Young College Female Students in early 1960 to 1963 Research Paper

Young College Female Students in early 1960 to 1963 - Research Paper Example It has become one of the basic needs alongside the other needs like food, shelter, and clothing. The need for education traces its roots to the ancient times with the need to read, write, and perform some arithmetic operations that were necessary for daily activities. Education enables individuals to understand different aspects of life in order to lead a positive way of life. It determines career and enables an individual to earn a living. Education at a higher level involves a form of training that equips individuals with knowledge and skills that can be used in different production practices. It helps individual develop a profession. It is a tool used to empower women and the marginalized groups. Education enables individuals to understand their rights and the roles that they should play in the society. Societies comprise different categories of individuals some of which are marginalized. Females and the minority groups have been the subjects of such forms of discrimination in the societies in the past. Education is essential in preventing and managing such kinds of discrimination. Access to education is affected by different social and economic factors. The financial status of an individual may deny one access to higher education that is quite expensive in most countries. The social factors like the culture that prevails in a given society may also influence access to education. In the olden times, more values were given to the males as compared to the females. In such cultures, females were not allowed access to meaningful education. The females were arguably destined to marriage and it was considered meaningless giving them higher formal education. This practice was witnessed in different parts of the world up to the twentieth century. The availability of the learning facilities is also another factor. Proximity to the educational centers can affect an individual’s access to education. Education saw significant developments across the globe over th e last century. It was observed that the number of students enrolled in tertiary colleges in the world increased over two hundred times from 500,000 students in 1900 to over 100 million in 2000.1 The proportion of female enrollment has also increased considerably in the recent decades. Various initiatives have been established in different countries aimed at empowering women and other disadvantaged individuals in the society. Various women activists have emerged to fight discrimination against women through promoting education of the girl child. The modern family planning methods have also enabled females to carry on with their education beyond high school. In the older days, women got married and were in the family way at their early twenties- mostly before college education. Thus, the enrollment of female students in institutions of higher learning changed significantly from the last half of the nineteenth century and the beginning of the twentieth century. Similarly, the enrollme nt of females in the colleges in the mid twentieth century is significantly different from the current women enrolment in colleges across the globe. This paper focuses on the college enrollment of female students in the United States in the early 1960 to 1963. The pattern of female enrollment that was seen before this period as well as the patterns that have been seen in the following period is also examined. The paper also focuses on the factors that could have contributed to the changes observed in the enrollment patterns. Thesis statement Despite the difficulties that the activists have encountered in the reform movements, female education has improved over the last decades with the female enrollment

In the light of the decision in Bankers Insurance Co Ldt v South Essay

In the light of the decision in Bankers Insurance Co Ldt v South (2003) EWHC 380, consider to what extent exclusion clauses in hooliday insurance contracts shou - Essay Example It is the high time to review whether these exclusion clauses are logical and whether the existing regulations are satisfactory, if not what additional regulations are needed in this regard. It requires the regulation of holiday insurance act considering the experience of policy holders in different contexts. However if one analyzes the definition of exclusion clauses, it would be revealed that the legal system has provided several safeguards for the consumers if they are interpreted accurately. Exclusion clause may be defined as a clause which may be inserted into a contract which aims to exclude or limit one partys liability for breach of contract or negligence. However, the party may only rely on such a clause if (a) it has been incorporated into the contract, and if, (b) as a matter of interpretation, it extends to the loss in question. Its validity will then be tested under (c) the Unfair Contract Terms Act 1977 and (d) the Unfair Terms in Consumer Contracts Regulations 1999. This clearly implies that the incorporation of exclusion clause must must not violate the Unfair contract terms act 1977, otherwise its validity will not be considered. Hence the consumers must try to be in full possession of insurance exclusion clause details and attitude history of insurance company in case the problem arises due to exclusion clauses. In the context of recent judgment in bankers insurance company V Patrick South and Ian Gardener, the efficiency of unfair contract terms act 1977, unfair terms in consumer contracts regulations act 1999 and other related acts as far as the accurate interpretation of exclusion clauses has to be discussed. This judgment exposed several drawbacks that are still existing in the present holiday insurance act. Hence the present paper discusses the status of present regulations, inclusion of additional regulations for guaranteeing the fairness in protection of interests of policy holders in the context of above mentioned case. The review

Whistleblowing Ethics and Policies

Whistleblowing Ethics and Policies Whistleblowing occurs when an employee discloses information. However, according to Armstrong, 90 of whistleblowers suffer from dismissal or demotions, 27 faced legal actions, 26 were referred to medical treatment, 17 went homeless, and 8% bankrupted. Whistleblowers may suffer some kind of harassment, lower performance evaluations, punitive transfer or violence by their fellow colleagues and/or superiors if they remain working in the organisation (Dellaportas al., 2005). Therefore, whistleblower protection is important to encourage employees in uncovering any fraud, and ensure that channels are open for whistleblowing. Supporting effective protection for whistleblowers can have advantages such as promoting an open organisational culture where employees have confidence in the reporting procedures, preventing and disclosing bribery in commercial transactions, safeguarding integrity, enhancing accountability, and supporting a clean business environment (Organization for Economic Cooper ation and Development, 2012). One can adopt a normative strategy when facing tough ethical choices as it can help people to evaluate and think carefully so as to prevent them from making irrational decisions. Normative ethics provides several philosophical approaches for making sound ethical decisions and it can be categorized into three parts: (a) consequentialist, (b) deontological and (c) virtue theory (Trevino Nelson, 2004). The consequentialist theory focuses attention on the results or consequences of the decision or action (Trevino Nelson, 2004). It includes philosophical approaches like egoism and utilitarianism. Egoism promotes an individuals long-term interests while utilitarianism holds ethical actions as those done for the greatest good or to maximize total utility (Ferrell, Fraedrich, Ferrell, 2000). On the contrary, the deontological theory focuses on the rights of individuals and on the intentions associated with a particular behavior rather than on its consequences (Ferrell, Fraedrich, Ferrell, 2000) and it embraces philosophical approaches like Kantianism and justice. Kantianism revolve around duty, not end goals or emotions, and their actions are performed according to some underlying principle or maxim that are entirely different from one another (e.g. honesty, fairness and justice), while the philosophical view of justice is rooted in ones belief in moral equity and equitable treatment for everyone concerned with a questionable action. Lastly, the virtue ethics approach focuses more on the integrity of the moral actor than on the moral act itself (Trevino Nelson, 2004). The above-mentioned normative ethical theories can be applied to decide if employees should have a duty to blow the whistle on unethical/illegal acts or not. From the egoists point of view, it is rare that employees will face the dilemma of deciding whether to blow the whistle. Be it due to fear of being investigated by the authorities or fear of being reported to the authorities as a scapegoat for following the policies, employees will seldom face these problems if they adhere to the egoism approach (Clairmont, 2011). According to Clairmont (2011), well-known whistleblowers (e.g. Ellsberg, Manning and Deep Throat) will never even consider whistleblowing if they follow the egoism method of making ethical decisions. This is because the upcoming hassle/trouble that they will face after they blow the whistle will deter them from doing so. As such, egoist employees will feel that it is not a duty but rather a choice to blow the whistle on unethical or illegal acts. They will only blow the whistle if it is within their self-interest and if they are not negatively affected in any way. However, some argue that if one is to take the negative cons equences of whistleblowing into consideration, some degree of egoist traits appears to be acceptable (Clairmont, 2011). From a utilitarian perspective, the act of whistleblowing is seen as the calculation results of different foreseen consequences, and the impact of possible consequences on the conflicting loyalties (Padgett, 2009). The availability of alternatives and whether the benefits of whistleblowing outweigh the cost determine the choice of whether or not to blow the whistle. According to Bentham (1996), acts that create the most amount of happiness for the majority should be treated as morally obligatory acts. Moreover, unlike the egoism approach, the utilitarianism approach encourages one to treat others wellbeing as a heavily weighted factor when making an ethical decision. Hence, whistleblowing should be considered as a duty when it is known that the consequences of non-disclosure will result in extremely negative impacts on the public. John Stuart Mills utilitarian perspective can also be used to discuss whether whistleblowing should be a duty. His utilitarian principle of do no harm supports the idea that whistleblowing is a duty if a non-disclosure act should cause harm since this principle holds that ones actions should prevent harm to others. Harm in this case can take a variety of forms and it is not just limited to instances of physical injuries. The intensity and amount of harm that the problem can bring also determines whether whistleblowing should be an obligation. Mill also emphasizes that one should be accountable for others if his inaction happen to cause harm to them. If one sees a responsibility to prevent others from being harmed, then blowing the whistle on acts that may cause harm to others will appear to be at least partially justified based on Mills principle of do no harm (Padgett, 2009). From the Kantian perspective, employees should have a duty to blow the whistle on unethical or illegal acts because it is the right thing to do. They are morally responsible to inform the public and/or stakeholders about the wrongdoings because the motive of moral action is more important than the potential consequences of not whistleblowing. Such courage to go against all odds and the possibility of punishment from the employer is necessary if those who are privy to immoral business practices are to make a positive contribution to the respect of consumer rights the world over (Masaka, 2007). Kant did not clearly state that whistleblowing should be a duty in all circumstances. However, what is clear from him is that he expects truth telling and the good will of the moral agent. Hence, based on these principles, one can will that an employee should blow the whistle if he/she has information of others or the organizations intentional wrongdoings (Padgett, 2009). Ones response to implementing a justice perspective would be identical to using a deontological moral philosophy. From the viewpoint of justice, employees would feel obligated to blow the whistle internally about any unethical or illegal action within the organization as the employers have the rights to know the truth about the misconduct. Hence, it will be unfair to the employers if the involved employees do not disclose the wrongdoings to them. Based on justice approach, whistleblowing externally should also be a duty because it will be unfair to all the stakeholders if the involved employees choose not to blow the whistle. This is because these parties have the rights to know the truth about any misconduct that affects them. As mentioned above, consequentialism focuses on the consequences (outcomes) of the actions while deontology emphasizes on adhering to ethical duties. Virtue ethics differs in that the emphasis is based on being rather than doing. According to virtue theory, whistleblowing is the right thing to do because it requires one to tell the truth, to speak up/sound out and to emphasize with others, thus promoting positive virtues like honesty, courage and empathy. An employee who upholds any of these virtues will feel obliged to blow the whistle because it can improve ones integrity. However, some argue that whistleblowing disregards virtues in different ways. For instance, whistleblowing can be seen as putting peoples lives at risk, publishing stolen data and degrading loyalty, privacy and integrity of data (Backhaus Dodig Crnkovic, 2011). Hence, if we look from this point of view, whistleblowing should not be a duty. A common conflict with regards to whistleblowing is between the virtue of loyalty and honesty (Bowden, 2005). Many whistleblowers following this ethical approach will often face the dilemma of being truthful or remaining loyal to their organisation. Therefore, employees should weigh their priorities be tween these two virtues and choose a side; loyalty or honesty. All in all, most of the ethical theories provide substantial grounds for discussing whistleblowing as a moral duty. From the utilitarian perspective, the duty to blow the whistle would follow from the principle of doing no harm and recognition of the extent to which our actions or inactions have significant consequences for the lives of others. From the deontological perspective (includes Kantianism and justice), it would consist of a duty to disclose the wrongdoing of another person (or organization) in recognition of the obligation to be truthful (Padgett, 2009). The virtue theory however provides two sides of the story; whistleblowing should be a duty based on certain virtues (e.g. honesty) whereas whistleblowing should not be a duty based on other virtues (e.g. loyalty). When comparing honesty and loyalty which are the most crucial virtues with regards to whistleblowing, one can note that honesty will supplant loyalty if there is a conflict between the two, as honesty is consider ed as the most important part of any honor code (Fraschini, 2007). Hence, based on this, one can deduce that whistleblowing should be a duty from the virtue perspective. Egoism is the only ethical theory that does not support whistleblowing as a moral duty. If we critically analyse the traits of this theory, one can observe that ethical egoism provides no moral basis for the resolution of conflicts of interest that form the only vindication for a moral code (Baier, 1990). Moreover, according to Rachels (2008), the ethical egoist may object that he cannot admit a construct of morality whose aim is merely to forestall conflicts of interest. As such, the egoism theory cannot be a good measure to determine whether whistleblowing should be a duty. Hence, based on all the above considerations, one can conclude that employees should have a duty to blow the whistle on misconduct. Since whistleblowing should be a duty, it is crucial that whistleblowers are under legal protection and have clear guidance on reporting procedures in Singapore. The provision of whistleblower protection encourages an open organisational culture where employees are not only aware of how to report but also have the confidence in the reporting procedures. The protection of whistleblowers from retaliation for reporting in good faith suspected acts of corruption and other wrongdoing is therefore integral to efforts to combat corruption, promote public sector integrity and accountability, and support a clean business environment. Whistleblowing protection systems are widely implemented in the western countries. For instance, in Italy, proposed amendments to the Anti-Corruption Bill state that whistleblowers cannot be à ¢Ã¢â€š ¬Ã¢â‚¬ ¢penalized, fired or submitted to any direct or indirect discrimination, which would have an impact on the working conditions directly or indirectly linked t o the report. Protection is also provided under the U.S. law, against less severe disciplinary actions, such as admonishments or reprimands (Organization for Economic Cooperation and Development, 2012). On the contrary, whistleblowing legislation in Asia is not as sophisticated or as robust as it is in the US (Lord Cole, 2012). The workplace cultures in Asian differ from those in the West. Family businesses promote a distinct sense of patronage within themselves that are incredibly collective. Foreign companies operating in Asia reveal that the staff is not only loyal to the company, but also to their bosses and line managers (Lord Cole, 2012). These cultural norms hinder whistleblowing to prosper. However in recent years, Asian countries take whistleblowing seriously and are aware of Dodd-Frank, for example. Singapore code of CG expanded the role of the Audit Committee (AC) in Guideline 12.4 of the 2012. There are some changes made to the whistle-blowing provisions in the 2012; companies should disclose in its annual report the existence of a whistle-blowing policy, and the procedures for raising whistle-blower should be publicly disclosed as appropriate (Ernst Young, 2012). These changes align Singapores corporate governance practice in this area closely with that of the UK and US. According to a Singapore Institute of Directors survey, 70% of the listed companies have a whistleblower policy compared to 20% five years ago. Another 8% said they did not have a policy but intended to introduce one, while 3% reported that they had no plans to introduce whistleblowing (Deloitte, 2011). Koreas ACRC Act also provides protection against financial or administrative disadvantages, such as the cancellation of a permit or license, or the revocation of a contract (Park , 2008). In conclusion, based on the philosophical approaches, employees should have a duty to blow the whistle. Therefore, whistleblowers need to under legal protection and have clear guidance on reporting procedures. Protecting whistleblowers from retaliation can (a) promote public sector accountability, (b) combat corruption, and (c) support a clean business environment. Whistleblowing protection policy has been widely implement in the Western countries. Recently, Asian countries also take whistleblowing seriously and reinforce their whistleblower policy.

