Omaha Beach Invasion

Early morning hours on June 6, 1944, paratroopers from the British 1st Airborne Division silently dropped and drifted towards the Pegasus Bridge, one of the few bridges that led over the Seine towards Normandy. Moments later, they stormed the bridge with heavy casualties. The Allied invasion of Hitler's â€Å"Fortress Europe† has just begun (Dube, 2005).On those hours, lantern-equipped pathfinders dropped all over the Cotentin Peninsula. Alone and unaided, they were dropped to mark the way for the thousands of men coming in behind them.At dawn, the sea invasion began as an Allied Armada disgorged thousands of troops at five beaches along France's Normandy coast. Allied forces stormed the shores and battled the German defenses in a fight that would go down as the â€Å"Longest Day† in history.The beach’s terrain proved to be an important factor in the assault (Lewis 2000). Its crescent form is bounded at either end by rocky cliffs and its tidal area is gently slop ing. At the western end the shingle bank rested against a stone, which fades further into wood, resembles a sea wall which ranged from 4 feet to12 feet in height. Precipitous bluffs then raised high up to 170 feet, dominating the whole beach and cut into by small wooded valleys.The Germans, earlier anticipating for an attack in the beachheads, constructed three lines of obstacles in the water. This consisted of Belgian Gates with mines lashed to the uprights, logs driven into the sand pointing seaward and hedgehogs installed 130 yards from the shoreline. The area between the shingle bank and the bluffs was both wired and mined with the latter also scattered on the bluff slopes (Gerrard, Bujeiro and Zaloga, 2003).Their troops were concentrated mostly around the entrances to the draws and protected by minefields and wire (Dube, 2005). Each bunker was interconnected by trenches and tunnels. Machine guns, light artillery pieces and anti-tank guns completed the disposition of artillery t argeting the beach. No area of the beach was left uncovered, and the disposition of weapons meant that flanking fire could be brought to bear anywhere along the beach.The Allied forces’ plan of attack includes dividing the Omaha beach into ten sectors. The assault landings were to start at 06:30, which was coined as the â€Å"H-Hour†. Before that, the beach defenses will be bombarded by naval and aerial support forces. The objective was for the beach defenses to be cleared two hours after assault. By the end of the day the forces at Omaha were to have established a bridgehead five miles deep into the enemy territory. To execute this plan the Omaha assault force totaled 34,000 men and 3,300 vehicles with naval support provided by 2 battleships, 3 cruisers, 12 destroyers and 105 other ships (Vat and Eisenhower, 2003).However, during the initial attack, nothing went according to plan (Lewis, 2000). Ten of the landing crafts have gone astray before they reached the beach a nd some were flooded by the rough seas. Some had even sunk. Smoke and mist hinders the navigation of the assault crafts while a heavy current served to push them to the east. The initial bombardment proved to be ineffective. Their mark fell too far inland, thus they hardly touched the coastal defenses. When the landing craft came closer to the shore, the were under increasingly heavy fire from automatic weapons and artilleryWith the failure of the initial assault, a second one started coming ashore about two hours later. Their mission was to bring in reinforcements, support weapons and headquarter elements. Some relief against the mostly unsuppressed enemy fire was gained simply because with more troops landing the concentration of fire was spread more about the many targets available (Dube, 2005). The survivors among the initial forces were not however able to give much covering fire and the landing troops still suffered in places the same high casualty rates as those in the first wave. The failure to clear sufficient paths through the beach obstacles added to the difficulties of the second wave now that the tide was beginning to cover those obstacles. The loss of landing craft as they hit these defenses before they reached the shore began to contribute in the rate of attrition. As in the initial landings, navigation is still difficult and the disturbing miss-landings continued to upset the Allied forces.From the German’s vantage point, at Pointe de la Percee, which is overlooking the entire beach, the assault seemed to have been stopped at the beach. An officer there noted that troops were seeking cover behind obstacles and counted ten tanks burning. However, casualties among their defenders were mounting, chiefly as a result of the allied naval fire. At the same time they were also requesting reinforcement, but their request could not be met because the situation elsewhere in Normandy was becoming more urgent for the defenders (Dube, 2005).As the bat tle progresses, events of the landing were starting to influence the next phase of the battle. The draws, which would serve as the pathway from the beaches to the inner territory, remained strongly concentrated by the defenders. The allies needed to go through these draws to achieve their main target for the day. Also, the issue of leadership began becoming a problem. Miss-landings and blunders in the original plan caused disorganization, and communication between units was compromised (Lewis, 2000).Despite the apparent disadvantage of the Allied forces’ position, continual waves of landings and naval artillery support eventually weakened the German defense.By early afternoon the strong point guarding the draw at Vierville was silenced by the navy, but without enough force on the ground to mop up the remaining defenders the exit could not be opened (Dube, 2005). Traffic was eventually able to use this route by nightfall, and the surviving tanks of the tank battalion spent the night near Vierville. The advance of the initial assault teams cleared away the last remnants of the force defending the draws. When engineers cut a road up the western side of this draw, it became the main route inland off the beaches. With the congestion on the beaches thus relieved, they were re-opened for the landing of vehicles.After the inland infiltration, clashes pushed the grip out barely a mile and a half deep in the enemy area to the east, and the whole beachhead remained under artillery fire. In the evening, the Allies completed the planned landing of infantry, although but losses in equipment were high, because of bad sea conditions. Of the 2,400 tons of supplies scheduled to be landed on D-Day, only 100 tons was actually landed. Casualties were estimated at 3,000 killed, wounded and missing. The heaviest casualties were taken by the infantry tanks and engineers in the first landings. The Germans suffered 1,200 killed, wounded and missing. On the second day, the engine ers constructed the first airfield to be built after D-Day, on the cliff near St. Laurent, and this was used by the Ninth Air Force to support the ground troops as, over the next two days, they accomplished the original D-Day objectives (Lewis, 2000).The complete invasion had not been materialized yet, and the objectives of the D-Day were not achieved. Hundreds of Allied troops are still coming, fighting is ominous, and both sides are unprepared. The D-Day, the â€Å"Longest Day† has ended, but the war on Liberation has just begun.ReferencesAdrian R. Lewis 2000, Omaha Beach: A Flawed Victory, December 3, 2000Alan Dube 2005, A Navy Soldier on Omaha Beach, August 15, 2005Dan van der Vat and John S. D. Eisenhower 2003, D-Day: The Greatest Invasion – A People's History, by November 15, 2003Howard Gerrard, Ramiro Bujeiro, and Steven J. Zaloga 2003, Campaign 100: D-Day 1944 at Omaha Beach, July 23, 2003

