Carbon Membranes from Polyamideimide and Polyetherimide

Carbon Membranes from Polyamideimide and PolyetherimideCARBON MEMBRANES FROM POLYAMIDEIMIDE AND POLYETHERIMIDE FOR NITROGEN AND METHANE SEPARATION AND ITS PARAMETER STUDYABSTRACTCarbon tissue layers prep bed from polyamideimide and polyetherimide were studied to find come on the effects of variant parameters on membrane characteristics. Their properties were analyzed to understand its scope in methane purification. assorted compositions were tried to find out the optimum polymer composition as well as the optimum blend composition. They were pyrolyzed at various temperatures to study the effect of pyrolysis temperature on the morphology of the membrane. Efforts declare been made for obtaining a narrow pore distribution as nitrogen and methane have comparable surfaces. Analysis of the micro bodily structure of membranes using XRD confirms the variations in chain pugilism density and d-spacing of polymer chains as a result of a trade in pyrolysis temperature. CHN analysis rev ealed the percentage composition of distinguishable elements in the membrane as it was important to control amount of oxygen in the membrane. Glass pitch contour temperature is fix using DSC to confirm perfect blending of polymers. TGA has been done to find out how the polymer composition affects degradation temperature and to study the chemic changes occurring during pyrolysis. SEM images, both cross section, and originate have been taken to analyze pore structure of the membrane.Keywords Polyetherimide, Polyamideimide, Pyrolysis, XRD, SEM, CHN.INTRODUCTIONMembranes have been widely received as a promising technology in flub withdrawal processes. This is due to its high reliability, low capital investment and low energy usage which overshadow conventional torpedo disengagement techniques much(prenominal) as cryogenic distillation, liquid absorption, pressure swing adsorption etc. These established conventional techniques are known for their complexity in processes and hi gh energy intensity. For this reason, researchers are making efforts for an alternative way that promises to give high-cost effectiveness and easy handling (1).Polymer membranes have been widely studied for their application in burn out separating units, but they always faced drawbacks like low caloric and chemical stability. Henceforth studies have been focused on hundred membranes, which are the novel and advanced type of membranes. They have been heavy(p) promising results ever since and marked a radical benchmark for the selectivity of gasses. Excellent ability to withstand high temperature and chemicals made cytosine membranes a new branch of study for the researchers to follow. (2)Carbon membranes are hustling by pyrolysing polymer membranes. Pyrolysis is the most significant step in the eagerness of ampere-second membrane. There are different pyrolysis factors that affect membrane properties. During pyrolysis the parameters like pyrolysis temperature, heating rate, atmospheric condition, soaking time etc. can influence the transport properties of the membrane. These factors are chosen wisely establish on the application of the membrane. (3) substantial selection is the prime factor concerning in preparation of light speed membrane. There are wide varieties of precursor polymers available for preparation of carbon membrane (4). Selection of polymer is the important factor as pyrolysis of different polymer gives carbon membrane with entirely different properties. The precursor polymer should satisfy minimum criteria such as it should not soften nor liquefies during pyrolysis. It should be able to withstand high temperature (5).Polyamidimides and polyetherimides are being recently studied and are found to be giving satisfactory results due to its high melting point and thermal stability (6). Fuertes and Centeno used polyetherimide to prepare supported carbon membrane for gas separation (7). They conducted gas permeability studies for individual gasses as well as for many mixtures of gasses. They in any case used phenolic resins for their studies (8).Different polymers are always blended to effectively trust the desirable properties of the blending polymers. Gas separation properties of carbon membranes are deepen while combining different materials. New studies are going on canvas the blending techniques for an optimized result (9).Pore size control is one of the most challenging factors in carbon membrane preparation. Nitrogen and methane is having a kinetic diameter of 3.6A and 3.8A respectively (10). So in order to separate them by molecular sieving very narrow pore distribution has to be obtained. To blend very specific pore size, pyrolysis temperature was changed accordingly.Two types of polymers were chosen so as to understand the effect of individual polymer on membrane properties. Membrane parameters such as polymer concentration, pyrolysis temperature were varied to understand the morphological as well as che mical changes taking place in the membrane. Comparison of carbon membrane with polymer membrane was carried out, which showed enkindle results that can be further used to study gas permeation properties of the membranes. Results revealed that these membranes can be used for the separation process of nitrogen from methane.EXPERIMENTALMaterialPolyamideimide (PAI) polymer and Polyetherimide (PEI) polymer which are required for the preparation of polymer membrane were purchased from UTM, Malaysia. N-methyl 2-pyrrolidone (NMP) was the solvent used and it was purchased from Merck Life Science confidential Limited, Mumbai, India. Methanol used for washing was bought from Titan Biotech Limited, Rajasthan, India. Acetone was purchased from Merck Specialities Private Limited, Mumbai, India. All reagents were used without any further purification.Polymer Membrane PreparationPolymers that were chosen for preparation were polyamideimide and polyetherimide. The solvent used was N-Methyl-2- pyro lidone. The polymer concentration in NMP was varied from 2- 20 wt.