For this assignment the student will prepare a mock crime scene sketch. Information from the scenario should be included in the sketch as well as the following:
Case Number
Investigator name and title
Address of crime scene
Date and time of incident
Date and time sketch was created
Victim and/or suspect
Type of offense
Measurements and scale
Legend
Directionality coordinates
Crime Scene Scenario:

On December 12, 2013, a double homicide occurred at 2122 Hidden Dr. The victims were identified as Mark Ling who is an Asian male age 26 and Tara Miracle who is a Caucasian female age 23. The victims were step siblings who shared a bottom level apartment in downtown Jacksonville, Florida and had lived there approximately a year and a half. Mark was found 3’ from the front door alcove area face down with his head pointed towards the front door located on the east wall. His left arm is at a right angle and a hunting knife inches from his clutched left hand. His right arm is stretched out away from his body and there is a pool of blood under the right arm extending to the hip area. He appears to have a close range bullet entry wound to the right side.

To the north of Mark is a wall with high velocity Bloodspatter. To the west of Mark is an 18’ x 16’ kitchen area. On the south wall of the kitchen is counter space where a silverware drawer is open. The stove and refrigerator are on the west wall and a kitchen table with two chairs is situated in the northeast corner.

South of the entry alcove is a living room area with a big screen television on the east wall and two wing back chairs and a coffee table located northwest of the east wall facing the television about 10’ from Mark’s body. The entire living room area is 20’x 26’. Located along the west wall of the living room is a couch. The female victim is slumped over slightly north of the center of the couch with a stab wound to the chest. Approximately 18 inches from the north end of the couch is a semi-automatic gun. A casing is located 1’ from Tara’s left foot on an oval rug which extends slightly past both ends of the couch.

Along the south wall of the living room is a sliding glass door leading out to a small 10’ x 10’ patio area. The door is slightly open and three beer cans are scattered on the concrete patio floor. In the northwest corner of the patio is a small round plastic table. On the table is a crackpipe which is still warm.

In order to draw your crime scene sketch, use a free trial version of a forensics-related software program such as crimezone which can be found at: Crime Zone
Submit your finalized sketch as a .jpg file in the assignment area.

Additional Drawing Software Programs:

SmartDraw (Free trial offer)
SketchUp (Free)
Gimp (Free)
Inkscape (Free)

Review 5 articles from business/management journals that are focused on one qualitative research method of particular interest to you (e.g., action research, case study, ethnography, grounded theory). For each article review (max 1 page each), give a complete citation, and briefly describe 1) the research question, 2) the research paradigm/philosophical perspective, 3) the data collection technique, 4) the authors’ engagement with theory, and, most expansively, 4) your critique of the article, with guidance from Pratt (2009):Review 5 articles from business/management journals that are focused on one qualitative research method of particular interest to you (e.g., action research, case study, ethnography, grounded theory). For each article review (max 1 page each), give a complete citation, and briefly describe 1) the research question, 2) the research paradigm/philosophical perspective, 3) the data collection technique, 4) the authors’ engagement with theory, and, most expansively, 4) your critique of the article, with guidance from Pratt (2009):

This is a discussion post response. No references older than 5 years. Please no criticism.

This is a discussion post response. No references older than 5 years. Please no criticism.

This is a discussion post response. No references older than 5 years. Please no criticism.

This is a discussion post response. No references older than 5 years. Please no criticism.

This is a discussion post response. No references older than 5 years. Please no criticism.

This is a discussion post response. No references older than 5 years. Please no criticism.

This is a discussion post response. No references older than 5 years. Please no criticism.

This is a discussion post response. No references older than 5 years. Please no criticism.

SECTION 1:  General Guideline There are two steps to this assignment: 1. You will write a 5-7 page paper in which you discuss your objective(s) and your topic. 2. Based on your objective, you will develop a questionnaire with a maximum of 10 questions (excluding 2 warm-up questions)

 

The purpose of this assignment is to get you to start thinking about research, to develop your research ideas and for you to reflect on research data.

 

Students must include at least 1 outside scholarly source for this assignment.

 

SECTION 2:  Detailed Instruction for 5-7 page paper – 20%

 

Your paper must consist of Five sections. Do not hesitate to use subtitles.

