Should Chinas Human Rights Record Prevent Permanent Normal Trade Relat

Should China's Human Rights Record Prevent Permanent Normal Trade Relations Background Since the initial warming of U.S.-China relations in the early 1970s, policymakers have had difficulty balancing conflicting U.S. policy concerns in the Peoples' Republic of China. From Nixon to Clinton, presidents have had to reconcile security and human rights concerns with corporations' desires for expanded economic relations between the two countries. While the U.S. regularly objects to China's human rights violations, the Chinese government counters with complaints that the American concerns represent unwarranted American intrusion into its internal affairs. In 1989 the Tiananmen Square massacre drew public attention to the inconsistent character of U.S.-China policy. A wave of public indignation with China's repressive practices forced the Bush administration to adopt a sterner posture toward human rights violations and to impose sanctions, including restrictions on bilateral and multilateral aid. But these measures have not satisfied some critics of China's human rights practices, who contend that the U.S. should apply even more rigid trade restrictions against China. Specifically, some critics insist that the U.S. government not give China permanent normal trade relations status, which would free China's government from an annual review of its human rights record by Congress. Many critics say PNTR standing should be linked to improvements in China's human and labor rights practices - a policy that has been rejected by the Clinton administration. Rather than denying China normal trading status because of human rights violations, the Clinton administration has opted for a policy of comprehensive engagement, which holds that long-term U.S. goals such as human rights improvement are more likely to be achieved through sustained contact and open trading than by further isolating China. Yet Chinese human rights practices, including respect for political and labor rights, continue to fall well below internationally accepted standards. In perhaps the stickiest issue, the White House warned last week that there was little chance of PNTR for China without legislation setting up a watchdog commission to monitor Beijing's human rights practices. China, however opposes any plans by the U.S. to monitor human rights as a condition to granting PNTR. On One Hand... American businesses should not be coddled at the expense of human rights. Despite expressions of concern for human rights conditions, the U.S. government has allowed narrow economic interests, particularly those of corporate investors, to guide its China policy. So far, the U.S. government has been unwilling to jeopardize U.S. economic relations by adopting stricter human rights conditions on aid and trade. China's trade status is currently reviewed annually by Congress. By establishing permanent normal trade relations and doing away with the annual vote, the U.S. will give up its leverage over China's human rights policies. Permanent normal relations should not be granted until long-term progress is made on human rights in China. On the Other Hand... The United States government has no authority to sit in judgment on the human rights records of other governments, especially given the U.S. government's own complicity in some human rights violations in foreign lands. You don't have to embrace a government or its policies to engage in trade. If trade were a beauty contest, we'd trade only with a small group of nations that mirror our own society, and would be in a virtual cold war with the rest. Furthermore, U.S. imposed trade barriers are unlikely to change the policies of China's communist leaders. The most powerful force for labor, human rights, and the environment is economic liberalization and global market forces. Growth and rising income give workers the chance to improve their lives. History & Facts ? In 1994 President Clinton officially delinked trade and human rights in China. According to Human Rights Watch, every year since delinkage, human rights conditions in China have gotten worse. ? According to Amnesty International's 1999 China Report: Hundreds, possibly thousands, of activists and suspected opponents of the government were detained during the year. Thousands of political prisoners jailed in previous years remained imprisoned. Some had been sentenced after unfair trials, others were still held without charge or trial. ...Torture and ill-treatment remained endemic, in some cases resulting in death. ? According to the U.S. State Department's 1998 China Human Rights Report: The Government continued to commit widespread and well-documented human rights abuses, in violation of internationally accepted norms.

Platinum Essays - Chemical Elements, Transition Metals, Noble Metals

Platinum Essays - Chemical Elements, Transition Metals, Noble Metals Platinum subject = Chemistry title = Platinum Platinum is a relatively rare, chemically inert, metallic element. It symbol is Pt, atomic number is 78, and its atomic weight is 195.09. Platinum is one of the heaviest substances known. One cubic foot of Platinum weighs 21 times as much as a cubic foot of water. A grayish-white metal, Platinum has a melting point of 1772 degrees C and a realatively high boiling point of 3827 degrees C. It has a high fusing point, is ductile and malleable, expands slightly upon heating, and has high electrical resistance. Platinum is seldom used in its pure stage because it is too soft. The third most ductile metal, it can be drawn into a thread one twenty thousandth part of an inch in thickness. It is extremely resistant to attack by air, water, single acids and ordinary reagents, but does dissolve in hot aqua regia, a mixture of nitric and hydrochloric acids. Platinum has the unusual property of being able to absorb large amounts of hydrogen at ordinary temperatures and resist it at high temperatures. The first mention of Platinum occurs in the writings of an Italian physician and poet named Julius Caesar Salinger in 1557. A hieroglypic character made froma grain of Platinum dated back to the 7th century. Credit for discovery of Platinum has been given to Don Antonio de Ulloa, a young lieutenant in the Spanish Navy. The metal was referred to as the "platina de Pinto", meaning the siver like metal from the Pinto River. The first thorough study of Platinum was conductd in1750 by the English physician William Brownrigg. Brownrigg noted that Platinum was heavier and even more chemically inert than Gold was. Platinum forms useful alloys with many other metals, including Iridium, Palladium, Rhodium, Ruthenium, Osmium, Gold, Nickel, Cobalt, and Tungsten. At high temperatures Platinum also reacts with Chlorine, Fluorine, Phosphorus, Arsenic and Sulfur. Among the transition metals, Platinum has the greatest tendencies to bond directly with Carbon. Platinum is used extensively in modern industrial society because of its chemical inertness, high melting point, and extraordinary catalytic properties. platinum is valuable for laboratory apparatus, such as tongs, combustion boats, crucibles and evaoporating dishes. It is also used for thermometers in furnaces, for electrodes in making quantitative chemical analyses, and for corrosion and heat-resistant instruments. Platinum is used extensively in the jewelry industry for setting diamonds and other precious stones. Rocket and jet engine parts often contain Platinum alloys because they must withstand high temperatures for long periods of time. At petroleum refineries, finely divided Platinum is used as a catalyst in upgrading the octane of gasoline. In automobiles, converters containing Platinum-Palladium alloys reduce air pollution from exhaust gases. High quality optical glass for television picture tubes and eyeglasses is melted in pots lined with nonreactive Platinum alloys. A form of Platinu m,cisplatin, stops cancer cell division and disrupts its growth pattern.

