Sr Research Experiment Builder

Sr Research Experiment Builder The SR Research Experiment Builder SREB is a visual experiment creation tool for use by Psychologists and Neuroscientists. The SREB is designed to be easy to use while maintaining a high degree of flexibility. This unique design combination allows for a wide range of experimental paradigms to be created by someone with little or no programming or scripting expertise. When used in combination with the SR Research EyeLink ® eye tracking system, the SREB provides seamless integration into the EyeLink hardware and software platform. Experiments are created in the Experiment Builder by dragging and dropping experiment components into a workspace and configuring the properties of the added components. There are two main classes of experiment components in the Experiment Builder: Actions and Triggers. Actions tell the computer to do something, like displaying a set of graphics on the screen or playing a sound. Triggers define the conditions that must be met before an action can be performed. The flow of the experiment is achieved by connecting sequentially related components in the workspace in a flow diagram like fashion. One of the important concepts in SR Research Experiment Builder is hierarchical organization of events in an experiment. A typical experiment can be dissected into several levels along a hierarchy of Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Blocks à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trials à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trial Runtime / Recording. All of the events within each level of this hierarchy can be conveniently wrapped in a loop (called sequence or sub-graph in Experiment Builder). This allows the whole sequence to be connected to other objects as a unit and be repeated several times in a row. Creating EyeLink Experiments To create an Experiment with SR Research Experiment Builder, the user needs to take the following the following steps: Experiment Design Building and Test-running Experiment Deploying Experiment Participant Data Set Randomization Data Collection Data Analysis Following these, a set of files are generated so that the experiment can be run for data collection without relying on the Experiment Builder application. To illustrate the use of Experiment Builder, a very simple eye-tracking experiment can be shown which runs three blocks of four trials. In each trial, a single word is displayed in the centre of the screen. Creating a New Experiment Session Click on the Experiment Builder to start a new session. When the application starts: Click on File à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ New on the application menu bar. In the following New Project dialog box, enter Simple in the Project Name edit box. Click on the button on the right end of the Project Location to browse to the directory where the experiment project should be saved. If you are manually entering the Project Location field, please make sure that the intended directory already exists. Make sure that EyeLink Experiment box is checked for an EyeLink experiment. Note: The user shouldnt manually add or remove files in the experiment directory. Configuring Experiment Preference Settings After a new experiment session is created, the user needs to check whether the default display and screen preference settings are fine for the experiment to be created. Select Edit à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Preferences from the application menu bar or press the F4 key. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Devices à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Display to check display settings. Make sure that the settings (Width, Height, Bits per Pixel, and Refresh Rate) used are supported by your video card and monitor. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Screen to check Screen Builder settings. Set the Location Type as Center Position. If any of the above settings have been changed and if you want to keep the new settings as defaults for all of your future experiments, click on the button save properties as default. Creating Experiment Block Sequence The first step is to add a block sequence for repeating blocks: Click on the Experiment Tab in the Project Explorer Window to start. Click on the Action Tab of component toolbox. Select the Sequence node, hold down the left mouse button and drag it into the work area. Place the mouse cursor on top of the START node; hold down the left mouse button while moving the mouse cursor on top of the SEQUENCE node. This makes the connection from the START node to SEQUENCE node. (Note: dont make a single or double click on the START node as this will select the node instead. If you have done so, place the mouse cursor on a blank area in the work space and make a single click there. Redo the current step again.) Click on any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in a hierarchical fashion. Click on the SEQUENCE node in the structure list to continue. Editing Block Sequence Next, one will need to edit the properties of the Block Sequence. This involves changing the Label of the sequence to make it more meaningful and changing the iteration count (total number of times a sequence must be executed) to the actual number of blocks to be tested. Click on the value field of the Label property of the Sequence created. Write BLOCK in the text editor and press the ENTER key to finish. Click on the Iteration Count value field and enter 3 as the total number of sequence loops. In the experiment Work Space, double click on the Sequence object to continue. In each block, one has to first give an instruction, perform a camera setup, calibration, and then run the trials (an example has been given below) Click on the Action Tab of the component toolbox, select the Display screen action, hold down the left mouse button and drag the action into the work area. Click on the Trigger Tab of the component toolbox, select the Keyboard trigger, hold down the left mouse button and drag the action into the work area. Add an EyeLink © Button trigger to the work space. Add a Timer trigger to the work space. Click on the Timer trigger and set the duration to 20000 msec. Click on the Action Tab of the component toolbox and add a Camera Setup action to the work space. Click on the action and set the Background Color to white (255, 255, 255). Click on the Action Tab of toolbox and add a Sequence node to the work space. This will be our trial sequence. Place the mouse cursor on top of the START node. Hold down the left mouse button while moving the mouse on top of the DISPLAY_SCREEN node. This makes the connection from the start node to the DISPLAY_SCREEN node. Similarly, connect from DISPLAY_SCREEN to KEYBOARD, EL_BUTTON, TIMER triggers. Note that a number is added to these connections, indicating the evaluation order among the three trigger types. Make the connection from the latter three triggers to the EL_CAMERA_SETUP node and from EL_CAMERA_SETUP to the SEQUENCE node. Click at any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in an orderly fashion. Double click on the DISPLAY_SCREEN object in the work space (not from the structure list) until the Screen Builder interfaces displayed in the Graph Editor Window. Creating Instruction Screen The user may want to provide instruction to the participants at the beginning of the experiment. This can be done by creating an image file containing the experiment instructions and then using DISPLAY_SCREEN action to show the image. The instruction text can also be created with the multiline text resource. In the current example, multiline text resource text source is used. Click on the multiline text resource button on the screen builder toolbar to select the type of resource to be added. Click anywhere on the screen. In the following Multiline Text Resource Editor: Enter the instruction text. Press CTRL + A to select all text entered. Click the Margins button box to set the text margins. Enter 100 (or desired value) in all fields. Click the OK button on the dialog box. Make sure that the text is still selected. Now click the buttons on the toolbar to set the desired text appearance (font name, font size, font style, alignment style, line spacing, and text colour). Click on the Close button at the top right corner of the dialog to finish. To work with images instead of texts: The image resource is flexible enough to accommodate various modes of displaying (e.g., original image size vs. stretched, top-left aligned or centred). The following discusses the option of displaying images in original