Amerigo Vespucci Research Paper Example | Topics and Well Written Essays - 750 words

Amerigo Vespucci - Research Paper Example This fact is proven by letters and other passages of text found attributed to Vespucci (Uzielli). He studied the sciences of physics, cosmography, astronomy, and geometry, contributing immensely to their progress (Uzielli). Therefore, it is fair to say that Vespucci was not just a gifted navigator, as is known of him more commonly, but also an eager student of science, who quickly mastered the existing sciences and was a learned man of his time. After the death of his father in 1483, Vespucci joined the household of Lorenzo di Pierfrancesco de’ Medici as steward (Uzielli). Due to his loyalty and his skill, he was promoted in rank and position in the household till he was made a businessman with the family. It was through this business opportunity that Vespucci was able to acquire ships and join the expeditions of Columbus into the New World (Uzielli), this being described fully in the proceeding paragraphs of this paper. In 1491, Vespucci came to Spain and settled in Seville, a place that was to serve as his hometown for the rest of his life, and from where he would launch around four voyages to the New World (Amerigo Vespucci). At that time, it was felt in Europe, due to reasons beyond the scope of this paper, that the East and the Indies should be reached by way of the West, something that became more of a motto for the navigators of that time (Uzielli). Therefore, the voyages of Columbus and later of Vespucci were to become so significant, both economically and geographically. On the 10 of May, 1497, after acquiring three ships from the King of Castille, Vespucci set sail on his first voyage toward the West, through the Fortunate Islands towards either Guiana or Brazil (Uzielli). It is believed that he might have made his made into the Gulf of Mexico and then sailed along a great portion of the United States as far up as the Gulf of St. Lawrence, before returning to Spain on the 15 of October, 1498 (Uzielli). Vespucci sailed on his second voyage from Spain on the 16 of May, 1499 (Uzielli). He was accompanied by Alonzo de Ojeda and Joan de la Cosa (Uzielli). It was on this second voyage that he discovered Cape St. Augustine and the Amazon River (Uzielli). He traveled through Cape Verde and Equator until he landed on the coast of Brazil (Uzielli). Due to the exhaustion that he contracted owing to his long travels, he was taken ill when he returned to Spain in the September of 1500 (Uzielli). It was after he got well again that he wrote an account of his travels in his second voyage (Uzielli). The fourth and the fifth voyages of Vespucci commenced from Portugal instead of Spain (Uzielli). On 1 January, 1502, he named the Gulf of Bahia on his third voyage (Uzielli). In the same voyage, he discovered the Island of Georgia when he was traveling to the South America after he had discovered Bahia (Uzielli). During his fourth voyage in 1503, having found an area rich in brazil-wood, he established an agency in the Cape Frio (Uzielli). Ac cording to some sources, Vespucci made another voyage, a fifth one, in 1505, to the West, during which he found gold and pearls in the area (Uzielli). This was followed by a sixth voyage for the same purpose (Uzielli). However, not much evidence is found of these two last voyages, not even in Vespucci’s own writings (Uzielli). In 1505, Vespucci is believed to have married a lady by the name of Maria Cerezo (Uzielli). She bore him no children, and died either in 1523 or 1524 (Uzielli). However, Vespucci took his brother’

