Research Paper

Research Paper Research Paper Matt McMahon Ms. Cooley Writing for College 16 December 2010 The Life of a New York City Fireman Every young boy has a specific person who he feels is his hero. Many of these heroes are seen on TV or in comic books. At a young age, these characters are referred to as superheroes. As these kids grow older, their views of idols change into professional sports players like Derek Jeter, Lebron James or Sidney Crosby. Once kids hit a certain age they don’t believe in the superheroes, they just have heroes from movies and sports. The funny thing is superheroes do exist and always have. Just because they cant fly and pick up buildings doesn’t mean they are any less heroic than the ones who can in comic books. When someone is in danger or in any type of life threatening situation, they depend on police officers and firefighters to be there for their safety. The system works much like how it did on cartoons or in comic books for that matter. When someone is in distress t hey call 911 who gets the information and refers it to a local fire departments dispatch. The dispatch then sends the call out to the fireman who race to report to the scene as fast as they can. Although being a firefighter is not as easy as it looks or sounds. Being a New York City firefighter is very different from any other job in the world. People go to their normal job about five days a week for about an eight hour shift. Being a firefighter isn't any normal job. The shifts research paper research paper Coming to a division three college as a student athlete was a difficult choice. This was mainly because I knew that in division three there were no athletic scholarships given, unlike division one and two. This made college more expensive for me, and definitely weighed in on my decision on what college to attend. Many people will argue that athletics are not an important part of a child and students career for many reasons. Most people who choose this viewpoint believe that it distracts the student from their academics, therefore damaging their future. The people who believe this agree that students should be studying instead of practicing their sport or playing in events. Therefore, why should athletic scholarships be given out? This would encourage students to practice even harder and longer to be able to achieve a talent good enough to be rewarded with a scholarship. Another reason people might be against athletic scholarships is because it would save the college money by not giving students free tuition. If the college did not give out athletic scholarships, they could save hundreds of thousands of dollars a year. This money could go to things such as academic tuition, building funds, or previous debts owned by the school. Although both of these arguments are valid, I believe there are strong counterarguments to each one. What many people don’t understand is that athletics encourage more than just physical toughness. I have learned that athletics have taught me much more than that; they have taught me perseverance, how to be supportive, and that hard work pays off. Also, student athletes are well rounded and have knowledge of time management. Student athletes are forced work hard in their academics in order to stay on the team. If you receive under a two point five GPA, you are ineligible to play for the team. This results in student athletes having some of the highest GPAs in colleges. When people try and Research Paper Research Paper Research Paper Why Richard Rodriguez? Why does his work catch my eye? What makes his work more prominent than other authors? I can’t persuade one to change his/her opinion on the interest of his/her author. I can however provide details on how mine is a work of art. Richard Rodriguez, a man with no shame, splendid powers of deduction, and innovative writing. My reasoning shall be revealed in due time. Rodriguez has really enthused my writing. He has given me a more creative, and more, in-depth kind of thinking in my writing. His race and his sexuality are just assets to the man with the ink. What do I mean? I mean that others could be prejudice to either his ethnicity or homosexuality. Revealing one’s identity of sexuality is crucial in a career where people throughout the world criticize it. A good example of this is, Adam Lambert. A star who was contesting in and was supposedly going to win the hit show American Idol until he revealed his sexuality. Some say he was go ing to win and others say that has nothing to do with it. Now, I deem myself as a respectful and understanding guy. Therefore, I don’t judge the man himself (why would I be writing about him if I was), I judge his work. Some of the works I will be critiquing are a few essays, Cowboys and Indians, which is one of his more recent works, Se Habla Espanol, Zero Times One and a chapter out of his most famous work, Hunger of Memory. I’ve specifically chosen articles that are spread out through his career. Even though these four articles are spread through a decade of time, it is still noteworthy to evaluate to his progression in writing. Each of these writings are different, but cover the same idea. Rodriguez is Spanish (the Mexican descent) and he is a homosexual. Is that all there is to know though? Of course it is! What else could there be to know about an author? Sarcasm, that is what modern terminology defines as being ignorant, or hilarious, or both. As I said before, Rodriguez has enthused my writing, so there must be more to him. Well, Rodriguez’s home life and family life was what you’d imagine it to be a Mexican growing up in America, tough, to say the least. Having to deal with common Research Paper Research Paper Athletic Performance Using mind body connection The mind is a powerful tool. Athletes who are able to effectively use their mind have more success than those who cannot. Athletic performance can actually be improved using the connection between the mind and the body. That mind-body connection has given athletes positive reproducible results time and time again. The only barrier in the way of the athlete is learning the process that improves athletic performance by enabling the mind-body connection. Our minds tell our bodies what to do and how to react. For instance, athletic performance increases when the athlete links the mind-body connection and visualizes the specific event in their minds several times before the actual event. An Athlete’s Secret Weapon – Visualization What can an athlete do to gain the upper hand over his or her opponent who has the same fitness level, nutrition regime, and game experience? This is where sports psychology comes into play. An athlete can rise to the next level and surpass their opponents with the use of mental preparation. Visualization, also known as guided imagery, enables an athlete to create clear detailed images in their mind that they want to manifest as reality during their game. Using imagery, an athlete can put themselves in every situation possible and practice responding successfully. The outcome is reduced anxiety and mental involvement before ever stepping onto the playing field. Developing High Levels of Confidence Confidence is the keystone to performing at your best. When athletes are confident, their mind and body are relaxed allowing them to perform at their best. A confident athlete has been defined as "being able to be positive, motivated, focused, and emotionally in control when they need to be. There are a few things that can be done to ensure you have the highest level of confidence possible. First of all, engineer your approach to competition so that you are doing things that you have already successfully done in the past. Just knowing that you done it successfully before, will give you confidence. When you are reviewing your performance in your head, see it working perfectly. A confident athlete has the belief that he/she has what it takes to be successful no matter what is happening on the field/court. The combination of confidence and a positive mind set Research Paper Research Paper JUDAISM, CHRISTINAITY & ISLAM Raquita Fleming Religion & Philosophy Father Yarisah September 2, 2013 We have so many different religions out here in today’s society there is a lot and you may wonder why we don’t have just one. Well I am here to explain why not and I will be comparing and contrasting three monotheistic religions which are: Judaism, Christianity and Islam. I will discuss the uniqueness of each religion regarding their beliefs and basic teachings. Also will be talking about each religion background information, on how they religion got started. Who were their founding fathers and how where they able to find their religion. I will explain the symbols and they kinds of food that each religion is alike and don’t eat alike. The first Religion I will talk about is Judaism it was formed 1300 B.C which is one of the most scholar date Abraham who was one of their forefathers. There is set to believe that there could be four founding fathers of Judaism. Who are God, Moses, Abraham and historical authorities? The original language of Judaism is Hebrews. The origin of Judaism is Canaan and that is a biblical name for the religion. That came about because of the Jordan and the Mediterranean River. The symbol for Judaism is the â€Å"Star of David†. The Star of David is a six pointed star made up of two triangles. Sometimes they refer the Star of David being called Megan David. Which in Judaism means the â€Å"Shield of David†? some Christians and Muslims have used the Star of David in previous years also sometimes associated with the King Of Solomon instead of King David. The sacred text is Tanakh which is an acronym of The Bible name Torah Nevi’im and Ketuvim. Our first five bibles are names after the Torah; Exodus, Numbers Leviticus, Genesis, and Deuteronomy. The place where the Jews worship is called the synagogue or sometimes the temple. There holy days are called Passover and Hanukkah. The Talmud was also the oral Torah and was compared to the rabbinical commentary. The leaders of Judaism are called Rabbis. Judaism today is much better and it is one the oldest religion that still exists today. Judaism started in a small nation by the Hebrews. So many years had passed with the Jews going through rough times. They suffered dispersion, persecution and occasional victory. As we look on the religion today we have at least 14 million Jews. Today is more complex which incorporates both nation and religion. This all comes down to strict adherence and ritual laws with more liberal attitude on religion beliefs. Judaism has been a major part in shaping the world today this is not in common western categories like race, religion, ethnicity or culture. Unlike Christians Judaism have been influenced by so many different contacts like Egyptians, Babylon and Persians. Christianity was formed 33 C.E and it was known for the traditional date for the death and resurrection of Jesus Christ. The founders of Christianity are Jesus, Peter and Paul. Many different scholars date the rise of Christianity as a r eligious belief system. Some of holy days are ester, Christmas, Good Friday, Palm Sunday and Ash Wednesday. Then in the first century under the leadership went over to apostles. Most Christian’s beliefs were center on the life of Jesus of Nazareth he was a teacher and he healed the first century Palestine. The symbol for Christianity is a Cross, and Dove some people claim their can be more. But the more common one is the cross that everyone can recognize. Teachings based on the themes of the kingdom of god, love of god and love of thy neighbor. We as Christians believed that Jesus rose from the dead three days after his burial, and made it possible for those who believed that sins can be forgiven and attain eternal life. The distinctive belief of mainstream of Christianity if the doctrine of Trinity. Meaning we view god as one god consisting of the three persons; the father, the son and the Holy Spirit. We as Christians Research Paper Research Paper The Atrocities at My Lai Massacre During the Vietnam War, there were lots of corruption and violence taking place. As an outcome of this war, there were many events and tragedies that are still remembered and looked back upon, but one act of cruelty stands above all the others. Because of the inhumane actions that were taken by U.S. forces, the corrupt leadership of Lieutenant Calley and the fact that this massacre was covered up from society for over a year, the My Lai massacre became know as the worst atrocity that occurred during the Vietnam War. To start off, the mass destruction that took place during the My Lai Massacre shows that this was in fact, the worst atrocity that took place during the Vietnam War. On March 16, 1968, U.S. soldiers entered the village of My Lai in northern South Vietnam. The soldiers had been searching for threats within the village, but soon determined that the women, children and elders living there, were not dangerous. ‘But rather than move on, the soldiers abruptly went on a murderous killing spree, massacring between 300 and 500 unarmed villagers over a period of several hours’ (Russell 703). Innocent unarmed people were murdered that day, with no means of protecting themselves. Hundreds of innocent people were slaughtered, â€Å"In terms of numbers of slain, the My Lai Massacre is by far the worst known U.S. atrocity case of the Vietnam War† (Cook and Martin 217). Not only did the soldiers murder hundreds of innocent people, but they also tortured them and forced them to suffer: During this time, the soldiers torched houses, raped dozens of women and children, and shot or stabbed terrified villagers who tried to escape. The American troops executed most of the villagers by lining them up in ditches and shooting them in heavy bursts of rifle fire (Hillstrom and Hillstrom 212). These inhumane actions taken by the U.S. forces in My Lai, are one of the main reasons that the My Lai Massacre is known to be the worst atrocity that occurred during the Vietnam War. This event was not only sick and cruel, but could also represent everything that was wrong with the Vietnam W ar. Ronald L. Haeberle was a photographer for the United States Army, and unfortunately, had a firsthand experience of witnessing the spiteful execution of these innocent people at My Lai. â€Å"Haeberle said that no Viet Cong were sighted nor were there any reports of Viet Cong fire in the village† (Cook and Martin 217). There was clear evidence that shows that no Viet Cong or even armed people were present when this massacre took place. â€Å"U.S. forces, Haeberle related, mechanically killed the civilians, some in their beds in huts. The murders were carried out; he said, with M-16 rifles and machine guns† (Cook and Martin 217). Not only were these people killed, but they were humiliated and treated much less than a person. It was much more than soldiers doing their duties, it was inhumane and unethical. â€Å"He said he saw as many as 30 American soldiers’ murder as many as 100 South Vietnamese civilians, many of them women or babies, many left in lifeless clumps. He describes the soldiers who did the shooting as ‘intent on what they were trying to accomplish. There was no feeling, nothing human about it. It was, for the most part, grim, though later some of the men tried to be humorous about leaving the bodies for the dogs and the rats’† (Cook and Martin 219). Soldiers recklessly lost control of themselves and took out all of their anger on the lives of these unarmed, innocent women, children and elders. GI’s forced these people to not only die, but to suffer as well. â€Å"‘The GI’s found a group of people- mothers, children, and their daughters. This GI grabbed one of the girls, in her teens, and started stripping her, playing around. They said they wanted to see what she was made of and stuff like that’† (Cook and Mart in 219). It was obvious that the U.S. soldiers acted excessively violent and took out all of their anger on innocent Research Paper Research Paper The Periodic Table and the Aufbau One of the biggest topics in the teaching and learning of chemistry is the use of the aufbau principle to predict the electronic configurations of atoms and to explain the periodic table of the elements. This method has been taught to many generations of students and is a favorite among instructors and textbooks when it comes to setting questions. In this blog I am going to attempt to blow the lid off the aufbau because it is deeply flawed, or at least the sloppy version of the aufbau. The flaw is rather subtle and seems to have escaped the attention of nearly all chemistry and physics textbooks and the vast majority of chemistry professors that I have consulted on the subject. The error comes from what may be an innocent attempt to simplify matters or maybe just an understandable slip as I will try to explain. Whatever the cause there is no excuse for perpetuating this educational myth. So what’s the problem? The aufbau method was originally proposed by the great Danish physicist Niels Bohr who was the first to bring quantum mechanics to the study of atomic structure and one of the first to give a fundamental explanation of the periodic table in terms of arrangements of electrons (electronic configurations). Bohr proposed that we can think of the atoms of the periodic table as being progressively built up starting from the simplest atom of all, that of hydrogen which contains just one proton and one electron. The other atoms differ from hydrogen by the addition of one proton and one electron. Helium has two protons and two electrons, lithium has three of each, beryllium has four of each, all the way to uranium which at that time, (1913), was the heaviest known atom, weighing in at 92 protons and 92 electrons. Neutron numbers vary and are quite irrelevant to this story incidentally. The next ingredient is a knowledge of the atomic orbitals into which the electrons are progressively placed in an attempt to reproduce the natural sequence of electrons in atoms that occur in the real world. Oddly enough these orbitals, at least in their simplest form, nowadays come from solving the Schrà ¶dinger equation for the hydrogen atom but let’s not get too sidetracked for the moment. The orbitals The different atomic orbitals come in various kinds that are distinguished by labels such as s, p, d and f. Each shell of electrons can be broken down into various orbitals and as we move away from the nucleus each shell contains a progressively larger number of kinds of orbitals. Here is the well-known scheme, First shell contains 1s orbital only Second shell contains 2s and 2p orbitals Third shell contains 3s, 3p and 3d orbitals Fourth shell contains 4s, 4p, 4d and 4f orbitals and so on. The next part is that one needs to know how many of these orbitals occur in each shell. The answer is provided by the simple formula 2ï  ¬Ã¯â‚¬  + 1 where ï  ¬ takes different values depending on whether we are speaking of s, p, d or f orbitals. For s orbitals ï  ¬ = 0, for p orbitals ï  ¬ = 1, for d orbitals ï  ¬ = 2 and so on. As a result there are potentially one s orbital, three p orbitals, five d orbitals, seven f orbitals and so on for each shell. So far so good. Now comes the magic ingredient which claims to predict the order of filling of these orbitals and here is where the fallacy lurks. Rather than filling the shells around the nucleus in a simple sequential sequence, where each shell must fill completely before moving onto the next shell, we are told that the correct procedure is more complicated. But we are also reassured that there is a nice simple pattern that governs the order of shell and consequently of orbitals filling. And this is finally the point at which the aufbau diagram, which I am going to claim lies at the heart of the trouble, is trotted out. The order of filling of

