The Methods That Are Taught On Hurting People Hurt People...

Liberty University PACO 507 Andrew Reitenauer Wilson Comparison Paper October 2, 2016 ABSTRACT In this paper, the student-writer will discuss the methods that are taught in Hurt People Hurt People by Dr. Sandra Wilson (2001). The student-writer will compare and contrast the skills that are mentioned in this book to establish a well maintained way in which to minister to clients, and meet their needs as a counselor. Discussing our own hurts and abilities to minister to others through Dr. Wilson’s techniques and methods will be discovered in this paper. Table of Contents Title Page 1 Abstract 2 Table of Contents 3 Summary 4 -7 Practical Application 7-8 References 9 SUMMARY Primary Goal The primary goal of this books is to view oneself as a way to reach others. Everybody goes through difficult trials and circumstances in their lives. Sometimes we carry deep wounds from these traumatic episodes in our lives. If we don’t learn how to work through those episodes of trauma, we may ultimately hurt others. We then create a generational trap in which we continuously hurt others the way in which we were hurt, if not more so in the end. It becomes a generational curse and Dr. Wilson explains that the goal of counseling is to develop new ways to end the generational curses that traumatize and affect us from the inside out. When we learn new ways to cope and to heal, we then are able to end the viscousShow MoreRelatedHurt People Hurt People by Dr. Sandra Wilson Essay2462 Words   |  10 Pagesï » ¿ Comparison Paper: Hurt People Hurt People: Hope and Healing for Yourself and Your Relationship By: Sandra Wilson James E. Hulsey Liberty University PACO 507-B02: Theology and Spirituality in Counseling Professor: Dr. Jaeduk Kim Submission Date: 8-22-13 TABLE OF CONTENTS I. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...01 II. Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...04 III. Practical Application†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦09 Read MoreLogical Reasoning189930 Words   |  760 PagesExplanations ........................................................................................ 483 Assessing Alternative Explanations ................................................................................................ 488 The Scientific Method ........................................................................................................................ 490 Some Case Studies ......................................................................................................Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesSociology 14 †¢ Anthropology 14 There Are Few Absolutes in OB 14 Challenges and Opportunities for OB 15 Responding to Economic Pressures 15 †¢ Responding to Globalization 16 †¢ Managing Workforce Diversity 18 †¢ Improving Customer Service 18 †¢ Improving People Skills 19 †¢ Stimulating Innovation and Change 20 †¢ Coping with â€Å"Temporariness† 20 †¢ Working in Networked Organizations 20 †¢ Helping Employees Balance Work–Life Conflicts 21 †¢ Creating a Positive Work Environment 22 †¢ Improving Ethical Behavior 22

The Slave Trade Was A Never Ending Cycle - 1561 Words

Millions of lives were forever changed by the Atlantic Slave trade. Some were affected positively, in the case of slavers and wealthy slave owners. Others, the men, women, and children captured and sold into slavery were affected in an overwhelmingly negative way. Slavery was perceived and experienced in two distinctly different ways by Africans and Europeans. The Atlantic Slave Trade was a never-ending cycle, so to speak, with each part playing an integral part in the continuum of the trade of human lives for over four centuries. There is no â€Å"beginning,† so I’d like to begin in a local market in the Igbo-speaking region of southern Nigeria in 1745. Olaudah Equiano recalls a bit about these markets in his narrative, â€Å"These are sometimes†¦show more content†¦But if the white men do not comply with it they will lose the aforementioned goods†¦Ã¢â‚¬  (Davidson, 1149) After all, why wait to receive only criminals when free men and women can be stolen away and made to look like any other slave. Soon after being taken by â€Å"the white men,† Africans were branded, like modern-day livestock, with a hot iron with the letter of the name of the ship transporting them. Europeans viewed Africans as little more than an animal, even saying the brand on their breast or shoulder, after being anointed with palm oil, was â€Å"usually well in four or five days, appearing very plain and white after†¦Ã¢â‚¬  as though speaking of theShow MoreRelatedA Single Alien World1132 Words   |  5 Pagesyawn from the primitive inhabitants of that remote world. The visitors could only watch as the vessel was slowly eaten away by the ravages of time. Their species was swiftly absorbed by the genetically superior native population. Their entire existence would, one day, be marginalized into a single sidebar in the history of the Hunduri people. Ten generations later, it was as if the castaways had never existed. Such a story would have surely fallen into myth if not for one small fact. A rare geneticRead MoreThe Slave System By Solomon Northup1618 Words   |  7 PagesThe slave system was kept in existence for many years since the early 1600’s. A never ending cycle of pain, and harsh conditions From being in 12 years of slavery, Solomon Northup recounts the time when he had once been a free man to be kidnapped of that freedom back in 1841. The relationships that Northup encountered were neither positive or negative . From friends he gained or his slave masters, the relationships were shaped by slavery and helped intact the slave system. In those relationshipsRead MoreThe Differential Theory And Social Control Theory1567 Words   |  7 Pagesvarious reasons, which results with various types of prostitutes, such as; high-end escorts, third world sex slaves and street prostitutes. Prostitution is a sustained cycle due to numerous pros and cons such as; job satisfaction, quick cash, se x slavery, and to fuel drug addictions. This is supported by Robert Merton’s modes of adaption theory. Prostitutes who willingly end up in the sex trade is because of bad experiences with family and friends, hanging out with the wrong people, having no intentionsRead More America Should Pay Reparations to African Americans Essay1167 Words   |  5 PagesAmerican community. Many of us are cognizant of the harm racism brought to the African American race, conveyed through slavery, racial segregation and discrimination. African Americans suffered many atrocities, but the greatest damage done to them was the destruction of they’re original identity. African Americans no longer have a native language or any African customs to connect them to Africa. Today, African Americans are connected together because they all share a common foundation-the horrendousRead MoreFast Fashion, And The Corporate Globalization Essay927 Words   |  4 Pagesfactory workers. The Canadian govern ment to keep its local companies competitive in the fashion industry, dropped the importing duties from Bangladesh, which in turn almost forced Canadian companies to relocate their factories to Bangladesh where labour was much cheaper allowing them to gain a higher profit, while still keeping the price of their garments competitive in the clothing market. The horrifying details of fast fashion were exposed to many citizens of the developed when the Rana Plaza came crashingRead MoreReparations: African Americans Justice1190 Words   |  5 PagesAmerican community. Many of us are cognizant of the harm racism brought to the African American race, conveyed through slavery, racial segregation and discrimination. African Americans suffered many atrocities, but the greatest damage done to them was the destruction of theyre original identity. African Americans no longer have a native language or any African customs to connect them to Africa. Today, African Americans are connected toget her because they all share a common foundation-the horrendousRead MoreThe Story Of The Terrible Terrorism1529 Words   |  7 Pagesorganizations as well as semi-legitimate governments. The rebel war efforts want to take control of the villages that mine for these diamonds, and numerous amounts of human rights groups want to protect the people living in these villages from becoming slaves. Laying down laws on terrorism in these countries, and stopping these illegal diamonds from making it into commercial hands can prevent this. This has slowly stopped due to organizations like Kimberley Process, who prevent the illegitimate movementRead MoreHuman Trafficking And The Exploitation Of Humans892 Words   |  4 Pagesslightly different way. Yet still the same basic principle of a single individual being under complete and total control of another stands strong. Sometimes control is shown on a more psychological level than a physically abusive one that was in the past. Nonetheless, slave owners still possess total control. Human trafficking is the term used today rather than slavery, although the two terms can be used in a somewhat synonyms. â€Å"Humans are renewable commodities. They can be bought and sold exponentially†Read MoreHuman Trafficking Are Beyond Brutal954 Words   |  4 Pagesare being bought, sold, and smuggled like modern-day slaves, often beaten, starved, and forced to work as prostitutes or to take jobs as migrant domestic, restaurant, or factory worker with little or no pay.† This is a hard situation to think about living in but yet women are forced to. Once Victims are taken out of slavery, the traumatic experience continues. The abuse goes beyond the violence. Victims face many mental problems. Most victims never fully recover from the traumatic mental, physicalRead MoreChildren s Lack Of Free Time1823 Words   |  8 Pagesâ€Å"In factories and loom-sheds in India, Neap and Pakistan, hundreds of thousands of children as young as five are reported as working in near-slave conditions. They are put to work weaving and hand-knotting oriental rugs and carpets for export. Labouring up to 20 hours a day, seven days a week, they are often forced to eat and sleep where they work. Sometimes they are locked in at night. Children who make mistakes or try to run away risk being beaten, deprived of food or even tortured. These child

Christopher Columbus claims Cuba for Spain on hi Essay Example For Students

: Christopher Columbus claims Cuba for Spain on hi Essay s first voyage in 1492. The Spanish are ousted by the US in the war of 1898. The island is then effectively annexed by the US. American business interests flourish but the domestic political process is seriously compromised by US interference. 1933 sees the entry of Fulgencio Batista y Zaldvar onto the political scene when the then army sergeant leads a military revolt that installs a new revolutionary government. In January 1934 Batista topples the new government and installs himself as dictator, ruling until 1940 when he is legitimately elected as president. Finding himself out of power in 1944, Batista, now a general, bides his time until 10 March 1952, when he overthrows the government in a bloodless coup and cancels planned elections. The US recognises the Batista government on 27 March. Batista rules by decree and presides over a corrupt regime with links to US business and organised crime. More background. Mini biography: Born on 14 June 1928 in Rosario, Argentina, into a liberal, middleclass family. He is the first of five children. As a child he suffers from asthma, and will do so for the rest of his life. 1947 He begins studying for a degree in medicine at the University of Buenos Aires. He spends his leave on motorcycle tours with his friend Alberto Granado, who runs a dispensary at the leper colony of San Francisco del Chanar near Cordoba in Argentina. In journeys undertaken in 1951 and 1952, Guevara travels first in Argentina, where he meets the lepers at Cordoba, then heads west into Chile and then north through Peru, Colombia, Venezuela and onto Miami in the US, where he is turned back by the immigration authorities. While in Peru he works in the San Pablo leprosarium. His experiences with the lepers and the poor and underprivileged during his travels have a key impact on the development of his political thought. He becomes convinced that genuine equality can only be achieved through socialism. Guevaras experiences on the road are later described in his book Motorcycle Diaries .