% as shown in the remand 1. Different batches of polymer solution were prepared by dissolving the be amount of polymer in 25ml NMP. Polyamideimide-polyetherimide ratio in the solution was varied as 25/75%, 50/50%, 75/25%, 0/100% and prepared different batches accordingly. For complete dissolution, the solution was unbroken for magnetic stirring for 3 hrs. The temperature was amplifyd up to 80oC occasionally for 10 minutes, to avoid undissolved particles in the solution. Later the solution was sonicated in a sonication bath. The solution was consequently casted on a glass plate using a casting rod. The casting rode that was used has a dimension of 450m. The glass plate was kept in the atm for two days for evaporation of the solvent. Later it was kept inside a vacuum oven at 60oC for complete removal of NMP.Table 1 Polymer BatchesSample labelTotal Polymer (%)PAI/PEI wt percentage (%)PM-01225/75PM-02925/75PM-0312 25/75PM-041525/75PM-051825/75PM-062025/75Carbon Membrane PreparationPolymer membrane was cut into a rectangular piece and transferred into an alumina crucible. It was then kept inside a tubular furnace by VBCC for pyrolysis. It was a horizontal furnace with alumina tube. Nitrogen environment was chosen for pyrolysis. The flow rate of nitrogen was kept at 25ml/min. Polymer membranes with PAI/PEI composition of 25/75% was only further used for making carbon membrane as they showed good morphological stability compared to opposite batches.For pyrolysis different protocols were followed. The protocols are as shown below,1) 50 to 250 oC at a ramp rate of 13.3 Co/min.(2) 250 oC to (Tmax-15) oC at a ramp rate of 3.85 Co/min.(3) (Tmax-15) oC to Tmax oC at a ramp rate of 0.25 Co/min.(4) Soak at Tmax for 2 h. (11)After pyrolysis, it was kept for natural cooling before taking out. The different batches of carbon membranes based on different pyrolysis protocol were prepared as given in the Ta ble 2. Polymer membrane with 9% polymer concentration was the membrane used for canvass different pyrolysis protocols.Table 2 Carbon Membrane BatchesSample CodeTotal Polymer (%)Pyrolysis Temperature(oC)CM-012600CM-6009600CM-4509450CM-8009800CM-0312600CM-0415600CM-0518600CM-0620600Characterization of Synthesized MembranesVarious techniques were employed for the characterization of polymer as well as their derivative carbon membranes. Differential Scanning Calorimetry (DSC) was used to find out glass pitch contour temperature of polymer membranes and to study the blending of polymers. Under nitrogen atmosphere, scans from 50 to 450oC at the heating rate of 10oC/min were performed on a DSC Perkin Elmer model 6000.thermohydrometric analysis (TGA) was used to study the thermal degradation of the polymer membranes. Degradation temperature of the membrane, as well as the weight loss during the process, is analyzed. It was carried out on a TGA Perkin Elmer 4000 model, in nitrogen atmosphe re at a flow rate of 30 mL min-1. The temperature range was from 50 up to 750 oC.X-ray Diffractometer (XRD) was used to study the structural changes in membrane due to variation in pyrolysis temperature. Perkin Elmer 1621 wide-angle X-ray diffractometer was the instrument used to study the microstructural changes in membrane. Using Braggs law the average d-spacing of the membrane was evaluated. It is as shown below,n = 2d sin , where n is an integral number, is the X-ray wavelength, d is for the inter-layer spacing between the polymer chains and is the diffraction angle.CHN analysis was conducted to study the variation in the elemental composition with pyrolysis temperature. Elementar Vario EL was the equipment used here for analysis. Compostion of oxygen was found using separate apparatus.Scanning electron Microscopy (SEM) was used to get pore size of the membrane as well as get a closer image of the membrane. JEOL Model JSM 6390LV is the model used for the analysis.RESULTS AND DISCUSSIONPhysical propertiesBoth PAI and PEI met the requirements for preparing carbon membrane with promising results. While satisfys of PAI in membrane made the membrane more brittle, which is due to its aromatic rings, (10) PEI gave structural support to the membrane. So PAI/PEI content was fixed at 25/75% for all the batches later on.As two polymers are used, the miscibility of the precursors has to be tested and glass transition temperature of the membrane was taken as the criteria for the evaluation. For the polymer blends, Tg was found to be in between of that of individual polymers. Tg of PEI and PAI are 217C and 280C respectively. And from the Table 3 it is clear that both the polymers are all miscible and was perfectly blended together.Table 3 Glass Transition TemperatureSample CodePAI/PEI wt Percentage (%)Glass Transition Temperature (oC)PM-2525/75233PM-5050/50249PM-7575/25265PM-1000/100219Effect of polymer concentration on thermal characteristics Unlike polymer membra ne, carbon membrane was thermally and chemically stable. caloric stability is analyzed by TGA. TGA analysis of all polymer membranes is shown in pattern 1. It shows that concentration does not have much effect on degradation temperature of membranes. simply it gives an insight into chose the pyrolysis protocol that has to be followed. There are different pyrolysis protocols for preparation of carbon membranes, based on type of precursors used, one protocol is fixed.Figure 1 Thermal analysis of Polymer MembranesFigure 1 illustrates the weight variation of polymer membranes during the heating process up to 800C. According to the TGA thermo-diagram, the degradation temperature (Td) is 550C and was defined as the temperature corresponding to 15% weight loss. This indicates the high thermal resistance of the membrane. The total weight loss at 800C, with 10/min heating rate, was approximately 60%. The enhanced thermal stability of the membrane highlights its quality as a precursor for the preparation of carbon molecular sieve membranes.Effect of polymer concentration on structure of membraneFigure 2 XRD of Carbon Membrane of different concentrationsEffect of polymer concentration on structure of carbon membrane is shown in Figure 2. As the concentration of polymer was increased from 2% to 20%, peak intensification took place, resulting in a more compact structure. Pore size was reduced and membrane with higher packing density is formed.Effect of pyrolysis temperature on microstructure of membraneStructural analysis on carbon membranes was done by obtaining XRD spectra as a function of pyrolysis temperature. As shown in Figure 3, the XRD spectrum for membrane prepared at 450oC is a merger of two peaks at 22.7o and 18.8o. With increase in pyrolysis temperature, the peaks joined into a single but increase peak with a shift toward the smaller pore sizes indicating a decrement in average d-spacing.Figure 3 XRD of Carbon Membrane prepared at different temperaturesd-sp acing in carbon membrane refers to interlayer distances, with increase in temperature more compact structures are formed. 