A Crude Awakening Paper - 1174 Words

A Crude Awakening – The Oil Crash (2006) Directed by: Basil Gelpke, Raymond McCormack, Reto Caduff The documentary, â€Å"A Crude Awakening†, is about the dwindling oil supply around the world. There are multiple experts in the film discussing the issue and why it’s such a major problem. It showcases success and failure within the oil industry, in the past, present and future. It also shines a light on how dependent on oil the world is. The main point of the film is to show the level of disarray our world will be in if the oil supply is one day depleted. This film related to science and society in a few ways. The main way the film did this was bringing to light our society’s level of dependence on oil. We don’t only use oil for cars, we use†¦show more content†¦Maybe I’m a bit ignorant to think that we will eventually drain our oil resources dry, that is why I wish someone would have been on this film to discuss why this can’t happen. This is the reason why the film did change my perspective on the subject somewhat. I was swayed a bit into believing what the film way saying. All the reasons given on why oil is so important frightened me. If we run out of oil, what will our world do? The film showed footage from the gas shortage in the 70s. I was not alive for that crisis, but I do remember my parents telling me about that horrible time, with limits on gas, long lines, and having to wait for hours to get gas. If that happened to our society now, it would be devastating, especially considering how much of the technology we use today would be impacted. This film hit an issue that the documentary, â€Å"Flow: For the Love of Water hit on; the moving and displacement of indigenous people so that companies can move in and expel the resources from the land they live on. It shows the brute force big business uses to gain, and keep, their profits. Before watching these two films, I never really thought about this issue. It was very much an eye opener. The grade I would designate to this film would be a B+. It loses a letter grade because of the lack of opposition about this subject. I could tell the filmmakers put a lot of time and energy in the creation of this documentary, especially finding and including as many experts on the topicShow MoreRelated The Awakening: America Was Not Ready For Edna Pontellier Essay1868 Words   |  8 Pagespointed to a strong likelihood of success for The Awakening. A preview of the novel by Lucy Monroe found in the March 1899 issue of Book News praised The Awakening as a â€Å"remarkable novel and a brilliant kind of art† (Toth 329). This radiant review raised the public’s expectations as they fervently waited for the novel’s release. Yet something had gone amiss, and instead of the expected warm praise from critics that Chopin was expecting, The Awakening was assailed with unflattering reviews. CriticsRead MoreCultural Conflict Between Sunni And Shiite Factions2143 Words   |  9 PagesThis short paper serves to relate various themes inclusive to cultural conflict in modern day Iraq between Sunni and Shiite Factions as well as the emerging threat of ISIS (Islamic State of Iraq and Syria). This analysis will show how ISIS is utilizing ongoing cultural strife between predominately Sunni (Western Iraq; Al-Anbar Province), Shiite (Eastern Iraq, and Kurdish (Northern Iraq; Mosul) to further destabilize certain regions and attempt to gain influence over segments of the population. IraqRead MoreCrude Awakening Of Fossil Fuels And A Bright Replacement1756 Words   |  8 PagesAtlee Carr Professor Penwell ENGL 1102 17 November 2016 Crude awakening of fossil fuels and a bright replacement In the Gulf of Mexico in 2010, a large explosion in an oil drilling company caused an estimated 5 million barrels of oil to be dumped into the water. Many sea turtles and dolphins have been found dead since the oil spill started. This spill is one of the worst oil spills recorded and cost an estimate of 12.5 billion dollars after considering the cleanup and extra expenses. Oil is a popularRead MoreCrude Awakening Of Fossil Fuels And A Bright Replacement Essay1759 Words   |  8 PagesAtlee Carr Professor Penwell ENGL 1102 30 November 2016 Crude Awakening of Fossil Fuels and a Bright Replacement In the Gulf of Mexico in 2010, a large explosion in an oil drilling company caused an estimated 5 million barrels of oil to be dumped into the water. Many sea turtles and dolphins have been found dead since the oil spill started. This spill is one of the worst oil spills recorded and cost an estimate of 12.5 billion dollars after considering the cleanup and extra expenses. Oil is a popularRead MoreApush: Chapters 1-5 Study Guide1946 Words   |  8 Pagesthe hands of the few, except in North Carolina. New England: Mayflower Compact-signed before leaving the ship, the Mayflower Compact wad the first form of self government within the colonies. It was not a constitution but an agreement to form a crude government and to submit to the will of the majority under the regulations agreed upon. The compact would set a precedent for future constitutions Fundamental Orders of Connecticut- Settlers in the Connecticut River colony drafted the FundamentalRead MoreSir Humphrey Gilbert And The Irish Of The New World2063 Words   |  9 PagesIreland. Sir Humphrey Gilbert who was once a governor of an Irish district later established the first British colony in the new world. In Ireland they saw that the people were isolated, had their own language, and lived in ways the English considered crude and wasteful. Gilbert took what he saw from Ireland and arrived to the new world with an already preconceived view of the Indians because they were similar to the Irish in those ways. Changes taking place among North American Indians before the EuropeansRead MoreHamlet Attitudes Towards Women : Being Hatred Or Not Essay1901 Words   |  8 PagesChidiebube opara Prof Lunday English 1302 Critical research paper 11 November 2016 Hamlet attitudes towards women: being hatred or not. In William Shakespeare play, the chief protagonist hamlet shows a negativity view towards women in his life. Hamlet consider that his mother and Ophelia have deceived him through their action; Gertrude married only a mother after hamlet father died and Ophelia heeds her father right not to see hamlet despite confessing her love to him. In this way hamlet views thisRead MoreThe Sumerian Goddess Of Sexual Love And Warfare4034 Words   |  17 PagesConsequently, deity worship plays a significant role in both the daily and religious lives of the ancient population; the two are undeniably intertwined. One of the most important goddesses in the Mesopotamian pantheon, and the one with which this paper will be concerned, is Inana. As the Sumerian goddess of sexual love and warfare, Inana—or Istar, in Akkadian—embodies two of our most instinctive and impulsive drives, as demonstrated by Freud through Eros and Thanatos (Heffron). This, then, has givenRead MoreThe Native Family V ersus the Dominant Culture in American Horse by Louise Erdrich2086 Words   |  9 PagesHorse 197) In Bingo Palace, it becomes, something like Grandma Zeldas potato peeler providing a concrete connection to Buddys apprehension. Buddys vision reveals that hell be peeled away from his home. Buddys sexual identity also is awakening. He learns about women through Albertine with visual and tactile clues. The confliction further increases since he has created their situation, even though he realizes his importance in her life. ...he felt like hugging her so hard and in suchRead MoreThe Comparative Advantage of Greece in the Era of Recession4221 Words   |  17 PagesThe comparative advantage of Greece in the era of recession Lampros Gallos National and Kapodistrian University of Athens Athens, Greece lam.gal@hotmail.com Abstract The aim of this paper is to investigate the export behaviour of Greece and to identify its comparative advantage. Moreover, through the conclusions of the analysis, is investigated whether the export activity of the country coincides with its comparative advantage especially in the present circumstances, those of recession. Initially