Definition and Examples of the Habitual Present Tense

Definition and Examples of the Habitual Present Tense In English grammar, the habitual present is a verb in the  present tense  used to indicate an action that occurs regularly or repeatedly. It is also known as the present habitual. Typically, the habitual present employs dynamic verbs, not stative verbs, and it may be accompanied by an adverb of frequency such as always, often, or  seldom. Examples and Observations He  runs every morning in  New York. Twice around the reservoir. I know, because I go with him. I dont run, but I go.  (Wil Haygood, Sweet Thunder: The Life and Times of Sugar Ray Robinson. Knopf, 2009)In the movie 50 First Dates, Lucy Whitmore wakes up every day with no memory of the previous day as a result of an automobile accident that has virtually eliminated her short-term memory.His wife buys daily the food for that day in a permanent market of small stores and booths in the plaza in quantities so small as to astound and amaze an American housewife.(May N. Diaz, Tonal: Conservatism, Responsibility and Authority in a Mexican Town. University of California Press, 1966)Joshua Stillman must be old but nobody ever thinks of what his age might be, he is so very much alive. He goes to the city every day and comes back early every afternoon. As he so seldom talks about himself nobody knows exactly what he does except that it has to do with books and small print.(Katharine Reynol ds, Green Valley. Grosset Dunlap, 1919) Adverbs of Frequency with the Habitual Present Present tense is also used with active verbs to describe something that happens routinely or habitually. Like the present tense that is used for general statements of fact, the habitual present tense does not limit routine or habitual activities to a particular time span. Instead, it suggests a timeless quality; that is, the habit or routine that happens regularly also did so in the past and will do so in the future. Hurran uses his truck to carry food and water to his familys tent camps in the desert. When the present tense is used to describe a habitual or routine activity, it may have an adverb of frequency with it. Each Saturday, Hurran drives into town to get food and water supplies. He washes and waxes his truck each week. (Linda Bates, Transitions: An Interactive Reading, Writing, and Grammar Text, 2nd ed. Cambridge University Press, 2005) The Habitual Present and the Present Progressive The habitual present . . . is used with dynamic verbs to encode situations that occur habitually over time, even if the action is not being carried out at the moment of speaking. For instance, referring to the following examples, Tim may not actually be working, nor the leaves falling at the moment of speaking. Nevertheless, the recurrent situation holds as the normal course of things and is appropriately referred to by the present tense. Tim works in an insurance company. Many trees lose their leaves in autumn. Again, it must be pointed out that the plain present tense used for habitual and other meanings contrasts with the present progressive, which encodes an actual occurrence of a dynamic action observed in the process of happening, as in Tim is working late today. The trees are already losing their leaves. (Angela Downing and Philip Locke, English Grammar: A University Course, 2nd ed. Routledge, 2006)

1.Is democracy inimical with 'Asian values' or 2. 'China's interests Essay

1.Is democracy inimical with 'Asian values' or 2. 'China's interests in the Asia-Pacific region are inherently incompatible with those of the United States,an - Essay Example In the Asia Pacific, where earlier Japan had been the only democracy, five new democratic states emerged by the mid-1990s. In 1986, the Philippines became a democratic country, the next year South Korea and Taiwan, in 1990 Mongolia, and in 1992, Thailand emerged as a democracy. These changes occurred in the presence of authoritarian rule in China, Vietnam, Burma, Singapore and Malaysia. However, it is stated that the emergence of electoral democracy, has to be devleoped into consolidation of democratic rule (Shin & Wells, 2005: 88). According to Berger (2004: 181), some of the â€Å"Asian values† that authoritarian governments emphasize are: obedience to authority, discipline, allegiance to community which has to be given priority over the individual, unity among ethnic groups, strong kinship with family and mutual economic activities, thrift, hard work, loyalty to the extended family, filial piety, and most importantly, respect for education. The Asia-Pacific region encompasses eighteen countries and territories which vary greatly in size and population from China to Singapore. Economically, China still belongs to the third world, whereas Singapore is in the category of a newly industrialized economy. According to Pempel (2005: 57-58), on a per capita basis, Japan is far ahead of China both in purchasing parity power GDP and in market GDP. Greater economic disparities are present between Japan and Vietman, and between Japan and Burma. Similarly, there are wide differences in religion, culture, historical associations, social traditions, language, ethnicity and political systems among the countries of the region (Yahuda, 2004: 9). Many of the divisions in the Asia-Pacific cut across state borders, create tensions between regional states, and increase the problems of nation building and consolidating state power. Further, the colonial legacy has resulted in territorial disputes among the Southeast Asian states, and led to