size or stretching it to a specific dimension. To display the image in original size, after the image is added to the display, the user should have Use Original Size field of the image checked. Please note that, enabling that field will also make several attributes read-only (Width, Height, Clipping Location, Clipping Width, Clipping Height, and Clipping Area is Gaze Contingent). To stretch all images to a fixed width and height (1024 ÃÆ'- 768 for example), after the image is added to the display, the user should first make sure that the Use Original Size field is unchecked. Check the values of Width and Height fields of sample image added and adjust them if necessary. In addition, the user may need to check the values of Clipping Location, Clipping Width and Clipping Height attributes, which are used to control the part of the image to be shown. By default, the clipping width and height are the same as the image width and height. Please note that the clipping location is always top-left based and the location is relative to the top-left corner of the image. If images are stretched to different dimensions, the user should add two columns in the experiment data source to specify the desired image width and height. After the sample image is added to the display, the user should refer the width, height, clip width, and clip height of the image to the two columns created in the data source. Editing Trial Sequence: Data Source Next, one will have to work on the sequence, which will contain all necessary triggers and actions in each trial. One would also have to create a data source to be used for setting parameters in individual trials. Click on the last SEQUENCE node on the structure list to start. In the property table, click on the value field of LABEL. Set it to TRIAL. Click on the Data Source property to bring up Data Source Editor. Click on the Add Column button. In the following dialog box, type Trial (without quotation marks) in the Column Name editor box and set Column type as Number. Click OK button to finish. Click on the Add Column button again. Set the Column Name as Word and Column type as String. Click OK button to finish. Click on the Add Row button. Enter the desired number (here 12) in the Number of Rows edit box to generate the number of rows of empty cells (here 12). Click on the empty cells of the table just generated. For this example, the values of the Trial column are set as 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. For the word column, the following strings have been used: One, Two, Three, Four, till Twelve. Click on the Split by value field. Enter a value (here [4]. This makes sure that only 4 trials are run in each block.) Double click on the TRIAL sequence node in the structure list. Click on Start node under it to continue. Editing Trial Sequence: Preparing Sequence and Drift Correction Each recording trial should begin with a prepare sequence action, followed by a drift correction action, and then by the actual trial recording. The prepare sequence action allows the user to preload the image files or audio clips for real-time image drawing or sound playing, to draw feedback graphics on the Host PC to evaluate participants performance, and to reinitialize trigger settings. The user should typically call this action before performing a drift correction. Click on the Action Tab of the component toolbox, select the Prepare Sequence action, hold down the left mouse button and drag the action into the work space. Click on the added PREPARE SEQUENCE action and review the settings in the property table. Make sure to check Draw To EyeLink Host field is set to IMAGE or PRIMITIVE. This will draw image or simple graphics on the host screen for the purpose of evaluating gaze accuracy. Add a Drift Correction action from the action tab of the component toolbox. Click on the Action Tab of toolbox, select the Sequence node, hold down the left mouse button and drag it into the work space. Make a connection from the START node to PREPARE_SEQUENCE, from PREPARE_SEQUENCE to DRIFT_CORRECTION, and from DRIFT_CORRECT to the SEQUENCE node. Click on any blank area in the Work Space. Click the right mouse button and select Arrange Layout in the popup menu to re-arrange the nodes in an orderly fashion. Double click on the newly created sequence to fill in the actual events in the recording. Editing Recording Sequence In a simple recording sequence, one has to display a screen and then wait for a button press response from the participant. The trial times out automatically if no response is made within a user specified time interval in seconds. The display screen is then cleared. Select the newly added Sequence node. Rename the label as RECORDING. Make sure that the Record and Is Real time checkboxes are checked. Double click on the RECORDING node in the structure list until seeing a START node under it. As we double click on the START node, the content of the work area window is also updated. Click on the Action Tab of the component toolbox, select the display screen action, hold down the left mouse button and drag the action into the work area. Click on the Triggers Tab of toolbox, select the TIMER node, hold down the left mouse button and drag the trigger into the work space. Double click on the Timer object. Enter Time out (without quote) in the Message value field and 10000 (time in ms) in the duration field. Add an EyeLink © Button trigger. Add another display screen action. Double click on the action and modify its label as DISPLAY_BLANK. Also uncheck the Send EyeLink DV Message box. Make a connection from the START node to DISPLAY_SCREEN, from DISPLAY_SCREEN to TIMER, from DISPLAY_SCREEN to EL_BUTTON, from TIMER to DISPLAY_BLANK and from EL_BUTTON to DISPLAY_BLANK. Click at any blank area in the work space, then click the right mouse button and select Layout à ¢Ã¢â€š ¬Ã‚ ¦ in the popup menu. Click ok in the following dialog box. This will re-arrange the nodes in an orderly fashion. Modifying Properties of Display Screen One must first need to check the property settings of the display screen actions. For better Data Viewer integration and for reaction time calculation, a message should be written to the EDF file to indicate the time when the stimulus was visible to the participants. In addition, one may need to draw simple graphics onto the host screen so that the participants gaze accuracy during recording can be evaluated. Click on the DISPLAY_SCREEN node. In the property window of the action, double click on the value field of Message property. Type in SYNCTIME and then press ENTER key to register the change. Make sure that the Send EyeLink © DV Messages and Use for Host Display properties are checked. Select the DISPLAY_BLANK action. Double click on the value field of Message property. Type in blank_screen and then press ENTER key to register the change. Make sure that both Send EyeLink © DV Messages and Use for Host Display checkboxes for the DISPLAY_BLANK action is unchecked. Creating Display Screen In here, one has to add a text resource to the display screen and modify the properties of the text resource, such as font name, size, text to be displayed, and alignment style. One also must have to create an interest area for the text. To do this, first double click on the DISPLAY_SCREEN object in the work space, until the screen builder interface is displayed in the Graph Editor Window. Click on the Insert Text Resource button on the Screen Builder tool bar, and click at any position in the work area. Double click on the current value of Font Name (New Times Roman). This will bring up a dropdown list. Set the new font name as Arial (or any other). Double click on the current value of Font Size (20). Enter the desired text size (40) in the text editor. Double click on the far right end of the value field of the Text property. This will bring up an attribute editor dialog. Click on DataSource node under TRIAL sequence on the node selection list. Double click on the word node in the node attributes window. This will update the contents of Attribute editor dialog as @[emailprotected]. Click on the OK button to finish. Check the Use Runtime Word Segment box. This will create interest area automatically for the text used. Select the newly added text resource, click on both Horizontal Center Alignment and Vertical Center Alignment buttons to place the text in the center of the screen. Select the text resource on the work area, click the right mouse button, and select the Lock Selection option so that the resource will not be moved accidentally. Writing Trial ID to EDF file A TRIALID message should be written