Should Students Wear School Uniforms free essay sample

Fourth period Do you think students should be required to wear a school uniform yes or no? I say no for three reasons alongside others. The number one reason I say no is that a uniform would be too expensive. The second reason is that a uniform is very hard to keep up with. The last reason is that most school uniforms are tacky. I do not think students should be required to wear school uniforms because the uniform would be hard to pay for. Some parents probably cannot afford the uniform. So if the parents didn’t buy them the school would have to. The school could buy something more important like new equipment. Some parents would be in the same case because they need the money. The second reason I say no is that uniforms are hard to keep up with. I say this because the parents would be the ones keeping up with it. We will write a custom essay sample on Should Students Wear School Uniforms or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So if the parents aren’t looking after the uniform the student would lose it. Then there would be a lot of students punished because they didn’t wear their uniform. The last reason I say no is because most school uniforms are tacky. Most students wouldn’t wear the uniform because it is ugly. Some would get in trouble for modifying the uniform. Other students would just not wear the uniform and take the punishment. Okay I began my essay by giving you three reasons why students should not be required to wear school uniforms. First was that uniforms would be very expensive. Next I said that a uniform would be hard to keep up with. Last was that the uniform would be ugly. Now I conclude my essay.

The Best SAT Score Predictor

The Best SAT Score Predictor SAT / ACT Prep Online Guides and Tips The SAT can be mysterious and nerve-inducing; your score on this never-before-seen test will play a hugerole in your college applications. When I took the SAT for the first time, I didn’t do any preparation and wasn't sureI could reach my target score. The best way to lessen yourfear is to try to predict your SAT score. How can you estimate your SAT score? What are the effective methods? Do the SAT score predictor quizzes really work? This guide will walk you through the different methods of estimating your SAT score and will tell you how to use that prediction. The Best Way to Predict Your SAT Score The best method to predict your SAT score is to take a full-length official College Board SAT practice test under real testing conditions.It’s a big time commitment - over four hours - but it’s the most accurate SAT score predictor. Where Can You Find a Practice Test? All of the official SAT practice tests created by the College Board are available for free online.I’d recommend you pick one and print out a copy of the test since you'll be taking the real SAT with pencil and paper. How Should You Use the Test? To get the most accurate score prediction, you want to mimic the real test as closely as possible.This means you cannot use your phone, computer, dictionary or any other outside help.You should only have pencils, an eraser, a pencil sharpener, and a calculator on your desk. Stick to the exact timing.Note: the time allowed is printed at the start of each section.Use a watch to time yourself, anddon't give yourself any extra time. An extra minute or two could artificially increase your score.Also, you’re only allowed to work on that section during the allotted time. Don’t move on to the next section if you finish early, and don’t go back to a priorsection. How Do You Score the Test? Score it using the instructions on the College Board website.You’ll start by calculating your raw score, which is simply the number ofquestions you answered correctly. Then, you use that raw score and a chart provided by the College Board to calculate a scaled score for each section.That scaled score is your estimated SAT score! Note: This is only a baseline SAT score. You can raise your score with dedicated prep. To do so, you should create an SAT study schedule, which I discuss more below.If you're looking for a startingpoint for your SAT prep, check outour free SAT studyguide. Don't have time for an SAT practice test? We've got other options! What Are Other, Less Time-Consuming SAT Score Predictors? Did you takethe PSAT or ACT? If so, you canuse thatscore to estimate your SAT score. These tests are useful predictors because the experience of taking them is similar to the SAT: early in the morning, in a classroom with other students, without outside help, etc. Below I’ll give an overview of how to use the PSAT and ACTto predict your SAT score. PSAT It’s the next best thing to taking an official SAT practice test.The PSAT was written by the College Board, the same company behind the SAT.It’s very similar to the SAT; the name literally means preliminary SAT. The College Board meant for your scaled PSAT score to be an estimated SAT score.However, since the PSAT is intended to be a precursor, the College Board designed it to be slightly easier than the SAT.The PSAT is scored on a scale between 320 and 1520.It doesn't go up to 1600 since the SAT is a more difficult test than the PSAT.While a 1200 PSAT score suggests you might score around 1200 on the SAT, a perfect PSAT score doesn't necessarily guarantee a perfect SAT score.This is why the PSAT scale is shifted down from 1600 to 1520 to account for the differences in difficulty. Pros The PSAT was written by the same company as the SAT. It was designed to match the SAT format. It was created for the purposing of estimating your SAT score. It's administered in similar conditions asthe SAT. Cons It’s slightly easier than the SAT, so it will not be as challenging. It may not be able to accurately predict scores for top performers in the 1500-1600 range. ACT Score If you took the ACT, you use thatscore to predict your SAT score.There are simple conversion tables that will take your 1-36 composite score and convert it into a 400-1600 SAT score.However, this is a less reliable method than using a PSAT score. While the ACT is astandardized test similar to the SAT and PSAT, the ACTwas created by ACT, Inc., not the College Board.There is overlapping content between the SAT and ACT, but the content is not exactly the same.For example, the ACThas a science section while the SAT doesn’t.Also, the SAT has a no-calculator math section while the ACT doesn’t. If you use your ACT score to estimate your SAT score, the prediction may be off by up to 100 points.For example, I got a 34 on my ACT, which would predict an SAT score between 1490-1530, but, in actuality, I got a score of 1420; 70 points less than the lowest estimated score.Some students simply perform better on the ACT than the SAT. Pros The ACT is astandardized test that is designed to estimate college preparedness like the SAT. Itcovers similar Math, Reading, and Writing content as the SAT. It's administered in similar conditions as the SAT. Cons The ACT was not written by the College Board. Itdoesn’t cover the same material as the SAT. Predictions may not be exact (could be off by up to 100 points). It's difficult to accurately compare the ACT to the SAT. Don't trustother "predictors." What Won’t Be Good SAT Score Predictors? I’d recommend avoiding any method not mentioned above. Here are some of the more commonly used SAT score predictors that I wouldn’t recommend. Non-Official Practice Tests Non-official SAT practice tests, aka those not written by the College Board, will not give you a realistic estimate of your SAT score.This includes full-length non-official SAT practice tests as well as any shorter SAT score predictor quizzes.These tests are too different from the SAT to give you a good prediction; theydon’t accurately mimic the SAT test format and typically don’t cover the same content as the SAT. You could end up with a score hundreds of points off from how you'd score on the actual SAT. GPA Some students try to look at their GPA and guess their SAT score. It’s tempting to say that because you have straight A’s, you'll obviously get a 1600 on the SAT. On the other hand, if you have a low GPA, you might feel doomed to a low SAT score. However, GPA doesn’t always correlate with SAT score.Some students with low GPAs end up with great SAT scores while others with high GPAs end up with low scores. Don't try to estimate your SAT score using GPA. AP/IB Tests AP and IB exams test very specific content such as Biology, Economics, Calculus, and History.Most of this content is not covered on the SAT. Therefore, excelling on your AP or IB exam will not necessarily correlate with SAT success. No matter your prediction, don't be a grumpy kitten! How Should You Use Your Score Prediction? If you have an SAT score prediction, how do you feel about it?If you’re unhappy, you should create an SAT prep scheduleto help you reach your score.Below is a rough estimate of how many hours you need to devote to studying to achieve certain score improvements. 0-50 SAT composite point improvement: 10 hours 50-100 point improvement: 20 hours 100-200 point improvement: 40 hours 200-300 point improvement: 80 hours 300-500 point improvement: 150 hours+ Check out our ultimate SAT study guide to help you get started with your SAT preparation. If you’re very happy with your predicted SAT score, you should still do some SAT prep,but not as much.I’d recommend studying for at least 10 hours.Take two practice tests with in-depth reviewto get comfortable with the test format and to make sure your practice test scores align with your target score. Whether you have a score estimate or not, remember that no predictor is 100% accurate, not even taking an official SAT practice test.You should plan to take the real SAT more than once, so if you don’t reach your target score the first try, you have another shot. What’s Next? Now that you've found your estimated SAT score, how does it compare to your target score? Not sure where you’d like to go to college? Read our guide to finding your target school. Need help with your college application? Learn how to write about extracurriculars on your college application; get advice on the Common App essays. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

S Orbital Atomic Structure

S Orbital Atomic Structure At any given moment, an electron can be found at any distance from the nucleus and in any direction according to the Heisenberg Uncertainty Principle. The s orbital is a spherically-shaped region describing where an electron can be found, within a certain degree of probability. The shape of the orbital depends on the quantum numbers associated with an energy state. All s orbitals have l m 0, but the value of n can vary. S Orbital Versus P Orbital While orbital numbers (e.g., n 1, 2, 3) indicate the energy level of an electron, the letters (s, p, d, f) describe the orbital shape. The s orbital is a sphere around the atomic nucleus. Within the sphere there are shells in which an electron is more likely to be found at any given time. The smallest sphere is 1s. The 2s orbital is larger than 1s; the 3s orbital is larger than 2s. The p orbital has a dumbell shape and is oriented in a particular direction. At any one energy level, there are three equivalent p orbitals that point at right angles to each other (px, py, pz). As with the s orbital, the p orbital describes a region in space around the nucleus in which an electron may be found with the highest probability.