Top Facts About the 13 Original Colonies

Top Facts About the 13 Original Colonies The British Empire settled its first permanent colony in the Americas at  Jamestown, Virginia  in 1607. This was the  first of 13 colonies in North America. The 13  Original U.S. Colonies The 13 colonies can be divided into three regions:  New England, Middle, and Southern colonies.  The chart below provides additional information including the years of settlement and founders of each. The New England Colonies The New England colonies included Connecticut, Massachusetts Bay, New Hampshire, and Rhode Island. Plymouth Colony was founded in 1620 (when the Mayflower arrived in Plymouth) but was incorporated into Massachusetts Bay in 1691. The group that left England for America in the Mayflower was called the Puritans; they believed in a strict interpretation of the writings of John Calvin, who dismissed the beliefs of both the Catholics and the Anglicans. The Mayflower first made its way to Mashpee on Cape Cod, but after a disastrous interaction with the Native people in the region, they crossed Cape Cod Bay to Plymouth. The Middle Colonies The Middle Colonies were located in the area now described as the Mid-Atlantic and included Delaware, New Jersey, New York, and Pennsylvania. While the New England colonies were made up largely of British Puritans, the Middle Colonies were very mixed. Settlers in these colonies included English, Swedes, Dutch, Germans, Scots-Irish and French, along with Native Americans and some enslaved (and freed) Africans. Members of these groups included Quakers, Mennonites, Lutherans, Dutch Calvinists, and Presbyterians. The Southern Colonies The first official American colony was formed in Jamestown, Virginia in 1607. In 1587, a group of 115 English settlers arrived in Virginia. They arrived safely on Roanoke Island, off the coast of North Carolina. By the middle of the year, the group realized they needed more supplies, and so they sent John White, governor of the colony, back to England. White arrived in the midst of a war between Spain and England, and his return was delayed. When he finally made it back to Roanoke, there was no trace of the colony, his wife, his daughter, or his granddaughter. Instead, all he found was the word Croatoan carved in a post. No one knew what had happened to the colony until 2015, when archaeologists discovered clues such as British-style pottery among Croatoan remains. This suggests that the people of the Roanoke colony may have become part of the Croatoan community. The first official American colony was formed in Jamestown, Virginia in 1607; by 1752, the colonies included North Carolina, South Carolina, Virginia, and Georgia. The Southern Colonies focused most of their efforts on cash crops including tobacco and cotton. In order to make their plantations pay, they employed enslaved Africans. Colony Name Year Founded Founded By Became Royal Colony Virginia 1607 London Company 1624 Massachusetts 1620 - Plymouth Colony1630 - Massachusetts Bay Colony Puritans 1691 New Hampshire 1623 John Mason 1679 Maryland 1634 Lord Baltimore N/A Connecticut c. 1635 Thomas Hooker N/A Rhode Island 1636 Roger Williams N/A Delaware 1638 Peter Minuit and New Sweden Company N/A North Carolina 1653 Virginians 1729 South Carolina 1663 Eight Nobles with a Royal Charter from Charles II 1729 New Jersey 1664 Lord Berkeley and Sir George Carteret 1702 New York 1664 Duke of York 1685 Pennsylvania 1682 William Penn N/A Georgia 1732 James Edward Oglethorpe 1752 Sources Shi, David E., and George Brown Tindall. America: A Narrative History, Brief Tenth Edition. New York: W. W. Norton, 2016.Smith, James Morton. Seventeenth-Century America: Essays in Colonial History. Chapel Hill: The University of North Carolina Press, 2014.