Advertising in Newspapers Research Paper Example | Topics and Well Written Essays - 750 words

Advertising in Newspapers - Research Paper Example Newspapers allow the usage of writings or photos in advertising or as a means of communicating information to the public. However, in advertising, most organizations often use both photos and writings in communicating to its various clienteles. Companies often design and use attractive or appealing photos alongside certain enticing words, to make customers purchase their desired products. How it Targets a Specific Group Newspapers are designed in a manner to ease the process of advertising and conveyance of information (Humphrey, 2003). Advertising in newspapers is used in varied ways. Advertisements in newspapers can be used to convey messages to a certain targeted group. Newspapers consist of different sections such as the sports section, politics sections and the social sections. Advertisers, therefore, can use these sections to target a certain group having the potential of purchasing the products in the market. For instance, when advertising sports attires, it is wise to post th e advertising details within the sports section. This ensures that the advert posted reaches the intended customer. Additionally, certain newspapers often provide free magazines covering a certain topic that is of major concern to the public. Some of them talks about lifestyles, social aspects, relationships and political aspects. Such magazines can also be exploited as a suitable platform for targeting a certain group. However, despite this being an effective approach, it is also imperative to consider other factors, which comes into play for the effectiveness of the advertisement. For instance, the advertising company must ensure that the targeted group is able to read and comprehend the conveyed message. The Primary Role of a Newspaper The newspaper has numerous roles, the primary one being to inform the public. Other roles of the newspaper are to educate and advertise various products on behalf of a certain company (Farell & Cupito, 2010). Since advertising also aims at informin g the public about new products in the market, the advertising process thus fits within the primary role of newspapers. Advertising helps in informing the public on the new prices in the market and the modifications done on various products. This empowers the public to make informed decisions regarding their desired products or services. It is advisable for organizations to use both visual aids and wordings in their adverts, when using newspapers as an advertising medium. Visual aids add value to adverts thus making them appealing to the targeted group. Newspapers act as a support medium, in most cases. Most of the information documented or printed in newspapers are often not directly from the person conveying the message. The writings are often edited or rewritten by a different individual (newspaper editors), who never participated in writing the original document. This, therefore, makes the newspaper a support medium of conveying information. However, in some instances, newspaper s always print direct information or quotes from a certain source. Although this does not mean that, it is a primary medium. This is because the information obtained was initially meant for a different group as opposed to the ones addressed by the newspaper. Accessibility Newspapers are easily accessible thus can be reached by a number of potential buyers. For instance, in certain countries such as Netherlands, newspapers are distributed for free thus anyone can access them, even young children. Moreover, even if they are being sold in certain countries, the cost incurred when purchasing is often affordable to a significant part of the

Accidental Death of an Anarchist Essay Example for Free

Accidental Death of an Anarchist Essay Q) Critically analyze the Figure of Madman in Dario Fo’s play The Accidental Death of an anarchist. A) Dario Fo’s play The Accidental Death of an Anarchist (1970) lies in the category of revolutionary theatre that challenges the fascist regime of Italy. The play is a farce based on events involving a real person, Giuseppe Pinelli, who fell or was thrown from the fourth floor window of a Milan police station in 1969. He was accused of bombing a bank. The accusation is widely seen as part of the Italian Far Rights strategy of tension. Just like Fo’s other play, this play is also funny and subversive and shows a strong preference for the culture and traditions of the ordinary people and a commitment to the left wing politics. The play moves quickly through a series of farcical situations and exposes the hypocrisy and anti- people character of the bourgeois society and the so called sacred institutions- the police, the judiciary, the religion and the media. The play was originally written and performed in Italian in 1970 and first English translation was done in 1979. Central to the play is the character of The Madman, who is the prime protagonist of the play. Through the story of the madman in a police station Dario Fo has a created a classic example of exquisitely political theatre with a comedy that begins from being realistic, (the stage setting is of a realistic, ordinary police station) moves towards the frankly implausible (the madman, the inspector, the superintendent and the constable singing the song of anarchists in the police station), reaches to the level of grotesque (the constant punching and kicking of Bertozzo by the police officials, and the falling eye) until it ends with a hilarious and ludicrous climax. He (the madman) invents dialogue based on a paradoxical or on real situation and goes on from there by virtue of some kind of natural, geometric logic, inventing conflicts that find their solutions in one gag after another in correspondence with a parallel political theme, a political theme which is clear and didactic. You are moved and you laugh but above all you are made to think, realize and develop your understanding of everyday events that had escaped your attention. Franca Rame on The Character of Madman in Accidental Death of an anarchist The madman is not just a character in the play, but he acts as a literary device in the play. He provides most of the humor content of the play. The madman is whimsical and he constantly contradicts other characters as well as himself. His series of logical/illogical arguments becomes impossible to tackle and it frustrates the Police Department. Even though being termed as psychologically unfit, the madman appears to be the most intelligent character in the play. He ridicules the police officials for missing out on the basic concepts of English grammar and the use of the most important â€Å"COMMA† that changes the meaning of a sentence. He dictates the terms of law and judiciary to police officials. He is extremely sarcastic. He ridicules the superintendent for assuming the railway man planted the bomb in railway station without any substantiate evidence and sarcastically rebukes the â€Å"kindergarten logic†. The people in power appear to be inhuman and brute in their actions, and the â€Å"sacred† governmental place, the police station appears to be a madhouse or a slaughterhouse. The madman, even though he is mad appears to be the sanest character in the play. In fact, he appears to be directing the play according to his wishes. Suffering from a disease of enacting people, he sees the world as a stage and other people as his fellow characters. He warns Bertozzo that soon he is about to be punched by Pisani and warns him to duck. Bertozzo ignores the directorial warning of the madman. Later he tells the superintendent to stop playing around and â€Å"keep to the script†. The actions of the play move around as the madman says and everyone does what he asks them to. Bertozzo, who defies the madman’s instructions, keeps on getting punched and thrown out. Hence, Fo, in his play, takes the power out from the hands of the police, the judiciary, and the media and gives it to the representative of the lower section of society, the madman. By pretending to be, in turn to be various figures of authority – psychiatrist, professor, magistrate, bishop, forensic expert – the Maniac forces officials to re-create the events with the purpose of showing the inconsistencies in the official reports of Pinelli’s â€Å"leap† and to confess their responsibility in the anarchist’s death. The madman manages to create mayhem within the policeman, representatives of law and order and figures of authority are made to appear ridiculous and a target of laughter. He exposes how people in power are all in collusion to save their own. Now I am about to show some of the theatre/TV productions of the play and give brief comments on how the character of madman operates in them. Firstly, take a look at the 1983 British TV movie that was telecasted on Channel 4. In this production, the original Italian setting is mixed with contemporary references to Thatchers Britain. 1) In the beginning itself, various impersonations of the madman are shown pointing towards the crime committed by him. 2) The madman constantly points towards the audience that is standing upwards, and the crew, and chats with them. And he talks to the director about the censorship laws on television in Britain, when the inspector says The â€Å"F† word. (5 minutes 30 seconds). 3) In the play, not only the madman enacts different roles, but the same constable is used on the 2nd floor and the fifth floor and also as a liftman. The madman here is concerned with anti materialist sentiment as well. The madman remarks about the fact low budget of the show saying, â€Å"Couldn’t they get a different actor to play you? Who’s directing this thing, Ian MacGregor?† (17 minutes) and the Maniac, â€Å"This is commercial television in crisis!† Similarly, in The IIT production of the play, which is performed in India, in Hindi, the references are converted according to Indian settings and sentiments. 1) The University of Padua is converted into University of Patiala. The madman teaches the Hindi vowels to the constable and the policeman. (4:30) (A aa e ee) 2) The police inspector in the 6th minute of the play says to the madman that he’s madder than the madman. As I said above the madman appears to be the sanest of characters in the play. My fair Heathen Productions in their September 2007 production actually used a woman for the role of the madman. Hence the madman is enacting as a madman from the beginning and in fact is a mad woman. This does not bring a significant change to the play, except probably the so called marginalized figure of a madman, becomes a more marginalized figure as in this production it’s a woman, who comes to a male dominated domain and creates havoc in the lives of the men from powerful sections of the society. Hence, different theatre companies have used different types of madman to heighten the message of the play.