Tata Group Global Business Assignment Example | Topics and Well Written Essays - 3250 words

Tata Group Global Business - Assignment Example Since Ratan Tata took leadership of the company, till his retirement in 2012 and the current president, Tata Group of companies has been headed by a common chairman to enable centralization. The Group Corporate Centre (GCC) and Group Executive Office (GEO) have been two crucial bodies involved in decision making of the Tata Group, to direct and define its business endeavours (Goldstein, 2007). It has a board that is chaired by the head of Tata group currently Mr Cyrus Mysty, who took over from Ratan Tata and consist of a CEO and a team of directors. That is just but the top executive of the conglomerate of companies. According to One World Trust, Tata group takes the form of an informal supra- organizational structure; such that it’s distinct high level corporate GEO and GCC has managing directors from Tata group companies, and allow various Tata companies to operate as separate legal entities with their own structures (n.d.).In its hierarchical structure, Tata group has diffe rent enterprises that operate in specific sectors and which also have their affiliate companies, either wholly acquired or merged with other local or foreign companies. For example, Tata Steel Company, Tata Motors, Tata Tele-Services and Tata Power among others.   Each of the companies has their own shareholders and managing director, and an independent board of directors with a chairperson that are held accountable to (tataaia.com, n.d.). Similarly, each of these companies organization structure may be modified with time., depending on the number of mergers and acquisitions. Some of Tata enterprises have very committed committees that address varying issues necessary for the company. For example, departments in an enterprise could depend on audit, remuneration, ethics, and compliance committees to support their function. In 2008, some of Tata enterprises like the TSC and Tata Steel unveiled new organization structure that enhanced company integration. Focusing on the Tata Steel G roup, which consist of Corus group limited and Tata steel, it has a strategy and integration committee headed by the Tata Group of companies chairman (initially Mr Ratan Tata), its hierarchical structure of management begins with the Board, managing director (M.D.), as well

OVERSEAS MARKET ENTRY ACTIONS Assignment Example | Topics and Well Written Essays - 2500 words

OVERSEAS MARKET ENTRY ACTIONS - Assignment Example Elfin Sports Cars Pty Ltd was founded in the year 1957 and is regarded as one of the foremost market players operating in the automotive industry throughout the globe. The company has been involved in making certain extremely competitive open-wheeler and sports cars that range from Formula Vees to the MR9 Formula 5000 and the 1959 Streamliner (Elfin Sports Cars, 2008). It is quite essential for Elfin to adopt and execute appropriate international business strategies in order to make a dominant entry into the business market of Brazil. It has been earlier discussed that Brazil can be a potential business market for the company i.e. Elfin due to its exceptional possession of natural resources, stabilised political system, greater level of Gross National Product (GNP) and raising income level of the people residing within various regions of the nation (Campante, 2009). With this concern, the report intends to discuss the appropriate international business strategies that Elfin might adopt and apply to the target overseas market i.e. Brazil. Moreover, a detailed discussion regarding the marketing actions in terms of marketing mix strategy focusing on certain specific elements of marketing mix would also be discussed in this report. Most importantly, suitable organisational structure and control system emphasising the association prevailing between home and host organisation, relationship between headquarter (HQ) and subsidiary and centralisation versus decentralisation would be proposed in the report. Elfin may adopt appropriate and effective international business strategies as an action towards making a flourishing entry in the intended overseas market i.e. Brazil. It is worth mentioning that the favourable conditions prevailing within Brazil in terms of political and financial aspect among others would ultimately support the sports manufacturing company to make successful entry in diverse regions of the nation. However, still the company requires following