Chemical Composition of Vinegar

Chemical Composition of Vinegar Vinegar is a liquid that is produced from the fermentation of ethanol into acetic acid. The fermentation is carried out by bacteria. Vinegar consists of acetic acid (CH3COOH), water and trace amounts of other chemicals, which may include flavorings. The concentration of the acetic acid is variable. Distilled vinegar contains 5-8% acetic acid. Spirit of vinegar is a stronger form of vinegar that contains 5-20% acetic acid. Flavorings may include sweeteners, such as sugar or fruit juices. Infusions of herbs, spices and other flavors may be added, too. Vinegar is made from a variety of source materials. Each contributes its own unique flavor signature to the final product. Vinegar may be made from sugar cane juice, rice and other grains, grapes (balsamic vinegar), coconut water, fruit wines, kombucha, or apple cider. Spirit vinegar is a strong variety of vinegar (5% to 21% acetic acid) made from sugar cane and doubly fermented. The first fermentation changes sugar into alcohol, while the second fermentation changes alcohol into acetic acid. Sources Bourgeois, Jacques; Barja, Franà §ois (December 2009). The history of vinegar and of its acetification systems. Archives des Sciences. 62 (2): 147–160.Cerezo, Ana B.; Tesfaye, Wendu; Torija, M. Jesà ºs; Mateo, Està ­baliz; Garcà ­a-Parrilla, M. Carmen; Troncoso, Ana M. (2008). The phenolic composition of red wine vinegar produced in barrels made from different woods. Food Chemistry. 109 (3): 606–615. doi:10.1016/j.foodchem.2008.01.013Nakayama, T. (1959). Studies on acetic acid-bacteria I. Biochemical studies on ethanol oxidation. J Biochem. 46 (9): 1217–25.