 

1. Your Topic: Choose a topic related to gender, sexuality or women’s/men’s lives. Clearly discuss the focus of your research. The challenge: students usually choose a very broad topic. Make sure the scope of your research is reasonable and doable. The other challenge is clarity: do not be wordy; be clear and concise.
2. Justify Your Topic: Discuss why you chose your topic and show its relevance to the lives of a wider population. Here you can also discuss its connection to the course. The Challenge: In the real world, no one will fund your research if you don’t demonstrate the significant of your topic. In this course, you don’t receive funding, but you do earn a grade. Think out of the box; how does your research impact others?
3. Your Preliminary Findings Discuss what you have learned from researching and reading on your topic. What are the most important theoretical arguments on the issue? Have there been other studies on your topic? If so, what have they found out?  What solutions are offered by the researchers? Did the readings make you change and/or modify your research instrument (the Questionnaire)? If so, how? The Challenge: First, do not let the title “your Preliminary Findings” scare you! I have chosen this title to give your writing an official aura! You are not doing a “proper” research; therefore, you will not have any findings. This section serves as a miniliterature review, where you discuss the findings of other scholars, and hopefully, contribute to the discussion by adding your informed reflection on, and critical analysis of the topic. Second, often students forget this is a good place to use their sources (both the course materials and the ONE outside source). If read carefully, they could help situate your topic within the larger framework of what has been done before. Use your sources.

 

3. Limitations and/or challenges that you encountered: This pertains to both your research on the topic and the construction of your questionnaire. What difficulties or challenges did you face? Which questions did you found the most difficult to construct? The Challenge: Leave writing this section for the last. Use your draft notes to write this section. Here, you need reflect on the process you went through. Students who write their assignment the night before the deadline often can’t reflect on their journey effectively.

 

4. What you would need to do if you were to develop this into a full-scale study. This section is meant to encourage you to think beyond the scope of this assignment. You may want to start thinking about other methods which would be suitable for conducting your research, as well as other sources which could supplement and enrich your present findings. The Challenge: In this section, you need to think ahead. Go back and look at the first workshop

 

Rubrics for this Section:  Research Topic- 10 marks  Appropriateness of topic, justification/rationale for topic, statement of your topic, and analysis of findings (No. 1,2&3 above)

 

Discussion-5 marks  Discussion of limitations and changes you would make to your research instrument, and thinking ahead (No. 3&4 above).

 

References & Bibliography – 5 marks  Consistent use of either APA or MLA style of referencing

 

 

SECTION 3:  The Questionnaire – 10%

You will develop a questionnaire with a maximum of 10 questions (excluding 2 warm-up questions)

The steps required to design a questionnaire include:

1. Defining the Objective(s) of your research:

 

The importance of well-defined objectives cannot be over emphasized.

A questionnaire that is written without a clear goal and purpose is inevitably going to overlook important issues and waste participants’ time by asking useless questions. In other words, how would it be possible to expect correct answers to your questions if you don’t actually know what you are looking for or planning to observe?

A good rule of thumb is that if you are finding it difficult to write the questions, then you haven’t spent enough time defining the objectives of your research. Go back and do read your topic (the objective of your research) again. The questions should follow quite naturally from the objective(s).

The Challenge:   Tip Number 1: Try to come up with one or two meta-questions as your own questions. Ask yourself what is it you want to find out. As the researcher, what are your questions?

 

Tip Number 2: Break down your objective into different aspects and formulate one or two questions for each aspect.

 

2. Writing the Questions:

 

When writing your questions, pay attention to the followings:

Clarity:  Questions must be clear, succinct, and unambiguous. The goal is to eliminate the chance that the question will mean different things to different people.

Leading Questions: A leading question is one that forces or implies a certain type of answer. Avoid asking questions which lead your participant to answer in a certain way.

Embarrassing Questions: Embarrassing questions dealing with personal or private matters should be avoided.

Hypothetical Questions Hypothetical questions force the respondent to give thought to something he/she may have never considered. Avoid them.

Prestige Bias: Prestige bias is the tendency for respondents to answer in a way that make them feel better. People may not lie directly, but may try to put a better light on themselves. For example, it is not uncommon for people to respond to a political opinion poll by saying

they support social programs, such as welfare, but then go on to vote for candidates who oppose those very programs. Do not ask questions with prestige bias.