Monsanto paper critical analysis Essay Example for Free

Monsanto paper critical analysis Essay aTitle: A review of core issues relating to the global adoption of genetically modified foods. As we are confronted by more and more information, it is of great importance that as global citizens we endeavour to form our own conclusions by thoroughly analysing factual data. Often information we are presented with can carry a vast undertone of additional, and usually bias information, which conveyed through language, body language, and even in extreme, but uncommon instances, subliminal messaging. Professionals in environmental management must be able to efficiently draw unbiased conclusions by filtering large quantities of information and communicate their findings effectively. In environmental management, global issues typically generate the most controversy. Currently, a global movement to abolish genetically modified foods, is raging. As scientific evidence that challenges the safety of GMO’s mounts, global protests and national governments are rejecting genetically modified foods, in particular the notorious company Monsanto. This assignment is aimed at evaluating key literature relating to the safety of GMO’s using the correct models developed in critical analysis for environmental management in hope that informative and unbiased conclusions can be drawn. Table1: The Purpose of this table is to briefly summarise five sources of literature using methods gained in the course to aid in the development of a draft plan for assignment two. Reference/Source Publication Type Brief Synopsis Application of Course Concepts Comments relevant to planning the draft review Gilles-Eric Sà ©ralini, Emilie Clair, Robin Mesnage, Steeve Gress, Nicolas Defarge, Manuela Malatesta, Didier Hennequin, Joà «l Spiroux de Vendà ´mois (2012) Long term toxicity of a Roundup herbicide and a Roundup-tolerant genetically modified maize. Food and Chemical Toxicology 50. Pg4221-4231 Peer Reviewed Journal This paper discusses the health effects of roundup tolerant genetically modified maize cultivated with roundup weedkiller on rats over two years. The lead author on this paper is well known for his stance against genetically modified organisms and has published many papers in the past relating to the same topic. The paper is well referenced but sources many of the lead author’s previous papers, which gives the impression of being prejudiced. It stands alone today as the longest toxicity study of GM NK603 maize and the commercial herbicide it was designed to grow with. The nature of this article is intended to target an audience of professionals and members of the industry alike. However, due to its controversial conclusions, it has attracted far more attention through the media. The paper claims to have evidence demonstrating that rats fed genetically modified maize cultivated with roundup were twice as more likely to suffer a premature death and 70% more likely in females over a two year period. Since its release many have claimed it to be solid evidence of the negative effects of ingesting GMO’s, but it has come under equal fire from Monsanto and other scientific academies. They have claimed that flaws exist in the design of the experiment, its statistical analysis, and use of a rat species prone to tumour formation (MacKenzie 2012). However the same species of rat was used in the Monsanto paper, which Seralini was challenging (Hammond et.al 2004). As the paper had attracted much attention, and there had been no protocols in place for studies of its kind, the European Food Safety Authority released its guidelines which generally validated the paper in question (EFSA 2013). According to the results, the common time frame of 90 days is an insufficient time frame to thoroughly analyse the toxicity of GM foods as the first signs of tumours occurred between four to seven months into the study. A startling result shown in figure1 shows an increase in mortality rates in males per the concentration of roundup. However not much attention is drawn to this. Confronting photos of these rats clearly in significant pain with tumours equating to 25% of their body mass are then illustrated provoking an emotional response in the reader. Too few rats were also used in the control groups with only 10 of each sex. This paper will be useful in demonstrating the extent of obvious bias seen across much of the research about GM foods. It was also purposely designed to mimic the methods used in Monsanto’s paper (Hammond et.al 2004). It claims to provide strong contradictory views that can be used in setting the context of the debate. The flaws present in experimentation and obvious intention of generating publicity can be elaborated in assessing key elements of the controversy. B. Hammond, R. Dudek, J. Lemen, M. Nemeth. (2004) Results of a 13 week safety assurance study with rats fed grain from glyphosate tolerant corn. Food and Chemical Toxicology 42. Pg 1003-1014 Peer Reviewed Journal All three authors of this paper are associated with Monsanto, who also provided the funding for the paper, making the paper extremely bias and leaving no room for alternate interpretations of findings. As the strain of maize had not been adopted worldwide it can be assumed that the authors were motivated publish data confirming the safety of the product. It thoroughly documents the study’s methodology and references a wide range of literature. A large number of test subjects were used in each group. Rigorous results are shown and are clear and easy to interpret. The paper claims to have found minimal changes in body weight, haematology and urine chemistry, and therefore deem these results to be insignificant as they fall within an average of  ±2 standard deviations of the population of reference controls. A paper co-authored by Searlini analysed data of the paper in question, noticing a significant increase in effects with relation to the dosage of GM feed specifically the group fed a 33% concentration of NK603 Maize. Stating that the differences are of greater concern than suggested by Hammond (Spiroux et.al 2009). Even though these differences are acknowledged in the papers discussion, thorough interpretation of their possible impacts over an extended period of time are not discussed. As the paper reflects the current standard of evidence used for the approval of GMOs, it can be used to demonstrate the many gaps in knowledge. This will help to reveal how despite having inconclusive results, it is still deemed to be thorough enough to approve GM foods for widespread consumption. This speaks to broader issues regarding insufficient regulatory systems. It will also be used to specifically compare the findings of Seralini’s paper (Seralini et.al 2005). Judy A. Carman1, Howard R. Vlieger, Larry J. Ver Steeg, Verlyn E.Sneller, Garth W. Robinson, Catherine A. Clinch-Jones, Julie I. Haynes, John W. Edwards. A long-term toxicology study on pigs fed a combined genetically modified (GM) soy and GM maize diet. Journal of organic systems. Pg38-55 Peer Reviewed Journal A long-term toxicology study of 168 pigs carried out over 22.7 weeks (being the normal life span of a commercial pig from weaning to slaughter) in order to compare the effects of diets including mixed GM corn and soy and the commercial non-GM counterpart. The lead author has long been associated with anti GMO research and is the director for the Health and Environmental Research institute. The paper was published in the Journal of Organic Systems, a journal funded by the Organic Federation of Australia. The paper itself was partly funded by the Government of Western Australia, who currently favours GM crops. The second co-author Howard Vlieger is a farmer that promotes organic food production and also provided funding towards the paper. The paper claims to have successfully created a real world experiment by using product acquired from commercial farmers in accordance with the USA piggery practice. It is clearly specified how the feed was prepared and administered but does not specify the exact conditions in which it was grown. The results of their study are shown to indicate that there was no significant changes in total body weight and death rates were similar with 13% and 14% for the non-GM fed and GM fed groups respectively. But that significant changes in stomach inflammation and uterine weights were apparent and attributed to the difference in diet as other variables were controlled for. However, the study in question has its own shortcomings, and does include significant additional variables that damage the reputation of the paper. For example, the control group’s food source was contaminated with a median of 0.4% GM products in Maize and 1.6% in soy, a problematic technicality in a paper trying to prove negative effects in GM. It is stated however that similar amounts of GM contamination occurs in non-GM material in the United States but does not reference this claim. Finally the GM feed contained four different varieties of feed increasing the variables and making it impossible to pin point an individual feed as causing harm. The author is clearly trying to change the current dogma surrounding GMO’s by referring to multiple short term toxicity studies, criticising the test subject species, the way in which feed was administered, variables used to come to their conclusions and time-frame in which the studies were carried out. It is suggested that as the study utilised pigs instead of birds or  fish that the data gained is more relevant to human consumption. The lead author’s strong connection to the Seralini research team and fundamental flaws in experimentation can be emphasised in the context of the debate. Furthermore, as the paper has taken a different approach to setting up parameters, this can easily related to the commercial industry. It can then be concluded that the paper has particular agendas as the general public is a target audience is targeting the public audience and preaching to convert. Aysun KÄ ±lÄ ±c, Turan Akay. (2007) A three generation study with genetically modified Bt corn in rats: Biochemical and histopathological investigation. Food and Chemical Toxicology 46. Pg1164-1170 Peer Reviewed Journal The study was carried out across three generations of female Wistar Albino rats divided into three groups, with the third being fed a diet of BT transgenic corn. The lead author of this paper is an independent researcher from the university of Hacettepe in Turkey. She has published many papers on the subject of toxicity with relation to food additives and GMO’s. The nature of the paper is intended for an academic audience. The authors recognize the controversial nature surrounding the issue. Their results are approached in an entirely unbiased nature by stating they feel a substantiated answer to the safety of GM foods cannot be derived from the available literature. The paper is thoroughly referenced with a wide range of sources but makes no obvious mention to the source of funding. The paper came to the conclusion that no significant changes in body and organ weights were found, but minimal histopathological differences were noticed in the liver and kidneys as well as creatine, protein and globulin changes in a biochemical analysis. Test subjects were already 11 weeks old before GM feed was administered interfering with results. The concentration of GM feed was 20% which is shown to have less of a measurable affect as suggested in Seralinis review paper (Spiroux et.al 2009). The paper notes the strain of GM maize used but provides little information for the GM free variety. Instead of utilising their available resources to test multiple variables the study uses two control groups and only one GM fed group. This paper  will provide a contrast to the other 3 papers sited as it holds no bias. Even though it has no pre-determined opinions, it still fails to provide definitive results, and the study itself has various shortcomings. This can again be used to show how a general lack of quality scientific research is a key factor in driving the ongoing debate regarding the safety of GM foods. Public Attitudes towards biotechnology in Australia. Australian Government, Department of Innovation, Industry, Science and Research. Public survey Results of an Australian survey of public attitudes from 2009-2010 with relation to the biotechnology industry. The paper thoroughly discusses the Australian public’s opinions regarding GMOs, also detailing its various other applications in the biotechnology industry. It concludes that 67% were accepting of GMOs as they realised its potential benefits. However it does show that support of GMOs has in fact decreased slightly since 2007, but that half of those opposed would change their position if long term evidence suggested GM food was safe. A further 45% of the opposed public would reconsider if detailed labelling explained what had been modified and why. Yet despite the surveys thoroughness in many areas, there are still issues. The survey presents its findings in a way that suggests it is representative of opinions of the whole of Australia, but only 1,086 people were surveyed. There is also very little explanation of the methodologies used to attain the results, nor are any of the exact questions given to the participants provided. As such, there is potential bias as questions can be designed to give a particular response. Furthermore, it is unclear as to what information about GMOs was provided to the participants, which could influence their opinions. This source will be used to summarise the effect the debate is having on the Australian public. The survey demonstrates that the controversy exists within both the scientific community and the public domain. It also helps to reveal the lack of clear information available for GMOs and how this affects consumers. This will help to confirm how divided opinions are in both the scientific and public arenas. Literature Review draft outline Upon researching the topic it became quickly apparent that even though GM technology is well established being utilised in countries over the globe, there is still vast amounts of doubt over its safety and economic value. Long term toxicity papers were the focus of the draft plan as they were the source for the majority of controversy. After inspecting the papers I noticed opinionated research and data analysis as well as a lack of experimental explanation and sly tactics. Section heading (approx. word length) Brief outline of content Introduction (300) The introduction will discuss the debate that is currently being waged about the safety of genetically modified crops. This is an issue that has divided scientists and consumers alike; on one hand many advocate for its safety and extensive benefits, while others are troubled by the lack of information regarding its long term health effects. I will analyse several key studies which have all played a significant role in this debate and have endeavoured to provide studies that both support and refute the safety of GMOs. I will also outline other topics surrounding the controversy, such as the need for government authorities to more closely regulate GMOs, specifically the privatised biotechnology companies who are largely responsible for their production. From here I will discuss the role Monsanto, an American biotech company, has played in the controversy, including information about Monsanto’s history, and their involvement in research and distribution of GM crops. An integral part of the analysis and discussion will focus on the current lack of reliable scientific data as nearly all research carried out about GMOs is plagued with inaccuracies and conflicts of interest. From a close analysis of all of these sources, it will ultimately be clear how the controversy is being largely fuelled by the lack of reliable scientific data. History of Monsanto (300) This will elaborate on statements made in the introduction, and continues to assess the history and development of the issue. It will be necessary to discuss Monsanto’s belief that to account for the world’s growing  population, new biotechnologies need to be developed. However, the trustworthiness of the company should be called into question given its extensive history that involves the development of such detrimental products as Agent Orange. Furthermore, there are many instances where previous Monsanto employees have later been employed at various government agencies, such as the FDA, suggesting a possible conflict of interest. It will also be relevant to discuss the range of crops that are being modified, and their prevalence across the world today. What is driving the controversy (500) This section will form arguments questioning ideas and methodology from the literature that have shaped the issue to date, such as: Conflicting results: Sà ©ralini’s paper shows an increase in mortality rates per roundup concentration, while Hammond’s paper disregards these findings as they fall within an average of  ±2 standard deviations of the population reference controls. Increased variables due to poor experimentation: Kilic’s paper used 11 week old rats which had been consuming an unspecified feed before the experiment commenced. Carmen’s paper showed that trace amounts of GM feed had contaminated control groups. Overall this shows how a lack of consensus about studies findings, and problematic data continues to fuel the controversy. This is where I will site the survey conducted by the Department of Innovation, Industry, Science and Research. Implications of the controversy (500) The ongoing debate surrounding the safety of GM crops has many varied and significant implications, particularly for consumers. Given the quagmire of conflicting evidence, it becomes extremely difficult for consumers to make informed decisions about the products they buy. It is also necessary to discuss how inaccessible much of the available data is for the general public as vast majority of studies released are targeted to other scientists. These studies consist of extensive graphs and complex tables that are nearly impossible for the everyday person to decipher. This then leads to the public having to upon others to interpret the research, which can be informed by personal bias, creating misinformation and further confusion about the topic. Broad interpretation of the issue/consider other factors. (500) In this section I will broaden the scope and refer to other aspects of the GMO debate. It is important to discuss the widespread environmental effects herbicides used on GMO crops have, especially on bee populations. As an integral part of our ecosystem, a significant decline in bee populations can have disastrous effects across the globe. There have also been various instances where GM crops have been unintentionally cross-contaminated with non GM crops. This gives rise to a myriad of issues from lawsuits between Monsanto and farmers, and for organic farmers such contamination can mean they are discredited, and many other issues besides. There are also other problems regarding Monsanto’s reluctance to release its scientific data for independent researchers to interpret. Conclusion (250 to 300 words) From an analysis inclusive of all significant aspects of the GMO debate, it will be clear that it is the lack of sufficient data and consensus about potential health effects that continue to fuel the controversy. Because there have been no rigorous long term studies conducted about health effects GM foods may have, it is impossible to definitively say one way or the other whether they are safe for us to eat, or not. This creates a situation where bias and conflict of interest is rife as each side of the debate has the opportunity to continue to argue for their respective beliefs. In a broader social context, this creates much confusion as the everyday consumer has no reliable information to make decisions by, and is thus susceptible to misinformation. Given the prevalence of GM foods and that we consume them over the course of a lifetime, consumers concerns are wholly justified, and until conclusive and unbiased data is released, the debate will continue. Key Word Search/Database MonsantoGeoBase GlyphosateCAB Abstracts GMO Roundup References: 1. Debora MacKenzie. (2012). Study linking GM crops and cancer questioned. Available: http://www.newscientist.com/article/dn22287-study-linking-gm-crops-and-cancer-questioned.html?full=true#.UhQOP94_7IU. Last accessed 25th aug 2012. 2. Aysun KÄ ±lÄ ±c, Turan Akay. (2007) A three generation study with genetically modified Bt corn in rats: Biochemical and histopathological investigation. Food and Chemical Toxicology 46. Pg1164-1170 3. B Hammond, R Dudekb, J Lemena, M Nemetha. (2004). Results of a 13 week safety assurance study with rats fed grain from glyphosate tolerant corn. Food and Chemical Toxicology. 45 (1), 1003-1014 4. European Food Safety Authority. (2013). Considerations on the applicability of OECD TG 453 to whole food/feed testing. EFSA Journal. 11 (7), 33-47. 5. Flachowsky G, Chesson A, Aulrich K. (2005). Animal nutrition with feeds from genetically modified plants. Arch Anim\Nutr 59:1 – 40. 6. Joà «l Spiroux de Vendà ´mois, Franà §ois Roullier, Dominique Cellier,Gilles-Eric Sà ©ralini. (2009). A Comparison of the Effects of Three GM Corn Varieties on Mammalian Health . International Journal of Environmental Sciences. 5 (7), 706-726. 7. Gilles-Eric Sà ©ralini, Emilie Clair, Robin Mesnage, Steeve Gress, Nicolas Defarge, Manuela Malatesta, Didier Hennequin, Joà «l Spiroux de Vendà ´mois (2012) Long term toxicity of a Roundup herbicide and a Roundup-tolerant genetically modified maize. Food and Chemical Toxicology 50. Pg4221-4231 8. Judy A. Carman1, Howard R. Vlieger, Larry J. Ver Steeg, Verlyn E.Sneller, Garth W. Robinson, Catherine A. Clinch-Jones, Julie I. Haynes, John W. Edwards. A long-term toxicology study on pigs fed a combined genetically modified (GM) soy and GM maize diet. Journal of organic systems. Pg38-55 9. IPSOS-Eureka Social Research Institute (2010) Public Attitudes towards Biotechnology Australia, Department of Innovation, Industry, Science and Research