Voluntary environmental management initiatives Essay

Voluntary environmental management initiatives - Essay Example This defines the basic approach the company takes in implementing the system. If the focus is on compliance, then the benefits that the company will expect are reduction in their liabilities. (A Strategic Approach to ISO 14001) This is an EMS and the company is likely to consider it a cost. On the other hand, if the company's objective is to improve their products, design and processes, with the attendant benefits of pollution reduction, but more importantly customer satisfaction, then it could be a VEMI and the company would consider this an investment. The company, in this case, will not be worried about the certification per se, but about the satisfaction of the stakeholders. This does not, of course, mean that the certification is not necessary or is useless, but the company in question is pursuing real results in terms of pollution reduction and improvement in the processes and products, leading to customer and stakeholder satisfaction. (A Strategic Approach to ISO 14001) To answer the question - 'Why are VEMI's important' - The first thing that we need to understand is that it is more realistic than an ISO 14000-oriented EMS. To elaborate, there can be no uniformity in the framework to be used to implement EMS systems - this will differ from company to company, industry to industry. For instance, a retailer may focus on how environment friendly the suppliers are; while a chemical company may focus on how to develop products that cause less harm to the environment and how to recycle the waste products. Even the expectations in the ISO context - that the company has a commitment to ensure compliance, that it seeks to improve its systems on a continuous basis and that it aims to control pollution - cannot be evaluated in the same way for different facilities. (A Strategic Approach to ISO 14001) To take the example of the first expectation - commitment to compliance - different nations have varying levels, strictness and coverage in their environmental regulations. Since ISO 14000 stipulates compliance with regard to the location of the company seeking certification, it may be that a company located in a country where there are less number of laws, will be able to show compliance sooner and with much greater ease. (A Strategic Approach to ISO 14001) The chance of companies getting the certification by adhering to certain minimum regulation requirements is also high. Hence, for real environment management in letter and spirit, it may be necessary to motivate companies to take up VEMI, where they are genuinely interested in environmental improvement. VEMI will therefore be the instrument through which real environment management systems with responsible environment friendly actions take place. Voluntary initiatives or programmes are of three types, according to Lyon and Maxwell. They can be unilateral commitments in which case business organisations voluntarily set up environmental initiatives or programmes. The organisation and not the government take the initiatives in this kind of programme. They can also be public voluntary programmes, where more than one firms agree to adapt the standards established by a public body, like an environmental agency. They can also be negotiated agreements where the government industry

Labor Relations Reseach Paper Research Example | Topics and Well Written Essays - 1250 words

Labor Relations Reseach - Research Paper Example Predominantly, in the heavy industries of south west and the north east, another get natured in the thriving consumer industries of the east, southern coast provinces (Beik, 2005). This has steered to the rise of two new labor movements. State sector workers have complained and struck to shield their jobs, while in foreign-owned and private factories, dismal conditions and dictatorial management are matters that have provoked insurgency. The largest and the most dramatic labor protests in China get induced by laid-off workers against the regularly corrupt and illegal methods in which their enterprises get sold off, or for owing unpaid benefits, which they remained entitled to. Nevertheless, their radicalism happens at the moment of departure from the working classes when they do not anymore have the power to halt production. However, there has been a rising trend for workers to be against the corrupt conditions in which their enterprises get privatized, and to leap in before they get laid off (Pringle, 2010). Deng Xiaoping agreed as many western academics ostensibly do not, that not only is there no essential connection between political and economic liberalism, but the realization of China’s economic success has been reliant on political repression to subdue the inevitable dissatisfaction (Oxford University, 2011). When tanks rolled into Tiananmen Square in 1989, he described the frightening logic behind the resolution: â€Å"Even if we sacrifice 10 to 20 thousand persons, we must exercise control above the situation of the country and get twenty years tranquility in response†. However, workers showed to be far stronger than Deng expected, with strikes recounted even in the 2nd half of 1989. The most significant feature of the growing industrial disturbance is that for the first while since 1948, strikes have become an undying feature of Chinese society. In addition, unlike the past, this has occurred at a time of agreement among the leadership o f Communist Party (Oxford University, 2011). For instance, the Chinese Honda Motor Company faced the worst strikes in its 18-year-old manufacturing business. The company said it needed to develop communication with its employees in the nation after the strikes took the company by shock. Honda, Japanese second - largest automaker, made the report after strikes at 2 suppliers in China paused its car output in China for the first time and required the company to raise their wages. Another third strike, at Honda Lock (Guangdong) Company, Guangdong province, got suspended for the union leaders and management to negotiate over pay. There are no effective networks in China for management and workers to negotiate, said Crothall Geoffrey, a Hong Kong-based China Labor Bulletin advocacy group spokesman. Discussions between the two parties get handled by government - associated union officers who can not selected by the workers. Honda is trying to construct a system that will facilitate a flow of communication between workers via managers to Honda management team and Japanese company officials (Beik, 2005). The first measure to be taken by the company was increasing its wages as demanded by the striking workers. Before any communication developments, the company had to solve the underlying problems of the strike which primarily included wages increment. After ward, the company had

