Technology in business Assignment Example | Topics and Well Written Essays - 250 words - 2

Technology in business - Assignment Example These aspects are not present in other management functions and therefore requires a manager with such knowledge as depicted by Austin, Nolan and O’Donnell (43) Barton seems to have learnt a lot concerning his assumption that â€Å"you can’t know enough about technology to manage without a crew of nerd sidekicks’† (Austin, Nolan and O’Donnell 49). The novel depicts how Barton discovered what it takes to be a good IT manager, which is far from the assumption he had before. This is manifested from the fact that despite him being an IT manager, he had absolutely no knowledge with regard to the complexity resided â€Å"below the floorboards† of IT system (Austin, Nolan and O’Donnell 46). Therefore, the only way to prove a point was by advancing his education through reading of books pertaining to IT. At the very beginning, we find that Barton’s plans to engage only five senior members of the staff while excluding others like John Cho, who is responsible for security matters did not go well with the other members of the staff. From the argument, all the senior members of the IT staff expected the discussion to involve every staff member so that they could amicable talks of things that are going on, the challenges facing the IT and future risks for the company. Nevertheless, Barton had no such plans as we see through Fenton’s and Ruben’s interjections during the meeting leading to breakdown of discussion (Austin, Nolan and O’Donnell 40). His plans also failed due to the fact that despite him being the senior most manager of the company, he had no enough knowledge of IT issues as manifested during his discussion with the senior members of the staff. An IT organization is structured in that manner to ensure that work is performed in accordance with the missions of the organization so that the goals can be met. This ensures that each department or employee knows what the organization expects of him or her for effective

The Carbone family Essay Example for Free

The Carbone family Essay In A View From The Bridge, the audience is introduced with three prominent characters who are Eddie Carbone, Catherine Carbone and Beatrice Carbone. All of these characters show their unique qualities in the sense that Eddie is a much more demanding person, whereas Beatrice can be seen as a weaker person who is inclined to follow her husband Eddie in a patriarchal society and Catherine who is loose in terms of her actions and naive through her words. The familys values are very strict as the reader can infer from the story of Vinny Bolzano. First of all, Eddie Carbone is a simple person who is a victim of circumstances but he also contributes to his own downfall. He works as a longshoreman at the Brooklyn Docks. Eddie is characteristically uneducated but still is a very hardworking man. He is presented as being dignified and having integrity by being proud and honest. These characteristics are seen from him when he says to Beatrice that, All Im worried about is you got such a heart too big a heart. This shows that Eddie is observant and he is mindful of the fact that his wife can be over-exploited at occasions like when he describes the story of his father-in-laws house burning down. He believes he should be the leader of his house. This can be seen as he talks to Catherine about her new job as a stenographer, Why didnt you ask me before you take a job? This shows that he wanted Catherine to ask for permission and to authorise it from himself. This manly character of Eddie means that he feels as the boss of his house and that he would be insulted if not done otherwise. This is one of the cause of his collapse at the end of the story being too masculine that he couldnt show his emotions as everything was bottled inside. Eddie is also an affectionate and big-hearted man, which can be seen by his esteem for Marco and Rodolfo when they come to stay. For example at what time Marco tells Eddie in a formal manner, that when you say go, we will go Eddies response to this was that theyre welcome he also adds that theyve got plenty of room here. Eddie also believes in family loyalties, this is mainly due to the tightly bound Sicilian community that he comes from originally. Eddie is over-protective towards Catherine and this can be seen from the apparel that Catherine wears and shows it to Eddie in a very excitedly manner. This is shown when he says I think its too short. Eddie feels more affection for Catherine than is natural for a man towards his niece. Catherine, I dont want to be a pest, but Im tellin you youre walkin wavy. Eddie said this phrase when Catherine wears a new skirt she had brought, to show Eddie. He is concerned that she will receive attention from men, which Eddie doesnt like as he thinks of Catherine as his. He also says you isnt all the girls. Here Eddie means that Catherine is his, and that he is much more demanding of her Catherine should only do what he says her to do. All of these factors motivate Eddie to be over-protective of Catherine. Due to Eddies strong beliefs in the Traditional Italian Values it has a great effect on his own life and the lives of those surrounding him, so when Catherine proposes the job as a stenographer, Eddie strongly opposes this, whereby he wants to keep Catherine away from other men, (sickened) I know that neighbourhood B. , I dont like it ,however this could also be because of his traditional views whereby the male is the breadwinner, and will provide for the family, and if Catherine too brings in money for the house then Eddie may take it as an assault on his manhood. Also due to Eddies traditional Italian values he is immensely proud as is expected, and therefore will never admit that he is wrong or admit his unacceptable feelings for Catherine.

Apple Marketing Director :: Product Development

Apple A-Life My role as a marketing director for apple is to research the market, and find out a niche to produce a new product, that will hopefully sell, and create profit. My theory of a product is that; it is an object that can be sold or bought, that might satisfy a want or a need. The product that I have in mind is an mp3 player. Apple already have a wide range of mp3s. From a 60gb colour screen Ipod, to a 2gb Ipod shuffle with no screen. I have come up with another product to stop the sales going in to decline. I have taken ideas from the previous mp3 players, and added a bit of creation of my own and have come up with, ‘A-Life'. It is small like the Ipod Shuffle, and has a small screen like the Ipod Nano. The actual mp3 would be attached to a neckband. So you are wearing your mp3, and its not hanging loose in your pocket. I have chosen this product, because it is something I know about, and well like. With this, I hope it will give me a better view on how to market the product, based on what my peers and I like. It also is different from any other mp3 on the market, so in that way, I have found a niche. My theory of marketing objectives is that; your marketing objectives should be the means to achieve your sales objectives. My marketing objectives are to promote my product cleverly so that it gets out to my target market. To find out a reasonable price where the customers would be satisfied with, and where I would also make a profit. To find out where to sell my product, so the customers don't have any trouble getting hold of one. And also, to find out what other accessories the customers would like with the product, which would hopefully increase their satisfaction. I am including all of these marketing objectives to know what my product should be like, where to sell it, what price to set it at, and how to promote it. I need to have the best knowledge of these criteria's otherwise my product is not going to sell. Also I am doing it to ensure customer satisfaction. A good way to market your product is through the power of speech. This is Apple Marketing Director :: Product Development Apple A-Life My role as a marketing director for apple is to research the market, and find out a niche to produce a new product, that will hopefully sell, and create profit. My theory of a product is that; it is an object that can be sold or bought, that might satisfy a want or a need. The product that I have in mind is an mp3 player. Apple already have a wide range of mp3s. From a 60gb colour screen Ipod, to a 2gb Ipod shuffle with no screen. I have come up with another product to stop the sales going in to decline. I have taken ideas from the previous mp3 players, and added a bit of creation of my own and have come up with, ‘A-Life'. It is small like the Ipod Shuffle, and has a small screen like the Ipod Nano. The actual mp3 would be attached to a neckband. So you are wearing your mp3, and its not hanging loose in your pocket. I have chosen this product, because it is something I know about, and well like. With this, I hope it will give me a better view on how to market the product, based on what my peers and I like. It also is different from any other mp3 on the market, so in that way, I have found a niche. My theory of marketing objectives is that; your marketing objectives should be the means to achieve your sales objectives. My marketing objectives are to promote my product cleverly so that it gets out to my target market. To find out a reasonable price where the customers would be satisfied with, and where I would also make a profit. To find out where to sell my product, so the customers don't have any trouble getting hold of one. And also, to find out what other accessories the customers would like with the product, which would hopefully increase their satisfaction. I am including all of these marketing objectives to know what my product should be like, where to sell it, what price to set it at, and how to promote it. I need to have the best knowledge of these criteria's otherwise my product is not going to sell. Also I am doing it to ensure customer satisfaction. A good way to market your product is through the power of speech. This is