Managing Innovation in the Pharmaceutical Industry Coursework

Managing Innovation in the Pharmaceutical Industry - Coursework Example 1. A short analysis is done on the history of innovations that has been driving the pharmaceutical industry as it has been in existence in the last two to three years and not beyond that period since our consideration is on contemporary issues. 2. Following this, the paper analysis the nature of innovation that the companies have been embarking on. The impact of the innovation on the growth of the company and the kind of stress that is laid on it by the industry. The major factors that have been driving innovation in the industry in addition to the market forces. Major technological breakthroughs and the question of survival; how do they affect the work of the research establishments in the companies 3. A similar analysis is done on the challenges that are faced by companies when they steer their ship through the innovation regime. This would feature the major challenges and the issues that cloud their thoughts and their performances. Innovation is driven by a need in the market or a gap in the consumption process. This continues to be a very important top management responsibility and normally finds itself paid great attention in modern times. Companies that do not subscribe to innovation are relegated to history sooner than later. However, innovation is not without its own associated problems. Every innovation goes hand in hand with troubles of varied nature. In Pharmaceutical industry, the drugs and the cures are the ones sought after by men all through. Innovations bring in wide changes, new drugs and cures that usher in better life expectancy and life style to people. Some of them however, bring in different kinds of problems too. Dateline: May 24, 2006. Hong Kong. The South China Morning Post reported that a number of journalists were attacked by hospital and drug producing cartels for exposing the inadequacy or side-effect in a breast-enlargement treatment until finally the connected hospital was shutdown (Bruce Einhorn 24 May 2006). December 8, 2003. The European conference on the Pharma and Biotech unilaterally accepted that Europe is falling back in its pharma and biotech industry to the US and to the swiftly growing Asia (Sean Silverthorne 8 Dec 2003). The reason, they cited, was the lack of large companies and proper support in their growth and innovation. The Pharmaceutical industry and the biotech world have both been suffering major changes in their direction. This has happened because of the more wide spread education today and the knowledge among the patients or the consumers of the industry. The markets are educated and are knowledgeable about the chemicals that go into every drug and the effect of them though they may not be all that comfortable ordering such drugs all by themselves. Therefore, if there is any discomfort or after effects of using a drug, the companies are hauled up like never before. The

Arbitration Assignment Example | Topics and Well Written Essays - 750 words

Arbitration - Assignment Example O’Connell are of equal argument, this implies that the teacher failed his stance on the burden of proof. In short, the tie moves to the defendant as he does not have to provide proof of anything. Therefore, the defense in such a case can freely poke flaws in the plaintiff’s case. If the teacher-student were to successfully prove of the wrongs done against him in the punishment, then the case must be accepted as true by the arbitrator. This would mean that the case is beyond reasonable doubt. The size and task carried by the gym teacher are of relevance to the case as Mr. O’Connell testified that the student pushed him. Averaging from the size of most seventh-grade students, a mature adult is no match for such. Therefore, this should not have been a justification to lift the student from the back in a harassing manner. Again, as an African-American, the student’s orientation is worth concern to the incident. Mr. O’connel should have his past reviewed of his encounters with other students of such race. It could reveal a trend probably missed in the investigation. The administration’s take on Mr. O’Connell past discipline cases that went unpunished are also of relevance to the case. The classification of discipline cases by the administration should also be evaluated. Questions must also be raised on the possibility that he has had similar or worse scenarios that have gone untold by students for fear of suspension or such threats. Mr. O’Connell was unjust. In an arbitrator’s point of view, the student’s past ought also to be the question, the background, and emotional stress should be evaluated. Given that the conversation between the student and Mr. O’Connell before Mr. Smith’s arrival was not document, this leaves flaws questioning the eligibility of the generalization to the term obscenities. Could it have been possible that the teacher triggered the harsh conversation or was it the student? African American students have a

Global Hunger Essay Example | Topics and Well Written Essays - 2000 words

Global Hunger - Essay Example mbined aid of between $135 and $195 billion for the next ten years, which may seem like a lot but it is not, according to Sachs, because it would only represent a small increase in the gross domestic product percentage of each country. Sachs is a valid source on this issue, as he has worked as an economist for various institutions and countries and is even a special advisor to the United Nations on global poverty. Extreme poverty, which is defined by Sachs as having an income of less than a dollar per day, is a significant problem, as it is responsible for countless deaths worldwide each day and is solely responsible for the extreme living conditions in many developing countries. This book uses a number of significant analyses from Sachs’s own experiences, which give the book a very legitimate feel. Also, Sachs discusses many of the causes of global poverty and gives solutions to how these problems can be fixed and why the governments of these countries should listen to his th eories and implement these solutions. One of the main reasons for extreme poverty, according to Sachs, is that much of the world suffers from poor geography, poor road and rail networks, and/or poor healthcare. This makes travel to and from these locations difficult, which cuts down on the amount of trade that other countries are willing to do with that particular country. It also makes these regions unviable for tourism, which is a main source of income for many wealthy nations. This makes it very difficult to maintain any type of economic growth, as there is very little to build on. Even though â€Å"todays search for cheap labor has moved jobs from rich countries to poor,† (Landes, 520) the disparity between the countries remains. Without any immediate sources of viable income, these countries have become trapped in subsistence mode, which makes it nearly impossible for them to develop at a significant rate. All of the money that these countries do produce goes into maintaining what the

