Monday, December 21, 2009
Friday, December 18, 2009
Chemistry Practical Hints - 2009
We Prepared some hints for comparison study.
due to incomparibility to display the document
I made a PDF format of this file
U can Download Here
Word version
PDF version
due to incomparibility to display the document
I made a PDF format of this file
U can Download Here
Word version
PDF version
Saturday, November 7, 2009
What is a 3G mobile?
3G is an ITU specification for the third generation (analog cellular was the first generation, digital PCS the second) of mobile communications technology. 3G promises increased bandwidth, up to 384 Kbps when a device is stationary or moving at pedestrian speed, 128 Kbps in a car, and 2 Mbps in fixed applications. 3G will work over wireless air interfaces such as GSM, TDMA, and CDMA. The new EDGE air interface has been developed specifically to meet the bandwidth needs of 3G. 3G is the generation of mobile phone standards and technology, after 2G. It is based on the International Telecommunication Union (ITU) family of standards under the International Mobile Telecommunications programme, "IMT-2000". 3G technologies enable network operators to offer users a wider range of more advanced services while achieving greater network capacity through improved spectral efficiency. Services include wide-area wireless voice telephony and broadband wireless data, all in a mobile environment. Typically, they provide service at 5-10 Mb per second. Unlike IEEE 802.11 networks, 3G networks are wide area cellular telephone networks which evolved to incorporate high-speed internet access and video telephony. IEEE 802.11 (common home Wi-Fi) networks are short range, high-bandwidth networks primarily developed for data. In December 2005, 100 3G networks were operating in 40 countries, according to the Global mobile Suppliers Association. In Asia, Europe, Canada and the USA, telecommunication companies use W-CDMA technology with the support of around 100 terminal designs to operate 3G mobile networks. In Europe, 3G services were introduced starting in March 2003 in the UK and Italy. The European Union Council suggested that the 3G operators should cover 80% of the European national populations by the end of 2005. Roll-out of 3G networks was delayed in some countries by the enormous costs of additional spectrum licensing fees. See Telecoms crash. In many countries, 3G networks do not use the same radio frequencies as 2G, so mobile operators must build entirely new networks and license entirely new frequencies; an exception is the United States where carriers operate 3G service in the same frequencies as other services. The license fees in some European countries were particularly high, bolstered by government auctions of a limited number of licenses and sealed bid auctions, and initial excitement over 3G's potential. Other delays were due to the expenses of upgrading equipment for the new systems. By June 2007 the 200 millionth 3G subscriber had been connected. Out of 3 billion mobile phone subscriptions worldwide this is only 6.7%. In the countries where 3G was launched first - Japan and South Korea over half of all subscribers use 3G. In Europe the leading country is Italy with a third of its subscribers migrated to 3G. Other leading countries by 3G migration include UK, Austria and Singapore at the 20% migration level. A confusing statistic is counting CDMA 2000 1x RTT customers as if they were 3G customers. If using this oft-disputed definition, then the total 3G subscriber base would be 475 million at June 2007 and 15.8% of all subscribers worldwide. EMTEL Ltd, the second largest mobile telecommunications company in Mauritius (next to state owned Cellplus), has established the first commercial Universal Mobile Telecommunications Standard (UMTS) 3G network in Africa (the first test call was made on 16 October 2004). Full commercial services began in November 2004, making this the first commercial African 3G network. In north African Morocco in late March 2006, a 3G service was provided by the new company Wana. The other operator in the country should start its network in mid-2007. Vodafone Egypt (also known as CLICK GSM) was to provide the service in Egypt in mid-2006. In early 2007, Vodacom Tanzania switched on its 3G High-Speed Downlink Packet Access (HSDPA) in Dar Es Salaam. It is the second country in Africa with such technology, after South Africa. In March 2007, Nigeria awarded 3G telecommunication licenses to its three major GSM companies and a relatively unknown operator, Alheri Engineering Co. Ltd, to allow them to expand their scope of operation in the industry.
To know more.......................
Heavy downpour in TN...
With a low pressure area over Kanyakumari and neighbourhood likely to become more marked, the northeast monsoon, which set in over the State on October 29, will continue to be vigorous over the coastal belt.
A trough from the low pressure area extends to west central Bay of Bengal across the Gulf of Mannar and southwest bay off the coast of Tamil Nadu and south Andhra Pradesh, according to a bulletin of the Met department on Saturday.
Thundershowers are likely to occur at most places over the coastal Tamil Nadu and Puducherry and at many places over interior parts of the State on Sunday. Heavy rain at a few places with very heavy to extremely very heavy rains at isolated places is likely to occur over coastal parts of the State and Puducherry on Sunday and Monday.