Ch 18

Chapter 18 Ethers & Epoxides; Thiols and Sulfides Assigned Reading from McMurry: Read Sections 18. 1 through 18. 9; not responsible for â€Å"Focus on †¦ Epoxy Resins & Adhesives, pp. 697-698). Recommended Problems from McMurry: 18. 1a-e;18. 18. 2;18. 3a-d; 18. 4; 18. 5a-d; 18. 6a-b; 18. 7a-b; 18. 8; 18. 9; 18. 10; 18. 11; 18. 12a,b; 18. 13a,b; 18. 14a-c; 18. 16a-f; 18. 17; 18. 18; 18. 19a-c; 18. 20; 18. 21; 18. 22; 18. 23a-e; 18. 24a-I; 18. 25a-f; 18. 26a-d; 18. 27; 18. 28; 18. 29ad; 18. 30a-e; 18. 31; 18. 32; 18. 33; 18. 34; 18. 35a-d; 18. 36; 18. 37; 18. 38; 18. 39; 18. 40a,b; 18. 41a-d; 18. 2; 18. 43; 18. 44; 18. 45; 18. 45; 18. 46; 18. 47; 18. 48; 18. 49; 18. 51; 18. 52; 18. 53; 18. 54; 18. 551-e; 18. 56; 18. 57; 18. 58a-b; 18. 59a-b; 18. 60; 18. 61. 18. 1 Names and Properties of Ethers Method A: Simple ethers; alphabetize if two organic substituents. CH3–CH2–O–CH2–CH3 Diethyl ether Methyl propyl ether O CH3–CH2–CH2–O œCH3 CH3 Methyl phenyl ether SP 18. 01 Provide systematic names for the following ethers. CH3–CH2–O–CH2–CH2–CH2–CH3 O SP 18. 02 Provide structures for the following systematic names. Systematic name: Isopropyl phenyl ether Systematic name: Cyclohexyl ethyl etherMethod B: Other functional groups present, ether component is an â€Å"alkoxy† substituent. Alkoxy examples: methoxy -OCH3, ethoxy -OCH2CH3, propoxy -OCH2CH2CH3, etc. O C H3 O CH3 O C H3 para-Dimethoxybenzene 3-Methoxy-1-cyclopentene SP 18. 03 Provide systematic names for the following complex ethers. OCH3 O CH2CH3 Cl SP 18. 04 Provide structures for the following systematic names. Systematic name: meta-Bromopropoxybenzene Systematic name: 1-Isopropoxycyclopentene 18. 2 Synthesis of Ethers The Williamson Ether Synthesis R + O an alkoxide C X R SN2 an alkyl halide methyl & 1o best; X = Cl, Br, I, OTos O C ether productExample: O Na + Sodium phenoxide CH3 Br O CH3 Phenyl methyl e ther (anisole) + Na Br + X SP 18. 05 Complete the following reactions. CH3 CH3 C O Na + CH3 I + Na I CH3 CH3 CH3 C CH3 I + Na O CH3 + Na I SP 18. 06 Provide the suitable alkoxide and alkyl halide necessary to produce 2-ethoxy-2-methyl butane in good yield. CH3 CH3 CH2 C O CH3 CH2 CH3 + Na Br 8. 4 Oxymercuration Intermediates †¢ For laboratory-scale hydration of an alkene †¢ †¢ Use mercuric acetate in THF followed by sodium borohydride Markovnikov orientation – via mercurinium ion Alkoxymercuration of Alkenes General Reaction: R C C 2) NaBH4 H C R EtherAlkene RO Step #1 RO C 1) Hg(OAc)2, ROH H g OA c C C Step #2 R + HOAc Markovnikov addition SP 18. 07 Complete the following reactions by displaying the final major organic product. H C 1) Hg(OAc)2, CH3OH H C 2) NaBH4 H CH3 CH3 C C H CH3 1) Hg(OAc)2, CH3OH 2) NaBH4 SP 18. 08 Specify the alkene and alcohol needed to produce the following ether. Alcohol OCH2CH3 1) Hg(OAc)2, CH3 2) NaBH4 Alkene 18. 3 Reactions of Ethe rs: Acidic Ether Cleavage General Reaction: HX C O C C OH + X C (strong acid) Ether Alcohol Alkyl halide SP 18. 09 Predict the product for the following ether-cleavage reaction. CH3 CH3 C O CH3 HBr CH2CH3 8. 4 Reactions of Ethers: Claisen Rearrangement O OH 1,3 O to C shift Thermodynamically more stable o 250 Allyl phenyl ether C9H10O ortho-Allyl phenol C9H10O Mechanism (involves six-membered transition state): 1 O TS 2 3 1 O 2 H keto-enol tautomerization 3 O H SP 18. 10 Predict the structure for the following Claisen rearrangement. O o 250 2-Butenyl phenyl ether C10H12O 18. 5 Cyclic Ethers: Epoxides (2 methods) General Reaction 1: O C C + R Alkene C O O O O C H A peracid C An epoxide R C O A carboxylic acid Specific Example 1: O Cl C O O H m-CPBA o H O O + CH2Cl2, 25 C H 1,2-Epoxycycloheptane Cl H C O H 18. Cyclic Ethers: Epoxides (2 methods) General Reaction 2: C OH X2, H2O C C C X A halohydrin Alkene O NaOH H2O C + H2O + NaX C An epoxide Review Section 7. 3 Specific Example 2: H CH3 C C H CH3 cis-2-Butene Br2 H2O H CH3 Br C OH C H CH3 NaOH H2O O HC CH3 C H + H2O + NaBr CH3 meso-2,3-Dimethyl-oxirane (or cis-2,3-epoxybutane) SP 18. 11 Fill in the appropriate intermediates showing the correct stereochemistry. H CH3 C C CH3 Br2 NaOH H H2O H2O trans-2-Butene + H2O + NaBr 18. 6 Reactions of Epoxides: Ring-Opening General epoxide structure: O C Since each atom is sp3 there is considerable angle strain in the epoxide ring-system.C Acidic Conditions: Epoxide opening under acidic conditions (aqueous acid) yields 1,2-diols General Reaction: H H O O C H C HO C H2O An epoxide C OH A 1,2-diol (glycol) H O C H C + O H H O C + C H O H H O H Specific Example (using symmetrical epoxide): H + H H3O OH H2O OH O H H trans-1,2-Cyclohexanediol SP 18. 12 Predict the correct structure of the product diol showing the correct stereochemistry. O H CH3 C C CH3 H trans-2,3-epoxybutane H3O+ H2O Note: Epoxide opening under anhydrous acidic conditions yields halohydrins. Specific Example ( 2 ° and 1 ° carbons): o 1 carbon o 2 carbon O CH3 H C C H H 1,2-EpoxypropaneOH HCl Et2O CH3 C Cl CH2 Cl + CH3 H 1-Chloro-2-propanol (90%) C CH2 OH H 2-Chloro-1-propanol (10%) SP 18. 13 Using the above model predict the major halohydrin. O H C H C HCl H Et2O O H C C H H HCl OH C Et2O H Cl CH2 Cl + C CH2 OH H Explanation: In cases where a 2 ° carbon and a 1 ° carbon form the epoxide ring, the major halohydrin product will be the one where the incipient alcohol is 2 ° and the halide is 1 °. Upon protonation of the epoxide oxygen the halide ion simple attacks the less-hindered 1 ° carbon with a greater frequency to give the major regioisomer. Specific Example (3 ° and 1 ° carbons): SP 18. 4 Using the above model predict the major halohydrin. Circle one. O C C H H HCl OH C Et2O + C H Cl Cl H C OH C H H Explanation: In cases where a 3 ° carbon and a 1 ° carbon form the epoxide ring, the major halohydrin product will be the one where the incipient alcohol is 1 ° and the halide is 3 °. Upon protonation of the epoxide oxygen the halogen attacks the more-stabilized (same as moresubstituted) carbon atom to give the major regioisomer described. Basic Conditions: Note: Nucleophile will always attack least-hindered position. Specific Example: o 3 carbon 1o carbon O CH3 CH3 C C H H OH NaOH H2O, ? CH3 C CH2 OH CH3 -Methyl-1,2-propanediol SP 18. 15 Predict the structure of the 1,2-diol from the following reaction. O C C H H NaOH H2O, ? Reaction with Grignard Reagents: O CH3 CH3 C C H H OH 1) CH3CH2MgBr, Et2O 2) (aq) NH4Cl CH3 C CH2 CH3 CH2 CH3 SP 18. 16 Predict the structure of the organic product from the following Grignardepoxide reaction. O H C C H H 1) CH3MgBr, Et2O 2) (aq) NH4Cl Reaction with a 1 ° amine: O H C OH CH2 H H2NCH2CH2CH3 C CH2 N CH2 CH2 H Reaction with a 2 ° amine: O H C OH H H3C CH2 + N H3C H C CH2 N CH3 CH3 CH3 SP 18. 17 Predict the structure of the epoxide and amine needed to generate the amino alcohol shown to the right.OH + C H3 C CH3 Epoxide Amine CH2 N H 18. 7 Crown Ethers †¢ Large rings consisting of repeating (-OCH2CH2-) or similar units †¢ Named as x-crown-y – x is the total number of atoms in the ring – y is the number of oxygen atoms – 18-crown-6 ether: 18-membered ring containing 6 oxygen atoms †¢ Central cavity is electronegative and attracts cations 18. 8 Thiols and Sulfides †¢ Thiols (RSH), are sulfur analogues of alcohols – Named with the suffix -thiol – SH group is called â€Å"mercapto group† (â€Å"capturer of mercury†) Thiols: Formation and Reaction †¢ From alkyl halides by displacement with a sulfur nucleophile such as –SH The alkylthiol product can undergo further reaction with the alkyl halide to give a symmetrical sulfide, giving a poorer yield of the thiol Sulfides †¢ Sulfides (RSR? ), are sulfur analogues of ethers – Named by rules used for ethers, with sulfide in place of ether for simple c ompounds and alkylthio in place of alkoxy Using Thiourea to Form Alkylthiols †¢ Thiols can undergo further reaction with the alkyl halide to give dialkyl sulfides †¢ For a pure alkylthiol use thiourea (NH2(C=S)NH2) as the nucleophile †¢ This gives an intermediate alkylisothiourea salt, which is hydrolyzed cleanly to the alkyl thiourea Oxidation of Thiols to Disulfides Reaction of an alkyl thiol (RSH) with bromine or iodine gives a disulfide (RSSR) †¢ The thiol is oxidized in the process and the halogen is reduced Sulfides †¢ Thiolates (RS? ) are formed by the reaction of a thiol with a base †¢ Thiolates react with primary or secondary alkyl halide to give sulfides (RSR’) †¢ Thiolates are excellent nucleophiles and react with many electrophiles Sulfides as Nucleophiles †¢ Sulfur compounds are more nucleophilic than their oxygen-compound analogues – 3p valence electrons (on S) are less tightly held than 2p electrons (on O) †¢ Sulfides react with primary alkyl halides (SN2) to give rialkylsulfonium salts (R3S+) Oxidation of Sulfides †¢ Sulfides are easily oxidized with H2O2 to the sulfoxide (R2SO) †¢ Oxidation of a sulfoxide with a peroxyacid yields a sulfone (R2SO2) †¢ Dimethyl sulfoxide (DMSO) is often used as a polar aprotic solvent 18. 9 Spectroscopy of Ethers †¢ Infrared: C–O single-bond stretching 1050 to 1150 cm? 1 overlaps many other absorptions. †¢ Proton NMR: H on a C next to ether O is shifted downfield to ? 3. 4 to ? 4. 5 – The 1H NMR spectrum of dipropyl ether shows this signal at ? 3. 4 – In epoxides, these H’s absorb at ? 2. 5 to ? 3. 5 in their 1H NMR spectra Carbon NMR: C’s in ethers exhibit a downfield shift to ? 50 to ? 80 Let’s Work a Problem When 2-methyl-2,5-pentanediol is treated with sulfuric acid, dehydration occurs and 2,2dimethyltetrahydrofuran is formed. Suggest a mechanism for this reaction. Which of the two ox ygen atoms is most likely to be eliminated and why? Answer First, there is protonation of the 3? –OH group, then a 3? carbocation is formed via loss of H2O. Then there is a nucleophilic attack of the carbocation by the 2nd –OH group. The 3? OH group is the one eliminated in all likelihood because its removal involves the formation of the more stable 3? carbocation.