800 C was found to be the optimum pyrolysis temperature as membrane having high density and packing efficiency are formed at this temperature. (1)Effect of pyrolysis temperature on membrane compositionIn order to study how pyrolysis temperature changed the chemical composition of the membrane, elemental analysis has been conducted for both polymers as well as carbon membrane. In Figure 4, the point zero in x-axis corresponds to precursor membrane and it has the lowest carbon content and they started to increase with increase in pyrolysis temperature. However other elemental contents like oxygen, nitrogen and hydrogen was reduced with increase in temperature.Presence of oxygen compounds in the carbon membrane surface can make the membrane more hydrophilic and can cause glob of membranes (11). For the better performance of carbon membrane oxygen content has to be less than 4% (12).When pyrolysis temperature in increased, oxygen content is reduced. Membrane prepared at 800oC has oxygen content less than 4%.So the effect of pyrolysis temperature on hydrophilictiy of the carbon membrane was tested to study the influence of oxygen in the membrane. From the Table 4 it is clear that as pyrolysis temperature is increased, amount of water absorbed is decreased, thus increasing the hydrophobic nature of carbon membranes. This can be explained by the drop-off in oxygen containing group in membrane with pyrolysis temperature.Figure 4 Elemental analysis of membranesTable 4 Hydrophilicity of carbon membranesSample-CodePyrolysis Temperature (C)Wet weight of the membrane (g)Dry weight of the membrane (g)Amount of water absorbed (g)CM-4504500.05880.05530.0035CM-6006000.05230.05030.0020CM-8008000.06870.06070.0008Morphology of MembranesThe surface and cross-section morphologies of carbon membranes as well as polymer membranes were investigated by SEM (Scanni ng Electron Microscopy) techniques.Surface image of polymer membrane is shown in Figure 6. It shows a smooth and defect free surface without any deformation. Cross section of the polymer membrane is also shown below. Compared to carbon membrane it does not have uniform pore distribution. All the pores are elongated pores and the membrane formed is very dense. Thickness of polymer membrane was found to be 250m.The honey-comb structure of carbon membrane shows the pore structure in the membrane (Figure 5). It is clear from the image that the membrane is rich in pores and has quite a uniform pore distribution. The membrane was having a sponge-like matrix unlike polymer membrane. This uniform pore distribution allows carbon membrane to have high selectivity over polymer membrane. (b)Figure 5 SEM images (a) Top surface and (b) Cross section of Carbon Membrane (b)Figure 6 SEM images (a) Top surface and (b) Cross section of PolymerMembrane CONCLUSIONDifferent polymer blends were tried for the preparation of polymer membrane and membranes derived from Polyamideimde/Polyetherimide (25/75wt.%) exhibited more attractive performance than the other blends. Polymer concentration was varied from 2-20% and at 9% it was found to be exhibiting best results. Polymer membranes prepared from PAI/PEI were transparent hydrophilic membranes. Polymer membranes were thermally unstable compared to carbon membrane and were found to have degradation temperature around 450oC. Complete miscibility of both the polymers was confirmed and the glass transition temperature of the polymer membrane was also found.For the preparation of carbon membrane different protocols were followed for pyrolysis, and 800oC was found to be the optimum temperature for pyrolysis. Thermal analysis of membrane had conducted, which proved the higher thermal stability of the carbon membrane. Morphological studies shows that carbon membrane prepared at 800oC have desirable pore size compared to other membranes prepare d at trim back temperatures. XRD studies of the carbon membrane showed that as temperature increases, more compact membranes are obtained, which decreases the permeability of the membrane. All the membranes have shown promising results that can be further investigated for gas separation studies.References1. Carbon membranes from blends of PBI and polyimides for N2/CH4 and CO2/CH4. Seyed Saeid Hosseini, Tai Shung Chung. s.l. Journal of Membrane Science, 2009, Vol. 328. 174-185.2. A review on the latest development of carbon membranes for gas separation. A.F. Ismail, L.I.B. David. s.l. J. Membr. Sci., 2001, Vol. 193. 1.3. Fabrication of carbon membranes for gas separationa review. S.M. Saufi, A.F. Ismail. s.l. Carbon, 2004, Vol. 42. 241-259.4. Gas permeation through micropores of carbon molecular sieve membranes derived from kapton polyimide. Suda H, Haraya K. s.l. Chem B, 1997, Vol. 101. 3988-94.5. DH, Morthon-Jones. Polymer processing. London Chapman and Hal, 1984. Chapter 2.6 . Relationship between chemical structure of aromatic polyimides and gas permeation properties of their carbon molecular sieve membranes. H.B. Park, Y.K. Kim, J.M. Lee, S.Y. Lee, Y.M. Lee. s.l. J. Membr. Sci., 2004, Vol. 229. 117.7. Carbon molecular sieve membranes from polyetherimide. Fuertes AB, Centeno TA. s.l. Microporous Mesoporous Mater, 1998, Vol. 26. 23-6.8. Supported carbon molecular sieve membranes based on phenolic resin. Centeno TA, Fuertes AB. s.l. J Membr Sci, 1999, Vol. 160. 201-211.9. Gas separation properties of carbon molecular sieve membranes derived from polyimide/polyvinylpyrrolidone blends effect of the molecular weight of polyvinylpyrrolidone. Y.K. Kim, H.B. Park, Y.M. Lee. s.l. of the molecular weight of polyvinylpyrrolidone, 2005, Vol. 251. 159.10. Ahmad Fauzi Ismail, Dipak Rana, Takeshi Matsuura ,Henry C. Foley. Carbon-based Membranes for Separation Processes. London Springer, 2011.11. Carbon molecular sieve membranes derived from Matrimid polyimide fo r nitrogen/methane separation. Xue Ning, William J. Koros. s.l. Carbon, 2014, Vol. 66. 5 1 1 5 2 2.12. Interaction, miscibility and phase. E. Fldes, E. Fekete, F.E. Karasz, B. Puknszky. s.l. Polymer, 2000, Vol. 41. 975.13. Gas permeation and micropore structure of carbon molecular sieving membranes modified by oxidation. Kusakabe K, Yamamoto M, Morooka S. s.l. J Membr Sci , 1998, Vol. 149. 59-67.14. Characterization of ultramicroporous carbon membranes with. Jones CW, Koros WJ. s.l. Ind Eng Chem Res, 1995, Vol. 34. 158-163.

