Gender Roles Resistance and Response in Thelma Louise - Free Essay Example

Sample details Pages: 9 Words: 2763 Downloads: 3 Date added: 2019/04/26 Category Sociology Essay Level High school Topics: Gender Roles Essay Did you like this example? Ridley Scotts progressive 1991 road movie, Thelma Louise, shines an accusatory spotlight on female oppression. Regrettably not left behind in the 90s along with frosted blue eyeshadow, this maltreatment is unfortunately still very much present in todays society. By highlighting repressive gender roles and the lead characters ultimately futile efforts to resist them, the revolutionary film launched a nationwide conversation, and spurred a cult following of women feeling seen for the first time in their lives. The film opens with a subtle, but very symbolic shot. Set to haunting rock music, a black and white view of a valley pans to a dirt road leading directly to a majestic mountain on the horizon with wide-open skies. As the camera cranes up, the image transitions to full, vivid color. The shot freezes and then darkens over into black. This simple opening foreshadows everything that is to come: a bleak outset, a journey toward freedom, and the short-lived actualization of that wondrous freedom before it all comes crashing down to a devastating end. Without necessarily realizing it, the viewer already knows all theyll need to an attempt to break free will inevitably end in disaster. Don’t waste time! Our writers will create an original "Gender Roles Resistance and Response in Thelma Louise" essay for you Create order The audience is then introduced to Louise (Susan Sarandon) and Thelma (Geena Davis), and their respective lives of routine and domesticity. Louise works in a diner, subservient to an endless influx of customers. Thelma, who Louise teasingly refers to as little housewife, is stuck in a submissive role under a controlling husband. The spaces they inhabit are very telling. Louise wears a uniform and operates in a cramped, loud environment. All day long she offers choices to everyone else, while she herself has no choice in anything. Her surroundings reflect how she feels stifled by society, holding no control over her own life. Thelma is a mess living in mess. Her apartment is small, dark, and chaotic. Her hair isnt done, she isnt dressed, and theres a feeling of entrapment due to the cacophony of noise resulting from the TV playing, the phone ringing, and her yelling to get the attention of husband Darryl (Christopher McDonald). The clippings of dream kitchens she has hung on the wall show her yearning for a different life, a better life. Louises kitchen, on the other hand, is shown to be the total opposite of Thelmas with the sink housing only one dirty cup to be washed. The simple, spotless space feels cold with no sign of life or living. The women start out occupying pretty traditional gender roles for the movies early 1990s setting. The 80s had seen a real rise in acceptance toward women in the workplace the percentage of working women had reached 71% by 1985 (Guilder) but it hadnt yet become fully commonplace in the minds of all Americans. Chauvinistic Darryl stands as the perfect example of the resistance to the womens liberation movement. He cruelly belittles his wife by waving his title of regional manager over her, in a sense asserting she has no power (over him, or otherwise) because she doesnt hold a respect-worthy position in society. When Thelma hesitates to ask Darryl for permission to go on a girls trip, Louise sums up the troubling dynamic perfectly when she accusatorially asks Thelma if he is her husband or father. Darryl sees his wife as inferior rather than as an equal partner, and by so strongly enforcing his views, he keeps her from reaching to achieve her full potential. Less overt is Louises imprisonment in the gender framework, but its just as present. She goes through life with a hard outer shell, which we learn later on is a protective mechanism adopted in response to a traumatic experience from her past. She keeps walls up because every time she lets them down a little, she (or someone close to her) gets burned. On the phone with physically and emotionally absent boyfriend Jimmy (Michael Madsen), she asks if he loves her, and, sensing hesitation on the other end, immediately regrets opening herself up. Its better to be closed off and alone, than exposed and hurt. She chastises and blames herself for letting her guard down and having a little fun at the country bar instead of vigilantly protecting her vulnerable friend. The internalized guilt over Thelmas almost attack drives her actions for the remainder of the movie. Louise takes this burden of self-repression on herself because she feels thats the only way to survive in a world set up the way it is. No one messes with a strong-willed woman, so she stuffs her desires and emotions down to continue to portray and inhabit this cold exterior. The women decide to head out on the open road for a short retreat from their stifling realities, but it ends up leading them somewhere they could never have imagined. The road movie is a central American narrative structure revolving around freedom in which the characters physical journey is paralleled by a spiritual journey. As utilized in other iconic cult films such as Two-Lane Blacktop and Faster Pussycat! Kill! Kill!, the format can easily lend itself to a critique of American society. The open road is a space representative of unlimited potential, the exact opposite of the spaces Thelma and Louise occupied at home. As the women take to the road to physically run from their past lives, destructive significant others, and the law hot on their trail, they establish a metaphysical destination of freedom, and decide to follow the path wherever it may take them. In their in-depth book, Cult Cinema: An Introduction, Ernest Mathijs and Jamie Sexton dive into the theme of violence in cult films. They start generally by explaining that many cult films use instances of violence to oppose mainstream modes of representation. Diving deeper, they discuss how in classical Hollywood cult films, its typical to have violence associated with frontier liminality, or the characters inability to cross the frontier marking the edge of civilization. Unable to function in civilization or in wilderness, the frontier hero finds himself stuck in limbo. This conflict sets the stage for violence. Mathijs and Sexton go on to specify that adventures and westerns are the genres that most often lend themselves to this type of story, as their entire narratives exist in this frontier zone, where violence becomes a mode of existence rather than a functional tool (Violence). Thelma Louise fits perfectly into this explanation of violence in cult films, but the film goes one step further by adding gender into the mix. Our leading ladies made the choice to leave their lives of domesticity behind them, but find themselves stuck in limbo when they come face to face with the edge of civilization. In defending Thelma against Harlans rape attempt, Louise commits an irrevocable act, and the women are flung into a situation where theyre forced to come to their own defense against an unrelenting legal system. Even with a sympathetic detective leading the search for them, theres no lawful option they can take that wont strip them of their freedoms. Theyre victims of a world that holds women down, and, by choosing not to give in, are fighting back against the oppressive patriarchy. Theres no scene that better depicts frontier liminality than the iconic closer of Thelma Louise. The womens joint decision to commit suicide is in direct response to the limited set of choices they were faced with. Trapped and cornered, they pick the only path that would keep them in control of their own destiny. Since leaving their homes in Arkansas, they had experienced their first taste of freedom, and they werent going to give that up by surrendering to the system of oppression that had restrained them for so long. Driving off the cliff was the ultimate rejection of male domination, but its important to see the decision in context as but the conclusion in a series of acts of resistance. Throughout their journey, Thelma and Louise gradually shed their feminine image in a subversion of restrictive gender norms. Gone are the flowy, printed outfits and piles of accessories, as distressed tank tops and denim jeans become the new uniform for these accidental fugitives. Literally tossing the lipstick out of the car, the women