How Technology Changes Our Lives Essay

There is no doubt that technology has affected all of our lives. Whether it is positive or negative will be determined by the success of our ability to communicate with those around us. Now days the pace of innovation is increasing every day. It’s always a race to have the newest coolest technology. * The Internet is the fastest-growing tool of communication ever. It took radio broadcasters 38 years to reach an audience of 50 million, television 13 years, and the Internet just 4 years. * The Worldwide Internet Population is estimated at 1.08 billion. In 2000 there were 400 million users, and in 1995 20 million users. * In 2001 more information could be sent over a single cable in a second than in 1997 was sent over the entire Internet in a month. * The cost of transmitting information has fallen dramatically. A trillion bits of information from Boston to Los Angeles from $150,000 in 1970 to 12 cents today. E-mailing a 40-page document from Chile to Kenya costs less than 10 cents, faxing it about $10, sending it by courier $50. * The average total cost of using a local dialup Internet account for 20 hours a month in Africa is about USD 60 a month and USD 22 a month in the US. The average African monthly salary is less than USD 60. * Native English speakers represent 35% of the on line population, although they are less than 10% of the world population. Native Chinese speakers represent the second largest group: 16% of the online population. * In Chile 89% of internet users have had tertiary education, in Sri Lanka 65%, and in China 70%. * Iceland has the highest percentage of internet users (68%); the United States stands at 56%; Malaysia 34%; Jordan 8%; Palestine 4%; Nigeria 0.6%; Tajikistan 0.1% The Gender Divide. Read more:Â  How Has Technology Changed Our Lives * The typical Internet user worldwide is young, male and wealthy – a member of an elite minority. * A gender gap exists in access and usage of information and communication technologies. Women represent 42% of Internet users in the world. 37% in Italy and Germany. * The gap is narrowing in certain countries: Brazil 47%, Thailand 49%, United States and Canada 51 * At the end of the 20th century, 90% of data on Africa was stored in Europe and the United States. * With only 18% of the world population, OECD countries contain nonetheless 79% of the world’s internet users. * The United States, with a population close to the population of the Middle East, has 199 million Internet users while the Middle East has only 16 million. * 34% of internet users are in developing countries. 81% of the world population is in developing countries. * The density of fixed telephone lines and mobile telephone lines is 5 times more in developed countries than in developing countries. PC ownership is 11 times more, and internet usage 8 times more. [developed=western Europe, Australia, Canada, Japan, new Zealand, the US; everyone else in developing] * Of the estimated 5-8 million internet users in Africa, only about 2 million users are outside of North and South Africa. This implies about 1 user for every 250 to 400 people. This compares to the world average of 1 for every 15 people and a North and European average of 1 user for every 2 persons. * Within the Global South, opportunitie s are also unevenly distributed. In the Dominican Republic, 80% of internet users are in the capital. In China, the two cities of Shanghai and Beijing contain as many internet users as the 15 least connected provinces of 600 million people combined. In India, home to a major global hub of innovation, only 0.4% of people use the Internet. * Of the approximately 816 million people in Africa in 2001, it is estimated that: * 1 in 4 have a radio * 1 in 13 have a TV * 1 in 35 have a mobile phone * 1 in 40 have a fixed line phone * 1 in 130 have a PC * 1 in 60 use the Internet Telephones * One third of the world population has never made a telephone call. * While Sub-Saharan Africa contains about 10% of the world’s population, it accounts for only 0.2% of the world’s 1 billion telephone lines. * The cost of renting a telephone connection on the African continent averages about 20 percent of GDP per capita compared to a world average of 9 percent and an average of only 1 percent in high-income countries. * There are under 5 telephones per 100 people in India. * In the world, there are over 1.2 billion fixed telephone lines, 1.3 billion cellular subscribers and 140 billion international telephone traffic minutes each year. Mobile Telephones * As of 2002, mobile subscribers worldwide have outnumbered fixed-line subscribers. The mobile cross-over has taken place across geographic criteria, across socio-demographic criteria such as gender, income, or age, and across economic criteria. * Brazil has the same number of cellular phone subscribers as the whole of Africa combined. Asia, with 450 million subscribers, has twice the number of subscribers as the Americas combined. There are 836.5 million mobile subscribers in OECD countries. * While the United States has 199 million cell phone subscribers, it is not part of the top ten countries with the highest percentage of mobile subscribers. 55% of the US populations are mobile subscribers. * Africa holds only 3% of the world’s mobile subscribers, yet Africa is the first place where mobile subscribers outnumbered fixed-line subscribers. In five years (1997-2002), the number of cell phone subscribers in Africa grew by 1600%. * Nicaragua has more than 3 times more mobile ph one subscribers than fixed land lines (739 thousand compared with 214 thousand). * The number of mobile subscriptions per 100 people in a given country range from 120 in Luxembourg, to .44 in Malaysia, 24 in Jordan, 13 in Palestine, 3 in Nigeria et 0.7 in Tajikistan. Patents * OECD countries, with 14% of the world’s people, accounted for 86% of the patent applications filed in 1998 and 85% of the scientific and technical journal articles published worldwide. * Firms in developed countries currently account for 96% of royalties from patents, or $71 billion a year. The Computing Sector * In the UK, women constitute only about 20% of computer science classes (AGCAS 2003). In the US, the percentage of female computer science bachelors has decreased by 28% between 1983 and 1998 (Gurer and Camp 2002). Similarly in the computer science industry, the average female presence hovers around 20% (DfES 2001, AAUW 2000). * The computing industry exhibits vertical segregation (certain occupations for women, others for men) as well as horizontal segregation (women clustered in lower echelon occupations); in 1991 only 10% of the members of the British Computing Society were women. In 2000 9% of US IT engineers were women. On the other hand, 80% of data entry personnel was female. (Ahuja 2002; Webster 1996; Taggart & O’Gara 2000) EWaste * 220 million tons of old computers and other technological hardware are trashed in the United States each year. * Only 11% of PCs are recycled; the percentage for televisions and mainframes recycled is lower. * The United States generates more e-waste than any other nation . * An estimated 50-80% of e-waste collected in the United States for recycling is exported to areas such as China, India or Pakistan. Unusable equipment is also being donated or sold to developing nations as a way to avoid recycling costs.

Hare and the Tortoise Essays

Hare and the Tortoise Essays Hare and the Tortoise Essay Hare and the Tortoise Essay Unlike animals, humans are a strange case of self-conscious beings. We can ask questions about ourselves, we can deliberate about others. We form opinions and judgments about others whereas animals are content on feeding themselves and they do not even ask questions about themselves. This is the primary source of the emergence of the human identity. Who am I? is the question that encompasses our identity. But ironically while we call it the I or me, we often fail to realize that a large portion of it is in fact constructed by others- their opinions, ideas, and experiences. Human life and human personality are nothing but a gradual development through the accumulation of knowledge through the various Ways of Knowing (Emotion, Perception, Logic Language). They work collectively through an external medium to form human life and personality. Which of these Ways of Knowing does a novel use? Which Ways of Knowing does scientific psychology use? The answer lies before us! While novels employ all the four ways in great depth, scientific psychology employs mainly logic. Upon reflecting on this alone, one would have to agree to Noam Chomskys claim. From the very beginning, we are brought up with nursery rhymes and fairy tales. Though not evidently, these do give a child a vague concept of what human behavior is like and what generally life is all about from the very start. For instance; the jealous step-mother in Snow White and the Seven Dwarfs portrays and emotion Jealousy that every human being undergoes at some stage in life. The Hare and the Tortoise teaches us that Slow and steady wins the race. : The Fox and the Grapes where the fox, upon failing to reach the grapes hanging high up on a vine says The grapes are sour anyway Though Psychology may term this phenomenon rationalization or reduction of cognitive dissonance, the story originated in much simpler terms and in colloquial speech this story refers to most people who after losing deny the intention to win altogether. 1 Hence, besides human behavior, the stories that we have been brought up with also impart the various lessons in life. One would never see a child learning through scientific psychology. The stories, nursery rhymes and fairy tales that we are exposed to in the initial stages of our life are definitely involved in forming the fundamental concepts of human life, personality and behavior. Autobiographical novels are when Emotions and Logic are brought forward through the medium of Language which we then Perceive as we delve into the protagonists life and experiences; this is when one can truly acquire knowledge. In some cases, the author may try to explain a psychological term through the help of a story. For example, D.H. Lawrences Sons Lovers portrays Freuds concept of the Oedipus Complex. Though unbelievable this phenomenon is very common in a place like India where men in their thirties still live with their mothers and in due time, become so dependent on them that they begin to find similar qualities in their lovers. Many novels that are read are third person narration omniscient. The fact that they are omniscient helps us to understand the different emotions that the characters feel and what causes them. Hence, one can get a true understanding of life and personality through logical deductive reasoning. Apart from learning about human life and behavior, novels, much like scientific psychology also help to explore the various myths and instincts embedded deep in our psyche. The Hero Myth for example, which is seen in many a novel. We humans are beset with brokenness and imperfection and are constantly in search of an Ideal Self, the person we all want to be. But society pressures and our own sense of adapting as well as fitting brings us to a realization that the above can only be an ideal case and never a real one. Just like the hero myth, the Mother Myth and the Jealous Romeo myth are also very commonly incorporated in novels. What we read greatly affects our subconscious, to which we then react with what we would term instincts. This also answers the fundamental question in ToK How can we know without knowing that we know? Art is an Area of Knowledge that is grouped in the category of creativity. But TS Eliot in his essay Tradition and the individual talent states that even art is greatly influenced by the artists traditions, experiences and moreover what he reads. No poet, no artist of any art, has his complete meaning alone.2 Novels in a similar way affect our understanding of the other various Areas of Knowledge. Until recently, consciousness which is a great part of psychology was not much studied by the Natural Sciences; it was considered philosophy. Scientific psychology has one immense drawback, that of being non-emotive. Stuart Sutherland wrote in the International Dictionary of Psychology Consciousness is a fascinating but elusive phenomenon; it is impossible to specify what it is, what it does, or why it evolved. Nothing worth reading has been written about it.3 The fact that nothing has been written about it shows how non-emotive psychology really is. Moreover even if there were something substantial written about it, it is not accessible to everyone and not many people would bother to research as much as they would read novels. But when they do come across a concept in a novel, they are left with no choice but to find out what it is all about and that is hen they would consider taking the pains to research on that particular topic which they would not otherwise.

Ban The Klan essays

Ban The Klan essays In 1866 in the town of Pulaski, Tennessee a group of confederate army veterans started a group called the Ku Klux Klan. When this group emerged it caused much controversy on what its real purpose was. Everyone had their own opinion on what its cause was but all it ended up being was a group of confederate army veterans bored with post war Tennessee. The World IQ Encyclopedia defines the Klan as one of several white supremacist organizations started in the southern United States, which dedicated themselves to opposing civil rights for blacks, jews, and other racial, ethnic, social, and religious groups. This movement went on for years having a negative impact on many aspects of peoples lives. The Ku Klux Klan quickly had a global impact after arriving in 1866. With its arrival in the U.S. came the influence on other countries such as: Canada and the United Kingdom to start their own chapters. When Canada first received the Klan there were a numerous amount of people that wanted to join. Memberships rose drastically at first, but out breaks led to members being ridiculed. Memberships later on plunged eventually making the KKK nearly extinct in Canada. The United Kingdom started a similar organization but lack of involvement made it a small movement with no real influence. Although many countries were influenced to start their own movements none of them came in comparison to that of the United States. The Ku Klux Klan had the largest impact on the United States. The KKK Started in Tennessee, but eventually had organizations in almost all major cities in the south. There was a nationwide outbreak in racial violence that got so bad at one point people were referring to them as mobs. There were instances reported of Klan members rioting and taking over cities. When these riots broke out not even the law could control them leaving them to do what they please. They often kidnapped people they had a pr ...