to the EDF file so that the actual experiment condition under which the trial was conducted can be identified during analysis. Click on the Experiment (the topmost) node in the structure list to start. In the property table, click on the value field of the EyeLink © DV Variables property. In the following dialog box, for each of the variables to be added to the trial ID message, select the variable and click the ADD button. The order of the selected variables can be modified with the Move up and Move down buttons. Click on OK to finish. Showing Experiment Progress Message on Tracker Screen During trial recording, a text message can be displayed at the bottom of the tracker screen so that the experimenter can be informed of the experiment progress. For example, in this experiment, a text message like Trial 1/12 One on the tracker screen was shown. Click on the Recording sequence node in the structure list to start. In the property panel, click on the far right end of the value field of the EyeLink © Record Status Message property. In the attribute editor, enter an equation as: =Trial + str(@[emailprotected]) + /12 +str(@[emailprotected]) Click on the OK button to finish. Building the Experiment Click on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Build menu to build the experiment. The Editor Selection Tab in the Graph Editor Window will be set to the Output tab and build information will be displayed. Watch out for error (displayed in red) and warning (in brown) messages during building. The following is a list of common errors during experiment building: Image file not found No positions are added to the custom pattern Use of runtime value with pre-build to image option on No value is set at row for the column The node could not be used in the sequence Reference to not found in the graph. No link from node. Infinite loop found Invalid Reference. No recording sequence found in an EyeLink © experiment. The following is a list of common warnings during experiment building: The keyboard trigger and mouse trigger is used in a real-time sequence. If this is the case, check whether these two triggers are indispensable for the experiment design. If so, uncheck the Is Real-time box in the recording sequence. Default value use in attribute The user may also test the experiment by clicking on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Run from the application menu-bar. This will try to connect to the tracker PC and execute the experiment code. It should be noted that this should only be used for the purpose of testing and debugging experiment code. To collect experiment data, the user should use the deployed version of the experiment as it does not have to rely on the Experiment Builder application and can be run on a different computer. Deploying the Experiment After the experiment is built, the user must deploy the experiment to a new. This will generate a set of files so that the experiment can be run on a different computer without relying on the Experiment Builder application. If a data source is used, this will create a datasets subdirectory with a copy of data set file in it. The user can create several copies of data set files with the randomizer application Running the Experiment To run the experiment, open the directory where the experiment is deployed to and click on .exe. If the EyeLink © host application is already running on the Host PC and the Ethernet connection and settings between the host and Display PCs are ok, the experiment should now start. This will first popup a dialog box asking for the data source file. Go to the datasets directory and select the target data source file. Following this, enter the desired EDF file name (must be in DOS 8.3 format) and click on the OK button to continue. Following the initial welcome message, the participant will be shown the camera setup and calibration screen and the recording can be started following calibration, validation, and drift correction. After the experiment has ended; an EDF file will be transferred to the Display PC. It may take some time to complete the file transfer. Possible Errors Error in Initializing Graphics: When you start the experiment and see an Error Initializing Graphics error, please check whether the display settings (screen resolution, colour bits, and refresh rate) specified for the experiment are supported by your video card. If not, please change the Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Display settings. Error in Tracker Version: SR Research Experiment Builder works well with both EyeLink and EyeLink II eye trackers. The default tracker version is set to EyeLink II (see Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ EyeLink). Therefore, EyeLink I users may see such an error message with the default tracker setting. If this is the case, please set the tracker-version in the device settings to EyeLink I. Participant Data Set Randomization In most experiments, the user will need to randomize trial order so that the experiment materials are not presented in the same sequence across participants. Randomization of data source can be done with either an internal randomizer or an external randomizer. These two randomization methods are almost identical and therefore the user may use the internal randomizer to perform randomization unless counterbalancing or Latin-square designs are needed. The configuration of the internal randomization settings should be done before deploying the experiment project whereas the external randomization can be done after deploying the experiment project. Data Collection Data can now be collected from the deployed version of the experiment. Double click on the executable file in the deployed experiment directory or type in the .exe file name from the command-line prompt. If the experiment uses a data source, a dialog will be displayed, allowing the user to choose the appropriate data source file. In an EyeLink © Experiment, the user will also be asked to enter the experiment session name. At the End of experiment, an EDF file will be generated for EyeLink © recording session and saved in the experiment directory. Optional result file(s) will be created if the user has specified them in EyeLink © and non-EyeLink © experiments. Data Analysis EyeLink © recording file can be conveniently analyzed with EyeLink © Data Viewer as the experiments created with Experiment Builder are fully integrated with this analysis tool. Experiment Builder sends messages to the data file so that images or simple drawing can be added as overlay background. The user can also specify trial variables, create interest areas, and send messages for the ease of data analysis. The result file(s) from a non-EyeLink © recording session contains columnar outputs for selected variables in the experiment. This file can be easily loaded by common statistics packages. Lists of Application Menu Bar and Toolbar File Menu and Tool Buttons Edit Menu and Tool Buttons Experiment Menu and Tool Buttons Help Menu Lists of Actions, Triggers and Other Node Types Actions Triggers Other Node Types

Cinderella Syndrome Essay -- essays research papers

Cinderella Syndrome I think the time has come for someone to write â€Å"Cinderella: The Sequel.† How did we get here? In 1697, French writer Charles Perrault updated an age-old fairy tale about a young woman named Cinderella to appeal to his contemporaries, French nobility and bourgeoisie. So many of the early versions of the tale boasted a very resourceful young woman who played an active role in her destiny. Perrault, however wrote his Cinderella as a well-mannered, docile, selfless women who would fit seamlessly with the ideal 17th century upper-class society. Historically, fairy tales have reflected the values of society in which they were written or revised mirroring its preoccupations, obsessions, ambitions, and shortcomings. What do these updates say about our culture’s view of women and marriage? It was this version that Walt Disney made famous in the 1950’s and to which feminists strongly reacted to in the 1960’s and 1970’s and ultimately co-opting the story to their own needs. What do these updates say about our culture’s view of women and marriage? In her famous poem, â€Å"Cinderella, Ann Sexton mocks the happily ever after. â€Å"Cinderella and the prince lived, they say, happily ever after, like two dolls in a museum case that was never bothered by diapers or dust.† Today’s teenage girls have been brought up by women who read Sexton and her peers and who have taught their daughters that they can want it all, marriage, career, family. But can they have it all? I feel that ...