During the 24-hour-period that ended at 8-30 a.m. on Saturday, the maximum amount of rainfall of 15 cm was recorded at Red Hills on the northern outskirts of the city. Chembarampakkam in the western fringes of the city received 14 cm; Ponneri – 13 cm and Madurantakam, Sholavandan and Cuddalore – 11 cm each.
A 40-year-old person in Alangulam taluk of Tirunelveli district died in the latest spell. A senior official of the Revenue administration here said though the death occurred on Thursday, it was just now reported to the authorities.
In the morning, Chief Minister M. Karunanidhi discussed with Deputy Chief Minister M.K. Stalin, Chief Secretary K.S. Sripathi and Principal Secretary (Finance) K. Gnanadesikan on the relief work to be carried out. Mr Stalin briefed him of his visit to northern and southern parts of Chennai earlier. Union Minister for Textiles Dayanidhi Maran and Chennai Corporation Commissioner Rajesh Lakhoni were present.
The Deputy Chief Minister, who visited T. Nagar and Choolai to inspect baling out of rainwater and went to a special medical camp at Ayodhya Kuppam, later told reporters that over the last three years, storm water drains were laid in the city at a cost of Rs. 81.76 crore for nearly 150 km. Silt was removed from the drains over the length of 996 km. As of now, there was no need to relocate people in camps in view of the baling out operations.
Our Journey towards the doom's day.......
1. Global warming trek 'makes it less than half way' to North Pole due to temps dropping below -40C! – UK Guardian
2. Physicist Dr. Lubos Motl: Warming explorers learned 'Nature is in charge of the atmosphere
3. North Pole trek mapping Arctic sea ice ends early'
4. Arctic global warming explorers 'battered by wind, bitten by frost, bruised from falls on the ice' – BBC
5. NO JOKE! Global warming activists 'stuck' in Arctic ice! See temps drop 'dramatically' during Arctic trek & faces frost bite!
Friday, November 6, 2009
Should Lanka be suspended from commonwealth.............
Should Sri Lanka be suspended from the Commonwealth? 
By The Editor, via Zoe WareThis post comes from the Commonwealth Conversation website, which is the largest public consultation ever undertaken about the future of the Commonwealth.
Interesting article on whether Sri Lanka should be suspended for human rights violations or not?
Should Sri Lanka be suspended from the Commonwealth?
• Yes (87%)
• No (13%)
Total Votes: 4,461
Click here! to caste ur vote..........................
Got something to add? Why not drop a comment below?
By The Editor, via Zoe WareThis post comes from the Commonwealth Conversation website, which is the largest public consultation ever undertaken about the future of the Commonwealth.
Interesting article on whether Sri Lanka should be suspended for human rights violations or not?
Should Sri Lanka be suspended from the Commonwealth?
• Yes (87%)
• No (13%)
Total Votes: 4,461
Click here! to caste ur vote..........................
Got something to add? Why not drop a comment below?
Wednesday, November 4, 2009
Better Paragraphs
All writing requires both creative thinking and technical proficiency. On the far technical side, you have the mechanics of writing, such as knowing how to apply punctuation and grammar rules. On the far creative side, you have the development of ideas and new story lines. Combining these two into a written form that deeply engages your reader and effectively communicates your thoughts requires both sides. This synergy between creativity and technicality is most apparent in the paragraph. Regardless of the type of writing you produce, you have to pay attention to your paragraphs.
1. Basic Paragraph Components
Let's think about the two basic components of all paragraphs and then examine how we may use them for effective writing.
a. The idea: One paragraph = one central idea. Has someone ever said to you, "Hey, you've got a good point there"? Well, that's what your paragraph does. It makes a point, one point, which is the central idea of the paragraph. You might think of it as the purpose for the paragraph. That one point of a paragraph may be supported by several other ideas, and the paragraph, itself, may be written to support a broader idea, but its purpose remains the same. It stands alone as the vehicle to express one complete idea to the reader.
b. The support: Paragraphs must have both external and internal support for the central idea. External support means the way the central idea of the paragraph connects to the ideas prior to and following the paragraph. (This is called external support because it provides a reason for the central idea to be expressed.) Another way to describe what we mean by "external support" is the way you link the paragraph to its context. Internal support is how the content within a paragraph connects to its central idea. As an analogy, think about branches on a tree. The central idea is the branch. The external support is the main trunk, and the internal support is the leaves that grow from the branch.
If you extend this analogy a bit, you see how branches (i.e., ideas) are connected to each other. Some paragraphs are quite long because, for the purpose of this analogy, the author chose a big branch that has smaller branches growing from it. Some are quite short because the author chose the smallest identifiable branch. In both cases, however, the paragraph has internal and external support.