Choose the best online nursing degree for you

Choose the best online nursing degree for you Are you looking to become a nurse? If so, then congratulations- nursing can be an incredibly rewarding career choice, with lots of options and opportunities available depending on what you’re interested in and where you see your career path heading. Sounds great, right? Sure, but if you’re at the very beginning of your journey to become a nurse, you likely have a more immediate question- how do I choose a nursing degree program that’s right for me?The good news is that it’s easier than ever to incorporate continuing your education and pursuing a degree with everything else you have going on in your life- the number of high quality online nursing degree programs- which typically offer more convenience and flexibility than traditional nursing degree programs- has exploded in recent years and continues to grow. For some, the hardest part in the face of so many choices is to make the right decision. Fear not- use the following information to choose an online n ursing degree program that’s perfect for you.U.S. News World Report recently published an article on how to choose an online nursing bachelor’s program, which features helpful questions you can ask yourself in order to arrive at the right decision. The following key categories will help you arrive at a choice that makes the most sense for you.RequirementsBefore you make a decision regarding an online nursing degree program, you should know what the basic requirements are for admission- and if you meet them. When you’re considering a program, make sure you meet the education and accreditation requirements, including relevant completed coursework, experience, testing, and licensure. Programs may vary, so don’t blindly assume that what works for one program will suffice for all. Bottom line- when you’re choosing an online nursing degree program, you’re going to have to do your homework.CostFor most people, this is a key consideration- how much does the program cost to complete? Often, you can find this information online, but sometimes you may have to contact a school/program directly in order to get complete and accurate information. When contacting the school directly you can also learn about what financial aid options might be available to you. It’s important that you have the full story regarding what a program will cost for you to finish in order to avoid any surprises later on.LocationAnother important issue is location, which might sound strange considering that we’re discussing online degree programs. That said, many programs are hybrid (or blended) programs, which consist of both online and classroom-based coursework. This stands to reason, as nursing is a hands-on profession and some topics and skills are best covered in face-to-face classes. When deciding which program you should pursue, make sure that the online vs. in-class aspects of the program make sense for you.TimelineTime- it’s a p recious commodity that often comes in a too-limited supply in our busy lives. Therefore, you need to make sure that the program you choose to pursue includes options for a complete timeline that makes sense, given your schedule. Some programs are rigid regarding the amount of time you can take to complete all of the required coursework; other programs are more flexible. Make sure that the program you ultimately choose allows you to complete coursework at a pace that works for you.Pursuing an online nursing degree program can be a great career move, but be sure to choose wisely. Use the information provided here to choose a program that meets all of your specific needs.

Visiting the city Essay Example | Topics and Well Written Essays - 500 words

Visiting the city - Essay Example A week-long trip to New York City would cost about $2,000, including flight, vehicle rental and hotel accommodations (Travel.com). Betty Beaumont is one of the original supporters of environmental art and has used nature and natural landscapes in many of her original pieces (Betty Beaumont Ocean Landscapes). New York City is on the east coast of the United States in the state of New York. As a fashion and tourist capital of the world, New York City has a vast array of resident ethnic groups that have infused the city with their diverse cultures and numerous native cuisines. Many architectural monuments, such as the Empire State Building and the Statue of Liberty, are located in this great city as well as the world famous Broadway theatre district and the Metropolitan Museum of Art. The city is partitioned into five boroughs, the main borough being Manhattan, an island and the main hub of the city. The overall climate is seasonal, the winter months being November through February and each season following the basic four-month structure. Betty Beaumont used 17,000 coal fly-ask bricks measuring 8x8x16 inches to create the â€Å"Ocean Landmark† sculpture (Betty Beaumont: The Oceans).

Is political analysis a science, an art or some kind of hybrid Essay

Is political analysis a science, an art or some kind of hybrid - Essay Example With the passage of time, the concept of political philosophy was introduced, which supported the view of political sciences being the master of all sciences as forwarded by Aristotle (Stanford University, 2011). Hence, from understanding people’s behavior from a specific point of view of politics and governance, it was expanded to understanding the cultural, ethical and religious needs and behavior of people, which directly affects their outlook and code of life. Thus, political science was evolved, amalgamating some core areas of humanities, religious, cultural psychology, sociology, philosophy, leadership and public administration (Britannica, 2013). This expanded the application of political analysis, and it made a place in the sectors of law, communism and humanities. There are numerous researches and studies on each field mentioned above, and this depicts the richness political sciences carries in itself. Furthermore, with the increasing awareness of leadership roles and responsibilities, a considerable emphasis is been put on how people are governed and by whom (Britannica, 2013). The fact that, the end motive is the same today also, to find ways and methods to attract more people, but the government system now, can not entirely rely on theories and scientific methods for determining human behavior. As the cause and effect theory in science tells that there is a particular effect directed by a particular action, does not solely apply in political sciences. Stating the above facts, the role of science cannot be negated completely (UCLA, 1996). The empirical analysis helping political sciences to understand the emerging trend of globalization and international relations management are all the scientific tools for efficient governance. This makes it difficult to categorize political sciences as a subject of hard- science or simple arts. It can therefore, be taken as a hybrid of these two fields, where some issues are predefined while some still exist s in the grey areas (Singh, Marquette, Alolo, 2007). Understanding Political Analysis Background The implication and use of political analysis in governance and public administration has its roots from the ancient civilization, in the time of Plato and Aristotle (Nederman, 1991). The ideology behind its evolution was related in the determination of features and responsibilities for those desiring power and authority. With the Roman fall nearly thousand years back, the Greek philosophy of social and political behaviors emerges, with which the world entered in a new era of political laws and governing states. The definition of power and the rule was changed, from something that is bestowed upon to something that has to be earned (Adcock & Bevir, 2005). At that point in time, scientific observations and empirical approaches were the only tools involve in forming a government and finding people’s interest in the state government. This was the normative knowledge approach, which d etermines the definite reaction of people upon certain government policy or process. Later, a non-normative approach, based on the grounds of psychology was introduced. It takes into account hypothesis and several assumptions, whose empirical evaluation leads towards a particular finding (Adcock & Bevir, 2005). In the contemporary government system, a Model Based Approach is used, which has fragments of several models combined to make

A survey of one Financial Market Anomaly (e.g. The Momentum Effect and Essay

A survey of one Financial Market Anomaly (e.g. The Momentum Effect and Market Efficiency) - Essay Example Anomalies specify either market ineffectiveness or insufficiencies in the fundamental asset-pricing model. Contextually, market anomaly is regarded as a price and return miscalculation on financial market which appears to oppose ‘efficient market hypotheses’ (Schwert, 2002). This report is based on the survey of one financial market anomaly named ‘turn-of-the-year’ effect. The objective of the report is thus to recognise and describe the reasons for the occurrence of turn-of-the-year anomaly. Furthermore, the report also aims to understand how this anomaly influences the aspect of market efficiency. Definition of Turn-of-the-Year Anomaly The turn-of-the-year effect defines an outline of increased trading quantity and higher stock prices in the year end (i.e. last week of December) and in the beginning of year (i.e. the first two weeks of January). According to Keim (1983) & Reinganum (1983), majority of irregular revenues generated by small organisations hap pens during the first two weeks of January. This anomaly is recognised as turn-of-the-year effect. In this context, Roll (1983) had theorised that higher unpredictability of little capitalisation stocks cause substantial short term capital losses. Most of the investors hence desire to realise income tax before year end. This stress leads to more sales of stock in the end of year, resulting in substantial minimisation of prices of small capitalisation stocks (Schwert, 2002). Pattern of Turn-of-the-Year Anomaly The study of the Return on Investment (ROI) of US along with other key financial markets constantly discovered robust dissimilarities in stock yielding behaviour across the year. The following figure hereby illustrates the average ROI on monthly basis from 1927 to 2001 in the US: Source: (Stern School of Business, 2012) From the above figure, it can be observed that the returns on investment in January from 1927 to 2001 were considerably higher in the US in comparison to the re turn of other months. This pattern of returns can be observed in the first two weeks of January. To be stated, the turn of the year effect was much more noticeable for small organisations in comparison with big organisations (Stern School of Business, 2012). However, the turn-of-the-year anomaly was learnt to b only existing in those markets where individual income taxes are active. In the similar context, the pattern of the stock markets of Hong Kong did reveal a turn-of-the-year effect owing to the fact that there were no capital gains from taxes. Similarly, in China the capital gains on taxes are considered as uniform which does not offer any kind of inducement for investors during year ends. Thus, turn-of-the-year anomaly is hardly observed in China as well as in Hong Kong (Ji, 2008). Discovery of Turn-of-the-Year Anomaly The seasonal anomaly had been first identified by Sidney B. Watchel in the year 1942. Chronologically, in the year 1976, Rozeff & Kinney had documented the tur n-of-the-year effect in New York Stock Exchange (NYSE) for the first time. They had found that the average yield of

Hotel Ole Housekeeper Assignment Example | Topics and Well Written Essays - 500 words

Hotel Ole Housekeeper - Assignment Example High standard of housekeeping therefore becomes essential for customers’ satisfaction and for their regular patronage. Moreover, role of housekeeper becomes crucial as room rental constitute around 50% of the revenue, thereby, making customers’ satisfaction intrinsic part of hotel’s objectives. Housekeeper is vital part of service industry that is responsible for the overall cleanliness and welcoming environment of hotel. Housekeeper also ensures Attractive decoration, cleanliness and maintenance of public and office area like reception, corridor, banquet hall, conference hall etc. Housekeeper also looks after the comfort, health, hygiene and safety of the guests by ensuring cleanliness and material comfort in the room. The fresh sheets, spotless toilets, clean wardrobe, fast laundry services and good ambience of the room in general, greatly facilitate guests’ comfort. Effective communication through room service also helps to resolve his/her problems related to housekeeping services. He is responsible for the general well-being of the guests and their comfort throughout the stay. The feedback from guests therefore becomes essential tool to assess the level of service of the housekeeper that reflects their level of satisfaction and expectations. The regular appraisal system by supervisor through feedback and direct communication is important ingredient to monitor and assess the job specific skills of the housekeepers and to know whether the job objectives are fulfilled. It also encourages regular communication with them to understand their expectations, their needs and their requirements vis-Ã  -vis job fulfillment and job satisfaction. Most importantly, it helps to create an environment of trust and relationship that contributes to higher work productivity and commitment to the organization. The 360 degree appraisal/ feedback is another key

Greed, not Grievance is the True Cause of Civil Wars Research Paper

Greed, not Grievance is the True Cause of Civil Wars - Research Paper Example Although there is a lack of common agreement regarding the exact causes of a civil war, it is nevertheless emphasized that the potential of civil war becomes less if a state has the capacity to maintain peace. A strong state has powers to exert control over citizens by positively addressing their grievances. On the other hand, a weak state can have inefficient bureaucratic power and lack of political and military strength. Such inefficiencies and weaknesses make it difficult to implement laws and regulations in order to maintain peace in the region. Therefore, a weak state has the possibility to create conditions to induce grievances among citizens. The state also experiences various challenges in discouraging and restraining dissent within citizens thus laying the foundation for potential civil unrests leading to a civil war. Other factors that affect a civil war can be economic disparities between different regions or between different social groups, class and religious frictions, government policies and international trade. Civil war has been defined as â€Å"an internal conflict where there have been at least 1,000 combat-related deaths per annum and where both government forces and an identifiable rebel organization have suffered at least five percent of the fatalities† (Nathan, 2008, p.263). The prevalence of civil wars in the form of widespread violence has become a matter of international concern, and therefore researchers focus on what makes countries prone to civil wars. This is one of the major issues for foreign policy leaders. Although at the beginning of the twenty-first century several violent civil conflicts ended, there still existed 30 internal armed conflicts in 24 places in 2002. Among these conflicts, 15 existed in Sub-Saharan Africa while 5 existed in Asia. During the second half of the twentieth century, there existed 127 civil wars among which 40 occurred in Sub-Saharan Asia while 30 took place in Asia.  