Transformation in Louise Erdrichs The Red Convertible Essay -- Red C

Transformation in Louise Erdrich's The Red Convertible      Ã‚  Ã‚  Ã‚   In Louise Erdrich's "The Red Convertible," the two main characters start off doing seemingly well. However, there are many changes that these two young men go through during the story. Henry experiences the largest transformation due to his involvement in the Vietnam War. This transformation also alters Henry's brother, Lyman, although not for the same reasons. As the story progresses, and these certain events take place, the brothers' innocence is soon lost.   Ã‚  Ã‚   Before the war, the Lamartine brothers, Henry and Lyman, are naive and carefree. They spend all of their time together. They even buy a car together. This red convertible is the most notable way that Erdrich represents the boys' innocence in the story. To get this car, they spend all of the money they have, without even thinking about it. "[B]efore we had thought it over at all, the car belonged to us and our pockets were empty" (461). Soon after purchasing the red convertible, Henry and Lyman set off driving with no real destination. They simply explore the country, going where the road takes them. They have no responsibility, no worries, nowhere to be, and nothing that has to be done. The boys "just lived [their] everyday lives here to there" (461). Lyman and Henry fall asleep under willow trees, wake up, and begin driving again. During their expedition, they meet a girl named Susy. Susy lives in Chicken, Alaska, where they agree to take her. Upon reaching Alaska, the boys do not want to return home. There, where the sun never really sets in the summer, they hardly sleep at all. They live like animals. Before they leave, before winter, an interesting thing happens that truly exp... ...who endures pain. His brother, Lyman, suffers from many of the same things as Henry. Lyman also experiences post-traumatic stress. Although Lyman seems to acknowledge this stress in a rather different way than Henry, it is there all the same. Just as Henry tries to give the red convertible up to his brother, Lyman does the same in the end, and pushes it right back to him. The red car represents a bond between the two brothers, and with Henry gone, Lyman can not bear to have it around anymore. Unfortunately, getting rid of the car does not take care of Lyman's pain. Even a long time after Henry's death, Lyman still experiences post-traumatic stress.   Only now he has a tragedy of his own to endure.    Work Cited Erdrich, Louise. "The Red Convertible." The Story and Its Writer. 5th ed. Ed. Ann Charters.   Boston: Bedford/St. Martin's, 1999. 460-67. Transformation in Louise Erdrich's The Red Convertible Essay -- Red C Transformation in Louise Erdrich's The Red Convertible      Ã‚  Ã‚  Ã‚   In Louise Erdrich's "The Red Convertible," the two main characters start off doing seemingly well. However, there are many changes that these two young men go through during the story. Henry experiences the largest transformation due to his involvement in the Vietnam War. This transformation also alters Henry's brother, Lyman, although not for the same reasons. As the story progresses, and these certain events take place, the brothers' innocence is soon lost.   Ã‚  Ã‚   Before the war, the Lamartine brothers, Henry and Lyman, are naive and carefree. They spend all of their time together. They even buy a car together. This red convertible is the most notable way that Erdrich represents the boys' innocence in the story. To get this car, they spend all of the money they have, without even thinking about it. "[B]efore we had thought it over at all, the car belonged to us and our pockets were empty" (461). Soon after purchasing the red convertible, Henry and Lyman set off driving with no real destination. They simply explore the country, going where the road takes them. They have no responsibility, no worries, nowhere to be, and nothing that has to be done. The boys "just lived [their] everyday lives here to there" (461). Lyman and Henry fall asleep under willow trees, wake up, and begin driving again. During their expedition, they meet a girl named Susy. Susy lives in Chicken, Alaska, where they agree to take her. Upon reaching Alaska, the boys do not want to return home. There, where the sun never really sets in the summer, they hardly sleep at all. They live like animals. Before they leave, before winter, an interesting thing happens that truly exp... ...who endures pain. His brother, Lyman, suffers from many of the same things as Henry. Lyman also experiences post-traumatic stress. Although Lyman seems to acknowledge this stress in a rather different way than Henry, it is there all the same. Just as Henry tries to give the red convertible up to his brother, Lyman does the same in the end, and pushes it right back to him. The red car represents a bond between the two brothers, and with Henry gone, Lyman can not bear to have it around anymore. Unfortunately, getting rid of the car does not take care of Lyman's pain. Even a long time after Henry's death, Lyman still experiences post-traumatic stress.   Only now he has a tragedy of his own to endure.    Work Cited Erdrich, Louise. "The Red Convertible." The Story and Its Writer. 5th ed. Ed. Ann Charters.   Boston: Bedford/St. Martin's, 1999. 460-67.

Automobile and Car Pooling Essay

Car pooling, also known as ride-sharing or lift-sharing, can save you big bucks on gas, wear and tear on your vehicle, oil resources and reduce all the associated nasty environmental impact associated with your driving. The benefits of carpooling are many. If you are currently driving every day, you’re going to save money on your commute costs by carpooling. In some cases, depending on the length of your commute and the number of days you don’t drive, the savings can be significant. You’ll endure less stress on your commute. Finally, by driving less you’ll be helping to keep the air clean. First, car pooling saves you big bucks on gas by, instead of you and your friend, cousin, or relative both taking different cars and you both are going to the same place, you both can take the same car and share the gas money instead of taking your own cars and paying much more gas money. Couple months ago gas prices were going up, I think that people are deciding to car pool more so they can save big bucks on gas. Also, rather than you and your buddy or cousin both adding mileage on your cars you both can just go together and add mileage to one of your cars instead both cars. This can also lower the risk of car accidents that happen on the road if there is less cars being used. If you and your friends car pool then you guys need to always plan the times because no one want to be late to work or any other place you have planned. Car pooling also has big responsibilities because the driver has to be on time to take the friend or buddy to work and also has to be on time to pick that person up. Second, another thing that car pooling is good for is that it keeps the environment and air much cleaner. One example of this would be is rather than two car engines working at once and putting a lot of nasty pollution in the air you could take one car and keep the air half cleaner. If car pooling goes in effect and many people decide to do this then there will be less cars on the road which will leave much less traffic jams. Also, this will make it easier for the road construction workers if there is less cars on the road because then they could work more and get there job done earlier. Finally, car polling is good because it leaves much more parking places in many crowded areas. One example of this would be is that when students go to school in the morning it is usually hard to find a parking place because they are all taken by other students cars but if a couple of friends used on car then this will leave much more parking place for others. Statistics show carpooling is very safe. However, you must keep your personal safety in mind. If you are considering carpooling with people you do not know, you should meet with them in person before hand. This meeting will serve two purposes. First, you’ll have a chance to discuss your ideas on setting up a carpool without obligating yourself to do it. Then, you’ll be able to assess your comfort level with the people. Ask questions and trust your instincts. If you are not comfortable with that person then just tell them you have decided not to carpool anymore. If you known the person your carpooling with than that is much easier for you to be comfortable with them but also carpool with people you trust because your putting your life in there hands by being the passenger and letting the driver control the vehicle because anything can happen on the road and one example of this would be an accident. I think in my opinion that carpooling is good because it saves you big bucks on gas, helps you keep your wear and tear on your vehicle less, and it also helps the environment out by putting less pollution in the air. I always carpool with my friends because of these reasons, but remember pick right carpooling partners or partner that you trust and are comfortable with before you start to carpool with them.

