Quantitative Methods and Analysis Essay Example | Topics and Well Written Essays - 750 words

Quantitative Methods and Analysis - Essay Example 190). where, Z is the value of the normal distribution table at given confidence level ? is the standard deviation and E is the desired precision For AIU, Confidence level is 95%. Z (Confidence level=95%) = 1.96 ? = $700 E = $55 Thus, it implies that the institute needs to sample 623 individuals to meet the original requirements of the sample. The sample size that is determined has a significant impact on the budget of the research. An increase in the sample size will mean that the institute will have to spend more amount for carrying out the research. If the budget of AIU is not enough to cover the entire sample of 623, the institute can reduce the sample size or lower down its conditions in confidence level or desired precision. If we see the normal distribution table, we see that the z value deceases with decease in confidence level (Levin & Rubin, 2007). In order to reduce the sample size, one option that AIU is having is to reduce its confidence level. Confidence level is a repr esentation of the surety of the data received. Confidence level can be defined as the likelihood of the true population parameter lying within the range specified by the confidence interval (Stattrek, 2011). Decreasing the confidence level will lead to decrease of the z value, which will reduce the sample size. ... crease the distance from the mean that is permissible for the mean dollars spent by each card holder to $70 at the same confidence level, the sample size becomes: We can see that a slight increase (from 55 to 70) in the marginal error that is acceptable to the researchers lead to a decrease in the required size drastically (from 623 to 385). References Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education, 6th ill. ed. NY: Routledge. Levin, R.I., & Rubin, D.S. (2007). Statistics for Management, 7th ed. New Delhi: Dorling Kinderseley (India) Pvt. Ltd. Stattrek. (2011). Confidence Level. [Online]. Available at: http://stattrek.com/Help/Glossary.aspx?Target=Confidence%20level [Last accessed on 20th June 2011]. Wrenn, B., Stevens, R.E., & Loundon, D.L. (2006). Marketing research: text and cases, 2nd ill. ed. New York: The Haworth Press. Part 2 Surveys are very useful tool to collect information about a population. In a research using surveys a questionnaire is admin istered on a carefully identified sample of respondents (McQuarrie, 2006). Survey questionnaires are typically aimed at identifying particular respondent’s characteristics, attitudes or perception. Surveys find extensive application in areas such as market research, psychological studies, sociology and human resources. One example of a survey can be a survey in the area of market research, where respondents are asked to respond to their opinion about a particular product or service. Such surveys can be administered through questionnaires written on paper. Another type of survey can be the one used by the HR department of organizations to assess the employee satisfaction levels. These surveys can be administered as web-based surveys. Telephonic surveys can be administered to analyze the

Proposal Cover Letter Essay Example for Free

Proposal Cover Letter Essay Enclosed please find the protocol and consent form for the study, â€Å"Name of Study.† I have also enclosed a copy of the State University Institutional Review Board’s approval, dated January 12, 2002, and the Tribal Council’s approval, dated December 15, 2001. We propose to conduct a population-based study of all tribal members age 60 and greater on the Tribe Reservation. Individuals participating in the project will receive both a comprehensive medical evaluation at the Tribal Health and Wellness Center and a safety and functional evaluation in their home performed by a tribal member. While providing researchers at State University data regarding the prevalence of dementia and other chronic disabilities, the study also offers valuable information to both individual tribal members and the Tribal community. We have met with both staff and tribal members on the reservation on several occasions to discuss this project. We have received official approval of the project from both the Tribal Council and the Health and Welfare Committee. We have scheduled a trip to the reservation on June 3, 2002, to begin this project. We would appreciate your informed review and approval of the enclosed material. If you have any questions or concerns, please contact me at (503) 555-5555, extension 555. I will serve as the contact person for this project. We look forward to your comments and approval. Sincerely, Jane Doe, MD, Principal Investigator John Doe, RN, MN, Co-Principal Investigator ***Sample IHS Service Unit Letter of Support*** December 15, 2001 Jane Doe, MD State University PO Box 12 Anycity, Northwest State, 99999 Dear Dr. Doe: This letter is to inform you that the Service Unit has reviewed and supports your research study titled, â€Å"Name of Study.† It is our understanding the project will begin on June 3, 2002. We are very interested in your efforts that may help improve our understanding of health in our elderly population. If you have any questions or need further assistance, please contact me at (503) 555-5555. Sincerely, Jane or John Doe, Service Unit Director Name of Service Unit Anycity, Northwest State ***Sample Tribal Resolution*** WHEREAS, the Tribe is a federally recognized National pursuant to the Treaty of 1855 (12 Stat. 951); and WHEREAS, the Tribal Council is the governing body of the Tribe, by authority delegated by Resolution ABCD-1234; and WHEREAS, the Health, Employment, and Welfare Committee of the Tribal Council has been delegated the responsibility for providing the leadership, guidance, and oversight to all of the health, employment, and welfare programs and services; and WHEREAS, nationwide statistical data has indicated that an increase in the number of elderly Native Americans has been observed in recent decades; and WHEREAS, a National Indian Council on Aging study has shown that the life expectancy for Native Americans has increased by 19% since 1955; and WHEREAS, the prevalence, causes, and risk factors for chronic disabilities including dementia in Native Americans are as yet completely unknown; and WHEREAS, a study has been designed to determine the general health status and prevalence of major disabling conditions in elderly Native Americans, the functional status of elderly Native Americans, and the effectiveness of interventions that are currently used to maintain function; and WHEREAS, the study was designed with input from tribal council members and health staff; and WHEREAS, in implementing the study, the researchers will follow the protocol contained in the study design; and WHEREAS, the researchers will work closely with tribal health staff to have a clear understanding of culturally sensitive issues and to ensure that the dignity of all people contacted is maintained; and WHEREAS, the title of the study will be â€Å"Name of Study;† and WHEREAS, permission from the Executive Board of the Tribal Council is sought by Dr. Jane Doe to implement the study; and WHEREAS, there is to be no publication of the data collected in the study without the express permission of the Tribe. NOW THEREFORE, BE IT RESOLVED, by the Executive Board of the Tribal Council, acting under authority delegated by Section IV-A of the Rules or Procedures, approved by the Tribal Council Resolution AAAB-0001, dated January 31, 1969, and meeting at the Governmental Headquarters of the Tribe, Anycity, Northwest State, that approval to initiate the study in question be signed. BE IT FURTHER RESOLVED, that the Tribe does not waive, alter, or otherwise diminish their Sovereign Immunity whether expressed or implied by virtue of this contract, for any and all administrative or legal action, which may arise directly or indirectly from the same. Nor does the Tribe waive, alter, or otherwise diminish their rights, privileges, remedies, or services guaranteed by the Treaty of 1855. DONE AND DATED on this 15th day of December, 2001, by the undersigned members of the Executive Board of the Tribal Council.

Achieving Dreams :: essays research papers

â€Å"If you can imagine it, you can achieve it. If you can dream it, you can become it†. As the saying goes by William A. Ward. I am sure that you have understood the topic, the topic is, DREAMS. Dreams are nothing but the thoughts and ideas of ones mind. They predict the character of the person. If ones thoughts are good they he/she will see good dreams and if someone’s thoughts are bad they he/she will se bad dreams. From the above line it is clear that dreams are good or bad, intentions of people. All of us dream, several times at night. It is believed by some that we sleep in order that we may dream. Dreams can come true if somebody makes them true, as the saying goes, â€Å"A dream is just a dream, unless you make it come true†. Dreams provide us the actual picture of our thoughts. Dreams may tell us about any physical event which took place with us or which is going to happen with us. The dream is trying to inform the dreamer about his condition in any walk of life. Basically, we can dream about anything logical or illogical, fictious or non-fictious and reasonable or unreasonable. Dreams can often give some people good ideas, which they could not imagine. It is said that Robert Louis Stevenson got his idea for Dr. Jekyll and Mr. Hyde from a dream. But some people think that they are not able to apply these ideas in their life so there is a well-known saying about them which says that: â€Å"IF YOU CAN DREAM IT, YOU CAN DO IT†. Mean to say that whatever one watches in dream he/she should try to implement it in his/her personal life and if that idea is good one that one should also pass it to others and also ask them to implement it on their lives as well. In somebody’s darkest or boring hour, dream can give somebody hope, courage and determination to some creative work which somebody has not done before. All successful people are big dreamers. They imagine what their future could be ideal or bad. Generally, everybody in this world dreams, but everybody has not aggressiveness to work out on the ideas that they got in their dream. Achieving Dreams :: essays research papers â€Å"If you can imagine it, you can achieve it. If you can dream it, you can become it†. As the saying goes by William A. Ward. I am sure that you have understood the topic, the topic is, DREAMS. Dreams are nothing but the thoughts and ideas of ones mind. They predict the character of the person. If ones thoughts are good they he/she will see good dreams and if someone’s thoughts are bad they he/she will se bad dreams. From the above line it is clear that dreams are good or bad, intentions of people. All of us dream, several times at night. It is believed by some that we sleep in order that we may dream. Dreams can come true if somebody makes them true, as the saying goes, â€Å"A dream is just a dream, unless you make it come true†. Dreams provide us the actual picture of our thoughts. Dreams may tell us about any physical event which took place with us or which is going to happen with us. The dream is trying to inform the dreamer about his condition in any walk of life. Basically, we can dream about anything logical or illogical, fictious or non-fictious and reasonable or unreasonable. Dreams can often give some people good ideas, which they could not imagine. It is said that Robert Louis Stevenson got his idea for Dr. Jekyll and Mr. Hyde from a dream. But some people think that they are not able to apply these ideas in their life so there is a well-known saying about them which says that: â€Å"IF YOU CAN DREAM IT, YOU CAN DO IT†. Mean to say that whatever one watches in dream he/she should try to implement it in his/her personal life and if that idea is good one that one should also pass it to others and also ask them to implement it on their lives as well. In somebody’s darkest or boring hour, dream can give somebody hope, courage and determination to some creative work which somebody has not done before. All successful people are big dreamers. They imagine what their future could be ideal or bad. Generally, everybody in this world dreams, but everybody has not aggressiveness to work out on the ideas that they got in their dream.