Hotel Ole Housekeeper Assignment Example | Topics and Well Written Essays - 500 words

Hotel Ole Housekeeper - Assignment Example High standard of housekeeping therefore becomes essential for customers’ satisfaction and for their regular patronage. Moreover, role of housekeeper becomes crucial as room rental constitute around 50% of the revenue, thereby, making customers’ satisfaction intrinsic part of hotel’s objectives. Housekeeper is vital part of service industry that is responsible for the overall cleanliness and welcoming environment of hotel. Housekeeper also ensures Attractive decoration, cleanliness and maintenance of public and office area like reception, corridor, banquet hall, conference hall etc. Housekeeper also looks after the comfort, health, hygiene and safety of the guests by ensuring cleanliness and material comfort in the room. The fresh sheets, spotless toilets, clean wardrobe, fast laundry services and good ambience of the room in general, greatly facilitate guests’ comfort. Effective communication through room service also helps to resolve his/her problems related to housekeeping services. He is responsible for the general well-being of the guests and their comfort throughout the stay. The feedback from guests therefore becomes essential tool to assess the level of service of the housekeeper that reflects their level of satisfaction and expectations. The regular appraisal system by supervisor through feedback and direct communication is important ingredient to monitor and assess the job specific skills of the housekeepers and to know whether the job objectives are fulfilled. It also encourages regular communication with them to understand their expectations, their needs and their requirements vis-Ã  -vis job fulfillment and job satisfaction. Most importantly, it helps to create an environment of trust and relationship that contributes to higher work productivity and commitment to the organization. The 360 degree appraisal/ feedback is another key

Family work Assignment Example | Topics and Well Written Essays - 500 words

Family work - Assignment Example c) I think the US should regulate working hours to se to shield workers in both public and private sectors from being exploited. An eight hours working day should be acceptable and employees should only work for five days. Any overtime should be a request and compensated commensurately. In setting such a law I will consider ILO and other international organizations as well as the UN guidelines on work hours. d) Closing borders is a good measure that will help prevent illegal immigration into the US. However, focusing on the demand side for labor by illegal immigrants you see a need for punishing employers. Firstly, sneaking into a country to earn a living is less grievous a crime compared to sneaking around fair-labor to employ low-wage immigrants. Sneaking around fair labor standards encourages the employment of illegal immigrants on poor wages. Such employers should be fined heavily so as to bar them from repeating their unethical acts. Nations differ markedly in a number of issues. One notable difference among nations is culture; all nations of the world have unique cultures which not only influence development but also the way of doing business. In China for instance business is greatly influenced by strong relationships and trust while in the west the business environment runs on the principal of capitalism where contractual agreements are influential. Approaching business can therefore differ significantly from the west. Another notable difference is the legal environment; some nations encourage free markets while others such China protect certain sectors perceived as being important to the national economy. Labor laws also differ with some nations focusing a lot on rights of employees while others don’t. in China for instance laws on copyright are not well developed and therefore proprietary issues can easily arise when doing business. The United States differs with developing

Automobile design Essay Example for Free

Automobile design Essay STATEMENT OF PURPOSE â€Å"Education is the manifestation of the perfection already in man†. -Swami Vivekananda I strongly believe that perfection is already in man, inherent in his heart and soul and education is the medium through which we are able to manifest that perfection. This century can be credited with having given birth too many ideas, visions, way of living and working. It can be credited with almost as many revelations of thoughts and practices. The world is ever changing. An ambition to be a part of and to contribute to this fact changing process, a perpetual urge to learn quest, a profound desire to translate conception into reality made me opportunity for a Graduate program at your prestigious university. It has been my deepest desire to be a part of this rapid burgeoning community. With due reverence to the department and University, I pen down this Statement of purpose. In this ever changing world of Engineering and Technology, passing day makes them obsolete, I want to attain the highest level of education and transcend new scope for research in Mechanical Engineering. This has always fascinated me and I am keen to continue my academic pursuit in this field. I have always cherished a dream to become an Engineer, a dream that was innate and developed slowly over the years. Right from my school days I grew, my interest and ability were inclined towards the physical nature of the universe. Science unraveled many a mystery for me. Math’s challenged me and gave me joy. Learning itself became a key to my life. My tryst with Automobile’s began during my childhood days when I had a great interest in Racing Sport and Cars. The idea of controlling a car has always been very thrilling and invigorating I remembered being hooked to the television, watching in amazement, an array of open wheeled cars circulates the track in a staggering fashion. Moreover, reading pertinent journals and magazines has helped me stay up-to-date with the recent advances in this fast-moving field. I always enjoyed analyzing and understanding the working of Automobiles, starting from experimenting on my toys to fixing my bike. It was then that I aspired to enter into this intriguing branch of Mechanical engineering and make my mark on the Automobile Industry. I would like to have a glance at my academic career which imbibed me potential to perform well and made me a commodious person. I did my schooling in the idyllic atmosphere  of which I gradually flourished as a versatile person where I got my first leap by scoring 75% in tenth standard. I scored 87 marks in mathematics and 82 in science; with this motivation I pursued Mathematics, Physics and Chemistry as my major course in Intermediatewhere from, I secured 73.1% in higher secondary exam. The competitive spirit within me acted as a catalyst in all my academics successes. Pursuing Engineerin g as my future was a natural consequence because of my undergraduate studies in Mechanical Engineering. I have benefited from the breadth of College of Engineering Research, affiliated to the Jawaharlal Nehru Technological University one of the most prestigious university in India. The day of my undergraduate study helped me to get sound knowledge and a firm grasps over the principles underlying the course, which gave me an edge above other students. I excelled it with first class with distinction with an aggregate of 74.32%. The undergraduate study has given me a comprehensive exposure to a wide spectrum of courses in mechanical engineering namely, Strength of Materials, Design of Machine Members 12, Kinematics of Machinery, Thermodynamics, Finite Element Analysis, Mechanics of Solids, Robotics, Computer aided Design/Computer aided Manufacturing etc. I strongly believe in â€Å"learning by doing†. It is the hope of coming up with path breaking results streaked with an element of uncertainty that makes experimental result extremely fascinating. I went beyond the four walls of the classroom, during my undergraduate course, I visited many industries in which I underwent five week technical training at Nuclear Fuel Complex (NFC), is a Department of Atomic Energy on the study of Manufacturing Extrusion Die on CNC Lathe Machine which includes it’s casting to final Product in plant and other applications. Later I had undergone industrial visit at Vizag Steel Plant popularly known as Vizag Steel is the most advanced steel producer in India with the help of German and soviet technology where I have learnt the process of Manufacturing of steel from its coke to final product. This provides to be a very valuable experience as it provided me with an industry exposure and a chance to showcase my technical knowledge in an industry based environment. I wanted to get closer look at the application of Mechanical Engineering. I presented a good number of technical papers at the national level. The first competition I took part was a National level Paper Presentation event conducted by NIT Rourkela, as  a part of ‘INNOVATION 2011’ and I got Merit Certification. Then I participated in a ROBOTIC Work shop held at Kakatiya University, Warangal and I presented paper on ‘Solar Hybrid Vehicle’ at VNR Vignan Jyothi and received a merit certification. And I have also participated as a Volunteer in a prestigious Social Activity like ’Hyderabad Literary Festival’ held in January 2014. I have organized many technical and cultural events. All this extra-curricular activities have made me social accomplished with self-confidence, communicating skills, leadership qualities and team spirit. My major contribution towards research, leading the team in an academic oriented research main project â€Å"Dynamic Analysis of Composite Propeller of Ship Using FEM† The project deals with modeling and analyzing the propeller blade by using ’Ca rbon Fiber Reinforced Plastic’ materials, to reduce the Vibrations Noise in the Propeller. This requires high end Modeling software’s. The Solid model is developed in CATIA V5 R19, Tetrahedral mesh is generated in HYPER MESH and Static Modal Analysis is done in ANSYS. The Analysis results showed that the natural frequencies of composite propeller were more than aluminum propeller, which indicates that the operation range of frequency is higher for composite materials. My role in this project as a team leader was to provide the basic functionality which deals with Modeling and analyzing was handled by my team mates along with my participation. The success of this project made me thirst in quest for a research in Design for Manufacturing, Advanced Material Technology and Design Development which is the front and backend of my application. It has long been my ambition to pursue my studies in Automotive Engineering and to do it from a country like Germany will be a golden opportunity of my life. I know that Germany has got good reputation for higher education around the world. Its automotive industry is among the top manufacturers in the world with famous BMW and Mercedes as the leading success story of quality, modernity and comfort in automobiles. One final honest to goodness thought I have to admit in conclusion, I feel I would like to give back society all valuable and technical skills that I will be gaining from your university I am confident that graduate study in your department, which is already at the cutting edge, would provide me an excellent opportunity to reach my goal. Diverse background of students, distinguished faculty and research facilities at the institute will also help me to expand my horizons.

