Portfolio Item 6:
Being an energy source, solar power can provide much more energy than other commercial energy that humans use on the planet. Although the solar electricity generation and industries are growing, its share of total energy market remains rather small. However, in the long term, solar power will be an excellent alternative as it is environmentally clean, and its energy is transmitted from the sun to the Earth free of charge. However, there are some obstacles for engineers to tackle before widespreading solar power generation. Fortunately, those technologies used to address these issues are already in hand. However, current silicon based commercial solar cells are not efficient enough, only10% to 20%. Therefore, in order to make solar economically competitive, engineers must find ways to improve the efficiency of the cells and lower their manufacturing costs. These can be done by arranging the silicon material in a novel way or using nanocrystals, which is made from lead and selenium. Theoretically, the nanocrystal approach could reach efficiencies of 60 percent or higher, though it may be smaller in practice. Thus, engineering advances will be required to find ways of integrating such nanocrystal cells into a system that can transmit the energy into a circuit. However, current solar cells are expensive because impurities block the flow of electric charge. This can be improved by using nanorods. Another way is to combine dye molecules to absorb sunlight with titanium dioxide molecules to collect electric charges. However, large improvement in efficiency is necessary for this system to be more competitive. Another concern is that how to store the solar energy in order to make it available during nighttime darkness and cloudy weather. There are many technologies that can make this happen, such as pumping water, large banks of batteries, capacitors, superconducting magnets, or flyweels , and photosynthesis in plants. If the engineering challenges can be met for improving solar cells, reducing their costs, and providing efficient ways to use their electricity to create storable fuel, solar power will assert its superiority to fossil fuels as a sustainable motive force for civilization’s continued prosperity.a
Originial Passage:
http://www.engineeringchallenges.org/cms/8996/9082.aspx
Tuesday, November 11, 2008
Thursday, October 30, 2008
portfolio item 5
Portfolio Item 5:
Albert Einstein once sighed: “If I had known the effects of the atomic bomb, I would have become a match-maker.”
Technology itself is a double-edged sword, and brain mapping is not an exception. It has its own potential positive and negative effects on the society. Since the question only asks for its potential unethical abuse, I should just mention about this aspect here. Yes! What are the potential unethical abuses of the brain mapping? After reading the two articles again and again, I think the followings are the potential unethical abuse of the brain mapping:
1) Do the brain mapping test without the consent from the tester. This is extremely unethical. This is because if some testers are being forced to do the test, they might be nervous. Probably the result will not be as accurate as those testers who are willing to do the brain mapping test themselves.
2) Do the brain mapping test on children. In my opinions, it is definitely not approvable to do so. This is because after the test, some children will be attached to some categories grouped based on the result of the test. This might probably cause children from being treating unfairly as their parents and teachers may really think that this is the real and fix potential that these children can reach and not going to develop their talents or interests anymore. If this happens, it is pretty unfair for children as everything can be changed with learning and environment. (Caplan, 2003)
Since there are some potential unethical abuses of brain mapping, we should minimize these from happening and the followings are my suggestions:
1) Standards and rules are really essential for this brain mapping test. For example, children are not allowed to do this test until they reach eighteen. Also, the officers should request consent from the tester.
2) Regular checking, once per year, is recommended as the result can be changed after a certain period of time.
Marano, L. (2003, June 3). Ethic and mapping the brain.
Retrieved October 30, 2008, from
http://www.cognitiveliberty.org/neuro/brain_mapping_ethic.htm
Albert Einstein once sighed: “If I had known the effects of the atomic bomb, I would have become a match-maker.”
Technology itself is a double-edged sword, and brain mapping is not an exception. It has its own potential positive and negative effects on the society. Since the question only asks for its potential unethical abuse, I should just mention about this aspect here. Yes! What are the potential unethical abuses of the brain mapping? After reading the two articles again and again, I think the followings are the potential unethical abuse of the brain mapping:
1) Do the brain mapping test without the consent from the tester. This is extremely unethical. This is because if some testers are being forced to do the test, they might be nervous. Probably the result will not be as accurate as those testers who are willing to do the brain mapping test themselves.