The Causes And Solutions For Academic Stress Psychology Essay

The Causes And Solutions For pedantic Stress Psychology EssayThe present look into is aimed to search the drivings and closures for donnishian attempt describe by M.Phil and Ph.D students of Punjab University, Lahore. Survey look into design was apply to picture the crusades of faculty member separate turn up. Non- probability purposive sampling technique was use to draw the sample of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used. SPSS (version 16.0) was used to sterilize the descriptive statistics of sample and independent sample t-test was applied to comp atomic number 18 the academic speech pattern level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Results indicate that at that place is no difference in sexual urge and M.Phil and Ph.D students on the level of academic try.Chapter IIntroductionThe present research is aimed to explore the caus es and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Stress is one of the most crucial of all areas of human understanding (Hancock and Szalma, 2008). The inability to cope with demands placed on a person is referred as stress (Seaward, 2007). According to Blerkom (2009), attending college raise be stressful for m either students because they are forced to deal with so m all new responsibilities, opportunities, challenges, and decisions. This study explored what students themselves said around the stresss causes tie in to their university.In academic, social, and employment settings, stress is often reported by individuals. The most recognized definition of stress was conceived by Hans Selye over 70 years ago, who stated that stress is the non- specific response of the body to all demand for change (Durstine, 2009).academic stress falls in the category of performance stresses in which people report being insistencyd to have hi gh productivity and to meet cartridge clip demands (McGraw, 2008). The students face different kinds of stressors in their life, such as the pressure of academics with a responsibility of success, uncertain future, and difficulties envisaged for integration into the system (Gilany and Amr, 2010). in that location are different kinds of academic stressors particular to students such as academic, financial, time, health re previous(a)d and self-imposed types of stressors. Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competition with early(a) students, failures, lack of pocket money (Fairbrother and Warn, 2003), poor relationships with other students or lecturers, family or problems at home. Institutional (university) level stressors are overcrowded lecture halls, (Ongori, 2007 Awino and Agolla, 2008), semester system, and insufficient resources to perform academic pretend. Other causes of academic s tress go off be summation of the number of exams, projects or papers due for students during a specified period of time (Weidner, Kohlmann, Dotzauer, Burns, 1996). Academic stress is viewed as a chronic stress because of the nature of academic demands (Hulstein, 2009) and it varies from individual to Individual (Sulaiman and Akinsanya, 2011). In 2010, Shah, Hasan, Malik and Sreeramareddy conducted a research on undergraduates in a Pakistani medical schooltime. The objectives of their study were to assess comprehend stress, sources of stress and their severity and to assess the determinants of stressed cases. A cross- varianceal survey was carried out among undergraduate medical students of CMH Lahore Medical College, Pakistan during January to March 2009. The survey was based on questionnaire. Perceived stress weighing machine was used to assess the perceive stress. To assess sources of stress and their severity a questionnaire consisted of 33-item was used. Students reported a higher level of perceived stress and mostly were related to academic and psychosocial do chief(prenominal)s. This research supports that academic issues are too a major source of stress for students.Many college students experience stress as they are concerned about their academic performance. Ross, Niebling and Hecker (1999) conducted a research to determine the major sources of stress among college students. They used Student Stress Survey (SSS). The scale consisted of 40 potentially stressful situations. The scale comprised of interpersonal, intrapersonal, academic, and environmental sources of stress. The items in the scale were classified as daily hassles and major life events. Participants were 100 students at a mid-sized, Midwestern university and varied in year in school, age, gender, and major. Overall, daily hassles were reported more often than major life events, with intrapersonal sources of stress being the most much reported source. The top five sources of stress w ere change in sleeping habits, vacations/breaks, and change in eating habits, increased work load, and new responsibilities. The projectings from this study whitethorn be further used to examine which sources of stress cause the highest levels of stress among college students, and may be accommodating in creating stress management programs.Students experience stress when they realize that their courses are much more demanding and fast paced than were their high school classes. Lifestyle changes are another common source of stress for college students. Balancing work, home, and school responsibilities puts additional stress on students (Blerkom, 2009). It is not uncommon to see teaching personnel in institutions of learning develop strange attitude and cold feet to work which leads to academic stress. Most often, classes are skipped and when they are not skipped, they are abrupt. Evaluations (both formative and summative) are handled carelessly. Teachers role as models, guide or co unselors, are no extended the usual parlance. When all these happen, the teacher, the students, and infect, all educational resources suffer (Sulaiman and Akinsanya, 2011).In 2010, Conner, Pope and Galloway did a study to explore what students themselves said about the causes of their school-related stress and then looked at ways to reduce it. They gathered data from 2006 to 2008, from 3,645 students, attending seven high performing high schools in the California Bay Area. Many students reported sense of smell stressed out, overworked, and sleep deprived. More than 70 part of students reported that they often or always feel stressed by their school work, and 56 percent reported often or always worrying about such things as grades, tests, and college acceptance. The schools that participated in this study joined a research-based intervention program. This program result school teams of multiple stakeholders as they design and implement site-based policies and practices that redu ce student stress and promote greater student engagement, academic integrity, health, and well-being.Academic stress can have both positive and negative consequences if it is not well managed (Agolla Ongori, 2009). Fisher (1994) provides an overview of the effects of stress on performance, daily efficiency and health, and reports the results of research into stress in academic environments (for both staff and students). She explores the origins and nature of academic stress, personal vulnerabilities and coping mechanisms and proposes ways in which individuals can be helped. She emphasizes how working conditions and practices must be changed in order to reduce stress in academic life.When students perceive excessive or negative stress they experience physical and psychological reactions to stressors (Misra Castillo, 2004). Excessive make sense of stress that is experienced by university students can have negative academic, emotional, or health outcomes (Marshall, Allison, Nykamp, and Lanke, 2008). Students psychological and physical well-being can be also affected by college classroom challenges and it is another negative impact of academic stress (Hall, Chipperfield, Perry, Ruthig, and Goetz, 2006). Academic stress can also lead to depression and physical disorder (MacGeorge, Samter, Gillihan, 2005).It is important