Television Violence Essay -- essays research papers fc

Television violence and its effects on viewers has been a controversial issue for many years. Some viewers believe that there is an increasingly large amount of violence on television and this widespread public concern has "led to calls for stricter controls on the depiction of violence in programmes" (Gunter and McAleer 1990:92). Exactly how much violence is there on television though? Many cultivation theorists have studied this, acquiring data in the form of content analysis. They agree on a definition of a violent act, for example Gerbner in his study used the definition, "an overt expression of physical force against self or other, compelling action against ones will on pain of being hurt or killed, or actually hurting or killing" (Gunter and McAleer 1990:94). This is an objective definition that can then be used to count the number of violent acts in whatever is being observed. Halloran and Croll (1972) used this technique to establish the amount of violence on British television in comparison with that of American television. For one week in April 1971, they observed the news, fictional drama, current affairs and documentaries on BBC1 and ITV Midlands and counted the number of violent incidents using Gerbner’s definition of violence. It was found that on average, 56% of British programmes contained some violence with four incidents of violenc e per hour. This was in comparison with American television which contained some seven incidents of violence per hour and where it was considerably more prevalent than on British television (Gunter and McAleer 1990:97). Focusing now on British television and violence, we can analyse Guy Cumberbatch’s research on television violence in 1987. He looked at all types of television programme focusing on four separate weeks between May and September 1986. All four channels were reviewed, totalling 1412 hours of television (930 BBC programmes and 1146 ITV and channel four programmes). He found, using his own definitions of a violent act, that 30% of all programmes contained some violence with an average of 1.14 acts of violence per programme (Gross 1992:455). It was also found that there was much more violence on television after 9pm and that violence was rare in children’s television programmes other than cartoons. It has been questioned however whether the violence in cartoons should actually b... ...er factors have also shown to be influential in this cause and effect relationship between television violence and violent behaviour. Such factors as age, gender, parental influence and amount of viewing contribute to how influential television violence is on an individual’s behaviour. Findings are still however inconclusive in this debate, although a large proportion of the evidence does appear to strongly favour the hypothesis that viewing violence on television does have an effect on a viewer’s violent behaviour. As a Washington Post article states "the preponderance of evidence from more than 3000 research studies over 2 decades shows that the violence portrayed on television influences the attitudes and behaviour of children who watch it" (Oldenburg 1992 cited at http://maple.lemoyne.edu/~hevern/ericdig.html). Bibliography Condry, J. (1989): The Psychology of Television. New Jersey: Lawrence Erlbaum. Gross, R. (1992): Psychology: The Science of Mind and Behaviour. London: Hodder and Stoughton. Gunter, B. and McAleer, J. (1997): Children and Television. London: Routledge. Van Evra, J. (1990): Television and Child Development. New Jersey: Lawrence Erlbaum.

Importance of Books in Life

Learning is a significant process in human being life. It is self-evidence that human development can not stand without a good learning. To reach that target, people always search the appropriate ways. Besides, the mains important elements that help people to learn are books and experiences because of their unlimited benefits. The book is a valuable source of knowledge that consists of infinite benefits. It transports us into different worlds and cultures, as well as, it informs us about ancient civilizations and lore.In addition, it helps us to learn about new technologies and literature. It allows speaking languages fluently and to communicate spontaneously. Therefore, the book can be faithful friend and the nearest into us which can guide us to how to behave in our practical life. Our practical life is also, in addition to books, based on experience. This latter is a crucial element that assists to overcome obstacles. Experience keeps our minds aware of the way to solve some probl ems, for example, if someone re-confront a problem, it would be easy for him/her to solve it.Experience also could indicate to us the suitable method of living in our life. In conclusion, learning is a strong challenge that requires patience and efforts. Books and experiences are the best manners of learning because of their vast importance and great advantages. Books can play a very important role in shaping our life because we can learn lots of things easily from books. Books provide a great solution in front of us to learn about anything and increase our knowledge level.Therefore, large numbers of people around the world read books because they find them very useful. Books are present in our world from many centuries in different forms and shapes of books are changing with time. Today, we can find books in pdf or audio formats as per the need of people. Though, all these books provide same help by increasing our knowledge levels. People can easily buy books from various book stor es available in market or they can use online web stores to order bestselling books. Best Answer – Chosen by VotersThe importance of reading books is gaining new insight or perspectives on issues that matter to the reader that helps them to have a new understanding of the world around them. Readers can apply the insight in everyday life or as a way of building upon the knowledge that already encompasses their mind and enrich their lives. The importance of books are also found in how new discoveries pertaining to history are uncovered and/or revealed where the relevance of this the new information needs to be applied or amended in what already exists about a particular issue, topic or event.Thus, â€Å"new† books on existing issues are important because sometimes facts â€Å"change. † Books are a tangible, valuable record of our world. Sure we have the internet and computers with vast amounts of information stored in them but all of history isn't in a computer. H istory, the stories of civilations long gone and ancient languages forgotten are somewhere in a book. Books are there so you can learn, imagine and sometimes escape from the world around you. There is nothing like sitting down with a new book, the pages crisp and fresh, and reading about a love story, or a horrible murder.Books are an outlet for many people. For some it is their way of expressing their imagination†¦ writers create so we can read and let our minds take us to a different place, a different time, maybe even a different world. For others, books are an escape. When the world gets to be too crazy and you need to escape you can pick up a book and forget about the world around you. Books enables us to see life through other peoples eyes. People are able to communicate their view of the world to a large audience.Books also enables us to understand other cultures, which in turn enables us to relate better with others. Books can have a profound effect on society and the w orld because they enable an individual to change the world. A single book by a single author can make a huge difference in the whole world. Think ‘Tuesdays with Morrie', ‘God has a dream' and you begin to see the role of books in society and why they are important. Books glue people and cultures together. But unfortunately they can also be used to do just the opposite of the above.

Online gaming Essay

Is trying to attain the needs of the student with the new scheme of education. The K-12 entails the addition of Music, Arts, Physical Education and Health (MAPEH) subject in grades 1, 2 and 3. Music is a colorful sound that we hear after birth. Playing music for infants in their first year provides for enhancement and benefit in future education. Music has different meaning to every individual. It works as a means of learning, relaxation, and fun. Everyday, young people spend more than four hours watching television, one hour using a computer and one hour of playing video games. No wonder why this era has become the â€Å"digital age†. We can also refer to the current era as a visual age. The demand for new abilities also transformed the workplace. â€Å"The secret sauce comes from our ability to integrate are, music and literature with the hard sciences, that’s what produces an iPod Revolution or a Google.† Friedman says. Today arts are needed by our young people as a means of expression, communication, exploration, and imagination. Arts help us strengthen the critical thinking skills. It also develops cognitive and creative skills. Physical Education plays a critical role in educating the whole student. Like other academic courses of study, physical education is based upon rigorous national standards that define what students should know and be able to do as a result of participation. It is unique to the school curriculum as it is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. Students will be provided an individualized, developmentally appropriate, and personally challenging instructional program that will advance the knowledge, confidence, skills, and motivation needed to engage in a lifelong, healthy, active lifestyle. In the propose study of the proponents, the students are going to apply and use the application not just for the entertainment but for them to learn on  something like any other word games. But with this study the students are expected to learn words from the subject itself. Statement of the Problem This study find answers to the following questions: 1. Can the new game be an effective tool for learning while keeping players entertained? 2. Can the new game be an effective way of teaching MAPEH and can it be equally effective for enhancing the critical thinking skills of the players? General Objectives The general objective of this study is to implement a word game that enables the learning of the MAPEH subject more exciting. By providing a learning environment that is exciting and entertaining, the hope is to increase learning effectiveness. This game will act as a future learning tool that will assist in the problems that teachers face in expanding a child’s vocabulary. The same can be said for a teacher trying to teach students where Cebuano is not their first language. This application can make players more determined to learn and to advance in the language by forming as many words as they can. It will let the players build and expand their vocabulary and strengthens the advantages of learning and playing this game. Specific Objectives To create an application that is effective in teaching MAPEH subject with fun ï‚ · To create an application that enhances the players’ critical thinking skills Conceptual Framework The concept of the game is that the player inputs the user name after the submission, the player has two options in selecting the type of game, whether a timed game or a non-timed game. If the player selects timed game, the player can select among the four categories; Music, Arts Physical Education, or Health. If the player selects random category, there will be two (2) minutes allotted time for the player to search for possible word/s and if the player find the word/s there will be an additional ten (10)  seconds added to the player’s remaining time. In non-timed game, there will be a leveling stage of difficulty and the player will construct for possible answer in every random category questions. There is a rule in giving hint, in non-timed game, there is a help button for words that were not yet found. The player can hit the hint button every twenty (20) seconds only to have discipline in using hint. The timed game scoring is based on the number of words find while the non-timed game ranking score is based the length of words found. To make the game more interesting and exciting, the proponents added a hall of fame list , wherein it has a ranking of the top 10 players displaying their statistics like longest word found and their achievements that they gain from timed and non-timed game. However, if the player wanted to quit the non-timed game, he can hit the menu button and quit. If the player losses in timed game, there will be a notification box that will pop-up in which the player could choose and decide whether to try again or quit the game and return to main menu. Figure 1.0 The process of the Gameplay Simulation Scope and Delimitation of the Study Scope The study focuses on developing a PC game application of a book worm style game where it contains many categories that are related to MAPEH subject such as Music, Arts, Physical Education and Health. This game, players can choose whether it is timed game or non-timed game. Players can play with different category such as Music, Arts, Physical Education and Health or player can choose a random category. This game has a time limit wherein the player needs to complete the word/s before the time ends. If they can answer questions then points will be given and will be placed in a ranking or players can quit the game and return to main menu. In timed game, players can choose different category or a random category. Players will get a score for every word and if they have the biggest scores they will be put first in a ranking. Delimitation The game will only delimit the following: o It will only focus on related MAPEH subject. o It will only cater 2D Graphics and does not project 3D graphics. o It will only use materials that are educational. All inappropriate topics will be excluded. Significance of the Study Students – This research is significant to the students that find MAPEH as a difficult subject. Teachers – This research is significant to the teachers for they will also learn new learning tools or other way on how to teach MAPEH subject. Players – This research is significant to anybody that plays games since this game can enhance the players critical thinking skills of the subject MAPEH . Future Researchers – Anybody that wished to create the same study can use this as a reference. They will find this helpful. Definition of Terms 2D computer graphics – 2D computer graphics are digital images that are computer-based. They include 2Dgeometric models, such as image compositions, pixel art, digital art, photographs and text. 2D graphics are used every day on traditional printing and drawing. Computer Gaming – Computer gaming is a type of video game playing that is played on a personal computer, rather than a dedicated video game console. CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter contains the review of related literature and related studies that contains relevant and useful information in conducting the research. Related Literatures Study examines potential positive effects of video games Video games have become part of our life. All age groups have a varying degree of experience with video games. Most games have been made for entertainment purposes. Nowadays, there is increasing controversy over the effects of video games. Parents worry about the negative effects of computer gaming on children, they’ve emphasized on the violent behavior and addiction of computer games. However, there are some positive effects which could benefit a person from playing video games. According to Snodgrass (2011), an associate professor of anthropology at Colorado State, video games can have potential positive effects on people. This was researched by examining the  different types of video gaming experiences and the effects they can have on players’ lives, including their self-reported levels of stress, life satisfaction and happiness. In video games, players could develop avatars and complete tasks in cooperation with other players. The complex and highly interactive nature of the game can lead players to feel as though they have become part of a vividly compelling alternate universe. The American Psychological Association (APA) researchers assessed their problem-solving ability by examining the types of cognitive, goal-oriented, game-oriented, emotional and contextual statements they made. Younger children seem more interested in setting short-term goals for their learning in the game compared to older children who are more interested in simply playing and the actions of playing. (Ostrovsky, 2008) Bookworm Deluxe Bookworm deluxe has similar concepts to Mother Tongue Bookworm. The game utilizes 2D graphic visualization, from a grid of available letters; players connect letters to form words. As words are formed, they are removed from the grid and the remaining letters collapse to fill the available space. The players are given a board filled with lettered tiles, and they have to string them together to form words. The player get points for each word and longer words are worth more points. A major benefit of the game is that it increases a player’s vocabulary. (Mueller, 2005) Scrabble Scrabble has been around for more than half a century now. Scrabble is a word game in which two to four players score points by forming words from individual lettered tiles on a game board marked with a 15-by-15 grid. The words are formed across and down in crossword fashion and must appear in a standard dictionary. There are three ways in which the player could benefit from playing this game. One of which is that it builds vocabulary, second is it helps one improve spelling and lastly in developing the skill of anagramming. The game application made by the proponents used this game as inspiration for the board game concept. (Rooni, 2010) Boggle game Boggle game or most commonly known as word factory is a word game designed by Allan Turoff. The game is played using a plastic grid of lettered dice, in which players attempt to find words in sequences of adjacent letters. The game is intended to help children learn to recognize letters and words, to practice hand-eye coordination, and to learn the correct spellings of basic words. (Nickerson, 2007) Synthesis The above mentioned related literature and studies, the proponents viewed that the proposed game application would be feasible and would significantly help those students most specially Kindergarten to Grade 3 students who are under the K to 12 program of the Department of Education. Children nowadays have access to technology that was not available in previous generations and therefore they have a unique opportunity to use this technology to aid in how they learn. By reversing the negative effects of video games, there are benefits that could be gained by players while having fun at the same time. CHAPTER III METHODOLOGY In this chapter, the proponents discussed the method used in this study and the different procedures in the development of the research. Moreover, it also included the research locale, design procedure, design instrument and the timeline of the study and how the gathered data collected and analyzed. http://www.sourcecodester.com/visual-basic/educational-computer-game-thesis.html