 

Rubrics for the Questionnaire:

 

Questionnaire- 10 marks  Relevance of questions to research topic, wording of questions

 

 

 

SECTION 4:  Format – General Guideline

 

Your paper must be 5-7 pages long (which does NOT include the title, biography, and questionnaire), and conform to the following format:   double spaced, 12pt Times or Times New Roman font only;   standard margins (1 inch/2.54cm on the top and bottom, 1.25 inch/3.17cm right and left). This is the most basic formatting necessary for a professional academic paper, and points will be deducted for failing to follow these guidelines.   Consistent use of either APA or MLA style of referencing  Students are not allowed to use more than one direct quote for this assignment. All other relevant quotes must be rephrased in your own words, and cited.  You must also remember that failure to provide page numbers for all citations will result in a deduction from your final mark, and may be grounds for charges of plagiarism.  

 

 

“”

Name of Centre:   Croydon College			Learner achievement (please circle) NB: All learner achievement is provisional until confirmed at the AVA Awards Board.
			Level Achieved:		L3
			Achievement (Level 3 units only)		P	M		D
			Resubmission?		Y		N
Title of Access to HE Diploma: Nursing
Unit title(s):  Transport and Respiration		Unit code(s):  CBB067
Learner:		Tutor/Assessor: R. Aziz, C. Mehta, A. Francis
Description of Assignment:    1)    An explanation of the structure and functions of blood tissue 2)    A drawn diagram with an accompanying explanation of the structure and function of the heart 3)    An explanation of the three types of circulation found in the body and a diagnosis and explanation of a stroke patient 4)    Interpretation and explanation of a graph showing the relationship between cardiac output and blood pressure. 5)    An explanation of the structure and function of the three main blood vessels and a diagnosis and explanation of a haemorrhage 6)    A drawn diagram of the respiratory system and explanations of the structure and function of these. 7)    An explanation of the processes of ventilation and the pressure changes as well as an explanation of the effects of a puncture wound to the thoracic cavity.   Submission Guidance: In order to be graded; ·         All work must be submitted by the deadline indicated – late work is capped at a pass. ·         All work must be submitted online through Moodle. Work that is not submitted following the correct online procedure will be capped at a pass. ·         Plagiarism will result in your work being capped at a pass. ·         All submitted work must be accompanied by the assignment brief You should keep to the specified word count for each task. Not meeting the word limit will affect your grade. Work that exceeds the word count excessively will not be assessed beyond the word limit
Date set:  21st December 2018	Date for draft submission (if applicable):			Date for final submission:  15th March 2019 – 4pm
Extension date  (if agreed):	Signed by Tutor/Assessor to agree extension:			Date submitted:
Internal Moderation:   Yes / No Date:	Signed by internal moderator:			ON TIME          /           LATE
Learner declaration:  The explanations and evaluations in this work have been developed and written by me.  I have not submitted material copied from the Internet, text books or other sources in place of my own thinking and writing.  When I have referred to the work of others I have done so to discuss, comment on or argue their ideas.  I have kept quotation and paraphrasing to an absolute minimum and only to support points I have made.  I understand that referencing the names of authors whose ideas I have used without including my own interpretation of those ideas, does not meet the assessment criteria and cannot attract the Pass, Merit or Distinction grades.  I have not copied the work of my peers.
Learner comments: (please use this space to comment on any aspect of the assignment when handing in your work)
Signature:			Date:

TO THE LEARNER: Please attach this assignment brief to any written work you are handing in for assessment, or submit the brief as instructed.  

YOUR WORK CANNOT BE ASSESSED UNLESS YOU HAVE SIGNED AND SUBMITTED THIS FORM

 

Level 3	Unit title:
Learning outcomes		Assessment criteria
This is what you will learn on the unit.		This is what you must be able to demonstrate that you can do in your assignment in order to achieve the unit.
The learner will:		The learner can:
1.    Understand the major components and functions of the blood		1.1.  Explain the major components and functions of blood
2.    Understand the structure and function of the heart.		2.1.  Explain the structure of the heart in relation to its function
3.    Understand the role of the heart in circulation		3.1.  Differentiate between the coronary, pulmonary, and systematic circulation 3.2.  Explain the function of the  heart in relation to the cardiac cycle 3.3.  Interpret the relationship between blood pressure and cardiac output.
4.    Understand the structure and function of arteries, veins and capillaries and their role in transport		4.1.  Explain the structure of arteries, veins and capillaries in relation to their functions
5.    Understand the structure and function of the respiratory system and the transport of respiratory gases		5.1.  Explain the structure of the respiratory system in relation to its function and the transport of respiratory gases.
6.    Understand the mechanisms of pulmonary ventilation		6.1.  Explain the mechanism of breathing (pulmonary ventilation). 6.2.  Explain pressure changes in the thorax during breathing (pulmonary ventilation).