The Influence of The Impressionist Era Essays -- Music Composition Mus

The Influence of The Impressionist Era Impressionism, one of the later eras in classical music composition. An era where emotions are expressed vividly while still following musical structure, where music caused much political controversy, and where France became known for its musical talent. In this essay you will read of how impressionism set a lasting mark in musical and national histories, and how it influenced modern music as we know it. The Impressionist Era all started with Claude Debussy, being tired of the formed classical structure, and the romantic informality. Of all of the musicians who ever lived Debussy (1862-1918) was known for his originality and adventurous style. His influences soon spread throughout the Western world. He, before long, became a "superstar" in Europe, North America, and Asiatemporarily breaking the public's fascination with the monolithic composers of the classical and romantic eras. Because of Debussy's moving compositions Impressionism soon spread into churches, schools, ballrooms, along with respected theatres and concert halls. Although Claude Debussy was an amazing orchestral composer, his works seemed to agree most with the piano. Today, one of the most known pieces of piano repertoire is the piano suite, Claire de Lune. Many composers started to become inspired by Debussy and thus The Impressionist Era was born. In the later years to come Debussy would have never guessed his music would be so powerful and destructive. In 1876 unrest soon came to France, and ironically held in the middle was Impressionism. Today many would compare this to the sixties where more liberal habits cause social disturbance. Historians to this day are still shocked with how such an uplifting, and positive movement could cause so much strife. Riots and political vendetta soon aroused France, causing unofficial anarchy in which the government was powerless. This national misfortune was actually caused by feuding between the Socialists and Democratics using impressionism as their weapon of war. The Impressionist Era was said by political leaders to be expressing an opinion in France's politics, and since most impressionists were French this point had a strong siding. Composers like Debussy, and Satie soon unwittingly became political figureheads. The music definitely was moving for the French people, and... ... theatre, band and pop music techniques and styles which were founded during Impressionism are all employed. Even while watching a movie the background music often contains Impressionistic styling. A prime example is Celine Dion's once popular song, My Heart Will Go On, this song contains almost every one of Impressionism's musical characteristics. Throughout the song harmonic chord progressions, a drifting melodic line, classical and romantic technique and tone, irregular chromatic intervals, and whole-tone scales are clearly defined in the instrumental scores. Also, many other songs are laden with Impressionistic styles; including some rock music. Another modern day artist is Elton John who constantly uses themes from the Impressionist Era. The influence that Impressionism has on modern day music is actually quite phenomenal, all you have to do is listen closely and I guarantee that you will notice some similarity. The Impressionistic revolution in music all started with one musician, one composer, named Claude Debussy - who alone turned his mind's sketches into another Era in musical history. Who knows, maybe you will lead the way into the next musical era.

Chemistry lab report Essay

* Purpose: Finding the number of water molecules attached to copper sulphate crystals CuSO4.xH2O. * To avoid error: 1. Do not make too much movement around the balance when taking any mass. 2. Wait till the balance’s reading is stable then take the reading. 3. Make sure that the crystals are well distributed in the beaker to be evenly exposed to as much heat as possible. * In case the experiment was repeated for more accuracy in the final results, variables should be controlled: 1. Use the same balance. 2. Use same size and shape of the container (Beaker or evaporating dish) 3. Use exactly the same mass of copper sulphate crystals. 4. Apply the same amount of heat at the same time intervals. 5. Control room temperature. * Apparatus: 1. Beaker. 2. Balance. 3. Watching glass. 4. Glass stirring rod. 5. Hot plate. 6. Tongs. 7. Goggles. * Procedure: 1. The mass of the empty beaker is measured using the balance and found to be 29.92g 2. The mass of the watching glass is measured using the balance and found to be 58.95g 3. The copper sulphate, which is a light blue powder, is then added to the beaker and the total mass of the beaker and the copper sulphate is 33.86g 4. Wear the goggles for safety. 5. Copper sulphate is heated using the hot plate, the color of the powder gradually changes from light blue to white starting from the bottom of the beaker up and water vapor can be seen on the beaker’s walls. 6. The powder becomes a little clumpy during heating. 7. The beaker is shaken and the powder is stirred using the stirring glass rod every now and then to expose the upper parts of the powder to more heat and allow them to dehydrate properly. 8. As soon as the entire powder turns white, the beaker is covered with watching glass to prevent copper sulphate from reacting, again, with water vapor in the atmosphere. Also, the hot plate is now turned off. 9. The mass of the dehydrated copper sulphate along with that of the beaker and the watching glass is now taken and found to be 91.60g. * Processing: 1. By subtracting the mass of the empty beaker measured at the beginning of the procedure from its mass along with the copper sulphate, the mass of hydrated copper sulphate used at the beginning is found. 33.86g – 29.92g = 3.94g 2. By subtracting the mass of the empty beaker and watching glass measured at the beginning of the procedure from the final mass of the procedure, the mass of dehydrated copper sulphate is obtained. 91.60g – (58.95g + 29.92g) = 2.73g 3. The mass of evaporated water molecules can now be found by subtracting the mass of dehydrated copper sulphate from the mass of hydrated copper sulphate. 3.94g – 2.73g = 1.21g 4. The number of moles of evaporated water is now calculated by the rule: Number of moles = Mass / Molar mass Where the molar mass of water is 18 g/mol n = 1.21g / 18g.mol-1 = 0.067 mol 5. The number of water molecules is now calculated by multiplying the number of moles times Avogadro’s number (6.02*1023) Number of molecules = n*NA = 0.067*6.02*1023 =4.03*1022 molecules 6. The ratio is calculated to find the number of molecules attached and the formula of the compound: CuSO4 H2O Mass (g) 2.73 1.21 Molar mass (g/mol) 159 18 Number of moles (mol) 0.172 0.067 Ratio 1 10 0.39 3.9 à ¯Ã‚ ¿Ã‚ ½ 4 * Conclusion: The aim of this was to determine the number of water molecules attached to copper sulphate and that is a 4.03*1022 molecule where the compound has a formula of 10CuSo4.4H2O * Sources of error: 1. Uncertainty of the balance used. 2. Stirring may cause crystals to stick on the stirring glass rod affecting the mass. 3. The beaker has a small surface area, therefore not all particles will be exposed to enough heat and so not all water molecules will evaporate. * Ways of improving: Use a container with a larger surface area such as an evaporating dish to avoid the need of stirring and therefore copper sulphate crystals won’t be lost by sticking to the glass rod. Also, this will increase the number of water molecules exposed to heat and so it will increase the chance of dehydrating all of the copper sulphate crystals.