Calcium Carbonate and Ca2+ Ions Essays

Calcium Carbonate and Ca2+ Ions Essays Calcium Carbonate and Ca2+ Ions Paper Calcium Carbonate and Ca2+ Ions Paper Experiment. EDTA Titration of Ca2+ in an unknown solution Experiment. EDTA Titration of Ca2+ in an unknown water sample Modified 9/2012 Objective: The most common multivalent metal ions in natural waters are Ca2+ and Mg2+. In this experiment, you will find the total concentration of calcium ions that can react with EDTA with the assumptions that EDTA reacts 1:1 with metal (Ca2+) ions. Equipment 250-mL Erlenmeyer flask (3) 50-mL Buret Ring-stand and hardware Desiccator 400-mL Beaker 500-mL Vol. flask 250-mL Vol. flask 1. 0-mL Vol Pipette 100-mL Grad cylinder Hot plate Safety and Waste Disposal Chemicals Buffer (pH 10): Add 142 mL of 28 wt % aqueous NH3 to 17. 5 g of NH4Cl and dilute to 250 mL with water. Eriochrome black T indicator: Dissolve 0. 2 g of the solid indicator in 15 mL of triethanolamine plus 5 mL of absolute ethanol. 50 wt % NaOH: Dissolve 100 g of NaOH in 100 g of H2O in a 250-mL plastic bottle. Store tightly capped. When you remove solution with a pipet, try not to disturb the solid Na2CO3 precipitate. Discussion: Hard water is due to metal ions (minerals) that are dissolved in the ground water. These minerals include Ca2+, Mg2+, Fe3+, SO42-, and HCO3-. Generally hard water arises because rainwater moves through limestone, CaCO3 underground that occurs in our area to the aquifer. This is why we measure hardness in terms of CaCO3. The concentration of the Ca2+ ions is greater than the concentration of any other metal ion in our water. The determination of water hardness is routinely used to measure the quality of water that the general public uses. Originally, water hardness was defined as the measure of the capacity of the water to precipitate soap. Hard water is not a health hazard since the main chemical in hard water is calcium. People regularly take calcium supplements. In fact, hard water can be a source of necessary minerals (calcium and magnesium) that is necessary for good health. Indeed, the National Academy of Science go so far as stating that that consuming extremely hard water could be a major contributor of calcium and magnesium to the diet. The problem with hard water is that it cause soap scum, clog pipes and clog boilers. Soap scum is formed when the calcium ion binds with the soap. This causes an insoluble compound that precipitates to form the scum you see. Soap actually softens hard water by removing the Ca2+ ions from the water. When hard water is heated, CaCO3 precipitates out, which then clogs pipes and industrial boilers. This leads to malfunction or damage and is expensive to remove. There are two types of water hardness, temporary and permanent. Temporary hardness is due to the bicarbonate ion, HCO3-, being present in the water. This type of hardness can be removed by boiling the water to expel the CO2, as indicated by the following equation: HCO3- (aq) ? H2O (l) + CO2 (g). Because bicarbonate can be removed it is classified as temporary hardness. Permanent hardness is due to the presence of the ions Ca2+, Mg+2, Fe3+ and SO4-2. Because boiling cannot eliminate this type of hardness, the water is said to be permanently hard. The table below shows the degree of hardness of the water in terms of its calcium carbonate concentration in ppm and grains. Hardness rating Soft Medium Hard Hard Very Hard Concentration of Calcium Carbonate (mg/L or ppm) 0 75 75 to 150 150 to 300 300 and greater Concentration of Calcium Carbonate (grains/US gallon) 0 to 5. 2 5. 2 to 10. 5 10. 5 to 21 21 and greater Permanent hardness is usually determined by titrating it with a standard solution of ethylenediamminetetraacetic acid, EDTA. The EDTA is a complexing, or chelating agent used to capture the metal ions. This causes water to soften, but the metal ions however, are not removed from the water. EDTA simply binds the metal ions so that the ions do not precipitate to form soap scum. EDTA is a versatile chelating agent. A chelating agent is a substance whose molecules can form several bonds to a single metal ion. Chelating agents are multidentate ligands. A ligand is a substance that binds with a metal ion to form a complex ion. Multi-dentate ligands are many clawed, holding onto the metal ion to form a very stable complex. EDTA can form four or six bonds with a metal ion. It is frequently used in soaps and detergents because it forms complexes with calcium and magnesium ions. The ions in hard water are bound to the EDTA and cannot interfere with the cleaning action of the soap or detergent. EDTA is also used in foods. Certain enzymes are responsible for food spoilage. EDTA is used to remove metal ions from these enzymes. It is used to promote color retention in dried bananas, beans, chick peas, canned clams, pecan pie filling, frozen potatoes and canned shrimp. It is used to improve flavor retention in canned carbonated beverages, beer, salad dressings, mayonnaise, margarine, and sauces. It inhibits rancidity in salad dressings, mayonnaise, sauces and salad spreads. In this lab you will be asked to determine the total permanent hardness. EDTA grabs all the metal ions in the water, not just the Ca2+ ions. This gives us a value that is not truly the concentration of Ca2+ ions. This causes an experimental error of about 1%, which is acceptable due to the fuzzy endpoints in this type of titration. Erio-T indicator or Eriochrome Black-T indicator is used in this titration. When it is chelated or acidifies, it produces a Pink-Red solution. When it is not chelated and under basic conditions it is Blue. The three pictures show the end point in this titration. There is a 1-drop difference of 0. 01 M EDTA between the first and second pictures and between the second and third pictures. Two or three seconds were allowed for colors in the second and third pictures to develop after adding the additional drop. In each case the solution was thoroughly mixed. This color change from wine red to violet to blue is due to the compact nature of the complex. Experiment. EDTA Titration of Ca2+ in an unknown solution PROCEDURE Modified 9/2012 1. Dry Na2H2EDTA. 2H2O (FM 372. 24) at 80 ° C for 1 h and cool in the desiccator. Accurately weigh out ~ 0. 6 g and dissolve it with heating in 400 mL of water in a beaker. Cool to room temperature pour into a 500-mL volumetric flask. , mix and dilute to the mark. 2. You should practice finding the end point several times by adding a little tap water in a clean beaker and titrating with EDTA. Save a solution at the end point to use as a color comparison for other titrations. 3. Pipet a 1-mL sample of unknown into a 250-mL flask and fill to the mark with deionized water. Mix thoroughly. From this 250-mL stock solution draw 4, 50mL aliquot samples and place each aliquot in 250mL Erlenmeyer flasks. To each sample, add 3 mL of pH 10 buffer and 6 drops of Eriochrome black T indicator. To the first 50-ml solution, titrate with EDTA from a 50-mL buret and note when the color changes from wine red to blue. 4. Repeat the titration with the next three samples to find an accurate value of the total Ca2+ concentration. Perform a blank titration with 50 mL of distilled water and subtract the value of the blank from each result. 5. Upon completion of the experiment, discard all solution in a chemical waste bottle and wash out the glassware. Be sure to dry your buret in the upside down position. _________________________________________________________ Calculations – Analysis: Analyte Ca2+ The reaction of Ca2+ ions with H2EDTA2- takes place with a 1:1 stoichiometric ratio: Ca2+ + EDTA2- ? At the end point of the titration, 1-equivalent of Ca2+ reacts with one equivalent of H2EDTA2-. 