African Americans health disparities Essay Example for Free

African Americans health disparities Essay In 2011, the diagnosis rate for HIV cases in the United States was 15. 8 per 100,000 population and 60. 4 among Blacks. Of 197,090 diagnoses of HIV-infection from 2008- 2011, Blacks/African Americans accounted for: ?47% OF THE TOTAL ?64% OF WOMEN ?66% OF INFECTIONS ATTRIBUTED TO HETEROSEXUAL CONTACT ?67% OF CHILDREN, AGES 13 In 2010, the death rate for blacks was higher (25. 0 per 100,000) compared with any other racial ethnicity group (3. 0 whites). Blacks represented 49% of all deaths with HIV in 2010. A recent study showed that blacks diagnosed with HIV are less likely than other groups to be linked to care, retained in care, receive antiretroviral treatment and achieve adequate viral suppression. African American Males African American men accounted for 42% of HIV cases diagnosed among men in 2011. A majority (72%) of African American men with HIV contracted the disease by male to male contact while 19% contracted HIV through heterosexual exposure. African American Females Among African American women, high risk heterosexual contact was the most frequently cited mode of transmission, accounting for 89% of cases diagnosed in 2011. More Information: ?HIV/AIDS TOPIC SITE ?HIV/AIDS AND AFRICAN AMERICANS ?HIV/AIDS STATISTICS AND SURVEILLANCE Sexually Transmitted Diseases (STD) Gonorrhea In 2010, 69% of all reported cases of gonorrhea occurred among blacks. The rate of gonorrhea among blacks in 2010 was 432. 5 cases per 100,000 population, which was 18. 7 times the rate among whites (23. 1). This disparity has changed little in recent years. This disparity was larger for black men (22.2 times) than for black women (16. 2 times). Chlamydia In 2010, the overall rate among blacks in the United States was 1,167. 5 cases per 100,000, a 4. 0% increase from the 2009 rate of 1,122. 2 cases per 100,000. The rate of chlamydia among black women was over seven times the rate among white women (1,536. 5 and 205. 1 per 100,000 women, respectively). The chlamydia rate among black men was almost 11 times the rate among white men (761. 8 and 69. 9 cases per 100,000 men, respectively). Syphilis.