Overview and History of UNESCO

Overview and History of UNESCO The United Nations Educational Scientific and Cultural Organization (UNESCO) is an agency within the United Nations that is responsible for promoting peace, social justice, human rights and international security through international cooperation on educational, science, and cultural programs. It is based in Paris, France and has over 50 field offices located around the world. Today, UNESCO has five major themes to its programs which include 1) education, 2) natural sciences, 3) social and human sciences, 4) culture, and 5) communication and information. UNESCO is also actively working to achieve the United Nations Millennium Development Goals but it is focused on achieving the goals of significantly reducing extreme poverty in developing countries, developing a program for universal primary education in all countries, eliminating gender inequalities in primary and secondary education, promoting sustainable development and reducing the loss of environmental resources. History of UNESCO When that conference began in 1945 (shortly after the United Nations officially came into existence), there were 44 participating countries whose delegates decided to create an organization that would promote a culture of peace, establish an intellectual and moral solidarity of mankind, and prevent another world war. When the conference ended on November 16, 1945, 37 of the participating countries founded UNESCO with the Constitution of UNESCO. After ratification, the Constitution of UNESCO came into effect on November 4, 1946. The first official General Conference of UNESCO was then held in Paris from November 19-December 10, 1946 with representatives from 30 countries. Since then, UNESCO has grown in significance across the globe and its number of participating member states has grown to 195 (there are 193 members of the United Nations but the Cook Islands and Palestine are also members of UNESCO). UNESCOs Structure Today The Director General is another branch of UNESCO and is the executive head of the organization. Since UNESCOs founding in 1946, there have been 11 Director Generals. The first was the United Kingdoms Julian Huxley who served from 1946-1948. The current Director General is Audrey Azoulay from France. She has been serving since 2017. The final branch of UNESCO is the Secretariat. It is composed of civil servants who are based in UNESCOs Paris headquarters and also in field offices around the world. The Secretariat is responsible for implementing UNESCOs policies, maintaining outside relationships, and strengthening UNESCOs presence and actions worldwide. Themes of UNESCO Natural sciences and the management of Earths resources is another UNESCO field of action. It includes protecting water and water quality, the ocean, and promoting science and engineering technologies to achieve sustainable development in developed and developing countries, resource management and disaster preparedness. Social and human sciences is another UNESCO theme and promotes basic human rights and focuses on global issues like fighting discrimination and racism. Culture is another closely related UNESCO theme that promotes cultural acceptance but also the maintenance of cultural diversity, as well as the protection of cultural heritage. Finally, communication and information is the last UNESCO theme. It includes the free flow of ideas by word and image to build a worldwide community of shared knowledge and empower people through access to information and knowledge about different subject areas. In addition to the five themes, UNESCO also has special themes or fields of action that require a multidisciplinary approach as they do not fit into one distinct theme. Some of these fields include Climate Change, Gender Equality, Languages and Multilingualism, and Education for Sustainable Development. One of UNESCOs most famous special themes is its World Heritage Center which identifies cultural, natural and mixed sites to be protected all over the world in an effort to promote the maintenance of cultural, historic and/or natural heritage in those places for others to see. These include the Pyramids of Giza, Australias Great Barrier Reef and Perus Machu Picchu. To learn more about UNESCO visit its official website at www.unesco.org.

A Successful Entrepreneurial Leadership Term Paper

A Successful Entrepreneurial Leadership - Term Paper Example A transactional leader always works and succeeds in an organization which only exists as it is without any conscious effort to change itself. Thus the transactional leaders focus more on the present issues and are more responsive in nature rather than being more proactive in managing the overall affairs of the organization. In such an organization, transformational leaders are least likely to be successful. (James C. Sarros & Santora, 2001) Transformational leaders, however, are more proactive and innovative in nature and therefore focus on developing solutions for the problems while at the same time taking the organizations in new directions. (Tarabishy). Transformation leaders, therefore, can succeed in those organizations which are ready to make a turnaround. Organizations which have reached their maturity stage or experiencing slow growth may be more suitable for the transformational leaders. Further, learning organizations can also be most suitable for transformational leaders b ecause they create opportunities for their followers to learn and innovate. Transactional leaders, therefore, may not be able to completely successful in learning organizations. Authentic leaders can be successful in organizations which are risk-taking and new in nature and therefore focus on making their way fearlessly. An authentic leader always ready to face anything and take unconditional responsibility, therefore, the organizations which are looking to make their way up will find authentic leaders as most suitable persons to lead the organization and make it one of the dominating forces in the industry. Transactional leaders, however, may not be successful in such organizations. Tools One of the most important tools offered through Small Business Administration as well as the Score is the information about how to secure capital for the startup of the business. Since most startup businesses fail to obtain seed capital to start their business, therefore, it is really critical tha t they must have access to the required funding.  

Issue reaction Paper Essay Example | Topics and Well Written Essays - 750 words

Issue reaction Paper - Essay Example In this case, it is evident that terrorism is responsible for economic losses, loss of life, and the failure to achieve world peace with terrorism instrumental in ensuring that the basic freedoms of people are not effectively achieved. Despite the issues raised by Mathew being important and requiring urgent attention, this essay posits that terrorism is the greatest threat not only in America, but in the world over. The September 11 attacks highlighted the identification of terrorism as the greatest threat in America. As a result, discourse was shaped around terrorism and other issues largely took a backstage with the department of defense remaining one of the most funded departments in the country in order to protect the America, its citizens, and its interests.2Nonetheless, Mathew indicates that the largest challenge, and threat, that the country faces is not terrorism, but it is with issues related to the health issues such as medical insurance, underage drinking, cancer, and inef fective gun control.3 It is evident that Mathew has a point on the importance of addressing these issues. Using the issue of gun control as an illustration, there has been a great concern in the country following various incidents of mass shootings that highlight the importance of strict rules that prevent shooting incidents in school and other places. To highlight the importance of tight rules in gun control, a man opened fire in Connecticut’s Sandy Hook Elementary School and killed about 27 people last year with 18 of these people being school children.4It is important to point out that this is one incident, among many other incidents, which highlight the importance of gun control in the country. Based on this evidence, it is crucial to point out that this issue remains a threat to America although it is not as a bigger threat than the threat posed by terrorism. Unlike incidents of gun use, terrorism incidents can cause great havoc not only to the current generation, but al so to future generations. Hence, I do not agree with the statement â€Å"Terrorism is not the Greatest Threat† since the threat posed by terrorism is much more than the threat posed by these other issues that Mathew highlighted. Terrorism is responsible for creating fear in the society, which contributes to low productivity in people since they live in constant fear. In a study conducted after the 9/11 attacks, a majority of people living in major cities were afraid when going to work since they did not know when terrorists would strike next.5Other than creating fear among the citizens of America and the world over, the economic losses resulting from terrorism are enormous. In this case, it is evident that terror activities bring enormous losses that affect the country’s economy. Alone, the 9/11 attacks contributed to a $3.3 trillion loss in the economy as pointed out by experts with these losses arising from the toll and physical damage, impact on the economy, and the cost of engaging in war in order to stop future attacks.6 From the foregoing, it is evident that there are other issues that are a threat to Americans. In this case, issues related to factors such as gun control, medical insurance, cancer, and many others are a threat to America. Importantly, these issues led to Mathew’