Ethics and Compliance Essay

As per 2007 Annual Report, Walt Disney had the following initiatives in the following areas: under Studio Entertainment, franchises and original pioneering digital productions such as Pirates of the Caribbean, Cars and High School Musical including the Blu-ray ® technology, the new high definition home entertainment viewing. Animated movies pervaded the period with box office hits like Ratatouille and Wall-E. Under Parks and Resorts, the year 2007 was a dream year at Disney Parks and Resorts with The Year of a Million Dreams opening the park to overnight stay. Other initiatives include the Walt Disney Imagineering technology used for Finding Nemo, with interactive attraction on a high-energy 4-D in Toy Story and the Tower of Terror, the small world dolls which were a source of high-quality entertainment. In Disneyland Resort Paris, guests experience exhilarating rides through dazzling coral reefs, dark deep-sea waters and sunken submarines aboard Crush’s Coaster. Along Consumer Products initiatives include a High School Musical flat-panel television, a popular Nintendo DSâ„ ¢ video game with new Disney characters, wedding dresses inspired by Disney Princesses and a best-selling Disney Fairies sequel novel were just a few of many new products that took the Disney brand to new heights in 2007. In 2007, DCP’s collaborated with bridal designer Kirstie Kelly for the Disney Princess line. Disney Fairies has mushroomed into a powerful global franchise with DisneyFairies. com having more than a million hits. Also, DCP’s infant and preschool sector flourished, toys designed to be interactive with parents and child. The New Baby Einstein feeding products were a hit with parents who welcomed the shape-and color-coded line into meal time. The Walt Disney Internet Group initiated the online and mobile interactive entertainment content in international markets and across platforms by connecting to mobile devices via a new wireless Web site. Under Corporate Social Responsibility, support was provided to Children’s Hospital in California and Florida with a total $15 million for a 200-bed facility and new wing. Also, a pioneering campaign for a balanced nutrition on foods and healthier meals in the park and resorts enhanced with no-smoking issues. Other initiatives were the VoluntEARS program for global outreach for local communities which provided $177 million assistance and another assistance for the victims of Hurricane Katrina; the Make-AWishTM Foundation granting thousands of wishes over the year; also donations to the Elizabeth Glaser Pediatric AIDS Foundation, the Boys & Girls Club of America, the Starlight Starbright Children’s Foundation and UNICEF, for the thousands of kids around the world; the Environmentalityâ„ ¢ program, which handles company efforts in energy conservation, waste management, alternative power and fuels and wildlife protection. Other initiatives were the zero-emission, cleaner-burning biodiesel fuel for the steam engine trains at Disneyland and certain vehicles used by Disney Cruise Line. Further, conservation programs at various Disney facilities continued to cut energy usage and waste; the Woodland Trust and the Hundred Acre and the Disney Wildlife Conservation Fund encourages children and families to plant trees, protecting wildlife and ecosystems; promoting responsible labor standards, outlines minimum working conditions and standards in Disney-oriented factories; also remediation plans in educational and monitoring programs. The initiatives taken by the company are parts of the organizational strategy designed by and for Walt Disney Company. This is in response to the tight competitive entertainment world in which Walt Disney is a major player. Reference list Walt Disney Company, Annual Report, 2007. Retrieved May 19, 2009; website: http://corporate. disney. go. com/investors/annual_reports/2007/index. html

Counselling and Psychotherapy Essay

Carl Ransom Rogers (1902 – 1987) was amongst the most influential figures of humanistic psychology, a school of psychotherapy that rejected medical and psychoanalytic models of treatment, and instead put forth a theory of personality and behaviour that presumed the source of psychological health ultimately resides in the individual person rather than in a programme based on the expert knowledge and authority of a psychiatric professional. Rogers’ specific form of humanistic psychology is broadly based on his view of human personality, which he believed naturally tended to develop in what he considered a healthy manner unless it is adversely influenced by life-experiences. From this theoretical basis, Rogers created a form of therapy that he called ‘client-centred’, (or person-centred) as opposed to forms of treatment that are directed by the expertise of the therapist. In the field of Counselling and Psychotherapy there are many differing theories which are used to help those who seek counselling, including client-centred therapy. In many parts of the world client-centred therapy is seen as a family of therapies, including Experiential Psychotherapy and Focusing. Closely associated with client-centred therapy are existential therapy and various integrative approaches. Since Carl Rogers’ death, there has been much debate regarding what can and cannot rightly claim to be called ‘client-centred therapy.’ Proponents of the differing ‘Tribes’ argue for their schools of thought. (Warner 2006). At the heart of all the differing thoughts and modes of delivery are the six conditions for therapeutic change which Rogers described as being needed before a client could move towards the changes that they wanted to make in their lives. Carl Rogers, along with Abraham Maslow, was the founder of the humanist approach to clinical psychology. Maslow was known as the ‘Third Force in Psychology’ but is mainly known for his thoughts on self- actualization. Prior to Maslow it was thought that human behaviour was just a set of behaviours to satiate the drive for deficits. For example the ‘lack of nutrients – feel hungry – seek food – and eat’ model. Maslow proposed a wide range of human needs in a dynamic and changing system, where needs at higher levels would only be addressed when needs at lower levels had been satisfied (see Fig 1): Rogers’ person-centred theory emphasised the concept of ‘self-actualization’ which implies that there is an internal, biological force to develop one’s capacities and talents to the fullest. The human organism’s central motivation is to learn and to grow. Growth occurs when individuals confront problems, strive to master them and, through experience, endeavour to develop new aspects of their skills, capacities, and views about life, and move forward towards the goal of self-actualization. By way of example, Rogers (1980) often illustrated the concept with reference to organisms in the natural world. He wrote about a potato in the root cellar of his boyhood home: â€Å"The actualizing tendency can, of course, be thwarted or warped, but it cannot be destroyed without destroying the organism. I remember that in my boyhood home, the bin in which we stored our winter’s supply of potatoes was in the basement, several feet below a small window. The conditions were unfavourable, but the potatoes would begin to sprout pale white sprouts, so unlike the healthy green shoots they sent up when planted in the soil in the spring. But these sad, spindly sprouts would grow two or three feet in length as they reached toward the distant light of the window. The sprouts were, in their bizarre, futile growth, a sort of desperate expression of the directional tendency I have been describing. They would never become plants, never mature, never fulfill their real potential. But under the most adverse circumstances, they were striving to become. Life would not give up, even if it could not flourish.† So it can be seen that Rogers was saying that this effective and strong constructive tendency is the underlying basis of the client-centred approach. Rogers’ groundbreaking understanding was that for a person to be truly helped, the important healing factor is the relationship itself. His view of human behaviour is that it is â€Å"exquisitely rational† Rogers (1961). Furthermore, in his opinion: â€Å"The core of man’s nature is essentially positive† Rogers (1961), and he is a â€Å"trustworthy organism† Rogers (1977). Rogers focused on ways in which the therapist could promote certain core conditions between him/herself and the client. Central to his theory was that the actualizing tendency was a natural process, yet in order for each human organism to do so it required the nurturing of a caregiver. Rogers understood that inherently people need people, and that we are fundamentally dependent on others for our being. Many critics of the theory have misunderstood Roger’s concepts and commented that this is outmoded today, and, according to Bohart (2007) the critics were saying that it â€Å"glorifies the individual at the expense of others†. Wilkins (2003) argued that Rogers’ concept of self-actualization is culturally biased, reflecting a Western cultural emphasis on the separate, autonomous individualistic self. However, Bohart states that Rogers’ concept of self as culture-specific is compatible with cultures which view the self in relational rather than individualistic terms, even cultures that have no concept of self. Self-actualization means enhancing or actualizing the self as the self is defined for that person and culture. Rogers did believe that the tendency of actualization of a person in therapy was to always go in a positive pro-social direction, but critics state that it may lead to self-centred, narcissistic behaviour (Bozarth and Brodley, 1991). Rogers recognised that environmental and social factors could inhibit or distort the process of actualization so that a negative rather than positive outcome may occur, but also that the fully functioning person is ‘soundly and realistically social’ (Rogers 1961). Rogers postulated that therapeutic movement will only occur if, and only if, the six conditions for therapeutic change were in place between the therapist and the client. 1. The first condition of client-centred therapy is that therapist and client should be in psychological contact. The first condition specifies that a minimum relationship must exist. Rogers (1957) stated: â€Å"I am hypothesizing that significant positive personality change does not occur except in a relationship†. (Sanders 2006) â€Å"The relationship is not seen as a third object in the room with the counsellor and the client, but is the client and the counsellor. They bring themselves into the room, and in doing so a unique and ever-changing relationship is the result.† Research into contact between animals and people who live in social groups has shown that in order to grow and become confident then it must be in a psychologically interactive way. Those who were deprived of such conditions, like the children in the orphanages of Romania and the monkeys in Harlow’s experiments, grew up with permanent behavioural and emotional problems. (Harlow 1959, Carlson 1999, Bowlby, 1953, Warner 2002). Rogers thought that psychological contact was an all-or-nothing, one-off event, but others like Rose Cameron (2003) and Whelton and Greenberg (2002) see psychological contact as a variable and dynamic quality in relationships, and Margaret Warner (2002:79) says that the â€Å"contact can be viewed as a continuum†. In my opinion, despite the differing views of the various ‘Tribes’, the one over-riding view is that psychological contact is essential if the therapeutic process is going to work. It can simply be the mere recognition of the other person in the room, or a deeply-shared experience between the therapist and the client. 2. Client incongruence, a state of being vulnerable and anxious, is presented as the second of the six conditions which Rogers defined as a ‘discrepancy between the actual experience of the organism and the self-picture of the individual’s experience insofar as it represents that experience’ (Rogers 1957), and which he saw as being necessary for therapy to be successful. Pearson (1974) thought that this condition had created some confusion, since the relationship between incongruence and felt anxiety or vulnerability is complex. All people are incongruent to some degree all of the time (since human beings can never fully symbolize their experience), and some sorts of incongruence may actually lower anxiety. Rogers’ concept of incongruence was simply saying that clients sense that they have underlying issues that have distorted their sense of equilibrium and therefore are motivated to seek counselling. I believe that this second condition affects how clients will respond to counselling because the change that needs to happen has to come from within the client and cannot happen against their will. For example, if someone is referred by a doctor, or school, or made to attend counselling with a spouse or parent, then the client will be in a state of incongruence and the first condition will not take place, without which there is no therapeutic relationship. 3. The third core condition is that the second person, the therapist, is congruent in the relationship. By congruent Rogers understood it to be real, genuine and transparent. As early as 1946 he wrote about the fact that the therapist should have a â€Å"genuine interest in the client†. Rogers makes it very clear in a video on the internet where he is talking about what it means to be congruent when he says: â€Å"Can I be real in the relationship; this has come to have an increasing amount of importance to me over the years. I feel that genuineness is another way of describing the quality I would like to have. I like the term congruence, by which I mean that what I am experiencing inside is present in my awareness and comes out though my communication. In a sense when I have this quality I am all in one piece in the relationship. There is another word that describes it for me; I feel that in the relationship I would like to have transparency. I would be quite willing for my client to see all the way through me and that there would be nothing hidden, and when I’m real in this fashion that I’m trying to describe, I know that my own feelings will often bubble up into awareness and will be expressed, but be expressed in ways that won’t impose themselves on my client.† (You Tube 2010). Despite Rogers’ insistence that being congruent with clients is of paramount importance, a number of studies over the years have shown that no significant relationship exists between levels of congruence and outcomes in the therapeutic relationship (Klein et al 2002, Orlinsky et al 2004, Burckell and Goldried 2006, Feifel and Eells, 1963). In contrast Cooper (2008) has suggested that this may be because it is a ‘high frequency’ event in therapy and therefore the correlation between genuineness and outcome are not truly recognised†. Without an empathetic response from the therapist I believe that the client would not feel valued or understood and the therapeutic relationship would break down. 4. In the development of self-concept Rogers also stated that the fourth condition – unconditional positive regard – the complete acceptance and support for a person no matter what they say or do – is necessary for self-actualization. By showing unconditional positive regard, or prizing, clients are said to feel valued and so accepted and take responsibility for themselves (Rogers 1957:98). Conversely, I believe self-actualization is thwarted by conditional positive regard when acceptance is dependent on the positive or negative evaluation of a person’s actions. Those raised in an environment of conditional positive regard, Rogers felt, only feel worthy if they match conditions laid down by others – conditions of worth – which, in turn, can lead to shaping themselves determined not by their organismic valuing or actualizing tendency, but by a society that may or may not truly have their best interests at heart. 5. The fifth core concept states that the counsellor should experience an empathic understanding of the client’s internal frame of reference. Each of us perceives and responds to our environments as a unified and organised whole, and each forms their unique frame of reference. Our understanding of the world is shaped through our experiences, and each time these are interpreted on the basis of our personal value system. In order for a therapist to understand a client’s behaviour it should be from the internal frame of reference of the client. Empathy is not just listening but trying to feel the experiences and feelings that the other person has at that moment in time. It involves stepping into their shoes and laying aside one’s own perceptions, values, perspectives and meanings as far as possible. If the therapist attempts to understand the client on the basis of his/her own personal experiences, this would be an external frame of reference. When the therapist remains within the client’s frame of reference, which is his/her own understanding of the world, it enhances empathy and promotes unconditional positive regard. Holding an external frame of reference might convey to the client that the therapist has their own agenda or is criticising the client. The question is, would the therapeutic process take place if the counsellor did not enter the client’s world so personally? From the large number of studies that have been carried out in an attempt to measure client’s reaction to the therapist’s empathy, the evidence shows it to be a ‘demonstrably effective element of the therapeutic relationship’ (Steering Committee, 2002). 6. The sixth and final condition – client perception – is as important as all the others, and is complementary to the idea that the first condition – psychological contact – is continued. Rogers (1959:213) wrote: ‘that the client perceives, at least to a minimal degree, conditions 4 and 5 – the unconditional positive regard of the therapist for the client – and the empathetic understanding of the therapist’. To some degree client perception has been ignored over the years. Tudor in 2000 referred to it as â€Å"the lost condition†. Sanders (2004) states that â€Å"Carl Rogers made it clear that the client was the centre of the therapeutic process, and furthermore it was the client who had the final say as to whether the ‘therapist-provided conditions’ were actually provided (as opposed to being assumed by the therapist)†. Dagmar Pescitelli (1996) argues that the theory of client-centred therapy may not be effective for severe psychopathologies such as schizophrenia (deemed to have a strong biological component) or other disorders such as phobias, obsessive-compulsive disorder, or even severe depression (currently effectively treated with drugs and cognitive behavioural therapy, or CBT). Pescitelli (1996) cites one meta-analysis of psychotherapy effectiveness that looked at 400 studies, and person-centred therapy was found least effective. In fact, it was no more effective than the placebo condition (Glass 1983; cited in Krebs & Blackman, 1988). In contrast, meta-analyses of client-centred therapy as a whole support the theory that it is an efficacious and effective form of therapy, no matter what ‘Tribe’. It is similar to other orientations such as CBT and psychodynamic therapy, with evidence indicating that all schools may be efficacious for clients with depressive, traumatic, schizophrenic and health related problems, but there is less evidence on the impact of anxiety disorders (Elliott, Greenberg et al., 2004).