Virginia Woolfs Style And Subject In A Room of Ones Own Essay

Times have changed since universities admitted only male students. Women have gained the right to educate themselves, and the division of the sexes in business has decreased dramatically. When Virginia Woolf wrote her essay A Room of One’s Own, however, there was a great lack of female presence in literature, in writing specifically. In the essay, Woolf critiques this fact by taking the reader on a journey through a day in the life at a fictional university to prove that although women are capable of critical thought and want to write great works of literature, they are unable to for lack of means. The way she comes to this conclusion through writing a work of fiction is not only interesting, but also very unusual. Using the generalizing term 'I', commenting on what she is doing, and shifting gears abruptly are some stylistic ways in which she makes her point that women need money and a room of their own in order to write fiction. Looking at chapters one and six of the e ssay, it is clear to see that the way she writes about women in fiction, while critiquing the lack thereof in confrontational and sarcastic manner, shows that although Woolf is ardent about getting her message across, she is aware that she may be brushed aside by her male oppressor. Throughout A Room of One’s Own, Woolf uses 'I' and different personas to eloquently relate a day in the life at her fictional university, Oxbridge. It is immediately clear that she is not referring to herself, Virginia Woolf, when she says 'I' because she conveniently adds a disclaimer as she begins her fiction, 'Here then was I (call me Mary Beton, Mary Seton, Mary Charmichael or by any name you please' it is not a matter of any importance) sitting on the banks of a river a we... ...ay form while speaking to the fact that perhaps all fiction should be written this way. It is beneficial to write an essay in this style because it makes the reader look deeper for the meaning in it all. In chapter one especially, the reader is forced to wonder what significance each occurrence has and how each instance relates to women in fiction. It becomes clearer in chapter six, when the point is laid out plainly, but the stylistic choices are still bearing on the fact that you must read critically to understand the true meaning of the piece. This is true for most fiction, but for this essay specifically, the importance of the issue and the style of the writing go hand in hand to create for the reader a nugget of truth to stow away in his notebook forever. Works Cited Woolf, Virginia. A Room of One's Own. New York: Harcourt, Brace and Company, 1989.

Isaiah 10:1-6 The Hebrews Prophets: Isaiah & Amos :: essays research papers

Isaiah 10:1-6 The Hebrews Prophets "Woe to those who make unjust laws, to those who issue oppressive decrees , to deprive the poor of their rights and withhold justice from the oppressed of my people. Making widows their prey and robbing the fatherless. What will you do on the day of the reckoning, when disaster comes from afar? To whom will you run for help? Where will you leave your riches? Nothing will remain but to cringe among the captives, of fall among the slain.. Yet for all this his anger is not turned away. His hand is still upraised. â€Å"Woe to the Assyrian, the rod of my anger, in whose hand is the club of the wrath! I send him against a Godless nation, I dispatch him against a people who anger me, to seize loot and snatch, and to trample them down like mud in the streets." These writings, from the enscriptures of the bible some say philosophical, inspire mystery, wonder and the relation to how true they are. I have a monotheistic way of thinking, though the bible is said to be the writings of the way of life of Moses and the Hebrews, I am puzzled by how certain writings pertain to society, culture and the life of man and women today. As I try to decipher this passage in my own words of Isaiah. One is speaking of the oppression committed by man upon man. It is Jesus asking why man whom were created as brother and sister making unjustly laws...deprive the poor of their rights...withhold the justice from the oppressed of my people. I strongly believe there is a judgment day. For all the wrongs committed in society against one another and against oneself; as the sacred body that be. Harming thy brethren, killing thy neighbor, steeling. All to satisfy the wants for themselves. It is all competitive. Part of my heritage being of Blackfoot Indian descent, the way of life is to create and live life from the gifts of nature in which thy God provided. I can almost guarantee the society today living of monetary value, would not know how to survive if everything all of a sudden were taken away. A sudden exhausting rainfall, which flooded the cities, and devoured the homes, and cars, and other belongings. Some consider this to happen on Judgment Day or the day of Reckoning. As a punishment for man creating these evil doings. People today are so encompassed in the American Way of Living they cannot sacrifice for a minute to live without..forks, eating with thyne hands.