trade makeup and curled hair for dirty faces and messy buns. Theyre no longer living their lives for anyone but themselves, and their outward metamorphosis is reflective of this shift. In a cool reversal, Thelma, once a prisoner in her home, becomes the cause for Darryls turn at feeling powerless in his own space. The FBI moves in and converts his house into the base of operations in the search for his wanted wife, and he finally feels what its like to have no control. His football game is out-voted and all he can do is sulk in the corner. On the phone, Thelma calls him out and puts him in his place as her husband, not father. Hes caught off guard when he realizes hes lost his hold over her now that she has asserted herself, and he reverts to blaming Louise for empowering (and therefore perverting) his once-subservient wife. On the contrary, Louise led the way for Thelma to take the reins back in her life, and this takedown of Darryl is just one more way in which they set themselves free of their past and took another step forward toward independence. In a strong push back against male oppression, the women take down two men who attempted to forcefully assert their dominance. Multiple times on the trip, they encounter a certain truck driver who doubles as the human embodiment of toxic masculinity. After ignoring him didnt work, they muster up their newfound boldness and confront him. They quickly and masterfully turn the dynamic around, transferring the feelings of vulnerability and helplessness onto him, before wrapping up the interaction by blowing up his oil tanker. When the friends get pulled over for speeding, instead of giving in to the lawman, they kick into survival mode and overpower him. The state trooper had started out stern and tough, but is reduced to a crying, shaking mess the moment Thelma pulls a gun on him. The women take his gun, ammo, and sunglasses as they lead him into his own trunk with words of advice to be sweet to his wife so she doesnt turn out like they did. By stripping a truck driver of his truck and a state trooper of his gun, they emasculated two men who never expected to have their dominance checked. Its a powerful thing for the female audience to see women pushing back against the men who once stood over them, in effect flipping the script and using these men to get to a place where they are no longer dependent on men. In a 2016 reunion interview in celebration of the films 25th anniversary, lead actresses Susan Sarandon and Geena Davis discussed the reaction at the time of the movies release. Neither of them had expected any sort of big return, so when the film was met with such an immediate and massive response, they were shocked. Davis incredulously exclaimed, We were on the cover of Time Magazine in, like, 5 seconds! (Davis). Pieces like the one in Time tried to dissect why the movie was making such a splash, but the answer was deceptively simple: the audience found the characters relatable. Thelma and Louise were two ordinary women dealing with the same problems all women go through, so it was exhilarating watching them respond in ways one could never get away with in real life. The movie is so much more than a female take on a buddy film; its a story of female empowerment operating on the rules of male-escapist fantasy (Cult Now). Thelma and Louise were the strong, liberated role models audie nces had long been waiting for. With such an encouraging reception, it seemed in all likelihood a shift toward gender equality in the entertainment industry would naturally follow. Its clear from recent headlines, however, that that never occurred. The film was able to start the conversation, but that wasnt enough to effect any real change in the straight, white, boys club of Hollywood. The women behind Thelma Louise took it upon themselves to step up and continue the work their movie began. Davis in particular was enlightened and inspired by the eye-opening reactions (Davis), and followed through by starting the Geena Davis Institute on Gender in Media, which researches the gender depiction disparity present in media. With shocking statistics such as the ratio of male to female characters not changing at all since 1946 (Davis), shes putting up a challenge to those who feel the problem is solved and behind us. To continue pushing things in the right direction, she launched her own film festival that shines a spotlight on works from women and diverse creators. Sarandon came at the issue from a different angle when she stepped up as a leader in the recent Times Up movement, an initiative launched by hundreds of Hollywood women to advocate better workplace conditions and the end of sexual harassment (Nyren). She attended the 2018 Golden Globes with a Times Up activist to raise awareness for the cause, and, fittingly, that same night saw a Thelma Louise reunion as the two leads co-presented an award. Their appearance was met with roaring applause from the crowd, to which Davis sarcastically quipped, Susan, they love that we fixed everything! Sarandon responded, Um, yeah, I dont think we fixed quite everything actually before lauding the women of Hollywood for doing their part in the fight to stand up for women everywhere (76th Golden Globe Awards). Rounding out the trio of women at the center of Thelma Louise, Oscar Award-winning screenwriter of the film, Callie Khouri, has also expressed her disappointment with the current state of affairs for women in film. With studios systematically rejecting female-centric projects, Khouri made the transition over to TV, which she feels is a world in which you have a lot more freedom in terms of telling stories with women at the center (Tartaglione). The first television show she created was the highly successful musical drama series, Nashville, which just so happens to center around two strong female characters. Although it didnt necessarily shake up the industry in the way many had hoped it would, Thelma Louise has continued to remain relevant to todays culture in part due to its passionate fans. This continued excitement is a hallmark of cult blockbusters, as excessive investment [is] disproportionate tofilms status as throwaway products of popular culture (Cult Now). A kind of epochal film (Mainstream Cult Fans?), Thelma Louise is significant in that it provided an example that inspired so many women to see themselves as worthy of standing up for at a time when that wasnt the norm. The fact that it continues to provide this empowerment for women of the following generations now streaming the movie for the first time shows the mark of a powerful, timeless film. Thelma Louise is a movie that still feels fresh today, but in this case thats not such a good thing. Its disheartening that a depiction of women being forced into a life on the run as the only way they could experience some freedom isnt too far from realistic. The liberal film started the long overdue conversation on gender in equality, but its now on us to pick up the ball and run with it. Until the day women can freely experience full autonomy without major drawbacks, the movie remains a goal; as Louise so eloquently put it, we dont live in that kind of world (Khouri). Works Cited Cult Now. Cult Film as a Guide to Life: Fandom, Adaptation, and Identity, by I. Q. Hunter, Bloomsbury Academic, 2016. Davis, Geena and Susan Sarandon. Thelma Louise Reunion: Susan Sarandon Geena Davis On The Films Legacy. Entertainment Weekly. Entertainment Weekly. 1 May 2016. Digital. Guilder, George. Women in the Work Force. The Atlantic, Atlantic Media Company, 1 Sept. 1986, www.theatlantic.com/magazine/archive/1986/09/women-in-the-work-force/304924/. Khouri, Callie. Thelma Louise. MGM, 1991. Mainstream Cult Fans? Cult Cinema, by Ernest Mathijs and Jamie Sexton, Wiley, 2012, pp. 63â€Å"65. Nyren, Erin. Emma Stone, Meryl Streep, Laura Dern to Be Accompanied by Activists at Golden Globes. Variety, Variety, 8 Jan. 2018, variety.com/2018/biz/news/celebrities-bring-activists-golden-globes-emma-watson-meryl-streep-laura-dern-1202655789/. Tartaglione, Nancy. Callie Khouri Talks Women In TV Vs Film, Nashville Deep City Project â€Å" NATPE. Deadline, Deadline, 18 Jan. 2017, deadline.com/2017/01/callie-khouri-deep-city-women-television-nashville-natpe-1201889225/. Violence. Cult Cinema, by Ernest Mathijs and Jamie Sexton, Wiley, 2012, pp. 189â€Å"191. 76th Golden Globe Awards. The Hollywood Reporter, 2018, www.hollywoodreporter.com/video/geena-davis-susan-sarandon-talk-gender- disparity-25-years-golden-globes-2018-1072764.