1 eqv Ca2+ = 1 eqv H2EDTA2-; equivalent Ca2+ = [H2EDTA2-] Vol EDTA CaH2EDTA. Recall that the analyte (we call this unknown solution) was prepared by taking exactly 1-mL of the unknown solution and diluting in a 250-mL volumetric flask (we will call this the stock solution) 50-mL aliquot (call this the analyte) of this solution was then titrated against EDTA. Note that the analyte concentration is equal to the stock solution concentration. The mass Ca2+ in 1 mL aliquot unknown: Mass of Ca2+ in 50mL Sample = H 2EDTA2? $ Vol EDTA $ = mol H 2EDTA2- = mol Ca2+in 50mL Analyte # % # % Mass of Ca2+ in 1mL of unknown = mol Ca2+ ? 250mL aliquot Ca2+ __ g Ca2+ ? 50mL Analyte mol ? ? Dilution Factor Atomic mass Ca Mass of Ca2+ in 1 L solution: Mass Ca2+ in 1 L = mass Ca2+ in 1 mL Aliquot 1000 mL 1 mL Concentration of unknown by percent (m:v), parts per hundred (m:v) and Molarity (M): Mass Ca in 1mL aliquot Vol aliquot solution used % Ca2+ m:v = 100 ppm Ca2+ m:v = Mass Ca in 1mL aliquot Vol aliquot solution used 106 Molarity Ca2+ = mass Ca2+ in 1mL 1 mol Ca __g Ca ? ? ? molar mass Ca 1 Volume in L of unknown Aliquot used Mass in grams of calcium carbonate unknown in 1L solution: Mass CaCO 3 in 1-L = mass ppt (g) 1 mol CaC 2O 4 H 2O __ g CaC 2O 4 H 2O ? molar mass CaC O H O 2 4 2 1 mol CaCO 3 1 mol CaC 2O 4 H 2O 1 mol CaCO 3 Vol in L of aliquot ? ? ? ? Molar mass CaCO 3 __ g CaCO 3 1L Dilution Factor Statistical Analysis – 1. Report the mean, medium, standard deviations (s), relative standard deviation (RSD), variance (s2) and the 95% confidence interval for your results. 2. 3. 4. Apply the student’s t test at the 95% confidence interval Apply a Q-test to any suspected result. Confidence interval = x + ts n 5. Compare the results of this experiment to the previous experiment, Gravimetric determination of Ca. Apply the Comparison of Means with Student’s t, Case2 (p76) Comparing Replicate Measurements. Do the two methods agree within the 95% confidence interval? â‚ ¬ Test for Outlier Apply a Grubb’s Test and Q-Test for any suspected outliers at 95 % level. See page 83 of text for critical values for 95% confidence. If your results show an anomalous data then use the Q-test to determine if the result should be rejected. Q= (Suspected Value Nearest Value) (Suspected Value Furthest Value) G calc = | Questionable value x| s Table of Data, Results and Statistical Analysis: Calcium Raw Data 1. Unknown number 2 Mass of EDTA used 3 Concentration of EDTA 4 Volume of Unknown Ca2+ Solution 5 Volume EDTA during titration 6 Volume EDTA for blank trials 7 Q-Test (95%) of any outlier Analysis and Results 8 Mass of calcium in 1-mL aliquot (Average) 9 Mass of calcium in 1-L solution (Average) 10 Conc. of calcium, %, ppm (m:v) and Molarity (Average) 11 Mass of calcium carbonate in 1-L (Average) Statistical Analysis 12 Averages and Standard deviations of all results 13 Variance, RSD and CV of all results 14 95% Confidence interval 15 ttable and tcalc for replicate measurements DiscussionThe goal of this experiment was to determine the â€Å"hardness† of the unknown sample by calculating the concentration of calcium ions in an analyte solution. Correcting for dilution factors, the concentration of calcium in the unknown in g/L is to be determined and compared to analysis for calcium by EDTA titration. Statistical analysis is applied to the results. A discussion of this experiment should include the accuracy and precision of this experiment compared to the EDTA titration method. An analysis of a comparison of replicated measurement is performed and discussed. Table of results should include Include in your summary table the following: i) Moles of Ca2+ in the unknown and the average equivalent value. ii) Concentration of [Ca2+ ] in the unknown in molarity, ppm and g/L iv) Mean, standard deviations, RSD and CV for each of the above concentration units. v) Student’s t at the 95% confidence interval vi) Application of a G and Q-test to any suspected result at the 95% level. vii) ttable, tcalc, Conclusion on comparison of replicated measurements. . Experiment. EDTA Titration of Ca2+ in an unknown solution Modified 9/2012 Sample data table. Sample Unknown # ______ Mass Na2EDTA, (g) Molarity Na2EDTA, (M) Vol. unknown, (ml) Buret Volinitial, (ml) Buret Volfinal, (ml) Volume EDTA used, (ml) Vol EDTA for blank, (ml) Corrected Col EDTA, (ml) Trial 1 Mass Ca2+ in 1 ml aliquot (g) Mass Ca2+ in 1-L solution (g) Concentration Ca (%) Concentration Ca (ppm) Molarity Ca2+, unknown (M) Mass calcium carbonate in 1L Q and G Test for Outliner CaCO3 (g/L), unknown Trial 2 Trial 3 Trial 4 Average Std dev Variance RSD , CV 95% CL Trial 1 Trial 2 Trial 3 Trial 4 Blank Student’s t Analysis: Comparing replicate measurements Analysis A: CaCO3 (g/L) 1 2 3 4 Trial 1 Trial 2 Trial 3 Trial 4 Avg Avg X1bar X2bar Sqrt ((n1*n2)/(n1+n2)) (xi-x1)^2 deg freedom Spooled Expt 2 Expt 3 Ex2 (Xi-Xbar)^2 Ex3 (Xi-Xbar)^2 T calc t table Conclusion T calc ? T table, at 95%, two result are (not) considered to be different EDTA Titration of Ca2+ in an unknown solution. # 1 2 CRITERIA (Tentative point distribution may change depending on experiment) Quiz / Homework [NONE} Introduction and Procedures A. Introduction Objective of Expt. Background information. Math relationship used in study. B. Procedures Outline of procedures in Expt. Flow chart pictorial of procedures. Procedural changes. Information (data) to be recorded during experiment. (to be presented in Table form. ) Safety and disposal information. This portion of the report should be turned in before the start of lab class (prelab discussion). Data, Observe. , Results and Calc. C. Data and Observation Data in table form. detailed observations written in th e table. All data entry should contain the proper number of significant figures and units. Data should always be recorded in an organize fashion. Balance chemical equations; all chemical reaction which occurred during an experiment should be written in this section. Then it should also be written in the discussion portion of the report. This portion of the report should be turned in before you leave the laboratory. Calculations Results D. Calculations Sample calculation shown with Excel spreadsheet available with formulas shown Statistical analysis of data and result. Avg, Std dev, RSD, CV E. Results Summary of Result(s) in table form. In this section accuracy of results is very important as well as detailed calculation showing how the result was obtain. Unknown will also be included in this section. Discussion / Conclusions and Post-Lab Questions F. Discussion (Talking points) What is your final result in this experiment. Are the four trials consistent with each other? If not what would account for the inconsistencies? How did the results in this experimental result compare to the result in experiment 2? Is your result for the amount of calcium carbonate in your unknown within the range of 10 – 25 g/L? Elaborate on this. What is the average amount of calcium in tap water, how much more higher is this unknown compared to the average content in tap water (express in %). G. Conclusion Summary of the goal of the experiment and how that goal was achieved in the experiment. H. Post-lab questions or Editorial comment What did you learn in this experiment? What skills in lab practice did you develop through this expt? This portion (Calculation and Discussion) is turned in at the beginning of class of the due-date Overall Presentation (of lab notebook) Lab technique during experiment; example are, class preparation, safety glasses precautions and leaving the laboratory clean. Report presentation: examples are the headings of each report that includes name, title, lab partner, date and section #, witness signature. Legibility of report. Is the report easy to read or is important information jotted down by small print in the corners of the lab report. The overall impression is important. Lab Technique Safety: wear goggles, handle chemicals with caution, proper handling of lab equipment Leave lab clean and tidy Score ______/10 _______ Student’s t ____/5 pts % Score 5 3 5 5 5 4 5 5 5 6 5 Unknown __________% Error Total (This total may be adjusted d epending on lab technique and student conduct in the experiment) 50

