Writing Descriptions for a Patent Application

The description, together with the claims, is often referred to as the specification. As this word suggests, these are the sections of the patent application where you specify what your machine or process is and how it differs from previous patents and technology. The description starts off with general background information and progresses to more and more detailed information about your machine or process and its parts. By starting with an overview and continuing with increasing levels of detail you guide the reader to a full description of your intellectual property. You must write a complete and thorough description as you cannot add any new information to your patent application once it is filed. If you are required by the patent examiner to make any changes, you can only make changes to the subject matter of your invention that could be reasonably inferred from the original drawings and description. Professional help may be of benefit to ensure maximum protection for your intellectual property. Be careful not to add any misleading information or omit relevant items. Although your drawings are not part of the description (drawings are on separate pages) you should refer to them to explain your machine or process. Where appropriate, include chemical and mathematical formulae in the description. Examples - Looking at Other Patents Helps You With Yours Consider this example of a description of a collapsible tent frame. The applicant begins by giving background information and quoting previous similar patents. The section then continues with a summary of the invention which provides a general description of the tent frame. Following this is a listing of the figures and a detailed description of each element of the tent frame. The description of this patent for an electrical connector is divided into the description of the background of the invention (including the field of the invention and prior art), a summary of the invention, a brief description of the drawings {bottom of page}, and a detailed description of the electrical connector. How to Write the Description Below are some how-to instructions and tips to help get you started writing the description of your invention. When you are satisfied with the description you can begin the claims section of a patent application. Remember that the description and claims are the bulk of your written patent application. When writing the description, use the following order, unless you can describe your invention better or more economically in another way. The order is: TitleTechnical fieldBackground information and prior artDescription of how your invention addresses a technical problemList of figuresA detailed description of your inventionOne example of intended useA ​sequence listing  (if relevant) To begin, it might be helpful to just jot down brief notes and points to cover from each of the above headings. As you polish your description into its final form, you can use the outline suggested below. Begin on a new page by stating the title of your invention. Make it short, precise and specific. For example, if your invention is a compound, say Carbon tetrachloride not Compound. Avoid calling the invention after yourself or using the words new or improved. Aim to give it a title that can be found by people using a few keywords during a patent searching.Write a broad statement that gives the technical field related to your invention.Continue by offering background information that people will need to: understand, search for, or examine, your invention.Discuss the problems that inventors have faced in this area and how they have attempted to solve them. This is often called giving the prior art. The prior art is the published body of knowledge that relates to your invention. It is at this point that applicants frequently quote previous similar patents.State in general terms how your invention solves one or several of these problems. What you are trying to show is how your invention is new and different.List the drawings giving the figure number and a brief description of what the drawings illustrate. Remember to refer to drawings throughout the detailed description and to use the same reference numbers for each element.Describe your intellectual property in detail. For an apparatus or product, describe each part, how they fit together and how they work together. For a process, describe each step, what you start with, what you need to do to make the change, and the end result. For a compound include the chemical formula, the structure and the process which could be used to make the compound. You need to make the description fit all the possible alternatives that relate to your invention. If a part can be made out of several different materials, say so. You should aim to describe each part in sufficient detail so that someone could reproduce at least one version of your invention.Give an example of an intended use for your invention. You should also include any warnings of commonly used in the field that would be necessary to avert failure.If relevant to your type of invention, provide the sequence listing of your compound. The sequence is part of the description and is not included in any drawings. One of the best ways to understand how to write a patent for your type of invention is to take a look at already issued patents. Visit the USPTO online and do a search for patents issued for similar inventions to yours.

Sustainability Analysis The Rain Forrest Alliance And...