Heavenly Creatures Film Analysis Essay

Heavenly Creatures is based on a true story about two teenage girls who murder one of their mothers in Christchurch, New Zealand. The film, directed by Sir Peter Jackson, uses many techniques in the opening scene to efficiently show how vital this scene is to the film. These techniques include a documentary clip, costume, cinematography and sound. In the beginning of the opening scene, a documentary clip is used to introduce us to the town of Christchurch, New Zealand. The director uses this to show us how seemingly perfect the town of Christchurch was. In the clip it includes appealing imagery of flowers, gardens, lakes and schools. Accompanied with joyful music, Christchurch is presented to be the idyllic town. Described as a â€Å"quiet haven,† the audience become aware of how unlikely and implausible it would have been at the time for two teenage girls to commit a brutal murder against one of their mothers. The clip is used to create juxtaposition and shock the audience and to illustrate how alarming it would have been in the 1950’s for a murder of this nature to have occurred. Jackson wanted us to see the situation through the eyes of the people of Christchurch in the 1950’s – it would have been completely out of character for their town, causing quite a scandal. Therefore the media, at the time, would have had a field day. The media were quick to accuse the girls of being â€Å"lesbian school girl killers,† the girls became far more outcast than they already were. They were essentially the villains of the town. Jackson said up until the murder, he had tried to portray the girls from a sympathetic point of view. They were misunderstood creatures, exiled from their peers. The cinematography is used very effectively in the opening scene of â€Å"Heavenly Creatures.† An example of cinematography in the scene is when we see shots of the girls’ legs running up a path. They are covered in blood and screaming. This is paralleled with another shot of the girls’ legs, but this time they are running towards Juliet’s parents, on a boat. The next shot shows the girls both yelling â€Å"Mummy† as they get closer to Juliet’s mother. These shots show the girls are running from reality to fantasy. The fantasy scene where they are running towards Juliet’s mother shows that the girls desired to be sisters. Pauline would have done anything to be a part of the Hulme family, including killing her own mother. The  director wanted the audience to see how much of an intense relationship Juliet Hulme and Pauline Parker had- they killed someone in an attempt to stay together. The black and white colouring on the boat scene represents the girls’ fantasy, and how it was not real. The director also uses establishing shots to introduce us to the two main characters. We see Pauline exit from a shed-like house and jump down from over a fence. Her hair is unkempt, and she seems to be unhappy. Later in the scene when Pauline has arrived at school, there is a tracking shot of her walking down a school corridor. She seems awkward, and as she walks past her school peers she seems outcast. When people greet her, she would half-heartedly reply. The director wants us to see that Pauline does not come from a rich family, and to show she is quite different than the rest of her peers. Juliet, however, is first introduced with a shot of her travelling in a flash car, and later an establishing shot of her with her perfectly tidy hair and uniform as she is being introduced to the French class. The director shows that she comes from a wealthy and respectable background. When Juliet outsmarts the French teacher and is not afraid to speak up for herself, the audience is shown that Juliet, as well as Pauline, stands out from the rest of the class. The girls together were outsiders, and became fast friends because of this. Costume is also used skilfully in â€Å"Heavenly Creatures.† In the majority of the opening scene we see the girls, Pauline and Juliet, dressed in their identical school uniforms. As the school gathers for their morning assembly, they sing school hymns. High angle shots show all the girls in their identical uniforms and haircuts. The director wants us to realise that in a girl’s school in the 1950s, individuality was not widely accepted. The girls were expected to be well behaved, polite and obliging. Every girl is the scene is singing and looking relatively happy – except for Pauline. Though she is dressed correctly from top to toe in he r black leather shoes and white socks, her blue school-girl uniform dress and her short hair, Pauline stands out from the crowd. She is not singing the hymn and looks bored and sullen. Her hair is also far more dark and unruly than the rest of the girls around her. The director wants to show that Pauline is not just the average school girl, and she detests being in unison with everyone else, as she desires to be unique. Pauline and Juliet both had the desire to be unique, to stand out from the crowd with their own ideas and  own opinions, but that was not socially acceptable in their society or school. People, including the girls’ own family looked down on them for creating their fantasies and imaginary worlds. They did not fit in with their society in the 1950s. Expertly crafted in the â€Å"Heavenly Creatures† opening scene is the soundtrack. During the documentary clip, the music playing is cheerful and happy. This is because the clip is showing Christchurch to be a beautiful and harmonious place. The music helps to create the illusion that everything in the world of Christchurch is perfect. But as the scene transitions from the documentary clip to the actual story line, the music becomes dark and almost menacing. The director uses this to show that Christchurch is hiding a daunting side to it; this side involves deluded and murderous young girls. The music also creates tension which could be linked to how the outside world of Christchurch at the time were feeling – the shock of the murder case was startling, and the audience lives this too, through use of music. The director also wants to see past what Christchurch looks like on the outside, and realise that underneath, the town has damaged and scared parts, just as every other town does. The town of Christchurch has both good and bad people who do good and bad things. The harmonious music and the dark music is a way of symbolising the town and the people who live in it.

Definition Of Love Essay Sample Essay Example

Definition Of Love Essay Sample Essay Example Definition Of Love Essay Sample Essay Definition Of Love Essay Sample Essay Love has no borders Human beings were created with many attributes that are sometimes very difficult to comprehend. These attributes are expressed differently by different people and mostly according to contexts. Some attributes are dominant in some people and not others. Some attributes depend so much on the environment while others are only subject to the inner being of a person. It is also conceivable that different things within the surrounding trigger various attributes. One of the most common attributes is love. Love is perhaps the most discussed and sort after attribute in people. The most asked question is whether love has limits. This article seeks to illustrate that indeed love knows no boundaries. The focus is on romantic love between a man and woman. First of all, romantic love is a mysterious thing and therefore knows no bounds. The meaning of this is that one cannot conclusively explain the beginning of the strong pull between a man and a woman. It is true that there are physical and behavioral attributes that attract people to others. Nevertheless, these attributes do not guarantee a continued love between two people. In fact, a person may be attracted to several people of the opposite gender but only feel fulfilled with one of them. Whatever governs this phenomenon is unknown and thus it does not respect any boundaries. Secondly, love knows no bounds since whenever a person loves another person he/she sticks with that person regardless of what comes up. There have been numerous cases where everyone runs away from a person but his/her lover. For instance, there have been men and women who have been charged and convicted of serious crimes. In most cases, people tend to alienate themselves from such men and women including their friends and relatives. It amazes many people when their lovers choose to stick with them. This is because their love surpasses any possible negativity that can be mentioned with their lovers. Another illustration is when people forsake their cultures and traditions to be united with the people they love. The world has witnessed people crossing boundaries between countries and even continents just to be with one person that they love. Africans have gone to Europe, Europeans have gone to Americas, and Asians have gone to Australia and so on in search of love. The differences between these cultures are very huge, yet they do not stop love. Love is one thing that has prevailed in the midst of diversity. People have committed to eating strange food and learning strange languages because of love. This proves that indeed love knows no bounds. In conclusion, love has prevailed where many principles and philosophies have failed. Every time someone sits down to write about love, it seems to be a new thing. It is difficult to exhaust the description of love. This is because love prevails in diverse conditions where nothing else can. Every person loves, every community loves; love is a universal thing. It is possible to deny the existence of love and suppress it; but it is not possible to kill love. Love knows no bounds.

Global Common essays

Global Common essays According to James E. Post, common is a shared resource, such as land, air, or water that a group of people uses collectively. In the article title, Water: Critical shortages ahead?-water is a resource shared globally and its consumption has raised six fold between 1900 and 1995-more than double the rate of population growth. According to a 1997 United Nations assessment of freshwater resources found that one third of the worlds population lives in countries experiencing moderate to high water stress. Moderate to high stress translates to consumption levels that exceed 20 percent of available supply. The article, points out that, much of the projected increase in water demand will occur in developing countries, where population growth, industrial and agricultural expansion will be greatest. As a result, the World Resources Institute states that, agriculture already accounts for about 70 percent of water consumption worldwide and the United Nations projects a 50 to 100 percent increas e in irrigation water by 2025. The article points out that if water demand continues to grow and agriculture continues to dominate the water usage worldwide, water supplies will shrink and groundwater reserves will began to be depleted faster than they can be replenished by precipitation. This will have a negative impact throughout the globe as countries and societies will began to experience water scarcity-especially the low income nations. This will drive the industrialize nations to regulate the consumption of water as well as raise the price of water to discourage waste and abusive. This will greatly affect the low-income nations as they lack the financial and technological capabilities to keep up with the raise demands of water. According to the World Resources institute, this situation has already caused serious water shortages to develop in some regions, shortchanging human water needs and damaging aquatic ecosyst...