As I Lay Dying essays

As I Lay Dying essays Looking for Love in All the Wrong Places My aloneness had been violated...by time, by love, by Anse(172). With these words, Addie Bundren describes a common theme in the South. Many women become trapped in an unsatisfactory life, and then drained, both physically and emotionally, by the people in their environment. In As I Lay Dying (1930), William Faulkner creates Addie and this theme of the novel through imagery, figurative language, and details, both before and after she dies. From the day she decides to take Anse (170) as her husband, Addie begins her lifelong journey of losing herself. That day, Addie realizes that my aloneness had to be violated over and over each day, (172) until the day that she dies. After she marries and gives birth to Cash, Addie knew that living was terrible(171). She does not enjoy being a wife and mother because her family cannot meet her needs. She did not experience love as a child, and longs to be loved and appreciated, but her husband and children cannot give such emotion. Once she realizes this, she feels as if he had tricked me, hidden within a word like within a paper screen and struck me in the back through it (172). While Addie lies on her deathbed, Anse resents her because he must pay for the doctors visit. He says, Making me pay for it, when she was well and hale as ere a woman ever were. One might think that Addies husband would realize the gravity of the situation, but once again her entire family reveals t heir true nature of selfishness. When Addie finally escapes her terrible life, she has been married for thirty years and raised five children. She lived, a lonely woman, lonely with her pride...and she was not cold in the coffin before they were carting her forty miles away to bury her, flouting the will of God to do it(23). The dysfunction of the Bundren family does not cease...

This is about the history of CLara Barton.

This is about the history of CLara Barton. The youngest of five children in a middle-class family, Clara Barton was born on Christmas Day 1821 in Oxford, Massachusetts. Although she was educated at home, Clara began teaching school herself at the age of fifteen in various elementary schools in Massachusetts and New Jersey between the years 1836 and 1854. Prior to the Civil War, Clara's most noteworthy achievement was the establishment of a free public school in Bordentown, New Jersey. Additionally, her only medical experience prior to the war was when she cared for her invalid brother David for two years.At the outbreak of the Civil War, Clara lived in Washington, D.C., where she worked at the U.S. Patent Office. Following the Baltimore Riots, upon the 6th Massachusetts Regiment arriving in Washington, it was Clara who organized a relief program for the soldiers, starting her lifelong career as a nurse and humanitarian.After the First Battle of Bull Run at the start of the Civil War, Clara soon learned that many of the wounde d soldiers had suffered from a lack of medical supplies.Clara BartonDevoting herself to correcting this problem, she advertised for donations to buy supplies in Worcester, Massachusetts and began her own operation to distribute these supplies. Her operation a success, she was soon given a general pass by the U.S. Surgeon General, William Hammond, to travel with army ambulances.For the next three years Barton traveled along with the army operations throughout Virginia and South Carolina, especially in the area of Charleston. Following the Battle of the Wilderness, she cared for the wounded at Fredericksburg, Virginia, so well that she attracted national attention. From this point she then served as superintendent of nurses in Major General Benjamin Butler's command. In addition to nursing, Clara also formed a program at Camp Parole, Maryland, whereby she attempted...