Essay on Akers Social Learning Theory - 2230 Words

High crime rates are an ongoing issue through the United States, however the motivation and the cause of crime has yet to be entirely identified. Ronald Akers would say that criminality is a behavior that is learned based on what an individual sees and observes others doing. When an individual commits a crime, he or she is acting on impulse based on actions that they have seen others engage in. Initially during childhood, individuals learn actions and behavior by watching and listening to others, and out of impulse they mimic the behavior that is observed. Theorist Ronald Akers extended Sutherland’s differential association theory with a modern viewpoint known as the social learning theory. The social learning theory states that†¦show more content†¦The fundamentals of the social learning theory significantly describe offenders and their criminal behavior which is learned based on observation and imitation. A researcher by the name of Albert Bandura along with coworke rs tested the social learning theory with several experiments on children and their imitation of aggression based on what they saw and were exposed to. Bandura’s focus was to prove that human behavior such as aggression is learned through social imitations and copying the actions of others. Walters (1966) gives details about the Bobo doll experiment and explains its purpose related to learning a violent behavior based on observation. In the experiment, the tested subjects were children of both sexes, ranging from the ages of three to six years. Some of the children were exposed to a non-aggressive adult, while the other children were placed in a room with an aggressive adult who would both physically and verbally attack the Bobo doll. The control group in the experiment was not exposed to any adult. During the second phase of the experiment, the children were left in a room by themselves with the toys, and watched to see if they would demonstrate the aggressive behavior like that of which they observed adults doing earlier. Walter (1966) describes the results as â€Å"children who had been exposed to an aggressive model showed more imitative physical and verbalShow MoreRelatedAnalysis Of Ronald Aker s First Social Learning Theory1375 Words   |  6 PagesBackground Social Learning Theory Ronald Aker’s first social learning theory article was first published as a way to explain Sutherland’s claim the â€Å"Criminal behavior is learned† (Willams McShane, 2014). Aker believed that most deviant behavior is learned through social interaction. The main components of Aker’s social learning theory focused on differential association, definitions, differential reinforcement, and imitation. A study performed by Kim Lersch (1999) found that social learning theory canRead MoreThe Tattoo By Chris Mckinney Essay1704 Words   |  7 Pageswill argue that one can learn criminal and violent behaviour by those who they hold close interpersonal relationships with, for example, family and friends. In saying that, I will be using the social learning theory looking in particular at Edwin Sutherland and his notion of differential association and Akers concept of differential reinforcement to explore the relationship between Ken Hideyoshi and Koa Puana. In The Tattoo, we were introduced to Koa Kauhi Puana who originates from Kahaluu on theRead MoreHow Development Is The Methodical Changes And Continuities Within The Individual That Occur Between Conception And Death1470 Words   |  6 PagesDevelopment is the methodical changes and continuities in an individual that occur between conception and death (Sigelman, Rider De George-Walker, 2013). There are seven domains of development: physical/biological, psychosocial, cognitive/learning, social, emotional, behavioural and moral/spiritual (AIHW, 2011). Development of these domains occurs in stages, where each stage gives rise to behaviour that is suitable for that stage (Schmidt Neven, 2010). These foreseeable changes are known as milestonesRead MoreChild Abuse And Neglect Cause Juvenile Delinquency1156 Words   |  5 PagesChild Abuse and Neglect cause Juvenile Delinquency Strain theory describes the idea that there are certain events and conditions in an individual’s life that are disliked and involve the inability to achieve goals, loss of positively valued stimuli, and presentation of negative stimuli (Brezina and Agnew). Child neglect and abuse can be described by this theory, and often is, because of its elements and the effect it has on children. Before the idea of child abuse and neglect causing juvenile delinquencyRead MoreThe social learning theory proposed by Albert Bandura has become one of the most influential2500 Words   |  10 PagesThe social learning theory proposed by Albert Bandura has become one of the most influential theories of learning and behaviour. The theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as social learning theory or modeling, this type of learning can be used to explain a wide variety of behaviors. The social learning theory does no t explain all learning and behaviour, it fails to account for biological and innate behaviours suchRead MoreEssay on Social Control Theory vs. Social Learning Theory1979 Words   |  8 PagesSocial Control Theory vs. Social Learning Theory Abstract Social control theory and social learning theory are two theories that suggest why deviant behavior is chosen to be acted upon by some individuals and not others. Both take a different stance on the issue. Social control theory suggests people’s behavior is based on their bonds to society, if they have strong bonds to society they conform and if not they have a tendency to act out or become involved in criminalRead MoreSocial Control Theory And Social Learning Theory2007 Words   |  9 Pagesor bad, but we really don’t know why we make those choices. There is a point in life when you choose to be deviant. Social control theory and social learning theory suggest what makes us do the deviant behavior and what makes it different from one person to another. They both have to do with the world around us, but have different views on how you portray yourself from that. Social control is how you interact with society, and it suggest that if you are close to society you will ha ve good behaviorRead MoreSocial Learning Theory Of Crime1278 Words   |  6 Pagesconcept, social learning theory has been applied to the many different fields of social science to explain why certain individuals develop motivation to commit (or abstain from) crime and develop the skills to commit crime through the people they associate with. Social Learning Theory (SLT) is one of the most frequently looked at theories in the criminology field. This theory was introduced by Ronald L. Akers as a reformulation of Edwin H. Sutherland s (1947) differential association theory of crimeRead MoreSocial Learning Theory 1741 Words   |  7 Pages Akers and Sellers (2013) has stated that social learning theory is an expanded theory of differential association processes and improves it with differential reinforcement and other principles of the behavior theory. They added classical conditioning (the sharpening of involuntary reflex behavior); discriminative stimuli (internal stimuli that lead to signals for behavior); schedules of reinforcement (rewards and punishment ratio following behavioral feedback); and other theories of behavior (AkersRead MoreThe Theory Of Social Learning Theory980 Words   |  4 PagesSocial Learning theory is one of the most widely researched theories because it attempts to explain the origins of criminal behavior. Albert Bandura was one of the pioneers of this approach. His main point was that criminals are not ‘born’ criminals; rather individuals learn to be criminals through a process of learning, which occurs as a result of experiences. (Akers, 1990:3). However, this paper’s f ocus is not on Bandura’s theory rather it is on Ronald Aker’s theory that explores which associations