World Literature Assignment Help Essay Example for Free

World Literature Assignment Help Essay The most important feature of Homer’s  Iliad  is the most obvious: the central issue in this poem is warfare.  In fact, the  Iliad  is our oldest, most famous, and most enduring story about men in battle.  So one might well begin by exploring certain features of this particular war narrative.  How does Homer depict the war so as to emphasize some features rather than others? Such a question is necessary because the phrase  war story  does not reveal very much about any particular fiction.   After all, warfare, particularly the Trojan War, can be and has been used to develop an astonishingly wide range of the different stories—dramatic adventures, chivalric tales, amusing satires, bitter social commentaries, historical epics, various styles of comedy, romance, and so on, often in combination.  For war is a very fecund basis for all sorts of different tales, as one might expect, given that it includes so many narrative possibilities.  So we might start by seeing if we can get a sense of some of the more salient features of Homer’s treatment of the war. One of the most initially surprising things about the  Iliad  is how many well-known details of the full Trojan War story Homer leaves out. The poem gives us no detailed sense of how the war started (either the short-term cause of Paris’ and Helen’s elopement or the long-term causes in the wedding of Thetis and Peleus and the Judgment of Paris), nor are many of the most famous incidents in the opening or closing stages of the war given any attention (for example, the sacrifice of Iphigeneia, the recruitment of Odysseus and Achilles, the abandonment of Philoctetes, the Trojan Horse, and the fall of Troy, among many others).  There are many references to the fact that Troy will eventually fall, but no details are provided.  First-time readers of the  Iliad  who have some familiarity with details of the famous narrative frequently comment, often with a sense of disappointment, on how few such incidents are included here.  One would think that any poet interes ted in holding his audience’s attention with some exciting narrative events would make much better use of at least some of these.  But one searches the  Iliad  in vain for most of one’s favorite stories from the Trojan War. Instead, the  Iliad  focuses on few weeks in the tenth year of the war. The action covers considerably less time than that, of course, because there are some major gaps (e.g., the nine days’ plague in Book 1, the twelve-day wait for Zeus, the twelve-day maltreatment of Hector’s corpse), and the focus is almost exclusively on what is going on in that relatively short time.  There’s an interesting double chronology at work.  Events move quickly from one battlefield experience to another—there is lots of exciting action.  At the same time, while there is little attention paid to a precise chronology, we also get a sense that a lot of time is going by; this war is dragging on and on, without anything changing very much (other than people being killed).  We do not experience this war as a complete event, with a beginning, middle, and end, an experience with clearly understood causes and a series of events leading to a definite conclusion.  We star t the poem in the midst of warfare, and we end the book, several weeks later, in exactly the same place.  The only thing we know for sure at the end is that the fighting will continue, as before. The warfare is also unremitting.  One bloody encounter is always followed by another without significant variation in the basic nature of the encounters and without pause.  All attempted truces are doomed to failure, other than those the parties make, ironically enough, to collect or celebrate the dead.  Even at night, when the fighting has generally stopped, the war dominates people’s actions, thoughts, and dreams.  There is none of that sense, so prominent in the  Odyssey, that an evening’s meal and sleep bring something to a conclusion so that when Dawn appears the next day, something new and different is about to begin. This narrative structure creates a sense that this war is less a particular and unique historical campaign than it is a lasting condition of life.  These warriors are doing what they have always been doing and what they will continue to do (a sense that is strongly reinforced, as we shall see, by their memories of the past and their hopes for the future).  There has been no clear beginning to all this, and there will be no clear end.  Of course, if we bring to the poem a knowledge of the details of the Trojan War, we know that the tradition tells us it does eventually end.  But the  Iliad  does not encourage us to think about that in any detail, apart from the references to the fact that Troy will fall someday, and, if we do, there is little in the poem to suggest that such an event would change anything very much (more about this later). In addition, the absence of any sense of enterprising romantic adventure in the poem (in spite of the fact that the traditional story of the Trojan War includes all sorts of possibilities for such events) generates a sense that individual resourcefulness in tactics, strategy, or trickery (a common feature of the  Odyssey  and of countless popular war fictions) is out of place here, because this war is larger than the efforts of any one man or small group of men.  It is not something which the individual warrior can, through his individual efforts, alter in any significant way.  Whatever he and his comrades do today, then tomorrow, if he is still alive, he will have to continue doing.  By the end of the  Iliad,  we have witnessed some extraordinary human conduct, glorious courage, horrible destruction, and more, none of which has changed the course or the nature of the war in the slightest.  Confronted with this situation, the men seem trapped, as Odysseus observes: Zeus sees to it that from our youthful days to our old age we must grind away at wretched war, till, one by one, we die. (14.104) [14.85] Some readers find this narrative rhythm disconcerting. Where are we going with the story?  There is a lot of action,  but overall nothing is changing and there is little if any sense of closure.  For those who expect other things from a war fiction, it is rather surprising and perhaps disappointing to discover that most of the exciting narratives we associate with this war come from other sources—the  Odyssey,  Aeneid, and  Metamorphoses, for example—where the vision of war is very different from what Homer is developing in the  Iliad. I would like to suggest that all these relatively obvious details help to create a sense that this vision of war is thoroughly fatalistic.  The war is neither a temporary problem nor a discrete historical event nor a unique adventure.  It is, rather, the basic, unchanging, and inescapable condition of life itself. It is man’s fate. Before exploring this point further, we should first clarify precisely what the terms  fate,  fatalism, and  fatalistic  mean here, for in these modern, decidedly non-fatalistic times we may not all grasp the concept clearly.  To assert that Homer pictures the war as man’s fate is to claim that Homer views it as the essential condition of life into which these men are born. They do not choose to have the world this way, and many of them express their dissatisfaction with this state of affairs and their desire for something different.  But there is nothing they can do to change that condition.  Whatever started this war and whatever will end it (if it ever does end) are beyond human control. It is necessary to add here the important point that, understood in this sense, these terms carry no necessary sense of optimism or pessimism. It is possible to be a confirmed fatalist and yet sense that the basic conditions of life are as good as they possibly could be or are arranged for man’s benefit (as in, say, a faith in providential Christianity), or, alternatively, to have a decidedly pessimistic sense of the world one is born into.  All these terms indicate, as I say, is that life is, so to speak, a game where the rules are made up and controlled by others and where human beings have no ability to change the situation. The terms  fate  and  fatalistic  also do not mean that human actions are predetermined.  This point is crucial to grasp for an understanding of the  Iliad  and almost all classical Greek literature.  Human beings may be unable to alter the situation, but in at least one essential since they are free agents.  They are free to choose how to react to these given conditions.  In the  Iliad  the men have chosen to be warriors; more than that, most of them are determined, in their freedom, to act as heroically as they can, to live up to a code which insists that they confront this grim fatal reality with a range of human qualities (courage, loyalty, physical strength, and so on). We  will be going into this feature of the poem in greater detail in another essay.  For the moment it’s essential to grasp the point that central to lives of these men is their free assertion of their individuality in the face of a harsh fate which they cannot alter.This fatali stic quality of the poem emerges also in the way Homer insists upon the universal scope of war. As we read the story, we are always dealing with a particular event involving specific individuals, but we are also aware of a larger picture, for these events are part of a much longer time period.  The famous digressions, which have occasioned a certain amount of hostile comment, serve to remind us again and again that warfare is a condition of life itself.  Flashbacks to earlier times insist that personal armed combat is what life is about (e.g., Phoenix’s long tale of Meleager, Aeneas’ boasts about his ancestors, Andromache’s story of her family, the constant reminders of the achievements of Diomedes’ father, Tydeus, and so on).  The particular events of this battle are always being played out against a historical backdrop of very similar incidents.  One of Nestor’s important functions in the poem is to remind us all the time, both by his pre sence and by his reminiscences, that human life has always involved fighting on the battlefield: â€Å"Son of Atreus, yes, indeed, I wish, I was the man I used to be back then when I cut down lord Ereuthalion.But gods don’t give men everything at once.  Ã‚  Ã‚  Ã‚  Then I was young.  Now old age follows me.But I’ll be with my horsemen, advising them, giving them  their orders, an old man’s right.Fighting with spears is for the younger men  Ã‚  Ã‚  Ã‚  Ã‚  born after me, men who rely on strength.† (4.373) [4.318] Similarly, when Hector thinks of his young son’s future, the best he can envisage for him is that he will be a great warrior, victorious in battle (6.583), a situation all the more poignant, of course, because many readers bring to the incident a knowledge of how Hector will soon die and how the young infant will be killed when the Achaeans sack Troy.  Hector has already acknowledged that he will die fairly soon, and no one in the poem has more to lose from continuing the battles than Hector.  Nonetheless, the only future he can imagine and desire for his son is one which has produced the situation he and Andromache now face. Homer’s treatment of the combatants also serves to bring out the universal, fatal condition of this war.  The  Iliad  contains hundreds of different names of people from all over the known world.  It is virtually impossible to keep track of everyone (and one doesn’t really have to, since most of the major actions involve relatively few people), but it is equally impossible to escape the sense that on this canvas we have representatives from all parts of civilization, not simply two separate groups fighting their own private quarrel.  And what’s even more remarkable, all these combatants are decidedly similar.  Most of them speak the same language, worship the same gods, live by the same code of life, share the same rituals in prayers, sacrifices, burials, and so on.  Warriors on opposite sides are members of the same extended family, and their forefathers have entertained each other and fought as allies in the past.  Some of those on different sid es have the same name (e.g., Agelaus, Antiphus, Adrestus, Medon, Noemon, Orestes, and so on).  Such a marked similarity between the two main groups of allies works against any attempt to find a rational cause of this war in some ethnic or religious conflict and thus adds weight to the impression that warfare transcends any geographical or cultural differences between the groups fighting each other. We need to dwell on this point for a moment.  In our Western traditions, we have for a very long time coped with the disturbing aspects of war by subjecting it to moral analysis. We like to see warfare as an army of righteousness against an army of evil, good versus bad, with the forces of goodness prevailing, so that we can justify the inescapable horrors war brings with it.  And many critics have extended this tradition to the  Iliad, seeking to establish some moral basis for the war which would make its atrocities somehow more palatable.  I’ll have a good deal more to say about this tendency in a later essay.  What I want to insist upon here is that Homer appears to go out of his way to make this division between the opponents difficult to sustain.  This war has not arisen out of cultural or political or economic conflict.  It is something bigger than all such conflicts, and it has the effect of making all the combatants, whatever minor differences one wishes to point to here or there, all equally subject to its force. After all, why are these men fighting?  Or, more importantly, why do they believe they are fighting?  The treatment of Helen, the ostensible cause of the war, makes her, for all her importance in the received tradition, relatively insignificant.  She is hardly a sufficient explanation for what is going on.  If the abduction counts at all, it is a minor pretext for what these men do all the time anyway.  The suggestion that the Trojans might debate the issue and give her back (7.402) evaporates almost immediately, and the war continues as before.  King Priam expressly indicates that Helen is not to blame (3.175) since the only sensible way to account for this war is to ascribe it to the gods. Such a view of war is profoundly different from what most of us now believe.  We think we have the ability to avoid warfare and that, if we must fight it, then we will do so only when we have a moral imperative to do so (i.e., when we are the â€Å"good guys† and our opponents â€Å"the bad guys†).  And even under such circumstances, we will expect the war to be as short as possible.  The notion that war is not a temporary and unwelcome intrusion upon human life but a fatal condition of life is thus potentially disturbing, a challenge to beliefs we particularly cherish.  A central thrust of these essays is that such a challenge to our sensibilities is one of the most important things about this poem because it is a vision of the world which contradicts what we wish to believe about it.  Of course, many of us can and do seek to evade that challenge by attempting to convert the grim fatalism into a reassuring moral allegory in line with our traditions, but that, it strikes me, removes from the work its most valuable qualities. Bibliography Homer, A. T. Murray, and William F. Wyatt.  Iliad. Cambridge, MA: Harvard University Press, 2003. Osborne, Robin.  Greece in the making: 1200-469 B.C. Milton Park: Routledge, 2009. Warry, John Gibson.  Warfare in the classical world. New York: Barnes Noble, 2000.