21 Plutonium Facts (Pu or Atomic Number 94)

21 Plutonium Facts (Pu or Atomic Number 94) You probably know that plutonium is an element and that plutonium is radioactive, but what else do you know about it? Learn more with these fascinating facts about plutonium. Fast Facts: Plutonium Name: PlutoniumElement Symbol: PuAtomic Number: 94Atomic Mass: 244 (for the most stable isotope)Appearance: A silvery-white solid metal at room temperature, which quickly oxidizes to dark gray in airElement Type: ActinideElectron Configuration:  [Rn] 5f6  7s2 Facts About Plutonium Here are 21 useful and interesting facts about plutonium: The element symbol for plutonium is Pu, rather than Pl, because this was a more amusing, easily remembered symbol.  The element was synthetically produced by Glenn T. Seaborg, Edwin M. McMillan, J.W. Kennedy, and A.C. Wahl at the University of California at Berkeley in 1940–1941. The researchers submitted news of the discovery and the proposed name and symbol to the journal Physical Review but withdrew it when it became apparent plutonium could be used for an atomic bomb. The elements discovery was kept secret until after World War II.Pure plutonium is a silvery-white metal, although it quickly oxidizes in air to a dull finish.The atomic number of plutonium is 94, meaning all atoms of plutonium have 94 protons.  It has an atomic weight around 244, a melting point of  640 C (1183 F), and a boiling point of  3228 C (5842 F).Plutonium oxide forms on the surface of plutonium exposed to air. The oxide is pyrophoric, so pieces of plutonium might glow like embers as the outer coating burns. Plutonium is one of a handful of radioactive elements that glows in the dark, although the glow is from heat. Ordinarily, there are six allotropes, or forms, of plutonium. A seventh allotrope exists at high temperatures. These allotropes have different crystal structures and densities. Changes in environmental conditions readily cause plutonium to shift from one allotrope to another, making plutonium a difficult metal to machine. Alloying the element with other metals (e.g., aluminum, cerium, gallium) helps make it possible to work and weld the material.Plutonium displays colorful oxidation states in aqueous solution. These states tend not to be stable, so plutonium solutions may spontaneously change oxidation states and colors.  The colors of the oxidation states are as follows:Pu(III) is lavender or violet.​Pu(IV) is golden brown.Pu(V) is pale pink.Pu(VI) is orange-pink.Pu(VII) is green. Note this oxidation state is uncommon. The 2 oxidation state also occurs in complexes.Unlike most substances, plutonium increases in density as it melts. The increase in density is about 2.5%. Nea r its melting point, liquid plutonium also exhibits higher-than-usual viscosity and surface tension for a metal. Plutonium is used in radioisotope thermoelectric generators, which are used to power spacecraft. The element has been used in nuclear weapons, including the Trinity test and the bomb that was dropped on Nagasaki. Plutonium-238 was once used to power heart pacemakers.Plutonium and its compounds are toxic and accumulate in bone marrow. Inhalation of plutonium and its compounds increases the risk of lung cancer, although many people have inhaled substantial amounts of plutonium yet didnt develop lung cancer. Inhaled plutonium is said to have a metallic taste.Criticality accidents involving plutonium have occurred. The amount of plutonium required for critical mass is about one-third that necessary for uranium-235. Plutonium in solution is more likely to form critical mass than solid plutonium because the hydrogen in water acts as a moderator.Plutonium is not magnetic. Other members of the element group stick to magnets, but plutonium can have a variable number of electrons in its valenc e shell, which makes it difficult for the unpaired electrons to align in a magnetic field. The element name follows the trend of uranium and neptunium being named for planets outward from the Sun. Plutonium is named for the dwarf planet Pluto.Plutonium is not a good conductor of electricity or heat, unlike some metals.The alpha form of plutonium is hard and brittle, while the delta form is soft and ductile.Plutonium occurs naturally in the Earths crust in uranium ores, but it is very rare. The main source of the element is synthesis in reactors from uranium-238.Plutonium is a member of the actinide element group, which makes it a type of transition metal.

R Research Proposal How are Aggressive TV Cartoons Affecting Childrens Essay

R Research Proposal How are Aggressive TV Cartoons Affecting Childrens - Essay Example Children who liked aggressive cartoons exhibited a low level of moral reasoning and were more excited about seeing violent cartoons. They seemed to approve the behavior of the violent characters and gave explanations to justify their violent behavior. Being a primary source, this article is very reliable in helping one explain the effects of aggressive cartoons on children. The author targets an educated audience because of the language and structure used in the paper. This article will be of critical use in my research paper because it exhibits the reality of aggressive cartoons having adverse effects on children. The author of this article adopts an approach that is rarely used by other scholars in a bit to understand the effect of aggressive cartoons in children. The author sought to describe the gender specific impact of aggressive cartoons. Notably, it is evident that boys and girls present different frequencies of watching TV cartoons, and are affected differently by aggressive cartoons. The research focused on 300 students, a representative sample chosen from different schools. Face to face interviews were conducted in an effort to collect data concerning the views of children about the impact of violence oriented cartoons. According to the results, girls and boys had varying prevalence of their favorite cartoon programs. It emerged that male children registered a higher level of influence from violent cartoons compared to girls. Moreover, boys were more likely to imitate characters from violent cartoons. The author’s approach was successful and the source proofs to be highly rel iable because it is a primary research article. Since the author adopted a case study research, which focused on children in Turkey, the source can be used to explain the influence of TV cartoons in the region. In the research paper, these

Irish Historiography Essay Example | Topics and Well Written Essays - 3750 words

Irish Historiography - Essay Example The Irish Potato Famine and Revolution comprise the twin pillars of the Irish nationalism's post-1923 ideal of the Republic. The two disparate events were celebrated, recalled and made into mythology for very different reasons. The Great Hunger was seen, within nationalist circles, as a largely avoidable food crisis, precipitated and subsequently exacerbated by British ineptitude and an attitude that saw the Irish as expendable quasi-citizens. The Revolution, on the other hand, was portrayed as a glorious event which successfully liberated an oppressed people, while making heroes and martyrs of men such as Michael Collins who, "in a span of six short years brought a country from bondage to a position where she could win her freedom." (Conlon & Barter, 2003, p.20). Both events would likewise serve as the twin axis upon which revisionism was to flourish - the backlash against nationalism both from within and outside of Eire. Fuelled by frustrated patriotism and the deep-rooted influence of the Irish Diaspora in the New World, post-Famine Irish Nationalism espoused an interpretive view of history which conflicted with reality. Furthermore, the practice of history in Ireland has traditionally been merged with oral tales of the past, endowing Irish historiography with a romanticised view of the real life narratives which inspired it. The combination of these two external factors produced a history that was, following the mid-nineteenth century, a potent mix of literature, folklore and propaganda with the result that fact often made way for a more apt form of fiction, unchallenged until the advent of revisionism after 1930. As expressed by R.F. Foster, "rather like generals always fighting the previous battle, cultural revolutionaries rarely get the revolution they expected" (Foster, 2001, p.20). Inspired by romantic writers such as Yeats, turn of the century Irish historians were highly critical of the British Government's sluggish relief tactics in response to the failure of the potato crops in 1845. 'Famine' was renamed 'starvation', with emphasis on the allegedly deliberate nature of the event, and it was taught in republican schools as the only correct version of events. Moreover, nationalist academic research appeared to prove the most damning charge levelled against the British, namely that there was indeed large food stocks available in England and withheld from the starving Irish. The selective use of primary sources determined that revisionist theory, following its emergence in the 1930's, be more concerned with evaluating all of the source material, rather than concentrating only on those facts that underpinned the nationalist republican political ideology. Throughout the dissection of modern Irish history, even after the 1930's, voices that dared to question the v alidity of the term 'starvation' were denounced as traitors or British sympathisers. Indeed, for many years, only those historians who shared the Nationalist viewpoint would receive patronage for their work: this was the historical compromise that mirrored the North/South, Protestant/Catholic divide in Ireland during the twentieth century. Apart from a

Terrorism and just war Essay Example | Topics and Well Written Essays - 1250 words

Terrorism and just war - Essay Example Acts of terrorism involves arousing fright amongst the target population so as to push a particular political, social, cultural or a religious motive. The methodology for this involves killing random people. In the modern history, the usage war over terrorism has become a commonly used geo political jargon. The popularity and acceptance of this term within itself suggests the global feelings against terrorism. The random victims of terrorism are often referred to as innocent people who are disassociated with the cause of terrorism. The just war theory suggests the idea of innocence of the victims as a decisive factor in justifying a war. This innocence of the victims is the elements which make an act of terrorism unjust over a war wherein only soldiers involved are targeted. The larger philosophy of this innocence has to be however further analyzed. The thesis of this paper is that the concept of innocence of the victims of terrorism does not make terrorism theoretically unjustified as compared to that of war. It must be noted here that the paper does not intend to justify terrorism as a theoretically acceptable norm. â€Å"Just war theory provides normative content for ethical arguments about the resort to and conduct of war on the assumption, distinct from realism, that morality has a place in international politics—although like realism, it assumes that war is an enduring feature of world politics† (Crawford, 2000). It has been observed by several philosophers that the idea of innocence of victims as proposed by the Just war theory is often misunderstood (Walzer, 2006). Interestingly, the very word innocence provokes sympathy among the observers of war. For instance, the September 11 attacks on the World Trade Centre killing ‘innocent’ people was taken up quite sentimentally by the rest of the world. However, it must be understood that the meaning of the term ‘innocent’ proposed by the just war theory is quite differen t from that of the common perception of the sympathizers. It more or less means disassociated in the theoretical context. In other words, the word innocent in the war context refers to people who are not officially appointed by the system in war to engage in the war. In the context of a war between two countries, the people who are engaged are the soldiers who designated for the war by both the countries. All the other civilian people of both the countries enjoy the immunity of ‘innocence ’(Walzer, 2006). Theoretically just war is conceptually where only these soldiers are targeted and not other civilians. On the other hand, an act of killing people who are not directly involved in the cause is considered to be unjust and is termed terrorism (Walzer, 2006). Thus it is the nature of the victims that draws the line between a just war and an act of terrorism. In broader sense the nature of the victims is decided by their innocence as perceived by the just war theory(Walzer , 2006). However, the reality is that there are conceptual errors in the ways in which the whole theoretical concept of innocence is perceived by the critics. For instance, in the case of a war between two countries there are many soldiers who get killed who necessarily were physically engaged in the battle. There will be a wide range of services associated with a soldiers’ team who are victimized to death while supporting the team in the war front. However, these people do not