On the Beach: Sexism and Tourism Essay

Since the 1800’s, tourism has played a major role in the world economy. It has helped improve suffering economies that are unable to rely solely on their exports, and provided poorer nations with foreign currency and foreign investment, which can help to improve the economy of the poorer nation. Tourism has also encouraged development of modern skills as well as new technologies. (Enloe 233) In conclusion, tourism has become one of the most valued sources of income for many countries around the world. However, while tourism has played an important role in the economic standing of underdeveloped nations, it has also encouraged many gender stereotypes, and as not provided to be an equal or a non-discriminatory industry. Two of the major areas in the tourism industry where there are obvious gender differences are in advertisement and employment. When it comes to the issue of tourism and advertisement, the way men and women are depicted in tourist advertisements are based upon peo ple’s presumptions about masculinity and femininity. Because of history depiction of males as the one’s whore are more likely to travel, and women who travel as being improper, (Enloe 208) the majority of tourist advertisements are directed at men. This is apparent through the use of sex appeal. An example of an advertisement that uses this device is the advertisement for Singapore Airlines, which is mentioned in the text On the Beach: Sexism and Tourism. In this advertisement, there is nothing more but a ethnic woman holding a lily while standing in a misty setting. No information about the airline and its rates are given. (Enloe 222) This clearly demonstrates how women are used for there femininity is tourism advertisements. This obvious use of sex appeal is used to entice men to use Singapore Airlines. When deciding what airline to use, they’re more likely to remember the one that had the attractive woman in its advertisement. Furthermore, it is possible for them to hold a subconscious belief that they will meet a woma n similar to the one depicted in the advertisement if they use that airline. Even in the advertisements that do show males, the differences between masculinity and femininity are apparent. The men will often be shown in police or military uniforms to give an image of safeness and security. On the other hand, women are usually depicted in colorful peasant dress, to give the illusion of them being welcoming and, more importantly to the male viewers, available. (Enloe 222) The way the most ethnic women are depicted in these advertisements  gives the illusion that they are wilder and easily attainable, much more so than women back home. Men seeing these women depicted in the advertisements as they are, are more inclined to view them as something to experience and enjoy. (Enloe 216) The gender stereotypes in tourist industries are reinforced by the choice of employees, as the majority of them are women. For example, in the Caribbean, during the 1980’s over 75 per cent of tourist employees were women. The reason for this high percentage is due to the fact that most of the jobs that relate to tourist industries are viewed as women’s work. The most common tourist industry jobs involve cleaning, washing, cooking, and serving. On of the reasons the female employment rate for the tourist industry is so high is because in society a man who took part in women’s work was seen as losing is masculinity, whereas these jobs were not seen reducing femininity for women. As well, studies have shown that women tourists prefer, and feel more comfortable when other women wait them on. (Enloe 223) Furthermore, because women are usually passed a lower salary than men, by hiring more women employees, tourist companies are able to cut cost by paying the women employees far less than they would the males. (Enloe 224) The use of gender stereotypes in the tourist industry, as outlined in the text On the Beach: Sexism and Tourism are predominantly used for improving sales, and cutting financial costs. Tourist companies are aware that the depiction of women as exotic and welcoming will appeal to males, and hiring more women employees that men is financially beneficial. As a result, it is likely that these gender stereotypes will remain unless they become the cause of a decrease in profits.

Mobile Phone and Broadband Network

StarHub is Singapore's fully-integrated info-communications company, offering a full range of information, communications and entertainment services for both consumer and corporate markets. StarHub operates a HSPA+ mobile network that delivers up to 42Mbps for downlink to complement its nationwide GSM network, and an LTE network that provides connection speeds of up to 75Mbps in key business areas. It also manages an island-wide HFC network that delivers multi-channel pay TV services (including HDTV, Internet TV and on-demand services) as well as ultra-high speed residential broadband services.StarHub operates an extensive fixed business network that provides a wide range of data, voice and wholesale services. Over Singapore’s fibre-based Next Generation Nationwide Broadband Network, StarHub offers a broad range of home and business broadband plans along with a host of advanced media-rich value-added services. Launched in 2000, StarHub has become one of Singapore's most innova tive info-communications providers, and the pioneer in ‘hubbing' – the ability to deliver unique integrated and converged services to all its customers.StarHub, listed on the main board of the Singapore Exchange since October 2004, is a component stock of the Straits Times Index and the MSCI Singapore Free Index. Personal Solutions Mobile * Innovative price plans that include cost-saving features such as Free Incoming Local Calls, Per Second Billing, Flat Roaming Rates, All Day Flat Calling Rate, and Free IDD 018 Calls to 18 destinations * Green Pre-paid service * BlackBerry service, the world's leading secure wireless email platform * Mobile broadband service delivered over StarHub's 4G and 3. G network * Mobile data service offers a price cap for data access packages, so customers can surf with peace-of-mind from the mobile phone * StarHub TV on Mobile service that streams pay TV channels including National Geographic Channel and CNN over StarHub's advanced mobile bro adband network * Home Zone, a 3G femtocell service which allows customers to make mobile calls at home through their broadband cable connection * International Roaming service to more than 230 destinations * StarHub is a member of the Conexus Mobile Alliance, which was formed to enhance member's ompetitiveness in international roaming and corporate mobile services in their own counties and across Asia Pacific. It is now Asia's largest alliance of mobile operators with a coverage footprint to over 350 million subscribers in more than 12 countries and regions pfingo pfingo (short for phone, freedom, Internet, on the go) is a VoIP service developed by StarHub. pfingo enables users to make and receive local