Non-determinates Prices Of Sup :: essays research papers

Most people that are common shoppers have encountered a situation where the product that they were seeking to buy was not available. It is very easy to see that certain products do have an ample supply due to many reasons. Other than the price of that product, there are six major non-determinate factors of supply. These factors are: Number of Sellers, Technology, Resource Prices, Taxes and Subsides, Expectations of Producers, and Price of other goods the Firm could Produce. With these factors and the demand of the product, the supply of a product can be determined, and a price can be set.   Ã‚  Ã‚  Ã‚  Ã‚  The number of sellers can be one of the most determining factors of the supply of a product. The concept is very easy to understand. If there are more sellers, that is more stores and manufactures, there will be a larger amount of supply of a certain product. On the other hand, if there are a small number of sellers then there will be little supply of the product. When considering the price of a product, if there are more sellers then there will be more competition; therefore, the price will be at a low cost for the buyers. The sellers will not make a large profit. Moreover, when there is a small amount of sellers then the price can be higher for the buyers. This means the sellers will make a larger amount of profit. For example; there are more sellers for a Toyota Carmry, then there are for Dodge Vipers.   Ã‚  Ã‚  Ã‚  Ã‚  This world has experienced a huge technological advancement. Our knowledge in inventing new technologies has allowed us to become more efficient in the production of products. Also, we have been able to develop many new and better products for the buyers. Technology can do two things to the supply of a product. First, it can drive the price down due to more production of a certain product. With technology, production of a certain product has become cheaper and more efficient. The second thing that technology has done is decline the supply of certain product. With the production of new and better products, older products have become less used and not produced as much. A good example of how technology has effected this world is the invention and production of CD’s. In today’s world most Americans own a CD player and have gotten ride of the record player. Non-determinates Prices Of Sup :: essays research papers Most people that are common shoppers have encountered a situation where the product that they were seeking to buy was not available. It is very easy to see that certain products do have an ample supply due to many reasons. Other than the price of that product, there are six major non-determinate factors of supply. These factors are: Number of Sellers, Technology, Resource Prices, Taxes and Subsides, Expectations of Producers, and Price of other goods the Firm could Produce. With these factors and the demand of the product, the supply of a product can be determined, and a price can be set.   Ã‚  Ã‚  Ã‚  Ã‚  The number of sellers can be one of the most determining factors of the supply of a product. The concept is very easy to understand. If there are more sellers, that is more stores and manufactures, there will be a larger amount of supply of a certain product. On the other hand, if there are a small number of sellers then there will be little supply of the product. When considering the price of a product, if there are more sellers then there will be more competition; therefore, the price will be at a low cost for the buyers. The sellers will not make a large profit. Moreover, when there is a small amount of sellers then the price can be higher for the buyers. This means the sellers will make a larger amount of profit. For example; there are more sellers for a Toyota Carmry, then there are for Dodge Vipers.   Ã‚  Ã‚  Ã‚  Ã‚  This world has experienced a huge technological advancement. Our knowledge in inventing new technologies has allowed us to become more efficient in the production of products. Also, we have been able to develop many new and better products for the buyers. Technology can do two things to the supply of a product. First, it can drive the price down due to more production of a certain product. With technology, production of a certain product has become cheaper and more efficient. The second thing that technology has done is decline the supply of certain product. With the production of new and better products, older products have become less used and not produced as much. A good example of how technology has effected this world is the invention and production of CD’s. In today’s world most Americans own a CD player and have gotten ride of the record player.