You have the rights to their current 3 books, do you shoot each film Essay

You have the rights to their current 3 books, do you shoot each film individually or do you shoot all at once to make certain for continuity Discuss Strength a - Essay Example It is a well known fact that "time is money", and since time is saved in this method of filming the series or several of its movies together, it can be said that money is also saved. Furthermore, it is important to remember that in order to execute and commence the production and work on a movie, it is necessary to assemble the crew, and working on a few movies one after another avoids having to find new crew, or contacting the old movies crew to see if theyre available, or even around. Actors tend to be on the move, whether theyre beginners looking for a break, or famous celebrity actors who film movies all over the world, and may be out of the country, working on another movie. Hence, the availability of the crew and actors is very problematic, and can be avoided by filming several movies together. Moreover, filming a series saves some costs. Equipment, settings and backgrounds, as well as arrangements and payments for locations can all be used for more than one movie, especially if its a trilogy or some other sequel series, which presents a continuing plot. These can reach great amounts of money, and using them for all the movies and all at once would result in a substantial reduction in costs, meaning more profits and fewer expenses. First and foremost, it isnt known in advance whether the movie will succeed or fail. Investing resources in each movie can reach millions of dollars and more, therefore investing in a few movies means risking dozens or hundreds of millions of dollars, and if done, there is no guarantee of success. Should the series fail at the box office, the huge amounts of money poured on producing and executing the film will all be lost. Some claim that if the movie, transformed from a book or a series on television, already has a large fan base, the potential of fans going to watch the movie is greater than the risk of losing the money

Understanding Pregnancy and the three Trimesters Essay

Understanding Pregnancy and the three Trimesters - Essay Example The 1st Trimester encompasses the time from the moment of conception to 13 weeks and many experts feel that the 1st Trimester is the most crucial, because it is at this stage that body structure and organ systems are designed (The Regents of the University of California, 2014). During the first two weeks the woman is not technically pregnant, not yet. Conception actually occurs about two weeks after the end of your last menstrual cycle. By the 3rd week fertilization is achieved. At this point the offspring is called a zygote and is made up of the base 46 chromosomes that will account for many of the baby’s future traits, including gender. Week four begins the process called implantation. From here the zygote is now referred to as a blastocyst, which is a ball of multiplying cells. This is also when the placenta begins to prepare itself (Vishton, 2013). Week five begins the embryonic stage of development. The brain, spinal cord, and heart begin to form; inner and exterior skin layers develop, as well as, certain amounts of connective tissue. Week six marks the closing of the neural tube and the embryo’s heart begins to beat independently and buds protrude from the embryos body, which will become arms and legs. The seventh week sees vast change s in the embryo; head develops, including eye sockets, ears, and facial features begin to be defined. However, with all of this change the embryo is no bigger than the end of a pencil’s eraser. During the 8th, 9th, and 10th week the eyelids, fingers, toes, lips, straightening of the torso, and rounding of the head can be seen. By the 11th week the embryo is now a fetus. Red blood cells are forming and genitalia will begin to form. In the 12th week fingernails are forming and the fetus’s profile is clearly human. At this stage the fetus is only, approximately, 2  ½ inches long and weighing a  ½ of an ounce (Mayo Clinic, 2014). Through the definitive 1st Trimester it is not just the baby-to-be that is going

You have the rights to their current 3 books, do you shoot each film Essay

You have the rights to their current 3 books, do you shoot each film individually or do you shoot all at once to make certain for continuity Discuss Strength a - Essay Example It is a well known fact that "time is money", and since time is saved in this method of filming the series or several of its movies together, it can be said that money is also saved. Furthermore, it is important to remember that in order to execute and commence the production and work on a movie, it is necessary to assemble the crew, and working on a few movies one after another avoids having to find new crew, or contacting the old movies crew to see if theyre available, or even around. Actors tend to be on the move, whether theyre beginners looking for a break, or famous celebrity actors who film movies all over the world, and may be out of the country, working on another movie. Hence, the availability of the crew and actors is very problematic, and can be avoided by filming several movies together. Moreover, filming a series saves some costs. Equipment, settings and backgrounds, as well as arrangements and payments for locations can all be used for more than one movie, especially if its a trilogy or some other sequel series, which presents a continuing plot. These can reach great amounts of money, and using them for all the movies and all at once would result in a substantial reduction in costs, meaning more profits and fewer expenses. First and foremost, it isnt known in advance whether the movie will succeed or fail. Investing resources in each movie can reach millions of dollars and more, therefore investing in a few movies means risking dozens or hundreds of millions of dollars, and if done, there is no guarantee of success. Should the series fail at the box office, the huge amounts of money poured on producing and executing the film will all be lost. Some claim that if the movie, transformed from a book or a series on television, already has a large fan base, the potential of fans going to watch the movie is greater than the risk of losing the money

Gospel Interpretation Project Research Paper Example | Topics and Well Written Essays - 750 words

Gospel Interpretation Project - Research Paper Example During Lazarus time, the dead were buried immediately after their death. This was because there were no preservatives of the dead body and burial had to take pace immediately so that the body did not decompose and become a bother to the people. Moreover, there were burial rites that needed to be observed. For example, in the case of Lazarus, he was wrapped with white clothing before he was buried according to the Jewish culture. Similar to many other cultures, people went to mourn with the family of the deceased. This explains why there was a crowd surrounding the home ground of Lazarus that Jesus found when he went to visit four days after his death. The people were aware that the body underwent decomposition after burial because the sisters to Lazarus indicated to Jesus that they were afraid that he was rotting and smelling already. Moreover, the people exhibited fear for the dead as they were not aware of the real condition of the dead. This explains why they were shocked when the y were shocked when he was resurrected (Harris 403). Prior to the event of resurrecting Lazarus, the Jews had threatened to stone Jesus. Therefore, the disciples were against the idea of Jesus joining any crowd that comprised of the Jews. However, Jesus indicated that it was during the day and he had twelve hours to complete his daily activities. It was at this point that Jesus made the disciples aware that Lazarus had died. However, at first he said it figuratively giving the disciples the impression that he was just asleep. After realizing that the disciples has not grasped the meaning f his words, he said it clear that Lazarus had died. However, he mentioned that it was a good thing that he had not been there during his death because this could present a good opportunity for them to believe. With this, Jesus was referring to the event making people believe that he was the son of God (V., C n.p). On

Case Study Mcdonalds Essay Example for Free

Case Study Mcdonalds Essay It operates over 35000 restaurants in more than 100 countries on six continents. 5 It has an unparalleled global infrastructure and competencies in restaurant operations, real estate, retailing, marketing and franchising. McDonald’s website says that it is a leader in the area of social responsibility and is committed to protecting the environment for future generations. 7 Strong and wide communication channel in the market. (deng, 2009) 8 Play areas for children. 9 Large target markets. 10 Recession resistant (Birchall, 2008) 11 In September 2003 successful backing up of new products was launched with MTV’s advertising campaign featuring the new tag line, â€Å"I’m Lovin’it†. (Jennifer, 2004) WEAKNESSES 1 McDonald’s has not achieved its growth expectations in past several years. Narrow Product lines. (deng, 2009) 3 McDonald’s brand association as a junk food. (deng, 2009) 4 Few option for healthy eating 5 High employee turnover rates. (macy, 2012) 6 McDonald’s also have some bad effects on environment. (ltd. , 2006) 7 McDonald’s also faces many types of legal actions on many issues. OPPORTUNITIES 1 Product packing for McDonalds now features QR codes for customers to get nutritional information. Mcnamara, 2013) 2 Opportunity to enlarge market, the consumers who care about health issue. (deng, 2009) 3 Slightly changing market brand image of McDonalds. (deng, 2009) 4 In 2009, McDonald’s launched its hefty Angus burger in all U. S. A locations. 5 Introduction of trans-fat-free French fries in all restaurants in the U. S. A and Canada. 6 Introduction of McCafe. 7 Testing marketing fruits and vegetables as happy meal at some outlets. 8 McDonald’s franchises overseas became a favorite target of people and groups expressing antiglobalization sentiments. Entry into new and highly popular product categories. THREATS 1 Public attack about obesity issue. (deng, 2009) 2 Changing taste of consumers. (deng, 2009) 3 Unable to keep patrons as special order sandwiches offered by rivals Burger King and Wendy’s. 4 Promotional plans like McDonalds game found conspiracy with 51 people charged in a part of scam winning $24 million by stealing winning McDonald’s tickets. 5 McDonalds showed a delayed effect than other restaurants operators in switching over to zero trans-fat cooking oil. In 2001 McDonald’s was sued for hurting religious sentiments by vegetarian groups for not revealing its flavors in French fries as it added beef extract to vegetable oil and showing it as veg in menu. 7 Consum ers began filing law suits that eating at McDonald’s had made them over weight. 8 Competition from burger kings and Wendy’s. (Thomadsen, 2007) MARKET SEGMENTATION TARGET MARKET| BABY BOOMERS| GENERATION X| GENERATION Y| GENERATION Z| DEMOGRAPHICS| 45-65+| 35-44| 19-34| 0-18| GEOGRAPHICS| URBAN| URBAN| URBAN| URBAN| PSYCOGRAPHICS| More concerned with low cholesterol food| More concerned with low fat food| More concerned with physical fitness food products| Generally eats taste oriented food products| BEHAVIOURAL| Mostly concerned with good quality of food products| Requires access with quick and fresh food service| Generally catch-up food by themselves by reaching out| Check out with friends and family| ISSUE ANALYSIS In 2004,Morgan Spurlock’s documentary film Super-Size Me gave very criticism to McDonald’s fast â€Å"nutrition†, in which he shows how he gains fat and destroy his health by eating McDonald’s. 2 In 1998 McDonald’s started â€Å"Made for you† System but it was not successful. There was a decrease in growth of sales in stores. 3 In 1999 before the implementation of â€Å"made for you â€Å"scheme ,McDonald’s planned to provide about 190 million in financial assistance to its franchisees ,but the actual cost of implementing the system ran much higher than the corporation had estimated. In 2001, 51 people were charged conspiring to rig McDonald’s game promotions over the course of several years, revealing that $24 million of winning McDonald’s game tickets had been stolen as a part of scam. 5 In 2004, McDonald’s was sued for extracting a small amount beef added in to the vegetable oil used for cooking French fries. 6 Many people still complain that the food served by McDonald’s is not hot to eat. RECOMMENDATIONS PRODUCT :- 1 McDonald’s should provide hot food to eat because many customers complaint that their food is not so hot to eat otherwise it will affect sales. McDonalds should bring some new healthier products for all ages because bad effect on health is one of the weaknesses of McDonald’s and bringing some healthier food will help to overcome this image. 3 McDonald’s should provide some free snacks because it will help it compete with its competitors and increase sales. 4 McDonalds should make their products in fat free oil because it will have good effect on health. 5 McDonald’s should also provide some regional food because in this way some rural people will also start accepting its products. Launching of new fried and bone in treats in Chicago. PRICE:- 1 The price of products should be affordable because if they will not be affordable to small income group then its sale will be affected and it will also give the opportunity to competitors to increase their sales. 2 The prices of products should be regularly checked so as to compete with competition because people will buy those products which they can get in low price. PLACE:- 1 McDonald’s should open new franchises in small cities also . It will help them to expand its business and increase growth. McDonald’s should increase the number of its franchises in all countries in order to expand its business. PROMOTION:- 1 McDonald’s should provide some discount on more products purchased because in this way people will buy more. Because some people will start purchasing more items if they can get discount. 2 McDonald’s should provide home delivery service because sometimes some people can’t go to store in order to pu rchase them. It will increase sales. 3 McDonald’s should provide online sale because in this way people can place their orders online. McDonald’s is working on new salads and wraps . (wong, 2013) 5 McDonald, s will test the new fried and bone in treats in Chicago. (wong, 2013) 6 Success of mighty wings in Atlanta. (wong, 2013) BEST RECOMMENDATIONS PRODUCT:- McDonald’s should provide some healthier food for all ages because health obesity is the major problem with McDonald’s . In this way they can get good image regarding health. PRICE:- Prices of products should be regularly checked in order to compete with competition because people will cheapest product. PLACE:- McDonald’s should open new small franchises at small cities also because it will help him to expand its business and increase growth rates. PROMOTION:- McDonald’s should provide home delivery service because sometimes people can’t go to store in order to purchase product. BIBLIOGRAPHY Bibliography Birchall, J. (2008). McDonalds claims fast food sales fighting off slowdown. Financial times. deng, t. (2009, may). McDonalds new strategy on changing attitudes and communication. International journal of marketing studies, 37-42. Jennifer, R. (2004). online branding :the case of McDonalds. ritish food journal. ltd. , n. m. (2006). ICCR sponsered proxy resolutions on genetically modified organisms gain recognition among shareholders at wendys McDonalds . financial wire. macy, a. (2012). financing a remodel:a case of McDonalds Franchisee. journal of case research in business and economics. Mcnamara, B. (2013). McDonalds give the people what they want. Nutrition business journal. Thomadsen, r. (2007). product positiong and competion:the role of location in the fast food industry. Marketing science. wong, V. (2013). will McDonalds mighty wings fly? Business weak.