to the society that students should learn and acquire the necessary knowledge and skills that will in turn make them contribute positively to the development of the general prudence of any nation (Agolla Ongori, 2009).ObjectivesThe purpose of the present research is to know the causes of academic stress reported by M.Phil and Ph.D students of different departments of University of the Punjab, Lahore. Solutions for the reported causes are also find out in this research. It will make the University administrator to know how to monitor and control the stress factors that are responsible for the students stress.Research QuestionsWhat are the cau ses reported by students that lead to academic stress?What are the solutions for the causes of academic stress?Is there any difference in the level of academic stress of M.Phil and Ph.D students?Is there any gender difference in the level of academic stress?Chapter IIMethodologyResearch designSurvey research design was used to examine the causes of academic stress reported by the M.Phil and Ph.D students of University of the Punjab, Lahore. model and Sampling StrategyNon- probability purposive sampling technique was used to draw the sample because the selection of the sample was contingent upon the availability and consent of the participants. Sample was drawn on the bases of following inclusion criteria.Day scholars currently enrolled in the M.Phil program.Day scholars currently enrolled in the Ph.D program. potent and female students currently enrolled in M.Phil or Ph.D program.Hostelites are not included due to rule out confounding. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Sample was drawn from different departments of University of the Punjab, Lahore such as center for high energy physics, department of statistics, department of physics, department of economics, institute of chemistry, and department of botany because it is the purpose of the research to find out the academic stress reported by M.Phil and Ph.D students of University of the Punjab, Lahore.demographic characteristics of the sample are given in defer 1.Table 1Demographic Characteristics of the Sample (N= 55)CharacteristicsMale students(n=20)Female students(n=35)Age in Years21 243 (15.00)25 (71.40)25 2810 (50.00)10 (28.60)29 327 (35.00)0 (0.00)ProgrammeM.Phil12 (60.00)25 (71.43)Ph.D8 (40.00)10 (28.57)Job StatusYes10 (50.00)5 (14.30)No10 (50.00)30 (85.70)Marital statusMarried5 (25.00)2 (5.70)Unmarried15 (75.00)33 (94.30)InstrumentsAcademic stress questionnaire was developed by the researchers in order to deter mine the causes of academic stress reported by M.Phil and Ph.D students of University of Punjab, Lahore. First part of the questionnaire pertained the demographic information (name, gender, age, programme, job status and marital status) of the participants. In second part section I was consisted of 21 statements of causes of academic stress. Each statement has four possible options as always (1), often (2), sometimes (3), and never (4). The participant was asked to encircle any one of the four options which was appropriate for them. The II section was consisted of 13 statements of causes of academic stress and the participants were asked to encircle those statements which are mostly faced by them. The Cronbachs Alpha dependableness of scale I is .82 and of scale II is .504.ProcedureTo formally initiate the study an authority letter explaining nature of study was taken from the department of use Psychology, University of the Punjab, Lahore and then signed by the supervisor to collec t the data. Consent form was prepared and finalized to obtain participants willingness to participate in the research. The data was collected from the different departments of Punjab University. pledge letter explaining nature and purpose of the study was provided to the chairpersons/heads/principals of the Departments of the University if the Punjab, Lahore. The heads of the departments allowed researchers to collect data and some of them referred the researchers to the coordinator for further help, who settled time with researchers for data ingathering. On the fix day the coordinator took the researchers in the class where the students were available. The subjects were approached and were briefed about the purpose of the research. After their consent and willingness to participate in the research, questionnaires were given to fill up. The questionnaires were completed in the researchers presence. some(prenominal) departments arrange the classes for data collection and were very cooperative. But some department allows collecting the data after classes timing. Institute of Biochemistry did not allow to collect the data from their students.StatisticsSPSS (version 16.0) was used to determine the descriptive statistics of sample and independent sample t-test was applied to compare the academic stress level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Qualitative analysis was used to find out the solutions given by the students.Chapter IIIResultsThe present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Non- probability purposive sampling technique was used to draw the sample. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used and following results are obtained.Table 2Causes of academic stress reported by students (n=55)Causes of Academ ic StressOften + Sometimes + Always (% )Never (%)SolutionsTeachers cover too much of the course content in their lecture which causes difficulty in absorption of the knowledge.83.60%16.40%20Teachers teaching method is difficult to comprehend.69.10%30.90%23Too many assignments are given by teachers in a limited time.67.30%32.70%20Some teachers give assignments which are beyond the course content.54.60%45.40%14Some teachers give assignments which are beyond the course content.78.20%21.80%32The students do not have any choice for the number of credit hours per semester.85.50%14.50%25Difficulties in gathering data for research project.41.80%58.20%13Unplanned workshops with credit hours between 2-6 hours which enhance work oodles for the students.80.00%20%27Students shyness towards asking questions.65.45%34.55%14Difficulty in completing stem assignments due to the lack of pre plan distribution of workload among the group members.80.00%20%19Subjective biasness in allocation of grades.6 1.82%32.73%20Little training for power turn on presentation.67.27%32.73%20Insufficient eagerness for power point presentation with multimedia.83.64%16.36%23Class rooms are not well equipped to promote optimal learning.72.73%27.27%23Class rooms furniture is not conducive for lengthy classes.83.64%16.36%22Lack of alternative arrangements in case of sudden power breaks up.100%0%19Poor access to internet.87.27%12.73%25Lack of printing facility in computer room.80.00%20%26Lack of facility for photo copying in the library.80.00%20%25 at that place is no latest reading material in the library.87.00%13%24Study is often affected by class mates chatting.67.30%32.70%17Table 3Difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore.M.Phil Students(n=37)Ph.D Students(n=18)95% CLVariableMSDMSDt(53)pLLULCohens dReported Academic Stress58.057.1661.5611.44-1.39.17-8.551.55-0.31Note. Cl = confidence interval LL = level limit UL = upper limit.Tabl e 3 represents the results of difference in the level of academic stress reported by M.Phil (M=58.05, SD=7.16) and Ph.D (M=61.56, SD=11.44) students of Punjab University, Lahore. The results t(53)=.17,pTable 4Difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore.Male Students(n=20)Female Students(n=35)95% CLVariableMSDMSDt(37.54)PLLULCohens dReported Academic Stress59.159.3859.238.70.031.91-5.085.24.23Note. Cl = confidence interval LL = lower limit UL = upper limit.Table 4 represents the represents the results of gender difference in the level of academic stress reported by male (M=59.15, SD=9.38) and Ph.D (M=59.23, SD=8.70) students of Punjab University, Lahore. The results t(37.54)=.91,pQualitative synopsis of Solutions given by Students point 1 off of 55 students, 46 (i.e. 83.6%) reported item 1 as a cause of academic stress. 