Limited Liability Partnership (LLP) Essay

Fred and Ginger are general partners in a business. They decide to purchase a building for the partnership. Ginger will put up the money for the building, and Fred will complete the remodeling. While inspecting the building, Fred is informed that the building is packed full of asbestos. He fails to tell Ginger of the presence of the substance. They buy the building and go into business. During the remodeling of the building, people from the neighborhood begin complaining about the dust from the building. Some of them even threaten to sue. Who is liable? Both Ginger and Fred are liable, regardless of the circumstances, by virtue of the fact that they are partners. Which type of business formation is typically reserved for professionals such as accountants, lawyers, and doctors? Limited Liability Partnership (LLP) There are two general partners, each of whom contributes $5,000 in capital to a limited partnership. There are two limited partners, each of whom contributes $20,000. The total amount of capital contributed is $50,000. The limited partnership agreement does not stipulate how profits and losses are to be allocated. Assume that the limited partnership makes $300,000 in profits. Under the Revised Uniform Limited Partnership Act (RULPA), how much would each partner receive? Each general partner would receive $30,000, and each limited partner would receive $120,000. Which of the following is true of The Federal Arbitration Act? It provides that arbitration agreements are valid, irrevocable, and enforceable. Which of the following is true of a corporation? A corporation is a separate legal entity. Which of the following is true in the creation of a general partnership? The name selected cannot indicate that it is a corporation. Which of the following is true of arbitration? Parties can introduce evidence to support their case. Which of the following is one of the major purposes of a settlement conference? To facilitate the settlement of a case. Which of the following is true regarding mediation? A mediator does not make a decision or an award. When parties agree in advance to adhere to an arbitrator’s decision and  award, it is known as Binding arbitration Martha started a flower shop as a sole proprietor. After 1 year, she was forced to close the shop because business was so bad. At that time, the business assets totaled $50,000, but the business liabilities totaled $125,000. Which of the following statements is true? Martha is personally liable for the additional $75,000 owed to business creditors. George has served Mary with a complaint alleging breach of contract. Mary has never been sued before and as such, she seeks your advice on what to do with the complaint. You advise that she Answer George’s complaint by admitting or denying the allegations George has asserted against her The Black Squirrel limited partnership has been in operation for many years, but has recently fallen on hard times. The partners have decided to dissolve, although there are few assets remaining in the partnership. Shortly after the partnership filed its certificate of limited partnership, the partners had the foresight to incorporate into their partnership agreement a provision that, in the event of dissolution, the assets would be distributed in payment of claims first to limited partners, then to general partners, then to creditors. Hilda is a limited partner and feels relieved that she will receive at least a portion of her capital. Henry, one of the general partners, said that this provision is void and unenforceable. Which of the following best describes this situation? The provision placing the partners ahead of creditors is not enforceable, but the priority of limited partners over general partners is enforceable. Which of the following is true about the choice of business entity for an entrepreneur? The choice takes into account many factors, including finding an option that has all the characteristics desired. What is the effect of having a corporation as the general partner of a limited partnership? The liability of the corporate general partner will be limited to the amount of its assets. Which form of alternative dispute resolution occurs when the parties choose an impartial third party to hear and decide their dispute? Arbitration