Multicultural Education by Keith Wilson Essay

Multicultural education relates to education and instruction designed for the cultures of several different races in an educational system. This approach to teaching and learning is based upon consensus building, respect, and fostering cultural pluralism within racial societies. Multicultural education acknowledges and incorporates positive racial idiosyncrasies into classroom atmospheres. Pros of Multicultural Education A significant demographic transformation is on the horizon for the United States of America. Bennett (1995) estimates that â€Å"by the year 2000, over 30 percent of our school age population will be children of color† (p. 18). Additionally, research has indicated that ethnic minority students are disproportionately poor, dropping out of school, being suspended or expelled, and achieving far below their potential relative to the ethnic majority (Bennett, 1995). Consequently, teachers must prepare themselves and their children for the ever changing challenge of interacting and communicating with diverse races. Reduction of fear, ignorance, and personal detachment are possible benefits to a Multicultural education. The following excerpts are taken from Paul Gorski (1995), a University of Virginia Doctoral student during a case study interview: The idea of political correctness with the black race astounds me. I found it extremely interesting that some blacks in our class prefer to be called African American. In all of my classes†¦ I have felt like I was stepping on egg shells as to not offend the blacks in my class. I am honestly glad it is not that big of an issue to my fellow classmates–it promotes a more comfortable, genuine environment for me to be totally honest and carefree. Initially, the student interviewed in the case study reflected an attitude that would probably not facilitate consensus building, respect for other cultures, or fostering of cultural pluralism within different racial communities and in the classroom. However, with integrated curriculum, social activities, administrative support, and staff training, fear, ignorance, and personal detachment may be notably reduced in both students and teachers. Benefits to multicultural education can help to eliminate the crux of stereotyping, prejudice, racism, and bigotry (Fear, Ignorance, dis-ownership). Case study analyzed: 1. fear: â€Å"I have felt like I was stepping on egg shells as to not offend blacks in my classes†¦ † 2. ignorance: â€Å"I found it extremely interesting that some blacks in our class prefer to be called African American. † 3. dis-ownership: â€Å"I am honestly glad it is not that big of an issue to my fellow classmates. † The writer agrees with Hilliard and Pine (1990), â€Å"if Americans are to embrace diversity, the conscious and unconscious expressions of racism (sexism) within our society must be identified and done away with† (p. ). Multicultural education is the potential catalyst to bring all races together in harmony. Cons of Multicultural Education According to some views, if one wants to alienate and further fragment the communication and rapport between ethnic groups, implement multicultural education. As stated by Bennett (1995), â€Å"to dwell on cultural differences is to foster negative prejudices and stereotypes, and that is human nature to view those who are different as inferior† (p. 29). Thus, multicultural education will enhance feelings of being atypical. Schools in America may see multicultural education as a way to â€Å"color blind† their students to differences. Administrators may view the â€Å"color blind† approach as a gate keeper that assures equal treatment and justice for all students and as a way to facilitate compatibility and sameness of all cultures. A common statement from this line of thinking is, ‘we are more alike than different’. We should focus on the similarities and not the differences to achieve greater equanimity among the races. Ethnicity is breaking up many nations. If one looks at the former Soviet Union, India, Yugoslavia, and Ethiopia, all countries are in some type of crisis. Closer to home, one observes the divisiveness of the Rodney King and O. J. Simpson trials in our country, we can see how focusing on race and multiculturalism may lead to a further divisiveness between the races in America. Over time, multicultural education may have unplanned for and undesired consequences. For example, multicultural education rejects the historic American goals of assimilation and integration of ethnic cultures into the majority culture. Hence, the perception may result that America is a country of distinct ethnic groups, as opposed to a more traditional view of the country that involves individuals making decisions for the good of the order (Schlesinger, 1991). Multicultural education may increase the resentment encountered by students who feel that changes in school traditions, curriculum, and academic standards are not necessary to get along and respect students from ethnic minorities. Since many institutions resist change of any kind, passive resistance on the part of the administration may simulate acceptance of the tenants of Multicultural education. Of course, excepting the tenants of multicultural education should be avoided with enthusiasm and optimism. What would real Multicultural Education look like? The writer submits that multicultural education must have, as its crux, the below defining characteristics to achieve its purposes for students, teachers, parents, and administrators of the school system: a) a learning environment that supports positive interracial contact; b) a multicultural curriculum; c) positive teacher expectations; d) administrative support; and, e) teacher training workshops (Bennett, 1995). If one of the features is absent, frustration and heightened resentment may occur as backlash behaviors multiply. The effects of a positive multicultural climate may manifest in a number of ways, such as: a) diminished pockets of segregation among student body; b) less racial tension in the schools; c) increased ethnic minority retention and classroom performance; and, d) inclusion of a multicultural curriculum. In short, the multicultural educational environment should not be a microcosm of our present American society, with regard to issues of diversity and tolerance. Many factors determine a successful multicultural atmosphere, but the features as outlined above may be important indications of success. Administrative support for multicultural education is critical. How can a house stand if the foundation is fragile. Multicultural education will be as successful as commitment to it by school administrators. Regardless of the level of commitment (local, state, and/or national), programs initiated under the guise of multiculturalism must receive reinforcement from administrators who are accountable for the success of established multicultural initiatives. A key factor in any proposed multicultural initiative is curriculum development. A multicultural curriculum should be considered for several reasons: a) provides alternative points of view relative to information already taught in most educational systems; b) provides ethnic minorities with a sense of being inclusive in history, science etc. and, c) decreases stereotypes, prejudice, bigotry, and racism in America and the world. A significant demographic transformation is on the horizon for American schools. Educational institutions have been dictated too long by attitudes, values, beliefs, and value systems of one race and class of people. The future of our universe is demanding a positive change for all (Hilliard & Pine, 1990).

Pericles Analysis Paper

Pericles Analysis Paper Pericles: Analysis Paper Analysis Paper: Pericles Analysis Paper: Pericles Throughout the last few weeks, we have talked about many different events and how they influenced ancient Greece. War, conquest, philosophy, democracy, and literature are some of the few aspects of Greek culture that we have discussed; Pericles played a big role as an Athenian general during what is now called the â€Å"Golden Age† of Greece. Pericles, defined as â€Å"surrounded by glory† (Mark, 2009), was born in 495 B.C. to a very powerful and wealthy family. His father, Xanthippus, was a famous Athenian commander of the Persian War. His mother, Agariste, was from the very politically powerful Alcmaeonid family. It is easy to see that Pericles was naturally born as a future leader. What is now known of Pericles comes from information told by ancient historians Thucydides. As the author of History of the Peloponnesian War, Thucydides used eyewitness statements as well as his own personal experiences to explain many events that took place during this time. There is speculation, however, regarding Thucydides’ statements about Pericles’ early life; as he was much younger and obviously not present during the experiences. In 472 B.C., Pericles funded the play â€Å"The Persians† by Aeschylus; which was early view of his large wealth as well as his taste for art and politics. In 463 B.C., Pericles essentially banished a leading general, Cimon, by prosecuting him for neglecting a chance to conquer Macedonia. This was a major victory for Pericles, as it showed his continued interest in the success and expansion of the Athenian Empire. He was eventually chosen by the people as strategos, or leading general, of Athens where he continued to hold the position for almost 30 years. The Delian League, which was formed during the Persian War, consisted of many Greek city-states and was originally formed to protect against Achaemenian Persia. After the defeat of the super-power that was Persia, the city-states united with pride and the Delian League grew even stronger with donations of wealth, ships, and troops. (Britannica, 2015). Pericles saw this as an opportunity, and decided to use funding from the Delian League to repair buildings and temples that were destroyed during the war. He also used funds to expand his naval fleet, which opened more opportunities for trading and conquering. Democracy originated from the Greek words demos – the people and kratos – power. This is why, even today, it’s considered a government â€Å"by the people, for the people†. Pericles continued to strengthen Athenian government by introducing a direct democracy - where citizens made the decisions by which they lived. This allowed them to control nearly all parts of the political process. (Cartwright, 2014) This new way of government not only helped shape Athens, but also influenced government in western civilization for years to come. Under the leadership of Pericles, Athens was becoming very wealthy and powerful. The city-state of

Definition and Examples of the Habitual Past in Grammar

Definition and Examples of the Habitual Past in Grammar Definition In English grammar, the habitual past is a verb aspect that is used to refer to repeated events in the past. Also called past-habitual aspect or past-repetitive aspect. The habitual past is indicated most frequently by the semi-auxiliary verb used to, the auxiliary would, or the simple past tense of a verb. Examples and Observations She would practice every day until she could hit that mark running, turning, jumping, sideways, or in any form she chose.(Linda Wallace Edwards, The Legend of White Sky. Tate Publishing, 2011)And when most everyone was fast asleep, hed practice every single exercise hed seen demonstrated earlier in the courtyard, feverishly absorbed in the perfection of his art.(Robert Joseph Banfelder, No Stranger Than I. Hudson View Press, 1990)I practiced every day, and if I couldnt find a buddy to play with Id throw the ball against the barn wall and catch it.(Devon Mihesuah, The Lightning Shrikes. Lyons Press, 2004)When I was a kid I used to pray every night for a new bicycle. Then I realized that the Lord doesnt work that way, so I stole one and asked Him to forgive me.(American comedian Emo Philips)i usta wonder who id be when I was a little girl in Indianapolissitting on doctors porches with post-dawn pre-debs(wondering would my aunt drag me to church Sunday) . . . (Nikki Giovanni, Adulthood. The Selected Poems of Nikki Giovanni. William Morrow, 1996) Using Used To (Usta) and Would in the Habitual Past The auxiliary used tocolloquially contracted to ustais employed to signal the past-habitual or past-repetitive aspect, as in: (32a) She used to talk more often​ (32b) He used to visit regularly Unlike progressive aspectual auxiliaries, used to cannot be preceded by other auxiliaries or followed by an -ing marked main verb. Thus compare: (33a) She may keep go ing on and on. (33b) *She may use(d) to go on and on. (33c) *She used (to) going on and on. (33d) She has kept working. (33e) *She has use(d) to work. . . . [M]any of the progressive aspectuals can also code a habitual sense. Thus, when in the past tense, they also code the habitual past. The modal auxiliary would can also be used to render the habitual past. This usage is probably more colloquial: (34a) One would come in and look around and . . . (34b) She would eat two loaves a day . . . (34c) Theyd work real hard for an hour, then quit and . . . There is a subtle semantic difference between used to and would, in that the former implies termination of the past habit, while the latter does not. (Talmy Givà ³n, English Grammar: A Function-Based Introduction. John Benjamins, 1993) Factors Influencing the Choice of Habitual-Past Forms The three main forms used to express habitual past situations in Englishused to, would and the simple pastare often, but not always, interchangeable. Various factors affecting the choice of form have been suggested in the literature, but few empirical investigations have been devoted to all three forms. One exception is a recent study by [Sali] Tagliamonte and [Helen] Lawrence [I Used to Dance . . . in Journal of English Linguistics 28: 324-353] (2000) who examined various factors influencing the choice of habitual form in a corpus of recorded British English conversations. Starting from the observation that the choice of expression is mainly determined by the interaction of two factors, the aktionsart of the verb (stative vs. dynamic) and some contextual indication of time (frequency or past time), they distinguish four basic habitual situations in which one, two, or all three variants seem to be permitted. . . . Using Comries definition to identify habitual situations in their corpus, Tagliamonte and Lawrence found that 70% of the situations were realised by the simple past, 19% by used to, 6% by would and the remaining 5% by various other constructions, such as the progressive form and combinations with verbs like tend to, keep (on), etc. . . . [I]n the situations examined, used to tended to be favored with 1st person subjects, when it occurred initially in a sequence of habitual events in discourse and when it did not occur in a sequence, but was disfavoured in negative clauses, with stative verbs, and with inanimate subjects. Would tended to be favored with 3rd person subjects, in situations of short duration, non-initially in sequences and (weakly) in negative clauses. The simple past tended to be favored in negative clauses, with stative verbs and inanimate subjects, sequence-internally, and (weakly) in situations of short duration and with frequency adverbials. (Bengt Altenberg, Expressing Past Habit in English and Swedish: A Corpus-Based Contrastive Study. Functional Perspectives on Grammar and Discourse: In Honour of Angela Downing, ed. by Christopher S. Butler, Raquel Hidalgo Downing, and Julia Lavid. John Benjamins, 2007)