 

 

 

Level 3 units only: Learners achieve a Pass if they meet all Level 3 Assessment Criteria for a unit.  You will achieve a Merit or Distinction by meeting the following Grade Descriptors.  Your tutor will give you feedback for all three grades.
Grade Descriptor	Merit (Choose one or more relevant grade components)	Distinction (Choose one or more relevant grade components)
GD1: Understanding of Subject	The students work demonstrates a very good grasp of the relevant knowledge base	The students work demonstrates an excellent grasp of the relevant knowledge base
Grade Descriptor	Merit (Choose one or more relevant grade components)	Distinction (Choose one or more relevant grade components)
GD2: Application of Knowledge	The students work makes use of relevant facts and concepts with either breadth or depth that goes beyond the minimum required to Pass	The students work makes use of relevant facts and concepts with both breadth and depth
Grade Descriptor	Merit (Choose one or more relevant grade components)	Distinction (Choose one or more relevant grade components)
GD7: Quality	The students work; ·         Is structure in a way that is generally logical and fluent ·         Taken as a whole, demonstrates a very good response to the demands of the brief/assignment	The students work; ·         Is structure in a way that is consistently logical and fluent ·         Taken as a whole, demonstrates an excellent response to the demands of the brief/assignment

 

 

 

Grade Guidance: Learners must carefully read the guidance below which is linked to the components above

MERIT: (e.g. To achieve a Merit your work will show…..)   (GD1: Understanding of the Subject) ·         You will show a very good understanding of the subject with generally accurate information and very good use of terminology ·         You will be able to link the structure to the function for different parts of the cardiovascular and respiratory system ·         You will demonstrate a clear understanding of the cardiac cycle and pulmonary ventilation ·         You will give a clear explanation of the main components of blood ·         Your explanations of the structure of the heart and the respiratory system will make reference to tissue types ·         Diagrams will be clear and accurately labelled. (GD2: Application of Knowledge) ·         You will be able to accurately and clearly interpret the graph in task 3.3 ·         You will accurately identify the conditions discussed in the case studies and will be able to give some explanation of these ·         When considering the penetrating injury in task 6 you will be able to link this to your understanding of the respiratory system (GD7: Quality) ·         You will produce responses to all tasks that are generally logical and make sense in a clear sequence of facts and ideas. ·         The work will be largely fluently written throughout the assignment with few errors in grammar, punctuation and spelling. ·         Your answer will show that you can work with sources to generate your own ideas and not just copy from sources. ·         You will include a full reference list of all your sources will be included in your work.

DISTINCTION: (e.g. To achieve a Distinction your work will show…..)   (GD1: Understanding of the Subject) ·         You will show an excellent understanding of the subject with highly accurate information and excellent use of terminology that is explained ·         You will be able to draw lots of links between structure and function when explaining the cardiovascular and respiratory system and these will be explained in depth. ·         You will demonstrate a comprehensive understanding of the cardiac cycle and pulmonary ventilation ·         You will give a comprehensive explanation of the components of blood and take into consideration many different types. ·         Your explanations of the structure of the heart and the respiratory system will include explanations of their tissues in detail ·         Your diagrams will include annotations. (GD2: Application of Knowledge) ·         You will interpret the graph accurately and explain it in detail using excellent terminology ·         The case studies will be explained in depth and show a thorough understanding and application of knowledge. ·         When considering the penetrating injury in task 6 you will be able to explain a range of potential complications and link these clearly to structure and function. (GD7: Quality) ·         Your response to each one of the will consistently show that you can use sources to develop your own informed and independent reflections on this topic. ·         There will be accurate use of referencing throughout the assignment which must be in a Harvard Style and will include citations in your writing. ·         The work will be fluently written, detailed but concise using appropriate scientific terminology throughout. There will very few errors with regards to spelling, punctuation and grammar. ·         Diagrams will be included where appropriate. These may be drawn or taken from books/internet but MUST be referenced fully and correctly. They should also be used effectively in your work and you should refer the reader to them through the use of figure labels.

