Article response paper Example | Topics and Well Written Essays - 750 words - 5

Response paper - Article Example Further, the article examines synonyms, as well as the role they play in education and particularly in language. Moreover, the article explores the use of super-ordinates, especially their use in definitions. Another main point in the article includes the use of general words, especially with regard to how they relate with nouns. The article further explores how nouns can be used when students wish to refer to certain events, especially the events that could have been mentioned in writing at the start. Personal Observations/Comments Reading this article exposed me to significant ideas, which I had no prior knowledge about before I read it. From the article, I have managed to understand the relationship that exists between coherence and cohesion. The article has helped me understand that cohesion is the product of coherence. At the same time, I have gained insights into the varying definitions of the two terms from the perspectives of various authors. From the arguments of the author, in the article, one can deduce that there exists lexical cohesion and grammatical cohesion, which have immense differences. I have learnt that textual cohesion can be said to emanate from lexical cohesion. In addition, the article points out that lexical cohesion can be attained through linking several lexical terms, which tend to co-occur. The author assesses the role of repetition, especially in relation to the achievement of lexical cohesion in texts that are based on science. From the author’s perspective on repetition, the use of a word endlessly cannot necessarily be termed as misusing the word. The article points out that the use of a word many times by the reader may have negative effects on the reader. From the text written by the Saudi intermediate user of English, it is evident that, because of the repetition of the words, the reader cannot understand what the writer meant. The text contains a lot of mistakes, which complicate the comprehension of the entire writi ng and bring confusion to the reader (McGee, 2008, p.213). After reading the article, I have also learnt about synonyms; from the article, it is apparent that there exist huge differences between the various forms of synonyms. The article also asserts that synonyms can be used in varying contexts, which may either be positive or negative concepts. It is also evident that students should not use synonyms as key words while writing; it is essential that students repeat the synonyms they use (McGee, 2008, p. 215). The article also highlights the use of super-ordinates in both writing and learning of language. The author contends that super-ordinates can be used in definitions; however, the author notes that there is little attention paid to the broad and extensive use of super-ordinates. While writing, the use of super-ordinates tends to come later and they can be said to have little information than other words. The article outlines the use of general words, especially in relation to their use while students wish to refer to certain events or circumstances (McGee, 2008, p. 216). The article points out the need for teachers and instructors to make students aware of the role played by lexical cohesion in bringing out textual cohesion. Text analysis can be done for several purposes with the main aim of helping students

The Lord of the Rings Essay Example for Free

The Lord of the Rings Essay The Lord Of The Rings: The Fellowship Of The Ring is no doubt one of the most successful films of all time. The main reason it is and the main reason of this essay is the contrast between the forces of good and evil. The division of good and evil is clear from the start of the film right to the very end. At the end it seems as though evil is dominating and threatening to triumph over good forever. Camera shots are used to show this contrast As soon as the film has begun there are long slow moving panning shots which show a vast area of the setting. This camera shot is often used in the film and are used to set the scene. The effect given by this particular camera angle is that the area is calm and peaceful. It is a place full of grass, trees, flowers etc. This suggests a world of innocence or good. Further on in the film, the evil comes into the picture. The camera shots used for evil areas or evil people are almost exactly opposite to those of the good parts of the film. Although the camera shots are still panning shots, rather than show a few slow moving camera angles, it shows many quicker moving shots. This helps to add the evil effect and to emphasise that the place is quicker in movement and it is no longer calm and peaceful. This happens very early on too. It happens when we first see the evil tower. The filmmaker also uses many low angle camera views. These angles are used to show a character or building seem more threatening, larger, imposing and/or powerful. This is shown as soon as the evil comes into the picture when the tower/castle is shown. It is dark and is taken from a low angle for the effect. It also happens a lot to Gandalf, the wizard, when he is around the hobbits. There are other camera angles used too that include high angle shots. These are obviously the opposite of low angle shots. They are used to show a person or building seem smaller and less threatening. An example could be when we see hobbits. Hobbits are very small creatures so high angle shots would be used here. Close-up and extreme close-up shots are used too. These are used to show facial expression. This is very often in he film. Probably every scene in the film has a close-up and extreme close-up shot. There are also double shots. This is when two people are shown in the picture and this shot is often used to show conversation. A good example of this is when Gandalf and Bilbo, the hobbit, are smoking the weed late at night. This is also very early on in the film.