Globalization is Dependent on Technological Advancement Essay

Globalization is Dependent on Technological Advancement - Essay Example This essay discusses that  a close examination of any of this will quickly reveal that the technological developments in the aforementioned fields have been responsible for their relevance in the creation and direction of the global village. The world is still as vast and winding today as it was 100 years ago, however, thanks to globalization it has come to resemble what is now normally referred to as a global village. Information, people and goods, can be moved from one end of the world to another in hours minutes or even seconds depending on the means one is using. Globalization can be defined as a dynamic process connecting; people, towns, cities and nations more closely than they have been in the past.From the essay it is clear that  the overall result of globalization is the intertwining of diverse individuals the world has virtually shrunk since people can travel and immigrate due to development in the transportation industry in the form of fast planes cars trains and jets, as a result, and more than ever before cities are becoming increasingly cosmopolitan with the ease of migration. However, the reason globalization is an ongoing process has much to do with the changes affecting the factors that determine how fast or if it can occur at all. Paramount among this is the aspect of technological development.  Technology has advanced in a lengthy process from the archaic Stone Age stone and micro lithic tools to today’s cutting edge technology with complex and automated device never envisioned before. However, humanity is still far from harnessing the full potential of the technology and with each hour that passes more technology is developed, invented, or upgraded. These range from mobile telephony and Skype where people are put within earshot or/and sight of each other notwithstanding continental distances (Chestnut, n.d.), to transport where one can travel from Asia to Australia in a matter of hours while the same journey in the past would ha ve taken weeks if not months. As a matter of facts, Australia’s rapidly expanding it industry is evoking widespread attention from Asian technology business that is interested in taking advantage of her markets and resources (Ganapathy, 2010). The combination between these two concepts is almost solely responsible for mankind’s ability to exist in a figuratively smaller world, bearing in mind that, without technological advancement, the term globalization would never have had meaning nor required invention (Mercy corps, 2006). The geographical separation of Australia from the rest of the world has seen it bearing tags such as the land down under, and more unflattering one as the country everybody know where it is but nobody ever goes to visit. However, with the growth of the transportation industry, Australia is no less accessible for instance, to a New Yorker than Canada assuming that they both fly there. This is because developments in the

Terror is Foreign Western Media's portrayal of Islam Essay

Terror is Foreign Western Media's portrayal of Islam - Essay Example A major complain from the Muslims all over the world is Western media’s falsification, over-generalization, distortion and sensationalization of stories that touch on Islam (Asadulla 195). The main problem is brought about by ignorance or carelessness, prejudice, or because the Western media does not have the ability to separate myth from reality, or probably because they do not understand the social, religious and political dynamics of the Muslim societies (Hafez 19). In his speech in Cairo University in 2009, President Obama spoke favorably of Islam saying that Islam has always been a part of America’s history. He even added that Arab-Americans had fought in American wars, served in the government, stood for civil rights, started businesses, taught at American universities, had excelled in their sports arenas, won Nobel prizes, built their tallest buildings and lit the Olympic torch (FAIR 1). This undeniable facts articulated by the U.S President should be what the We stern media focus on, but unfortunately their portrayal of a whole lot of 1.5 billion Muslims is nothing but sickening. This paper intends to shed light on the gross misrepresentations of Arabs and Muslims in the Western media by exposing these biased stereotypical misrepresentations. It will be found that the Western media propagate an inaccurate and unfair image of the collective Arabs and Muslims due to their lack of ethical principles of truth, fairness, objectivity and balance. In addition, this paper will explain why this phenomenon continues and see just in passing what can be its solutions. To begin with, negative stereotyping is the putting of unpleasant labels and characteristics on a group of people based on unfounded allegations while forgetting to account for their individual differences. This is where the Western media is particularly in error. There is a strong inclination in Western mass media to categorize Islam as a fanatic, and violent religion characterized by th e chopping off limbs, violation of the rights of women, and representing a strong opposition towards cherished Western ideas and values of freedom, human rights and democracy (Poole 17). Poole observes that there is equation of Islam with politics and association of Islamic politics with extremism and this extremism with terrorism. This linkage results in the interpretation of political violence without taking into consideration its social and political context (23). Following the September 11 attacks, Arabs and Muslims were repeatedly misrepresented in the Western media on an unprecedented scale. It is important to note that the attacks were not the genesis of this phenomenon. As Jack Shaheen has prolifically researched and written, it dates back to the first years of the twentieth century and has progressed with growing intensity (174). Shaheen provides vivid examples of television programs dating back to the 1970s that casts Arabs and Muslims generally in bad light. He lists Holl ywood movies and productions such as Dennis the Menace and Charlie’s Angels among others that completely vilify Arabs and Muslims as terrorists. In his seminal work on the image of Arabs and Muslims on Hollywood productions, Shaheen took the task of analyzing approximately 1000 movies with Arab characters which results he published. The conclusions were baffling. Only a dozen displayed positive portrayals, a handful displayed balanced portrayal while the rest presented negative portrayals. In essence, Arab in television stands for hijacking, terrorism, bombings or war. Such

Personal Response of The Piano Lesson by August Wilson Assignment

Personal Response of The Piano Lesson by August Wilson - Assignment Example In fact, it was confusion that I experienced for I could not understand why keep a thing that makes one suffer and that one does not use at all. In addition to this, Doaker mentions that â€Å"she [Bernice] say it [the piano] got blood on it† (Wilson 10). It is obvious Bernice does not play it because of some superstitions she has and keeping the piano at home seems to be unreasonable. Moreover, Bernice’s brother needs the money that could be obtained if the instrument is sold for a good purpose. Of course, he wants to buy the land to be a master there; he also wants to buy it, however, to be the master of the land on which his ancestors were enslaved. When the long and tragic story of the piano was revealed to me, I experienced a belief conflict as I understood the actual value of the musical instrument. It appears to be both a symbol of both a family reunion and a reminder of slavery. Thus, it is more than an instrument: â€Å"[Boy Charles] Say [the piano] was the story of our whole family and as long as Sutter had it†¦ he had us. Say we was still in slavery† (Wilson 45). On the one hand, the idea of buying Sutter’s land is the way to pay tribute to the ancestors and the opportunity to create happier future. On the other hand, selling the piano may be compared to selling the family’s past. I hesitated whose side to take almost to the very last scene of the play, in which the author of the piece himself suggests what is right. The character that appeals to me is Boy Willie. It is mostly so because of his practical and somewhat down-to-earth view on life. He is the character that introduces the conflict into play saying he plans to sell the piano to buy the land. He says, â€Å"The only thing make the piano worth something is them carvings Papa Willie Boy put on there. [†¦] Papa Boy Charles brought that piano into the house. Now, I’ m supposed to build on what they left me† (Wilson 51). In other words, for Boy Willie, selling the instrument to buy the

