Marketing Research - 23689 Words

Which of the following professional organizations serves the marketing research industry? A. Marketing Research Association The marketing research industry has a certification program for marketing researchers and this certification program is hosted by: D. Marketing Research Association (MRA) Which of the following best illustrates the Service-Dominant Logic for Marketing? A. Decision makers should know their firms core competencies. One of the implications discussed by your textbook authors is that the Service Dominant Logic for Marketing means: A. that more information will be needed Companies which have consistent product and service failures: D. seem to hear the voice of the consumer The†¦show more content†¦Answer: TRUE 26) Marketing is a part of, or a subcategory of, marketing research. Answer: FALSE 27) The Service-Dominant Logic for Marketing means marketing decision makers will need less information in the future. Answer: FALSE 28) Coca-Cola Blak is a huge suc cess because it gives consumers a two for one benefit: they can have coffee and their soda at the same time. Answer: FALSE 29) Other names for The Marketing Concept are consumer -oriented or market-driven. Answer: TRUE 30) A definition of marketing strategy is: a planned design to reach the largest portion of the market by leveraging the benefits of both low marketing costs and promotion using the mass media to reach the largest audience. Answer: FALSE 31) In order to implement the right strategy, managers must make many decisions, and they must have objective, accurate, and timely information in order to make these decisions correctly. Answer: TRUE 32) Once objective, accurate, and timely information is provided to managers to allow them to implement the correct strategy, there is no future need for information. Answer: FALSE 33) Marketing research is the process of designing, gathering, analyzing, and reporting information that may be used to solve a specific marketing pro blem. Answer: TRUE 34)Show MoreRelated Marketing Research Essay3363 Words   |  14 PagesMarketing Research 1. EXECUTIVE SUMMARY Sasel Research has developed a research proposal for Epic Developers to investigate the needs and wants when buying inner-city luxury apartments. The information that we collect will determine the advertising strategies that will be employed. Background information must be considered before research design and data collection methods are implemented. We have collected a variety of secondary information including Australian Bureau of Statistics andRead MoreInternational Marketing Research884 Words   |  3 PagesInternational Marketing Research Conducting An Industry Overview: In order to conduct international market research for a retailing firm entering a new country, it is important to identify the overall industry growth trends and upcoming market changes of that particular market and to consider the situation of the retailing industry at the international level. As the competition in the retail industry is growing, at the domestic as well as international level, there is a need for structural reformRead MoreMarketing Research Application : Marketing Essay1241 Words   |  5 PagesMarketing Research Application #1 Sunetra Choudhury Temple University Marketing Research Application #2 Tide As one of the leading companies in the niche market specializing in laundry detergent and fabric care, Tide has to continuously make efforts to differentiate itself from new, emerging competitors. In order to ensure brand image and loyalty are constant amidst the changes in the marketplace, the company could utilize descriptive research. One of the most common approaches to descriptiveRead MoreInternational Marketing Research10714 Words   |  43 PagesChapter 30 INTERNATIONAL MARKETING RESEARCH V. Kumar, University of Connecticut Introduction A company advertised eyeglasses in Thailand by featuring a variety of cute animals wearing glasses. The advertisement was a poor choice since animals are considered to be a form of low life and no self respecting Thai would wear anything worn by animals (Payne, website). Could the company have known about this before the product launch in Thailand? Why did the company fail in spite of coming up withRead MoreThe Coop Marketing Research2101 Words   |  9 Pages3/4/13 (Revised) The Coop: Market Research The article starts off with an overview of The Chicken Coop. Daryl Buckmeister is the CEO and first started the company in 1974. Since the beginning it has had an annual 10% increase in sales. He is a â€Å"hands on† kind of man and believes that the success of the company is due to his â€Å"stay in touch† with the customer basis technique. His top two managers believe that they need to invest in a â€Å"more systematic market research to address quality and customer satisfactionRead MoreMarketing Research2072 Words   |  9 PagesShin Yao 15723 2. According to the Marketing Research Association(2000), Marketing Research is defined as follows: Marketing Research is the function which links the consumer, customer, and public to the marketer through information, information used to identify and define marketing opportunities and problems; generate, refine, and evaluate marketing actions; monitor marketing performance; and improve understanding of marketing as a process. Marketing research specifies the information requiredRead MoreHotel and Marketing Research4269 Words   |  18 PagesSubaru: â€Å"Mr. Survey† Monitors Customer Satisfaction 1. Marketing research can play an important role in helping Subaru understand the devotion of consumers to its brand. It can help them understand the motivations, perceptions, and preferences of consumers in their market. It can also provide them with a profile of their loyal customers. 