 

 

 

Part A: Feedback on credit level

AC no

Credit achieved (L3)

Location of evidence

Tutor/Assessor comments on assessment criteria (the assessor may also indicate on the work itself where each AC is met)

1.1

Task 1

2.1

Task 2

3.1

Task 3.1

3.2

Task 3.2

3.3

Task 3.3

4.1

Task 4

5.1

Task 5

6.1

Task 6

6.2

Task 6

Level achieved

Tutor/Assessor’s signature:

Date:

Resubmission (if applicable) If any of the assessment criteria for this assignment have not been met at Level 3, a resubmission may be permitted.  Resubmission must follow the QAA guidelines and be permitted only once.

Requirements for resubmission/new Task set:

Date Set:

Date due:

Date Submitted:

Feedback on resubmission:

Level achieved after resubmission:

Tutor/Assessor’s signature:

Date:

Part B: Feedback on grading (Applicable only if all assessment criteria achieved at Level 3)

Grade Descriptor

Tutor/Assessor comments against grade descriptors

Grade indicator (P/M/D) Please enter the final grade on page 1 based on this grade profile e.g. PPM=P

GD1: Understanding of subject

GD2: Application of  Knowledge

GD7: Quality

Tutor/Assessor’s reason for final grade decision (if applicable):

Areas for development (how will the learner be able to use and improve on what they have learnt on this unit and the skills that they have used in their further studies?)

“”

TASK 1 (ASSESSMENT CRITERIA 1.1)

Word count for task 1: 250

1.1	Explain the major components and functions of blood

1. Blood is a connective tissue that carries out important functions for the body. Give an explanation of the main functions played by the blood within the body.

 

1. Identify and explain the functions of the four main components of blood.

 

 

 

TASK 2 (ASSESSMENT CRITERIA 2.1)

 

2.1	Explain the structure of the heart in relation to its function

 

Word count for task 2: 250

 

CLASS PRACTICAL 2.1

 

1. Carry out a heart dissection following health and safety procedures carefully. Take a photo of the dissected heart label the parts and upload it as part of your assignment.

 

1. Explain the structures of the key tissues and components of the heart and relate this to their functions.

 

 

 

TASK 3.1 (ASSESSMENT CRITERIA 3.1)

 

3.1	Differentiate between the coronary, pulmonary, and systematic circulation

 

Word count for task 3.1: 300

A patient is suffering from a stroke which has been brought on by an embolism from a blood clot becoming wedged forming an arterial blockage.

 

1. Explain coronary, pulmonary and systematic circulation and the differences between them.

 

1. Identify which type of circulation has been disrupted in the example given above and explain the effects.

 

 

 

 

TASK 3.2 (ASSESSMENT CRITERIA 3.2)

 

3.2	Explain the function of the heart in relation to the cardiac cycle

 

Word count for task 3.2: 350

 

1. Using diagrams explain the stages of the cardiac cycle in detail

 

1. An atrial-septal defect is also commonly known as a ‘hole in the heart’. Explain the effect this congenital defect has on the cardiac cycle.

 

 

 

 

 

TASK 3.3 (ASSESSMENT CRITERIA 3.3)

 

3.3	Interpret the relationship between blood pressure and cardiac output

 

 

Word count for task 3.3: 300

 

The graph above demonstrates the relationship between cardiac output and right atrial pressure and how this changes for a person during rest and when doing exercise.

 

 

1. Define cardiac output and blood pressure
2. Use the graph to interpret and explain the relationship between cardiac output and blood pressure as well as the differences that can be seen at rest and during exercise.

 

 

 

TASK 4 (ASSESSMENT CRITERIA 4.1)

 

4.1	Explain the structure of arteries, veins and capillaries in relation to their functions

 

Word count for task 4: 350

 

A patient is admitted to A&E with haemorrhaging from a blood vessel in their right arm. The blood is spurting and coming in waves and appears bright red in colour.

 

1. Draw diagrams of arteries, veins and capillaries. In your own words explain their functions and in relation to their structure.
2. Identify which kind of blood vessel is haemorrhaging in the example above and explain the severity in comparison to bleeds from other blood vessel types

 

 

TASK 5 (ASSESSMENT CRITERIA 5.1)

 

5.1	Explain the structure of the respiratory system in relation to its function and the transport of respiratory gases

 

Word count for task 5: 600

 

1. Draw, label and annotate a diagram of the components of the respiratory system
2. Explain the relationship between function and structure of the following components of the respiratory system
   1. Nasal Cavity
   2. Pharynx
   3. Larynx
   4. Trachea
   5. Pleural membranes and pleural cavity
   6. Lungs, including;
      1. Bronchi
      2. Bronchioles

• Alveoli

7. Intercostal Muscles
8. Diaphragm

 

TASK 6 (ASSESSMENT CRITERIA 6.1, 6.2)

 

6.1	Explain the mechanism of breathing (pulmonary ventilation)
6.2	Explain pressure changes in the thorax during breathing (pulmonary ventilation)

 

Word count for task 6: 500

 

1. Using diagrams, explain the individual stages of pulmonary ventilation in detail making sure to indicate and explain the pressure changes occur in the thorax during inhalation and exhalation.