Thin Layer Chromatography for Composition of Analgesics

Thin Layer Chromatography for Composition of Analgesics THIN LAYER CHROMATOGRAPHY HALILI, Johanna Bernadette C. ABSTRACT In this experiment, a thin-layer chromatography (TLC) was used to determine the composition of different analgesic drugs which were Aspirin, Ibuprofen, Caffeine, Paracetamol, tea sample and an unknown substance. Chromatography takes advantage of the fact that different substances are partitioned between two phases. TLC is used to identify individual components in a mixture. These chromatography techniques focused on the fact that components of a mixture tend to move at different speeds along the flat surface from the paper used to separate from each other. The results obtained by comparing the spots and after performing the experiment, the unknown was identified to be Aspirin. INTRODUCTION Thin-layer chromatography (TLC) is one of the most important techniques in organic chemistry and is used for the rapid separation and qualitative analysis of different substances (Pavia, et. al., 2010). This separation technique is accomplished by the combination of the mixture between two phases: the stationary and the mobile phase. The stationary phase or the absorbent, which is usually silica or alumina, is coated on a supporting material which is either a glass or plastic. The sample is applied to the layer of the adsorbent coated sheet or TLC plate. The mobile phase, or the solvent called the eluant, travels up the absorbent by capillary action (Ault, 1998; Miller, 2005). As the solvent passes through the sample or spot, it shows the effects of separation of the material in the spot. This separation technique is also used to identify if substances are pure and to compare it with other samples. Unknown substances can be also determined by comparing an unknown compound’s be havior with the other known substances. In this experiment, thin-layer chromatography is used to determine the qualitative compositions of over-the-counter analgesic drugs. The objectives for the experiment are to observe the different analgesic drugs, to perform thin-layer chromatography and calculate Rf values and to use thin-layer chromatography to identify the analgesic compound present in an unknown sample. METHODOLOGY The group prepared a chamber for the experiment of thin layer chromatography for analgesic drugs. The chamber consists of a filter paper wrapped around the 50 ml beaker with a small opening left for viewing. A 3 ml solvent mixture (25 parts ethyl acetate, 1 part ethanol, and 1 part acetic acid) was added to the chamber and was later covered using a watch glass to provide an atmosphere saturated with solvent inside the container. The filter paper was moistened for the solvent to rise equally. While the chamber was set aside, a silica gel coated TLC plate was obtained and using a pencil, a very light line was drawn across the sheet, about 10 mm from one end Seven small light marks were made along the line and labelled A to G. Each letter correspond to seven analgesic drugs which are aspirin, ibuprofen, caffeine, paracetamol, sample tea extract collected from one previous experiment, an unknown substance and co-spot respectively. Using a capillary tube, small spots of each sample was placed exactly in the intersection of the horizontal line and the tick marks for each letter to make sure it will not mix with the other samples. The capillary tube was cleaned by using Dichloromethane and it was done three times. For the sample E or the tea extract from the experiment â€Å"Isolation of caffeine from tea leaves†, the filter paper that contained the caffeine extracts was rinsed with dichloromethane to be able to place a spot to the TLC. The spots on the TLC plate were al lowed to dry for 1-2 minutes. As soon as the spots were dry, the TLC plate was dropped vertically to an upright position making sure that the chamber is on a stationary place and was covered again using a watch glass. The liquid slowly moved up the TLC sheet. When 80-90% of the solvent had already gone up of the TLC plate, the TLC plate was immediately removed taking note of where the solvent was last seen. Immediately, the TLC plate was marked where the solvent was last seen. The plate was air-dried and it was observed under UV light to point out where the spots are. While observing under the UV lamp, a light pencil mark was marked around each spot in the TLC plate. RESULTS AND DISCUSSION Results Figure 1. Silica Gel coated TLC plate results. Figure 2. Silica Gel coated TLC plate results under UV light. Table 1. Measurement of the distances of the spots in the TLC plate and computed Rf values. Distance travelled by the solvent: 30.0 mm Discussion The objective of this experiment was to perform thin layer chromatography to test a certain substance of its purity or impurity and also to know the analgesic present in an unknown substance. The results shows that 5 out of 7 analgesics had 2 or more spots which indicates that are impurities or there are different compounds in those analgesic drugs. The different analgesic drugs that were observed to have 2 or more spots were Aspirin, Ibuprofen, Paracetamol, the unknown substance and the co-spot. Rf values were also computed by the distance (in mm) travelled by the solvent was measured exactly from the horizontal line drawn up to where it was last seen when it moved up. The spots were also measured and for those samples that had 2 or more spots, each spots were measured individually. The equation used for solving the Rf value is: For accuracy, the distance travelled by the spot was measured from the horizontal line up to the center of the spot. Rf values were used to compare the substances and identify the analgesic compound present in an unknown sample. Similarities was observed between Aspirin and the unknown analgesic drug F since their spots are very similar and their Rf values are very close to each other with only a 0.004 mm difference. Also, the results show that the caffeine extracted from the experiment â€Å"Isolation of caffeine from tea leaves† is indeed caffeine since spot C or pure caffeine is very similar because the spot produced by the tea extract and this is evident since it is indicated in their Rf values that they are very similar to each other. In comparing compounds used in the experiment run, the group observed that compounds with the larger Rf are less polar because it interacts less strongly with the polar adsorbent on the TLC plate (Ault, 1998). The experiment went as expected with no unusual events that would have introduced error. The group was able to perform the thin-layer chromatography and to compute for the different Rf values. CONCLUSION Thin-layer chromatography (TLC) was the technique used to determine the composition of various over-the-counter analgesics and the purity of the different substances which were Aspirin, Ibuprofen, Caffeine, Paracetamol, tea sample from one of our previous experiment and an unknown sample. With thin-layer chromatography, it was identified that compounds with the larger Rf are less polar because it interacts less strongly with the polar adsorbent on the TLC plate, and compounds with a smaller Rf values are more polar. It was also observed that the tea sample gathered from one of our previous experiment was indeed pure caffeine because of the similarities of the spots and Rf values of the spot C and pure caffeine. The different analgesic drugs that were observed to have 2 or more spots were Aspirin, Ibuprofen, Paracetamol, the unknown substance and the co-spot. Two or more spots were observed because of impurities or it contains different substances. Lastly, the unknown sample in the TL C plate was observed to be Aspirin because of the similarities of the measurement of the spot and Rf values which only had a difference of 0.004 mm. RECOMMENDATIONS To obtain a better result of the experiment, the different techniques can be done. One technique that can be done is a volatile solvent like 25 parts ethyl acetate, 1 part ethanol, and 1 part acetic acid. The TLC plate is very sensitive to different materials or compounds and it is important not to touch the TLC plate to avoid contamination of oil from the hands. In collecting different sample, one should remember to wash capillary tube with dichloromethane not less than three times to avoid contamination. To place appropriate size of each spot so it won’t mix with the other spots. For light/dull colored samples, it is recommended to place spots up to three times for it to be visible. In preparing the chamber, one should moisten properly the filter paper to have equal rising of the solvent and cover all the times the chamber since the solvent is volatile. Lastly, drop properly making sure it falls in an upright postion or the TLC plate should lean to the filter paper and remem ber not move the chamber in any way to avoid unequal rising of the solvent to the TLC plate. REFERENCES Ault, A. Techniques and Experiments for Organic Chemistry, 6th ed.; University Science Books, California, 1998. Miller, J. Chromatography: Concepts and Contrasts, 2nd ed.; John Wiley Sons, Inc. Publication, 2005. Pavia, D., Lampman, G., Kriz, G., Engel, R. A Small Scale Approach to Organic Laboratory Techniques, 3rd ed.; Cengage Learning, United States of America, 2010.

Civil War Essay -- essays research papers

Civil War Civil war was the greatest war in American history. It was waged in 10,000 places-from Valverde, New Mexico, and Fernandina on the Florida coast. More than three million Americans fought in it and more than 600,00 men died in it. It was not only the immensity of the fight but the new weapons, the new standards of generalship, and the strategies of destruction which made the Civil War an event present ever since in the American consciousness. Here are some of the crucial events of the war: the firing of the first shots at Fort Sumter; the battles of Shiloh, Chancellorsville, and Gettysburg; Sherman's dramatic march to the sea; the surrender at Appomattox. In fact, Civil War wasn't simply the story of great battles and great generals, it was also an elaborate portrait of ourselves, American people- individuals and families, northerners and southerners, soldiers and civilians, slaves and slaveowners, rich and poor, urban and rural. Twenty years before Civil War started, South and North didn't have a good relationship already and there were many issues that they didn't agree on each other such as Clay's compromise, Fugitive slave act, Pottawatomie massacre, etc. The Southern states supported slavery because the slave population held more than 40 percent of the entire population and also they needed slavery for their industrialization. Therefore, if they freed all the slaves, someone would predict, many whites would have no jobs and many things would be up-side-down. As the result, controlling over slaves was very important for the Southern. But the Northern were opponent of slavery since the slavery population took less than 10 percent of the entire population and Southern states were already free. Then something really happened when Abraham Lincoln, a known opponent of slavery, was elected president. The Southern states then decided to secede, which meant that they were leaving the nation because they thought how could Lincoln be the president of the United States if most of the Southern didn't vote for him. Now, as we could see, our nation started to divide into two, the south and the north. During the year of 1861 to 1865, there were thousands of war between south and north and there were countless people died in it. The war immediately began when south and north fought for Fort Sumter. At Lincoln's inaug... ...enges of Reconstruction and of defining African Americans' rights. Therefore, many Moderate Republican, who made up the majority of the Republican party, angry because his failure to protect African American's rights. After congress took over the reconstruction from Johnson, they quickly passed the Civil Rights Act of 1866, which declared that everyone who was born in the land of United States was a citizen with full civil right, (not guarantee for voting rights). Then Fourteenth Amendment was also passed in June 1866. It required states to extend equal citizenship to African Americans and all people were born naturalized in the United States.) Then Fifteenth Amendment was passed at the following year, it pointed out that everyone should have rights of vote no matter what color the people were. Many African American children started to go to school and being educated just like everyone else. Many African Americans involves politics and protect their own rights. As we knew, countless people didn't have jobs and started die from hunger, therefore, Industrialization was needed so that those people could have jobs. Many Southern landowners turned into factory owners.

Critical Analysis Worksheet Essay

Perform a critical analysis of each reading using critical thinking techniques from this week’s readings. Respond to the following based on your critical thinking analysis of the â€Å"Common Core† and â€Å"The Battle Against Common Core Standards† readings. 1) Define the term conclusion. Aside from being the obvious result or closing, a conclusion is also â€Å"a proposition concluded or inferred from the premises of an argument† as defined by dictionary.com. This means, the conclusion is a final logically reasoned deduction. 2) What is the conclusion of each article? The conclusion from the â€Å"Common Core† perspective is that students will learn the essentials for success in college and business prior to graduating high school. The conclusion for those that are in â€Å"The Battle Against Common Core Standards† is that implementing these standards is politically motivated and not in the best interest of students. See more: how to write an analysis 3) Define the term premises. The premise is the basis of support for a given conclusion. 4) What premises support the conclusions in each article? Those working against common core implementation cite government control due to the funding provided to school districts and lack of proof that the system works as basic reasons for their conclusions. Those in favor of common core cite better prepared graduating students, a more educated workforce, and standardization amongst students. The article indicated that if districts had to define their own educational standards, they would start  by seeking out â€Å"common core standards.† 5) How convincing is the conclusion of each article? Explain your answer. I was more convinced by the arguments in favor of implementing common core standards. I noticed more bias in Smith’s article against common core implementation. I was more convinced by Sell’s article because of the objectivity. 6) Define the term biases. A bias is â€Å"a particular dendency or inclination, especially one that prevents unprejudiced consideration of a quesiton; prejudice† according to dictionary.com. Anything that prevents someone from objectively drawing a conclusion is a bias. 7) What biases did you observe in each article? Why do you think they are biases? While the â€Å"Common Core† article objectively defined common core and explained its function all of the sources cited were supportive of implementing common core standards. The article would state the opposition and then Sell would quote someone in favor of common core. Smith’s title alone lets you know that this is an opposing argument. The article is politically motivated. Throughout the article, Smith discusses democratic initiatives and state’s â€Å"relinquishing their right to control.† 8) What might be the sources of the biases in each article? Personal expertise is the initial bias. Perhaps they have a child that has fallen below common core standards. Living in a state that has already implemented common core values, I have dealt with standardized tests as both a student and parent. While I was able to pass them with ease, I have witnessed students taken them multiple times to no avail. Those politically motivated are driven by funding and votes. It’s hard to determine if their focus is genuine or if ulterior motives are present. I recognize my personal bias with regard to choosing or opposing common core. References Bias. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/bias Conclusion. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/conclusion Premise. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/premise Sell, M. (2013). Common core. McClatchy – Tribune Business News [Washington]. Smith, H.K. (2013, March). The battle against common core standards. FreedomWorks, Retrieved from www.freedomworks.org Link to the article: http://www.freedomworks.org/blog/rousseau/the-battle-against-common-core-standards