markets and to consolidate services (financial, ICT, etc.) as a fourth pillar of economic development. To attract new investment and to maintain the countrys competitiveness, a highly productive skilled workforce was seen as imperative. With a view to setting Mauritius on a higher growth path, the country has recognised the importance of developing higher education as a regional hub for high quality education and training, to ensure that the knowledge industry acts as a catalyst in broadening the Mauritian economy, and in providing the necessary support to the existing and upcoming sectors. There has been a dramatic paradigm shift in the development strategy mooted by the government. In summary, it has been accepted by government that the education system, especially higher education, needs to be re-orientated to respond more effectively. Higher education in Mauritius can be traced back to the establishment of the School of Agriculture within the Department of Agriculture in 1914, which became integrated into the UoM when it was established in 1965. However, it was only in post-independent Mauritius that several public higher education institutions were created, which were complementary to UoM. Over the years the higher education sector has become increasingly diversified. Pre Primary sector The Pre-primary sector traditionally catered for children aged 4 onwards and , since this year, for those aged 3. The NER currently stands at 94 percent, with the State providing a per-child grant of MR 200 (USD 6). Private individuals/ institutions make up some 80 percent of the educational provision in the sector. The following measures are part of policy developments to consolidate the sector: à ¢Ã¢â€š ¬Ã‚ ¢ Strengthening the institutional and regulatory framework for the provision of Early Childhood Care and Education. à ¢Ã¢â€š ¬Ã‚ ¢ Reduction of disparity among pre-schools. à ¢Ã¢â€š ¬Ã‚ ¢ Addressing the problem of out-of-schools pre-primary children due to absolute poverty. à ¢Ã¢â€š ¬Ã‚ ¢ Developing a National Curriculum Framework for the pre-primary subsector. à ¢Ã¢â€š ¬Ã‚ ¢ Ensuring readiness of all pre-primary school children for primary school. à ¢Ã¢â€š ¬Ã‚ ¢ Construction of pre-primary units in disadvantaged areas à ¢Ã¢â€š ¬Ã‚ ¢ Strengthening partnerships with parents through a Parent Empowerment Program. Primary sector Children are enrolled in primary school from the age of five and enter Standard (Grade) I and move automatically up to Standard VI. The system is competitive and a two-year preparation starts since Standard V up to Standard VI for the end of primary school examinations, the CPE (Certificate of Primary Education). The CPE is a national examination carried out in all the schools of the island following a grading system. Five subjects are compulsory English, French, Mathematics, Science, and History and Geography and the grading process is based on the 5 best grades obtained from these along with any one of the Asian/ Arabic languages. . Government has implemented several initiatives in primary schools of the country in order to improve CPE examinations results. One such initiative is known as the Zones dEducation Prioritaires (Z.E.P.). This initiative targets the schools with low performance over a consecutive period of five years and involves the whole school community: school staff, parents, NGOs, business and community-based associations in improving the school climate and results. Other recent initiatives have included the development of an Enhancement Programme to cater for students of Std III and IV providing several co curricular activities to support the holistic development of the child, and the introduction of ICT in the classroom through the Sankorà © programme where classes of Std IV are progressively being equipped with computers and interactive projectors. Secondary sector The CPE determines admission to a secondary college. Secondary schools are either State owned, grant-aided private schools, or fully private fee-paying schools. The child enters college in Form I and progresses through to Form VI, requiring seven years of schooling since there is a two year preparation for the Higher School Certificate/A-Level examinations. A major nationally devised curriculum has been developed for Forms I-III with the Secondary Curriculum Framework now in place since 2010. Students study for a broad compulsory curriculum up to Form III comprising English, French, Mathematics and the Social and Hard Sciences. When students reach Form IV, they have to choose at least six major subjects for their O-Level examinations in Form V. Subsequently, students have to specialise in 3 main subjects and 2 subsidiary ones for the A Level examination. The O-Level and A-Level examinations are carried out by the University of Cambridge through the University of Cambridge International Examinations, which devises the syllabus; prepares and prints the examinations papers and does the correction for most subjects. TVET (Technical and Vocational Education and Training) The main provider of the TVET program is the Mauritius Institute of Training and Development (MITD). The purpose of the MITD is to offer numerous technical programs to provide human resource training to meet the needs of the world of work at the middle professional level. The MITD also currently also provides courses at the level of National Diploma. The TVET sector is regulated by the Mauritius