Nanotechnology In Agriculture Essay - 910 Words

Soil-borne disease, climate change, and pests constantly plague farmland, and new trends related to each of these threats have been challenging farmers in new ways and confounding researchers. As such, there is a renewed effort as of late to invest more time and money into research regarding prospective, nanotechnological solutions to many of these accumulating, agricultural plights. The Connecticut Agricultural Experiment Station (CAES), for example, has made headlines at least three times this year for relatively groundbreaking lines of research. Additionally, agribusiness experts have quite recently proclaimed nanotechnology the biotechnological savior of farming. Wade Elmer, chief scientist for CAES’s Department of Plant Pathology†¦show more content†¦Their aim has been to do this without using any substances that could even potentially harm the plant or its neighbors; that means no genetic modification or chemicals. Interestingly, this is hardly a line of reasoni ng unique to CAES; rather, it seems characteristic of a broader, ostensibly global movement. A national conference was held at the beginning of the month for experts on the subject of Emerging Trends in Agri Nanotechnology 2017. Several organizations were responsible for the event, including the Society for Agri Nanotechnology, an arm of Acharya N.G. Ranga Agricultural University (ANGRAU), and Universiti of Malaysia, Kelantan. General of Education Narenda Singh Rathore, deputy director of the Indian Council of Agricultural Research (ICAR), was also instrumental in presenting the conference and said nanotechnology would supplement the Indian government’s onerous objective of incentivizing farming as a career avenue for more people by doubling farmers’ income. Rathore went further to say India would have to see grain production grow from 276 million tons to 320 million tons by 2022. â€Å"Similarly, milk yield will have to grow from 160 mt to 210 mt. From the present 30 0 mt, which is the second highest in the world, India’s production of horticultural crops will have to grow to 375 mt. It is where nanotechnology comes into the picture,† said Rathore. Rathore emphasized the significance of using nano-pesticides and nano-fertilizers as well. Somewhat inShow MoreRelatedTechnology s Impact On Society1507 Words   |  7 Pagesalia Monsanto ENC1101-Swirsky Argumentative/Persuasive Essay Technology’s Impact on Society 21ST century technology has indubitably made life more convenient for us. This can be looked at in a positive or in a negative way. Technology has essentially taken over the world. Replacing almost everything in our homes, schools and communities. Modern Technology has brought tons of negative effects on society including depression, lack of social skills, obesity, poor sleep habits, stress, constant distractionsRead MoreThe Effect Of Food Structure On The Delivery3763 Words   |  16 Pagesrelease of other molecules is also influenced by the food structure. Therefore, it is necessary to develop the food structure through various technologies, such as fluid-bed coating, spray drying, spray chilling, nanoparticles and emulsions. In this essay, two predominate parts will be addressed. The first part is the digestion mechanism and simulated in-vitro digestion models which can use to study the food digestion of humans. The second part is that the manipulation of the structure processed byRead MorePest Analysis2098 Words   |  9 Pagesyears or more). Expatriate residents are excluded, as are the vast number of residents who are prevented from applying for citizenship. The elected Municipal Council has no executive powers but may offer advice to the Minister. ttp://www.ukessays.com/essays/economics/pestle-analysis-of-qatar-economics-essay.ph Qatar is divided into ten municipalities, also occasionally or rarely translated as governorates or provinces: Ad Dawhah Al Ghuwariyah Al Jumaliyah Al Khawr Al Wakrah Ar Rayyan Jariyan al BatnahRead MoreFoundation of Molecular Biology3718 Words   |  15 Pages1. Write an essay on protein structure and synthesis Protein synthesis is a cellular process leading to the production of proteins. This term is also synonymous to protein translation. It begins with a sequential process of transcription of DNA into mRNA, which is then used as input for translation after exon-intron splicing. The addition of successive tRNA molecules based on the code of mRNA matched up by base-pairing through their anti-codons in the ribosomes creates the nascent protein. AfterRead MoreIncreasing Population Uncertainty Essay3470 Words   |  14 PagesOne region where this is very clear is an enormous swath of equatorial Africa called the Sahel, that is undergoing very rapid desertification. The burgeoning populations of this area are contributing to its desertification by clearing forest for agriculture as well as for firewood. In 1900, 40% of Ethiopia was covered by forest; now only 4% is forested (Cohen, 1995). The worlds population will soon reach a level where there will not be enough resources to sustain life, as we know it. During theRead MoreScience, Technology and Innovation2949 Words   |  12 PagesPolicy Sci DOI 10.1007/s11077-011-9137-3 Science, technology and innovation in a 21st century context John H. Marburger III Ó Springer Science+Business Media, LLC. 2011 This editorial essay was prepared by John H. ‘‘Jack’’ Marburger for a workshop on the ‘‘science of science and innovation policy’’ held in 2009 that was the basis for this special issue. It is published posthumously. Linking the words ‘‘science,’’ ‘‘technology,’’ and ‘‘innovation,’’ may suggest that we know more about how theseRead MoreTechnology Essay11684 Words   |  47 Pageshome. First, the 802.11b wireless networking standard, which is the most common consumer based standard....  Ã‚   [tags: Technology] | 1202 words (3.4 pages) | $14.95 | [preview] | Gender and Technology  -  ... This is best demonstrated in the selected essays from the book and internet readings culls. For example, early automobile industry, gasoline cars were machines considered to be run by men and as they became popular and more reliable, electric cars were introduced in the market for the female counterpartsRead MoreScience and Technology13908 Words   |  56 Pages2009 Award Winning Essays Organized by Supported by T he Goi Peace Foundation U N ESC O Japan Airlines Foreword The International Essay Contest for Young People is one of the peace education programs organized by the Goi Peace Foundation. The annual contest, which started in the year 2000, is a UNESCO/Goi Peace Foundation joint program since 2007. The United Nations has designated 2001-2010 as the International Decade for a Culture of Peace and Non-Violence for the Children ofRead MoreEssay on Fall of Asclepius95354 Words   |  382 Pagesthat he would always remember: teachers are mostly full of shit. They would give ridiculous answers to the most mundane of questions. Why did I get a sixty percent on my essay? Because thats the mark you earned. The truth is that many teachers lost their will to teach. Theyll slap any random grade on any test, quiz, essay or assignment. Thomas felt sorry for them. Its not their fault. The government doesnt spend enough on education, and the students just dont care. No one seems to care! NotRead MoreProject Mgmt296381 Words   |  1186 Pageslogging companies that harvest the timber under contract conditions monitored by the Service. The proceeds are returned to the federal government. The budget allocated to each forest depends on the twoyear plan submitted to the U.S. Department of Agriculture. Olympic Forest headquarters in Olympia, Washington, was developing a two-year plan as a basis for funding. All of the districts in the forest submitted their timber sale projects (numbering more than 50) to headquarters, where they were compiled

Lab Test Tensile Testing Free Essays