The Arguments of the Class Theorists Free Essays

Class theorists argue that class provides the basic structure of society and is also the chief cause of the inequality of modern societies. The hierarchy of the Australia class system consists of a â€Å"ruling† upper class, a â€Å"white-collar† middle class, and a â€Å"laboring† working class. There is enormous inequality between the class groups and especially between the upper- and middle-classes and the working-class. We will write a custom essay sample on The Arguments of the Class Theorists or any similar topic only for you Order Now What class you belong to plays a determining role in what sort of life you lead. Those at the top of the class structure typically seem to have more power, more wealth, more opportunities, and more control over their lives than those at the bottom. They also have a greater impact on society and use this advantage to manipulate society to serve their values and suit their needs. This is no where more evident than in the social institution of education. Education is one of the great dividers amongst classes. The school you go to often determines what sort of qualifications you obtain, what job you get and, thus, how much money you earn and what class you move into. Education is a means in which individuals seek social mobility. Parents realized this long ago and some struggle to send their children to private schools to give them a better chance of succeeding in the class hierarchy. Other children, typically from working-class backgrounds, are victims of low expectations, both from their parents and internally, and leave school as soon as they can, moving into low-paid jobs near the bottom of the social ladder. Whereas, many upper-class and middle-class pupils regard tertiary education as the natural way to their future careers. John Germov states that the education system is a product of a class society and that every society must reproduce itself using its social institutions. Schools accomplish this reproduction of the class system through ideological hegemony, where the dominant belief system, that of the upper-class and even middle-class, is the overriding principle underlying the curriculum and agenda of the educational system. The dominant values, those of the upper-class, are therefore, transmitted and spread through education. This overemphasis of the upper-class ethos tends to alienate working-class children giving way to a feeling of intimidation and eventually it yields resistance to and resignation from schooling. Cultural capital- the knowledge, skills, and beliefs essential for school success- is also an important factor in educational merit. As stated earlier, those at the top of the class hierarchy usually have more wealth and more opportunities. This puts them at a straightaway advantage to those at the lower end of the hierarchy. Cultural capital varies through the classes, as is evident by the greater number of upper- and middle-class children attending tertiary institutions and the high number of working-class dropouts. The pursuit of a classless society is an important gauge of how much progress we have made in diminishing the adverse impact of class upon our lives. The idea of a classless society is unlikely to ever be achieved, but a serious critique of class may help to create a more equal society, especially in the realm of the social institution of education. How to cite The Arguments of the Class Theorists, Papers