20 students gave the solution to overcome this cause. The elementary solutions areCourse shou ld be according to the credit hours and cover properly.Teachers have to focus on the topic so that main concepts of students can be clear and not to cover the course.Teachers should cover the course that can be bearable for students in the limited semester time and easy to prepare. growth the number of working days.Increase the number of working days so that course can be completed with in time, inside schedule classes. concomitant 2Out of 55 students, 38 (i.e. 69.1%) reported item 2 as a cause of academic stress. 23 students gave the solution to overcome this cause. The sanctioned solutions areTeachers should present the material with diagrams.Teachers should be explanatory.There should b teacher training sessions.Practical aspects of topic should be high lighted.Modern and latest methodological analysis must be used.Item 3Out of 55 students, 37 (i.e. 67.3%) reported item 3 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are Assignments should be limited.Topics should be allocated early.Focus should be on quantity not on quality.Item 4Out of 55 students, 30 (i.e. 54.6%) reported item 4 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions areAssignments should be about course.Assignments should be relevant to contents.Main points should be explained.Item 5Out of 55 students, 43 (i.e. 78.2%) reported item 5 as a cause of academic stress. 32 students gave the solution to overcome this cause. The basic solutions areChoice should be given not only for credit hours but also for subjects.Participants of students should made compulsory in policy making process.Item 6Out of 55 students, 467(i.e. 85.5%) reported item 6 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions areResearch should be given in time.Research supervisor must be helpful and give proper guide line.Government should provided official data we bsites.Facilities for data collection should be provided.Item 7Out of 55 students, 23 (i.e. 41.8%) reported item 7 as a cause of academic stress. 13 students gave the solution to overcome this cause. The basic solutions areWorkshops should held but for 1-2 hours maximum.Workshops should be in hebdomad days not in off days.Workshops should be planned according to the subject.No such work shops should be planned.Number and quantity of work shops should be pre planned.Item 8Out of 55 students, 44 (i.e. 80%) reported item 8 as a cause of academic stress. 27 students gave the solution to overcome this cause. The basic solutions areTeachers should be lenient.There should be student teacher understanding.Teachers should be more encouraging towards the students.Teachers should be friendly.Teachers behavior should be motivating.Item 9Out of 55 students, 36 (i.e. 65.45%) reported item 9 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions ar eMarks should allotted for effort of group and there should a leader in the group.The assignment should be given individually rather than in group.The other solutions are group member should be cooperative andThere should be plan for group work.Item 10Out of 55 students, 44 (i.e. 80%) reported item 10 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions areThere should be no favoritism by the teachers.It should be abolished.There should be external examiner Paper should be shown to the students after the marking.Item 11Out of 55 students, 34 (i.e. 61.82%) reported item 11 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions areThere should be a proper computer classes as a course work.And there should be seminars and workshop on itItem 12Out of 55 students, 37 (i.e. 67.27%) reported item 12 as a cause of academic stress. 20 students gave the solution to overcome this cause. The ba sic solutions areDepartment should provide facilityMultimedia should be fixed in the classes Administration should take step.Item 13Out of 55 students, 46 (i.e. 83.64%) reported item 13 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions areThe infrastructure should be goodThere is need of over head projector in every classroom.The other solutions are noise due to fans must be reducedMick for teachers also provided,Proper air condition and sens in summer winter respectively should be facilitate.Item 14Out of 55 students, 40 (i.e. 72.73%) reported item 14 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions areThe chairs should be comfortable more chairs should be providedItem 15Out of 55 students, 46 (i.e. 83.64%) reported item 15 as a cause of academic stress. 22 students gave the solution to overcome this cause. The basic solutions areUPS generator should be must provide to each department.Item 16Out of 55 students, 55 (i.e. 100%) reported item 16 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions areIT center must be well established,department lab should be upgrade,WIFI symbol should also be provided.Item 17Out of 55 students, 48 (i.e. 87.27%) reported item 17 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions areThe printing facility should be provided in the computer lab.Item 18Out of 55 students, 44 (i.e. 80%) reported item 18 as a cause of academic stress. 26 students gave the solution to overcome this cause. The basic solutions arePhotocopy machine should be buy by the department.Item 19Out of 55 students, 44 (i.e. 80%) reported item 19 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions areLibrary should be upgrade.Department should increased the budget to buy latest books and journals .Good books must be under assessed by the students.Item 20Out of 55 students, 48 (i.e. 87.2%) reported item 20 as a cause of academic stress. 24 students gave the solution to overcome this cause. The basic solutions areLabs should be well equipped.Funds should be increased.Instruments, chemicals should be provided by increasing funds.Sufficient number of computers should be provided in Ph.D lab.Infrastructure should be improved.Item 21Out of 55 students, 37 (i.e. 67.3%) reported item 21 as a cause of academic stress. 17 students gave the solution to overcome this cause. The basic solutions areChatting should not be happened.Students should be well mannered and teachers should be little bit strict in this way.There should be fine.Any other cause and solutionResult is mostly late in the department. It should be in time.For M.Phil students there is no time for job. The time table should be in such a way that students can do their jobs.Communication problems associated with students abo ut faculty so there should b fix arranged meetings between advisor and chairman.Libraries must b provided with latest books and research related material.Favoritism is a major problem. Unbiased teachers irrespective of beauty and gender of students must be hired.Institute should be politics free.Proper counseling and guidance for students.Chapter IVDiscussionThe primary purpose of the present research was to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. This chapter discusses the major findings of the research with reference to the topic under study. Data was drawn from different departments of Punjab University, Lahore.This research checkd the common causes of academic stress among the students and to what extent students experienced stress. The results indicated that there are a lot of causes of academic stress reported by students. The analysis was done by calculate the percentage of respondents who gave a high rating on the causes of academic stress. The result indicates that students do experience academic stress due to many reasons related to their departments as shown in Table 2. The finding is consistent to earlier studies (Ongori, 2007 Awino and Agolla, 2008 Ross, Niebling and Hecker 1999). Our finding reflects that, most of the students are experiencing stress in their daily academic activities. Amponsah (2010) conducted a study to investigate stress levels, experiences of stress and coping strategies of non-UK students studying at the University of Manchester, UK. The main purpose was to consider their