Causes and Treatments for Dyslexia: Overview of Theories

Causes and Treatments for Dyslexia: Overview of Theories A common definition of dyslexia states it is a specific difficulty in gaining literacy skills that occurs in people who otherwise appear to be developing normally (Snowling, 1987). It is thought to occur in between 3% and 10% of the population (Habib, 2000). Methods of treating and managing dyslexia have been largely influenced by theories about its aetiology. Three different types of explanations are examined here: the behavioural, the cognitive and the biological. Each of these suggests a contrasting approach to treatment. The cognitive approach to dyslexia can be seen in the phonological theory. This has one of the longest pedigrees amongst explanations for dyslexia and it suggests a deficit in working memory (Bradley Bryant, 1978). Specifically, this theory suggests that part of the short-term memory the phonological loop has a deficit causing dyslexics to have difficulties representing, storing and retrieving the sounds of speech. In order to learn to read, the theory argues, it is necessary to make connections between phonemes (the units of sounds that make up words) and graphemes (the units of letters that make up words). Problems in making this connection will tend to result in reading deficits. This cognitive explanation clearly suggests that strengthening the link between graphemes and phonemes will help those with dyslexia (Lyytinen, Erskine, Aro Richardson, 2007). Consequently there are a huge range of different interventions focussed on encouraging the learning of these connections. Ehri et al. (2001), reviewing these approaches, found they generally fall into three categories of interventions. The first are designed to break down the sounds in a word after it has been learnt. The second category are designed to help build up a word from its component sounds. The third take a more whole-language approach. When compared to other forms of intervention those based on phonics instruction, according to this meta-analysis, provide the best outcome for children. Despite this, other interventions are frequently recommended for those with dyslexia these stem from different explanations. One example of a more biological, rather than cognitive approach to dyslexia suggests the source of reading difficulties in this condition is related to deficiencies in the visual system (Lovegrove, Bowling, Badcock Blackwood, 1980). Specifically, this theory is based on findings about two particular visual pathways in the brain: the magnocellular and parvocellular. It is thought that it is the magnocellular pathway that is deficient (Stein Walsh, 1997). This is then thought to cause a variety of visual problems such as unstable eye fixations, poor vergence and visual crowding. It has been argued by Whiteley Smith (2001) that around half of those with dyslexia suffer from eye strain and distortion of text. A treatment for dyslexia suggested by the magnocellular theory is the use of coloured lenses. Irlen (1997) argues that the use of blue filters slows down the functioning of the faster parvocellular pathway, thereby stabilising the speed more in line with the slower magnocellular pathway. Early research such as that carried out by Jeaanes et al. (1997) found these overlays were preferred by children, although later research suggested this was a result of the placebo effect. Attempts to correct for these methodological problems have proved difficult with, for example, Robinson Foreman (1999) finding little support for the coloured lens approach specifically helping those with dyslexia. Along with cognitive and biological explanations for dyslexia have come those which focus on primarily behavioural causes. These can include a wide variety of different sources such as generally poor teaching, a poor relationship with a teacher or a home life that is disturbed (Morton Frith, 1995). Ridsdale (2004) has pointed out the connection between dyslexia and low self-esteem, behavioural difficulties, withdrawal and depression. Behavioural approaches to treatment, then, can aim to raise self esteem which can include changing goal orientations, giving praise, increasing the levels at which others provide support and so on. Metacognitive approaches help to provide ways of thinking about thinking this means teaching those with dyslexia to be able to monitor their thinking processes. Some of these behavioural interventions have been evaluated. Steinhausen and Metzke (2001), for example, found that peer group support could help those with behavioural difficulties. In conclusion, there a variety of cognitive, biological and behavioural explanations for dyslexia, each of which has different associated treatment or management options. In general each of the explanations explains some of the evidence from dyslexia but none of them explain all of it. This suggests that either theories are as yet incomplete, or there are methodological problems with the evaluations or there are different types of dyslexia to be explained. In practical terms, however, support and treatment for those with dyslexia often uses a multi-modal approach on the basis this is more likely to prove beneficial. References Bradley, L., Bryant, P. E. (1978) Difficulties in auditory organisation as a possible cause of reading backwardness. Nature, 271, 746-7. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., Shanahan, T. (2001). Phonemic Awareness Instruction Helps Children Learn to Read: Evidence from the National Reading Panels Meta-Analysis. Reading Research Quarterly, 36(3), 250-287. Habib, M. (2000) The neurological basis of developmental dyslexia: an overview and working hypothesis. Brain, 123, 2373-2399. Irlen, H. (1997) Reading problems and Irlen coloured lenses. Dyslexia Review, Spring, 4-7. Jeanes, R., Busby, A., Martin, J., Lewis, E., Stevenson, N., Pointon, D., Wilkins A.J. (1997). Prolonged use of coloured overlays for classroom reading. British Journal of Psychology, 88, 531-548. Lovegrove, W.J., Bowling, A., Badcock, B., Blackwood, M. (1980) Specific reading disability: differences in contrast sensitivity as a function of spatial frequency. Science, 210, 439-40. Lyytinen, H., Erskine, J., Aro, M., Richardson, U., (2007) Reading and reading disorders. In: E. Hoff, M. Shatz, (Eds.). Blackwell Handbook of Language Development. London: Blackwell. Morton, J., Frith, U. (1995) Causal modelling: a structural approach to developmental psychopathology. In: D. Cicchetti, D. J. Cohen, (Eds.). Developmental psychopathology. Vol. 1, Theory and methods. London: Wiley. Ridsdale, J. (2004) Dyslexia and self-esteem. In: M. Turner, J. P. Rack (Eds.). The Study of Dyslexia. London: Kluwer Academic/Plenum Publishers. Robinson, G. L., Foreman, P. J. (1999). Scotopic sensitivity/Irlen syndrome and the use of coloured filters: A long-term placebo controlled and masked study of reading achievement and perception of ability. Perceptual and Motor Skills, 89, 83-113 Snowling, M. J. (1987). Dyslexia: A Cognitive Developmental Perspective. London: Blackwell. Stein, J., Walsh, V. (1997) To see but not to read: the magnocellular theory of dyslexia. Trends in Neuroscience 20, 147-52. Steinhausen, H.C., Metzke, C.W. (2001). Risk, Compensatory, Vulnerability, and Protective Factors Influencing Mental Health in Adolescence. Journal of Youth and Adolescence, 30(3), 259-280. Whiteley, H. E., Smith, C. D. (2001) The use of tinted lenses to alleviate reading difficulties. Journal of Research in Reading, 24(1) 30-40.

Professional Writing Essay example -- Exploratory Essays Research Pape

Professional Writing To answer the question of what professional writing is, there are many available avenues. Almost every career field imaginable can involve some sort of â€Å"professional writing† or vital usage of rhetoric. There is no strict definition of professional writing. Communications can take this form in marketing and advertising, social science, engineering, business management, education, political science, natural science and life science among many others. I will examine, more closely, the latter of the group, life science, particularly in the human medical world, an area where professional writing refers to following strict sets of guidelines and appeasing to pressures applied for several different source; not merely a means of communicating. What do medical writers do? Even after narrowing down professional writing to its different career fields, it can still be a little more specific than the term â€Å"professional writing† itself. The medical field is a great example; writers can play crucial roles in pharmaceutical companies, communication resources, contract resource organizations, or perhaps as freelance medical writers (EMWA). I will look more specifically at pharmaceutical companies, where incredible skill and efficiency is required as writers submit documents regarding clinical studies, and in preparing documents to submit to regulatory authorities regarding new products. Firstly, writers in pharmaceutical agencies can carry a larger burden than in other medical industries due to the fact that, not only does their work possess the ability to do both great social benefit and social harm, but on average, every new drug introduced swallows over $200 million in the United States, and seven to ten years ... ...d adaptability to the rigorous demands of many parties involved in the process. Works cited: European Medical Writers Association (EMWA). â€Å"Medical Writing†. Obtained from http://www.emwa.org/Mum/Career.pdf. Accessed 1/24/04. Bonk, Robert J. â€Å"Writing Technical Documents for the Global Pharmaceutical Industry†. Techinical Communication Quarterly. Summer 1998: Pp. 319-327. Hall, Katherine. â€Å"Simply Symposia†. The Write Stuff – EMWA Journal. Obtained from http://www.emwa.org/Articles/Symposia.html. Accessed 1/23/04. Pike, Eva. â€Å"What the Regulatory Authorities want to see†. The Write Stuff – EMWA Journal. Obtained from http://www.emwa.org/Articles/WhatRegulatory.html. Accessed 1/23/04. Jacobs, Adam. â€Å"The Contractor-Client Relationship†. The Write Stuff – EMWA Journal. Obtained from http://www.emwa.org/Articles/Contractor-client.html. Accessed 1/23/04.