Since this article is about what happens inside paragraphs, we'll make the assumption that the idea is clear and focus on the support--what happens inside a paragraph. How do you make those internal and external supports work to express the idea?
2. General Paragraph Structure
Perhaps you had an English teacher tell you that a paragraph must have a thesis statement at the beginning. This is partially true. Your thesis statement is the point you are trying to communicate, but you have a couple of choices about its placement: beginning and end. You can start with the central idea and then build the internal and external supports, or you can provide the supports and then make your point. With all respect for English teachers, we have a strong preference for the second method because it mimics the way people think.
By making your point towards the end of the paragraph, you are leading your reader through ideas to arrive at the conclusion. Also, with the point at the end, you can most effectively organize your external and internal supports. However, expressing the main point at the beginning is also valid in some cases. With this method, you are telling the reader, "Here's the point, and now I'll explain it." Basically, you have to determine which method will work best for a particular paragraph. As our preference is for the second method, though, we will focus on that.
3. Detailed Structure
a. The beginning of the paragraph: The first couple sentences in a paragraph establish your external support. The external support ties the paragraph to the context in which the paragraph is placed. You're telling the reader, "Here's how this paragraph connects to what was just written." It should follow naturally from (i.e., connect to) the end of the prior paragraph, which serves as a transition between ideas. Without this external support, you don't have a good transition from the prior paragraph, you need to strengthen the connection, or the paragraph is out of place entirely. (This is one of the hardest parts of writing to master, and, for those who are writing academic papers, one that is very commonly criticized by teachers and professors.) Once you have established your external support, you need to think about the topics that will be discussed internally.
The first couple of sentences tell the reader, "Here's what this paragraph will discuss." Using the analogy above, you present the leaves. These topics should lead the reader to the point of the paragraph. If they don't, save them for a different paragraph. We do not recommend writing anything that resembles a list. Subtlety is better. In fact, these topics may only be recognized by reading the entire paragraph.
b. The body of the paragraph: Once you have established your external support and your internal topics, you expand on those topics. The main purpose here is to show how these topics support the central idea. Each topic creates a pathway to the point, the destination. With this perspective, you will realize how each topic starts at or near the beginning of the paragraph and continues to the end. They are not presented sequentially; instead, they are discussed simultaneously. You should be able to identify particular words and phrases throughout the paragraph that relate to each topic, making a chain from beginning to end. This chain helps the entire paragraph be more purposeful, coherent, and graceful--as well as economical and effective.
c. The end of the paragraph: "Holy Moley!" you might be thinking by now. "When do we actually get to make our point?" The answer is "Now." If you have done all the above, you're ready to make your point, to present the reader with the central idea that you want to express. And if you have done it well, your main point should make logical sense to the reader. Because you have kept your central idea in mind throughout, the conclusion of your paragraph should naturally and logically tie together all that you have written so far. You might only need one sentence to express your central idea. We follow a two-sentence rule: If you need more than two sentences to express the central idea, revise and simplify. If you still can't do it, then you might need to break your idea into smaller parts and write additional paragraphs. And this brings us to the last element of the paragraph--setting the stage for the next paragraph.
As you recall from the discussion above on external support, paragraphs need to connect to prior and following paragraphs. Thus, when you get to the final sentences of one paragraph, you need to have a clear idea about where you're going next. What is the idea that logically follows what you have just written? At the end of one paragraph, you provide the reader with an indication of what's next. This is the basis for the transition between ideas, which is the same as the transition between paragraphs. This paragraph is now done, and you're ready to start the next.
4. Summary of Everything Above
Because we covered a lot of ground above, we're going to provide a quick and dirty summary of what we've written so far.
a. Paragraphs need internal and external supports.
b. Each paragraph should have one, and only one, central idea.
c. The central idea is supported by one or more topic chains.
d. Your "point sentence(s)" should tie the entire paragraph together as a logical conclusion.
e. The end of one paragraph should direct the reader to the next idea.
1. Basic Paragraph Components
Let's think about the two basic components of all paragraphs and then examine how we may use them for effective writing.
a. The idea: One paragraph = one central idea. Has someone ever said to you, "Hey, you've got a good point there"? Well, that's what your paragraph does. It makes a point, one point, which is the central idea of the paragraph. You might think of it as the purpose for the paragraph. That one point of a paragraph may be supported by several other ideas, and the paragraph, itself, may be written to support a broader idea, but its purpose remains the same. It stands alone as the vehicle to express one complete idea to the reader.
b. The support: Paragraphs must have both external and internal support for the central idea. External support means the way the central idea of the paragraph connects to the ideas prior to and following the paragraph. (This is called external support because it provides a reason for the central idea to be expressed.) Another way to describe what we mean by "external support" is the way you link the paragraph to its context. Internal support is how the content within a paragraph connects to its central idea. As an analogy, think about branches on a tree. The central idea is the branch. The external support is the main trunk, and the internal support is the leaves that grow from the branch.