Provision of Authentic Environment †Free Samples to Students

Question: Discuss about the Provision of Authentic Environment. Answer: Introduction: Accurate valuations can be done in early infant tutorial rooms at any time. Same criteria can be used because toddlers and preschoolers need similar schooling environment. Various occasions are available for educators to grasp learning activities as they take place in the situation of a young kid on a daily basis. Through interrelating with their nobles by way of role play by using open-ended material resources, kids start to show some of the skills and ideas they have understood. However, the general authentic process involves observation, recording, and documentation on how kids demonstrate skills and the concepts introduced to them (Patel et al., 2015). Moreover, it comprises of various tools that give the required representation about learning and development, which includes other work samples. One essential advantage of a dependable environment is that it ensures that no disruption to the kids learning. However, this kind of an evaluation tends to notify teaching and education procedure in a manner that permits educators to give response to knowledge in a customizable manner (Australian Institute of Family Studies, 2014). For example, when instructors get involved in childrens play, they tend to ask them open questions which relate to the activities the kids are doing at the time. The questions require critical thinking as in order to elicit satisfactory responses and critical thinking among the children. Toddlers or preschoolers learn at this stage of development through imitating others. As part of the authentic setting, the uncertainties as to when the plan should apply during the assessment ought to be addresses. In this case, teachers ought to be keen to change their tactic daily in order to make the sessions as interesting as possible. It is paramount for teachers observe the behaviors of kids daily in which direct observation method is critical (Summerfield, 2016). It helps them to scrutinize how children express and relate to the knowledge gained in preceding sessions. Moreover, reflection on several aspects of the gained knowledge can be seen through the actions of the kids as they relate to each other as well as their instructors (Glavin et al., 2015). This helps the teacher to focus and rectify aspects that are not in line with the expected outcomes. Also, multiple sources of information such as anecdotal notes can assist in assessing the kids as required. In this case, the teacher can move to audio and video recording to aid in collecting the samples to ser ve as evidence to the families about the progress made. A considerate nature of growth, development and learning during early childhood, right from birth generates guidelines which inform the practices of early childhood educators. In this case, it requires that guides or teachers integrate all scopes of their information base (Hirschland, 2015). They need to understand about kids development and the effects on this information as a component of the curriculum, how to explain, what to teach, and how to measure what kids have studied. Moreover, the kids strengths and weaknesses, needs, and interests can be evaluated (Noble, Gray Johnston, 2016). Some of the guidelines that elucidate the childrens development help create creation of a helpful society of learners. In addition, it helps teach facilitation of the learning and progress and establishment reciprocal relationships with their families. In essence, developmental and appropriate practices can deprive of the deep information and knowledge of individual kids and the context in which t hey learn and develop. The research done on risks associated with achieving physical development and outcome in children implies that there exist highly prevalent factors which affect them, especially in developing countries. For instance, a kids mind, throughout the initial stages of life is undergoing rapid development in which neurons series, axonal, synaptogenesis and growth of dendrics are specializing and adapting to their functions (Hutchison, 2013). Ideally, kids development is cumulative and thus, making it a foundation for later development. Information and data have been constructed, and issues have been reviewed from it. So, influences on the kids development tend to be particular about developmental effects which hardly operate from the other. Development threat factors incline to cluster together so; interferences are considered to ease development from various domains. Several socio-demographic parameters and health forecasters of deferred behavioral growth are collective in most evolving countries and are probable to affect the general development of toddlers and young kids (Nelson, Fox Zeanah, 2014). In this case, growth valuation is the crucial constituent in pediatric health investigation since every challenge inside physiologic and communal domain can greatly disturb the growth of kids (In Sriprakash In Hopkins, 2015). Moreover, development is multi-determined, through varying nutritional functions and genetic inheritance in a particular cultural context. Recent years have seen deviations in societal opinions in children's competencies and flexibility. By seeing children as effectively accountable and skilled in their studies or lack thereof, it prompts discernment that kids should be shielded from their insufficiencies. These tendencies have added sets of limits on children's investigation and access to outside the free show occasions. For instance, taking breaks from their studies and use of play spaces in 16 childcare centers, Herrington contended that the Canadians Standards for kids play spaces and hardware could not be able to mirror children's formative and play needs, but instead they are objectives of diminishment. In this situation, studying factors which influence the competence of a child, and most sides of an individuals capability are multi-determined (Kail, 2012). This implies that interferences intended to enhance progress should be multifocal as it integrates impacts from diverse domains. Secondly, the effects upon childrens progress tend to be explicit in appearance. Hence, it reinforces the significance of target ing particular interventions to specific results (Levy McNeill, 2015). Thirdly, an individuals development impacts rarely operate in separation from the other. So, development risk issues appear to group together as defensive influences. In essence, the degree of effects in given developing risk factor will rely on that level which it co-varies with more risk factors. Lastly, developmental threat and shielding factors work across timeframe to augment an individuals susceptibility to later risk factors. In considering the major factors which affect child development, an influence of nutrition has a great impact on growth and development. Undernutrition, protein undernourishment and micronutrient shortages affect many facets of kids improvement (Saran et al., 2016). As a result, it retards the physical and cognitive growth, thus, increasing the chances of contracting infection and diseases. Furthermore, it increases the probability of being malnourished, cognitive effects, and poor motor development which undermine educational attainment (Kyei-Berko et al., 2015). However, the worldwide community has selected splitting the occurrence of underweight kids by 2015 as the main pointer of advancement towards the progress of Millennium Goal. Concisely, undernourished children who are at high risk are those of three years and below. Besides, nutritional deficiencies and high rate of infectious diseases have overwhelming special effects on the growth of young children. In relation, the link between paucity and child growth is not only affected but also a key concern in most of the developed nations where there are parts of poverty, gender, ethnicity, education, and income. The values of risk-taking with the aim of promoting the well-being of children improve the childrens health. Being socially and emotionally well-being is influenced by the set of factors from individual make-up and family background in which children live. So, promotion of the well-being of kids provides a basis of personal competencies such as self-resilience which assist in protecting against risks related to social disadvantage (Mace Rabins, 2017). Moreover, early intervention in childhood period can assist in reducing physical and mental health challenges and preventing social dysfunction from being carried from one generation to another. Another justification is that it improves social and economic outcomes. For kids, and young people with poor social, and psychological health there is an increased chance of poor social and economic effects both in short and long-term. Hence, the value of risk-taking towards monitoring early childhood development enhances improvement in social outcomes. The levels of physical activities being done by children are crucial in assisting in developing insolences, skills, and deeds for health and enduring bodily activity. Formation of robust relations to occasions for carnal activity both at residential places and in societies is basic to emerging active life culture for children and also families (Mace Rabins, 2017). However, many sectors of initial years labor force contribute towards inspiring and subsidiary active and healthy routines among children. Active playing and physical movements have positive effects in developing skills and bonding among kids. For toddlers and preschoolers, learning and movement are interdependent thus, encourages parents to interact and play with their babies and in return build a sense of wellbeing which is crucial throughout childhood and adult life (Naftali, 2014). The aspect can be reinforced by through establishing routines from early childhood to encourage the childrens enjoyment of physical activit ies making parents be role models. In conclusion, providing a challenging and an authentic environment for toddlers and young children is a process which entails many steps. The process requires an authentic plan which provides instructors or teachers with necessary information for planning and enhancing childrens playing activities to include the content of particular experiences for social and literacy studies. Also, from authentic assessment, the instructor can examine an individual child with special focus on the strengths or weaknesses based on perspective and incorporation of individual interests and other unique qualities. Regarding the whole process, proper design and development of classroom environment can be implemented. Moreover, selection of activities to scaffold kids learning can be done intentionally to create a relationship between assessment and development of appropriate curriculum. References Australian Institute of Family Studies. (2014). The Longitudinal Study of Australian Children annual statistical report 2013. Melbourne, Vic: Author. Glavin, Kari, Roelants, Mathieu, Strand, Bjrn Heine, Ragnhild. (2015). Important periods of weight development in childhood: a population-based longitudinal study. Biomed Central. Hirschland,D. (2015). When young children need help: Understanding and addressing emotional, behavioral, and developmental challenges. Hutchison,E.D. (2013). Essentials of human behavior: Integrating person, environment, and the life course. Los Angeles: SAGE. In Sriprakash,A., In Hopkins,L. (2015). The 'Poor Child': The cultural politics of education, development and childhood. KAIL,R.O. (2012). Human development: A life-span view. Place of publication not identified: Cengage learning custom p. Kyei-Berko,S., Mtshali,L.A., Teferi,D.A., Adu-Parkoh,P., Dwamena-Aboagye,A., Ark Foundation, Ghana. (2015). Identifying child abuse in the school environment: A manual for teachers, caregivers, parents and students. Levy,E.T., McNeill,D. (2015). Narrative development in young children: Gesture, imagery, and cohesion. Mace,N.L., Rabins,P.V. (2017). The 36-hour day: A family guide to caring for people who have Alzheimer disease, other dementias, and memory loss. Mace,N.L., Rabins,P.V. (2017). The 36-hour day: A family guide to caring for people who have Alzheimer disease, other dementias, and memory loss. Naftali,O. (2014). Children, rights and modernity in China: Raising self-governing citizens. Nelson,C.A., Fox,N.A., Zeanah,C.H. (2014). Romania's abandoned children: Deprivation, brain development, and the struggle for recovery. Noble,C., Gray,M., Johnston,L. (2016). Critical supervision for the human services: A social model to promote learning and values-based practice. Patel,D., Alexander,C.M., Forum on Investing in Young Children Globally,, Financing Investments in Young Children Globally (Workshop). (2015). Financing investments in young children globally: Summary of a joint workshop by the Institute of Medicine, National Research Council, and the Centre for Early Childhood Education and Development, Ambedkar University, Delhi. Saran,I., Harvard T.H. Chan School of Public Health, Harvard University,, Cohen,J., Reich,M., McConnell,M. (2016). Health Behaviors in the Context of Malaria Treatment in Uganda. Summerfield,L. (2016). Nutrition, exercise, and behavior: An integrated approach to weight management.