Approaches to Child Protection Issues

Approaches to Child Protection Issues What we need in child protection is for workers to take a lighter touch approach, more supportive and less intrusive. Discuss and evaluate this proposition. Introduction Where it has been estimated that a child may be at risk then a social worker has a duty of care under the 1989 Children’s Act. Furthermore, he or she is also bound by a requirement to act within a framework that is informed by the Human Rights Act of 1998. This means that the social worker, and any other agencies who may be involved, while having a duty to protect that child, should, nevertheless, also bear in mind the rights of the family. History tends to suggest that these rights are often ignored. How can workers be expected to take a less intrusive approach to child protection issues when the history of Government policy making actually places the onus on them to take more of an interventionist approach? Arguably, the question is almost impossible to answer when social workers are hidebound by the increasingly intrusive policy making that has been the legacy of successive political parties. This paper will look at what is needed in child protection, is for workers to approach cases with a lighter touch. It will begin by looking at the changing concept of childhood and then at successive Governments’ policies since the beginning of the Welfare State. The paper will also look at some research studies which argue that there is a need for intervention and support and how the concept of needs has been substituted for a concept of risk, particularly since the introduction of market principles into social care. Finally the study will argue that while workers should apply a lighter, less intrusive approach to child protection issues, social workers are prevented from doing so as a result of changing market forces and Government policy making. Changing Views of Childhood In pre-industrial societies there was little distinction between youth and adulthood and children were not subjected to codes of behaviour that were different to those of adults. With the rise of the factories and the shift from rural to urban life this began to change and by the 18th century parents were deemed to have responsibility for their offspring and to see that they had a safe and disciplined upbringing. The idea of childhood was a novel one, particularly among the poor where everyone was expected to be economically active, how childhood was understood, therefore depended largely upon class. While ideas were changing children were generally regarded as their parents’ legal property and child cruelty did not become an offence until 1889. Increasingly childhood and adolescence have become problematic concepts and young people are perceived as different and more difficult, than their forbears, thus the perceived need for a different approach to policy making. Young people are often in situations where they are deemed to be ‘at risk.’ Giddens (1998) has argued that the modern world is characterised by manufactured risks, .practices, and policies that are meant to reduce risk or minimise harm but often have unintended consequences. As Giddens maintains with regard to warnings about risk: We just cannot know beforehand when we are actually ‘scaremongering’ and when we are not (Giddens, 1998:30). Need and Risk More recently Kemshall (2002) has raised the question of whether government and social services’ focus have changed from a concept of need to a concept of risk. Recent, further extensions to the concept of childhood have meant that children are viewed as a vulnerable group in need of care and protection. Corby (1993) maintains that historical evidence suggests that while notions of what proper parenting might be said to be, has varied over time there has always been a concern over child abuse. However, Corby argues that despite this concern, childcare and child protection policies over the hundred years leading up to the 1989 Children’s Act were largely ambivalent. Hemshall (2002) argues that rather than late twentieth century policy making remaining ambivalent, an interventionist approach to child protection began to appear from the time of the inception of the welfare state. The interventionist approach, it might be argued, was also a class based system whereby certain types of families (most often the very poor) were identified as problem families. This resulted in new categories pertaining to child abuse and what was meant by the term ‘at risk’. With the emergence of these discourses state powers with regard to family life were increased. This resulted in the Children and Young Person’s Act of 1952. This Act gave greater powers to children’s departments to identify families who were deemed to be ‘in need’ and to oversee their protection. Problem families were associated with ‘cycles of deprivation’, and child abuse was medicalised as the ‘battered baby syndrome’ (Kempe et al, 1962 and Okell and Butcher, 1969, in Kemshall, 2002:71). Over the next fifteen to twenty years both the concept of abuse and the areas where children were considered to be at risk, were extended to include such things as a failure to thrive. The case of Maria Colwell in the late 1960s was given extensive media coverage. This was a new aspect to the debates about children at risk and had the effect of raising public awareness and concern over what was seen as a failure to protect on the part of social service agencies. Subsequently the profession was increasingly held to account for its failure to identify risk and to intervene. Cochrane (1993)[1] maintains that the continuing number of enquiries that took place between the early 1970s and the 1980s resulted in social work being practised in what he describes as a beleagured context for the profession (Cochrane, 1993:82). Scaremongering about perceived risk raises public disquiet and leads to unforeseen outcomes. Nowhere was this more evident than the mistakes made in Cleveland in the late 1980s when widespread child abuse was believed to have taken place and numbers of children were removed from family homes on flimsy evidence. Serious mistakes were made in an attempt to prevent harm. The accusations were later proved unfounded, but some parents had to go to the European Courts in order to get their children returned. Kemshall et al (1997) are of the opinion that while this was the case, rather than recommending a lighter touch, Government policies tended towards even greater intervention. This altered the whole concept of what social services had originally been about, that of helping people in need. The Market Economy, Needs and Risks In the market based economy that Britain had become under Thatcher, needs were to be met by the community in an effort at cutting welfare costs. These developments meant that by 1989 the context had changed from families in need to children at risk. †¦the notion of the ‘child in need’ and the ‘child at risk’ is constructed through the dominant discourse of modernity’s welfarist normalisation of families. This locates children in a bounded space within which certain behaviours, activities and attitudes are seen as normal or deviant (Kemshall, 2002:73 citing Moss et al, 2000). As Kemshall (2002) maintains we have become defensive about risk and see it in terms of harm to be avoided this negative view of risk can lead, as Douglas, (1992) contends to a culture of blame. The (system we are in now is almost ready to treat every death as chargeable to someone’s account, every accident as cuased by someone’s criminal negligence, every sickness a threatened prosecution. Whose fault? Is the first question (Douglas, 1992:15-16).[2] Agencies, both statutory and non-statutory, have a duty with respect to safeguarding children. This was highlighted in research evidence and further documented in the Department of Health 1999 Report Working together to safeguard children. While it might be argued that this view can lead to mistakes such as those made in Cleveland, and there are still many cases where perfectly innocent parents have had their children removed from the family home, social workers try to do their best in very difficult circumstances. This means that there are times when they are over zealous and intervene in cases where a child was never at risk, and at other times they miss the warning signs and make mistakes. The public tends to remember the mistakes rather than applauding the good work that is done. This is because when mistakes are made they can lead to horrifying consequences as the case of Victoria Climbie demonstrates. Since that time guidance on when and how to act has tended to be clearer and more precise. Most of this has been in response to the recommendations of Lord Laming after his work on the Victoria Climbie enquiry (Laming, 2003). A whole series of measures have since been put in place aimed at those families and situations where a child could legitimately be deemed to be at risk.. The Joint Chief Inspector’s Report, Safeguarding children (2002) defines safeguarding children and their families in the following way: All agencies working with children, young people and their families take all reasonable measures to ensure that the risks of harm to children’s welfare are minimized, and where there are concerns about children and young people’s welfare, all agencies take all appropriate action to address those concerns, working to agreed local policies and procedures in full partnership with other local agencies. Class still appears to be a problem when it comes to identifying children who are at risk and the authorities are more likely to suspect abuse when dealing with children from poorer homes than they are with those from middle-class homes. This raises the question of whether Becker’s (1967) labeling theory was correct in the assumption that when you treat people in a certain way they tend to act out those assumptions. It is unfortunately the case that there have been a number of research studies which tend to suggest that factors such as poverty and unemployment do sometimes lead to child safety issues. One study of parents who had children on the At Risk Register, found that children in homes where there was unemployment and financial problems ran a greater risk of being abused than children who did not live in that situation. The research argues that the findings suggest a clear link between social and economic deprivation and the risk of child neglect and/or abuse (Sidebotham et al, 2002). Some studies also suggest that in homes where the parents have alcohol or other substance abuse issues, children are more likely to be at risk. Harwin and Forester (2002) found that in cases where the parents misused drugs or alcohol, the children often came to the attention of Social Services as a result of concern for their safety and well being. In a study of more than 290 cases across four London Boroughs, a third of those children who needed long term intervention lived with one or more parents who had some form of substance abuse issues. Research such as this raises concern in a number of areas, particularly in homes where there are children under the age of six. This did not mean that these children were necessarily victims of their parent’s cruelty, rather it was the case that the family needed some support to help with these problems. The terms of Section 17 of the 1989 Children’s Act mean that families in crisis should be offered some service provision in order to ease problematic situations. The idea being that such support will result in better prospects for their children’s emotional, physical and social development. Gardner (2002) in a study undertaken for the NSPCC found that support services could be of significant help under these circumstances and that 58% of children who were considered to be at risk, and who had access to support services, showed significant improvement in their  development after these measures were put in place. In 2001 the Government commissioned the Children in Need Census[3] which attempted to establish why children accessed children in need services, what type of provision they accessed and the costs associated with that provision. Moore (2002) maintains that guidelines, policies and procedures relating to child safety issues are constantly under review. Since the 1990 NHS Care and Community Act there has been an increasing stress on inter-agency co-operation and working together in all areas, not just child protection issues. However there is an increasing need for greater co-operation between agencies when it comes to suspicions that a child may be at risk. With regard to cases of outright physical or sexual abuse health workers and social workers are not always clear on who has the responsibility in this area. While the 1970 Act placed that responsibility solely in the hands of social services departments, the stress on inter-agency working has muddied the waters somewhat in this area . Under the terms of the 1990 Act there is a stipulation that health and social workers should work and plan together to assess and meet service users needs. However, past history tends to reveal clear lines of professional delineation and a failure to agree on what is best and who should be responsible such an arrangement means that working together can often result in conflict. This makes agencies wary of taking a decision with regard to the responsibility of care (Parrott, 2002). Clearly, where the NHS and social services fail to co-operate in assessing need and delivering care then service users suffer and are failed by the system. The more recent Health and Social Care Bill of 2001 gives Government powers to ensure that health agencies and local authorities, whose services are failing to pool their resources comply with this legislation. However, there is nothing in place to delineate how this might be done and without a clear working agreement on who is responsible for what services will continue to fail. This means that those members of society who are least able to help themselves will lose out, and will not have their needs met. Each area now has an Area Child Protection Committee which is comprised of health representatives, social workers, teachers, probation services and the police. Each of these committees is required to produce a set of guidelines for all of those people who work with children, either in schools, in hospitals or in residential acco mmodation. The guidelines do make suggestions as to courses of action when any kind of child abuse is suspected, but there is still no clear cut ruling as to how this might be carried out. Yet another of the Committee’s duties is to oversee the child protection register. This is a list of children whose circumstances may have raised concern among professionals and it is held by every social services department in the country. To protect their welfare such children have specific inter-agency plans set up for their protection. One aspect of this is that every child on the register must have a key worker and a child protection care plan. These are generally social workers who will work with the family and help to draw up and monitor the care plan. These child protection systems are continually monitored and reviewed (Moore, 2002). One problem with the child protection register is that once a child is on it they may remain on it for a very long time, long after the problems may h ave abated. It is also the case that in many departments children who come to the notice of social services for any reason may have their names put on the register – even if it is simply that the family have asked for help during a time of crisis, such as when the mother has to go into hospital. These children are not assigned a worker but there names are on a register that has negative associations for both the wider community and those working in social services departments. Conclusion This assignment has looked at the question of whether social workers should take a lighter approach when dealing with child protection issues. It has done this within the wider context of Government policy making and has found that successive Governments have taken an increasingly interventionist approach when dealing with child protection issues since the beginnings of the Welfare State. While it has to be said that there did need to be some guidelines and provisions in place for children in need or who were deemed to be at risk, it would also seem that policy making has made it almost impossible for social workers to apply a lighter touch in these matters. Social workers are there to help assess and satisfy needs that may arise in families and in the wider community, yet increasingly there has been a shift in emphasis from need to risk. It is arguably the case that this shift is due in part to the marketisation of social care because meeting needs implies a cost to local authoritie s and the whole idea is to shift that cost from off the shoulders of the government and onto the community. Child protection is a sensitive area and children have a right to be protected. However, interventionist policy making blur the lines for social workers so that it is almost impossible to decide when a light and non-invasive approach should be used, and when other measures are called for. Bibliography Aries, P. 1962 Centuries of Childhood London, Cape. Corby, B. 1993. Child Abuse: Towards a Knowledge Base. Buckingham, Open University Press Department of Health (1999) Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children HMSO. Department of Health (2000) Assessing Children in Need and their Families The Stationary Office Department of Health (2000)Framework for the Assessment of Children in Need and their Families The Stationary office. Gardner, R. 2002 Supporting Families:L Child Protection in the Community Chichester Valley Giddens, A. 1998. â€Å" Risk society, the context of British politics, in Franklin, J ed. The Politics of Risk Society Oxford, Polity Press. Griffiths Report (1988) Community Care; An Agenda for Action, London: HMSO Harwin J. and Forester, D. 2002 Parental Substance Misuse and Child Welfare: A study of social work with families in which parents misuse drugs or alcohol Department of Health Hendrick, 1997. â€Å"Constructions and reconstructions of British childhood: an interpretative survey, 1800 to the present† in James, A. and Proat, A. (eds) Constructing and Reconstructing Childhood. Oxford, Clarendon Kemshall, H. 2002. Risk, Social Policy and Welfare Buckingham, Open University Press Lord Lamley â€Å"The Victoria Climbie Enquiry† http://www.victoria-climbie-inquiry.org.uk/finreport/finreport.htm Moore, S. Scourfield, P. Sinclair, S. Burch, S. and Wendon, B. 3rd ed. 2002 Social Welfare Alive Cheltenham, Nelson Thornes. Parrott, L 2002 Social Work and Social Care London, Routledge. Postle, F. (2000) The social work side is disappearing. I guess it started with us being called care managers, Practice, 13(2), pp. 13-27. Sidebotham, P. et al â€Å"Children at Risk of maltreatment in Children of the Nineties: deprivation, class and social networks in a UK sample† Child Abuse 26 (12) pp 1243-1259 1 Footnotes [1] Cited in Hemshall 2002 [2] Quoted in Hemshall, 2002::9 [3] http://www.dfes.gov.uk/publications/childrenactreport/docs/DfES-Childrens Act.pdf