Nouns: Functions, Meaning of and How to Use

Nouns: Functions, Meaning of and How to Use The Noun Phrase What does a noun phrase mean? Noun phrase is a word that comes from two words, the first one is noun and the second one is phrase. The Meaning of Noun Noun is a word that used to call a persons, animals, things, places, and ideas. For example, Persons : Jimmy, Susan, Peter, John, Angelo, Michael, etc. Animal s: bird, elephant, tiger, snake, whale, etc. Things : car, building, table, pen, etc. Places : airport, opera house, museum, Eifel tower, etc. There are many different types of nouns: common noun, proper noun, abstract noun, concrete noun, countable noun, mass noun, and collective noun. Types of Nouns 1. Common Noun is a noun in general referring to person, animal, place, or thing. For example: man, boy, monkey, bank, gun, and television. A young man walks along the road. A monkey likes to eat banana. Sally work in a bank. A policeman sees a gun near the river. The children want to watch a television. 2. Proper Noun is a noun of specific person, place or thing. Example: Tom, Haiti, China, Monday, or December. Tom is a soldier. There were many people death in Haiti last month. The panda are from China. They will do to the sea in December. The sun is the center of solar system. 3. Abstract Noun is a noun which we cannot perceive by senses. For example: thought, beauty, wisdom, friendship. Nobody can read our thought. The young girls always talk about her beauty. The friendship between friends is very important. 4. Concrete Noun is a noun which is opposite of abstract noun. We can perceive by senses: sight, touch, taste, hearing and smell. 5. Countable Noun is a noun which we can count. We can use in singular and plural form. For example: pen pens, car cars, year years. A student wants to buy the new pens. Her mother go to see a new car. 6. Mass Noun or uncountable noun is a noun which we cannot count and it does not have plural form. For example: water, milk, gas, oxygen, furniture. Water is good for health. The children must drink milk for their growth. Human needs oxygen for life. We want to see the new furniture for our new house. 7. Collective Noun is a noun of grouping things, persons or animals. For example: committee, flock, class. The committee meets every Tuesday. The flock of sheep are in the pasture. The class will start at nine thirty. The grammatical functions of noun in a sentence can be subject, subject complement, direct object, indirect object, object complement, appositive noun. Functions of Nouns Nouns can be the subject in a sentence which do an action with a verb. Example: Jimmy wants to go Thailand. A bus stops in front of the school. Nouns can be object in a sentence, both direct object and indirect object. Example: Direct object Tommy washes his car every month. My mother buys some fruits from the market. A naughty boy hits a small dog. Example: Indirect object I gave Michael the camera. My friend sent me some parcels. Nouns can be object of preposition. Example: I saw my old friend at the museum. Museum is the object of preposition at. He drove his car to the office. Office is the object of preposition to. Nouns can be subjective complement. Example: The fried chicken are delicious. The fried chicken taste delicious. Nouns can be objective complement. Example: We find the fried chicken delicious. Nouns can be appositive noun. It means that appositive is a noun placed near another noun. Example: My brother, John is in town for the reunion. The movie, Avatar won the best motion picture in 2010. The Meaning of Phrase Phrase is a group of words function as a single unit in the syntax of sentence or a group of grammatical connected words within a sentence. There are many types of phrase. They are noun phrase, verb phrase, adverbial phrase, adjective phrase, participle phrase, prepositional phrase, absolute phrase, infinitive phrase and gerund phrase. The Meaning of Noun Phrase Noun phrase is a group of words in a sentence which together behave as a noun in a sentence, for example: the night train, the man in black. Noun phrase also consists of pronoun or noun with any associated modifiers, including adjectives, adjective phrases, adjective clauses and other nouns in the possessive case. Noun phrase can be like noun as subject, object of verb, subject or object complement, or object of preposition. For example: subject: Small boys often insist that they can do it by themselves. object of verb: To read quickly is Eugenes goal. subject complement: Frankenstein is a name of the scientist not the ghost. object complement: She considers panda is her favorite animal. Noun phrase can be analyzed into both functional constituents and formal constituents. From the functional point of view, the noun phrase has four components. The determinative, that constituent which determines the reference of noun phrase in its situation context. Pre-modification, which comprises all the modifying or describing constituents before the head. The head, around which the other constituents cluster. Post-modification, those which comprise all the modifying constituents placed after the head. Heather Marie Kosur said that there are five grammatical forms can perform the grammatical function of noun phrase modifier in English language. (Heather Marie Kosur:2009) The five grammatical forms that can functions as nouns phrase are nouns phrases, adjective phrases, preposition phrase, verb phrase and