Qualifications Authority which also develops and maintains the national Qualifications Framework (NQF). Tertiary sector Tertiary education which started in 1924 with the College of Agriculture has since developed into a diversified system, composed of public, private, regional and overseas institutions catering for a wide range of courses and programmes. Tertiary education in Mauritius is characterized by a wide range of institutions with diverse characteristics. Some provide all levels of tertiary education in a range of disciplines while others focus their activities on only one or two areas at certain levels. A number of the institutions are overseas with their provisions made available through the distance education and mix mode. Within the public sector, tertiary education revolves around the University of Mauritius (UoM), the University of Technology (UTM), the Mauritius Institute of Education (MIE), the Mahatma Gandhi Institute (MGI), the Mauritius Institute of Training and Development (MITD) and the Open University of Mauritius (OUM). Overseeing the four tertiary education institutions (TEIs) is the Tertiary Education Commission (TEC) which, inter alia, has responsibility for allocating public funds, and fostering, planning and coordinating the development of post-secondary education and training. In addition to the above publicly-funded institutions (PFIs), a number of private institutions are presently delivering tertiary-level programmes, mostly in niche areas like Information Technology, Law, Management, Accountancy and Finance. Many of the programmes in the private sector are offered in collaboration with overseas institutions. Many Mauritian students also either go overseas or resort exclusively to the open learning mode in pursuing their higher education studies. The University of Mauritius The University of Mauritius (UOM) is a national University in Mauritius. It is the oldest and largest university in the country in terms of student enrollment and curriculum offered. The public universitys main campus is located at Rà ©duit, Moka. Her Majesty Queen Elizabeth II, who was accompanied by His Royal Highness the Duke of Edinburgh, inaugurated the University on 24th March 1972. Over the past decades, in response to the contemporaneous and emergent needs of the various sectors of the Mauritian economy, the university now has progressed from being a mostly in-service training institution to a fully-fledged university, concentrating increasingly on bachelors degrees, postgraduate programmes, research and consultancy. The universitys current strategic plan, Strategic Directions 2006-2015, has the following six strategic directions: Knowledge creation Knowledge diffusion Investing in resources Quality culture and good governance National, regional and international collaborations Community outreach The University of Mauritius has committed itself to continuous improvement and quality management. These are the actions that the university is trying to cater for: Ensuring relevance interact proactively with the world of work and the community to cater for emergent requirements while inculcating a wider sense of belonging to the university. Ensuring quality of teaching and learning enhance existing provisions for continuous improvement in the quality of teaching and learning, and work progressively towards the implementation of best practice. Strengthen research develop further the universitys research capacity and research management plan. Internationalize the university improve the international standing of the university and expand its role and programme of activities. Amongst Mauritian universities the UoM stands out both in terms of its dominance with regard to enrolment and it numerous pockets of excellence with regard to research. The UoM is the largest supplier of tertiary education locally, accounting for 22.2% of total higher education enrolment. Faculties Originally, the university had three schools, namely Agriculture, Administration and Industrial Technology. It has since expanded to comprise five faculties, namely Faculty Of Agriculture, Faculty Of Engineering, Faculty Of Law and Management, Faculty Of Science, and Faculty Of Social Studies Humanities. The faculties are involved in teaching, research and consultancy. It has also a Centre for Medical Research and Studies, a Centre for Distance Education, a Centre for Information Technology and Systems, and a Consultancy Centre. Following these on-campus developments and expansions, it resulted in a simultaneous increase in the number and in the diversity of programmes being offered, and the number of students enrolled. The programmes of the University are internationally recognized and include quality assurance mechanisms such as the external examiner system and affiliated with renowned Universities worldwide. There is a Quality Assurance Office which helps the University in maintaining and improving the quality of all its activities. There are various exchange agreements that have been established between the UOM and overseas universities. Students Union The Students Union, established in 1971, is run by and for the students. It work in the interest of students and regularly organize various activities. All students are members, the membership fee being included in the registration. Students are very dynamic in organizing extracurricular activities supported by the Public Relations Office.