Amazon versus Webvan

Amazon versus Webvan AbstractBoth Amazon and Webvan were well-funded Internet startups in the 1990's. Both focused on a business model that allowed consumers to order products online that would be delivered to the consumers home. In the article, we discuss why Amazon succeeded while Webvan failed.The Two Companies' BackgroundAmazon: Amazon.com, Inc. Amazon.com, Inc. is a Website where customers can find and discover anything they may want to buy online. Jeff Bezos founded Amazon .com in 1990and in July 1995, Amazon.com, Inc. the Fortune 500 Company commenced its operations becoming one of the world most customer-centric company, and selling Worlds Biggest Selection. They offer their customers the lowest possible prices and highest quality. They sell millions of unique, new, used and collectible items in categories such as apparel and accessories, electronics, computers, kitchen and house wares, books, music, DVDs, videos, cameras and photo items, office products, toys, baby items and baby registry, softw are, computer and video games, cell phones and service, tools and hardware, travel services, magazine subscriptions and outdoor living items.Webvan Delivery VanThe Company organized its operations into four principal segments. 1. North America Books, Music and DVD/Video (BMVD); 2. North America Electronics, Tools and Kitchen (ETK); 3. International, 4. ServicesWebvan: Webvan was started in 1996 by Louis Borders and was established to sell groceries over the World Wide Web. George Shaheen resigned as CEO of Anderson Consulting to take advantage of the opportunity to become CEO of Webvan. Webvan, which originated as an online grocery service, delivers food (including its BestYet label, a co-brand with food distributor Fleming Companies) and non-prescription drugs to their customers' doors. Webvan's vision was to provide grocery-shopping solutions that would save consumers both time and effort, without sacrificing the quality, selection, and low prices of traditional brick-and-mortar s tores.Why Amazon...

How to Use French Punctuation

How to Use French Punctuation Although French and English use nearly all of the same punctuation marks, some of their uses in the two languages are considerably different. Rather than an explanation of the rules of French and English punctuation, this lesson is a simple summary of how French punctuation differs from English. One-Part Punctuation Marks These are very similar in French and English, with a few exceptions. Period or Le Point . In French, the period is not used after abbreviations of measurement:  25 m (mà ¨tres), 12 min (minutes), etc.It can be used to separate the elements of a date:  10 septembre 1973 10.9.1973.When writing numbers, either a period or a space may be used to separate every three digits (where a comma would be used in English):  1,000,000 (English) 1.000.000 or 1 000 000.Its not used to indicate a decimal point (see virgule 1). Commas , In French, the comma is used as a decimal point:  2.5 (English) 2,5 (French).Its not used to separate three digits (see point 3).Whereas in English, the serial comma (the one before and in a list) is optional, it cannot be used in French:  Jai achetà © un livre, deux stylos et du papier.  Not Jai achetà © un livre, deux stylos, et du papier. Note: When  writing numerals, the period and comma are opposites in the two languages:   French English 2,5 (deux virgule cinq)2.500 (deux mille cinq cents) 2.5 (two point five)2,500 (two thousand five hundred) Two-Part Punctuation Marks In French, a space is required both before and after all two- (or more) part punctuation marks and symbols, including : ;  «  » ! ? % $ #. Colon or Les Deux-Points : The colon is much more common in French than in English. It may introduce direct speech; a citation; or the explanation, conclusion, summary, etc. of whatever precedes it. Jean a dit :  « Je veux le faire.  » Jean said, I want to do it.Ce film est trà ¨s intà ©ressant : cest un classique. This movie is interesting: its a classic.  «  » Les Guillemets and - Le Tiret and ... Les Points de Suspension Quotation marks (inverted commas) dont exist in French; the guillemets  «  » are used.   Note that these are actual symbols; they are not just two angle brackets typed together . If you dont know how to type guillemets, see this  page on typing accents. Guillemets are usually used only at the beginning and end of an entire conversation. Unlike in English, where any non-speech is found outside of the quotation marks, in French guillemets do not end when an incidental clause (he said, she smiled, etc.) is added. To indicate that a new person is speaking, atiret (m-dash or em-dash) is added. In English, an interruption or trailing off of speech can be indicated with either atiret or des points de suspension (ellipsis). In French, only the latter is used.  « Salut Jeanne ! dit Pierre. Comment vas-tu ? "Hi Jean!" Pierre says. "How are you?" - Ah, salut Pierre ! crie Jeanne. "Oh, hi Pierre!" shouts Jeanne. - As-tu passà © un bon weekend ? "Did you have a nice weekend?" - Oui, merci, rà ©pond-elle. Mais... "Yes, thanks," she responds. "But- " - Attends, je dois te dire quelque chose d'important  ». "Wait, I have to tell you something important." The tiret can also be used like parentheses, to indicate or emphasize a comment: Paul - mon meilleur ami - va arriver demain. Paul- my best friend- will arrive tomorrow. Le Point-Virgule ; and  Le Point dExclamation ! and  Le Point dInterrogation ? The semi-colon, exclamation point, and question mark are essentially the same in French and English. Je taime; maimes-tu? I love you; do you love me?Au secours! Help!

Human Resource Management in Practice Essay Example | Topics and Well Written Essays - 3500 words - 1

Human Resource Management in Practice - Essay Example eed to know how human resources (HR) are managed in different regions of the world and how their counterparts in different parts of the globe perceive or react to similar concepts and pressures. It is also important to have an understanding about the main determinants of HRM policies and practices in different regional and national settings. Academics have responded positively to meet the challenges raised by the globalization of business by investigating a number of issues and problems related to international business . They have attempted to examine management from a cross-national viewpoint. This comparison of HRM policies and practices at a national level helps to test the convergence–divergence thesis. The typical questions pursued by comparative researchers are: (1) how is HRM structured in individual countries. (2) What strategies are discussed? (3) What is put into practice? (4) What are the similarities and differences? (5) What is the influence of national factors such as culture, government policy, and education systems? Scholars have also developed and proposed different models of HRM both between and within nations ((Mullins P.97–99, 2002)). Interestingly, most models of HRM have an Anglo–Saxon base. As such, from a global perspective, principles of HRM have been developed from a restricted sample of human experience. During the infancy stage of HRM literature, such an ethnocentric approach was understandable and unavoidable. However, with the growth of a â€Å"global business village,† firms operating in different countries need appropriate information and guidance to develop their HRM policies and practices. Under such dynamic business conditions, the relevance of lessons learned from the Anglo–Saxon experience is questionable. It is therefore important to examine the extent to which Anglo–Saxon models of HRM are applicable in other parts of the world. It has now become clear that the study of HRM needs a cross-national comparative

Horizon Automation System Essay Example | Topics and Well Written Essays - 1500 words