Definition of a Business Essay

Fuzzy Dice, Inc. manufactures and distribute novelty items. Fuzzy is having a great demand on their products and are holding a large amount of cash on its balance sheet. In the same area are other manufacturing companies, among them Tiny Toys LLC, a children’s toy manufacturer. Tiny has been having financial troubles and recently filed for Chapter 11 bankruptcy protection. Fuzzy is interested in Tiny’s manufacturing facility, location and capabilities. Tiny’s manufacturing equipment is operational; they don’t have any goodwill, but have some intangible assets. Since, Fuzzy is holding so much cash they decided to buy Tiny’s and are in the final stages of the transaction. The Company is not certain in how to use Tiny’s facilities. They will either: a. continue to use the facility to manufacture toys or b. renovate the factory in order to expand their current operations. Issues: Fuzzy is having trouble determining how they should record the transaction. There are three scenarios: -Operate the factory in its current capacity to manufacture toys. -Refurbish the factory to manufacture novelty items. -Structure the acquisition through its French subsidiary, which issues stand-alone financial statements under IFRS. For each scenario they should determine if they would record the transaction as an acquisition of a business or acquisition of an asset. Research: Asset acquisition: The purchase of a company by buying its assets instead of its stock. An asset acquisition strategy may be used for a takeover or buyout if the target is bankrupt. Market knowledge, research and experience are important to a successful asset acquisition strategy. In some cases, a plan for selling the asset, called asset disposition, is built into the asset acquisition strategy. Bankruptcy proceedings represent an opportunity for a company to implement an asset acquisition strategy. By taking advantage of one company’s distressed position, another company can purchase  assets like equipment and machinery for its own business at reduced prices. Business Combination: A transaction or other event in which an acquirer obtains control of one or more businesses. Transactions sometimes referred to as true mergers or mergers of equals also are business combinations. If a business combination occurs because of a bankruptcy reorganization or troubled debt restructurin g under fresh start accounting, the purchase consideration should take into account the value of the restructured debt. In these cases the original book value of the debt will likely differ from its fair value. Business (ASC 805): An integrated set of activities and assets that is capable of being conducted and managed for the purpose of providing a return. This definition is broad and can result in many transactions qualifying as business combinations when they are actually only asset acquisitions. When determining if a set of assets and activities is a business, the relevant factor is whether or not the integrated set is capable of being conducted and managed as a business and not if the seller operated the set as a business or if the acquirer intends to do so. Unless there is evidence to the contrary, any set of assets that includes goodwill is assumed to be a business. However, the existence of goodwill is not required to meet the definition of a business. If the acquired assets are not a business, the acquirer will account for the transaction as an asset acquisition. The definition goes on to explicitly discuss mergers of equals. A change of control can occur without the exchange of co nsideration or even without the acquirer holding any ownership interest. The acquisition date is defined as the date the acquirer obtains control of the acquiree, regardless of the legal date of the transfer or the date the consideration is transferred. If a business combination is affected primarily by transferring assets or by incurring liabilities, the acquirer is usually the entity that transfers the assets or incurs the liabilities. If a business combination is affected by transferring equity interests, the acquirer is usually the entity that issues its equity interests. However, in some business combinations, commonly called reverse acquisitions, the issuing entity is the acquiree. In a reverse acquisition the legal acquirer is defined as the acquiree for accounting purposes. 55-4 A business consists of inputs and processes applied to those inputs that have the ability to create outputs. Although businesses usually have outputs, outputs  are not required for an integrated set to qualify as a business. The three elements of a business are defined as follows: a. Input. Any economic resource that creates, or has the ability to create, outputs when one or more processes are applied to it. Examples include long-lived assets (including intangible assets or rights to use long-lived assets), intellectual property, the ability to obtain access to necessary materials or rights, and employees. †¨ b. Process. Any sy stem, standard, protocol, convention, or rule that when applied to an input or inputs, creates or has the ability to create outputs. Examples include strategic management processes, operational processes, and resource management processes. These processes typically are documented, but an organized workforce having the necessary skills and experience following rules and conventions may provide the necessary processes that are capable of being applied to inputs to create outputs. Accounting, billing, payroll, and other administrative systems typically are not processes used to create outputs. †¨ c. Output. The result of inputs and processes applied to those inputs that provide or have the ability to provide a return in the form of dividends, lower costs, or other economic benefits directly to investors or other owners, members, or participants. Identifying a Business Combination Classifying or Designating Identifiable Assets Acquired and Liabilities Assumed in a Business Combination 25-6 At the acquisition date, the acquirer shall classify or designate the identifiable assets acquired and liabilities assumed as necessary to subsequently apply other GAAP. The acquirer shall make those classifications or designations on the basis of the contractual terms, economic conditions, its operating or accounting policies, and other pertinent conditions as they exist at the acquisition date. 25-7 In some situations, GAAP provides for different accounting depending on how an entity classifies or designates a particular asset or liability. Examples of classifications or designations that the acquirer shall make on the basis of the pertinent conditions as they exist at the acquisition date include but are not limited to the following: a. Classification of particular investments in securities as trading, available for sale, or held to maturity in accordance with Section 320-10-25 b. Designation of a derivative instrument as a hedging instrument in accordance with paragraph 815-10-05-4 c. Assessment of whether an embedded derivative should be separated from the host contract in accordance with Section 815-15-25 (which is a matter of classification as this Subtopic uses that term). Identifiable Intangible Assets 25-10 The acquirer shall recognize separately from goodwill the identifiable intangible assets acquired in a business combination. An intangible asset is identifiable if it meets either the separability criterion or the contractual-legal criterion described in the definition of identifiable. Additional guidance on applying that definition is provided in paragraphs 805-20-25-14 through 25-15, 805-20-55-2 through 55-45, and Example 1 (see paragraph 805-20-55-52). For guidance on the recognition and subsequent measurement of a defensive intangible asset, see Subtopic 350-30. 05-4 Paragraph 805-10-25-1 requires that a business combination be accounted for by applying what is referred to as the acquisition method. The acquisition method requires all of the following steps: a. Identifying the acquirer b. Determining the acquisition date c. Recognizing and measuring the identifiable assets acquired, the liabilities assumed, and any noncontrolling interest in the acquiree d. Recognizing and measuring goodwill or a gain from a bargain purchase. †¨ 805-10-25-1 An entity shall determine whether a transaction or other event is a business combination by applying the definition in this Subtopic, which requires that the assets acquired and liabilities assumed constitute a business. If the assets acquired are not a business, the reporting entity shall account for the transaction or other event as an asset acquisition. An entity shall account for each business combination by applying the  acquisition method. Accounting After Acquisition 35-1 After the acquisition, the acquiring entity accounts for the asset or liability in accordance with the appropriate generally accepted accounting principles (GAAP). The basis for measuring the asset acquired or liability assumed has no effect on the subsequent accounting for the asset or liability. Recognition Principle 25-1 As of the acquisition date, the acquirer shall recognize, separately from goodwill, the identifiable assets acquired, the liabilities assumed, and any noncontrolling interest in the acquiree. Recognition of identifiable assets acquired and liabilities assumed is subject to the conditions specified in paragraphs 805-20-25-2 through 25-3. 55-2 Paragraph 805-10-25-1 requires an entity to determine whether a transaction or event is a business combination. In a business combination, an acquirer might obtain control of an acquiree in a variety of ways, including any of the following: a. By transferring cash, cash equivalents, or other assets (including net assets that constitute a business) †¨ b. By incurring liabilities c. By issuing equity interests d. By providing more than one type of consideration e. Without transferring consideration, including by contract alone (see paragraph 805-10-25-11). 55-3 A business combination may be structured in a variety of ways for legal, taxation, or other reasons, which include but are not limited to, the following: a. One or more businesses become subsidiaries of an acquirer or the net assets of one or more businesses are legally merged into the acquirer. †¨ b. One combining entity transfers its net assets or its owners transfer their equity interests to another combining entity or its owners. †¨ c. All of the combining entities transfer their net assets or the owners of those entities transfer their equity interests to a newly formed entity (sometimes referred to as a roll-up or  put-together transaction). †¨ d. A group of former owners of one of the combining entities obtains control of the combined entity. 