Strategies for an Inclusive Classroom Setting

Strategies for an Inclusive Classroom Setting Robyn Clark Contents Introduction Explanation of key terms Literature Study Gender Roles Cultural and Racial Identity Example of cChecklist Written Report on findingsFindings School A School B Suggestions Resources Introduction Explanation of key terms Anti-bias Oxford Dictionary gives the definition of bias as â€Å"[the] inclination or prejudice for or against one person or group, especially in a way considered to be unfair†. Thus, anti-bias is an approach implemented to ensure that bias does not occur in any context in the classroom environment. â€Å"In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right† (Derman-Sparks Edwards, 2010: 5) Identification According to Gestwicki (2014:261) identification is the process of imitating or adopting ideas of admired individuals. Diversity Diversity refers to a range of different things. In the context of this paper, it refers to differences in the following aspects cultures, learners, learner’s backgrounds, languages and ability groups. Multi-cultural Multi-cultural education is an adaptive process that incorporates Education the idea that all learners have equal opportunities in school, regardless of their gender, sexual orientation, social class, and ethnic, racial or cultural characteristics (Banks, 2013: 1) Gender Identity Awareness of gender in biological terms that an individual is either male or female Prejudice Prejudice is defined as a â€Å"judgement or opinion, against or in favour of a person or thing formed beforehand or without due examination of the facts† (Lemmer, Meier van Wyk, 2012: 31). Stereotypes According to Oxford Dictionary, a stereotype is defined as a widely held but fixed and oversimplified image or idea of a particular type of person or thing. A stereotype is when one creates â€Å"mental cages in order to place people items or events into conceptually specified groups† (Lemmer, Meier van Wyk, 2012) Culture Culture is a multi-faceted concept, composed of many interrelated aspects, all of which have an influence on the teaching and learning process. According to Coetzee, van Niekerk Wydeman (2008) cultures are processes of social and human interactions; embrace a body of knowledge; dynamic, creative and continuous processes; continuously modified over time and every culture has its own system of values, beliefs, norms and attitudes. Race Race refers to a group of people who are grouped together or classified according to a common physical characteristic, such as the colour of their skin. Racial / Cultural Identity Understanding of one’s racial or ethnic understanding (Gestwicki, 2014: 262) Literature Study An anti-bias approach to education aims at developing a sense of self-awareness in each individual, fostering a sense of appreciation, tolerance and understanding for the differences between children and cultures, and highlighting the similarities between them. Instilling an anti-bias approach is particularly important in Early Childhood Development. There are four core goals of anti-bias education, namely; children demonstrate self-awareness, confidence, family pride, and positive social identities; each child expresses comfort and joy with human diversity and is able to use accurate language to describe human differences as well as form deep human connections; children increasingly recognize unfairness and are able to describe unfairness, understanding that unfairness hurts; and children will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions (Derman-Sparks Edwards, 2010). Anti-bias includes bias relating to gender, race, culture, religion, disability, age and language. This approach aims at incorporating different cultures fully into the environment in an inclusive, integrated and on-going process, avoiding superficial representations, isolated and trivial representations., and patronizing events (Gordon Browne, 2014:259). Children as young as two years old begin to notice differences in race and gender, as well as form categories and classifications about the world, and people, around them (Gordon Browne, 2014 : 258). During their early years, children begin to develop socially and emotionally. Identification, the process in which a child imitates an admired individual in their environment, takes place during these formative years, and is a key step in a child’s development, particularly pertaining to personality and social development. According to Gestwicki (2014: 261) the identification process is related to issues of acquiring gender or sex-role identities, acquiring cultural or racial identities as well as developing a sense of self-confidence and personal competence. For optimal learning, children derive meaning from what is being taught by connecting the new knowledge with what they already know. Thus it is crucial that each child’s own cultural or family reference is reflected in their learning environment. A child’s experiences â€Å"are embedded in the social exchange within their own cultural groups and their frame of reference, which reflect[s] the shared meanings and experiences of those groups† (Meier Marais, 2012:130) Gender Roles During their Early Childhood years, children begin to form their gender identities. A gender identity is composed of two different aspects; an awareness of sexual identity, such as whether they are male or female biologically, and an awareness of sex-role behaviour. Sex-role behaviour, often determined by the culture, is the different roles and behaviours of the two genders. A child seeks to understand what being male or female means, and learns about the different roles through observation and asking questions. Before the age of four, children often engage in gender neutral games, wherein boys and girls play together comfortably. Thereafter, children tend toward gender-specific forms of play, and choose to play with children of the same sex (Gestwicki, 2014:261). Children learn about their gender roles through observation and imitation of those in their immediate environment. Thus parents and teachers, and the way in which they encourage gender roles and model specific gender charac teristics and behaviour also have a profound influence on the child’s gender role perceptions. Their perceptions of gender role are also influenced by the media, and stereotyping in their immediate surroundings and society. In order to steer clear of gender stereotyping in the classroom, teachers need to be mindful of their words and actions in the class that could be perpetuating gender stereotypes (Gordon Browne, 2014:124). In a predominantly female environment, such as early childhood education programmes, one needs to aware of the behaviour they model, and ensure that the environment, materials, examples used, as well as expected behaviour are fair and non-bias, and cater to boys too. Although there are developmental differences between the genders, in the rate of maturity, as well as the rate of physical growth, there are â€Å"no significant differences between girls and boys intelligence and reasoning behaviour† (Gordon Browne, 2014: 124). Consequently, teache rs should not hold unequal expectations for the genders, as this inhibits the child’s ability to reach their full potential (Meier Marais, 2012: 139). In order to avoid gender based bias, teachers need to be actively involved in self-reflection and be engaged in a constant state of awareness of their expectations and the behaviour they are emulating, and the effect these expectations and behaviours have on a child’s growth and development. During a child’s formative years, the child is in the process of forming a healthy gender identity, and the teacher is actively involved in aiding in this development. According to Gestwicki (2014:274) teachers facilitate this development when they answer child’s questions about their bodies and themselves in a factual manner. Teachers also offer experiences and scenarios that challenge stereotypes of gender behaviour as well as organise the children’s environments to encourage cross-gender play. Teachers should also be mindful of language and images in books, and teaching materials, to ensure diversity in work and home life is portrayed. It is also essential that teac hers work closely with learner’s families, and are aware of the possible cultural influences that could influence a parents views on non-traditional gender roles. It is important to maintain open communication to avoid tension, and to better understand and be respectful of the child as well as their family and background. One also needs to be actively challenging child’s stereotypical words or actions, and â€Å"[t]eachers [RC1]intervene with immediate and follow-up activities to counter [the] cumulative, hurtful effects of these messages† (Derman-Sparks Edwards, 2010). A healthy gender identity is very important to a child’s development, and it is during their formative years that this identify is formed and moulded. It is the teacher’s ethical responsibility to provide an environment and classroom-culture that is free from bias and stereotypes. The teacher should be actively trying to eliminate bias, and to intervene when children use actions or comments that are stereotypes or bias. It is important that a teacher remain mindful of their own perceptions of gender roles and actively model behaviour and language that is free from bias and stereotypes. Cultural and Racial Identity Creating an anti-bias environment that conveys a genuine respect for all diversity fosters positive attitudes towards cultural and racial identities. It is crucial that the core aims of an anti-bias approach (Derman-Sparks Edwards, 2010) are achieved, and the structures and processes are in place to effectively achieve these aims. South Africa is a multi-faceted and diverse country, with multiple different cultures and races. Diversity however â€Å"not only constitutes groups such as ethnic, race, language and religious groups† (Lemmer, Meier van Wyk, 2012: 19) but also the range of personal differences between the individuals within the different ethnic groupings. In the classroom setting, each teacher and child is a unique individual, with unique and â€Å"distinct set of beliefs, values and attitudes to form a complex and unique classroom culture† (du Plessis, Conley du Plessis, 2007). Culture is a complex human phenomenon, and in the multi-cultural education per spective, â€Å"culture can be viewed as a composite of significant and interrelated aspects, all of which have specific significance for the teaching-learning process† (Coeetzee, van Niekerk Wydeman, 2008:117). Unfortunately