perceived stress levels, their experiences of stress and their coping strategies and to link these to the continents from which they came, their gender and whether they were graduates or undergraduates. This research consisted of two phases. Survey method, perceived stress scale (PSS), the inventory of college students recent life experiences (ICSRLE) and the coping inventory for stressful situations (CISS) were used. Key findings indicated that, time pressure and work demands were the non UK students most stressful experiences. Gender was the most significant predictor of non-UK students stressful experiences, whilst female students expressed higher levels of distress than their male counterparts. The results indicate that there is no difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. There is also no difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore. The ratio of male and female students and M.Phil and Ph.D students was not equal in sample so the results can not be generalized. Students also gave solutions to these academic stresses. The percentages of these solutions are in table 2. Students gave the solutions to academic stress related problems and also reported some others problems and their solutions. Many problems are relate d to the course content and to the facilities. 100% students reported academic stress due to the lack of alternative arrangements in case of sudden power breaks up. More than 80% students reported course content as a cause of academic stress. More over they reported that politics in academia, gender and subjective biasness and late result declaration also caused academic stress.Limitations and SuggestionsThe sample size was small because M.Phil and Ph.D students enrolled less than the other students. Some departments did not allow to collect data from their students. proportionality of male and female students is also not equivalent because female students are more than the male students in Punjab University, Lahore. Ratio of M.Phil and Ph.D students is also not equivalent because M.Phil students are more than the Ph.D students in Punjab University, Lahore. More over Ph.D students are not easily available in the departments.The sample size should be large so that results can be gen eralized. The university should take action to sort out the problems of the students. So that their stress can be reduced and they can give more concentration to their studies. proofThe present research explored the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Many causes are reported that leads to the academic stress. It has been concluded that there is no differences in M.Phil and Ph.D students in reporting academic stress fur

Development of Character in Cormac McCarthys All the Pretty Horses Ess

Development of Character in Cormac McCarthys All the Pretty HorsesIn a journey across the ample untamed country of Mexico, Cormac McCarthy introduces All the Pretty Horses, a bittersweet and profoundly moving tale of love, hate, disappointments, joy, and redemption. John Grady sets out on horseback to Mexico with his best athletic supporter Lacey Rawlins in search of the cowboy conductstyle. His journey leaves John wiser but saddened, yet out of this heartbreak comes the resilience of a man who has claimed his place in the human race as a true cowboy. In his journey Johns use changes and develops throughout the novel to have more of a personal descent with the horses and Mother Nature. He changes from a young boy who knows nothing of the world except all the pretty horses to an adolescent who is forced to acknowledge, that the real world is not so simple like horses and finally to a young man who realizes that men are very violent and unpredictable. Throughout this journey of s elf-discovery, the one unvarying in his life is his bound with horses, a complex relationship that exist on umteen levels they transport him into Mexico and into his adolescent life, and also exist as a companion to take refuge in. His intimacy and interaction with horses and Mother Nature acts as a catalyst for his development of a man throughout this novel.McCarthys illustration of Johns character in the first chapter shows how boyish and naive he really is. He has a hard time realizing that many people dont share the same simple views as he does to own a ranch in western Texas. Son, not everybody thinks that life on a cattle ranch in west Texas is the second best thing to dying and goin to heaven. His boyish outlook towards life portrays him as a naive... ...s actually sandwiched between the two horses as he is riding of into the sunset. He chooses the life of Mother Nature and the horses because life with them was much more simple and intelligence than life in a society full of violent and unpredictable men. But, does he really choose Mother Nature over society? The closingure sentence seems to contradict the first part of this paragraph. As a reader we are left with McCarthys last words, Passed and paled into the darkening land, the world to come. Maybe this is the end of John. As he is sandwiched in-between these two horses riding off into the sunset they are transporting him into the darkening land. Although, throughout the novel we see Johns character develop into a young man, who understands Mother Nature. McCarthy leaves us bewildered to what he is really thinking. McCarthy leaves that up to the reader to decide.

Kingship in Shakesperean Plays Essay -- Kings Royalty Shakespeare Essa

Kingship in Shakesperean PlaysDue to the powerful influence of the monarchy, the nature, duties and responsibilities of indexship were of particular interest to Shakespeare. The mark of a bad queer was the decline of the political, social and economic climates, while the mark of a good king was the blossoming of such worlds. Therefore, the characteristics of the person occupying the kingship were crucial to the health of the nation. Shakespeare explores this issue in many of his plays by examining the traits of poorly fulfilled kingships, and the political and social ramifications of such monarchical failures. He does this most notably in Macbeth and Richard II. In twain plays Shakespeare ultimately concludes that tyrants are formed by their own lack of foresight, strong lusts for power, overly large egos, unstable natures and rash tempers. When a king fails his dry land it is because he has neglected his duties and responsibilities to the state. To do so is to spit in th e face of God, the state and the people. Thus, in both Macbeth and Richard II, Shakespeare defines the nature, duties and responsibility of a successful kingship by exploring the ramifications and manifestations of a denial of or lack of such characteristics in the person occupying this position. Throughout the Shakespearian plays, particularly in those that explore the issues of kingship, the theme of foresight runs strong. A king must have considerable levels of foresight within his nature in order to retain the kingship. He must be able to identify electromotive force threats to his throne by recognizing unhealthy lusts for power and ambition in the men and women that surround him. If a king does not have this foresight within his nature, or if he ... ...God more greatly than a blasphemous utterance from a commoner. A kings sacrilege is divine betrayal to the highest degree. Thus, in both Macbeth and Richard II, Shakespeare outlines the duties of kingship, and impli es that to deny such responsibilities is to betray God, the state and the people.Throughout his plays, Shakespeare explores the nature, duties and responsibilities of kingship. A healthy amount of foresight and suspicion must be within a kings nature in order to recognize ambition in the men and women that surround him. He must also be benevolent, reward the loyal, and withdraw of the wants and needs of his nation before he thinks of his own selfish interests. To not do so will result in not only the loneliness of a nation, but it is also sacrilege. Shakespeare explores and supports this theme most notably convincingly in Macbeth and Richard II.