Horizon Automation System - Essay Example The standards based system provides an interface for remote public access and inter library operations like ILL (Inter Library Loaning). The main features of the library automation system are described as: Online Catalogs - Anglo American Cataloguing Rules (AACR) are used for constructing catalogues in the library system. The cataloguing is done based on the two classes of materials: monographs and continuing resources. AACR2 (AACR 2nd edition) defines "monograph" as: The serial is a continuing resource issued in a succession of discrete parts, usually bearing numbering, that has no predetermined conclusion. E.g. journals, magazines, newspapers, and monographic series. The integrating resource is the work that is updated and integrated into the whole. E.g. updating web sites. Authority Record - provide information about individual names, subjects and uniform titles that are used in the bibliographic records, e.g. Author, Publisher, etc. Authority records provide cross-references in the catalogues. Record Creation - The bibliographic record is created in the library system when CIP (Catalogue-In-Publication) record is received from the bibliography publishing agency or is locally entered. The holdings and item records are created when the physical object is received. Record Edit - The record is edited when either an update to t... The bibliographic record must exist before holdings record is created. Item Record - identifies a physical piece - book, CD, etc and links it to a barcode number that is used for circulation. Authority Record - provide information about individual names, subjects and uniform titles that are used in the bibliographic records, e.g. Author, Publisher, etc. Authority records provide cross-references in the catalogues. Record Creation - The bibliographic record is created in the library system when CIP (Catalogue-In-Publication) record is received from the bibliography publishing agency or is locally entered. The holdings and item records are created when the physical object is received. Record Edit - The record is edited when either an update to the CIP record is received (any modifications in the published information), the item is made available to the library, or if there are any modifications to any of the field information in the item catalogue. Record Import - The import of a record is performed when the requested information is not available in the local library system. The search request is submitted through the Z39.50 client to the preferred partners (OCLC server) who can loan the desired item. The server returns the requested record. MARC Record Management The MARC formats are the standards for the representation and communication of bibliographic and related information in machine-readable form. The cataloguing information is maintained on the typed cards and in online bibliographic records as: Author Title Edition Place of Publication Publisher Date of Publication Subject Headings, Etc. The Library of Congress needed to develop software which allowed cataloguers to enter their

Artist Statement (Describe the photographies) Assignment

Artist Statement (Describe the photographies) - Assignment Example He has adopted a classic ruminating pose. In Math Problem (05_lee.jpg), we have the clear case of a student apparenetly solving a math problem in the library. He is taking help from an online source via a laptop, as well as referring to his notebook for writing the solution. He seems tired. Care has been taken to include as much of the setting as possible. In Group Session (06_lee.jpg), we have the case for a frontal photo representation of a group of students that appear to be working on a joint problem or in a group. They are looking at their laptops, which are a ubiquitous symbol of American life and indeed of education and the youth. An everpresent Pepsi lies on the table for refreshment. In Photograph 8 (08_lee.jpg), the emphasis shifts outside in the open air, as our subject is a female student sitting crosslegged in a public park, her schoolbag tossed by her side. The angle of the photography is rather unique and accentuates the lights in the park among the trees, as well as in the spectacles worn by the subjet. She seems hard at work and is apparently a nature lover or prefers the quiet of this venue compared to a noisy and closeted library. In Photograph 9 (09_lee.jpg), we see another image of the same subject. She has been interrupted and looks up with surprise. She seems a little taken aback, although there is a glimpse of a smile as her picture is being taken. It is obvious that she was not ready for this. In Photograph 10 (10_lee.jpg), we see a very happy student near the door of a dormitory or study area in a college or university. He has turned to face the camera. It is obvious that he has heard some very good news and we can only wonder what it is as there are no other visual cues. We can imagine that he has got A grades in one or more exams. In Photograph 11(11_lee.jpg), we have the camera looking down towards many subjects in the library area. It is just to show a new focus from a new angle. The subjects are doing different things,