2) Do the brain mapping test on children. In my opinions, it is definitely not approvable to do so. This is because after the test, some children will be attached to some categories grouped based on the result of the test. This might probably cause children from being treating unfairly as their parents and teachers may really think that this is the real and fix potential that these children can reach and not going to develop their talents or interests anymore. If this happens, it is pretty unfair for children as everything can be changed with learning and environment. (Caplan, 2003)
Since there are some potential unethical abuses of brain mapping, we should minimize these from happening and the followings are my suggestions:
1) Standards and rules are really essential for this brain mapping test. For example, children are not allowed to do this test until they reach eighteen. Also, the officers should request consent from the tester.
2) Regular checking, once per year, is recommended as the result can be changed after a certain period of time.
Marano, L. (2003, June 3). Ethic and mapping the brain.
Retrieved October 30, 2008, from
http://www.cognitiveliberty.org/neuro/brain_mapping_ethic.htm
Sunday, October 19, 2008
Portfolio Item 4
Portfolio Item 4
Basically, there are three main difficulties that I have faced in writing an academic essay. First, I lack of the skill in shortening the sentences. As a result, my essays always exceed the word limit. It was really a hard time for me to restructure and shorten them. However, with the lessons I had on reducing the clauses in EG1471, my skill seems improved but certainly there is still much room for improvement. Therefore, I have to continue to work hard on this as I believe this might be helpful for me in writing lab reports and doing project works next time. Second, before I had the lessons on the referencing, I did not even know that there is a proper way in doing so. Hence, I used to write “the author said that…” or “…(who) stated that…” without putting a proper citation in the sentence and did not even know that I need to include the referencing part at the end of the essay. Referencing is essential in essay as it helps preventing you from against the copyright policy if you quote someone’s words or ideas. Although I have not mastered it fully yet, I find myself improved in this area, too. Third, do you guys still remember the article, a comma costs millions, that shared by Mrs Jenny Gan in class? This might sound unbelievable, at least for me before I really read the article. I used to put whatever punctuation whenever and wherever I liked as long as the sentence is smooth. However, after reading this article, I tend to pay more attention to the punctuation now. This is because it might not cost me millions of dollars now if I make a punctuation mistake but I will probably develop a bad habit in using wrong punctuation if I continue ignoring it.
Basically, there are three main difficulties that I have faced in writing an academic essay. First, I lack of the skill in shortening the sentences. As a result, my essays always exceed the word limit. It was really a hard time for me to restructure and shorten them. However, with the lessons I had on reducing the clauses in EG1471, my skill seems improved but certainly there is still much room for improvement. Therefore, I have to continue to work hard on this as I believe this might be helpful for me in writing lab reports and doing project works next time. Second, before I had the lessons on the referencing, I did not even know that there is a proper way in doing so. Hence, I used to write “the author said that…” or “…(who) stated that…” without putting a proper citation in the sentence and did not even know that I need to include the referencing part at the end of the essay. Referencing is essential in essay as it helps preventing you from against the copyright policy if you quote someone’s words or ideas. Although I have not mastered it fully yet, I find myself improved in this area, too. Third, do you guys still remember the article, a comma costs millions, that shared by Mrs Jenny Gan in class? This might sound unbelievable, at least for me before I really read the article. I used to put whatever punctuation whenever and wherever I liked as long as the sentence is smooth. However, after reading this article, I tend to pay more attention to the punctuation now. This is because it might not cost me millions of dollars now if I make a punctuation mistake but I will probably develop a bad habit in using wrong punctuation if I continue ignoring it.