If you extend this analogy a bit, you see how branches (i.e., ideas) are connected to each other. Some paragraphs are quite long because, for the purpose of this analogy, the author chose a big branch that has smaller branches growing from it. Some are quite short because the author chose the smallest identifiable branch. In both cases, however, the paragraph has internal and external support.
Since this article is about what happens inside paragraphs, we'll make the assumption that the idea is clear and focus on the support--what happens inside a paragraph. How do you make those internal and external supports work to express the idea?
2. General Paragraph Structure
Perhaps you had an English teacher tell you that a paragraph must have a thesis statement at the beginning. This is partially true. Your thesis statement is the point you are trying to communicate, but you have a couple of choices about its placement: beginning and end. You can start with the central idea and then build the internal and external supports, or you can provide the supports and then make your point. With all respect for English teachers, we have a strong preference for the second method because it mimics the way people think.
By making your point towards the end of the paragraph, you are leading your reader through ideas to arrive at the conclusion. Also, with the point at the end, you can most effectively organize your external and internal supports. However, expressing the main point at the beginning is also valid in some cases. With this method, you are telling the reader, "Here's the point, and now I'll explain it." Basically, you have to determine which method will work best for a particular paragraph. As our preference is for the second method, though, we will focus on that.
3. Detailed Structure
a. The beginning of the paragraph: The first couple sentences in a paragraph establish your external support. The external support ties the paragraph to the context in which the paragraph is placed. You're telling the reader, "Here's how this paragraph connects to what was just written." It should follow naturally from (i.e., connect to) the end of the prior paragraph, which serves as a transition between ideas. Without this external support, you don't have a good transition from the prior paragraph, you need to strengthen the connection, or the paragraph is out of place entirely. (This is one of the hardest parts of writing to master, and, for those who are writing academic papers, one that is very commonly criticized by teachers and professors.) Once you have established your external support, you need to think about the topics that will be discussed internally.
The first couple of sentences tell the reader, "Here's what this paragraph will discuss." Using the analogy above, you present the leaves. These topics should lead the reader to the point of the paragraph. If they don't, save them for a different paragraph. We do not recommend writing anything that resembles a list. Subtlety is better. In fact, these topics may only be recognized by reading the entire paragraph.
b. The body of the paragraph: Once you have established your external support and your internal topics, you expand on those topics. The main purpose here is to show how these topics support the central idea. Each topic creates a pathway to the point, the destination. With this perspective, you will realize how each topic starts at or near the beginning of the paragraph and continues to the end. They are not presented sequentially; instead, they are discussed simultaneously. You should be able to identify particular words and phrases throughout the paragraph that relate to each topic, making a chain from beginning to end. This chain helps the entire paragraph be more purposeful, coherent, and graceful--as well as economical and effective.
c. The end of the paragraph: "Holy Moley!" you might be thinking by now. "When do we actually get to make our point?" The answer is "Now." If you have done all the above, you're ready to make your point, to present the reader with the central idea that you want to express. And if you have done it well, your main point should make logical sense to the reader. Because you have kept your central idea in mind throughout, the conclusion of your paragraph should naturally and logically tie together all that you have written so far. You might only need one sentence to express your central idea. We follow a two-sentence rule: If you need more than two sentences to express the central idea, revise and simplify. If you still can't do it, then you might need to break your idea into smaller parts and write additional paragraphs. And this brings us to the last element of the paragraph--setting the stage for the next paragraph.
As you recall from the discussion above on external support, paragraphs need to connect to prior and following paragraphs. Thus, when you get to the final sentences of one paragraph, you need to have a clear idea about where you're going next. What is the idea that logically follows what you have just written? At the end of one paragraph, you provide the reader with an indication of what's next. This is the basis for the transition between ideas, which is the same as the transition between paragraphs. This paragraph is now done, and you're ready to start the next.
4. Summary of Everything Above
Because we covered a lot of ground above, we're going to provide a quick and dirty summary of what we've written so far.
a. Paragraphs need internal and external supports.
b. Each paragraph should have one, and only one, central idea.
c. The central idea is supported by one or more topic chains.
d. Your "point sentence(s)" should tie the entire paragraph together as a logical conclusion.
e. The end of one paragraph should direct the reader to the next idea.
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