The mechanical properties of materials are determined by performing carefully designed laboratory experiments that replicate as nearly as possible the service conditions. In real life, there are many factors involved in the nature in which loads are applied on a material. The following are some common examples of modes in which loads might be applied: tensile, compressive, and shear. We will write a custom essay sample on Lab Test: Tensile Testing or any similar topic only for you Order Now These properties are important In materials selections for mechanical design. Other factors that often complicate the design process Include temperature and time factors. The topic of this lab is confined to the tensile property of polymers. Figure 1 shows a tensile testing machine similar to the one used in this lab. This test is a destructive method, in which a specimen of a standard shape and dimensions (prepared according to ASTM D 638: standard test method for tensile properties of plastics) is subjected to an axial load. During a typical tensile experiment, a dog-bone shaped specimen Is gripped at Its two ends and Is pulled to elongate at a determined rate to Its breakpoint; a highly ductile polymer may not reach its breakpoint. The tensile tester seed in this lab is manufactured by Insertion (model 5569). It has a maximum load of 2 or 50 ink and a variable pulling rate. The setup of the experiment could be changed to accommodate different types of mechanical testing, according to the ASTM standard (e. G. Compression test, etc). For analytical purposes, a plot of stress (o) versus strain (E) Is constructed during a tensile test experiment, which can be done automatically on the software provided by the instrument manufacturer. Stress, in the metric system, is usually measured in N/ mm or Pa, such that 1 N/mm = 1 Pa. From the experiment, the value of stress is lactated by dividing the amount of force (F) applied by the machine in the axial direction by its cross-sectional area (A), which is measured prior to running the experiment. Mathematically, It Is expressed In Equation 1. The strain values, which have no units, can be calculated using Equation 2, where L Is the Instantaneous length of the specimen and LO Is the initial length. (Equation 1) (Equation 2) A typical stress-strain curve would look like Figure 2. The stress-strain curve shown In Figure 2 Is a textbook example of a stress-strain curve. In reality, not all stress-strain curves perfectly resemble the one shown In Figure 2. This stress-strain curve Is typical for ductile metallic elements. Another thing to take note is that Figure 2 shows an â€Å"engineering stress-strain† curve. When a material reaches its ultimate stress strength of the stress-strain curve, its cross-sectional area reduces dramatically, a term known as necking. When the computer software plots the stress-strain curve, it assumes that the cross sectional area stays constant throughout the experiment, even during necking, therefore causing the curve to slope down. The â€Å"true† stress- change in the cross sectional area of the specimen throughout the experiment. Theoretically, even without measuring the cross-sectional area of the specimen during the tensile experiment, the â€Å"true† stress-strain curve could still be constructed by assuming that the volume of the material stays the same. Using this concept, both the true stress (UT) and the true strain (ET) could be calculated using Equations 3 and 4, respectively. The derivation of these equations is beyond the scope of this lab report. Consult any standard mechanics textbook to learn more about these equations. In these equations, LO refers to the initial length of the specimen, L refers o the instantaneous length and o refers to the instantaneous stress. (Equation 3) (Equation 4) Figure 2 also shows that a stress-strain curve is divided into four regions: elastic, yielding, strain hardening (commonly occurs in metallic materials), and necking. The area under the curve represents the amount of energy needed to accomplish each of these â€Å"events. † The total area under the curve (up to the point of fracture) is also known as the modulus of toughness. This represents the amount of energy needed to break the sample, which could be compared to the impact energy of the sample, determined from impact tests. The area under the linear region of the curve is known as the modulus of resilience. This represents the minimum amount of energy needed to deform the sample. The linear region of the curve of Figure 2, which is called the elastic region (past this region, is called the plastic region), is the region where a material behaves elastically. The material will return to its original shape when a force is released while the material is in its elastic region. The slope of the curve, which can be calculated using Equation 5, is a constant and is an intrinsic property of material known as the elastic modulus, E. In metric units, it is usually expressed in Pascal (Pa). (Equation 5) Figure 3(a) shows typical stress-strain curves of polymers. The figure shows that materials that are hard and brittle do not deform very much before breaking and have very steep elastic modulo. The mechanical property of polymers generally depends on their degree of crystalline, molecular weights and glass transition temperature, Tug. Highly crystalline polymeric materials with a Tug above the room temperature are usually brittle, and vice versa. When a semi-crystalline polymer undergoes a tensile test, the amorphous chains, will become aligned. This is usually evident for transparent and translucent materials, which become opaque upon turning crystalline. Figure 3(b) shows a diagram showing the mechanical property of some common polymers. Important! Make sure you wear safety glasses before starting any operation. Your eyes could be hurt by a broken piece of polymer. Also wear gloves to protect against any residue on the machine and samples. . 1 Specimen Preparation The polymer specimens were injection-molded into dog-bone shapes. Their dimensions were determined according to the ASTM D 638 standard mentioned earlier in the introduction. (1) Measure the thickness, width and gage length of polymer samples in mm. These dimensions should be approximately the same for each sample. (2) Also make note of any sample defe cts (e. G. Impurities, air bubbles, etc. ). The following samples will be tested: 1) Polypropylene (UP), polystyrene (AS), polycyclic acid (polymer), high density polyethylene (HIDE), and Dentally for analysis of mechanical properties. ) Polystyrene: to compare effects of feeding direction on mechanical properties. 3) Polypropylene: to analyze effects of strain rate on mechanical properties. . 2 Bluebill Software Setup 1) Turn on the tensile test machine. The switch is located on the right side of the machine. Also turn on the video extensors. (2)Go to the desktop and double-click on the â€Å"Bluebill† icon. (3) On the main page, select Test to start a new sample. Name your test and click Browse to select the folder you would like to save it in. Click next. (4) Choose which method you would like to use. Create and save a new method if needed. (5) Method set up: Save after any changes are made. General: used for display purposes Specimen: specifies sample dimensions and parameters. A doggone sample is used for tensile testing. Select rectangular, and specify the width, thickness and gauge length of the sample. The gauge length is the distance between the clamps before starting the test. Control: describes the actual test. Select extension for mode of displacement, then specify the rate of extension. Most use 5 mm/min or 50 min/mm, depending on if you want a slow or fast test. End of Test: identifies the criteria for the end of the test. A large load drop is experienced when sample failure occurs. For this test, when the sample load drops by a certain percentage of the peak load, he machine will stop. Data: specifies if the data is acquired manually or automatically, while the strain tab recognizes whether the strain is measured from the video exterminates or the extension. Results and Graphs: select what data is shown and how it is displayed. (1) Make sure the proper load cell is installed, either 2 ink or 50 ink depending on the load range and sensitivity of the sample. To switch load cells, make sure the machine is off. Unscrew the bolts and remove using the handle. Make sure to plug the new load cell into the port behind the machine. (2) Calibrate the load cell by licking on the button in the upper right hand corner. Make sure all loads are removed from the load cell and click calibrate. (3) Install the correct type of clamps for the testing. For tensile testing, non or ink samples can be used. Install the clamps using the pins. Also install height brackets if needed. Zero the load once the clamps are installed. 4) Press the up and down arrows on the controller until the clamps are Just touching. Press the reset gauge length button at the top of the screen to zero the position of the clamps. (5) Use the up and down arrows until the clamps are about 100 mm apart. This is a typical gauge length for the dog bone samples. (6) Place the polymer sample between the grips of both the tensile test machine. While holding the sample vertically with one hand, use another hand to turn the handle of the top grip in the closing direction as tightly as possible. The specimen should be gripped such that the two ends of the specimen are covered by the grip, approximately 3 mm away from its gage-length. It is important that the specimens are tightly gripped onto the specimen grips to prevent slipping, which will otherwise result in experimental errors. ) (8) Make sure that the specimen s vertically aligned, if not a torsion’s force, rather than axial force, will result. (9) Turn the bottom handle in the â€Å"close† direction as tightly as possible. Visually verify that the sample is gripped symmetrically at its two ends. 10)Zero the extension by pushing zero extension button at the top of the screen. Also zero the load if needed. Wait for a few seconds to let the computer return its value to zero. 2. 