Wednesday, October 1, 2008
Portfolio Task Item3
DPM Tan had explained the tactics to fulfill the target of the Masterplan. First, infocomm security is not new in Singapore. Its plans have been carried out for a very long time. Moreover, laws are passed to recognize the usage of digital signatures in banking and finance sectors. However, due to relying on infocomm technology, there are increasing cases of cyber attacks. Thus, we have to cooperate with each other to defend and stop this from happening under the Masterplan. Its aims are to shield the important infocomm infrastructure, assure security in public sector and help to create a reliable surrounding for business. Furthermore, the Masterplan has suggested tactics to protect the infocomm surrounding for the people, private and public sectors through a series of programmes. It also pursues to establish national abilities to improve R&D in security technology and assure a reliable national infrastructure. Second, many intelligent security professionals are demanded to carry out essential security programmes; help us attract more well-known infocomm security companies to setup their operations here. Another important factor is the quality of the product and R&D abilities. This has been inspected based on international security standard by IDA under Common Criteria Certification Scheme. The mostly important national infocomm infrastructure is the controlling centre of national economy. Hence, the Masterplan pursues to protect this proactively by assuring that susceptibilities are diminished and attacks are found early through the National Cyber-threat Monitoring Centre. Lastly, everyone has to play a part in infocomm security. We must have responsibility in the security of our own assets, perceive the possible cascading effects of infocomm security mistakes and be responsible and secure user of infocomm technologies by maintaining latest safe infocomm practices. In conclusion, the Masterplan has to be reviewed, re-appraised and re-modified in order to give enough protection to our infocomm assets and investments.
(305 words)
The original passage is in the following link:
http://www.igov.gov.sg/News/Speeches/KS_MrPeterHoInfocommSecurity22Feb2005.htm
(305 words)
The original passage is in the following link:
http://www.igov.gov.sg/News/Speeches/KS_MrPeterHoInfocommSecurity22Feb2005.htm
Saturday, September 13, 2008
Wednesday, September 10, 2008
Portfolio ITEM 2: Grammar Mistakes
W5T2
ITEM 2: Grammar Mistakes
The most common grammar mistake that I always make is parallelism or parallel structure.
Definition:
Parallelism means expressing each item or idea in a sentence in the similar grammatical form.
How to use parallelism correctly:
1) Words and Phrases
a) Parallelism with –ing form (gerund) of words:
If the first item is in –ing form, the rest items must be in –ing form.
Parallel: He likes playing soccer and watching movie.
Non-parallel: He likes playing soccer and to watch movie.
b) Parallelism with infinitive phrases:
Parallel: He likes to play soccer and to watch movie.
OR
He likes to play soccer and watch movie.
Non-parallel: He likes to play soccer and watching movie.
2) Clauses
If the first item is clause, the rest items have to be clause. Replacing with another form or altering the voice of the verb (from active to passive or vice versa) will violate the principle of parallelism.
Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.
OR
The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
Non-Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.
3) Lists after a colon
Make sure all the items in a list are in the similar form; otherwise, it breaks the parallelism.
Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs.
Non-parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.
4) Parallelism with an article (a, an or the) or preposition
It applies to all the items in the sentence.
It must either appear before the first item only or be repeated before each item.
Parallel: Jimmy has a gold coin, a silver coin, and a platinum coin in his pocket.
Non-parallel: Jimmy has a gold coin, a silver coin and platinum coin in his pocket.
Parallel: Alan tends to skip his lecture on Monday, on Thursday and on Friday.
OR
Alan tends to skip his lecture on Monday, Thursday and Friday.
Non-parallel: Alan tends to skip his lecture on Monday, Thursday and on Friday.
5) Parallelism with phases or clauses of comparison
Examples of words of comparison:
…than…
…as…
Parallel: I would rather eat noodle than eat rice.
Non-parallel: I would rather eat noodle than to eat rice.
6) parallelism with coordinators
examples of coordinators:
… and …
… or …
… but …
If the items (words, phases, and clauses) are connected by a coordinator, they have to be in parallel structure.
Parallel: Sue has trouble doing algebra, learning physics, and understanding grammar.
Non-parallel: Sue has trouble doing algebra, physics, and understanding grammar.
Parallel: When Friday rolls around, do you go to the mall, head for a bar, or go to work?
Non-parallel: When Friday rolls around, do you go to the mall, head for a bar, or are you going to work?
7) Parallelism with correlative (paired) conjunctions
Examples of paired conjunctions:
both… and …
either … or …
neither … not …
not only … but also …
whether … or …
Each item is placed directly after the paired conjunction in the sentence.
Parallel: I like both skiing and skating.
We will travel either by car or by bus.
Many people in the world can neither read nor write.
The boys have not only cut the grass but also weeded the garden.
I can not decide whether to read a book or to watch television.
Proofreading Strategies for parallelism:
1) Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel. If not, make them parallel.
2) If you have several items in a list, put them in a column to see if they are parallel.
3) Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.
Exercise:
http://courses.nus.edu.sg/courseware/ITSELF/downloadexercise/gpai.doc
User Name: nusstu\ (your id)
Password: your password
Sources:
http://owl.english.purdue.edu/handouts/grammar/g_parallel.html
http://bellevuecollege.edu/writinglab/PDF%20Docs/Parallel%20Structure.pdf
http://homepages.cambrianc.on.ca/tutorial/thetutorialcentre/writing/parallel_structure.htm
http://www.evergreen.edu/writingcenter/handouts/grammar/parallel.pdf
http://aliscot.com/bigdog/parallel_exercise.htm
ITEM 2: Grammar Mistakes
The most common grammar mistake that I always make is parallelism or parallel structure.
Definition:
Parallelism means expressing each item or idea in a sentence in the similar grammatical form.
How to use parallelism correctly:
1) Words and Phrases
a) Parallelism with –ing form (gerund) of words:
If the first item is in –ing form, the rest items must be in –ing form.
Parallel: He likes playing soccer and watching movie.
Non-parallel: He likes playing soccer and to watch movie.
b) Parallelism with infinitive phrases:
Parallel: He likes to play soccer and to watch movie.
OR
He likes to play soccer and watch movie.
Non-parallel: He likes to play soccer and watching movie.
2) Clauses
If the first item is clause, the rest items have to be clause. Replacing with another form or altering the voice of the verb (from active to passive or vice versa) will violate the principle of parallelism.
Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.
OR
The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
Non-Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.
3) Lists after a colon
Make sure all the items in a list are in the similar form; otherwise, it breaks the parallelism.
Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs.
Non-parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.
4) Parallelism with an article (a, an or the) or preposition
It applies to all the items in the sentence.
It must either appear before the first item only or be repeated before each item.
Parallel: Jimmy has a gold coin, a silver coin, and a platinum coin in his pocket.
Non-parallel: Jimmy has a gold coin, a silver coin and platinum coin in his pocket.
Parallel: Alan tends to skip his lecture on Monday, on Thursday and on Friday.
OR
Alan tends to skip his lecture on Monday, Thursday and Friday.
Non-parallel: Alan tends to skip his lecture on Monday, Thursday and on Friday.
5) Parallelism with phases or clauses of comparison
Examples of words of comparison:
…than…
…as…
Parallel: I would rather eat noodle than eat rice.
Non-parallel: I would rather eat noodle than to eat rice.
6) parallelism with coordinators
examples of coordinators:
… and …
… or …
… but …
If the items (words, phases, and clauses) are connected by a coordinator, they have to be in parallel structure.
Parallel: Sue has trouble doing algebra, learning physics, and understanding grammar.
Non-parallel: Sue has trouble doing algebra, physics, and understanding grammar.
Parallel: When Friday rolls around, do you go to the mall, head for a bar, or go to work?
Non-parallel: When Friday rolls around, do you go to the mall, head for a bar, or are you going to work?
7) Parallelism with correlative (paired) conjunctions
Examples of paired conjunctions:
both… and …
either … or …
neither … not …
not only … but also …
whether … or …
Each item is placed directly after the paired conjunction in the sentence.
Parallel: I like both skiing and skating.
We will travel either by car or by bus.
Many people in the world can neither read nor write.
The boys have not only cut the grass but also weeded the garden.
I can not decide whether to read a book or to watch television.
Proofreading Strategies for parallelism:
1) Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel. If not, make them parallel.
2) If you have several items in a list, put them in a column to see if they are parallel.
3) Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.
Exercise:
http://courses.nus.edu.sg/courseware/ITSELF/downloadexercise/gpai.doc
User Name: nusstu\ (your id)
Password: your password
Sources:
http://owl.english.purdue.edu/handouts/grammar/g_parallel.html
http://bellevuecollege.edu/writinglab/PDF%20Docs/Parallel%20Structure.pdf
http://homepages.cambrianc.on.ca/tutorial/thetutorialcentre/writing/parallel_structure.htm
http://www.evergreen.edu/writingcenter/handouts/grammar/parallel.pdf
http://aliscot.com/bigdog/parallel_exercise.htm
Wednesday, August 27, 2008
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