Partial Molar Properties And Their Application

Partial Molar Properties And Their Application Thermodynamics deals with energy changes and its relationship with work. It is based on three laws of thermodynamics which are used as axioms just as Newtons laws motion from the basis of classical mechanics. The first two laws are based on facts observed in every day life. The predictions based on these laws have been verified in most cases and so far no case has been reported where the laws break down. The laws can be stated in mathematical form. Hence, thermodynamics is an exact science. The thermodynamic theory can be developed without gaps in the argument using only moderate knowledge of mathematics. [B.]ABOUT PARTIAL MOLAR PROPERTY: Thermodynamic relations derived earlier are applicable to closed systems. In a system where not only the work and heat but also several kinds of matter are being exchanged, a multicomponent open system has to be considered. Here, the amounts of the various substances are treated as variables like any other thermodynamic variables. For example, the gibbs free energy of a system is a function not only of temperature and pressure , but also of the amount of each substance in the system,such that G=f(T,p,n1,n2à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.nk) Where n1,n2,à ¢Ã¢â€š ¬Ã‚ ¦.,nk represent the amounts of each of the K components in the system . for simplicity, let a system contain only two components. The total differential of G is dG=(?G/?T)P,n1,n2 dT+(?G/?p)T,n1,n2 dp+(?G/?n1)T,p,n2 dn+(?G/?n2)T,p,n1 dn2 In this eq., the partial derivatives (?G/?n1)T,P,n2 and (?G/?n2)T,P,n1 are known as partial molar free energies of components one and two , respectively. In genral, the partial derivative of a thermodynamic function Y with respect to the amount of component i of a mixture when T,p and amounts of other constituents are kept constant , is known as the partial molar property of the ith component and is represented as Yi,pm. Thus Yi,pm=(?Y/?ni)T,p,njs i=!j [C.]DEFINITION OF PARTIAL MOLAR PROPERTY: The partial molar property may be defined in either of the following two ways: 1. it is the change in Y when 1 mole of component i is added to a system which is so large that this addition has a negligible effect on the composition of the system. 2. Let dY be the change in value of Y when an infinitesimal amount dni of component i is added to a sysem of definite composition. By an infinitesimal amount dni we mean that its addition does not cause any appreciable change in the composition of the system. If we divide dY by dni , we get the partial molar property (?Y/?ni). thus, the partial molar property of the component i may be defined as the change in Y per mole of component i when an infinitesimal amount of this component is added to a system of definite composition. [D.]TYPES OF MOLAR PROPERTIES: (a.) Partial molar volume: The partial molar volume is broadly understood as the contribution that a component of a mixture makes to the overall volume of the solution. However, there is rather more to it than this: When one mole of water is added to a large volume of water at 25 °C, the volume increases by 18cm3. The molar volume of pure water would thus be reported as 18cm3 mol-1. However, addition of one mole of water to a large volume of pure ethanol results in an increase in volume of only 14cm3. The reason that the increase is different is that the volume occupied by a given number of water molecules depends upon the identity of the surrounding molecules. The value 14cm3 is said to be the partial molar volume of water in ethanol. In general, the partial molar volume of a substance X in a mixture is the change in volume per mole of X added to the mixture. The partial molar volumes of the components of a mixture vary with the composition of the mixture, because the environment of the molecules in the mixture changes with the composition. It is the changing molecular environment (and the consequent alteration of the interactions between molecules) that results in the thermodynamic properties of a mixture changing as its composition is altered. The partial molar volume, VJ, of any substance J at a general composition, is defined as: Fig: the partial molar volumes of water and ethanol at 25degree C where the subscript n indicates that the amount of all the other substances is held constant. The partial molar is the slope of the plot of the total volume as the amount of J is changed with all other variables held constant: Note that it is quite possible for the partial molar volume to be negative, as it would be at II in the above diagram. For example, the partial molar volume of magnesium sulphate in water is -1.4cm3 mol-1. i.e. addition of 1 mol MgSO4 to a large volume of water results in a decrease in volume of 1.4 cm3. (The contraction occurs because the salt breaks up the open structure of water as the ions become hydrated.) Once the partial molar volumes of the two components of a mixture at the composition and temperature of interest are known, the total volume of the mixture can be calculated from: The expression may be extended in an analogous fashion to mixtures with any number of components. The most common method of measuring partial molar volumes is to measure the dependence of the volume of a solution upon its composition. The observed volume can then be fitted to a function of the composition (usually using a computer), and the slope of this function can be determined at any composition of interest by differentiation. (b.) Partial molar gibbs energies: The concept of a partial molar quantity can be extended to any extensive state function. For a substance in a mixture, the chemical potential is a defined as the partial molar gibbs energy: i.e. the chemical potential is the slope of a plot of the Gibbs energy of the mixture against the amount of component J, with all other variables held constant: In the above plot, the partial molar Gibbs energy is greater at I than at II. The total Gibbs energy of a binary mixture is given by: The above expression may be generalised quite trivially to a mixture with an arbitrary number of components: where the sum is across all the different substances present in the mixture, and the chemical potentials are those at the composition of the mixture. This indicates that the chemical potential of a substance in a mixture is the contribution that substance makes to the total Gibbs energy of the mixture. In general, the Gibbs energy depends upon the composition, pressure and temperature. Thus G may change when any of these variables alter, so for a system that has components A, B, etc, it is possible to rewrite the equation dG = Vdp SdT (which is a general result that was derived here) as follows: which is called the fundamental equation of chemical thermodynamics. At constant temperature and pressure, the equation simplifies to: Under these conditions, dG = dwn,max (as was demonstrated here), where the n indicates that the work is non-expansion work. Therefore, at constant temperature and pressure: The idea that the changing composition of a system can do work should be familiar this is what happens in an electrochemical cell, where the two halves of the chemical reaction are separated in space (at the two electrodes) and the changing composition results in the motion of electrons through a circuit, which can be used to do electrical work. On a final note, it is possible to use the relationships between G and H, and G and U, to generate the following relations: Note particularly the conditions (the variables that must be held constant) under which each relation applies. Fig: the partial molar volumes of water and ethanol at 25degree C where the subscript n indicates that the amount of all the other substances is held constant. The partial molar is the slope of the plot of the total volume as the amount of J is changed with all other variables held constant: Note that it is quite possible for the partial molar volume to be negative, as it would be at II in the above diagram. For example, the partial molar volume of magnesium sulphate in water is -1.4cm3 mol-1. i.e. addition of 1 mol MgSO4 to a large volume of water results in a decrease in volume of 1.4 cm3. (The contraction occurs because the salt breaks up the open structure of water as the ions become hydrated.) Once the partial molar volumes of the two components of a mixture at the composition and temperature of interest are known, the total volume of the mixture can be calculated from: The expression may be extended in an analogous fashion to mixtures with any number of components. The most common method of measuring partial molar volumes is to measure the dependence of the volume of a solution upon its composition. The observed volume can then be fitted to a function of the composition (usually using a computer), and the slope of this function can be determined at any composition of interest by differentiation. (C.)PARTIAL MOLAR THERMAL PROPERTIES: 1. Partial molar heat capacities: the heat capacity at constant pressure Cp of a solution containing n1 moles of solvent and n2 moles of solute is given by Cp=(?H/?T)P,N à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(1) The pressure and compostion being constant. Upon differentiation with respect to n1,maintaining n2 constant,it follows that CP1=(?CP/?n1)T,P,n2 =?H/?T?n1 .eq(2) Where Cp1 is the partial molar heat capacity,at constant pressure,of the constituent 1 of the given solution. The partial molar heat constant H1 of this constituent is defined by H1=(?H/?n1)T,P,n2 And hence differentiation with respect to temp. gives (?H1/?T)P,N=?H/?T?n1 =CP1 à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.eq(3) The result being identical with CP1 by eq.(3). The partial molar heat capacity of the solvent is any particular solution thus be defined by either eq(1) and eq(2). Similarly,i.e.,constituent 2, Cp2=(?CP/?n2)T,P,n1 =(?H2/?T)P,N à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..eq(4) We know, Li=H1-H10 Is differentiated with respect to temp.,at constant pressure and composition,it follows that (?L1/?T)P,N=(?H1/?T)P,N-(?H10/?T)P,N = Cp1-Cp10 à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(5) Where Cp1,identical with Cp1 or Cp1o, is the molar heat capacity of the pure solvent or the partial molar heat capacity of the solvent in a solution at infinite dilution. Thus, Cp10 may be regarded as an experimental quantity, and if the variation of the relative partial molar heat content of the solvent with temperature,i.e. (?L1/?T)P,N, is known , it is possible to determine Cp1 at the corresponding composition of the solution. The necessary data are rarely available from direct thermal measurements of L1, such as thus described in 44f,at several temperatures, but the information can often be obtained, although not very accurately from E.M.F measurements. By differentiating the expression for the relative partial molar heat content of the solute it is found, in an exactly similar manner to that used above , that (?L2/?T)P,N=(?H2/?T)P,N-(?H02/?T)P,N =CP2-CP20 à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(6) In this expression,Cp20 is the partial molar heat capacity of the solute in the infinitely dilute solution. Although the experimentel significance of the quantity is not immediately obvious.thus from a knowledge of the variation of L2, the partial molar heat content of the solute with temprature it should be possible to derive, with the aid of equation(6) , the partial molar heat capacity of the solute Cp2 at the given composition. [E.]Determination of partial molar properties: 1.Direct method: in view of the definition of the partial molar properties Gi as Gi=(?G/?ni)T,P,n1,à ¢Ã¢â€š ¬Ã‚ ¦.. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.eq(1) An obvious method ffor its determination is to plot the value of the extensive properties G,at constant temperature and pressure, for various mixtures of the two components against the number of moles,e.g.,n2,of the one of them,the value of n1 being kept constant. The slope of the curve at any particular composition,which maybe determined by drawing a tengent to the curve, gives the value of G2 at that comoposition. Since the molality of a solution represents the number of moles of solute associated with a constant mass,and hence a constant number of moles,the plot of the property G against the molality can be used for the evaluation of the partial molar property of the solute. Once G2 at any composition has been determined, the corresponding value of G1 is readily derived by means of the relationship, G=n1G1+n2G2 In view of the difficulty of determining the exact slope of the curve at all points, it is preferable to use an analytical procedure instead of the graphical one just described. The property G is then expressed as a function of the number of moles of one component,e.g.,the molality, associated with a constant amount of the other component. Upon differentiation with respect to n,i.g.,the molality, an expression for the partial molar property is obtained. 2.from apparent molar properties: a method that is often more convenient and accuarate than that described above,makes use of the apparent molar property. We know G-n1G1=n2à ¶2 If n1 is maintained constant,so that n1G1 is constant, differentiation with respect to n2 , constant temp. and pressure being understood,gives G2 =(?G/?n2)n1 = (?à ¶G/?n2)n1 + à ¶G à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(2) G2 = ((?à ¶G/? ln n2)n1+ à ¶G à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..eq(3) Since the molality m is equivalent to n2, with n1 constant, eq(2) and eq(3) may be written as G2= m (d à ¶G/dm)+ à ¶G à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(4) G2=( d à ¶G/d ln m)+ à ¶G à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..eq(5) Respectively. If the apparent molar property à ¶G is determined for various values of n2 , with n1 constant , or at various molalities, the partial molar property G2 can be calculated from the slope, at any given composition, of the plot of à ¶G against n2 or against ln n2. The method based on the use of eqs(3)(5) is usally more accurate than that involving the logarithmic plot,since it does not give undue importance to result obtained in dilute solutions. An analytical method can, of course, be used in place of the graphical procedure if à ¶G can be expressed as a function of n2 or of the molality. For use in a later connection, an alternative form of eq(4) is required and it will be derived here. The right hand side of this equation is equivalent to d(m à ¶G)/dm, that is, m (d à ¶G/dm)= G2 and upon integration, m varying between the limits of zero and m, and mdà ¶G between zero and mà ¶G, it is found that mà ¶G=?0m G2 dm à ¶G=1/m?0m G2 dm for dilute solutions,the molality is proportional to the molar concentration c, and hence it is permissible to put this result in the form à ¶G=1/c?0m G2 dm [F.] APPLICATION OF PARTIAL MOLAR PROPERTIES: These properties are very useful since each and every reaction in chemistry occurs at a constant temperature and pressure and under these conditions we can determine these with the help of partial molar properties. They are highly useful when specific properties of pure substances and properties of mixing are considered. By definition, properties of mixing are related to those of the pure substance by: Here * denotes the pure substance M the mixing property z corresponds to the specific property From the definition of partial molar properties, substitution yields: Hence if we know the partial molar properties we can derive the properties of mixing.For the internal energy U, enthalpy H, Helmholtz free energy A, and Gibbs free energy G, the following hold: whereP is the pressure V is the volume T is temperature S is the entropy [G.] BIBLIOGRAPHY: 1. THERMODYNAMICS AND CHEMICAL EQUILIBRIUM AUTHOR: K L KAPOOR 2. THERMODYNAMICS FOR CHEMISTS AUTHOR: SAMUEL GLASSTONE 3. http://www.everyscience.com/Chemistry/Physical/Mixtures/a.1265.php 4. http://www.everyscience.com/Chemistry/Physical/Mixtures/b.1266.php 5. http://www.chem.ntnu.no/nonequilibrium-thermodynamics/pub/192-Inzoli-etal.pdf 6. http://physics.about.com/od/thermodynamics/p/thermodynamics.htm 7. http://www.chem.boun.edu.tr/webpages/courses/chem356/EXP5-Determination%20of%20Partial%20Molar%20Quantities.pdf