What Is the SAT No Calculator Section 5 Tips to Do Well

What Is the SAT No Calculator Section 5 Tips to Do Well SAT / ACT Prep Online Guides and Tips While the prohibition of a calculator on some SAT Math questions might leave you worried, rest assured that you don't need a calculator on this section. In fact, having one would probably just slow you down! This guide will discuss the third section of the SAT: the Math with No Calculator section. Read on to learn the types of questions you can expect to see and how you can get a high score. But first, let’s go over the format of the SAT Math No Calculator section. How Is the SAT Math No Calculator Section Formatted? Let’s start with the basics: how much time you have and how the SAT Math No Calculator section is structured. This section always comes third, after the Reading and Writing and Language sections. It’s only 25 minutes long, making it the shortest section on the SAT. After you complete this section, you'll get a short five-minute break, at which time you can take out your calculator and start to get ready for the next section: Math Calculator. You’ll be asked to answer 20 questions. You'll have an average of one minute and fifteen seconds, or 75 seconds, per question. Of these questions, 15 will be multiple choice (each with four answer choices) and five will be grid-ins (also known as student-produced responses). You’ll fill in your answers to these five grid-ins on a special section of your answer sheet. Here’s how the Math No Calculator section breaks down exactly: Total Time # of Multiple-Choice Questions # of Grid-ins Time per Question 25 minutes 15 (#1-15) 5 (#16-20) 75 seconds Since the No Calculator section is the shorter of the two Math sections, it will only count for one-third of your total Math score. Now, let’s move beyond logistics and discuss the skills that will be tested on the SAT Math No Calculator section. You don't need a calculator to answer these questions- just a pencil and paper! What Skills Are Tested on the Math No Calculator Section? According to the College Board, the Math No Calculator section tests two major categories: Heart of Algebra and Passport to Advanced Math, along with problems that fall under Additional Topics. These categories focus on concepts such as linear equations, linear inequalities, functions, quadratic equations, graphs, geometry, and complex numbers. Unlike on the Calculator section, there are no Problem Solving and Data Analysis questions on the No Calculator section- these are the ones for which you must interpret data from tables and scatterplots or calculate ratios, rates, and proportions. The chart below shows exactly how many questions you can expect to find in each of the three major skills areas: Content Categories # of Questions % of No Calculator Section Heart of Algebra 8 40% Passport to Advanced Math 9 45% Additional Topics 3 15% Source: Official SAT Study Guide Some questions have multiple steps and require you to combine two or more concepts to work toward a solution. To gain a sense of how the Math No Calculator section tests the above skills, you can find official SAT sample questions below. Let’s take a look at how this calculator-free section tests these skill areas. This amphibian romantic wears his Heart of Algebra on his sleeve. How Does the Math No Calculator Section Test Your Skills? The Math No Calculator section won’t ask you to do long, complex calculations out by hand. For the most part, this section seeks to test your reasoning and problem-solving abilities. The College Board wants to ensure that you understand fundamental math concepts and don’t need to rely on a calculator to reach a solution. There will still be some arithmetic- e.g., basic adding, subtracting, multiplying, and dividing by decimals- but the majority of the problems will focus more on reasoning than on figures. Below are some official sample No Calculator questions. You’ll find two questions that fall into the Heart of Algebra category, two in Passport to Advanced Math, and one in Additional Topics. Notice how, for the most part, a calculator wouldn’t actually be useful at all for reaching your answer. The questions below are borrowed from the College Board’s collection of official SAT practice tests, a free resource that should definitely be part of your test prep. I also suggest checking out Khan Academy's SAT resources, though they shouldn't be a replacement for more thorough test prep. #1: Heart of Algebra This Heart of Algebra question asks you to solve for $x$ in an algebraic equation: If ${x-1}/3=k$ and $k=3$, what is the value of $x$? A) 2B) 4C) 9D) 10 To solve this problem, you could go through the following steps: #1: Multiply both sides by 3, so you're working with $x - 1 = 3k$ #2: Add 1 to both sides, leaving you with $x = 3k + 1$ #3: Then solve for $x$ by substituting $k$ with 3. Since $x = 3k + 1$, $x = 3(3) + 1$, or $x = 10$. This Heart of Algebra example represents an easy-level question. If you didn't solve for $x$, you could instead plug in the answer choices and work backward (i.e., which value of $x$ would equal 3). Either way you decide to solve it, this problem definitely doesn't require the use of a calculator. Answer: D #2: Heart of Algebra The following Heart of Algebra question is of medium difficulty; it tests your reasoning skills and understanding of an algebraic expression. While you could plug in numbers to make the scenario more concrete, the easiest way to solve this problem is to understand how to represent rates with algebraic variables. On Saturday afternoon, Armand sent $m$ text messages each hour for 5 hours, and Tyrone sent $p$ text messages each hour for 4 hours. Which of the following represents the total number of messages sent by Armand and Tyrone on Saturday afternoon? A) $9mp$B) $20mp$C) $5m+4p$D) $4m+5p$ This problem asks about the total number of messages Armand and Tyrone sent: The total number of texts Armand sent is his rate ($m$ texts/hour) multiplied by the number of hours (5). Your product for Armand's texts is 5$\bi m$. The total number of texts Tyrone sent is his rate ($p$ texts/hour) multiplied by the number of hours (4). Your product for Tyrone is 4$\bi p$. To get a total, you would add these two products together, leaving you with 5$\bi m$ + 4$\bi p$. If you were unsure about your answer, you could plug in sample numbers for $\bi m$ and $\bi p$ to check your reasoning. The easiest way to solve this problem, though, is to conceptually understand the relationship between rates and time, and how to represent this relationship with variables. Answer: C #3: Passport to Advanced Math This sample question tests your ability to manipulate an algebraic equation: $$m={({r}/{1,200})(1+{r}/{1,200})^N}/{(1+{r}/{1,200})^N-1}P$$ The formula above gives the monthly payment $m$ needed to pay off a loan of $P$ dollars at $r$ percent annual interest over $N$ months. Which of the following gives $P$ in terms of $m$, $r$, and $N$? A) $P={({r}/{1,200})(1+{r}/{1,200})^N}/{(1+{r}/{1,200})^N-1}m$ B) $P={(1+{r}/{1,200})^N-1}/{({r}/{1,200})(1+{r}/{1,200})^N}m$ C) $P=({r}/{1,200})m$ D) $P=({1,200}/{r})m$ The initial expression gives you $m$ in terms of $r$, $N$, and $P$. The problem asks you to solve for $P$ in terms of $m$, $r$, and $N$. To switch around the equation, multiply both sides by the reciprocal of the expression beside $P$. Basically, you can just flip the current expression, which gives you answer choice B. Answer: B Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! #4: Passport to Advanced Math The question below is the first example that requires arithmetic. While a calculator would be helpful here, the College Board wants to see that you can perform addition, subtraction, division, multiplication long hand. $b=2.35+0.25x$ $c=1.75+0.40x$ In the equations above, $b$ and $c$ represent the price per pound, in dollars, of beef and chicken, respectively, $x$ weeks after July 1 during last summer. What was the price per pound of beef when it was equal to the price per pound of chicken? A) $\$ 2.60$B) $\$ 2.85$C) $\$ 2.95$D) $\$ 3.35$ Since this problem asks when the price per pound of beef ($\bi b$) was equal to the price per pound of chicken ($\bi c$), you can solve it by setting $b$ as equal to $c$, or $2.35 + 0.25x = 1.75 + 0.40x$. Then, you solve for $x$ with these steps: #1: To avoid negative numbers, subtract 1.75 from both sides and $\bo 0.25\bi x$ from both sides. This leaves you with $0.60 = 0.15x$. #2: Divide both sides by $0.15$ to get $x = 4$. #3: The question asks about the price per pound of beef when both meats were equal, so plug in $x$ to solve for $b$. Your equation should look like this: $b = 2.35 + 0.25(4)$. #4: $b = 2.35 + 0.25(4) = 2.35 + 1 = 3.35$. #5: The price per pound of beef when it was equal to the price per pound of chicken was $3.35. Answer: D #5: Additional Topics in Math Finally, the following is an Additional Topics question that involves geometry (right triangles) and basic trigonometry. Here, you need to demonstrate an understanding of sin and cosine and how they relate to one another in a right triangle. Without knowing this relationship, you'd have a tough time answering this question. In a right triangle, one angle measures $x °$, where sin $x °=4/5$. What is cos$(90 °-x °)$? The easiest way to solve this problem is to recall the complementary angle relationship of sine and cosine: sin($\bi{x}$ °) $=$ cos($\bo 90$ ° $\bo − \bi x$ °). If you can recall this, you'll immediately know- without having to do any calculations- that your answer is $\bo{4}/ \bo{5}$. Answer: $4/5$ or $0.8$ As you can see, the No Calculator questions ask you to demonstrate a deep understanding of mathematical concepts. So how can you study to ensure that you comprehend these challenging questions? Read on for some study tips to use as you prepare for SAT Math. Let's talk strategy. How to Do Well on the Math No Calculator Section: 5 Tips Any prep you do for the Math No Calculator section will help you on the Math Calculator section as well. The following study tips, though, are especially essential for the No Calculator section. Tip 1: Study Key Concepts As you saw in the example questions above, many questions won’t ask you to do any calculations with numbers; instead, they'll require you to have deep knowledge of the underlying concepts and be able to apply operations to work toward a solution. In this way, some of the problems are more abstract and theoretical rather than based on figures and equations with real numbers. This shift, by the way, aligns more closely with the Common Core. Both the SAT and the Common Core standards now present math with fewer topics that are more in-depth. Some SAT critics have pointed out that this shift continues to benefit students who attend better-resourced schools whose teachers are well versed in the Common Core. If your math classes teach a curriculum that aligns with Common Core standards, then they should be teaching you key concepts in a way that will help you on the SAT Math No Calculator section. Outside of school, make time to study the key topics that will appear on SAT Math. Because of the College Board’s recent commitment to transparency, it shares exactly what those concepts will be. Algebra is especially important, and you’ll want to ensure you have a firm grasp of topics like linear and nonlinear equations, quadratic equations, and functions. Beyond the main topics shared by the College Board, make sure your SAT Math study materials break down each broad topic into its component subtopics. By covering each detail, you can fill in any gaps in knowledge. On this section, you can’t rely on a calculator to do any of the thinking for you; you need to show up with a strong understanding of the key concepts. Tip 2: Practice Close Reading Just as No Calculator problems emphasize your conceptual understanding over your ability to manipulate figures and carry out calculations, they also test your reading comprehension. You’ll have to be able to read a problem and figure out what steps it’s asking you to take. Word problems especially can be relatively involved, sometimes containing more information than is necessary for you to work toward a solution. That means it’s up to you to figure out which details are relevant and which aren't. Some of these problems, according to the College Board, feature real-world scenarios, such as calculating gas mileage or converting from one country’s currency to another. Of course, not all these real-world scenarios are part of everybody’s actual everyday experiences. Practice problems will help get you familiar with the types of scenarios that the College Board considers to be real world. Critics have suggested that this emphasis on word problems- along with the above mentioned alignment with the Common Core- could disadvantage some test takers, especially those who speak English as a second language. To prep for this section’s emphasis on reading comprehension, make sure to study with multi-step word problems. FAQ: Can I use my abacus during the No Calculator section? Sadly, no- you'll have to rely on your own counting skills. Tip 3: Brush Up on Your Arithmetic Skills For the most part, the No Calculator section prioritizes a conceptual understanding over the ability to carry out calculations. There are still a handful of problems, though, that will require you to do arithmetic. Without a calculator, you’ll have to be able to write out these calculations and solve them by hand. In example problem #4 above, for instance, you'd have to subtract and divide using decimal points. Although these are basic math skills, many students have likely grown used to performing these simple calculations on a calculator. As a result, you’ll want to brush up on your ability to write these operations out by hand quickly, efficiently, and with an eye for accidental mistakes. Tip 4: Show Your Work If you’ve been in any math class, you’re probably familiar with the much repeated math teacher mantra: show your work. Teachers don’t want you to seemingly pull an answer out of thin air; they want you to write out, step by step, how you worked through a problem. Not only does this demonstrate your understanding, but it also helps you catch any mistakes along the way. Just as you should write out any calculations you do, you should also write out the steps in other problems, whether you’re solving for $x$ or simplifying a multi-variable expression. Many of the No Calculator problems require multiple steps, so writing out your work will help you keep track of your thinking and avoid errors. Tip 5: Answer Hundreds of Practice Problems Answering practice problems should go hand in hand with reviewing key topics. Make sure you’re comfortable with the concepts and know when and how to apply them to realistic SAT problems. Taking timed practice tests will also help you develop your time-management skills and your ability to answer questions quickly and accurately. So where can you find all these practice problems? One place, of course, is the College Board. You can find automatically graded online practice questions and eight free official practice tests, which you can download and print out. You can also find problems of varying difficulty levels on Khan Academy, along with video explanations of the different concepts. Other options include SAT Math prep books and PrepScholar’s SAT prep program. Finally, you can use practice tests for the old SAT, as long as you make sure to adjust your focus for the current version of the SAT. (For instance, you’ll find fewer geometry problems on the SAT now but will need to add in some basic trigonometry practice.) After you answer questions and take timed tests, analyze your results. Figure out exactly why you got a question wrong and what you can do to fix your mistake next time. If you lacked core knowledge, study those concepts. If you made careless errors, work on your strategies for time management. Walk yourself through the answer explanations step by step to figure out how you can improve. By analyzing your results and using practice tests as valuable feedback for your approach to test prep, you can gear your math toward doing well on the SAT. As we draw to a close, let’s review the key features you need to know about the SAT Math No Calculator section. FAQ: If I can't use my calculator or my abacus, can I at least count on my fingers and toes? Probably, but it doesn't seem like the most efficient use of time. SAT Math No Calculator Section: Key Takeaways The Math No Calculator section is the third section on the SAT. It’s 25 minutes and consists of 20 questions: 15 multiple choice and five grid-ins. These questions cover Heart of Algebra, Passport to Advanced Math, and Additional Topics. Most questions draw on your conceptual reasoning skills. Calculations with equations and figures will be limited to basic arithmetic skills. As you prep, make sure to brush up on those arithmetic skills along with your word problem comprehension. Most importantly, you should show up to the SAT with a deep understanding of algebra, geometry, and basic trigonometry. Any prep you do for the SAT Math No Calculator section will also be helpful for the Math Calculator section. Above all, prioritize a strong grounding in the fundamental concepts that'll appear on SAT Math. As long as you do this, you won’t even miss your calculator as you work through the first SAT Math section! What’s Next? Has it been a while since you've done simple math without a calculator? Use our articles on adding and subtracting fractions, finding the average of a set of numbers, multiplication, common perfect squares, and inequalities to refresh your memory for SAT Math. For both the calculator and non-calculator sections, you may also find it helpful to go over our guides to the distributive property, completing the square, and graph quadrants, as well as our ultimate SAT Math prep guide. Do you find yourself rushing to answer all the questions on SAT Math? This guide is full of the best strategies to help you stop running out of time on SAT Math. Looking for the best books to study for the SAT? This fully updated guide discusses the best books currently available for prep for SAT Math. Are you a strong math student aiming for top scores? Check out our comprehensive guide for getting a perfect score on SAT Math, written by a full scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