Emotional Intelligence Vs Cognitive Intelligence Essay

DECLARATION I declare that this assessment is my own work, based on my own personal research/study. I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications. I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties,  and where applicable parental consent has been obtained. In a fiercely competitive and changing world, organisational competency has become a crucial tool of survival (Alvesson & Sveningsson, 2007). As intelligence testing is regaining popularity, it is increasingly common to fill out personality questionnaires at job interviews. What is IQ, and does it define a person? What does it mean to be emotionally intelligent? How do these theories compare with each other, and do they provide adequate appraisal of competency? This essay presents a Cognitive Intelligence (CI) and Emotional Intelligence (EI) overview in modern organisations, the two most prominent cognitive processes in the field of Organisational Behaviour; it evaluates strengths and limitations in theory and practice. Furthermore, this essay offers practical recommendations for modern organisations, including a proposed integrated approach of both theories as a comprehensive model of assessment to help gain a deeper understanding of the complexity of the human mind. Organisational behaviour examines individuals and groups in the work environment (Wood et al., 2013). The human element exerts profound influence in the workplace (Presser, 2006, as cited in Lockwood, 2006). According to Armstrong, Cools and Sadler-Smith (2012), cognitive development is an essential business tool with interest increasing six folds over the last 40 years. Evidence of ability testing was found as far back as ancient China 2200 BC (Fletcher & Hattie, 2011) but the discipline was not accredited until the late 1940’s (Wood et al., 2013). In spite of its popularity, cognitive development has generated fierce debates among the experts who disagree on concepts, interpretation and terminology; this discord has generated undesired scepticism and misunderstanding (Fulmer & Barry, 2004). CI and EI explore two distinctive aspects of cognitive abilities. The more accepted of the two, with many decades of extensive research, is CI (Viswesvaran & Ones, 2002). Over a hundred years ago, Spearman (1904) introduced CI as an essential part of learning (as cited in Schmidt & Hunter , 2004). CI is â€Å"essentially the ability to learn† (as cited in Schmidt, 2002, p. 188). Gottfredson (1997) expands with terms like â€Å"catching on,† â€Å"making sense† or â€Å"figuring out what to do† (as cited in Fulmer & Barry, 2004, p. 247). CI is measured through psychometrics tests (or intelligence metric assessment) and expressed as a number called IQ or  Ã¢â‚¬ËœIntelligence Quotient’ (IQ, 2014). There are many psychometrics tests, but the most popular are the Wechsler Adult Intelligence Scale-Revised and the Stanford-Binet Intelligence Scale – frequently revised and used worldwide (Human Intelligence, 2014). IQ scores range between 85 and 115 (please see Graph 1); the further to the right, the more gifted the individual. Early research maintained that IQ scores determined a person’s intelligence (Fletcher & Hattie, 2011) but society has evolved from this limiting idea. Many theorists agree that CI remains a reliable performance measurement (Fulmer & Barry, 2004). It is hard to ignore people’s intellectual or physical differences (Fletcher & Hattie, 2011) and to this day, CI remains the most widely accepted and understood cognitive theory (Fulmer & Barry, 2004), particularly in the fields of business, medicine and education. Armstrong, Cools and Sadler-Smith (2012) attribute this renewed interest to several factors: research is now able to recognise the difference between abilities (CI) and personality (EI); the theories are easier to grasp and considered mainstream psychology; also research is conducted in a more ethical manner and the results are more convincing. This attitude is also reflected in empirical studies. Since the end of WWI, CI has been used to hire employees in the workplace (Yerkes, 1921); its use remains consistent in many behavioural categories of health risks, crime and occupation (Schmidt & Hunter, 2004). Mistakes are learnt from the past and researchers are more politically aware, ethical and flexible; morals and objectivity have replaced lack of transparency to factor human variables (Fletcher & Hattie, 2011). CI will stay as long as technology is employed at work (Salgado & Anderson, 2002; as cited in Viswesvaran and Ones, 2002). However, some limitations are present in the research. One of the most significant limitation is Tthe wide variety of definitions and terminology generates confusion and doubt (Armstrong, Cools & Sadler-Smith, 2011). For example: intelligence testing (Fletcher & Hattie, 2011), intelligence model (Roberts, Matthews & Zeidner, 2010), general mental health (GMA) (Schmidt & Hunter, 2004) and so on. Another criticism is reducing individuals to a simplistic linear value, discounting environmental and cultural variables (Fletcher & Hattie, 2011). However the biggest criticism is the neglect of other vital aspects of cognitive ability (Neisser et al., 1996, as cited in Fulmer & Barry, 2004). Studies increasingly demonstrate that a single theory no  longer provides adequate competency measures when alternatives are available (Schmidt & Hunter, 2004). CI constraints are not limited to theoretical concepts; there are a number of practical flaws. A typical CI drawback is the lack of practical use of academic skills in the real world (Schmidt & Hunter, 2004). Brody (2004) argues that a person may have knowledge of a discipline, but not the competence to put it into application in the work environment. For instance: relationship counsellors may be familiar with the theories of dealing with harassment, yet fail deliver comfort, compassion and understanding for their clients. In reverse, research shows that some individuals without education may still possess competent thinking abilities (Fletcher & Hattie, 2011). *Linking sentence here if you’re going to introduce EI next* One of the most revolutionised ideas that came out of the nineties was EI and its impact on job performance (Goleman, 1998; as cited in Cà ´tà © & Miners, 2006). Four elements define EI: thought-processing, problem-solving, learning, decision-making and interpersonal relationships (Witkin et al. 1977, as cited in Viswesvaran & Ones, 2002); the five personality dimensions of EI that affect work performance are: introversion-extroversion, conscientiousness, agreeableness, emotional stability and openness to experience (Wood et al., 2013). EI has been integrated in many organisations’ training includi ng business schools, professionals, sales, management and so on (Cà ´tà © & Miners, 2006). A number of EI tests have emerged but the most popular one is the Myers-Briggs Type Indicator (Myers, 1962, as cited in Armstrong, Cools and & Sadler-Smith, 2011). CI is far more accepted than before and research reveals EI capabilities too significant to ignore (Neisser et al. 1996, cited in Fulmer & Barry, 2004). As knowledge is easier to access anytime, anywhere in the world via technology, it is becoming less about ‘what you know’ and more about what to do with the information in terms of identifying, analysing and problem-solving (Fletcher & Hattie, 2011). EI is gaining considerable influence in the business world. Research demonstrates that EI predicts academic achievement beyond CI (Miller et al. 2007, as cited in Lyons & Schneider, 2005); it also works as a contextual predictor (Borman & Motowidlo, 1997; as cited in Viswesvaran & Ones, 2002). Where CI lacks consideration for variables, EI abilities allow for a more accurate assessment of work by accounting factor s such as culture, gender,  disabilities and other environmental elements. Additionally, these cognitive abilities, which provide big insights into the human personality and its triggers, can be developed through adulthood (Boyatzis & Sala, 2004). In the practical sphere, the same concept is found. Where CI is deficient, EI is able to balance via a number of ways; for example by discerning and interpreting emotions using body language and visual signals where knowledge and practical skills fail on the job (Rafaeli & Sutton, 1987; Sutton, 1991). And vice versa by those who lack EI and can increase their CI processes through developing interpersonal skills with colleagues to seek assistance to perform the task (Law, Wong & Song, 2004; as cited in Cà ´tà © & Miners, 2006). Consequently, EI’s theoretical limitations are almost on par with the positive attention it has received over many decades. The lack of adequate research and empirical studies are its biggest downfall (Becker, 2003; Landy, 2005; Locke, 2005; cited in Cà ´tà © & Miners, 2006). EI i s also criticised over its theory and assessment (Davies, Stankov, & Roberts, 1998). Experts can’t agree with its definition; some consider EI a function purely based on emotion, others suggest that EI is a mix of personality and emotional management (Lyons & Schneider, 2005; Cherniss, 2010). There are some mixed feelings about EI’s gain to organisations (Motowidlo, Borman & Schmidt, 1997; as cited in Cà ´tà © & Miners, 2006). On the practical side, similar flaws are present. A practical limitation of EI is apparent in the MSCEIT questionnaire where the focus is to identify the emotional aspect of abstract art; a more practical approach would be to teach management and staff basic skills in stress tactics (Cherniss, 2010). The workplace is where individuals compete for goals, promotion or reputation; studies by Joseph and Newman (2010) or Williams, Bargh, Nocera and Gray (2009) caution about the possibilities of using ‘strategic’ EI for self-promotion in the workplace through manipulation, control and self-exploitation (Kilduff, Chiaburu & Menges, 2010). To avoid mishaps, the following is a proposed model to apply CI and EI in modern organisations. There are a number of ways that CI and EI can be applied to modern organisations. 1) More studies are proving that the single theory approach is inadequate and moving towards an integration of the cognitive processes to provide a more satisfying model; where linear models are too simplistic, the critical use of moderation compensates for the other (Boyatzis & Sala, 2004, as cited in Boyatzis,  2011). Organisations would benefit by providing training in both CI and EI development on a regular and ongoing basis to override the honeymoon period of training, particularly focusing on staff with the most experience as it has been found that long term employment tends to lead to a drop in performance (Schmidt & Hunter, 2004). 2) It is important to formulate questionnaires in a clear concise fashion, and keep the content practical and focus on the topic. The audience needs to be carefully considered to keep the content appropriate, for example child counsellors versus drug rehabilitation counsellors (Lynn, 2002). 3) Provide alternative assessment styles to reach a wider audience; for example, delivered as a group or in a private interview (Cools et al., 2009). 4) Consider the relevance of a cross-cultural approach, and other variables such as gender, age group and position within the company. 5) consider a variety of medium to appeal to a wide audience; for example a video, a web-based interactive medium or virtual reality (Chan & Schmitt, 1997). 6) Do some market research relevant to the industry to ensure there are no gaps in the information delivered (Armstrong, Cools & Sadler-Smith (2012). 7) Use care and judgment at all times, respect privacy and cater for existing environment culture (open or discree t). 8) Explore areas in need of development, such as cultural, religious, and interracial. 9) Be mindful that not everyone will be at the same level of knowledge, skills, social ladder and cater for introverts and extroverts. In conclusion, there are differences between CI and EI as the two constructs cover two distinctive aspects of mental intelligence. Both are relevant and contribute to organisational behaviour, however, human behaviour is much too complex to be simplified into two single independent theories. The flaws and strengths found in EI and CI complement each other in a linear fashion (Van Rooy & Viswesvaran, 2004). In this essay, many aspects of CI and EI were explored. It was determined that in spite of a long history, a person is much more than an IQ, and that EI is still at early stage of development. Much work and development is required in the theories to further explore the human potential. To conclude, fFuture studies and competency assessment tools will be interesting to witness over the next few years if the research includes various human genetic var iables in the endeavour to find more answers to adapt to change and reach the full potential of the human personality. References Alvesson, M., & Sveningsson S. (2007). Changing organizational culture: cultural change work in progress. New York, NY: Taylor and Francis. Armstrong, S. J., Cools, E., & Sadler-Smith, E. (2012). Role of cognitive styles in business and management: reviewing 40 years of research. International Journal of Management Reviews 14(3) 238-262. doi:10.1111/j.1468-2370.2011.00315.x Billett, S. (2006). Work, change and workers. Dordrecht, the Netherlands: Springer. Brody, N. (2004). What cognitive intelligence is and what emotional intelligence is not. Psychological Inquiry, 15(3), 234-238. Boyatzis, R. E. (2011). Managerial and leadership competencies: A behavioural approach to emotional, social and cognitive intelligence. Vision, 15(2), 91-100. doi:10.1177/097226291101500202 Cherniss, C., & Goleman, D. (2003). The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups and organizations. New York, NY: Wiley. Encyclopaedia Brit annica. (2014). Retrieved from http://www.britannica.com/ Fletcher, R. B., & Hattie, J. (2011). Intelligence and Intelligence Testing. New York, NY: Taylor and Francis. Fulmer, I. S., & Barry, B. (2004). The smart negotiator: Cognitive ability and emotional intelligence in negotiation. The International Journal of Conflict Management, 15(3), pp. 245-272. Human intelligence. (2014). In Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/289766/human-intelligence IQ. (2014). In Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/289799/IQ IQ. [Art]. In Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/media/70827/Graph-of-intelligence-quotient-as-a-normal-distribution-with-a Kilduff, M., Chiaburu, D. S., & Menges, J. I. (2010). Strategic use of emotional intelligence in organizational settings: exploring the dark side. Research in organizational behavior, 30 129-152. doi:10.1016/j.riob.2010.10.002 Lockwood, N. R. (2006). Maximizing human capital: demonstrating HR value with key performance indicators. HR Magazine, 51(9), 1-10. Lynn, A. (2002). The Emotional Intelligence Activity Book: 50 Activities for Promoting EQ at Work. New York, NY: Amacom. Lyons, J. B., & Schneider, T. R. (2005). The Influence of emotional intelligence on Performance. Personality and Individual Differences 39(4) 693-703. doi:10.1016/j.paid.2005.02.018 McShane, S., & Travaglione, T. (2007). Organisational behaviour on the Pacific Rim. Sydney, Australia: McGraw-Hill. Roberts, D. R., Matthews, G., & Zeidner, M. (2010). Emotional intelligence: muddling through theory and measurement. Industrial and organisational psychology, 3, 140-144. Schmidt, F. L., & Hunter, J. (2004). General Mental Ability in the World of Work: Occupational Attainment and Job Performance. Journal of Personality and Social Psychology 86(1) 162-173. doi:10.1037/0022-3514.86.1.162 Viswesvaran, C., & Ones, D. S. (2002). Agreements and Disagreements on the Role of General Mental Ability (GMA) in Industrial, Work, and Organizational Psychology. Human Performance, 15(1/2), 211-231. Wood, J., Zeffane, R., Fromholtz, M., Wiesner, R., Morrison, R., & Seet, P. (2013). Organisational behaviour – core concepts and applications (3rd ed.). Milton, Australia: John Wiley & So ns Australia. Yorks, L., & Whitsett, D. A. (1985). Hawthorn, Topeka, and the issue of science versus advocacy in organizational behavior. Academy of Management 10(1), 21-30. Marking Criteria – Academic Essay