Polarisation of Light Investigation

Polarisation of Light Investigation Valentin Haemmerli Abstract. An optical system consisting of a laser, a polariser, a quarter-wave plate, a prism, and a light detector connected to a multi-meter was used to find the transmission axes of the polariser and the quarter-wave plate, find the angle of polarisation of the laser relative to the optical axis and investigate the quality of the polariser and quarter-wave plate by comparing the theoretical and experimental values of degree of polarisation for linear, circular and elliptic polarisations. These were found to be 0.98 ±0.03 compared to 1 for linear, 0.18 ±0.03 compared to 0 for circular and 0.59 ±0.03 compared to 0.65 for a particular ellipse. Introduction Polarisation of electromagnetic radiation is a fundamental phenomenon arising directly from the wave properties of light. Polarisation of light in the visual spectrum has many commercial applications such as stress analysis of birefringent materials[1, 2], sugar content analysis in the brewing industry and in food chemistry[1], liquid crystal displays [2] and in sunglasses. In addition to these applications, polarisation of light has a number of important scientific uses, including â€Å"determining the refractive indices, absorption constants and reflecting power of †¦highly absorbing materials† [1]. There are three different cases for polarised light; linear, circular and elliptical. The aim of this investigation was to calibrate the optical system and subsequently use it to analyse transmission intensities for each of these types, and compare the respective degrees of polarisation to theoretical values. Theory Polarisation Types Electromagnetic waves have electric and magnetic field components propagating as sinusoidal waves where the directions of the electric field vector is perpendicular to both the direction of the magnetic field vector and to the direction of propagation at all times. Due to this constant relation between electric and magnetic field vectors, we can describe polarisation in terms of electric field only for simplicity. Linear polarisation is the case where the x and y components of electric field for a wave traveling in the z-direction are varying in phase with each other, so they are both at their maxima at the same time, and both at their minima at the same time, and the electric component of the wave is always in the same plane. This is shown in Figure 1a). Circular polarisation, shown in Figure 1b), occurs when the x and y components of the electric field vector have the same amplitudes and have a phase difference of Ï€/2, or Ï€/2 plus an integer multiple of Ï€. The end point of the resulting electric field vector traces out a circle in the x-y plane, which translates to a helix once time is taken into account. Elliptical polarisation, of which circular polarisation is merely the special case when the amplitudes are equal and the phase difference is where . Elliptical polarisation is therefore any case for which the end point of the electric field vector traces out an ellipse in the x-y plane. This is shown in Figure 1c). Brewster’s Law Brewster’s Law states that for a beam incident on a flat horizontal glass surface of a prism at the Brewster angle, given by ,(1) where is the refractive index of the prism, only the component of the beam with polarisation parallel to the incident plane is reflected. This fact can be used to determine the polarisation of the incident beam after it has passed through the analyser. By rotating the analyser until there is no reflected component the beam is polarised vertically and hence has not component in the horizontal direction. Quarter-wave plate A quarter-wave plate is an optical device which is made of two materials with different refractive indices which has the effect of introducing a phase difference of Ï€/2 between the perpendicular x and y component of the electric field vector for light of a particular wavelength. The quarter-wave plate has two perpendicular transmission axes. A quarter-wave plate can therefore be used to change the polarisation of the incident light from linear to elliptical and in the simple case of the ellipse, circular. Degree of polarisation The equation used to find the degree of linear polarisation of light for transmitted intensities measured for angles of analyser is ,(2) where I is intensity. Experimental Method We first found the transmission axis of the Polaroid analyser using Brewster’s Law of horizontal polarisation using the set up in Figure 2.We started at an approximate value of Brewster’s Angle using n=1.6 for the refractive index of the prism. We set the incident angle to this, and then rotated the analyser until no light was reflected from the face of the prism, but light was still transmitted through the analyser. By slight changes of the incident angle on the face of the prism and the angle of the analyser to minimise the transmission, we found the transmission axis of the Polaroid analyser. We found the degree of polarisation of linearly polarised light using the set up in Figure 3, by rotating the analyser through 360 º and noting the transmitted intensity detected by the light detector and multi-meter in volts. Plotting the intensity as a function of angle and comparing it to a theoretical plot of transmission from Malus’ Law, we also found the angle at which the laser beam was polarised. Using the set up shown in Figure 4 we found the transmission axes of the quarter-wave plate. With the analyser set to an angle perpendicular to the angle of polarisation of the laser beam (i.e. a minimum intensity), transmitted intensity was measured for angles between 0 and 360 º of the quarter-wave plate. The minima of this dependence correspond to the transmission angles of the quarter-wave plate. Once the transmission axes were found, the quarter-wave plate was set to an angle of one of the transmission axes plus 45 º to give circularly polarised light. The intensity was measured as a function of the angle of the analyser. This was used to find the degree of polarisation of circularly polarised light by rotating the analyser through angles from 0 to 360 º. Finally we tested for a theoretical value of elliptical degree of polarisation of 0.65 by turning the quarter-wave plate 22.7 º past one of the transmission axes and once again rotating the analyser through 360 º and measuring intensities to give an experimental degree of polarisation. The error in the analyser angle and quarter-wave plate angle was determined by observing the range of angles over which the intensity did not change. This was  ±2 º in both cases, and when both the analyser and quarter-wave plate were on the optical bench this gave a combined error of  ±4 º. The ambient light reading was taken to eliminate a systematic error in intensity readings. This was found to be 0.00 V. Experimental Results The degree of polarisation of the analyser is 0.98 ±0.03 from the maximum and minimum intensities in Figure 5 and equation (2). The error comes from the uncertainty in the measurement of the intensity. The angle of polarisation of laser beam is 10 ±2 º. This was determined from the angle difference between the experimental data and the theoretical plot of Malus’ law. The error is given by the error in analyser angle. The transmission axis of the analyser runs from 170 º to 350 º  ±2 º, this is given by the maxima of the experimental data in Figure 5. The transmission axes of the quarter-wave plate are 20 ±4 º to 200 ±4 º and 110 ±4 º to 290 ±4 º from the minima in Figure 6, corrected for the angle of polarisation of the laser beam. The degree of polarisation of circularly polarised light is 0.18 ±0.03 from the maximum and minimum intensities in Figure 7. Theoretically the quarter-wave plate should be at one of its transmission axes plus 23 ±2 º for a degree of polarisation of 0.65. At this angle the experimental degree of polarisation was 0.59 ±0.03 from the maximum and minimum intensities in Figure 8. Discussion The error in the sensitivity of the polariser and quarter-wave plate are much greater than the accuracy of the scales on the polariser and quarter-wave plate. The errors are found to be  ±2 º for each, while the accuracy of the scale is  ±0.5 º. This is far too small because intensity did not change over such a small change in angle. One possible reason for such a large difference between theory and experimental values for degree of polarisation for the case of elliptical polarisation, 9.2%, is that the quarter-wave plate was designed to give a phase difference of Ï€/2 for a specific wavelength of light due to the dependence of refractive index on wavelength. The wavelength of our laser was not the same as this design. The difference could be reduced by using a more suitable laser or quarter-wave plate. The theoretical degree of polarisation for circular polarisation settings of the quarter-wave plate and analsyer is 0, compared to the 0.18 ±0.03 found experimentally. Similarly, the analyser was not ideal, imperfectly blocking components perpendicular to the transmission axis. The theoretical degree of polarisation for the analyser is 1, while experimentally we found it to be 0.98 ±0.03. The contribution to the error from the quarter-wave plate is therefore larger than that from the analsyer. There are two possible reasons for imperfect circular polarisation. The first of these is that the quarter-wave plate was set to the wrong angle, not at 45 º to a transmission axis. This would lead to an error in the degree of polarisation of approximately twice the error in the angle, or approximately 4. This is far too large for our degree of polarisation and therefore unlikely, since the difference between theory and experiment is only 0.18. The other reason is that the quarter-wave plate did not shift the phase of one component of polarisation by Ï€/2. Then the difference is approximately the difference between the theoretical phase difference and the actual phase difference. This is the more likely case, as discussed above, the quarter-wave plate is designed for a specific wavelength of light. Conclusions We investigated three types of polarisation of light using an analyser and a quarter-wave plate. We found degrees of polarisation for each type, and compared them to their theoretical values. This gave us an idea about the quality and suitability of the analyser and quarter-wave plate for our laser, with the quarter-wave plate contributing the largest amount to the difference between the theoretical and experimental polarisations. In the process of finding these values we also determined the transmission axes of the analyser and the of the quarter-wave plate. Appendix Derivation of the angel of the quarter-wave plate for degree of polarisation 0.65 From equation (2): , (3) , (4) From (3) and (4), , (5) where is the angle offset from the transmission axes of the quarter-wave plate and is the component of the electric field vector. This gives us, from equations (1) and (5), . (6) References [1]C. A. Skinner, The polarimeter and its practical applications, Journal of the Franklin Institute, vol. 196, pp. 721-750, 1923. [2]P. A. Tipler and G. Mosca, Physics for scientists and engineers : with modern physics, 2008. 1