there are learners that enter the class with preconceived prejudices that they have picked up from their home environment or immediate surroundings. According to the SAHRC report of racism in schools, â€Å"[l][RC2]earners approach schools with the prejudice imbued in their home environments† and it is necessary to â€Å"transform the minds of learners†. It is not only parents attitudes that instil a sense of prejudice in young children’s lives; other sources include â€Å"school, classmates, siblings and the media† (Lemmer, Weier van Wyk, 2012:32). As some children are entering the classroom with prejudices, it is essential that the teacher is proactive and actively deals with those prejudices and stereotypes as and when they arise. It is important that the teacher acknowledges and respects the different cultures in their class, and ensures that this respect is incorporated in all aspects of the daily programme. It is the teacher’s r esponsibility to ensure that the all interactions, materials and experiences convey respect for all people. It is important to bear in mind that education is a â€Å"powerful agent of cultural transmission and preservation† (Coeetzee, van Niekerk Wydeman, 2008:118). According to Gestwicki (2014: 277) teachers must be aware of what is included or excluded in the classroom environment, as this is a clear reflection of what is valued by the educational institution and teachers. A lack of respect for the varying cultures in the class, or a serious cultural alienation could lead to cultural isolation, cultural erosion, learning problems, behaviour problems, conflict and communication problems (du Plessis, Conley du Plessis, 2007:152). Young children are aware of cultural and racial differences, and their perceptions of these differences and different cultures are developed and moulded during their pre-school years. According to Gestwicki (2014: 262) children, by the age of four, are aware of their racial or cultural identity and have absorbed attitudes, negative and positive, towards their own and other’s identities. Thus it is crucial that young children are taught to respect one another’s differences, enjoy and cherish human diversity, as well as use accurate and non-bias or stereotypical language for human differences (Derman-Sparks Edwards, 2010). Although differences between individuals and cultures are discussed, the similarities between them are also emphasised and celebrated. Children learn to identify with one another through their similarities and to respect their differences. Teachers should create a classroom environment that will â€Å"allow optimal learning in a climate of safety, car e and acceptance† (Coeetzee, van Niekerk Wydeman, 2008:119). Children feel accepted in a classroom community when they see themselves, their families and their cultural background reflected in every aspect of their school day. â€Å"All children and families have a sense of belonging and experience affirmation of their identities and cultural ways of being† (Derman- Sparks, 2010) To ensure anti-bias in their classrooms, and to make sure that their class and curriculum reflects the plurality of their contemporary society, teachers must ensure that all pictures and books realistically portray the diversity in the class, and give a realistic and well-rounded view of different cultures, avoiding stereotypes and over simplification (Gestwicki, 2014:276). They should endeavour to provide toys, materials and activities throughout the class that children can identify with, that represent their various families as well as the â€Å"major groups in the community and nation† (Gestwicki,2014:278). Content about different ethnic groups should to fully integrated into the curriculum, and should occur regularly and naturally, not as an appendage to the curriculum. Different cultures should be discussed in depth and holistically, and teachers should maintain open and constant communication with parents and families to ensure that they too fully understand the children ’s backgrounds in their class. Parents should be fully involved, and invited to school regularly to share songs, stories or traditions of their cultural and language background (Gestwicki, 2014:278). Language Religion Disablity Language Example of checklist Facility: _________________________________________ Address: ________________________________________ Manager: ________________________________________ Telephone Number: _______________________________ SECTION A SECTION B Interview questions Interviewee: ______________________________Interviewer: ____________________ Position: _________________________________Time: _________________________ How does your selection process work? What process do you use to divide your classes? Collectively, do your staff speak / understand a range of South African languages? What is your school’s language policy? How do you ensure each child’s unique family is reflected in the classroom? Do you consider your facility open and non-bias towards all families? Including gay-lesbian families, single parents, cross-cultural families and adoptive families? How does your curriculum reflect the diverse nature of our society? How do you communicate with the learners families? What is your policy regarding learners with physical disabilities? How do you deal with different religious holidays? Do you do Bible stories in your Morning Ring? Are the meals you prepare catered to all religions / cultures? Do you cater for gender differences in your educational activities and art activities? How do you deal with bias, racism or stereotypes in the classroom or on the playground? Do you consider your facility to be anti-bias? Participants Name: ________________________Signature_________________Date: __________ Name: ________________________Signature_________________Date: __________ Name: ________________________Signature_________________Date: __________ Written Report on findings School A School B Suggestions Resources Banks, J. A. 2013. An Introduction to Multicultural Education. 5th Edition. Pearson: New Jersey Coetzee SA, Van Niekerk EJ Wydeman JL. 2008. An Educators Guide to Effective Classroom Management. First Edition. Van Shaik: Pretoria Deiner, P. L. 2010. Inclusive Early Childhood Education: Development, Resources Practice. 5th Edition. Wadsworth Cengage Learning Derman-Sparks, L Edwards, J. 2010. Anti-Bias Education for Young Children and Ourselves. National Association for the Education of Young Children. Washington, DC. Du Plessis, P; Conley, L du Plessis E. 2007. Teaching and Learning in South African Schools. First Edition. Van Shaik: Pretoria Gestwicki, C. Developmentally Appropriate Practice : Curriculum and Development in Early Education. 5th Edition, International Edition. Wadsworth Cengage Learning Gordon, AM and Browne, KW. 2014. Beginnings and Beyond. Foundations in Early Childhood Education. 9th Edition. Boston: Ally Bacon Lemmer, E. M; Meier, C van Wyk, J.N. 2012. Multicultural Education: A manual for the South African teacher. Second Edition. Van Shaik: Pretoria Meier C Marais P. 2012. Educational Management in Early Childhood Development. Second Edition. Van Shaik: Pretoria Mittler, P. 2000. Working Towards Inclusive Education: Social Contexts. First Edition. David Fulton Publishers: 2000 Recchia, S.L Lee, Y. 2013. Inclusion in the Early Childhood Classroom: What Makes a Difference? First Edition. Teachers College Press: New York Vally, S Dalamba, Y. 1999. Racism, racial integration and desegregation in South African public secondary schools. A report on the study by South African Human Rights Commission (SAHRC). Johannesburg: SAHRC Department of Education (2011). Curriculum and Assessment Policy Statement Grades R-3 English Home Language. Pretoria: Department of Basic Education Department of Education, National Protocol for Assessment, Gr R -12 (CAPS). Pretoria: Department of Basic Education [RC1] [RC2]?

The Characters of Tennessee Williams A Streetcar Named Desire :: A Streetcar Named Desire Essays

The Characters of A Streetcar Named Desire  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tennessee Williams was one of the greatest American dramatists of the 20th century. Most of his plays take us to the southern states and show a confused society. In his works he exposes the degeneration of human feelings and relationships. His heroes suffer from broken families and they do not find their place in the society. They tend to be lonely and afraid of much that surrounds them. Among the major themes of his plays are racism, sexism, homophobia and realistic settings filled with loneliness and pain.1 Tennessee Williams characters showed us extremes of human brutality and sexual behavior.2   One of his most popular dramas was written in 1947, and it is called A Streetcar Named Desire.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The drama is basically about a married couple -Stella and Stanley Kowalski- who are visited by Stella's older sister, Blanche. The drama shows the caustic feelings of these people putting Blance DuBois in the center. The drama tells the story of the pathetic mental and emotional demise of a determined, yet fragile, repressed   and delicate Southern lady born to a once-wealthy family of Mississippi planters.3   No doubt that the character of Blanche is the most complex one in the drama. She is truly a tragic heroine.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First she is introduced as a symbol of innocence and chastity.4   She is aristocratic and intelligent, and sensitive and fragile at the same time, also beautiful and this delicate beauty has a moth-like appearance. But these positive characteristics are overshadowed by the fact that Blanche arrives to Elysian Fields, which is a poor section of New Orleans, on two streetcars, Desire and Cemeteries. These misterious expressions, which can be considered to be the main symbols of the play, suggest that something is is not clear around Blanhe or that something wrong will happen towards the end. Elysian Fields symbolizes paradise beyond death from ancient lore,3   Desire expresses Blanche's desire to be loved and Cemeteries represents her fear of death.4   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Blanche represents a deep-seated attachment to the past.5   Her life is a lesson how tragic events events in the past can ruin a person's future. Her husband's death affects her the most. Blanche was only a young girl without any experience when she got married. She married Allan Grey, who was only sixteen. Their marriage started well, but later the young wife found out that Allan was homosexual.