Justin Murray-Frank NTRES 1011 Group 2 Sustainable Confusion Governments, environmental agencies, and corporations alike have utilized the term â€Å"sustainability† in order to convey their respective agendas for general sustainability in environmental, social, and economic realms. In spite of their initiatives, there has yet to be a generally agreed upon, uniform definition for â€Å"sustainability.† This lack of semantic clarity has promoted skepticism among some parties, skepticism primarily focused in the legitimacy of sustainability agendas, as well as the idea of sustainability in itself (Context Development, 1992). This essay seeks to inspect the concepts of sustainability generated by two†¦show more content†¦The RFA (Rain Forest Alliance will be denoted as â€Å"RFA† from this point on) explicitly expresses its efforts to uphold the sustainability pillar of environment with its stated efforts to â€Å"conserve biodiversity† and â€Å"transforming land-use practices.† Additionally, RFA conv eys implicit undertones of an allegiance to the social pillar of sustainability with its mention of working to â€Å"ensure sustainable livelihoods.† Lastly, the organization touches upon the economic pillar of sustainability with a conveyance of its work to transform â€Å"business practices and consumer behavior.† Thus, evidently, RFA’s idea of sustainability is in great alignment with the three pillars of sustainability – the prominent framework for sustainability. As an eco-certifying organization, is not surprising that RFA has an unambiguous, holistic, but thorough idea of sustainability. It must set lofty ideals for corporations and companies to strive towards, in order for said organizations to receive RFA’s eco- certification. RFA’s ideals and assumptions about sustainability seem to be rooted in its notion that â€Å"the health of the land is inextricably connected to the well-being of those who depend on it for their livelihoodsà ¢â‚¬  (â€Å"About Us | Rainforest Alliance,† n.d.). The sustainability of the environment, the vitality of the economy, and the maintenance of a prosperous and satisfied society are valid expansions of RFA’s aforementioned notion, and they most certainly resonate

Enzyme Activity Essay Sample free essay sample

We performed these experiments to detect the effects of enzymes on the rate of reactions. We tested and compared the activity of the enzyme catalase on the substrate H2O2 in assorted provinces and per centums. and observed the soaking up values of the enzyme-substrate relationship at different concentrations. Our consequences show that the more substrate available. the quicker the reaction will go on except in one trial. which might intend that a balanced concentration of the two is most good. Introduction The aims of these experiments were to detect the effects of the enzyme-substrate relationships and to enter our findings. Enzymes increase the rate of reactions by take downing the energy needed to trip the reaction ( McNeil et al. 2013 ) . Enzymes will work with substrates to bring forth reactions and merchandises and they will adhere together at an active site. They will merely bond to with peculiar molecules and environmental factors can besides impact their productiveness. We will write a custom essay sample on Enzyme Activity Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They are proteins. and proteins are made up of many aminic acids ( Brian et al. 2013 ) . We used the enzyme catalase that occurs of course in many beings to analyze the qualitative and quantitative consequences of enzymatic activity. My hypothesis is that the findings in these experiments will demo that the enzyme catalase will increase the rate of reaction with the substrate. Methods In Activity 1 Procedure A. we had four trial tubings filled with different constituents. The tabular array below shows each tube’s constituents. In each trial tubing. we added 5. 0 mL 3 % H2O2. We recorded initial observations and checked often for alterations. Table 1.Tube # | Contents|1| 1 milliliter H2O|2| ? ? ?† murphy regular hexahedron |3| 1 milliliter Enz. |4| 1 milliliter Enz boiled for 5 proceedingss. so cooled| In Activity 1 Procedure B. we prepared two more trial tubing with different substrates. In each empty tubing we put 1 milliliter of enzyme. To that. we added the same substrate with different per centum degrees. What we added to the trial tubing is depicted in the chart below. We recorded our observations of these tubings and compared observations ab initio with those of proceedingss 4-5. Table 2.Tube # | Contentss |A| 1 milliliter Enz. + 5. 0 mL1. 5 % H2O2|B| 1 milliliter Enz. + 5. 0 milliliter. 