2. Management Decision Problem: What can Subaru do to improve customer loyalty? 3. The marketing research problem is to determine customer preferences for automobilesRead MoreEssay about Marketing Research931 Words   |  4 PagesImportance of Marketing Research Companies use marketing research to identify problems or opportunities that they might encounter. Organizations may also use marketing research to identify their strengths and weaknesses, and certain trends that are forming in their market. HR Block is a tax service company that prepares state and federal taxes for individual customers and small to mid-size companies (HR Block, 2010). This company has defined their marketing research and has different typesRead MoreMarketing Research Report On Netflix Essay1565 Words   |  7 Pages Marketing Research Report November 20, 2016 Muthanna Al-Hanooti MKT/421 Henry Weber Introduction Netflix produces DVD Rentals and Streaming of movies and television shows and other related products (Netflix.com, 2016). The quality and services of products helps Netflix to make its image and brand loyalty among its existing competitors. But, the competition in the market forces the organization to introduce new products for making improvement in the organizational sustainability (ArnoldRead MoreDifference Between Market Research And Marketing Research Essay1803 Words   |  8 PagesGlobal and marketing research is important to gain valuable information relating to the needs and wants of customers. With the help of effective research, businesses can enhance their performance to attract potential customers in the global and domestic market (Akaka, Vargo and Lusch, 2013). Granting these two terms are often used interchangeably, they have some distinctive qualities. The main difference between Market Research and Marketing Research is the scope of the concept. Market Research is a

The Overprotected Kid Essay - 817 Words

Discuss the techniques used to convince the reader to adopt a particular way of thinking about text one and text two? The feature article, â€Å"the Overprotected kid† written by Hannah Rosin published in the Atlantic uses the techniques of Descriptive language, anecdote and factual evidence to persuade the reader to adopt a particular way of thinking. The feature article poses the theory that children of the 21st century are missing out on childhood development and experiences due to the increasing overprotection of the present generation. The author uses her own experiences and comparison of generations to further construct the text. In the opening of the article, the author criticizes that children of the 21st century have lost many of the†¦show more content†¦Rosin juxtaposes the values and attitudes of 1970s society with those of the 21st Century to highlight the extreme involvement of parents in children’s lives. Rosin refers to her mother’s involvement when she was younger stating â€Å"she didn’t spend vast amounts of time with me†, and compares it to that of her children â€Å"she had probably not spent more than about 10 minutes unsupervised byShow MoreRelatedViolent Media Is Good For Kids By Gerard Jones972 Words   |  4 PagesMother Jones, an American independent news organization, published the essay, â€Å"Violent Media is Good for Kids† by Gerard Jones on June 28, 2000. In this article, Jones, a comic book writer, argues that violent media can have positive effects on children’s behavior. In fact, he asserts that â€Å"superhero stories helps kids negotiate the conflicts between the inner self and the public self† (60). Even though Jones’s thesis, refutation, and the conclusion are strong to support his argument, his evidenceRead MoreErikson s Theory Of Psychosocial Development1317 Words   |  6 Pagesthroughout our lives in eight distinctive stages that emerge in a fixed pattern and are similar for all people. Erikson argued that each stage presents a crisis or conflict which results in either a positive or neg ative outcome (Feldman p.16). In this essay I will identify incidents in my own life that demonstrate each stage of development according to Erikson that I have lived through. I will also interview my Aunt Tami, who will share her experiences for the remainder of the stages of Erikson’s developmentRead MoreThe Heroic Stand Of Crossing Into Womanhood1898 Words   |  8 PagesJasmine Ware July 26, 2016 Research Essay A Bold Act of Love: The Heroic Stand of Crossing into Womanhood In Henrik Ibsen’s play A Doll House he uses an individual female, Nora Helmer, as being the most predominant character who has been controlled most of her life by her father and husband. Nora’s husband, Torvald Helmer, is seen to be an overprotected husband that leads Nora to believe she is a precious little doll in obeying his commands. During the play Ibsen uses another character, Nils Krogstad

The Comparison of Economic Growth in Terms of GDP for the Economy of A