Rates of reaction experiment HCl Essay Example

Rates of reaction experiment HCl Essay Example Rates of reaction experiment HCl Paper Rates of reaction experiment HCl Paper The rate of reactions is how fast something changes from its reactants to its products. For a reactions to occur, the particles must strike with enough energy. At the start of the practical only some of the reactions will have enough energy to strike with each other and create energy for the reaction to happen. We can increase the rate of reaction by changing specific conditions in order to increase the rate of collision what will happen is that one of the things what can change it is the temperature because it provides the reactant with more energy. So this means the particles will be moving around more and therefore they are more likely to collide with each other. Another one is the concentration because by increasing the concentration of a reactant we are increasing the number of particles in a certain volume. This means there is more likely to be more collisions because they is more particles with in a small space. Another one could be pressure because by increasing the pressure we are decreasing the space in what the practices can move about in. so this means the practices will be more likely to collide with each other because there is less space for them to move around. Another one could be a catalyst because this is a lower activation energy required by particles to start a reaction and provides another route for the reaction to occur, thus speeding up the reaction. In the reaction what I will carry out the equation is: Hydrochloric acid + sodium thiosulfate sodium chloride + sulphur dioxide + Sulphur + water 2HCl (aq) + Na2s2o3 (aq) 2Nacl (aq) + SO2 (g) + S (s) + H2O (l) On this experiment we will be changing the concentration of the hydrochloric acid. So if we change the concentration of the experiment we are increasing the number of practices inside the reactions. Hypothesis Based on the information’s what I put about the rate of reaction I think as the concentration increase the rate of reactions will increase as well because they will be more practical inside the experiment so they will be colliding with each other more so the rate of reaction will increase. Equipment Measuring cylinders- so we could measure how much of the chemical we was using when we did the experiment   Test tube-so we could pour the chemicals into   Test tube holder- so then when we are waiting for the test to finish we don’t have to hold the measuring cylinders we can just put them in the rack. Hydrochloric acid- so we have a chemical to react with sodium thiosulphate.   Sodium thiosulphate- so then we have something to react with hydrochloric acid   Sodium carbonate- to put the finish produce in because after the reaction the mixer starts to smell.   Stop watch- to time the time taken for the reaction to finish. Paper and marker- so we have something to look for on the other side of the test tube to test the rate of reaction Goggles- so aware eyes always stayed protected when we are doing the experiment Variables An independent variable is hydrochloric acid solution. Dependent variables is how long the reaction takes. The dependent variable was the rate of reaction. The controlled variable was the amount of hydrochloric acid contraction must be the same. If you don’t have any controlled variables then this experiment wouldn’t have worked. Limitations My limitations could have been: Human error I could have stopped the stop watch a second after the ‘X’ had disappeared, thus causing outliers in my work. The stop watch could have been faulty the button might not have been working well and may not have stopped the timer when I pressed it. Some chemicals may have been left behind in the measuring cylinder/ test tube. Distractions I may have been distracted by something such as a loud noise and I might have looked away at the exact moment that the X disappeared. The equipment that I used might have been contaminated if it wasn’t washed out properly the last time it was used. This could have caused a faster reaction because of any other unwanted chemicals still inside the equipment Lastly, there could have been a mistake in the measuring. This could have happened if I didn’t have the measuring cylinder at eye level when I poured in the chemicals. Methods The first thing that I did was prepare myself and the area around me for the practical. I pushed all stools and bags under the desk so there is no risk of anyone tripping. So that me and my classmates where safe. The next thing that I did was gather up all of my equipment/reactants and lay them out on the table. I made sure that I had everything before I started. This makes sure that my experiment runs smoothly. Then, I drew a large â€Å"X† on the white paper using the marker pen. This was important because it would help to finding out the rate of reaction. Next we measured out 2cm3 of hydrochloric acid solution and sodium thiosulphate in separate measuring cylinders. Then place them two in the same beaker and put the paper with the cross on it on the back with the cross facing towards you. Then when can no longer see the cross stop the stopwatch and listed down the time in your result table. Then pour the finished substance into sodium carbonate because the reaction will start to smell after a while so this chemical will help prevent the bad smell. Do this 3 times so it is easier for you to find out the average time taken for the cross to disappear. Then you change the concentration of sodium thiosulphate to 0. 4cm3 and 1cm3 and repeat the experiment for them to concentrations and do it 3 times for both of these concentration. So then you can see if different concentration will make the rate of reaction change. Fair test To make the investigation is a fair test I made sure:   The same person observe the reaction because different people have different eyesight so keeping the same person to observe the ‘X’ disappear is better. Use the same ‘X’ as a darker or bigger ‘X’ can increase the time it takes for it to disappear. The temperature is kept the same. Same volume of solution – total volumes need to be the same. My results HcL concentration 1st time taken 2nd time taken 3rd time taken Average time taken 0. 4 cm3 101 131 98 110 1 92 94 93 93 2 103 95 78 92 You work out the rate of reaction by 1/average time taken So for HcL the rate of reaction was: HcL concentration Rate of reaction 0. 4 0. 009 1 0. 01 2 0. 01 Analysis and Evaluation By using my results it does show that as the concentration level goes up the time of reaction goes down. On my result I think we had a limitation because for the first 2 test of 2cm3 didn’t go with the rest of the results so they are so I think we went wrong with that concentration. So for all the other results they matched what the scientific information said in my introduction so that show this experiment still went well even though we went wrong on them two results. The scientist said as the concentration goes up the rate of reaction will increase as well and the second table would show this but because of the 2cm3 results it doesn’t quite work out but for 1cm3 and 0. 4cm3 this does go with what the scientist where saying. If I did this experiment again I would make sure that the test tubes where clean because I think we didn’t wash them out properly so it affected aware results because we did 0. 4cm3 and then we did 1cm3 so I think so of the substance was still left other and it affected the 2cm3 results. This would make it better because then I think the results will show what they should show because no reactants where left other. References: thinkingwriting. qmul. ac. uk/wishees/collections/school/Morpeth%20GSCE%20Chemistry/PDFs/59367. pdf ukessays. com/essays/chemistry/test-affected-by-changing-the-concentration. php.