and overseas calls from their computer or SIP-enabled mobile phones at low rates, regardless of the mobile or broadband network users are connected to.The pfingo account is free and calls between pfingo users are also free. Other rich features that pfingo offers include SMS, fax, fre e push email (Google Mail, Yahoo! Mail, or any POP3 email services), multi-headed chat (Yahoo! Messenger, Google Chat, Windows Live Messenger, ICQ Chat), and foreign number services. For as little as S$2/month, pfingo users enjoy the use of a 3-series Singapore phone number with free incoming calls. To find out more, visit  www. pfingo. com Wireless Broadband StarHub Wireless Broadband is available at Suntec Convention Centre and certain areas of Suntec Retail Mall, Singapore Expo, all The Coffee Bean ; Tea Leaf outlets, as well as selected areas in Changi Airport Terminals 1, 2 and 3 * StarHub customers enjoy free wireless broadband access at all StarHub hotspots in Singapore. In addition, they can get free access to [email  protected] services through a Memorandum of Understanding reached between StarHub and QMax Communications. As a pioneer member of the Wireless Broadband Alliance, StarHub together with other member operators, has been driving the adoption of wireless broadb and technologies and services around the world by developing a common commercial, technical and marketing framework for wireless network interoperability. StarHub has enabled wireless broadband international roaming capabilities in Australia, Japan, Malaysia, UK, the USA and more. IDD StarHub's IDD offerings include the StarHub IDD 008 and 018 services, HomeConnect (pre-paid IDD card) and the StarHub International Calling Card (post-paid IDD card) * StarHub's post-paid and pre-paid mobile customers enjoy free IDD 018 calls to 18 selected destinations. Home Solutions Pay TV * StarHub is Singapore's largest pay TV operator, offering a full suite of quality international channels of news, movies, entertainment, sports, music and education, and seven local free-to-air channels. StarHub's digital platform allows customers to enjoy interactive applications and advanced features. * Operates the Digital Terrestrial Television (DTTV) system which offers better quality service and a compellin g selection of channels for corporate customers. * Offers Southeast Asia's first commercial High Definition Television (HDTV) service. Currently carries six HD Channels. * Offers Demand TV and Internet TV Residential Broadband * MaxOnline, StarHub's cable modem service is the first â€Å"always-on†, unlimited broadband Internet access plan launched in Singapore. Offers MaxInfinity fibre broadband service, offering download speeds of up to 1Gbps * Offers Anytime TV which allows customers to access StarHub TV’s on-demand library of more than 6,500 TV shows and movies as well as 12 complimentary pay-TV channels. Residential Voice * Digital Voice, a personal fixed line voice service that is delivered over StarHub's broadband network. * For a low monthly subscription fee, customers can enjoy outgoing/incoming local calls for free. Online Value-added Services Online music portal * Email service * Content filtering service * Online storage service Business Solutions StarHub o ffers a host of services for businesses of every size. We customise our solutions to meet our customers' needs, and help them stay ahead of the competition. Our services include: Business Voice ; IDD * StarHub IDD 008, StarHub IDD 018, domestic and international ISDN, business voice services, fixed number related services, and domestic toll-free services (1800 services) Data Services Ethernet Leased Line (ELL), Switched Ethernet (SWE), Super Direct Service (SDS), Domestic Leased Circuit (DLC), International Ethernet Private Line (IEPL), International Private Leased Circuit (IPLC) IP/Internet Services * Business Broadband (ADSL and Enterprise Web), Business Internet (Internet Leased Line), IP Transit Service (Velocity and StarHub IP Exchange/SiX), Switched Ethernet IP Services (SWE), Internet Clean Pipe, Online Storage – Business Global Managed Services * Arcstar Global Managed Services, BT Global Managed Services StarHub Global Conferencing Services StarHub Global Conferencin g Services International Wholesale Voice Services * Carriers around the world, as well as Service-Based and Facilities-Based Operators in Singapore, use StarHub's International Wholesale Voice service to help them reach the destinations they need via StarHub's established international interconnections. Logo The StarHub identity is an expression of our intention to be a proactively innovative company. We want to do things differently, to enhance customer choices for info-communications services and therefore, their quality of life.We recognise that the world in which we live in is changing rapidly, and in order to enable our customers to get the most out of life and their choice of communications services, StarHub will have to explore new horizons and broaden our perspective. Our visual identity is a positive expression of this goal. It recognises people as individuals and that everyone has the power to change for the better. It is confident, forward-looking and dynamic as expressed by the vibrant colours.The transition from Blue to Green, emphasizes the transformation that we want to bring to people’s lives through innovative and integrated info-communications solutions. StarHub’s corporate logo embodies the essence of a Chinese proverb which when translated means â€Å"green is derived from blue and green will become more brilliant than blue†; in short, the pupil shall surpass the teacher. Like the star depicted in its corporate identity, StarHub will adopt a dynamic and forward-looking stance, poised to transform the industry landscape and service mindset in a brand new way. Culture StarHub VisionTo be Singapore’s first choice for information, communications and entertainment services. StarHub Mission To provide every person, home and business in Singapore with world-class multimedia services and content StarHub Core Values ExCITe : Excellence, Creativity, Integrity, Teamwork. 2010 Milestones November * Introduced Singaporeâ€⠄¢s first solar-powered mobile base station enabled vehicle. September * Introduced a broad range of home and business broadband plans along with a host of advanced media-rich value-added services over Singapore’s fibre-based Next Generation Nationwide Broadband Network. July Adopted world’s first smartphone signalling solution to further enhance network performance and improve end-user smartphone experience. * Launched Singapore's first full DRM-free unified music store. May * Made available Singapore’s first microSIM card to support compatible mobile devices. * Scored broadcast rights to the 2010 FIFA World Cup. March * Commenced HSPA+ network upgrade to support up to 42. 2Mbps on the downlink. January * Launched new mobile TV client to enhance TV viewing on smartphones. * Partnered Golden Village and launched Singapore’s first movie-ticketing service on television.