How Important Is Vocabulary for the New SAT

How Important Is Vocabulary for the New SAT SAT / ACT Prep Online Guides and Tips Studying hundreds of fancy words from big lists has long been a mainstay of SAT prep. But with the redesigned SAT focusing on medium-level words in the context of passages, do you still need to drill yourself on little-used vocab words? Before you expend superfluous energy to bolster your cognizance of recondite terminology (or waste time learning lots of obscure words), read this guide to learn whatvocabulary you need for the new SAT. First, what changes are being made to the SAT in terms of vocabulary? Changes in the New 2016 SAT The first and most apparent change in the redesigned SAT is the elimination of sentence completion questions. Gone are the stand-alone sentences with one or two blanks asking you to "choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole." Instead, the new vocabulary questions are passage-based. They refer to a line within a passage and ask what a word or idiom meansin context.This is a big difference from sentence completion-style questions, so what does this change mean in terms of the skills being tested? With sentence completions, you pretty much had to know the straight definition of complex wordsin order to answer them correctly. The sentence indicated a definition, so you either had to know which word it was referring to or be able to eliminate the other four answer choices. You couldn't rely on too many context clues to figure it out. This is where your studying of SAT Word of the Day and vocabulary lists would kick in and help you fill in the blanks. With the new passage-based questions, you're asked to interpret the meaning of a medium-level word in context. The word may be familiar to you, but it can have different meanings or connotations depending on how it's used. On these types of questions, all of the answers may be correct as definitions of the term being considered. Only one answer choice, though, will be correct for the term as it's being used in that particular context. As you can tell, this is a big departure from sentence completions. It calls upon different skills and a different approach to studying vocabulary. Before discussing how you can adjust your test prep, let's look at a couple examples that illustrate these changes. Does all this change make cents? Old SAT Vocabulary Questions The old SAT had 19 sentence completion questions which tested traditional SAT vocabulary terms. The following is a typical example. There is no doubt that Larry is a genuine -: he excels at telling stories that fascinate his listeners. (A) braggart(B) dilettante(C)pilferer(D) prevaricator(E) raconteur This sentence indicates the definition of the vocabulary word: a person who excels at telling fascinating stories. You either have to know that "raconteur" means just that, or you have to know thatthe other choices don't fit that definition and use process of elimination to get to (E). If you don't know these words and their definitions, you're left having to make a wild guess. The new SAT, on the other hand, usually doesn't feature such difficult words. Let's take a look. Redesigned SAT Vocabulary Questions The new SAT asks about words as they occur within the context of the passage. You probably don't use "prevaricator" and "raconteur" all that often in daily conversation. The words on the new SAT are meant to have broader utility in college and professional life. According to College Board, the new SAT emphasizes "the meaning of words in extended contexts and on how word choice shapes meaning, tone, and impact." They give the following example (this is an excerpt from a longer passage): "...The coming decades will likely see more intense clustering of jobs, innovation, and productivity in a smaller number of bigger cities and city-regions. Some regions could end up bloated beyond the capacity of their infrastructure, while others struggle, their promise stymied by inadequate human or other resources." As used in line 55, "intense" most nearly means... (A) emotional(B) concentrated(C) brilliant(D) determined Based on this example, you can immediately see the difference in the vocabulary's level of difficulty. You can also see how all of those answer choices could be correct interpretations of "intense"- depending on its context, it could mean emotional, concentrated, brilliant, or determined. Only (B) concentrated, however, works within this passage, as intense is being used to describe the "clustering of jobs...in a smaller number of bigger cities and city-regions." Rather than calling upon your knowledge of a word's definition, this question asks you to glean meaning and connotation from the context of a passage. Did you notice any other differences in this question? It only has four answer choices, instead of five. These improved odds, plus the fact that the new SAT has no penalty for wrong answers, means you should always make your most informed guess on all the questions. Some other medium-level difficulty words that might be tested on the new SAT include "alleviate, consistent, synthesis, empirical, coincide, congenial, indelible, discord, occur, mention, emerge, admit, perform, fortunate, require, and maintain." Even if you think you know all these words, is there a way you can study them to be better prepared for SAT vocab questions? What Do These Changes Mean for Your Studying? Given these changes, do you still need to study vocabulary for the new SAT in 2016? I would still highly recommend studying vocabulary, but in a different way. You can forget about those lists of "2,000 SAT vocabulary words" (phew!) and focus on "multiple-meaning" words of medium-level difficulty. The key thing to remember is that these words might have different meanings in different contexts, so you want to ensure that you understand each word in all of its dimensions and applications. You can do this by finding a word used in several example sentences, rather than just one, as well as noting how vocabulary words are used when you readbooks, articles, and the news. The New York Times Word of the Day Learning Blog has a useful tool that lets you find all the articles in which a term shows up. While many of the words they feature apply better to the old SAT, you can use that idea of finding terms in many different sources to enhance your understanding of it. There are also several other sites that are helpful for studying these words in various contexts, like Quizlet and ProfessorWord. Plus, incorporating them into your own writing is the best way to fully grasp how their meaning is affected by word choice and usage. Since these changes closely resemble the ACT, you can also check PrepScholar's list of the 150 most commonly tested ACT words. College Board and Khan Academy have sample practice questions for the new SAT. Finally, when using older practice materials, I would recommend focusing on the passage-based questions, especially the ones that point to a specific word or phrase. Generally speaking, you can forget about the sentence completions. Overall, what are the most important takeaways from the changes that were made to the SAT? The Gist of Vocabulary Changes The following are the most important points to remember about vocabulary questions on the new SAT: Sentence completions are gone. New questions focus on moderate-level words that may have different meanings in different contexts, like "intense." To prepare, you should focus on learning how words are used in different contexts, along with how you can gather context clues to determine the meaning of a word. Check out sample questions for the new SAT and make sure you understand the changes that are being made. This will help you adjust your studying and not waste time focusing on material that's no longer relevant. Plus, studying vocabulary based on context will help you improve your overall writing, reading, and communication skills, which will be extremely helpful for high school, college, and beyond. What's Next? Besides vocabulary questions, what else is changed on the new SAT? Read about all the changes and what it means for your test prep in our full guide to the redesigned SAT in 2016. In addition to learning about the changes, figure out what these changes mean for your studying. Read all about how to study for the new SAT here. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Warranties Research Paper Example | Topics and Well Written Essays - 2500 words

Warranties - Research Paper Example In case a service or product does not perform as promised, the warranty should ensure that exchanges or repairs are done in regard to the product (Martin, 2000). Basic information about warranties 1. They are loved by retailers On a factual basis, most of the retailers usually get more profit from the warranty contracts that they would get from the sale of the products. In actual sense, a consumer pays a price that is higher by approximately 20% or 10% in order for a warranty to be extended by the manufacturer. Most of the retailers would most probably subcontract the deal with a third party company for half the amount paid so as to avoid the risk that is involved with the risks. That is a strategy that may be used by companies in an attempt to maximize on their revenue. 2. The consumer may already be covered but he or she is not aware The holders of American express cards usually have the privilege of the extending the length of the warranty from the manufacturer by a year while the holders of a MasterCard or visa signature usually have the time doubled. There are also some manufacturers who may offer a discount rate that is fixed if the product’s level of damage does not reach the level of return. 3. The warrant will most probably not be used People usually enter into warrant contracts so as to reduce the risks that may be involved in case the product that has been purchased does not perform as expected. Most of the appliances that are bought with a warrant do not in most of the times break down. 4. Types of warranties 1. Manufacturer’s warranty This form of warranty is a warranty that is drafted and written by the manufacturer and included in the products that are produced by the manufacturer. The company usually guarantees that its products will be free of any defects for a specified time period after the day of purchase. The warranty however does not cover any accidental damages that are caused by the user to the product. In such an agreement , repairs or replacement of the product are usually done freely by the manufacturer (Barron, 2000). 2. Extended warranty This type of warranty is also known as a service contract. This type of warranty is an agreement that signed between the selling company and the consumer or a consumer and a store that is in offers coverage on behalf of the manufacturer for a fee. Manufacturers usually do not provide warranties that are extended but the store or retail store in which the product is purchased usually offers the warranty. The extended warranty is usually added as a cost to the price of the product. The purchaser of a product should ensure that the warranty is done in writing and he or she should not rely on the salesperson to make an explanation in regard to the warranty. 3. Store warranty A store warranty can be perceived to be another name for an extended warranty or service contract. In such a scenario, the store offers to extend a warranty for a fee. The warrant is associated wi th a risk in that if the store runs out of business, the purchaser will be left without any form of coverage (Parisi, 2000). 4. Third party warranty The warranty can also be called a service contract. The warranty is different from a store warranty on the side of the company that offers the coverage of the warranty. The consumer will have to pay for the extended warran

Eng 121 Essay Example | Topics and Well Written Essays - 500 words - 2

Eng 121 - Essay Example It stimulates too certain physical reactions such as fading of facial appearance, widening of eyes and mouth opening, drying of mouth, raising of eyebrows, quickening of heart rates, increasing of blood pressure, tightening of muscles, redirecting of senses , erecting of skin hairs , nervous responses including shaking of hands etc. One has many fears - fear of death, fear of small creatures and animals like spiders, snakes, lion, tigers etc., heights, water including swimming, mountains, plane riding, driving, violence, the list is endless. Swimming is feared for drowning which may cause much fatal and can take away the life even. Some specific fear occurs as a result of learning in one’s life like, if a child falls in a well or pond and finds very difficult to come out then the child would remain afraid of water until his / her life. Fear sometimes becomes a part of human nature through natural selections like fear from animals, heights, clouds, etc. This human nature fear is also known as preparedness. Some fears occur through historical and cultural influences. Fear from universal truth like fear of death. Fear can be described in degree from mild to extreme and relates with variety of emotional states like anxiety. worry, terror, horror, panic attacks etc. which change the normal behavior. During childhood parents often find very difficult to consol their children that there is actual no fear despite it becomes a part of the life of the child. Childhood fear can have a negative effect on the growth of the child and may sometimes create problems in his / her life. Like other natural fears more peopl e are either fear from swimming or afraid of water. It is natural phenomena that water individual. It is highly recommended to share the fear with others who may not just help the victim in return but can benefit them too. There are many ways or approaches to deal fear:

Merging and Clashing Cultures, & Defending Human Rights Essay

Merging and Clashing Cultures, & Defending Human Rights - Essay Example For example â€Å"Have a Coke and Smile† and then the latest â€Å"Open Happiness† with which people all across the world can relate to, but the campaign â€Å"Coke is it† is restricted to shores of the United States only. Moreira very logically elucidates this saying that although Coke is a host in America, yet â€Å"Coke is a guest, not the host, in most countries† and this could campaign would be rejected by an international audience. Marketing Strategies Applied by Coca-Cola It is very true that the trademark of Coca-Cola identifies itself with a positive tone of advertising. This can be further explicated as a technique in world marketing. The name Coca-Cola is found to be comparative with happiness of all kinds. This why one can find the trade name to be correlated with festivities, major sporting events like the World Cup, stadiums, and posters that represent light spirited frivolities. It is believed that the company intentionally associates itself with all these values of life that can create an atmosphere of joviality. This is deliberately done to increase a positive consciousness among the common masses. Coca-Cola: Relating Itself with the Customers It has been observed that Coca-Cola works on the positive psychology of the masses. People can relate to the optimism that it projects as a brand. People who are pent up with their ordinary lives can feel a sudden freshness by procuring a Coke. A typical example of this is a working executive, confined to his or her cubicle or even a laborer working in a factory find it to be a refreshing drink. What this means is that all humans think alike, there is no basic difference between them as the emotion remains to be the same and this is exactly what Coca-Cola aims to accomplish. In simple words this creates a desire which Coke tries to charm by fascinating all and sundry irrespective of their social backgrounds. Coca-Cola: In American Culture The fact that the marketing tactics of Coca-Cola is based on ubiquity is quite interesting in itself. This can be further justified by this piece of information that it has merged with the country’s culture it has visited into. In short it has become a part of the major culture wherever it has marketed itself. It is like the very instance of ‘El Kiosko Budweiser’ show in Puerto Rico that Arlene Davila points out. She finds that people think â€Å"locally produced shows are reflections of the local culture.† Hence the Puerto Ricans have acknowledged â€Å"Budweiser beer as a local product† (Davila, 2004). Likewise Coca-Cola has been mingled with mainstream cultures like in Taiwan they have chosen one their best as a brand ambassador. The Wang Lee Hom who is admired by all in Taiwan, sings the jingle of Coca-Cola with a Taiwanese melody. That is Coke does not act like the oppressive colonizer. Much to the contrary it has mingled itself with the larger cultures of the world. This has one mo re string attached to it that of the company’s regard for music. It comprehends world music as part of their marketing strategy for sure. Coca-Cola in Indian Culture In India Coca-Cola has to cope with a number of things. The new â€Å"Indian consumer† had a different taste. This consumer did not want to be fooled by a foreign company. This nouveau generation of consumer preferred Indian products over

Inferential Statistics Essay Example | Topics and Well Written Essays - 500 words

Inferential Statistics - Essay Example Patients with extremely low T-cell counts at imminent danger of dying will not be excluded but will be given special treatment as noted below in the discussion of ethical concerns. Study Design: Patients will be split into three groups: A placebo control group, a standard cocktail control group and a hivaril experimental group. For the hivaril group, in order to mask that a newer drug is being provided, the rest of the cocktail elements will be simulated by identical-looking placebos. Patients will be monitored for six months regularly to check T-cell performance and other vectors of improved health, as well as to see for toxicity. Statistical Model: Our intent is to see, at a very high confidence level with a moderate margin of error (+/- 3% would be acceptable), if hivaril is comparable to or superior to both the cocktail control group and the placebo control group. The hypothesis is directional, with the null hypothesis being that hivaril is worse than the cocktail and identical t o a placebo. The drug would still be a major improvement if it were better than the placebo but slightly worse than the cocktail. The alternative hypothesis is as noted. Because three groups are being measured, and must be to preserve a placebo control, ANOVA will be used. Luckily, the sample size is large enough that no other modification is needed.

Japan's Education System Before And After World War Two Essay

Japan's Education System Before And After World War Two - Essay Example The teaching culture in Japan differs greatly from that of schools in the west. Teachers are particularly concerned about developing the holistic child and regard it as their task to focus on matters such as personal hygiene, nutrition, sleep that are not ordinarily thought of as part of the teacher's duties in the west. Students are also taught proper manners, how to speak politely and how to address adults as well as how to relate to their peers in the appropriate manner. They also learn public speaking skills through the routine class meetings as well as many school events during the school year (Education in Japan). Japanese educational system is trying to develop the complete personality of a child. Unlike the western educational system, the teachers in Japan undertake more responsibilities in the making of a Japanese child into a socially acceptable and professionally skilled future citizen. Elementary educational system is completely different in Japan when we compare it with that of other countries. The supervision of teachers in elementary classes is negligible. The children are free to make noises and have the freedom to engage in whatever the activities they like. At the same time, teachers may not give the burden of home works or assignments during this period. In short, Japanese children were able to enjoy the elementary education as much as possible. Such a curriculum approach is undertaken in Japan in order to prevent children from hating education. Even though elementary education is enjoyable to the children, the education following elementary education may not be so. The sense of competitiveness is created during the high school... This essay stresses that Japan is not adamant in sticking with any particular system of education always. They update their educational system and curriculum time to time to meet the changing needs of the students. They are not reluctant in introducing or incorporating new technologies with the educational system in Japan. Computer assisted education is prominent in Japan at present. In fact the ability to adapt with new situations and challenges is the major reason why Japan is still able to maintain highest quality in educational sector. The influence of American culture was earlier visible in Japanese educational system after WW2. However, Japan has realized that the American model may not be suitable to their educational requirements and currently they are trying to move in the opposite direction. As a result of that, currently, â€Å"Education reformers in Japan are seeking some decentralization of control, greater diversification of institutions, less uniformity and standardiz ation of curriculum, more flexibility in teaching, and more individualization of instruction† This report makes a conclusion that Japan was able to maintain one of the highest standards of education in the world because of the creative educational reforms implemented in educational sector after WW2. Before WW2, japan was trying to imitate German and French education system and after WW2, they tried to imitate American educational system. However, they realized later that Japan needs an indigenous educational system and the above realization helped them to provide high quality education to its children.

BU1010 Final Assessment Essay Example | Topics and Well Written Essays - 2000 words

BU1010 Final Assessment - Essay Example And as result today the Central and Eastern European block and the Baltic States are knocking at the doors of European Union (IMF, 2000). The centrally planned economies existed in Soviet Union. The problem in the central economies was its inability to generate wealth and raise the living standard. The production and distribution would come from central government, deciding for the states, what to produce and how to distribute in what quantities. The workforce was assumed to be fully employed and salary was predetermined, regardless of the potential of the worker (Greenspan, 1997). In these economies there was no effective market clearing mechanism, the result was huge surplus of unwanted goods by population on one side and shortage of goods, which were in needed. This imbalance in demand and supply led to rationing the quota, as the quantity of the goods was limited. As production and planning was followed through state orders rather than by market demand, the finance had no control over the actions that were remotely planned by the center without following the market rules (Greenspan, 1997). In such economies, there was nothing like credit, interest or market values, as every thing belonged to the state. Due to the lack of a developed financial system, these economies as a consequence wasted their resources as much as much five to seven times more than Western European economies, yet without any productive result, which led to the dismemberment of Soviet Union and the rest of Eastern Bloc in early 1990s (Greenspan, 1997). The macroeconomic stabilization process after initial burst of high inflation stabilizes the inflation and allows the liberalization to take place, which keeps a tight control over the state budget and growth of money allowing the growth of progressive fiscal system to develop. These economies had no financial

Japan's Education System Before And After World War Two Essay

Japan's Education System Before And After World War Two - Essay Example The teaching culture in Japan differs greatly from that of schools in the west. Teachers are particularly concerned about developing the holistic child and regard it as their task to focus on matters such as personal hygiene, nutrition, sleep that are not ordinarily thought of as part of the teacher's duties in the west. Students are also taught proper manners, how to speak politely and how to address adults as well as how to relate to their peers in the appropriate manner. They also learn public speaking skills through the routine class meetings as well as many school events during the school year (Education in Japan). Japanese educational system is trying to develop the complete personality of a child. Unlike the western educational system, the teachers in Japan undertake more responsibilities in the making of a Japanese child into a socially acceptable and professionally skilled future citizen. Elementary educational system is completely different in Japan when we compare it with that of other countries. The supervision of teachers in elementary classes is negligible. The children are free to make noises and have the freedom to engage in whatever the activities they like. At the same time, teachers may not give the burden of home works or assignments during this period. In short, Japanese children were able to enjoy the elementary education as much as possible. Such a curriculum approach is undertaken in Japan in order to prevent children from hating education. Even though elementary education is enjoyable to the children, the education following elementary education may not be so. The sense of competitiveness is created during the high school... This essay stresses that Japan is not adamant in sticking with any particular system of education always. They update their educational system and curriculum time to time to meet the changing needs of the students. They are not reluctant in introducing or incorporating new technologies with the educational system in Japan. Computer assisted education is prominent in Japan at present. In fact the ability to adapt with new situations and challenges is the major reason why Japan is still able to maintain highest quality in educational sector. The influence of American culture was earlier visible in Japanese educational system after WW2. However, Japan has realized that the American model may not be suitable to their educational requirements and currently they are trying to move in the opposite direction. As a result of that, currently, â€Å"Education reformers in Japan are seeking some decentralization of control, greater diversification of institutions, less uniformity and standardiz ation of curriculum, more flexibility in teaching, and more individualization of instruction† This report makes a conclusion that Japan was able to maintain one of the highest standards of education in the world because of the creative educational reforms implemented in educational sector after WW2. Before WW2, japan was trying to imitate German and French education system and after WW2, they tried to imitate American educational system. However, they realized later that Japan needs an indigenous educational system and the above realization helped them to provide high quality education to its children.

Auto Insurance Essay Example for Free

Auto Insurance Essay They can serve to insulate you from economic upheaval in the case your car is destroyed or stolen or even from bankruptcy in the event you are sued for damages someone sustained in an accident involving your car. The author guides the reader through several key criteria which should be considered in an analysis of their own policy. A 12 page overview of the world of automobile insurance. Choosing adequate automobile insurance can be one of the most cost effective things an individual can do in this modern age. Not only can automobile insurance This 6 page paper provides an overview of the basic management strategies of the USAA insurance company. This paper considers the management perspective and strategy, as well as the operational function of the company and the increasing importance of restructuring principles for the company. premiums whittle away a sizable chunk from an individual’s take-home pay, they can serve to insulate you from economic upheaval in the case your car is destroyed or stolen or even from bankruptcy in the event you are sued for damages someone sustained in an accident involving your car. The author guides the reader through several key criteria which should be considered in an analysis of their own policy. 6 pages. The BMW M3 has been the subject of many articles and consumer report studies recently. Rating cars is not only just an annual task for automotive journalists but it is also a subject which auto enthusiasts look forward to eagerly each season. Did their favorite car make it to the top? What did the critics have to say about it? And do these opinions agree with those who actually own these cars? This paper focuses on the BMW M3 in the sports car class. For those who own the BMW M3 it is likely they will claim that hands down it is the best sports car they have ever driven. Although not all of the auto magazines rated the BMW M3 as number one, most owners will disagree. The BMW M3 has everything a driver wants in a sporty car. By looking at several magazine articles and talking to drivers of these well-made and handsome cars, it is easy to conduct our own survey. Bibliography lists 12 sources.