4 Tensile Test (1) Enter geometry of the sample before starting. (2) Click on the Start button. Both the upper and bottom grips wi ll start moving in opposite directions according to the specified pulling rate. Observe the experiment at a safe distance (about 1. 5 meters away) at an angle and take note of the failure mode when the specimen fails. (NOTE: Be sure to wear safety glasses. Do not come close to equipment when the tensile test is running). (3) A plot of tensile stress (Amp) versus tensile strain (mm/mm) will be generated in real-time during the experiment. 2. 6 End of Test (1) The machine will stop automatically when the sample is broken. (2) Press the â€Å"Return† button on the digital controller. Both the upper and lower grips will be returned to their original positions automatically. 3) Turn the two handles in the open directions to remove the sample (4) Repeat the previous steps for any additional tests. 5) When finished, save your file and click Finish. This will export your data into a PDF and individual data files. (6) Clean up any broken fragments from the specimens. (7) Turn off the machine and exit the program when finished. Graph UP (50 mm/mm extension), AS (2 feed inputs), PLAN, HIDE and Dentally results using raw data files. There should be two tests for each polymer, but Just pick one to graph. Construct the true stress-strain curv es for each polymer (hint: use Equations 3) and (4) provided in the Introduction section). Calculate Young Modulus for each material and testing condition and compare experimental values with literature values. Discuss any differences in mechanical behavior between the polymers (use pictures! ) Analyze the fracture modes of each sample (ductile fracture, brittle fracture, or intermediate fracture mode). Using the data for polypropylene, discuss the effects of strain rate on the mechanical behavior of the polymers. Using the data for polystyrene, compare effects of feed direction on the mechanical behavior. Explain any unexpected results. How to cite Lab Test: Tensile Testing, Papers

Course Guide free essay sample

Course Guide School of Computing, Information and Mathematical Science/USP Library Faculty of Science, Technology and Environment The University of the South Pacific ii Produced by the University of the South Pacific, Suva, Fiji, 2013 First produced June 2010 Revised July 2012 Production team for semester 2, 2010 Course writers Colin Ash Paula Jones Deepak Bhartu Dinesh Kumar Kaylash Chaudhary Rajneel Totaram Rinel Ram Ronal Singh Shaveen Singh Sunil Lal Viren Sharma Valentine Hazelman Instructional designer Cover design Marketing, Development and Communications Office Course revision team for Semester 1, 2011 Course writers Shirley Devi Ajeshni Jeet Gavin Khan Salsabil Nusair Sunaina Nair Saleshni Sharma Dennis Sen Krishneel Chaudhary Viren Sharma Shaveen Singh Education technologist Cover design Tevita Ului Jitoko Marketing, Development and Communications Office This material has been prepared by the University of the South Pacific for use by students enrolled in the course for which it was developed. It may contain copyright material copied under the provisions of the Fiji Copyright Act 1999 or under license from rights holders or their agents. PART A 3 4 What is this course about? This course covers fundamental concepts of computers and their applications, including the use of software for word processing, spreadsheets, presentations and graphics. It also addresses the broader imperative for you to develop the capacity to effectively locate; access; evaluate; and use information in different formats. You will develop the learning skills needed for success in your studies and in modern workplaces. This course forms the basis of an overall effort to infuse computer and information literacy throughout the university curriculum. What are my learning outcomes? Upon successful completion of this course, you should be able to: 1. Access and use USP’s ICT resources available on-campus and off-campus. 2. Identify and use different features of a computer system. 3. Use standard applications for creating documents, presentations and spreadsheets. 4. Recognise the structure of information, that is, how it is produced, organised and disseminated. 5. Apply appropriate techniques in formulating effective search strategies to locate relevant information resources. 6. Navigate and utilise the Web, the USP Library website, the USP Library catalogue, and an online database subscribed by the USP Library to locate relevant and scholarly information resources. 7. Use appropriate referencing software and tools. 8. Critically evaluate information resources and synthesise information in academic writings. 9. Use emerging web-based technologies for educational and social purposes. 10. Recognise the legal, socio-economic and ethical issues regarding access to and use of information technology and information resources. What is my study schedule? Below is a study schedule that includes assessment activities and an assessment plan. The course guides your learning through a series of mandatory practical computer laboratory activities each day: ? ? ? Pre-lab activities to orientate you on the what and how of the week’s topic; A two hours lab session to complete the lab exercises with a facilitator present or online; Post lab activities to discuss, review, demonstrate and document the lessons learnt. 5 Topics *Pre Lab Activity Read Course Guide (Part A and B) Create ePortfolio Profile 1–2 1 1–3 1–2 1–2 1 1–2 1–2 1–2 1–2 1–2 1 Lab Activity Lab and Course Orientation 1–4 1–3 1–2 1–5 1–3 1–3 1 1–3 1–4 1–3 1–4 1–4 1–2 *Post Lab Activity Orientation and Lab Introduction 1. ICT Tools @USP Discussion Forum Netiquette Online Quiz 1 2. 3. Basic Computing Skills Hardware Fundamentals Com puter Procurement Simple Text-based Reports Fundamentals of Information Search Strategies Sourcing Information Online Presentation Reports The Library Website Searching Databases Effectively 4. 5. 6. Online Quiz 2 1–2 1 1 Online Quiz 3 1 Online Quiz 4 1 Online Quiz 5 Discussion Forum 7. 8. 9. 10. Evaluating Information 11. Web 2. Tools for Educational and Social Purposes 12. Analytical Reports 13. Social and Ethical Issues Assessment Name Assignment 1 Assignment 2 ePortfolio Activity 1-6 Final ePortfolio Submission Due Date 7th April, 2013 19th May, 2013 TBA 9th June, 2013 6 What are my learning resources? ? ? Course Guide: This booklet material that you are reading. MOODLE: The website hosting all resources in electronic format. URL: http://elearn. usp. ac. fj NB: Moodle is an integral part of the course for all students. Participating in the Discussion Forum (a kind of chat-room) is useful and at times even fun. The site is the main interface between you and your course coordinator/tutors—when were not in class or tutorial, important information about class events and other relevant notices will be posted on the UU100 MOODLE site. Some features that you will find on your UU100 MOODLE site includes: ? News and Announcement forum: The course coordinator or facilitator will be using this forum to communicate any important information in regards to UU100. Note: This is a one way forum and you will not be able to make postings on this or reply to the posts. Forums: Block for each topic on Moodle will have a Forum discussion link for students to discuss their experiences and learning for the topic. No student is allowed to post answers for prelab, inlab or post lab activities (including quizzes). The forum discussion is only to encourage students to share their knowledge and experience in regards to UU100. Additional forum discussions will be made available for assignments and eportfolio as well. Course guide: (this booklet) is available online at the relevant link. You should consult this document for all questions relating to course structure. Assessment materials: This link provides all you need to know about assessment in the course, including due dates, marking criteria and submission requirements. Assignment submission boxes: All assignments need to be submitted online through the relevant drop box. Hard copy of the assignments will not be accepted/required. ? ? ? ? IMPORTANT: Having problems with Moodle? Site not found? If you have any difficulties with accessing Moodle, email [emailprotected] ac. fj or talk to your tutor. ? In addition to the Materials available via Moodle, online Library resources are available via the Library website http://www. sp. ac. fj/library/. You may also visit the Information Literacy Program link on the Library website. 