CLOUD COMPUTING Research Paper Example | Topics and Well Written Essays - 1750 words

CLOUD COMPUTING - Research Paper Example Mork et al. (2011:13) say that â€Å"cloud computing should be distributed and interactively accessible as it provides interoperability between the new and legacy technologies† Cloud computing is technollogy that utilizes the central remote servers and the internet to mantain applications and data. Cloud computing makes it possible for businesses and consumers to use aplications without the accesss and installation of their files using any computer that is connected to the internet. Therefore, it this technology permits for a more efficient computing by centralizing, data storage, and bandwidth. As the potential benefits of cloud computing are many, they are faced with numerous legal, proffesional, and ethical issues. The paper will discuss how cloud computing has impacted on the legal, social and proffesional spheres with regard to storage and transformation of data and inforrmation. The main objective of cloud computing has been to apply the high performance computimg power mostly used in research, health and military facilities to perform trillions of computations in a second, in consumer oriented apllications, and to deliver personalised information. This infrastructure of shared IT consists of a large pool of sytems that are interlinked. This creates legal and ethical isssues within the cloud (Buyya, Broberg, & Goscinski, 2010:23-26). Discussion As highlighted earlier, cloud computing is a type of technology that utilizes the internet and one remote server so as mantain data and different applications. This makes it a very young concept that is yet to be embraced by the global workforce. Cloud computing provides a cost effective IT resource as the cost on demand IT based on the actual customer’s usage. As a result of the rapid growth, numerous companies have been unable to handle their IT requirement even after having a data center that was inhouse. The usage of cloud services helps to enhance the IT capabilities without investing huge amount s in the new datacenters. As a consequence, this tpye of technology aids companies with an efficient way of computing by centralizing processing, memory, bandwidth, and storage. To show that cloud computing has began having mass appeal in the corporate data centers, it has enabled the data centers to operate on a similar internet through the process of enabling the computing process of computing resources to be shared and accessed as virtual resources in scalable and secure manner. Unlike showing proffesionalism, this virtualization is a compromise to security and ethical issues. Ethical issues are not separable with cloud computing. The major areas of concern are resource/stoarage virtualization, scalability and elasticity, usage optimization, ease of usage, fast information sharing delivery, and control, accessibility, and anonymity. The first ethical issue is privacy. The concern with regard to privacy is that the service providers of cloud have total control over the data and co mmunication stored between user and the host company (Racoma, 2012). This is attributed to the fact that service providers have complete over the data the are storing, and as a conseqence, they are responsible for a lot of private information and data. Once this is out of reach of the users, the fear is that it can be utilised for purposes the user doess not desire. As such, of late there have a push by the privacy advocates for a higher level of transparency from the

A study of Marketing Strategies of Burberry for the Chinese Luxury Essay

A study of Marketing Strategies of Burberry for the Chinese Luxury Market - Essay Example I also declare that the intellectual content of this dissertation is the product of my own work, except to the extent that assistance from others in the conception or in style, presentation and linguistic expression is acknowledged (where applicable). I certify that, to the best of my knowledge, my dissertation does not infringe upon anyone’s copyright or violate any propriety rights and that any ideas, techniques, quotations, or any other material from the work of other people included in my dissertation, published or otherwise, are fully acknowledged in accordance with the standard referencing practices. Furthermore, t the extent that I have included copyrighted material that surpasses the bounds of fair dealing within the meaning of the UK Copyright Act, I certify that I have obtained a written permission from the copyright owner(s) to include such material(s) in my dissertation and have included copies of such copyright clearances to my appendix. I declare that this is a t rue copy of my dissertation, including any final revisions, and that this dissertation has not been submitted for a higher degree to any other university or institution. AUTHOR’S NAME AUTHOR’S SIGNATURE .......................................... DATE ................... Table of Content 1. INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 1.1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 1.2 Economic scenarios and its effect on the luxury brands†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 1.3 Shopper behaviour in recession†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 1.4 Objectives of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...8 1.5 Research Question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 1.6 Relevance of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..9 1.7 Value of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦....9 1.8 Purpose of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.9 1.9 Outcomes of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 1.10 Personal motivation for the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 1.11 Research Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 2. Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 2.1 Luxury brands in the world†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 2.2 Luxury goods: A definition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..............12 2.3 Marketing strategies for luxury goods†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.15 2.4 Brand awareness and Dream Values†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..17 2.5 Consumer Behaviour†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..18 2.6 Shiffman’s & Kanuk’s Theory†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...18 2.6.1 Passive View†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦...18 2.6.2 Cognitive View†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..18 2.6.3 Emotional View†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.18 2.6.4 Economical View†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