Assessment Of Special Education Centers And Its Impact Education Essay

The birth of any kid can hold a important consequence on the kineticss of the household. Parents and other kids in the household must undergo a assortment of alterations to follow to the force per unit area of a new member. The consequence of the birth of a handicapped kid on household can be even more profound. The physically challenged kids are often characterized by extremes of behaviours, which in some instances influence the interactions they have with parents and siblings. The excess attention and particular adjustments are required by them. Families of physically challenged kids likely vary in their behaviour, societal attitude and household relationships as compared to households who do non hold disabled kids ( Hussain and Juyal, 2007 ) . Disability could be seeable or unseeable, impermanent or lasting. The first major and systematic record of handicapped individuals in Pakistan is available from 1961 nose count. Harmonizing to this record about 2 per centum of the population suffered from all sorts of disablements, peculiarly the kids of age group 0-14 old ages after the initial crisis, many parents develop healthy and constructive attitude towards their disabled kids maximal population of Pakistan lives in rural countries so bulk of the kids are born and brought up at that place. The overall status of our small towns gives their life as start with multiple disadvantages. They suffer from unwellness caused by malnutrition and non-hygienic status. The state of affairs of disabled kids is far from satisfactory. The causes of this calamity are poorness, ignorance, malnutrition, hapless lodging installations, unequal health care and environment act as a accelerator for infection. Good physical and mental growing can non be achieved in an environment where there is poorness and wretchedness, nutrient and shelter is unequal and wellness services are either missing or highly unequal. The inauspicious societal, economic and environmental conditions can be considered responsible for the hapless rational public presentation of many kids, who in more favourable environment could develop abilities within a spectrum. ( David, 1978 ) Education of the disable kids was considered as useless exercising. The premise was in past that a disable individual could ne'er go an built-in member of the society. Persons with professional expertness to learn handicapped kids were non available and there was no substructure to back up the instruction, preparation and rehabilitation of particular kids. The clip has changed and the instruction of disable has started with a focal point. A gradual realisation has emerged that the instruction of a disable kid is every bit of import as the instruction of an able bodied chief watercourse kid. The particular school system evolved in Pakistan every bit early as first decennary of 20th century, nevertheless the schools are non in sufficient Numberss to provide all the particular kids. The function of non-government organisations ( NGOs ) is really important in the development of particular instruction in Pakistan. The installations to back up higher instruction for particular people in co lleges and universities are non available. The mainstream schools do non hold instructors and equipment to suit particular kids ( Ali, 2003 ) . One-fourth of the instructors believed that they had sufficient schoolroom clip for inclusion attempts, that they were presently prepared to learn pupils with disablements, or that they would have sufficient preparation for inclusion attempts. These findings were interpreted as support for the premise that instructors viewed pupils with disablements in the context of the world of the general instruction schoolroom instead than as support for the prevailing attitudes about integrating. General instruction instructors therefore demonstrated certain reluctance about inclusion that must be addressed if such a policy alteration was to be successful ( Welch, 1989 ) . The accent on particular instruction as a topographic point deflected attending off from the fact that particular instruction was a more comprehensive procedure whose existent kineticss were major subscribers to its success or failure A important portion of the particular instruction procedure was represented in the beliefs and actions of general instruction. An incorporate system means that particular instruction can non move independently as a separate system, but must explicate policy in response to the attitudes, perceptual experiences, and behaviours of general instruction ( Gallagher, 1994 ) . Consideration for the demands of pupils of particular school is the most cardinal facet of particular instruction. It non merely assist instructors to be after, invent and implement modified course of study but besides steer them to make congenial schoolroom environment, set single educational programs, arrange suited educational resources, follow effectual instruction schemes, and choice appropriate rating methods to better the larning out comes of particular kids. Parents themselves take their disable kid to particular school where the school staff entree their demands without following any standardised method for measuring the degree of kid ‘s disablement. Consequently, a really small item about the particular educational demands of the assessed kid is available which is non sufficient for instructors to invent effectual educational programs and set up appropriate resources for such kids ( Coenen et al 2006 ) . The issues refering instruction of disabled kids and sociological position are globally highlighted by societal scientist. The complexness in the nature of jobs has farther demanded prudent attempts particularly in traditional societies of developing states. Dera Ghazi Khan remained distant and disadvantaged territory of Punjab in footings of resource allotment yet the being and sustainability of particular instruction centres will find the socio economic position of disabled kids. The rating of centres will assist in finding the demands and jobs of these incapacitated population strata. In this respect the present survey will be lending a significant portion in bettering the efficiency of services provided to disable kids. Main aims of the survey are To analyze the jobs and jeopardies faced by disabled kids in particular instruction centre. To entree the quality of services being offered to particular kids in their centres. To do suggestions for policy shapers to minimise the dependence of particular kids.REVIEW OF LITERATURE:Mext ( 2002 ) explored that instruction system for kids with particular demands was switching to particular support instruction at the beginning of the twenty-first century. Ministry of instruction, civilization, athleticss, scientific discipline and engineering mentioned that the particular support instruction is a primary accelerator for the advancement toward an equal chance society for all kids including persons with disablements. The chief rule of particular support instruction is run intoing single demands of each kid. A womb-to-tomb support system shall be developed through co-operation among every sector in society to advance kids ‘s liberty and engagement in all societies. Ali ( 2003 ) studied the development of particular instruction web in historical position and the nature and set some steps for its betterment. In her survey she designed assorted instruments and conducted interviews of the particular pedagogues, support professionals, parents of particular kids and particular individuals. She found that the parent engagement in the instruction of particular kids is at minimum. A portion from this she besides concluded that huge bulk of parents of particular kids of all classs and particular individuals are non to the full satisfied with the instruction being given to their kids. She besides concluded that the function of non-government organisations ( NGOs ) was really important in the development of particular instruction in Pakistan ; nevertheless the installations to back up higher instruction for particular people in colleges and universities were non available. Alam et Al ( 2005 ) studied the behaviour of parents towards physically handicapped kids in Islamabad metropolis by questioning method. They found that a major proportion of the respondents had intermediate to graduation degrees of instruction. About 30 % of the respondent ‘s kids suffered from deaf and shit and blind. Majority of