7 MOODLE MOODLE is USP’s learning management system and will be used to support learning in some of your courses. To access MOODLE, you need a computer connected to the Internet. MOODLE works best and is most compatible with Mozilla Firefox, thus students are recomme nded to use Mozilla Firefox to access Moodle if any issue is faced with any other browser. Moodle can be accessed from any PC connected to LAN at USP or any PC elsewhere connected to Internet. To login, you will need a username and password which must have been given to you by your local USP Campus or Centre. How to login to MOODLE Step 1: Accessing MOODLE ? ? ? Open your browser: Recommended browser to access MOODLE is Mozilla Firefox. Type the following URL at the address bar: http://elearn. usp. ac. fj/ Press Enter. ? Alternatively, you can go to the USP website: http://www. usp. ac. fj/ and use the Quick Links drop down menu on the left of the page and select MOODLE. Step 2: Username and Password ? ? ? ? You will come to a Login screen. Type your Student ID number in the Username box. Type your student email password in the Password box. Click on Login. (webmail) ********* Step 3: Accessing your course ? You should now see a list of your courses. Click the Course Code UU100 e. g. Lost or forgotten password? Please contact your USP ITS student helpdesk. 8 How do I study this course? There are 13 by 2 hour assessed lab sessions during the semester. You are required to attend the practical session on a weekly basis. Some of these sessions (at least 6) will be delivered and assessed online. You should anticipate spending an additional 3 hours per week on the subject engaged in reading, reflection and research and undertaking assessment tasks and reporting on your learning progress. Attendance in tutorials is assessed (see assessment plan). For this reason class rolls will be taken in each lab session. Learning consists of a number of computer laboratory activities which allows you to demonstrate the level at which you learn and understand the essential knowledge for the course. The prescribed activities will be designed to suit the needs of all first year students. How am I assessed in this course? Rationale for assessment Assessment tasks are designed to provide you with an opportunity to develop and demonstrate specific academic abilities as stated in the learning outcomes. The rationale for each piece of assessment is as follows: ? ? ? ? Lab attendance and participation: This assessment requires you to develop your skills on various parts of the course content and to engage in practical activities. Quizzes: This assessment component allows you to measure your learning on topics. Assignments: These assessments develop your research, analytical and writing skills. Portfolio Report: An ePortfolio can be seen as a type of learning record that provides actual evidence of achievement. Your own ePortfolio is used to track your learning journey and achievement of course outcomes. Assessment is based on learning-by-doing, and not on memorising course notes. To successfully complete this course you must achieve a satisfactory mark in each of the four assessment items and an overall mark of at least 50%. 9 Assessment Plan ** Participation requires attendance to a minimum of 10 assessed lab sessions and completion of all online activities. Six (6) of the practical sessions will be delivered and assessed online, so F2F attendance is not required for this.. How do I submit my assignments? Original w or k versus plagiarism Always keep a copy of your written work! A handy way to back-up is to email yourself at an alternative email account like Gmail, Yahoo or Hotmail. Course materials on MOODLE, lecture notes and course notes are not citable authorities so you are not allowed to cite them in your essay, footnotes, or bibliography. This requires you to be creative and original in your work, and not plagiarize. Be careful about how you cite online resources. Copying materials from other sources without proper referencing and acknowledgement to the source is a serious offence and will be dealt with severely. In the USP Calendar, the Plagiarism and Dishonest Practice Regulations defines plagiarism as ‘taking and using another person’s thoughts, writings, inventions or other work as one’s own. If the lecturer/tutor is satisfied that plagiarism has occurred then the students at fault will be subject to disciplinary action. See http://www. fste. usp. ac. fj/index. php? id=6868 10 If any assistance is required in understanding plagiarism, please speak to your tutor or lecturer. . Student Responsibilities – you are expected to: ? ? ? ? Read the materials provided; Read the assigned work; Carry out any research required for any work; and Attempt and submit the relevant pieces of assessments required. 2. Lab/classroom Rules – To maintain a classroom environment that is conducive to optimal learning, please follow these simple rules: ? ? ? ? ? Arrive on time; Turn off your mobile phones (or keep them on silent mode); Do not do any other personal work, including visiting social networking sites such as Facebook; Do not chat with your neighbors unnecessarily; and Avoid any disruptive behavior. Submission of assignments, m a r king time and collection Assignments are to be handed in or posted electronically through MOODLE (see Submission of assignments online) on or before the due date. Under no circumstances must they be left in the office when no staff member is present or handed in by someone else (unless authorized otherwise). Before submitting your assignment you should check that you have a copy and that you have complied with all instructions given. It is the normal practice to attempt to mark course assessments within three weeks after due date. If this is not possible, the class will be notified of the revised marking time line. All grades will be made available for students via Moodle Grade book. Remember: on every assignment you should also include a cover sheet with your assignment which indicates your Name, Student ID No. , Assignment No. , Lecturer or Tutor, Lab Session, Due Day and Date. Submission of assignments online To submit assignments online, you should click on the relevant assignment drop box in the assessment section of the UU100 MOODLE site. At the bottom of the main assignment page you will see a â€Å"Browse† button which will enable you to upload your assignment from any storage media, select the file/assignment and click on â€Å"Upload this file† button to upload your assignment. It is important that you are logged in to your own account before uploading the file as the uploaded file will be stored under the logged in account. Once you submit an assignment, you will be redirected to the main assignment page where you will be able to see the details of your submission. Note: If you have submitted your assignment online and have not had any marks or feedback within three weeks of submission, please contact your course coordinator or tutor. 11 Course evaluation Online surveys/evaluations will be available in MOODLE for you to provide feedback for UU100. Your responses will remain strictly confidential and will only be used to further enhance the course. 12 PART B 13 Orientation Lab Introduction Introduction In this first session, students are introduced to all the different components of UU100. Students are informed about the aims, objectives and assessment requirements of the course. Furthermore, students are also introduced to some key ICT Tools that will be used by the students for the rest of their academic life at USP. Learning outcomes After the completion of this week’s topic, students should be able to:? ? ? Learn the aims and objectives of UU100 Understand the assessment plan for UU100 Familiarize themselves with the key ICT tools used at USP. Readings Students are to complete the following readings prior to attending their respective lab session. Note that all readings are available under the Orientation Tools link in Moodle. ? ? ? ? ? ? ? ? StudeNet SOLS Accessing personal share (Only for Laucala Campus Student) Google Apps Moodle Guide Assessment Breakdown NComputing Introduction to ePortfolio Post Lab ? Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † 14 Topic 1: ICT Tools @USP Introduction In this topic, you will familiarize yourself with a computer system, the Windows Operating System environment and other computer lab resources at USP. You will learn the basics of managing your course materials (files) using MOODLE; how to download the files, upload assignments, join a group and participate in the discussion forum. MOODLE is the learning management system adopted by USP. You will be able to find all the course related information about UU100 on Moodle. MOODLE stands for Modular Object Oriented Dynamic Learning Environment. You will also learn how to create a portfolio using MAHARA, an ePortfolio system. An eportfolio can be seen as a type of learning record that provides actual evidence of achievement. With your ePortfolio, you can capture and store evidence of your learning; reflect on them; give and receive feedback; plan and set goals, collaborate with others and publish your information to a chosen group of audience. Finally, you will use TURNITIN to check your assignment content for any sign of plagiarism. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Familiarise yourself with the Windows environment and other computer lab resources. Get Started with MOODLE – download and upload files, use groups and forums. Create your own ePortfolio profile using MAHARA. Check your assignment for plagiarism using TURNITIN before submission Readings ? ? ePortfolio Guide Creating and Viewing your Profile TURNITIN Student Guide. Activities and practical ? Pre-Lab Activity: 1. Access Mahara and update your profile information. Lab Activity: 1. Familiarise yourself with a computer system and the lab resources available in USP’s computer lab. 2. Get Started with MOODLE – download course materials, upload a sample assignment and participate in the discussion forums. 3. Create a View using Mahara. 4. Check your sample Assignment document for plagiarism using TURNITIN – before submission. 5. Attempt Lab Activity questions. ? Post Lab Activity: 1. Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † ? 15 Topic 2: Basic Computing Skills Introduction In this topic, you will familiarise yourself with the different types of computer software available namely system software and application software. You will also learn to manage files using My Computer, create, save and close files and folders and practice using file compression utilities. Furthermore, you will also learn how to convert files to different formats and practice typing using the keyboard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? Learn about the different types of software. Type proficiently using the keyboard. Work with files and folders. Zip and unzip files and folders using the WinRAR utility. Convert files to different file formats. Readings ? Read Topic 2 notes posted on Moodle. Activities and practical ? Pre-Lab Activity: 1. You are required to research on the following topics before you attend this week’s lab session: a. Operating Systems. b. Keyboards and Shortcut keys. c. Files and file types. d. Different File compression and conversion tools 2. Practice and improve your typing skills using the recommended Touch Type Tutoring program. ? Lab Activity: 1. Learn about different types of software 2. Discuss FOSS 3. Working with Files and Folders. 4. Using WinZip to Compress/Decompress Files and Folders. 5. Converting files to different file formats. Post Lab Activity: 1. Review Quiz 1 ? 16 Topic 3: Hardware Fundamentals and Computer Procurement Introduction In this topic, you will familiarise yourself with basic computer lab technology; hardware, software and networks. As this course is based on information communication technology and information literacy, it is important that you acquire the necessary computer-related skills which are seen as essential tools for communication of information. At some point in time, you may consider investing in a computer system. There are many factors ranging from budget to performance indices that you need to consider in buying a computer. This topic will also guide you in making an informed decision in this regard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? ? ? ? Describe the categories of computers. Describe and identify the various components of a computer. Distinguish between system software and application software. Identify and procure a computer system which meet the needs of the buyer Recognize and discuss the purpose of computer networks. Understand the client-server model. Access network resources. Work with web-based e-mail. Readings ? Read Topic 3 notes from Moodle. Activities and practical ? Pre-Lab Activity: 1. Computer Specifications – familiarising yourself with the components of a computer. 2. Watch the Video on â€Å"Understanding the parts of a computer† Lab Activity: 1. Identify essential hardware component specifications. 2. Attempt the Case study about a student’s choice of a computer. Post Lab Activity: 1. Complete ePortfolio Learning Objective 1. 2. Begin work on Assignment 1. ? ? 17 Topic 4: Simple Text-Based Reports Introduction Computers can offer us valuable insights into our writing style simply because they can process text quickly and thoroughly. This topic provides hands-on experience of basic word processing techniques and functions. It is designed for you to be able to demonstrate a working knowledge of word processing terminology and identify functions and procedures utilised in word processing. Presented in this topic are a few writing tools and techniques that will be of some help as you use them for your professional writing. Learning outcomes Upon successful completion of this topic, you should be able to: Use computers to create electronic documents. ? Change the look of a document using formatting. ? Use templates and styles for creating professional looking documents and reports. Readings ? ? ? ? Pre Lab Activity Notes Lab Activity Notes ePortfolio Guide-Creating Folder and Uploading Files PDF document ePortfolio Guide Journals Activities and practical: ? Pre-Lab Activity: 1. Create a Cover Page and a Birthday card using MSWORD 2010 2. Lab Activity Notes. Lab Activity: 1. Editing Documents. 2. Formatting Text, Paragraphs and Pages. 3. Adding tables and graphics to documents. 4. Spell Checking a Document. 5. Styles 6. Table of Contents. 7. Bibliography. Post Lab Activity: 1. Review Quiz 2 2. Complete EPortfolio Learning Objective 2 ? ? 18 Topic 5: Fundamentals of Information Introduction We live in what is often called ‘The Information Age’ – an era which is â€Å"marked by the increased production, transmission, consumption of and reliance on information. Many consider the new role of information to be changing our social and economic behavior as dramatically as did the Industrial Revolution† (Readiness for the Networked World: A Guide for Developing Countries. Glossary of Terms’ http://cyber. law. harvard. edu/readinessguide/glossary. html). Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Describe the roles of data, information, knowledge and wisdom in decision-making; Describe the competencies of an information literate individual; Describe the structure of information, that is, how it is produced, organised and disseminated; Discuss legal, ethical and socio-economic issues surrounding information; Readings ? Read Topic 5 notes Activities and practical ? Pre-Lab Activity: 1. Identify and analyse information needed for decision making in given scenarios. Lab Activity: 1. Browse and identify features of selected web-based primary, secondary and tertiary sources of information. 2. Discuss the impact of technological advances on primary, secondary and tertiary sources of information. 3. Discuss the reasons and implications of digital divide and suggest recommendations to bridge the divide in Pacific Island countries. ? Post Lab Activity: ? 1. Analyse scenarios of legal and illegal as well as ethical and unethical uses of information resources. 19 Topic 6: Search Strategies and Searching Information Online Introduction The Internet has changed the way people use computers and communicate information. In Part A of this topic, you will be introduced to various techniques for searching information. In Part B, you will use selected search engines, meta-search engines and subject directories to find web-based information to support your studies. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Construct effective search strategies using appropriate search terms and search techniques; 2. Identify features of selected search engines, meta-search engines and subject directories; 3. Use selected search engines, meta-search engines and subject directories to locate relevant and scholarly information resources. Readings ? Read Topic 6 notes Activities and practical ? Pre-Lab Activity: 1. Quiz ? Lab Activity: 1. Construct search strategies, on given topics, using appropriate search terms and search techniques. 