75 % H2O2| In Activity 2 Procedure C. we filtered the catalase used in Procedures A and B with # 4 filter paper. We made a black solution without the catalase and another with it to be compared in the spectrophotometer. The contents of the space and cuvette # 1 are shown below. We observed optical density degrees at 470 nanometers and measured the space to deduct its values from those of cuvette # 1. We measured the optical density every minute for 5 proceedingss and recorded our observations. After the 5 proceedingss we removed them and observed differences. Table 3.Cuvette # | Contentss |Blank | 6. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2|1| 1. 0 mL catalase + 5. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| In Activity 2 Procedure D. we followed the same processs as we did in Procedure C ; nevertheless. the contents of the space and cuvette were changed. The alterations are shown in the tabular array below. Table 4.Cuvette # | Contentss |Blank | 5 milliliter dH2O + . 100 uL guaiacol + . 300 uL H2O2|1| 1. 0 mL catalase + 4. 0 mL dH2O + . 100 uL guaiacol + . 300 uL H2O2| These methods came from the Biology 183 Introductory II Lab Manual. ConsequencesThe presence of an enzyme speeds up chemical reactions and is affected by the concentration of the substrate. We found that the consequences of reaction were much greater and happened faster with the presence of a greater sum of substrate and enzyme until there was excessively much substrate in relation to enzyme. In Activity 1 Procedure A. we found that the more available substrate nowadays. the faster the reaction would go on. More merchandise was observed when there was increased substrate surface country. The tabular array of consequences is depicted below. Table 5.Tube # | Contents| What Happened? |1| 1 milliliter H2O + 5. 0 mL 3 % H2O2| No reaction |2| ? ? ?† murphy regular hexahedron + 5. 0 mL 3 % H2O2| Bubbling and foaming occurred but non much| 3| 1 milliliter Enz. + 5. 0 mL 3 % H2O2| More froth and bubbles than in previous| 4| 1 milliliter Enz boiled for 5 proceedingss. so cooled + 5. 0 mL 3 % H2O2| Barely any mark of reaction| In Activity 1 Procedure B. we found that the concentration of substrate affects the activity of the enzyme. The solution with a higher concentration of substrate produced greater consequences. Table 6.Tube # | Contentss | What Happened? |A| 1 milliliter Enz. + 5. 0 mL1. 5 % H2O2| Foamed and bubbled rapidly ; much more than B| B| 1 milliliter Enz. + 5. 0 milliliter. 75 % H2O2| Foamed and bubbled less and at a slower rate. | In Activity 2 Procedure C. we discovered that our solution with catalase formed merchandises and the solution without did non. The spectrophotometer collected informations for us to demo this. Table 7.Cuvette # | Contentss | What Happened? |Blank | 6. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| No change| 1| 1. 0 mL catalase + 5. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| The colour of the solution changed. It got darker. | Table 8.Absorbance Data Collection of Cuvette Containing Catalase| Time ( min ) | 0| 1| 2| 3| 4| 5|Optical density at 470 nm| 1. 200 A| 1. 449 A| 1. 673 A| 1. 872 A| 2. 056 A| 2. 223 A| In Activity 2 Procedure D. our consequences showed us that the concentration of substrate can be excessively high for a same merchandise in enzyme activity when compared with the tabular array in Procedure C. A tabular array of the consequences of Procedure D and a graph comparison Procedures C and D are depicted below. Table 9.Cuvette # | Contents| What Happened? |Blank | 5 milliliter dH2O + . 100 uL guaiacol + . 300 uL H2O2| No Change| 1| 1. 0 mL catalase + 4. 0 mL dH2O + . 100 uL guaiacol + . 300 uL H2O2| The colour of the solution changed. Got darker but non every bit dark as Cuvette 1 in Procedure C. | Table 10.Absorbance Data Collection of Cuvette Containing Catalase| Time ( min ) | 0| 1| 2| 3| 4| 5|Optical density at 470 nm| . 428 A| . 673 A| . 876 A| 1. 063 A| 1. 228 A| 1. 377 A| Figure 1. Figure 1. DiscussionThe consequences found in our experiments supported the hypothesis that enzymes would increase the rate of reaction. In one instance. nevertheless. it was found that if the concentration of substrate is excessively high. the enzymatic relationship will be thrown away. We observed noticeable merchandises more rapidly with the enzyme nowadays in both experiments in Activity 1. Our experiment in Activity 2 Procedure D shows that with a higher per centum of substrate. less visible radiation was absorbed. This was unexpected because we thought that with more substrate. the reaction would take topographic point more rapidly. Our findings supported that enzymes increase the rate at which reactions occur. If this experiment was repeated. we might acquire a few fluctuations in consequences. The measurings of some substances might hold been a small off and the clip that we took to set some of the cuvettes might hold been excessively long and affected the consequences.