Free Catcher in the Rye Essays: Holdens Phony Phobia :: Catcher Rye Essays

Holden's Phony Phobia in The Catcher in the Rye What does phony mean to you? Do you consider it something that is not what it really seems? Or even something or someone that isn't normal in all ways or just in some? Phony is one of the words in the English literature that can have numerous interpretations. Can be being phony possibly hinder an attempt to accomplish a task to fully function mentally? Can phony delay an individuals maturing period? In J.D. Salinger's Catcher in the Rye, Holden's "phony phobia" restricts him from becoming a fully matured adult. In Holden's attempted journey in becoming a fully matured adult, he encounters many scenarios involving friendships, personal opinions, and his love of children. His journey is an unpleasant and difficult one with many lessons learned along the way. Holden possesses abnormal relationships with some of the characters in Catcher in the Rye. Many of his friends and those he talks highly about are young children. He does not make any negative comments about these companions, and there is no mention whatsoever of phony. Holden has a strong relationship with Phoebee, his younger sister. Holden vocalizes about the fact Phoebee can visit him anytime in the summer, "What I'd do, I'd let old Phoebee came out and visit me in the summertime and on Christmas vacation and Easter vacation" (205). Holden shows a solid liking to his sister and is always wanting her by his side. He finds a hard time associating with older, mature individuals. Also, a strong relationship with Allie his deceased younger brother, is apparent due to the twenty references in the novel. In fact, most of Holden's fondest memories are of those times with his younger siblings. His comments of innocence help establish this connection. Someone who is trying to learn the sta ges of developing into a mature adult would not develop as soon, or as fully when spending their time solely with those who are five to seven years of age. They would not experience the guidance from older adults to correct wrong behavior. The guidance of an elder isn't present and they need to learn by themselves. Harrison Smith has defined Holden's friendships quite clearly "What was wrong with Holden was his moral revulsion against anything that was ugly, evil, cruel, or what he called 'phony' and his acute responsiveness to beauty and innocence, especially the innocence of the very young.