American Islam Female Converts Essay

Islam is the world’s fastest growing religion by number of conversions each year. Despite’s Islam beginnings in Arabia, today more than 80% of all Muslim believers life outside the Arab world (Records, 2009). Surprisingly, many of this new converts are women who despite Islam’s numerous female restrictions, many have affirmed a new found joy and harmony in their lives. Islam laws for women are seen by many as coercive because they regulate important aspects of women’s life such as clothing, social relationships, marriage, divorce, inheritance, etc. I would be examining the different reasons why this western women converts decided to make such a radical change to their lives. To achieve my goal successfully I would like to use various qualitative and quantitative methods to identify eligible individuals to interrogate further and to measure multiple variables that might be interconnected. I will be examining different factors such as age, education, time living in the US, time they have been a Muslim, marital status, religion of their significant other, religion of their parents, and degree of religiosity while growing up. Many of these new converts are fellow Americans who have found multiple benefits practicing their new religion. I therefore think my research is important because it portrays what Islam teacher and has to offer to its believers from people that we can easily relate to. Literature review Many people claim that Muslim women are restricted by their religion because of the immense amount of rules that it is imposed to them. One particular research conducted by Zaidi and Shuraydi (2002: 507) interviewed 20 Pakistani women in the United States in an attempt to study the different perceptions of arranged marriage among women living in western society. The study concluded that â€Å"Muslim feminist have to cope with a prevalent double standard governing the behavior of males and females†. This means that while the Koran claims that men and women are the same, in reality they are treated with fewer privileges than men. To support their claim they presented that while women are prohibited from courting potential mates, men are given tacit approval. Despite the many claims against Islam, new women converts often argue that the Islamic religion and the Arab culture are sometimes confused. Researchers Maslim and Bjorck (2009: 98) claim that many times â€Å"the culture rules try to oppress women while the religion in turn promotes positive cultural views of gender roles and ethnic diversity†. Their research mainly focused on the reasons why so many women were switching to Islam. To study this topic, the authors to contact the editors of a North American Magazine to get the sample group and then posted an online surveys that the participants could answer. The results showed that while there are a variety of reasons why women switch their religion to Islam, the most common ones included dissatisfaction with their previous faith, marriage requirement, and because of Islam’s significance and meaning. To understand further their point of view we have to compare Islam to other religion practices at the time Islam was instituted. One study performed by J Sechze (2004, 263-274) tried to evaluate different religious practices against women at the time Islam was created. The research found that many practices such as female infanticide, traditionally common in Christian communities, was ruled out when Islam was implemented. Additionally, it is suggested that polygamy was instituted in Islam to protect Muslim widows, whose husbands were killed during wars. This historical comparison makes us understand that Islam does support some feminist principals that lacked in other religions at the time. Methodology My study will use a quantitative and a qualitative method to gather the data necessary to answer the research question presented on the introduction part. I have organized a short ten question essay that will allow me to collect quantitative information. The survey will ask for variables age, education level, time living in the US, time they have been a Muslim, marital status, religion of their significant other, religion of their parents, and degree of religiosity while growing up. All of these questions will try to find different correlations among the different variables that might be important to consider when creating interview questions. The interview will be based of the survey taken by the individuals here. The idea is to contact people that took the survey that might be interested on meeting with the researcher and let us learn more about them. Interview will hopefully provide insight information about the survey answers that will further help us identify patterns that might answer why they switch to Islam. The interview place will be up to the participant, they will sign release paperwork and the interview will be recorded for further analysis. I would like to base my research question entirely on the survey correlations and therefore I do not have the interview questions pre- prepared. However, I will provide a list of possible interview questions that will be pose to change with the survey answers. Conclusion This paper is a proposed research study of the different reasons why western non –Muslim born women change their religion to Islam in their adulthood years. This is a fairly controversial topic since many people see Islam as oppressive to women because of its countless provisions regarding women’s clothing, marriage and other social affairs. While many previous researches support this notion and further give evidence of Islam women having to live in a double standard, other numerous studies suggest that Islam religion does not support such a thing and instead argue that it actually protects women that have help many women find faith and peace in their lives. To be able to conduct my study I will be using surveys and interviews that will provide me with quantitative and qualitative data to analyses and further interpret.

The Nuiances of Critical Thinking Paper Writing Service

The Nuiances of Critical Thinking Paper Writing Service The Little-Known Secrets to Critical Thinking Paper Writing Service Critical thinking reflection paper is most likely among the most troublesome tasks any student can get, as it involves multiple abilities and processes, and therefore you need to possess profound knowledge if you wish to be successful in completing such form of paper. Critical thinking skill is hard to master and it's not possible to compose a suitable essay without previous experience, so a growing number of students opt to turn to a writing company for assistance and forget about stress and missing the deadlines. A nursing essay is among the documents which you should present to be in a place to be admitted to a nursing school. Your school admissions essay is merely among the most essential components of your college computer computer program. Critical Thinking Paper Writing Service Ideas Every company might say they deal with the best writers but the re isn't any guarantee that you're getting high excellent work for your work. What's a website supplying an important thinking. Among the places where I feel I have been required to use my critical thinking skills is in the region of gauging information on the Internet. Therefore, it runs with good accuracy with no downtimes. Have a peek at our price calculator to learn what your ideal price for the paper is! When you get a critical thinking paper from us, we would like you to truly feel comfortable that we'll only put up for sale papers that satisfy the maximum quality standards each and every moment. The next step is going to be the research details. Alternatively, to mind mapping, you may produce a list of ideas you have for your paper. Wonderful deals about how to critical thinking is the creation of critical thinking. 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