Which Citrus Fruits Remove Stains The Best Environmental Sciences Essay

Which Citrus Fruits Remove Stains The Best Environmental Sciences Essay Nowadays, most of people prefer to use biodegradable product or green product. Especially in current downturn economy, many people change to less expensive products. Using citrus fruits as an alternative ways to remove stain is the good choice. Is it very useful to know which of the citrus fruits is best used in removing stains? Significance of the Study Sodium hypochlorite (chlorine bleach) and hydrogen peroxide (oxygen bleach) are extremely popular in the market to whiten the fabrics. However, there are some disadvantages using oxygen and chlorine bleaches. Most of them are hazardous if ingested or inhaled and should be used with care. Lindsay Evans (2009) also explained the chlorine can cause negative health effects. Besides, they are costly and give a bad impact to our environment especially rivers and lakes ecosystem. Chlorine that flowing into rivers or lakes will combine with other chemical to form a stable compound where it will remain unchanged in groundwater for many years (Wisconsin, 2010). On the other hand, citric acid best uses as natural bleaches because it does less harm to ecology of rivers and lake. Limitation of the study All of the experiment will conduct in the Mara College Serembans laboratory. Most of the material such as citrus fruits; lemon, lime, navel oranges and pineapple and table salt are obtained from Carrefour Cheras in Cheras, Selangor, Malaysia. So, all of the fruits are not in the same level of freshness due to different condition during storage that may affect the freshness of the fruits. Besides that, the fruits might not come from same tree and this will affect the concentration of acid in the fruits. Research Question The focus of study is to investigate the ability of citrus fruits as natural bleach to remove stain from fabric. The main objective of this study is to identify which of the citrus fruits; lime, lemon, pineapple, and navel oranges is best used as bleaching agent. So the research question of the study is How does the type of citrus fruits used affect the rate of reaction of stain removable with influence of sodium chloride? The study uses 4 different types of citrus fruits which are lime, lemon, pineapple, and navel oranges that will extract into juice and add with table salt (sodium chloride). Hypothesis The research question of the study is How does the type of citrus fruits used affect the rate of reaction of citric acid to remove stain from fabric with influence of sodium chloride? The rate of reaction of citric acid is the highest at the most acidic solution.So the hypothesis is the most acidic fruit in this case is lime or lemon as both contains high concentration of citric acid. Variables Independent Variable The independent variable is the different types of citrus fruit juices. The citrus fruit juices that will use are lemon, navel orange, lime and pineapple. Dependent Variable Rate of reaction to remove the stain from fabric will be the dependent variable. The time taken will be record by stopwatch for the stain to decolorize. Then use formula to calculate the rate of reaction. Fixed Variable The fixed variables are type of cloth (cotton), volume of juice (5oml), temperature (100ËÅ ¡c) and volume (100ml) of water bath, quantity of sodium hydroxide (3 teaspoon) and type of stained( syrup solution). All of this material will be use in same quantity throughout of the experiment. 4.0) Procedure and Analysis Preparation of an approximately 0.1 M Sodium Hydroxide Solution followed by the Standardization of the Sodium Hydroxide Before testing the concentration of citric acid, the standard sodium hydroxide solution needs to be prepared. In order to prepare 0.1 M of NaOH, 9.0 cm3 of 1.0M sodium hydroxide solution was diluted with 100.00cm3 of distilled water. Then the sodium hydroxide solution was standardizing to determine its concentration by titrated it with KHP. This acid base reaction is shown in Equation 1(M.L.Gillette,1999); KHP(aq) + NaOH (aq) NaKP(aq) + H2O(l)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦(eq1) Two portion of 0.5g of dried potassium hydrogen phthalate (KHP) was weighed and dissolved with 50ml distilled water in conical flask. The Phenolphthalein solution was added for 2-3 drops into KHP solution to indicate the end point of titration. Phenolphthalein is used because the products pH range between .The sodium hydroxide was titrated with KHP solution until pale pink color was produced. The volume of NaOH solution added was recorded. Extraction of juices from citrus fruits. The lemon was cut into small pieces and blend with blender. The juice released was putted into the beaker and labeled with A. First step was repeated again until half of the beaker filled. Then, the extracted juice was filtered through muslin cloth. The whole procedure were used again with another type of fruits, lime, navel orange and pineapple and labeled with; Citric acid Determination The concentration of citric acid is determined by titrate the fruit juices with NaOH. The approximately 10 mL of lime juice be prepared by using pipette and was transferred into a conical flask. Then, the lime juice was diluted with 20ml of distilled water and three drops of phenolphthalein was added into solution. The solution with 0.1M sodium hydroxide (NaOH) was added from burette to the juice sample while swirling the mixture until the reaction mixture turned into faint pink color. The end point was reached when the pink color persists for thirty seconds. The volume of NaOH added was recorded. The processes were repeated again to increase the accuracy. Then, the procedure was used again with different type of juice; lemon, orange and pineapple. By using the formula, the molarity of citric acid in the fruit juice was calculated. Qualitative Data The colour of solution in conical flask change from white colour to faint pink colour. Data Analysis- calculation for determining the citric acid concentration through sodium hydroxide added. The citric fruits consist of citric acid. Citric acid contains carboxyl acid group and reacts with hydroxide ion as indicate in equation 2 (Dr. Ewa Thomas, 2007). The sodium hydroxide will ionize to form sodium ions and hydroxide ions (eq 1). NaOH (s) Na+ (aq) + OH (aq) (eq 1) C3H5O (COOH)3 (aq) + 3 OH- (aq) C3H5O(COO)33- (aq) + 3 H2O (l) (eq 2) The purpose of this experiment is to determine the concentration of citric acid on the citrus fruit by titrating the citrus juice with standard sodium hydroxide solution. The concentration of citric acid can be calculated by measuring the volume of sodium hydroxide used (eq 3). Molarity,M= (eq 3) M1V1 = M2V2 (eq 4) Based on the equation, the molarity of the OH- ions equal with sodium hydroxide as the molecular ratio is 1:1. So, the molarity of hydroxide ions can be known. By using equation 4, the concentration of citric acid can be determined. Calculating the concentration of citric acid By using the data given above, I had calculated the concentration of citric acid in citrus juices. The citric acid C6H8O7 is a triple basic acid that consists of three carboxylic acids and react with one hydroxide ion ,eq 1(Ewa Peter Thomas M Moffet, 2007). In this experiment, I assumed that the citric acid is sole acid found in the citrus fruits. C3H5O(COOH)3 (aq) + 3 OH- (aq) C3H5O(COO)3 (aq) + 3 H2O (l)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.(eq 1) However, according to experiment conducted by Law.C Solak.E(2009) the citric acid does not always have the 3 carboxylic acid. So, in this experiment I will assume that the citric acids only have 1 carboxylic acids but its less accurate. The following reaction takes place in the titration; C6H8O7 + OH- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ H2O + C6H7O7- (eq 2) Based on the equation(eq 2), the molarity of the OH- ions equal with C6H8O7 as the molecular ratio is 1:1. By using equation below, the concentration of citric acid can be determined. M1V1 = M2V2 where : m1 = molarity of Sodium hydroxide, NaOH v1 = volume of Sodium hydroxide Solution, NaOH m2 = molarity of dilute citric acids, C6H8O7 v2 = volume of dilute citric acids Solution, C6H8O7 Procedure for process of stain removable The white cloth cotton was cut into3cmÃÆ'-3cm size for 20 pieces and each pieces of cloth were stained with syrup solution. Then the stained clothes were dried for about 1 hour. 20 cm3 of lime juice was prepared and the initial pH of juice was recorded by using pH meter. For the first trial, a stained cloth was held under the running water and was soaked in the lime solution for more than 30 minutes (diagram 4.1). After that, the stained cloth was put into100ËÅ ¡c hot water bath and the time taken for the stained decolorize was recorded. However, the stained took longer time to decolorize where the results recorded were inaccurate. So I used another method by adding 3 teaspoon of table salt (sodium chloride) into lime juice. The pH value of juice was recorded. The stained cloth was rubbed with salt before soaked into the solution for an hour. Then, the stained cloth was putted into 100 °C hot water bath and the time taken for the stained decolorized was recorded. In order to identify the best fruit best use to remove the stain, the whole step was repeated again with another type of fruits; lemon, navel orange, and pineapple. The results from different type of fruits were compared. Besides that, I also used the different type of stain to test which one is more effective been bleached by citric acid. In this experiment I used vegetable based stain which is tomato stain. The first method is used; without adding the table salt (sodium chloride) and the result was recorded and be compared with synthetic stain (syrup). Qualitative data For synthetic stain: The pinks colour of stain turns into colourless. Fabrics become white Fabric cloths smell fruity. The juices become more slippery when added with sodium chloride. For organic stain The brown colour of mud decolorize The fabric colour turn into brownish The fabric become smelly The juices become more slippery when added with sodium chloride. Data Analysis According to the data collected, the different type of fruits and different type of stain will affect the time taken for the stain to decolorize. For the syrup stain, there must be influenced by sodium chloride (cooking salt) as it is hard to remove by citric acid alone. Adding the cooking salt involved the osmosis concept where when the solution become more saturated, the water will moving from the cloth to the salt and taking the stain together. When the cooking salt is added into the juice, the pH of juices drop and become more acidic. However, chemically the cooking salt does not affect the acidity of citric acid. The drop in pH value may be due the presence of water in the juices which react with the salt and release the hydrogen ions which might cause this to be happened 8.0: Conclusion and Evaluation 8.1- Conclusion Based on the results of the experiments carried out in this essay, its show that the type of citrus fruits used does affect the average time taken to remove the stain. The hypothesis that average time taken would be fastest in the most acidic fruit (lime) which consist high concentration of citric acid, is also supported based on the data collected. The main objective of this essay is to identify which of the type of citrus fruits; lime, lemon, pineapple, and navel oranges are best used as bleaching agent. As mention above, the type of citrus fruit does affect the average time taken to remove the stain. However, it also depends on the type of stain. Test on fabric with synthetic stain without adding sodium chloride (salt) required a long time where the average time taken cannot be collected. Meanwhile, citrus fruits are best used on fabric with vegetable based stain as there in no influence with sodium chloride. In addition, the time taken to remove the stain for vegetable based stain is fastest compare than synthetic stain. Besides that, the citrus fruit only react as bleaching agent in hot temperature only. It is possible that the stain can be removed under room temperature. Thus it can be concluded that, the lime is the best used as bleaching agent but with certain condition; type of stain and temperature. 8.2- Evaluation Some error and limitation occurring during the experiment which causes the result collected imprecise. The limitation and errors in these experiments can be divided into several parts. For the first part is problem in procedure A. Initially, the sodium hydroxide prepared had been assumed exactly 1.00M. However, to test the accuracy of the concentration, the sodium hydroxide had been standardized using KHP solution. After calculating the concentration of the sodium hydroxide, the concentration of sodium hydroxide is approximately 0.1M with 0.2% of percentage error. There is a limitation occur when calculating the concentration of citric acid by titrate it with sodium hydroxide solution. One problem is the assumption that the citric acid is the sole acid in citrus fruits. The citric acid should been standardized to know the exact concentration. Besides that, some common mistake occurred in the experiment such as improper position of burette and parallax error in taking the measurement. To overcome this, there is no other solution except reduce the parallax error by positioning the eyes straight to the scale reading needed and position the apparatus used at the smooth surface. Moreover, it was hard to determine that the colour of the solution turned to faint pink colour because if the titration of NaOH was titrated without care the solution will become too red. So the result of the first faint pink colour come out should be observed and detected properly so it needs a particular partner in doing that job. In the last part(procedure D), most of error occurs is during taking the average time taken to remove the stain from fabric. When the stained fabric is place into hot water, it is difficult to identify whether the cloth decolorize or not because it is possible for fabric to turn into white without be rub. To improve this, the experiment must be repeated for several times to increase the accuracy. There is also a limitation where the removable of stain cannot be seen clearly when test conducted with coffee at first. So, to overcome this problem, the stain was changed into syrup which the red colour can be seen clearly. 8.9: Recommendation for further research More work could be done on the use of sodium chloride (cooking salt) in removing stain, is it effective used and how it will increase the effectiveness of citric acid in removing stain. The effectiveness of citric acid should be compared with commercial bleach and color safer bleach. Which one is best used? Besides that, the uses of citric acid can be extending more into the cleaning process; such as kitchen utensils and rusting. The investigation should be carried on how does cold water remove stains? The method of soaking cloth with cold water to remove stain is quite effective and the chemistry behind this should be expose.