Question: Compare Australia with any other advanced economy and discuss their GDP last 2 to 5 years and factors affecting their GDP Answer: Introduction: The gross domestic product or GDP is generally known as the measurement of economic growth of a country in terms of quantity (Arnold, 2008). More precisely, it is better known as the value of the commodities that are produced within a country in a specific time period like one year. The GDP is a strong unit of measuring a countrys economic condition. Every small and big nation emphasizes the GDP value while examining its economic circumstances (Hubbard O'Brien, 2013). The assignment needs to compare the growth of Australia in terms of GDP growth with any other giant nation. Australia is one of the biggest and wealthiest nation across the world. It stands at 12th position in the economy (Green, 2015). However, United Kingdom possessed 5th rank in the world and can be marked as more developed. It is observed while undertaking the research that the Australia has developed itself in terms of HDI whereas United Kingdom acquires the 9th position in terms of purchasing power parity. Besides, there is a huge difference between both the countries according to their GDP count. Australias per capita GDP is $47,318 trillion whereas the per capita GDP in UK is $41,159 trillion in the year 2015 (Trading Economics, 2016). There some major differences exist between the two countrys GDP per capita and in many other economic units. This report will highlight those major gaps which differentiate one country to another. Now, in order to identify those gaps, the report has provided a brief overview of the concept of GDP. Besides it has delivered some attractive analysis that has brought different shades of comparison between the two economies. Finally, providing the conclusion the report fulfils the aim of this research which is to identify what are the difference between the GDP growth of two major economies like UK and Australia. The main components that have affected the economy and as well as GDP growth to a certain level have been elaborated here with proper justifications. GDP; the Concept: It is already explained that GDP can be measured by the total value of the s and service produced in an economy for a certain time period. GDP generally measured, GDP = Consumption + Investment + Government + Net Export (Welch Welch, 2009). Consumption consists of all non-durable and durable products. The investment actually contains all investment spending no matter they are residential or non-residential along with all business inventories. The government expenditure or GI includes all types of government investments such that roads, defences or schools etc. Finally, one of the important factors is net exports which are calculated by subtracting all imports from the total exports. It can be measured both in terms of current and constant dollars (Arnold, 2008). Former one includes all present economic activities in terms of dollar value while the later one calculates after removing all the inflationary effects in an economy. This is an important unit of measuring an economys growth (Krugman Wells, 2013). Most of the developed economy identify whether their economic condition is running well or not based on the measurement of gross domestic products. Comparison of GDP growth between UK and Australia: It is already stated that there is hell and heaven differences exist between these two giant economies. There are many degrees of measuring GDP for an economy and those measurements easily clarify some major differences if there exist any (Jha, 2008). Following the comparison, this is to be kept in mind that, being two major developed countries in the world, both of them hold some major economic similarities two. The only gap might arise in term of their sharpness of affecting those economies (Wetzstein, 2013). For instance, the recent inflation of 2014 has affected both countries but the difference arises when the effect on Australia was very light compared to UK (Jordi, 2015). However, data provided in Trading economies, world banks and much more elaborates regarding many reality related to these two giant nations. The data has been accumulated in some secondary sources and the analysis based on the data will unfold some key dissimilarities. Table 1: Market price of GDP in Australia It shows that GDP market price in Australia in 2011 was lower compared to other years and it has increased in due courses. However, there is a nominal fluctuation existed during 2013 to 2014. The following graphical elaboration will clarify the measurement properly. It shows that the orange line was upward sloping till 2012 and again starts fluctuating after 2013 (The World Bank, 2016). Graph 1: Market Price of GDP in Australia Again the same measurement can be done for the UK in order to understand in a better manner that where exactly UK is standing presently. The data has been taken from the same sources and analysis has been done following the same procedure. Table 2: Market price in terms of GDP in UK Now, the data according to the above table shows that the GDP market price in UK has been increasing. Its value of market price in terms of GDP was lower in 2011 and has increased in 2012. Compared to 2012, it has increased in next year and it was highest in 2014. Again the line diagram below shows trend properly (The World Bank, 2016). Graph 2: Market price in terms of GDP in UK Now, the above two analysis has fetched diverse shades of dissimilarities. First of all from the perspective of the value of GDP market price, UKs GDP market price is much higher compared to the Australias GDP market price (Higgins, 2014). Even during the inflation it is seen that the UK has achieved a good GDP market price. In this context, this is to be kept in mind that the market size in UK is much higher than that of Australia. If the comparison can be brought forward from this viewpoint than it can be said that both countries have achieved their expected level. The comparison can be done more specifically to understand what the basic and key differences are. So, in order to analyse more specifically, now the measurement will be done based on the