The Call Of The Wild :: essays research papers

Title: The Call of the Wild Author: Jack London Type of book: Fiction Date Completed: September 12, 2001 Summary:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The novel, The Call of the Wild, follows a four-year-old mixed Saint Bernard and Scottish shepherd, named Buck. In the beginning of the story, Buck lives in the home of Judge Miller, located at Santa Clara Valley, California. In Santa Clara, Buck lives a luxurious life. At the time of the story, gold is discovered in the North. With this discovery, the value of large dogs like Buck escalated dramatically. The dog’s value was due most to their ability to haul heavy sleds through the abundant snow. Unfortunately, Judge Miller’s servant, Manuel steals Buck to sell him to a band of dog-nappers to pay for his accumulating gambling debts. The ring of thieves that bought Buck is gaining a secure banking by trading the dog to northern executives. Buck, who has had an easy life so far, does not adapt well to the terrain as the other canines do. Buck does not easily tolerate the confinement and mistreatment of his new authority. Buckâ€℠¢s gains the misconception, which then is an aide that any man with a club is a dominator and must be obeyed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After an expedition into the North Buck discovers his new location and temporary home. Once arrived buck rapidly accommodates to his new environment. Buck masters many skills that are mandatory to survive in his new habitat. Buck discovers that he can rely on his animal instinct and basic intellect to acquire the essentials to exist in the tundra. One of the most significant concepts learned by Buck is that while being attacked his must take an offense to survive. Another essential concept Buck grasps is that he must be at constant alert and that his size makes him inferior to others. Buck’s quick adaptations assist in his survival.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Following being starved for numerous days, Buck’s original instinct to kill and eat raw meat is revived within. During this occasion, Buck is opposed against Spitz, the vigorous, dynamic, hierarch of the sled team. Buck and Spitz have a couple of battles against each other; however, the fight in Buck makes the outcome victorious on Buck’s behalf. Buck then becomes conductor of the sled team. This rank of authority makes the superiority of Buck even more prominent. During this rank, Buck attains the admiration of his current masters, Perrault and Franà §ois, who challenge Buck for quite sometime.