5 Bad Ways to Demonstrate Your Interest in a College

5 Bad Ways to Demonstrate Your Interest in a College Demonstrated interest is an important and often overlooked piece of the college admissions puzzle (read more: What Is Demonstrated Interest?). Colleges want to admit students who are eager to attend: such students help the college get a high yield from their pool of admitted students, and students with strong demonstrated interest are less likely to transfer and more likely to become loyal alums. For some good ways to succeed on this dimension of your college application, check out these eight ways to demonstrate your interest. Unfortunately, many applicants (and sometimes their parents) who are over-eager to demonstrate interest make some bad decisions. Below are five approaches you should not use to demonstrate your interest. These methods could hurt your chances of getting an acceptance letter rather than help. Sending Material the College Did Not Request Many colleges invite you to send in whatever supplemental materials you want to share so that the school can get to know you better. This is especially true for liberal arts colleges with holistic admissions. If a college opens the door for extra materials, dont hesitate to send along that poem, performance recording, or short athletic highlights video. That said, many colleges and universities specifically state in their admissions guidelines that they will not consider supplemental materials. When this is the case, the admissions folks can get annoyed when they receive that package with a draft of your novel, that letter of recommendation when the school doesnt consider letters, or that album of photos of you traveling through Central America. The school is likely to discard these items or waste valuable time and resources mailing them back to you. What You Think Youre Saying: Look at me and how interesting I am! Im so eager to attend your school that I sent you a giant envelope full of extra stuff! What You Are Actually Saying: Look at me! I dont know how to follow directions! Also, I dont respect your time. Im sure you can spend an extra 45 minutes on my application! Trust me, when schools say they wont consider supplemental materials, they are telling the truth and you should follow their admissions guidelines. Calling to Ask Questions Whose Answers are Readily Available Some students are so desperate to make a personal contact in the admissions office that they come up with weak reasons for calling. If you have a legitimate and important question that is not answered anywhere on the schools website or admissions materials, then you can certainly pick up the phone. But do not call to ask if the school has a football team or honors program. Dont call to ask how big the school is and whether or not students live on campus. This type of information is readily available online if you take a few minutes to look. What You Think Youre Saying: Look how interested I am in your college! Im taking the time to call and ask questions! What Youre Actually Saying: Look at me! I dont know how to research and read! The admissions folks are remarkably busy people in the fall and winter, so a rather pointless phone call is likely to be an annoyance, especially at selective schools. Harassing Your Admissions Representative No applicants deliberately harass the person who holds the key to their admission, but some students inadvertently behave in ways that are unwelcome if not uncomfortable from the perspective of the admissions staff. Do not email the office daily with well wishes or fun facts about yourself. Do not send gifts to your admissions representative. Do not show up at the admissions office frequently and unannounced. Do not call unless you have a truly important question. Do not sit outside the admissions building with a protest sign that says Admit Me! What You Think Youre Saying: Look how persistent and clever I am! I really, really, really, really want to attend your college! What Youre Actually Saying: Look at me! I enjoy disrupting your day, and Im also a bit creepy with stalker-like tendencies. Having a Parent Call for You This one is common. Many parents have the admirable quality of wanting to do all they can to help their kids succeed. Many parents also discover that their kids are either too shy, too disinterested, or too busy playing Grand Theft Auto to advocate for themselves in the college admissions process. The obvious solution is to advocate for them. College admissions offices often get more calls from parents than students, just as college tour guides often get grilled more by the parents. If this type of parent sounds like you, just keep in mind the obvious: the college is admitting your child, not you; the college wants to get to know the applicant, not the parent. What You Think Youre Saying: Let me ask questions to demonstrate how interested my child is in your college. What Youre Actually Saying: My kid is so disinterested in college that Im doing all the work of choosing a school and applying. My child lacks initiative. A parents role in the admission process is a challenging balancing act. You need to be there to motivate, support, and inspire. The application and questions about the school, however, should be coming from the applicant. (Financial issues can be an exception to this rule since paying for school is often more of a parents burden than the students.) Applying Early Decision When a College Isnt Your First Choice Early Decision (as opposed to Early Action) is a binding agreement. If you apply through an Early Decision program, you are telling the college that it is your absolute first choice school, and that you will withdraw all other applications should you be admitted. Because of this, Early Decision is one of the best indicators of demonstrated interest. You have made a contractual and financial agreement indicating your unquestionable desire to attend. Some students, however, apply Early Decision in an effort to improve their chances even when they arent sure if they want to attend the school. Such an approach often leads to broken promises, lost deposits, and frustration in the admissions office. What You Think Youre Saying: Look, youre my first choice school! What Youre Actually Saying (if you break your ED contract): Im dishonest and selfish, and you might want to contact competitor colleges to inform them of my breech of contract. A Final Word Everything Ive discussed herecalling the admissions office, applying Early Decision, sending supplemental materialscan be a helpful and appropriate part of your application process. Whatever you do, however, make sure you are following the colleges stated guidelines, and always put yourself in the shoes of an admissions officer. Ask yourself, do your actions make you look like a thoughtful and interested candidate, or do they make you appear inconsiderate, thoughtless, or grasping?