GDP growth rate within the two economies. Table 3: GDP growth in Australia The above chart shows that there was a good hike in GDP growth in Australia during 2011 to 2012 but again in 2013 it has degraded to its level. The following line diagram will clearly explain the trend or the fluctuation in GDP growth. Graph 3: GDP growth in Australia. Now lets take a look the same analysis on the GDP growth of UK based on the data provided in the same source. It shows that the GDP growth of UK has increased during 2013 to 2014 and the change during this session was remarkable. However, this degree of comparison is very effective in nature and it clears the difference in a proper manner. The line diagram will show the trend clearly again. Table 4: GDP growth in UK Graph 4: GDP growth of UK economy Now comparing the last two diagram it is clear that the annual GDP in UK has grown in more increasing rate than that of Australias GDP growth. It is also important to notice that during 2012, the Australian growth has exceeded the growth rate of UK. The main reason behind such a poor growth rate in the economy is economic crisis due to excessive debt in Europe. The most remarkable example that the UK government is responsible for was its tactic recover from that situation. UK has recovered from the situation too quickly and then in 2014, it has exceeded the growth rate achieved by the Australian economy in the same year (Trading Economics, 2016). GDP analysis: Comparison between UK and Australia It is shown from the GDP analysis of Australia that initially the growth rate of the country was not only dissatisfactory but also the capital expenditure in the same year was very insubstantial. According to the viewpoint of the BOP, the countrys achievement from the net export was zero during that period. It was unable to contribute any fruitful outcome to Australians economy. In the same context for UK, it can be said that the growth in terms of GDP in UK was indulgent during the first quarter of 2015 (PWC, 2016). After the sudden downfall during 2012, the government has tactfully managed all the consequences occurred by the debt crisis. Moreover, it has driven its growth in such a way that the country becomes successful to leave any other nation behind it. Now, it can be argued that both of the countries are developed and both of them are a major distributor to the worlds economy. Being two important and major nations, this two country should not have such kind of crisis. One thi ng should be stated here that any economic disturbance, no matter what is it or how impactful is it, it always is enough to affect any small or big economy. The most significant aspect that has been observed during the research is although the UK had been affected for a particular time period but the time that the nation spent to recover was remarkably short. It differs from one nation to another (Gov.UK, 2016). The same thing has happened to China, India and in many developed nations to but it is being a long time they are still trying to solve things. Even in Australia, government, and its people after putting too much of efforts suffering from several economic consequences that prohibit the economy to grow in a better way. The GDP per capita in the UK is being increased day by day whereas, in the case of Australia, some major fluctuation can be noticed. Graph 5: GDP per Capita in UK Graph 6: GDP Per Capita in Australia The above to graph shows that GDP per capita has been increased or recovered in a good manner and presently in an appreciable condition. The difference that both charts has produced is the increasing rate and level of GDP per capita in both the country. One more thing should be stated here that the exchange rate has generated several differences and that were quite impactful in nature. All these vast differences have been created due to this huge differences between the value of Australian dollar and European Pound. See, both the countries here has increased after 2010 and increment were highest during 2010-2012 (Walker, 2016). The rate of increment after the period was lower in Australia but in UK the increasing rate of GDP per head was higher. GDP affecting Factors: The factors that have affected both the economy are not all same and the way they have affected also quite different. It is observed that the term of trade or TOT in Australia has been increasing for the past 10 years. The commodity price of heavy goods in Australia is very high and generally are produced in bulk (Jordi, 2015). Similarly, the China is a huge market where these goods are generally exported in bulk due to the high demand. A massive increment in investment has occurred. This has obviously enhanced the GDP growth in the Australia to the next level. This is the most effective factor behind this recent boom of economic growth within the country. Reversely, in UK the most enhancing for their economic growth was their lower range of interest rate. A lower interest rate encourages people to borrow more and hence investor can now invest more in their business. Investing those borrowing automatically has increased the producing capacity of the country along with the economic gr owth. However, over the years, it is seen that this factor has enhanced the GDP growth of the country. Borrowing and spending by individuals depend on the present economic situation within the country. If people notice that the economy is presently growing at an increasing rate then for the present scenario they create some assumption about the future. Assuming a secured and improved future people earn and spend more freely. The present situation