55-5 To be capable of being conducted and managed for the purposes defined, an integrated set of activities and assets requires two essential elements—inputs and processes applied to those inputs, which together are or will be used to create outputs. However, a business need not include all of the inputs or processes that the seller used in operating that business if market participants are capable of acquiring the business and continuing to produce outputs, for example, by integrating the business with their own inputs and processes. FRS 3 Business Combinations outlines the accounting when an acquirer obtains control of a business (e.g. an acquisition or merger). Such business combinations are accounted for using the ‘acquisition method’, which generally requires assets acquired and liabilities assumed to be measured at their fair values at the acquisition date. Alternatives: Fuzzy Inc should determine how they will account for the transaction with Tiny Toys if either as an acquisition of assets or as a business combination. Conclusion: Using FASB’s ASC 805 definition of Business combination and acquisition of assets is hard to choose one alternative. The definitions are broad and can result in different interpretation on how to account for the transaction in the Balance Sheet, but I think the one that suits best the transaction is acquisition of assets. As guidance, I used ASC 805-05-4 Paragraph 805-10-25-1 that says: requires that a business combination be accounted for by applying what is referred to as the acquisition method. The acquisition method requires all of the following steps: a. Identifying the acquirer b. Determining the acquisition date c. Recognizing and measuring the identifiable assets acquired, the liabilities assumed, and any noncontrolling interest in the acquiree †¨ d. Recognizing and measuring goodwill or a gain from a bargain purchase. †¨ 805-10-25-1 An entity shall determine whether a transaction or other event  is a business combination by applying the definition in this Subtopic, which requires that the assets acquired and liabilities assumed constitute a business. If the assets acquired are not a business, the reporting entity shall account for the transaction or other event as an asset acquisition. In addition, manufacturing equipment and trucks are functional, but the case doesn’t mention anything about other type of assets necessary (e.g computers) for the operation of the business. This means that if Fuzz is in the intention of using the facilities as Business they will not be able to meet the three elements of a business: input, process, output. Fuzz probably is using the bankrup tcy of Tiny as a strategy for acquiring needed assets and good stand geographical facility in a good price. Also, Fuzzy is not assuming any liability from Tiny. Questions 2 and 3 will be answered by acquisition of assets, considering the information above. None of these two scenarios represent a business combination since neither of them can operate as a business. In case of question 1, is more difficult to determine how to account for it. Fuzz in the position to account for it in either one of the possibilities since the definitions presented are vague in structure and cannot be taken into account to conclude one straight answer. 1. If Fuzzy decides to operate the factory in its current capacity to manufacture children’s toys, should the transaction be accounted for under ASC 805 as an acquisition of a business or an acquisition of assets? 2. If Fuzzy decides to refurbish the factory to manufacture novelty items, would this affect its assessment of how to account for the transaction under ASC 805? 3. If Fuzzy decides instead to structure the acquisition through its French subsidiary, Dà ©s Floue Inc., which issues stand-alone financ ial statements under IFRSs, should the transaction be accounted for differently under IFRSs with regard to whether it should be deemed as an acquisition of a business or a group of assets?

Natural Science Essay

The relevance of this test question is to determine which brand of leading paper towels is the best most absorbent. Consumers want to use the product that is most effective at meeting their needs. A more expensive product may actually be more cost effective if you can use less of it than a brand that costs less. Literature Review Many experiments have been conducted to test the strength and absorbency of paper towels. While the steps of the experiment vary from test to test, all of experiments are testing the same two factors; how much water can each paper towel brand absorb and how strong are each of the paper towels. Below I have reviewed the process and results from three experiments that are similar to the one I will be using. In the first experiment, the tester uses five brands of paper towels to test for absorbency, using paper towels of the same size to ensure the accuracy of the results. He draws a two inch circle in the center of a sheet of paper towel from each brand represented and placing the paper towel in an embroidery hoop to maintain stability. He then drops fifteen drops of water into the center of the circle draw on the paper towel, repeating the process for each brand, and measures the amount of time it takes the paper towel to wick the moisture outside of the circle. This test concludes that Bounty has the greatest absorbency. The next experiment tests for both absorbency and strength. As in the first test, several different brands of paper towels were used. In this experiment, to test the absorbency, the tester takes a sheet of each of the towels an inserts it into a glass with two ounces of water and leaves each sit for twenty seconds. After the twenty seconds expired, the tester removed the paper towel from the glass and rang out each paper towel into a measuring cup to see how much water each towel had absorbed. The second part of the experiment is conducted by stretching sheets of each paper towel through an embroidery hoop, placing 25 pennies in the center of the paper towel, and adding water to the towel drop by drop until the pennies fall