My Philosophies on Leadership and Management Essay -- Leadership and M

Introduction Examples of sound leadership can be found in many places. I very much admire individuals in my life who exhibited extraordinary aptitude in creating influence. From our small-town pastor to my favorite elementary teacher, I have striven to catalyze the same type of positive change I found in these models with others around me looking for a source of leadership. Until the completion of this course, however, I did not have the theoretical knowledge to work proven leadership methods into my projects. The purpose of this overview will be an attempt to overlay leadership research paradigms gleaned through my time in this class onto my personal leadership and managerial philosophies. Perspective of Humankind People deserve to be treated fairly and justly. As a result of this conviction, a strong sense of ethics constitutes a major implication in my overall philosophy of leadership. It is imperative for leaders to involve themselves with followers and aid them in resolving personal issues regarding conflicting values (Burns, 1978). In order to bring a follower to a higher level of functioning, it is the respon ¬sibility of the leader to help followers assess their own ideals of equality, liberty, justice, and others. In my assumption, ethics is the central characteristic of the process of being a leader. Managerial Philosophy As a manager, success is most often measured by the achievement of organizational tasks. However, another element of managerial success that may be more difficult to quantify (but is no less vital) is how the leader attends to the people in the organization who are trying to achieve its goals. Measuring concern for production in tandem with concern for people was the product... ... Sage. Jung, C. G. (1923). Psychological types. New York: Harcourt Brace. Kogler-Hill, S. E. (2007). Team leadership. In P. G. Northouse (Ed.), Leadership: Theory and practice (4th ed., pp. 207–236). Thousand Oaks, CA: Sage. Kuhnert, K. W., & Lewis, P. (1987). Transactional and transformational leadership: A constructive/developmental analysis. Academy of Management Review, 12(4), 648–657. Larson, C. E., & LaFasto, F. M. J. (1989). Teamwork: What must go right/what can go wrong. Newbury Park, CA: Sage. Levi, D. (2011). Group dynamics for teams. Thousand Oaks, CA: Sage. Luthans, F., & Avolio, B. J. (2003). Authentic leadership development. In K. S. Cameron, J. E. Parker, G. M. (1990). Team players and teamwork. San Francisco: Jossey-Bass. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning orga ¬nization. New York: Doubleday. My Philosophies on Leadership and Management Essay -- Leadership and M Introduction Examples of sound leadership can be found in many places. I very much admire individuals in my life who exhibited extraordinary aptitude in creating influence. From our small-town pastor to my favorite elementary teacher, I have striven to catalyze the same type of positive change I found in these models with others around me looking for a source of leadership. Until the completion of this course, however, I did not have the theoretical knowledge to work proven leadership methods into my projects. The purpose of this overview will be an attempt to overlay leadership research paradigms gleaned through my time in this class onto my personal leadership and managerial philosophies. Perspective of Humankind People deserve to be treated fairly and justly. As a result of this conviction, a strong sense of ethics constitutes a major implication in my overall philosophy of leadership. It is imperative for leaders to involve themselves with followers and aid them in resolving personal issues regarding conflicting values (Burns, 1978). In order to bring a follower to a higher level of functioning, it is the respon ¬sibility of the leader to help followers assess their own ideals of equality, liberty, justice, and others. In my assumption, ethics is the central characteristic of the process of being a leader. Managerial Philosophy As a manager, success is most often measured by the achievement of organizational tasks. However, another element of managerial success that may be more difficult to quantify (but is no less vital) is how the leader attends to the people in the organization who are trying to achieve its goals. Measuring concern for production in tandem with concern for people was the product... ... Sage. Jung, C. G. (1923). Psychological types. New York: Harcourt Brace. Kogler-Hill, S. E. (2007). Team leadership. In P. G. Northouse (Ed.), Leadership: Theory and practice (4th ed., pp. 207–236). Thousand Oaks, CA: Sage. Kuhnert, K. W., & Lewis, P. (1987). Transactional and transformational leadership: A constructive/developmental analysis. Academy of Management Review, 12(4), 648–657. Larson, C. E., & LaFasto, F. M. J. (1989). Teamwork: What must go right/what can go wrong. Newbury Park, CA: Sage. Levi, D. (2011). Group dynamics for teams. Thousand Oaks, CA: Sage. Luthans, F., & Avolio, B. J. (2003). Authentic leadership development. In K. S. Cameron, J. E. Parker, G. M. (1990). Team players and teamwork. San Francisco: Jossey-Bass. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning orga ¬nization. New York: Doubleday.

Dissociative Identity Disorder Essays -- Biology Essays Research Paper

Dissociative Identity Disorder, commonly known as Multiple Personality Disorder, is estimated to afflict at least a tenth of the American population. Patients with this disorder suffer from constant memory loss due to the presence of two or more other personalities that "take over" the patient's consciousness at random times of the day. This switching of personalities may last for a couple minutes, a couple hours, to up to several weeks at a time (1). In the past 30 years, the prevalence of Dissociative Identity Disorder has sky rocketed. The term dissociation refers to the disruption of one or more agents that constitutes "consciousness", such the formation of memories, making sense of them and maintaining a sense of identity (1). Dissociation results from forces beyond the patient's control. Proponents of Dissociative Identity Disorder believe memory loss occurs because the patient's consciousness is taken over by alter personalities believed to be formed during childhood (2). Personalities are usually found to be extremely different from the personality of the patient. The patient is usually shy, introverted and insecure, whereas some of her personalities may be flirtatious, outgoing, confident; and yet others may have issues surrounding anger management. Personalities may be older than the age of the patient, younger, or may have lived over a hundred years ago (1). Patients who suffer from DID are usually women who have had a history of sexual or extreme physical abuse, or who have experienced repeated trauma beyond her control (3). Because the child cannot physically escape the pain, her only option is to escape mentally: by dissociating. Dissociation is said to defend against pain by allowing the maltreatment to be ex... ...ts who come into therapy may have problems dealing with their emotions and self validation, and at the end of therapy, with the help and validation of therapists, discover multiple alter personalities. Does Dissociative Identity Disorder exist? Maybe. Yet, one who is unable to integrate various emotions and memories should have less than one personality, not multiple. References 1)Dissociative Identity Disorder: The Relevance of Behavior Analysis by Brady J. Phelps http://web3.infotrac.galegroup.com/ 2)Multiplying the Multiplicity in the British Journal of Psychology http://web3.infotrac.galegroup.com/ 3)The Treatment of Dissociative Identity Disorder With Neurotherapy and Group Self Exploration http://www.isnr.org/index.html 4)An Analytical Review of Dissociative Identity Disorder http://serendip.brynmawr.edu/bb/neuro/neuro02/web1/www.ycp.edu