Electrolysis :: Papers

In chemistry, the production of chemical changes by passing an electric current through a solution or molten flavor (the electrolyte), resulting in the migration of ions to the electrodes positive ions (cations) to the cast out electrode (cathode) and negative ions (anions) to the positive electrode (anode). During electrolysis, the ions react with the electrode, either receiving or giving up electrons. The resultant atoms may be liberated as a squander, or deposited as a solid on the electrode, in amounts that are proportional to the amount of current passed, as discovered by position chemist Michael Faraday. For instance, when acidified water is electrolysed, hydrogen ions (H+) at the cathode receive electrons to form hydrogen gas hydroxide ions (OH-) at the anode give up electrons to form oxygen gas and water. One application of electrolysis is electroplating, in which a solution of a salt, such as silver nitrate (AgNO3), is used and the object t o be plated acts as the negative electrode, thus attracting silver ions (Ag+). Electrolysis is used in many industrial processes, such as coating metals for vehicles and ships, and refining bauxite into aluminium it also forms the basis of a turning of electrochemical analytical techniques, such as polarography. Faradays laws ============== Three laws of electro magnetic induction, and two laws of electrolysis, all proposed originally by English scientist Michael Faraday Induction (1) a changing magnetic field induces an electromagnetic force In a conductor (2) the electromagnetic force is proportional to the rate of change of the field (3) the direction of the induced electromagnetic force depends on the orientation of the field. Electrolysis (1) the amount of chemical change during electrolysis is proportional to the charge passing through the liquid (2) the amount of chemical change produced in a substance by a given amount of electricity is p roportional to the electrochemical equivalent of that substance. Faradays constant ================== Constant (symbol F) representing the electric charge carried on one mole of electrons.

Reservoir Dogs :: essays research papers

"I dont give a fuck what you know or dont know, moreover Im gonna worrying you anyway, regardless. Not to get information. Its so amusing for me to torture a cop. All you can do is pray for a quick death, which you aint gonna get."Mr. Blonde in rootage Dogs, 1992This guy was the most twisted and sickly perverted guy in the whole movie. He had no reservations about killing people. He was brutal. He love torture and death. By his own admission he liked to see the peoples expressions when they died. He was totally ruthless. He had no conscience.I cant really explain wherefore I liked this character so much. I dont EVER want to be like him or do the things he did. There was just something lovely about all his negative personality traits. Before he really starts getting into torturing the cop, he casually turns on the radio as if he needed some music to accompany the grizzly acts he was about to commit. He was a man who insisted on having total control. He liked autocratic situations and people. When they were in the jewelry store he advised the employees not to hit the alarm. When they did, he started killing them. This was his way of regaining control of the situation. At the same eon he was acting out this concept, he was actually totally out of control. He went fucking crazy in the store. He slaughtered the people lined up in the store like he was shooting clay ducks in a local carnival shooting gallery. I know this is a contradiction, but Mr. Blonde was a contradiction of himself.He had double standards. He hated the cop just because he was a cop. He didnt recognize him as a real person. Mr. Pink and Mr. White confirm this at the warehouse when they discuss him shooting REAL people, which cops are not. They say he just went crazy. They seemed to fear his craziness. His hush facade was a cover for the monstrous things he did to people.When he was in the warehouse with the hostage cop and Mr. Orange he appeared to be very calm. He sat smoking a cigarette while Pink and White argued over the chain of events. He wasnt calm. He couldnt wait to start torturing the hostage cop. You could see it in his face when Pink and White left.

Hydroponics :: essays research papers

HydroponicsIntroductionNAME HERE and I became fascinated by hydroponics and the appraisal that onedoesnt have to get their give dirty to be a great gardener, and if your likeus thats a good thing.The idea of hydroponics has been around since the pyramids where build,but in all these eld it never seemed to catch on. It took about forty-sixhundred years before the first scientist took a look at hydroponics and adaptedit to grow crops, this was a professor at the University of California, and theresult was a 25 foot tomato plant that had to be harvest by a ladder. Thushydroponics was reborn and has been advancing ever since. Yet up to 5 years agothe home grower and generally the public didnt know about hydroponics. It was tho cosmos used by commercial growers. But now it has caught on, and resulted inthis experiment.When thinking about hydroponics one must think about the applications ofhydroponics. Not only dose hydroponics produce bigger, better, and morehealthier plants than th e traditional dirt, but it can also be greatlybeneficial on things like submarines, stead stations, off-shore oil rigs, or anywhere else where dirt is hard to come by.During this experiment well be looking for which plant life well dobest with hydroponics, by measuring which plant has grown the highest orbushiest. We also well be looking for green and healthy looking leaves on theplants. We have no idea what the results might be, so this should be an excitingexperiment.ProblemWhich form of plant life will thrive the most in a hydroponicsenrichment. testament it be Tomatoes our fruit, Peas our vegetable, Tinkerbellflowers, or Beans a legume?First we selected a suitable PVC pipe and cut it into a 4 foot longpiece. abutting we cut four holes into the pipe with a jigsaw. After that we drill two holes for the brass tees to fit into. Next we glued on the two caps.After that we drilled two holes, one for the bucket to rest on, and the otherfor the plastic irrigate to go into. Then we g lued the 20mm pipe into one of theholes. After that we cut our 4 inch PVC pipe and glued the cap to it. Then wedrilled two holes into the pipe, and inserted two brass nosles into the holes wejust drilled. Now take the plastic hose and cut it into 4 piece. One piece isfor draining, one is for sub reservoir, and two are to separate the sub