 

1. A patient has been admitted with a penetrating injury to the chest that has gone through the pleural membranes. Explain how this injury will disrupt pulmonary ventilation and the pressure changes that occur.

 

This paper is a Rhetorical Analysis. My professor has emphasized that this shouldn’t be a summary of content, but a analysis and comparative strategies of the two articles chosen on a given topic. Highlighting rhetorical strategies is a must.
Content may be used to provide context on what you are evaluating (every analysis you make must be supported with evidence and cited in the actual line of the essay and work cited).
I have attached the Rhetorical Analysis WS that will be referenced in the instructions. This WS must be used in the body’s of the paragraph. The thesis statement must be clear and concise about rhetorical strategies used and not about which article I agree with more, no summaries. Feel free to provide background information on both authors to show how that influences their writing. Logos, Pathos, and Ethos must be used in the paper. I must include paragraphs about what each article did well and what they did not so well. A few questions my professor mentioned would be good for the conclusion are, What questions arose from reading the article? If you wrote another paper on the same topic what would you write? What is missing? How can you make that argument in the first place?
Key Notes: My professor likes to us this definition of rhetoric: The good man speaking well(Quintilian). Also, seeing the available means of persuasion (Aristotle).

I have more details about the formatting of the page should you choose to complete this paper.

Below I have attached the two articles for this topic, however, feel free to change the topic or use different articles that best suites your writing style.
Thanks!

Should College Be Free? (And Proposals to Make It Happen)

Why Free College is a Bad Idea

Question:
Identify a key values-based challenge that an organisation is facing (or has faced), which requires a strategic organisational response to address. Design, formulate or conceptualise a strategy that will enable the organisation to overcome (hopefully) this key challenge. Provide:
1. An account of the organisation and the key values-based challenge it is facing (or has faced);
2. Using rich pictures (or other conceptual tools), illustrate how this key values-based challenge manifests in undesirable organisational beliefs, norms and behaviours, as well as cultural features;
3. Identify leverage points for addressing this key values-based challenge and propose remedial actions (e.g. through – but not restricted to – organisational design) for obtaining alignment between the organisation’s espoused values and enacted values (and consequently, behaviours and organisational culture);
4. Propose a process of engagement through which these remedial actions can be effected throughout the organisation.

Other instructions:
1. Please read the must do’s for my essay and double check that you have ticked them all prior to submission. This is section 2 of the word document instructions I have uploaded.
2. Read the marking rubric. This is section 3 of the word document.
3. Please just browse through the course contents so that you understand the breadth and limits of the contents we have covered during the course. Course content starts from page 10 of the outline.
4. This essay requires the inclusion of a causal loop diagram, please refer to the attachment called “causal loop diagrams systems dynamics…” in order to familiarize yourself with which diagram I am referring to and how my lecturer wants the diagram done.
5. The school is very strict with referencing, Section 4 of the instructions has an example of well-done APA referencing.
6. I have attached the lecturers presentations for sessions 2-8 incase you might find them helpful.

It must be an EXPERIMENTAL RESEARCH PAPER

IT should be consist following details
1.Abstract
2.introduction
3.Experimental materials
4. Experimental methods and procedure
5.result and discussion
6.conclusion
7.references

It must be an EXPERIMENTAL RESEARCH PAPER

IT should be consist following details
1.Abstract
2.introduction
3.Experimental materials
4. Experimental methods and procedure
5.result and discussion
6.conclusion
7.references

It must be an EXPERIMENTAL RESEARCH PAPER

IT should be consist following details
1.Abstract
2.introduction
3.Experimental materials
4. Experimental methods and procedure
5.result and discussion
6.conclusion
7.references

It must be an EXPERIMENTAL RESEARCH PAPER

IT should be consist following details
1.Abstract
2.introduction
3.Experimental materials
4. Experimental methods and procedure
5.result and discussion
6.conclusion
7.references