American/Mexican Culture Essay

Part A) The American and Mexican cultures both celebrate Holidays. Some are similar such as our Independence Day/ the Mexican Independence Day, and Valentine’s Day, and some are different. Americans celebrate New Year Day which is celebrating the first day of a new year, Memorial Day honors the American soldiers who have died in the military, Labor Day which was once a pure labor union celebration is now a festival marking the end of summer, Columbus Day is the day Christopher Columbus arrived in America, Veterans Day honors our military Veterans, Thanksgiving Day is a harvest festival that expresses thankfulness and gratitude, and Christmas Day celebrates the birth of Jesus. Mexicans celebrate, Dia de los Reyes Magos which is a gift giving ceremony, Benito Juarez Birthday celebrates the first indigenous president of Mexico, Cinco de Mayo celebrates when the Mexicans won the Battle of Puebla against the French, Dia de los Muertos honors Mexican dead souls, and Dia de la Virgen de Guadalupe which is when the Virgin Mary appeared to Juan Diego. American and Mexican cultures have different foods. American food consist of Hamburgers, Chicken, Steak, potatoes, macaroni and cheese, corn, green beans, chili, spaghetti, salad, bread, cupcakes, and chocolate. There are many more American foods this is a small example. Mexican food consist of, Tamales-which has dough that is made out of corn which is called masa. The masa is wrapped in corn husk. Enchiladas-which is a tortilla that is covered with red chili, in the inside you could put pork, or chicken. Mole- It is a chili chocolate sauce. Posole- is soup with hominy and pork in it, and Tortillas- which is thin and made of corn dough or flour. The American and Mexican Cultures have different languages. Americans speak English and Mexicans Speak Spanish. Both American and Mexican Cultures practice the same sports, such as: football, boxing, baseball, basketball, golf, and wrestling. Part B) I have been affected by a culture barrier many of times. On Time in particular was not too long ago. I work at Subway and we had some Mexicans come in. They didn’t speak a bit of English and neither my coworker nor I spoke any Spanish. There were about 10 Mexicans wanting food and there were only two of us trying to figure out what they were telling us they wanted. It was funny, they were pointing at the signs trying to tell us what they wanted, but as you probably know there are a lot of different sandwiches on each sign. So, we were not getting nowhere that  way. I just started making them random sandwiches, they didn’t seem to care. This situation could have been prevented if my coworker and I knew some Spanish, or if the Mexicans would have known some English.

Communication via SMS:

The British Journal of Social Psychology published an article in 2007 entitled â€Å"Interacting via SMS: Practices of social closeness and reciprocation†.This paper deals with the sequential structure of communication via short message service (SMS), also known as text messaging, among adults and young adults, aged 25-35 and 50-65.   A collection of 173 SMS exchanges for personal communication, spontaneously composed by participants, was gathered.   Each exchange was photographed from the display of the participant's mobile phone and then analyzed with the approach of conversation analysis.A questionnaire was also administered during the collection procedure. The analysis of the practices organizing the action sequence reveals that exchanges frequently lack openings and closures, show an effort towards reciprocation and use implicit or anticipated actions. Social presence seems then characterized by a sense of constant availability, symmetric commitment and shared underst anding.The article concluded that the sequential structure of mediated communication may give insightful details on the nature of the social presence thereby constituted and may provide a criterion to compare different communication modes (2007).   This paper will attempt to analyze the strength of the evidence presented in this article.Communication via SMS: An Article ReviewThe article entitled â€Å"Interacting via SMS: Practices of social closeness and reciprocation†argues that SMS has developed into a recognizable social place, with its own practices and affordances for establishing social presence and that it is characterized by â€Å"persistency, reciprocation and familiarity† (Spagnolli, 2007).They also found, through conversation analysis that SMS communication is designed around the turn, with very frequent multiple-action turns. The first question one may consider when presented with this article is was this research necessary?   Although not quite neces sary, this research does provide some interesting insights into the ever more popular communication method of text messaging.This research was in supplement to previous research on the same subject.   Some practices of SMS usage are already known, as ethnographic and linguistics studies have been carried out on teenage users.   Some researchers have investigated the communicative setting and its social norms (Grinter & Elridge, 2003).They show that SMS exchanges can be initiated in situations where other modes are forbidden, such as in class or at night, and that their intersection with other activities requires practices of participation management and context messages (Thurlow, 2003).In particular, a group of researchers has collected large numbers of messages and illustrated how SMS writers make the most out of a limited set of the available alpha-numeric characters well beyond the mere use of ‘emoticons’ whose actual rate is often quite low (Ling, 2005).The func tions and topics of an SMS exchange have been categorized and their communicative style identified as a peculiar mixture of morality and writing, spontaneity and care, supporting strategies of self-presentation and linguistic play (Ling, 2005).However, the kind of practice that has been less considered, if at all, is the one responsible for inner structure of an SMS exchange.   That is where this research comes into play.   Since a communicative exchange is a form of interaction conducted through discourse, these practices can reveal important aspects of the social presence created (Spagnolli, 2007).The goal of the research behind this article was to â€Å"investigate the interactional and pragmatic resources that five cohesion to a series of otherwise discrete contributions, and by allowing the sequential organization of these exchanges, create the coordinates along which the encounter is organized† (Spagnolli, 2007).   In contrast to other studies on SMS, which have c onsidered individual messages, this study analyzed each message with reference to the previous and subsequent one in sequence.   It was the exchange of messages that was most important to these researchers.   Another point of originality of this study also relies on the kind of participants involved.   Prior, SMS literature focused on teenagers, who could be considered as ‘core’ users.However, if using this medium is participating in a social place as is argued, then even peripheral users like adults should follow shared practices instead of totally idiosyncratic ones.   Therefore, the researchers chose to study young adults and adults.Next, it is important to determine whether the methods the authors implemented for their research were the proper method and whether they were effective.   According to the authors, given the need for exploring a poorly covered phenom, i.e. SMS exchanges between adults, they looked for natural data, while at the same time, tryin g to collect a fair number of exchanges (Spagnolli, 2007).According to the authors, diaries would have offered a richer, contextualization of the exchanges collected, but they could have also decreased spontaneity during the message exchange and required a more limited number of participants with a longer commitment with the research (Spagnolli, 2007).   Therefore the authors chose to collect 180 exchanges using the following system.They asked people for one series of sent and received messages still present in the memory of their cell phone, regardless of who initiated the exchange, but with the requirement that the series be complete with all messages exchanges (Spagnolli, 2007).   In this way, messages were not composed for the sake of research and the length of the exchanges were naturally defined.   This was very intuitive on the part of the authors as the data they collected was natural and not skewed because of the research method.

Copper Cycle Lab Report

CHEM 1300 Laboratory Program, Fall 2012 Experiment 3 Report Form Name: ___________________________ Student Number: ___________ Locker __________ Section Laboratory Day Lab Session Lab Room Number Rotation B0__ Mon Tues Wed Thurs Fri AM PM 206 216 222 230 240 12 Experiment 3: Copper Cycle Instructions for Laboratory Reports 1. Your lab report must be submitted using this official report sheet. 2. You must legibly and correctly provide all identifying information requested above. Incomplete or incorrect information can lead to substantial penalties. 3.You are strongly encouraged to type all or most of your responses. Responses can be first written and saved using a word processor (e. g. Microsoft Word) and then pasted into the report form. Printing problems often occur when the PDF report forms are edited and saved on Mac computers. Concessions will not be made for technical difficulties. 4. If you choose to handwrite any part of the report, you must do so legibly in ink. Illegible responses, including sections written with poor handwriting or typed in with miniscule font size will not be marked and will be assigned a value of zero. 5. Detailed instructions on how to write a lab report are provided on pages 10 – 15 of the lab manual. 6. Lots of space is provided in each section of the report. Be concise. You do not need to fill in all space provided for the sake of doing so. 7. When asked to provide calculations, for full credit you must provide a labeled and systematic approach showing all steps and assumptions required to determine the required results. All calculations must be typed or written legibly. 8. You must submit the complete set of original copies (i. e. he white copies) of your Data/Observation sheets that were signed by your TA with your report. Any attempt to alter the original data or use a different set of data in the analyses contained in this report is an act of academic dishonesty and will be penalized as such. Some marks will be allocated to the completeness of your data. 9. It is an act of plagiarism (will be penalized) to use any data or information obtained from the literature and/or Web sources without properly citing it. You should rewrite cited work in your own words, especially if the quotation spans more than a couple of sentences. 10. Staple together all pages relating to this report and submit it in the correct slot in the report cabinet before the submission deadline. Reports submitted into the wrong slot or late will be penalized. Official Report Form Page 1 of 5 CHEM 1300 Laboratory Program, Fall 2012 Experiment 3 Report Form Purpose Results Use your experimental data to determine the percent recovery of copper from Cu(NO3)2. Official Report Form Page 2 of 5 CHEM 1300 Laboratory Program, Fall 2012 Experiment 3 Report Form List the balanced net ionic equations for all reactions that you observed in this experiment.Use your observations to provide evidence for all successful reactions completed and products formed. Where applicable, list ions in their coordination complex form; for example, when Cu2+ exists as the hexaaquo complex, use [Cu(H2O)6]2+ (aq) in your equation. Note: The zinc cation also forms a hexaaquo complex in aqueous solution. Official Report Form Page 3 of 5 CHEM 1300 Laboratory Program, Fall 2012 Experiment 3 Report Form Discussion Official Report Form Page 4 of 5 CHEM 1300 Laboratory Program, Fall 2012 Experiment 3 Report Form Discussion (continued) Conclusion References Official Report Form Page 5 of 5