relative clauses. Noun phrase can make use of the apposition structure. It means that the elements in the noun phrase are not in head-modifier relationship but in a relation of equality. The head of noun phrase can be implied. The implied noun phrase is most commonly used as a generic plural referring to human being. (Arnold Zwicky: 2008) Noun phrase also can be headed by elements others than nouns, pronouns or determiners which has given rise to the postulation of a determiner phrase instead of a noun phrase. Some purposes, noun phrase can be treated as single grammatical units. It is most noticeable in syntax of English genitive case. Noun phrase are prototypically used for acts of reference. Not often, noun phrase is used for predication. And noun phrases are used for identifications. The possible for a noun phrase to play the role of subject and predicate lads to the constructions of syllogisms. How to use Noun Phrase in my classroom? For my teaching in a primary school, it is very difficult for the students to learn more about noun, types of nouns and functions of nouns. The students cannot remember all of them. Sometimes they do not know what different between each words in a sentence. I have many steps of my teaching about nouns to make my students understand and remember easily. First of all, teach the students pronounce the words correctly by repeating again and again. When they can pronounce the words they also know and understand the meaning of the words too. Second, let the students practice how to spell the words by writing or dictation. After that teach them use the words write the sentences. The sentences they write must not be the complex sentences but they are easy or simple sentences. Next, I always teach my students about countable nouns and uncountable nouns in order to let them know how to use the articles: a, and, the, or the different determiners. Then tell them about singular or plural words, I also explain them how to use verbs with each singular nouns or plural nouns when they write the sentences, too. It is very difficult to make the students understand and remember how to use the articles relate with singular nouns and plural nouns and also with verbs. For example: The children go to school. Some of the students understand that children is singular noun so they write a wrong sentence as The children goes to school. but some of them know that it is plural noun so they write a sentence correctly. During teaching how to use the article with nouns, I also teach the students about the proper nouns because I want them to know and use the correct article the with the proper nouns. Not all of the proper nouns can use with article the but some of them can use article and some cannot. Sometimes the students forget what is proper noun or common noun so I try to let them practice the words as many ways as I can. The ways I teach my students how to practice the words are using activities, games, worksheet and also assignments. The next step is teaching the students know how to use nouns with the other types of words especially with the adjective. It is very difficult to explain to the students to understand how to use adjectives with nouns. The adjectives always go before nouns and also describe or identify the nouns. But for my students they always forget how to place the adjectives. They sometimes put the adjectives after the nouns. Sometimes they do not know what word is adjective or not so they often use the wrong word. The way to solve this problem is try to train the students practice by giving them many exercises such as the exercise about noun phrase which use adjective, for example: the red car, a big green tree, etc. It is very difficult to explain the rules of nouns phrases for the students to understand clearly all of the nouns phrases or how to know what nouns phrases are. Normally for Thai students, they are easy to forget the rules of language because they do not use foreign language in their daily life but only in the English class or do the examination or have the competition that they must use English or other language. So they do not attend to study or remember foreign language like English. The important thing for the students is how to remember the words so they must like to speak, read and write the words or sentences and sometimes sing the songs. They just do that every day like their routine not only in the English period they learn but they can do in the free time. In my opinion, the last thing that the English teacher must do is how to make the students feel good or comfortable with the good atmosphere in learning English and love to learn English with their pleasure and have happiness, too. References Arnold Zwicky. Starting out on the wrong foot. Language Log. http://languagelog.ldc.upenn.edu/nll/?p=75. Retrieved 2008-11-01. Cambridge Advanced Learners Dictionary. Heather Macfadyen. University of Ottawa Canada University. www.aets.uottawa.ca Heather Marie Kosur. The grammatical Noun Phrase Modifier in English. 2009 Term: Noun Phrases. UsingEnglish.com http://www.usingenglish.com/grossary/noun-phrase.html. Retrieved 2008-11-01. The American HeritageÂÂ ® New Dictionary of Cultural Literacy. Third Edition. Copyright ÂÂ © 2005 by Houghton Miffin Company. All right reserved. http://www.brighthub.com/education/language/articles/32754. http://ict.moph.go.th/English/content/noun01.htm http://www.iscribe.org/english/noun.html http://www.towson.edu/ows/noun.htm