What Youll Do and Can Expect From a Teaching Assistantship

What Youll Do and Can Expect From a Teaching Assistantship Graduate school is expensive, and the prospect of incurring more debt is never appealing. Many students instead seek opportunities to work for at least a portion of their tuition. A teaching assistantship, also known as being a TA, offers students opportunities to learn how to teach in exchange for tuition remission and/or a stipend. What Compensation to Expect  From a Teaching Assistantship As a graduate teaching assistant, you can typically expect to receive a stipend and/or tuition remission. The details vary by graduate program and school, but many students earn a stipend between roughly $6,000 and $20,000 annually and/or free tuition. At some larger universities, you may be eligible for additional benefits, such as insurance. In essence, you are paid to pursue your degree as a teaching assistant. Other Benefits The financial rewards of the position are only part of the story. Here are several other benefits: It is only through teaching a subject that you really come to understand it. Youll explain complicated concepts in your field and develop a more sophisticated understanding of them.You also will  gain valuable experience in and out of the classroom and have the opportunity to interact closely with faculty members in your department.The relationships you develop with your professors are crucial to your future success, so youll be able to interact with them closely. Many TAs become more well known by faculty and develop a few close relationships that can lead to important opportunities in the future including helpful recommendation letters. What Youll Do as a Teaching Assistant Teaching assistants duties will vary depending on the school and discipline, but you can expect to be responsible for one or more of the following: Teaching or assisting with one or more sections of a courseRunning laboratory sessionsGrading undergraduate student papers and examsHolding regular office hours and meeting with studentsConducting study and review sessions On average, a teaching assistant is required to work about 20 hours per week; a commitment that is certainly manageable, especially as the work helps to prepare you for your future career. Just remember, its very easy to find yourself working well beyond the planned 20 hours each week. Class prep takes time. Student questions absorb more time. During busy times of the semester, like midterms and finals, you might find yourself putting in many hoursso much so that teaching can threaten to interfere with your own education. Balancing your needs with those of your students is a challenge. If you plan to pursue an academic career, testing the waters as a teaching assistant can prove to be an invaluable learning experience where you can gain some practical on-the-job skills. Even if your career path will take you beyond the ivory tower, the position can still be excellent way to pay your way through grad school, develop leadership skills and get some great experience

What Is Meant By Smart Power And How Does Its Application By The Obama Essay

What Is Meant By Smart Power And How Does Its Application By The Obama Administration Differ From The Use Of Hard Power By The Bush Administration - Essay Example These terms are descriptions of the way that American governments deal with other states, especially those states which do not agree with American views. Hard power is the use of forceful tactics such as military actions or economic sanctions. It shows how strong America is, and imposes American views on other people. If the other countries involved are weak, then this can be very effective and President Bush used this kind of approach at the beginning of his first term of office. The invasion of Iraq is a classic example of hard power at work. This tough line was also an important part of President Bush’s election campaign in 2004: â€Å"the Bush administration achieved a greater advantage over Democrats in general and Senator John Kerry in particular on this issue than on any other in the 2004 presidential race.† (Campbell and O’Hanlon: 2006, p. 119) After the 9/11 attack on New York, it was possible to present hard power as a defence tool, not necessarily an a ct of aggression. This made it more acceptable to the American public. Sometimes, however, the opposite of hard power, i.e. soft power is a better approach. People know that America is strong, but they might be more impressed by gentle approaches like aid and support, with diplomatic summits and exchanges of views. America’s culture and image are also aspects of soft power.

Financial Risk (Masters Level) Coursework Example | Topics and Well Written Essays - 3000 words

Financial Risk (Masters Level) - Coursework Example It indicates the highest possible loss amount, which some portfolio will likely lose within a given time period at specified confidence level. A good example would be 95% daily VaR for $1 Million, could mean the likely hood for the same portfolio to lose over a million dollars within a worst day happens to be below 5%. In no way does this mean that such portfolio may not lose over a million dollars. The truth is that over one hundred days, the portfolio would be expected to lose over $1 million for five time approximately. In addition, this does not mean that an individual would not collectively loose significantly more along a longer horizon. Banks, mutual funds, hedge funds as well as other financial service companies or even brokers can utilize value at Risk. Most of such firms use VaR in prediction of size of outlying losses of the future, or even gains that their portfolios or those of their clients might experience (Ran & Jin, 2008: p 1). Most firms make use of VaR in the determination of needed collateral from an execution customer for some margin loan utilized in trading financial instruments, for instance. Buy-side entities like hedge funds make use of VaR in determining whether the allocation of a portfolio does exceed investment mandate or a current risk tolerance (BPL, 2015, 2). Despite the fact that VaR was not used broadly before mid-1990s, the measure’s origin date further back in time. Markowitz Harry and others developed the mathematics, which underlie VaR in portfolio theory context (Glyn, 200:p 32). However, their efforts aimed at a different destination (devising equity investors’ optimal portfolios). Specifically market risk focus as well as the co-movements effects in such risks are core to the manner in which VaR is computed (Ronald, Kees, & Rachel, 1999: P 2). The Motivation for VaR measures utilization, though, arose from the crises, which affected financial service firma through time as well as supervisory responses to such