Admission to the Master’s Program in Physical Anthropology Essay Example for Free

Admission to the Master’s Program in Physical Anthropology Essay ? I had always been enamored with science; accordingly I did my major in Chemistry and Archaeology from the University of Virginia. In this process I attended two archeological digs. One of these was of six weeks duration at a Native American Site that dated back to the seventeenth century. The other one was conducted at a Historical Site that pertained to the nineteenth century, during one of the semesters in college. During the course of my studies in archeology, I performed an isotopic analysis on hair samples obtained from ancient Egyptian mummies, in order to discover the diet that they used to consume. Subsequent, to graduating with a degree in chemistry and archaeology, I discontinued my studies in order to take stock of my life and also to foray into the field of penmanship by writing a novel. Afterwards, I examined the various graduate programs that I could join in order to continue my education. My interest in science actuated me to pursue a program in patent law in the law school. I did extremely well at law school, but I was not enamored by the study of law or what I saw of legal practice. In my opinion it seemed to be a profession that was motivated solely by personal gain and avarice and was least concerned with the advancement of society.   After the successful completion of the first year of this program, my professors and lawyers persuaded me to continue with it as it would become more interesting.   This assurance caused me to persevere with legal studies. Nevertheless, the excitement generated by the acquisition of knowledge was never experienced by me. In addition, I never felt curious about discovering something new in this field of study. This was a novel experience, because I had been elated and thrilled by the process of acquiring knowledge as an undergraduate science student.   However, the time expended in acquiring a law degree was not an utter waste of time and effort. I became adept at analyzing and arguing in a legal manner. Furthermore, I acquired knowledge regarding the historical foundation of our legal system, and I grasped the nuances of patent law.   Thus, I decided to court my original and true love, which is science. Accordingly, I scouted around and subjected the various graduate programs for which I was eligible. My search, which was quite elaborate, disclosed that physical anthropology was ideally suited to my needs. Anthropology is derived from the Greek anthropos or human and logia or study. In other words anthropology constitutes the stud of humankind right from the time that man first appeared on this planet. Each and every aspect of humans is studied in this field of study and the focus is on a holistic approach to mankind. This is a fascinating study and it has four branches, namely cultural, linguistic, archaeological and biological anthropology. My predilection is towards biological or physical anthropology, which studies the biological origins, evolutionary development and genetic diversity of humans. An attempt is also made in this branch of study to comprehend human nature, the brain’s evolution and the nervous system (What is Anthropology? , 2006). My life’s ambition is to successfully complete the master program in physical anthropology and subsequently, obtain a PhD in this field of study. I am extremely interested in primatology or the study of primates, palaeoanthropology or the study of fossil hominids and genetics. At present I am involved with genetic research on mollusks at the Chicago Academy of Sciences. What is Anthropology? . (2006). Retrieved November 8, 2007, from American Anthropological Association: http://www.aaanet.org/anthbroc.htm Admission to the Master’s Program in Physical Anthropology. (2017, Feb 26).

Office rotation Essay Example | Topics and Well Written Essays - 500 words

Office rotation - Essay Example The explorer instruments were used to check around the tissue, the scalar instruments cleaned the subgingival tissues, both posterior and anterior, and the universal instrument cleaned subgingival tissue as well. Then, the hygienist finished with a slow speed polish of all the teeth. The patient was satisfied with the process; because they found their teeth feeling smoother and fresher as compared to prior to the examination. Next, I observed the second hygienist. During this process I noticed she used a different order from what I learned from school. At first, she explored the teeth with the explorer instrument for any issues. Then, she polished all the plaque off from the teeth. At the time, I thought she was finished with the patient; after polishing these teeth. However, she went back, scaled each tooth, and polished again. Polishing first is a useful technique. This is due to the fact that a patient with a lot of plaque can necessarily benefit from the added attention to detail . This experience will be useful for me to improve my understanding of how the dental office operates. The hygienists were very helpful and explained the operations in the office. In addition, I was able to take the time to interact with the patient and assist if needed. Yet, it must be understood that each and every dental hygienist, and each and every dentist’s office for that matter, operates in a different and unique way. As such, I feel that I am more enthusiastic to adapt to the way I which dental offices will approach the patient and utilize new skills and new techniques. I did not have any negative experiences to add; as I was lucky to have a wonderful office to observe on this