Data Collection Essay

* The Rough was excluded during the calculation of the mean as the rough was a trial to indicate the general whereabouts of the end point, which is inaccurate of the exact end point. Table 2. Observations collected during the experiment. Table contains observations which were recorded during each trial of the experiment. Trials Observations Before trials * When water was added to the crystals of oxalic acid, it dissolved almost instantly with a light stirring of the beaker. Rough * When two drops phenolphthalein was added to the solution of sodium hydroxide, the solution turned pink. * After adding about 20.8dm3 of oxalic acid into the sodium hydroxide solution, while swirling the conical flask, the solution turned completely clear – the oxalic acid was filled up to 21dm3 to have a rounded rough end point to work with. 1 * When two drops of phenolphthalein was added to the sodium hydroxide solution, the solution turned pink. * After adding about 20dm3 of oxalic acid solution, while swirling the conical flask gently, each drop of oxalic acid solution began to turn the pink solution slightly clear. * After about 20.6dm3 oxalic acid solution was added, the pink solution turned completely clear. 2 * Two drops of phenolphthalein was added to sodium hydroxide solution, producing a pink coloured solution. * After about 20dm3 of oxalic acid solution was added, each drop began turning the pink solution slightly clear. * After adding around 20.4dm3 of oxalic acid solution, the pink solution turned completely clear. 3 * Two drops of phenolphthalein was added to the sodium hydroxide solution, turning the solution in the conical flask pink. * After adding about 20dm3 of oxalic acid solution, each drop began turning the pink solution slightly clear. * When about 20.3dm3 of the acid was added, the pink solution turned completely clear. Data Processing 1. Write an equation for the reaction. (COOH)2 + 2NaOH –> 2NaCO3 + 2H2O 2. What amount (in moles) of NaOH is present in 20.0 cm3 of 0.097 mol dm-3 sodium hydroxide solution? c = n/v c = 0.097mol dm-3 à ¯Ã‚ ¿Ã‚ ½0.001 = 0.097mols à ¯Ã‚ ¿Ã‚ ½ (0.001/0.097 x 100%) = 0.097mols dm-3 à ¯Ã‚ ¿Ã‚ ½1.03% v = 20.0cm3 à ¯Ã‚ ¿Ã‚ ½0.04 = (20.0/1000) à ¯Ã‚ ¿Ã‚ ½ (0.04/20.0 x 100%) = 0.020dm3 à ¯Ã‚ ¿Ã‚ ½0.2% n = ? n = c x v n = 0.097 à ¯Ã‚ ¿Ã‚ ½1.03% x 0.020 à ¯Ã‚ ¿Ã‚ ½0.2% n = 0.00194 à ¯Ã‚ ¿Ã‚ ½ (1.03 + 0.2)% ? n = 0.00194 mols à ¯Ã‚ ¿Ã‚ ½1.23% 3. What amount of oxalic acid was present in the average volume required to react exactly with the sodium hydroxide solution? Using the molar ratio of 1:2 for acid : base respectively: 0.00194 à ¯Ã‚ ¿Ã‚ ½1.23% / 2 = 0.00097 mols ? amount of oxalic acid present = 0.00097 mols à ¯Ã‚ ¿Ã‚ ½1.23% 4. What amount of oxalic acid was present in your 250 cm3 volumetric flask? Concentration of acid in 250mL is the same as the concentration of acid in 1L. Therefore the concentration of acid in 1 dm-3 of acid solution is the same as concentration of acid in 250mL: c = n/v c = 0.0119à ¯Ã‚ ¿Ã‚ ½2.03% / 0.25 à ¯Ã‚ ¿Ã‚ ½(0.15/250 x 100%) c = 0.0476 à ¯Ã‚ ¿Ã‚ ½ (2.03+0.06)% ? c = 0.05 mols dm-3 à ¯Ã‚ ¿Ã‚ ½2.09% (concentration of acid) c = n/v 0.05à ¯Ã‚ ¿Ã‚ ½2.09% = n / 0.25 à ¯Ã‚ ¿Ã‚ ½0.06% 0.05à ¯Ã‚ ¿Ã‚ ½2.09% x 0.25à ¯Ã‚ ¿Ã‚ ½0.06% = n ? n = 0.0125 à ¯Ã‚ ¿Ã‚ ½ (2.09 + 0.06)% ? moles of oxalic acid in 250mL solution = 0.0125 mols à ¯Ã‚ ¿Ã‚ ½2.15% 5. What is the mass of one mole of oxalic acid? n = m/MM MM = m/n MM = 1.5g à ¯Ã‚ ¿Ã‚ ½0.02 / 0.0125mols à ¯Ã‚ ¿Ã‚ ½2.15% MM = 1.5 à ¯Ã‚ ¿Ã‚ ½(0.02/1.5 x100%) / 0.0125à ¯Ã‚ ¿Ã‚ ½2.15% MM = 120 à ¯Ã‚ ¿Ã‚ ½(1.33+2.15)% MM = 120 à ¯Ã‚ ¿Ã‚ ½3.48% m = n x MM m = 1 x 120à ¯Ã‚ ¿Ã‚ ½3.48% ? mass of one mole of oxalic acid = 120g à ¯Ã‚ ¿Ã‚ ½3.48% 6. How many molecules of water of crystallisation are present in one mole? MM of (COOH)2 = 2(12.01 + 32 + 1) = 90.04 MM of H2O = (2.02 + 16) = 18.02 (COOH)2.xH2O = 120g à ¯Ã‚ ¿Ã‚ ½3.48% ? 90.04 + 18.02x = 120g à ¯Ã‚ ¿Ã‚ ½3.48% ? 18.02x = 120g à ¯Ã‚ ¿Ã‚ ½3.48% – 90.04 ? 18.02x = 29.96à ¯Ã‚ ¿Ã‚ ½3.48% (/18.02) ? x = 1.6626à ¯Ã‚ ¿Ã‚ ½3.48% ? Molecules of water of crystallisation = 1.66à ¯Ã‚ ¿Ã‚ ½0.06 Conclusion and Evaluation Discussion 1. Estimate the degree of uncertainty in your readings using the balance, the volumetric flask, the pipette and the burette. How accurately can you quote your answer? Balance = à ¯Ã‚ ¿Ã‚ ½0.02g Volumetric flask = à ¯Ã‚ ¿Ã‚ ½0.15mL Pipette = à ¯Ã‚ ¿Ã‚ ½0.04cm3 Burette = à ¯Ã‚ ¿Ã‚ ½0.15cm3 The equipments used were relatively accurate as the uncertainties compared to the collected values are small. 2. Compare your answer with the correct answer and work out the percentage error. Percentage error = [(experimental value – actual value) / actual value] x 100% = [(1.6626 à ¯Ã‚ ¿Ã‚ ½3.48% – 2) / 2] x 100% = 16.87% à ¯Ã‚ ¿Ã‚ ½1.74% 3. Suggest any other reasons for possible error. Other reasons for possible error include the uncertainty of equipments, human errors and mistakes, possibility of contaminated solutions, air bubbles and transference of solution between equipments. This experiment was conducted to find the ratio of water in hydrate oxalic acid crystals. This included calculations of the theoretical and experimental values for the ratio of water in the hydrate oxalic acid crystals and the percentage errors of values compared. The equation for the reaction between the sodium hydroxide solution (NaOH) and the oxalic acid solution ((COOH)2) was worked out, with the product being a salt (NaCO3) and water (H2O). As the oxalic acid solution is a dibasic acid solution, the reaction ratio with sodium hydroxide is 1:2. The amount of NaOH, in moles, was also calculated by multiplying the concentration of the sodium hydroxide solution and the volume of sodium hydroxide solution used. The equation c = n/v was used to calculate this. The result was 0.00194 moles of NaOH in the sodium hydroxide solution with an uncertainty of à ¯Ã‚ ¿Ã‚ ½1.23%. The amount of oxalic acid presented in the average volume required to react exactly with the sodium hydroxide solution was also calculated; by dividing the moles of NaOH (0.00194à ¯Ã‚ ¿Ã‚ ½1.23%) by 2, based on the 1:2 reaction ratio stated before. The result was 0.00097 moles with an uncertainty of à ¯Ã‚ ¿Ã‚ ½1.23%. The amount of oxalic acid present in 250cm3 was also calculated. The concentration of acid in 250mL is the same as the concentration of acid in 1L, therefore, the concentration of acid in 1dm-3 of the oxalic acid solution is the same concentration as the acid in 250mL. With this understood, the equation c = n/v was used once again. The ‘concentration’ was first calculated by dividing the moles of NaOH by 0.25dm3. The result (0.05mols dm-3 à ¯Ã‚ ¿Ã‚ ½2.09), was used in further calculations to determine the moles of oxalic acid by multiplying the previous calculated concentration (0.05mols dm-3 à ¯Ã‚ ¿Ã‚ ½2.09) with 0.25dm3, resulting in the moles of oxalic acid in the 250mL solution as 0.0125mols à ¯Ã‚ ¿Ã‚ ½2.15%. This value was used in the calculation of the mass of one mole of oxalic acid. The equation n = m/MM was used in this calculation. The MM (molar mass) was first calculated, dividing the mass of oxalic acid crystals by the moles of oxalic acid (1.5 / 0.0125). The mass (m = n x MM) was calculated with the result of this (1 x 120à ¯Ã‚ ¿Ã‚ ½3.48%), resulting in the mass of one mole of oxalic acid being 120à ¯Ã‚ ¿Ã‚ ½3.48%. Finally, the molecules of water of crystallisation presented in one mole were calculated. This was done by using the mass of one mole of oxalic acid (120à ¯Ã‚ ¿Ã‚ ½3.48%), subtracting the MM of (COOH)2 (90.04) from it and dividing the result by MM of H2O (18.02). The final result of the number of molecules of water in crystallisation equalled 1.66 with an uncertainty of à ¯Ã‚ ¿Ã‚ ½3.48% or 0.06. With this final result, the percentage error was calculated, being 16.87%à ¯Ã‚ ¿Ã‚ ½1.74%. All the uncertainties within the values used were calculated into percentage through dividing the uncertainty by the value and multiplying it by 100%. The uncertainties were converted into percentages before doing calculations were done. There were several limitations found during this experiment which would have been the cause of an inaccurate final result – the variation between the theoretical value of 2 and the experimental value of 1.66à ¯Ã‚ ¿Ã‚ ½0.06. These limitations include the uncertainties of the equipment, human errors and mistakes, possibility of contaminated solutions, air bubbles found in solutions and the transference of solution between equipments. The significance of these errors and the improvements are listed in the table below. Limitations Significance Improvements Uncertainty of equipments Uncertainties were obtained during the experiment through the use of equipments. The inaccurate recording of data would have affected the results in the end. Eg. The readings on the electronic scale weren’t fully stable and consistent at one value, it varied – increasing and decreasing slightly. In the case of the electronic scale, it was suggested that the variation in weight value was due to the air-conditioning blowing down on it. The air-conditioner could be turned off to reduce the uncertainties and variations. Students could also prevent themselves from breathing heavily down onto the scale while measuring, this could have contributed to the variation as well. Human errors and mistakes Mistakes could affect the outcome and accuracy of results. Eg. While adding water into the volumetric flask to dissolve the oxalic acid crystals, a student accidentally added a little too much, over the 250cm3 that was intended. This would have over diluted the oxalic acid. This could have been avoided through patience while adding the water into the volumetric flask. This could also have been done slowly and carefully, probably using a pipette towards the end – at the 250cm3 mark. Reading the measurement of the pipette, burette and volumetric flask could have been inaccurate, causing results to be inaccurate and in turn affecting the calculations. Inaccuracy could have been due to improper way of reading the measurement. Students should have bent down slightly with the measurement at eye level. Student`s heads should not be tilted but level with the equipment as well. The measurement should also be read at the parallax, not above or below it. Possibility of contaminated solutions The experiment was conducted with the use of several different solutions. These solutions could have accidentally been mixed in with each other, causing the solution to be contaminated. The results obtained due to this could have been inaccurate, affecting the final results. Being careful with the solutions used would help avoid this. Using clean equipments for each different solution, making sure the solutions that are not meant to be placed together do not get mixed with each other. After the use of some of the equipments, they were to be washed and reused for another solution. The equipments were not dried before being used again; this could have diluted the solution and contaminated it. Drying the equipment each time after it is washed/cleaned would prevent access water and dilution of solutions. Air bubbles When transferring the dissolved oxalic acid into the burette, there were some tiny air bubbles. This would have because the measurement to be inaccurate as the air bubbles would have caused the reading of the solution to be greater than it actually is. Over time when the bubbles removed itself from the solution which would have caused a decrease in solution. The inaccurate measurement reading would have affected the final results of the experiment. The burette could have been left alone for awhile to allow the bubbles to float to the top. Whatever the amount the bubbles made up for, fill the burette up again with the use of a pipette. Transference of solution between equipments When transferring solutions between two or more differing equipments would have caused an increase of decrease in measurement. An inaccurate amount of solution would have affected the results or recorded data. When using a funnel during the transference of solution into the burette, it caused some increase in the desired amount. This is due to the tip of the funnel having some drops of solution left in it and when the funnel was removed, the movement could have caused those drops to drop into the burette, causing an increase in amount of solution. This could be prevented by either slowly removing the funnel or using the funnel up to a certain mark, remove it and fill up to the desired amount with the use of a small pipette – drop by drop. When using the 20mL pipette to transfer the sodium hydroxide into the conical flask, the tip of the nozzle had a drop that was tempted to drop out of the pipette. Avoid touching the sides and move the pipette over the flask slowly would reduce the chances of it dripping out and altering the volume of solution. A small amount of the solution was also stuck at the tip of the nozzle after being emptied. By touching the tip to the side of the flask would help that tiny bit of solution flow out. If possible have the nozzle flat on the side of the flask, this would allow it to flow out smoothly. To avoid or reduce these significant errors, these solutions and improvements should be taken into consideration during future repetition of this experiment. The experiment overall was invalid. Though the values in data collection may have been to a 0.10cm3 difference, the final calculation of the percentage error, 16.87%à ¯Ã‚ ¿Ã‚ ½1.74%, was much greater than the desired 1% causing the experiment to be invalid.

Kolb Learning Styles Essay

David Kolb’s theory of learning styles is one of the best known and widely applied and it suggest that learning is a cyclic process which involves an individual proceeding through each of the following four stages and will eventually prefer and rely upon one style more than the others. The four styles are: Divergers, Convergers, Accommodators and Assimilators. Research has shown that these four styles have different names along with the ones mentioned above, they are: Divergers is also called Reflective observation Convergers is also called Active experimentation Accommodators is also called Concrete experience Assimilators is also called Abstract conceptualization   Let us take a look and see how the knowledge of each one can be applied to the role of being students working individually and as a group. Divergers/Reflective observation – Divergers like to think before they talk and they research and analyze a situation before giving their own personal opinion. They like to investigate and are able to view situations from many angles which allows them to recognize problems. A lot of times a Diverger would rather sit back, listen and watch, be imaginative and open to xperience, being very thoughtful of everyone’s ideas. Convergers/Active experimentation – Convergers think about things, use theories to solve problems and then try out their ideas to see if they work in practice. They like to ask ‘how’ about a situation, understanding how things work in practice. They like facts and will seek to make things efficient by making small and careful changes and look at alternative ways of doing something. They prefer to work by themselves, thinking carefully and acting independently. They learn through interaction and computer-based learning is more effective with them than other methods. Accommodators/Concrete experience – Accommodators prefer to be involved in new experiences, have a hands-on approach and learn through trial and error. They like a practical experimental approach, are able to adapt to circumstances and like to set objectives and schedules. Assimilators/Abstract conceptualization – Assimilators want to be more logical, they really see no need to give their own personal views, they would rather think it through and do research. They will also learn through conversation that takes a logical and thoughtful approach. They prefer lectures for learning, with demonstrations where possible, will respect the knowledge of experts. In addition they often have a strong control need and prefer the clean and simple predictability of internal models to external messiness. This style is used in schools most of the time along with corporations. After researching these four different styles I was able to compare them to four different individual experiences. One of my friends likes the assimilator approach for her school work, she likes to know the facts before she does anything. She is also going to share the knowledge she has gained from this assignment with her cousin who falls into the category of a Converger and tends to fail with her experiments. Another one of my friends believes that she is a Diverger, she would rather listen, gather data and analyze a situation and give feedback. She is very thoughtful of everyone’s ideas and puts their feelings and thoughts into consideration. I also onsider myself a combination of the Accommodator and Converger, I learn best by the hands-on experience and looking at different ways of doing things. In conclusion, I feel that it is very beneficial for a person to know their style of learning for the following reasons: if you know this about yourself you are able to pinpoint your weaknesses so that you may work on them to help better your studying habits, you can apply your specific style to the task at hand whether it would be finding a book or article to read, a video to watch, a tape to listen to or solve it by trial and error. You may also notice how others work differently and understand that individual more so that it will be a better work and study environment. Not only does this help when studying individually, it is a great benefit when participating in a group or team because when working in a group or team you have a combination of styles so the participants will have a different opinion of the topic depending on how they view the topic. Along with different views of a topic, if you know your learning style you could share that with them and they may be able to make adjustments to accomodate you style of learning, especially if you are having problems grasping the topic, idea or concept. The importance of learning style stems from the notion that teaching, if it is to be effective, should be tailored to the preferred learning style of the learner(s). If teaching is not aligned to the learning preferences of learners, it is unlikely that the teaching will be effective, or at least not as effective as it could be.