Shakespeares Hamlet †Ophelia Discussed Essays -- GCSE English Litera

Hamlet – Ophelia Discussed Courtney Lehmann and Lisa S. Starks in "Making Mother Matter: Repression, Revision, and the Stakes of 'Reading Psychoanalysis Into’ Kenneth Branagh's Hamlet" make a statement regarding the effect of Ophelia’s words, even though she was considered mad at the time: Hamlet's own disgust toward the body and sexual behaviour, coupled with Ophelia's erotically-charged songs, did not suddenly become "about" sexuality after Freud. On the contrary, censorship of the play in performance during various historical time periods indicates that the tragedy has always been perceived of as highly erotic, and often dangerously so. Even in the context of twentieth-century interpretations of Hamlet, critics have been reluctant to engage in genuine confrontations with the problem of the play's sexuality and its underlying anxiety. For this reason, Jacqueline Rose has claimed that critics writing on Hamlet, beginning with T. S. Eliot, have conflated their puzzlement over the play with the Western notion of "woman" as the bearer of an impenetrable secret. (2) Shakespeare’s tragedy, Hamlet, presents almost a dozen male characters for every one female character. The only prominent female characters are two: Ophelia, Laertes’ sister and Polonius’ daughter; and Gertrude, the queen and wife of Claudius and mother of Hamlet. This essay will explore the character, role, and importance of Ophelia. The protagonist of the tragedy, Prince Hamlet, initially appears in the play dressed in solemn black, mourning the death of his father supposedly by snakebite while he was away at Wittenberg as a student. Hamlet laments the hasty remarriage of his mother to his father’s brother, an incestuous act; thus in his first soliloqu... ...akes of 'Reading Psychoanalysis Into' Kenneth Branagh's Hamlet." Early Modern Literary Studies 6.1 (May, 2000): 2.1-24   http://purl.oclc.org/emls/06-1/lehmhaml.htm Pennington, Michael. â€Å"Ophelia: Madness Her Only Safe Haven.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. From Hamlet: A User’s Guide. New York: Limelight Editions, 1996. Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Rpt. from Shakespeare’s Women. N.p.: n.p., 1981. Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.