the respondents said that their kids were physical disableds since birth. Kitcher et Al ( 2005 ) studied that behavioural upsets were non merely really straitening to multiply disabled patients and their households but besides had a negative impact on their acquisition at school or other installation, peer relationships and societal competency, so more attending should be paid to name ( detect and classify ) and sharply treat behavioural upsets by pharmacological, educational and environmental intercessions. Kazimi ( 2007 ) reported that in Pakistan, three systems of Education at present operate 1. Normal schools 2.Special Education Schools and 3. Inclusive Schools. In the last named particular pupils of merely the lower categories were accommodated. She argued that jobs associated with working environment in Pakistan were broad ranging and have really terrible consequence on the personality of the individual, particularly when working with kids in particular scene or in inclusive scenes with mental deceleration or physical damage. Further more, Teachers really frequently experience stress due to professional demands and equivocal occupation description, parental force per unit area, non-supportive behaviour and deficiency of pupil motive. Similarly, Teachers working in mainstream inclusive instruction puting experience less emphasis. Molnara et Al ( 2008 ) reported the instruction of the extroverted coevals was ever a hard undertaking and this was peculiarly true for those educational institutes where pupils necessitating particular intervention were educated. These pupils were frequently educationally challenged, mentally challenged or multi-challenged. They present an international co-operation lasting for three old ages whose premier end was to build non-language-dependent package for disabled kids. They introduce the establishments taking portion in the development, the procedure of the plan ‘s creative activity, the stairss to use the plan and the possibilities and methods of betterment. Rao ( 2008 ) studied the individuals with disablements enjoyed co-existence, though at different times, the intervention and attitudes were at discrepancy. Out of all the types of disablements, an rational disablement airss greater challenges than the other types. The households of individuals with rational disablements did besides have demands different from others, which can non be segregated from the demands of kids with rational disablement. The National Institute for the Mentally Handicapped had developed many service theoretical accounts and contributed toward human resource development and research. National Policy has besides considered as important the development of human resources for supplying instruction to all kids with disablements in the general instruction watercourse. Many mileposts have been left behind in the way, important accomplishments have been made and chances have been created for the handicapped. Fletcher ( 2009 ) studied the pupils with a schoolmate with serious emotional job experience decreases in first-grade trial tonss, particularly pupils in low-income schools and within schools utilizing school-level fixed effects specifications were qualitatively similar. The magnitude of the decrease in mathematics accomplishment was about 30-60 per centum of the size of the adjusted black-white accomplishment spread. Since about 10 per centum of the pupil population has a schoolmate with a serious emotional job, the aggregative consequence on trial tonss of the policy of including these pupils is potentially rather big. Nabeel ( 2009 ) stated that Department of particular instruction Allama Iqbal Open University ( AIOU ) through distance acquisition system offers study/training at alumnus, Masterss and Ph. D. degrees. Teachers are prepared in 6 specialised countries of ocular Impairment, physical disablements, hearing damage, rational disablement, larning disablement and inclusive instruction. Each pupil is assigned to a coach who is a capable specializer. The particular instructor readying theoretical account through distance instruction system is highlighted. Pasha ( 2009 ) assessed that no standardised method is being used for particular instruction. In Pakistan International Classification of Functioning has emerged as a standardised method for mensurating wellness and disablement at both single and population a degree. He explored the range of ICF in the field of particular instruction and has established links between ICF classs and course of study countries, schoolroom activities and larning aims for bettering the quality of instruction. Further research has been recommended to happen solutions to get the better of the initial jobs in accommodating ICF model in the field of Particular Education in Pakistan.VI. MATERIAL AND METHODSThe proposed survey will be conducted in three Government particular instruction centres viz. D.G.Khan, Sakhi Sarwar and Kot Chutta of Tehsil Dera Ghazi Khan. A sample of 40 handicapped pupils will be selected through simple random trying technique from each particular instruction centre. Thus a sample of 12 0 respondents will be interviewed with the aid of good structured questionnaire. Data will be analyzed by appropriate statistical technique. The information obtained will be utilized to better particular instruction of disable kids.LITERATURE CITED:Alam, A. , H. Noureen, N. Akhtar, M. Imran, I. Iqbal and M. Jamil. 2005. Behavior of parents towards physically handicapped kids. J. Agri. Soc. Sci. 1 ( 1 ) : 1813-2235. Ali, A. K. 2003. A historical and appraising survey of particular instruction in Pakistan. Ph.D. thesis, University of Karachi, Karachi. Coenen, M. , A. Cieza, T.A. Stamm, E. Amann, B. Kollerits and G. Stucki. 2006. Validation of the International Classification of Functioning, Disability and wellness arthritis research & A ; therapy 8 ( 4 ) 35-47. David, T.1978. The societal psychological science of childhood disablement, Methuen and co. Ltd. London, 11 ( 4 ) 112-113. Fletcher, J. M. 2009. The Effects Of inclusion on schoolmates of pupils with particular demands: The instance of serious emotional jobs. A Edu. Fin. Ass. 4 ( 3 ) : 278-299. Gallagher, J. J. 1994. The pull of social forces on particular instruction. J. of Special Edu, 27 ( 2 ) :521-530. Hussain, A. and I.Juyal. 2007. Stress assessment and get bying schemes among parents of physically challenged kids. jamia millia islamia, new Delhi j. of the Indian academy of applied psychological science. 33 ( 2 ) :179 -182. Kazimi, A. B. 2007. A critical analysis of the emphasis bring oning factors in particular and inclusive instruction system. J.Manag. Soc. Sci.3 ( 2 ) : 87-93. Kitchener, N. , M. Khalaf, A. Raouf, and N. Nagy. 2005. Behavioral upset in multiple disabled Egyptian kids. the international J. of child neuropsychiatry. 2 ( 1 ) : 89-96. Mext.2002. Particular Support Education in Japan, hypertext transfer protocol: //www.mext.go.jp/a_menu/shotou/tokubetu/03110701/002.pdf Molnara, I. T. , T. Radvanyib and E. Kovacsb. 2008. The use of altered ict in the instruction of kids with particular educational demand in different states of Europe. Ann. Math et inf. 35: 189-204. Nabeel, T. 2009. Teacher instruction for distance acquisition based particular instruction in Pakistan.j.Dis.Edu.10 ( 1 ) :83-95. Pasha, S. 2009. Scope of icf in particular instruction in Pakistan. J. Of research and contemplations in edu. 3 ( 1 ) : 34-48. Rao, L. G. 2008. Education of individuals with rational disablements in India. Salud Publica Mex. 50 ( 2 ) : 205-212. Welch, M. 1989. A cultural position and the 2nd moving ridge of educational reform. J. of Learning Disabilities. 22 ( 3 ) : 537-540. Student: Hammad Ahmad ______________Supervisory Committee:Ms. Sumaira Bano ( Chairperson ) _______________ Mr. Muhammad Ali Tarar ( Member ) _______________ Mr. Muhammad Ali ( Member ) _______________Forwarded:Head of SectionSocial Sciences and Rural Development College of Agriculture, Dera Ghazi Khan.Scrutiny commission:a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€  a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a ) Dr. Shafqat Nawaz B ) Dr. Muhammad Mudassar Maqboola†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€  a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ degree Celsius ) Mr. Muhammad Shahid Nisar vitamin D ) Dr. Fida HussainForwarded:a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ a†Ã‹â€ PrincipalCollege of Agriculture Dera Ghazi Khan Sub-Campus University of Agriculture Faisalabad