2. Use Google Web advanced search mode and Google Scholar advanced search mode to conduct searches, on given topics, and analyse the results retrieved. Use an academic subject directory to conduct searches, on given topics, and analyse the results retrieved. 3. ? Post Lab Activity: 1. Use the basic and advanced search modes of a selected meta-search engine to conduct searches, on a given topic, and analyse the results retrieved. 20 Topic 7: Presentation Introduction In this topic you will learn how to make use of presentation software that will aid you in delivering effective, targeted, interesting and captivating presentations suitable to the target audience. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? Identify different presentation tools. Use design templates. Create visually appealing presentations. Readings ? Topic 7 notes from MOODLE. Activities and practical ? ? Pre-Lab Activity: 1. Create a PowerPoint presentation in a group using MS PowerPoint 2010. Lab Activity: 1. Students to do a group presentation on slides created during Pre Lab. 2. Students will be introduced to Prezi  œ a Flash based presentation software. ? Post Lab Activity: 1. Students to upload a Prezi presentation onto ePortfolio as Post Lab activity for the week. 1 Topic 8: The Library Website and the Library Catalogue Introduction In Part A of this topic, you will explore the range of useful information the USP Library website has to offer. The USP Library website is very often the most suitable way to find the information you need. It contains links to information and can direct you to the best sites, particularly relevant Pacific/Oceania sites. If you know your way around the Library website, you will find a treasure trove of information that will help you get ahead in your studies. In Part B of this topic, you will be introduced to the Library catalogue, which is the key to finding a huge range of information resources about subjects you will study at USP. Part B explores the various search modes of the library catalogue which you can use to search and find library resources efficiently. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Navigate the main USP Library website as well as Emalus and Alafua Library websites and identify relevant links for undergraduate students; 2. Construct search strategies and use the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources on given topics; 3. Interpret citations and construct search strategies using the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources for given citations. Readings ? Read Topic 8 notes Activities and practical ? Pre-Lab Activity: 1. Navigate the main USP Laucala Library website as well as Alafua and Emalus Library websites and identify types of library services and resources available for undergraduate students. Lab Activity: 1. For given topics and citations, construct search strategies and conduct searches using the following search modes and options on the USP Library catalogue: i. Quick Search using Keywords option; ii. Title Search using Browse, Phrase, and Exact Match options; iii. Advanced Search; iv. Subject Search. 2. For given topics and citations, construct search strategies and conduct searches using Quick Search and Advanced Search modes on Alafua, Emalus and regional libraries catalogues. ? 22 ? Post Lab Activity: 1. Use the advanced and subject search modes of the USP Library catalogue to conduct searches, on a given topic, and analyse the esults retrieved. 2. Review Quiz 3 23 Topic 9: Searching Databases and Managing References Introduction During your academic studies at The University of the South Pacific you will need to access and read many articles. The USP Library offers a wide range of online databases and many of these provide entire articles, called fulltext articles. You can find a list of these databases trough the USP Library homepage: http://www. usp. ac. fj/library. Under the heading eResources select Databases. In Part A of this topic you will explore ProQuest databases to find fulltext articles. In Part B of this topic, you will learn how to create, save and organise your references using referencing software called EndNote. Learning outcomes Upon successful completion of this topic, you should be able to: 1. 2. 3. 4. Access, navigate and identify features of ProQuest database; Construct search strategies, search and retrieve articles using ProQuest; Import references from online databases like ProQuest to EndNote Create and organise references and bibliographies using EndNote. Readings Read Topic 9 notes and PowerPoint tutorials. Activities and practical Pre-Lab Activity: 1. Register for EndNote account. 2. Create References manually using EndNote. ? Lab Activity: Part A 1. For given topics and citations, construct search strategies and conduct searches using the following search modes on the ProQuest database i. basic search; ii. advanced search; iii. topic search; iv. publications search. Part B 1. Create records in EndNote by manually entering references and importing re ferences from ProQuest database. 2. Organise references by creating groups and formatting in selected citation style. ? Post Lab Activity: 1. Formulate a search strategy for a given research topic, conduct the search on ProQuest, select and import records into EndNote and format into selected citation style. 24 Topic 10: Evaluating Information Introduction The quality and relevance of the information you use in your tertiary studies is of the utmost importance. It is easy to find information on most topics – but is it the best information? In this topic you will look at evaluating information in any format. In particular, you will learn how to apply the START evaluation criteria to critically evaluate the various types of information resources. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Discuss the importance of evaluating information resources; 2. Identify criteria used for the evaluation of sources of information; 3. Apply evaluative criteria to a range of information resources. Readings ? Read Topic 10 notes. Activities and practical ? ? Pre-Lab Activity: 1. Categorise Bad and Good Information Lab Activities: 1. Evaluate websites, on a given topic, using START evaluation criteria. 2. Evaluate journal articles, on a given topic, using START evaluation criteria. ? Post Lab Activity: 1. Use Google Web advanced search mode to conduct search on a given topic, select and evaluate a website using START criteria. 2. Review Quiz 4 25 Topic 11: Web 2. 0 Tools for Educational and Social Purposes Introduction This topic looks at the ways people use the latest developments in online communication, to create communities and share information, often near instantaneously. We encourage you to explore and find out more about this exciting development that has revolutionised communications and how people relate to each other in the 21st century. Learning outcomes Upon successful completion of this topic, you should be able to: ? Identify and navigate various content collaboration, media sharing and social networking Web 2. 0 tools; Discuss the advantages and limitations of the different types of Web 2. 0 tools; Use selected Web 2. 0 tools. ? ? Readings ? Read Topic 11 notes. Activities and practical ? Pre-Lab Activity: 1. Browse and analyse blogs on a given topic. ? Lab Activity: 1. Browse a Facebook account of an organization and discuss the advantages and disadvantages of social networking tools. 2. Browse a selected Wikipedia article and discuss the advantages and disadvantages of content collaboration tools. 3. Browse the code of conduct of Flicker and discuss the advantages and disadvantages of media sharing tools. ? Post Lab Activity: 1. Use Google Docs to create and publish a document on a given topic. 26 Topic 12: Analytical Reports Introduction This topic will develop your skills at using Microsoft Excel. You will learn how to calculate using formulas and functions, create charts and Pivot Table, a data mining tool provided with Microsoft Excel. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Work with formulas and functions in Microsoft Excel. Identify the appropriate type of chart for your report. Produce charts in Microsoft Excel. Use Pivot Tables to analyse and present data in Microsoft Excel. Readings ? Topic 12 notes from MOODLE. Activities and practical ? Pre-Lab Activity: 1. Create a spreadsheet as given in the pre lab activity using Microsoft Excel 2010 and answer the questions that follow. Lab Activity: 1. Create a Chart in Excel 2010. 2. Use formulas and functions to perform calculations 3. Add a PivotTable in Excel 2010. Post Lab Activity: 1. Review Quiz 5 ? ? 27 Topic 13: Social and Ethical Issues