Research question †How many molecules are there in a liquid drop? Essay

Variables – Independent variable – The nature of the liquid drop. Dependent variable – Mass of liquid drop. Constants – * Concentration of the liquids * The volume of a drop * Temperature of the liquids Hypotheses and prediction – The heavier the liquid used i.e. a liquid with a high relative molar mass, the more the number of molecules per drop. I predict this as the RMM (relative molar mass) is the measure of the mass of molecules that make up a mole of a substance, and hence the higher the mass is, the more the number of molecules there have to be. Thus, the liquid would have more number of molecules per unit volume as compared to one with a lower RMM, keeping in mind the same concentration is taken. Apparatus – 1. Measuring scale, in grams (à ¯Ã‚ ¿Ã‚ ½ 0.01 g) 2. Dropper 3. Beaker, 50 ml 4. Distilled water 5. Glycerine 6. Ethanol 7. Ethylene glycol 8. Tissue paper Methodology – 1. We collected the apparatus needed and measured the mass of the 50 ml beaker. We called it m1. 2. Using a dropper, we put 20 drops of water in the beaker. We measured the mass of the beaker + water, and called it m2. The mass of the 20 drops of water was found by subtracting m1 from m2. The answer was divided by 20 to find out the mass of one drop of water. 3. We repeated step 2, with water, using 40, 60, 80 and 100 drops. This made the experiment more accurate i.e. gave a more precise mass of the water drop. 4. then, we repeated steps 3 and 4 with the three other liquids – ethanol, glycerine and ethylene glycol. 5. Values were noted down. Further calculations were made using the mole equation – Number of moles = And, also using Avogadro’s constant, where the number of molecules in one mole of a substance is 6.023 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½. Controlling, varying and monitoring the variables – > The independent variable was varied by using not one, but four different types of liquid. These were – distilled water, glycerine, ethanol and ethylene glycol. These liquids have different relative molecular masses. > The change of the dependent variable were monitored by using a measuring scale to observe the change in the masses of the same number of drops when different liquids were tried. > The controlled variables were kept constant:- (a) All the four liquids had the same concentration of 1 mol/dmà ¯Ã‚ ¿Ã‚ ½. This was necessary as a change in the concentration produces a change in the number of moles of the liquid in the drop. (b) The drops were all of the same sizes, and hence of the same volume. the volume was kept constant by using the same dropper for each trial, and furthermore, by applying the same pressure (from the fingers) to the bulb of the dropper. (c) The temperature of the liquid was necessary to keep constant as even trivial changes in temperatures can make a liquid expand or contract, changing its volume. The experiment was carried out at room temperature, for all trials. The temperature of the surroundings was unchanged throughout the experiment i.e. the temperature of the air conditioner was not altered. Collecting relevant and sufficient data – Before the experiment, several trials were executed in order to get a gist of the experiment and recognize and amend any errors. Examples of errors include applying different amounts of pressure on the dropper bulb, giving us drops of different volumes. We also noticed that sometimes, more or less drops were added than needed, due to not observing well or counting the number of drops being put into the beaker carefully. We corrected this by paying more attention to the number of drops being put into the beaker. These errors were made right and taking trials before the experiment ensured we had a more precise, accurate and relevant experiment. We also decided to take the mass as the dependent variable, instead of volume, as we were provided with a measuring scale which was much more accurate (à ¯Ã‚ ¿Ã‚ ½ 0.01 g) as compared to even the most accurate measuring cylinder (10 ml, à ¯Ã‚ ¿Ã‚ ½ 0.1 ml). This reduced the overall uncertainty of the equipment used and hence the general error of the experiment, and made the data more relevant and certain. On the other hand, it was made sure sufficient data was collected as we took five different trials (20, 40, 60, 80 and 100 drops) for each of the four liquids, just to average it down and get the mass of one drop (for each liquid). Furthermore, we measured the masses of high numbers of drops ex:- 60, 80, 100 drops etc. as the higher the number of drops, the lesser the error uncertainty. The standard deviations of the averages of each set of drops has not been calculated, as it isn’t the final value needed (i.e. the average mass of one drop is the final value needed). I have rounded off those averages to three decimal places (instead of one) as the values are very small. The average mass of one drop has been rounded off to the same number of places as the standard deviation, that is two significant figures. The calculations are shown on the following page. Calculations – * The averages have been calculated the following way:- For example, taking the values for water = = = = 0.0634 = 6.3 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½ (to one dp) * The standard deviation for the averages have been found out in the following way:- 1. First the average of the values have been found. Taking the example of the values of water the average is 6.3 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½ g (0.0634 g). 2. Then, the difference between each reading and the average was found. That is: 0.058 – 0.0634 = -0.0054 0.059 – 0.0634 = -0.0044 0.065 – 0.0634 = 0.0016 0.067 – 0.0634 = 0.0036 0.068 – 0.0634 = 0.0046 3. Next, these differences were squared (in order to remove any negative signs): (-0.0054)à ¯Ã‚ ¿Ã‚ ½ = 2.916 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 (-0.0044)à ¯Ã‚ ¿Ã‚ ½ = 1.936 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 (0.0016)à ¯Ã‚ ¿Ã‚ ½ = 2.56 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½6 (0.0036)à ¯Ã‚ ¿Ã‚ ½ = 1.296 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 (0.0046)à ¯Ã‚ ¿Ã‚ ½ = 2.116 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 4. These squares were then added, and the sum was divided by (n – 1), where â€Å"n† is the number of values. = 2.13 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 5. Finally, the square root of this number gives the standard deviation of the average: = à ¯Ã‚ ¿Ã‚ ½ 4.615 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½ However, this value is always rounded off to one significant figure (hence, so is the average value) giving – à ¯Ã‚ ¿Ã‚ ½ 0.2 s. 6. This method was used to get the standard deviation of the rest of the four averages as well. * The number of moles of the liquid contained in the drop was calculated by the formula = Number of moles = . The relative molar masses of the four liquids were taken from literature values – Water – 18 ; Glycerine – 92 ; Ethanol – 46 and Ethylene Glycol – 62. (www.wikipedia.com) * The number of molecules present in the drop was found out by using Avogadro’s formula which states – Number of molecules = Number of moles of the substance à ¯Ã‚ ¿Ã‚ ½ (6.023 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½) Data processing – Graph 1 – This graph shows us two things – the mass of the liquid drop as well as the number of molecules each drop contains – of four different liquids, which are placed on the X axis. Comparing this graph, and literature values, we can see there is an indirect relationship between the mass of the drop and the number of molecules. This relationship is most importantly affected by the relative molar mass (RMM) of the liquid. A higher RMM means a lesser number of moles in a given volume, as is seen in the case of glycerine, where the number of molecules is seen to be relatively lesser when compared to its mass; and other values. This means that glycerine’s molecules are heavy, large or more dense. Whereas in the case of water, the number of molecules is seen to be much higher as compared its mass – which suggests that water has a lower RMM, relatively, and hence is â€Å"lighter†, or smaller, on the whole. This graph also shows us anomalous results regarding the mass of the ethylene glycol drop. Technically, the ethylene glycol drop should have a greater mass as when compared to ethanol, as it has a greater RMM (value got from literature data) and a lesser number of molecules. This could have been due to errors in the volume of the liquid drop (for example), which have been explained in the evaluation. Conclusion – Thus, we can conclude by stating that the hypothesis has been proved wrong i.e. as the relative molecular mass of a liquid increases, or the mass of the liquid drop increases, the number of molecules it contains decreases. This is because the relative molar mass is a measure of the mass of one mole of a substance (relative to 1/12 of the mass of carbon 12), and one mole of any substance consists of the same number of molecules – 6.023 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½. However, one mole of a substance may differ in mass from one mole of another substance. This is solely because of the mass of the particles contained in that one mole of the substance. A compound which has i) many atoms ii) heavy atoms (in one molecule), will have a higher relative molar mass than a molecule of a compound which has lesser atoms or lighter ones (or both). In this experiment, we are not measuring the number of molecules in one mole of these for substances, but in one drop. hence, the volume remains constant here. Thus, the only way a drop of a substance (of the same volume as the other three drops) will have more number of molecules than any other will be by the liquid having a lower RMM, so that more number of particles would fit in that drop. Taking the example of water, its mass is relatively lower as compared to the number of molecules it contains. This simply suggests that a water molecule will either have lesser atoms, or lighter atoms, or both. On the other hand, the molecule of glycerine is fairly heavy, with an RMM of 92 (whereas the RMM of water is 18) and we can see by the graph that the number of molecules it has is relatively lower than that of water’s however the mass of the drop is higher than that of water’s. This shows that glycerine molecules are heavier than water molecules. Thus, as the mass of the drop increases, the number of molecules it contains decreases. Errors and observations – > Glycerine doesn’t dissolve in water, hence it was difficult to clean the dropper and the measuring cylinder containing it. > Ethanol, being an alcohol, was volatile. Thus, it easily evaporated. This could have been the reason why the mass of the ethanol drop was lower than expected. > Any slight changes in the room temperature would have caused an error to the volume of the drop, since it is so small in volume, ex:- opening of the laboratory door, changing of the temperature of the air conditioner, opening of the windows. However, it was made sure as far as it could to avoid these changes. > The same dropper was used for each liquid, in order to try to maintain the volume of the drops. This could have resulted in the liquids mixing up, hence altering the mass values. > Minute air particles like dust and dirt could have affected the experiment by changing the mass of the drops. > The readings taken towards the end of the laboratory session were slightly heavier (due to some liquid still remaining in the instrument). > The angle with which the dropper was held made a difference to the size of the drop i.e. if the drop was held vertically, the drops flowed faster and were heavier. Whereas if the dropper was held more horizontally, the speed of the flow of the drops was slower and the size was smaller. > After filling the dropper, the first drops were slightly heavier as compared to the last ones due to the extra pressure being applied to them from the liquid above. > Air bubbles were trapped in the liquids. > Glycerine had the largest and most viscous drops whereas water had the smallest and least viscous drops. > Sometimes, drops were added to a measuring cylinder which already contained drops, intentionally. For example, if a measuring cylinder had 20 drops of water, 20 more drops were added and then the mass for 40 drops of water was measured. In case there were any errors for the first 20 drops, they could have carried on for the next 20 drops. > The liquids could have been slightly impure, as they were all being used for the same experiment (some could have mixed). This would have made a difference to the mass. Evaluation – 1. In order to clean the glycerine left from the sides of the dropper etc, a substance which dissolves glycerine could have been used, for example alcohol. 2. Since ethanol was volatile, the experiment could have been carried out in an area where there was no straight wind. The ethanol bottle could have been kept shut for most of the time, and the masses could have been taken down quickly. 3. The room temperature could have been well monitored by maintaining a constant temperature (of the air conditioner) and strictly ensuring that the windows or the door weren’t opened. 4. Extra care and hygiene could be taken to ensure that the liquids didn’t mix up. This could be done by making sure that attention is paid to the lab while performing it and the volunteers aren’t distracted. To make sure the dropper was well cleaned for each trial, liquids which dissolved the liquids being used could have been applied. Another way could be to find another dropper with the exactly same diameter as the one being used. This would decrease the errors by a great deal. 5. To ensure dust particles didn’t fall into the liquids, a conical flask could be used. 6. After each trial, it should be made sure that the beaker is cleaned well and wiped well too, by tissue paper. In order to ensure that there is no extra liquid remaining, the mass of the beaker could be checked before adding the drops. 7. One set angle (of the dropper) should be used, for example the dropper could held at approximately 45à ¯Ã‚ ¿Ã‚ ½ to the laboratory surface table for all trials. The pressure applied to the bulb should also be monitored. 8. When the dropper is full, the experiment could be carried out more slowly and the number of drops be carefully monitored. This would make sure that the size of the drops was not too large, and that the number of drops being added to the beaker were carefully monitored. 9. To decrease the number of air bubbles, the bottles which contained the four liquids could be shut for most of the time and not moved around much. It should also be made sure that the dropper was full with sufficient liquid so that there would be very less air bubbles, or none at all. 10. To avoid carry-on errors, each trial could be performed after cleaning the beaker with water and wiping it well with tissue, each time. These would be the improvements I would add to my experiment in case I perform it again. I would also like to use more, different liquids, in order to get a broader idea of the experiment.