through. The strongest paper towel in this test was Brawny Brand. The final experiment that I reviewed also tested for absorbency. The theory behind this experiment was the faster that water moves through the towel, the more absorbent it is. The experimenter cut strips from each paper towel, one inch wide and six inches long. A mark is drawn on each paper towel one inch from the end using a waterproof marker. The strip is then held in a glass of water with the bottom inch submerged, timing how long it takes for the water to travel the length of the strip. The process is then repeated for each brand that is being tested. The most absorbent brand in this test was Brawny. Experimental Design A. Steps in Experimental Procedure The absorbency of the towels will be tested by the speed the water moves through the paper towels, the faster the water moves, the more absorbent the towel is. I will be using the following brands of paper towels in my experiment: Brawny, Bounty, Sparkle and Scott. Other supplies necessary to complete the experiment are: a waterproof marker, and a sixteen-ounce glass of water, and a timer that registers tenths of a second. 1. Prepare three samples of paper towel from each brand by cutting strips of each that is 2 inches wide and six inches long. 2. Using a water-proof marker, draw a line across each paper towel one inch from the bottom. 3. Fill a sixteen ounce glass with water and prepare timer. 4. Take the first strip of paper towel and submerge it up to the line in the glass of water while holding it vertical to the glass while starting the timer. 5. Allow the timer to run until the water is absorbed through the paper towel and reaches the end of the towel not submerged. 6. Stop the timer and record the time in tenths of seconds. 7. Repeat steps 4 through 6 for all three strips of each brand. B. Reasoning for Choosing my Experimental Design Plan The reason I chose this design for my experiment is because it seemed to be more accurate than other testing methods I found during my literature review and could be performed with items I already had in my home. The experiment where the tester rang out the paper towels and measure the water that they had absorbed is less accurate because there is no guarantee of exerting the same amount of force each time you ring out a towel. There is no way to completely drain the towel of all of the liquid it absorbed. Stretching the paper towel samples across the embroidery frame is sound way to perform the experiment but it would have required the purchase of additional materials. C. Sequence of Events to Collect Quantitative Data I will begin the collection of quantitative data by cutting the paper towel samples from each brand into strips that are one inch wide by six inches long, to ensure that all of the samples will be equal. I will use the same glass of water for each test to ensure the water composition is the same for each test. I have created a spreadsheet in excel with a column listing each of the brands being tested and three columns for the time in tenths of a second to be entered upon completion of the experiment. During the experiment, I will make notes on a tablet of the brand name and the time recorded to be entered into the spreadsheet upon completion of the entire experiment. D. Describe Tools, Technologies, and Measurement Units that are used to Collect the Data To collect the data for this experiment I will use one inch wide by six inch long strips of paper towel from each of the brands being tested, a black water-proof marker to mark the strips of paper towel, an eight ounce glass of water, my hand to hold the strip vertical to the glass once submerged as indicated in the experimental procedure, a timer that measures tenths of a second, and a pad and pencil to record the initial results. Once the experiment is complete I will transfer the results of the experiments to the spreadsheet that I have created using Microsoft Excel. I will also use excel to create the graphic representation of the experiment results. Dependent, Independent and Controlled Variables of the Experiment The independent variable in my paper towel experiment is the one inch by six inch strip of paper towel taken from a roll of each brand of paper towel used in the experiment. The dependent variable in the experiment is the amount of time it takes the water to travel the length of the strip of paper towel measured in tenths of a second. The controlled variables of the experiment are using the same glass of water, same size sample of paper towel, and same timer for each test in the experiment. Threat Reduction to Internal Validity To reduce internal threats to validity I will use the same size piece of each paper towel from each brand for each test to conduct the experiment, marking each piece with a line at exactly one inch from the bottom. I will use the same water sample to ensure the liquid being absorbed by each sample strip is identical; the same timer will be used for each test to ensure the accuracy of the time recorded for each test. I will also monitor my results for outliers in the time required to absorb the water through each test towel to ensure the results are valid for each test. Hypothesis The sample of Bounty paper towels will soak up the water through the length of paper towel faster than the other brands because it is thicker than the other brands being tested. I have arrived at this conclusion because the dual layers of towel that are present in the sample of Bounty create a greater surface to absorb water. The other brands are much thinner and have less thickness to soak up water.