Metacognition knowledge and academic achievement of university students Essay

In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as â€Å"an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably. † The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention. To increase their metacognitive abilities, students need to possess three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often â€Å"self-handicap† themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort. The tasks that students need to perform vary not only among disciplines but among instructors in the same discipline. An effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history exam with an essay that asks students to synthesize information from several chapters. Yet students often employ the same strategy—and sometimes the least effective strategy—for studying for very different kinds of tests. Furthermore, many students who perform badly misinterpret the tasks. Students need to understand the task accurately in order to use the most effective strategies. Research Question: The basic aim of the study was to identify the relationship between meta-cognitive knowledge and academic achievement of university students. Methods: To analysis and interpretation of data and Survey was planned to collect data from University of education (UE) and Govt. College University Lahore (GCU). Twenty five (25) students were collected of UE and Twenty five (25) students from GCU randomly. Metacognitive Awareness Inventory (MAI) was used to measure meta-cognitive knowledge. This inventory consisted of six components i. e. Planning, monitoring, evaluation, declarative knowledge, conditional knowledge and procedural knowledge but researcher selected three components i. e. declarative knowledge, conditional knowledge, and procedural knowledge. Responses were collected on three point scale i. e. Yes, no and to some extent. Scores of these components were used to compare Metacognitive knowledge of UE and GCU students. Analysis of data was presented in the form of Tables. Null hypothesis: There is no difference b/w the metacognition knowledge and academic achievement of students. Alternative hypothesis: There is difference b/w the metacognition knowledge and academic achievement of students. Ho: ? 1 = ? 2 Ha: ? 1 ? ?2 Table 1. 1 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 6. 21 1. 63 6. 52 1. 23 .749 The result of independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Declarative Knowledge). The value of t (48) = . 749 is not significant at ? =0. 05. This means that mean scores of UE students and means score of GCU students are not different on component of Meta cognitive Knowledge (Declarative Knowledge). Fig 1. 1 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 2 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Conditional Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 2. 98 .87 3. 10 1. 08 .430 Table 1. 2 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Conditional Knowledge). The value of t (48) = . 430 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are not different on component of Meta cognitive Knowledge (Conditional Knowledge). Fig 1. 2 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 3 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive awareness (Procedural Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 4. 16 1. 01 3. 76 1. 109 1. 328 Table 1. 3 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Procedural Knowledge). The value of t (48) = 1. 328 is not significant at ? =0. 05. This means that means scores of UE students and means score of GCU students are same on component of Meta cognitive Knowledge (Procedural Knowledge). Fig 1. 3 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 4 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge by Independent samples t-test University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 13. 38 2. 83 13. 30 2. 60 .104 Table 1. 4 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive by Independent samples t-test. The value of t (48) = . 104 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are same on component of Meta cognitive by Independent samples t-test. Fig 1. 4 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 5 Comparison of mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test UE & GCU Low Achiever (n=25) High Achiever (n=25) t-value Mean SD Mean SD Declarative knowledge 5. 08 1. 49 7. 33 0. 78 4. 64 Procedural Knowledge 2. 46 0. 72 3. 46 0. 72 3. 48 Conditional Knowledge 3. 50 1. 07 4. 77 0. 44 4. 0 Meta-cognitive knowledge 11. 04 2. 18 15. 54 1. 09 6. 6 Table 1. 5 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test. These results show that mean scores of Metacognitive knowledge and academic achievement of both universities student’s are different. Procedure: To fulfill the above mentioned purpose instrumentation, data collection methods and procedures for analysis of data were used. The study was descriptive in nature as it addressed the prevailing situation of using meta-cognitive knowledge in daily life by students. The target population for this study was the students of UE and GCU Lahore. The researcher selected sample by using convenient sampling technique from the students of UE and GCU Lahore. Fifteen items wee included in the questionnaire taken from meta-cognitive awareness inventory. After the selection of sample and development of the questionnaire, the questionnaires were distributed. The questionnaire was administered personally by the respondent and filled questionnaire collected back. The return rate of the questionnaire was 100% due to personal administration. To analyze the data means standard deviations, independent sample t. test, was calculated. Results: 1. The mean score of Meta-cognitive knowledge (declarative knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 2. The mean score of Meta-cognitive knowledge (conditional knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 3. The mean score of Meta-cognitive knowledge (procedural knowledge) of (UE) are same from mean score of (GCU) because the value of t is not significant at ? =0. 05. 4. The mean score of Meta cognitive Knowledge and mean score of academic achievement are different among both universities. Because the value of t is significant at ? =0. 05.