of UK and Australia both are well and hence, it can be assumed that their economic condition will be more enhanced in near future. Assuming this factor the consumption spending and earning of both the country have increased. Hence, GDP growth has increased simultaneously (Nation Master, 2016). Crude steel and steel making export are another major reason behind the enhanced economy of Australia in present days. Exporting huge amount of steel for excessive crude steel production in the international market has automatically increased the earning of the country. Countries like USA, UK and much more are importing this two important goods (Alam, 2012). Intake of excessive foreign currency by Australia has improved the growth status of the Australia (Green, 2015). One of the most important factors which have occurred as drawback during the session is Australias lower wage rate. This lower rate of wage cannot stronger the consumption capacity of the country. A survey based on Westpac and Melbourne states that the average wage rate in these two places are average and are not sufficient for enough consumption spending. It is already seen that the present economic scenario of UK is so upgraded that create no issue in the consumption factor of the people (Walker, 2016). Yes, it is co rrect that the people could not effort the luxurious item because it is noticed that the real wage rate in UK is not at all appreciable. This obviously, prohibits people from consuming excess or luxury goods. During the quantitative research, it has revealed that the exchange rate has the strong effective capability to enhance or degrade a countrys growth. The real exchange rate of UK is very effective because the currency value of the company is higher even from the America and many advanced economies. On the same side, the Australian dollar value is much lesser than that of UK (Nation Master, 2016). This stronger exchange rate of UK clarifies the present economic condition and it is to be noted that the value of British pound tends to increase day by day. The present exchange rate between one British pound and US$ is, 1 US$ = 0.68 British Pound and in case of Australia, 1 US$ = 1.38 AUD. The currency exchange value differentiates some important economic gaps within the two countries like the consumption spending, GDP growth, investment capacities etc. An important global factor that influences both the economics in a different way that is global oil price fluctuation. The crude oil price has started falling in past five years and this has not only affected the oil exporting country but some parts of both UK and Australia have been affected in due courses (Leijonhufvud, 2000). Both the countries are two major producers of automobile industry where oil is considered as the main complementary goods. The oil price has been fallen to such a level that occurred as a boom to the Automobile industry in both the countries. It has enhanced the economy. Besides there were some flaws to which lags these countries backwards (IMF, 2015). The last factor that affects the economy for several numbers of time that are a recession. The excessive rate of inflation is the biggest reason behind creating recession and due to recession massive job cuts generally occur. In 2008 the major economic crisis snatched almost every good factor from UK. The Lehman Brothers breakdown was an important breakout point for the country. The nation has suffered through the serious bankruptcy during 2008 to 2012 but again from 2014 it started recovering and achieved its previous status within 2015 (IMF, 2009). The recession has affected the country but the sharpness of it was not so effectual for Australia (Maiden, 2016). During this recession, Australia has not suffered to that extent and hence its economic position was comparatively good. Since the development, any recession or economic fluctuation could not harm Australian economy effectively. Moreover, excessive growth in population rate always goes against a countrys economy. In the time of calculating the per capita GDP, it always provides a dissatisfactory result. So it is seen from the above discussion that the UK economy had been affected GFC more than that of Australia. It addresses the government to take some efficient steps in order to make UK more proactive. Conclusion: In order to complete a comparative analysis of GDP for Australia, an advanced economy has been chosen here that is the United Kingdom. The comparison has highlighted different aspects of GDP. The analysis includes GDP per capita statistical measurement along with annual GDP growth. All the evidence claim that the currency value of United Kingdom is a key benefit for the country which has left every other economy behind it. Whereas it shows that Australia has some strong proactive formulas that always save the country from economic crisis. It proposes that the level GDP can be modified automatically whenever any components of GDP growth such that consumption or spending etc. will change. All this data have been analysed and taken from the World Bank website and trading economics as well. However, it can be analysed that the UK economy has been facing more negative impacts in case of all economic disturbances more than the economy of Australia. This is to be concluded that in due cours es, when the Australia was investing its time in developing its economy, their one of the main motive was to develop in a stronger way. Their key pillar is so strong that the country hardly gets affected in any serious situation. Moreover, the structure of the UK has some economic benefits also. However, this is to be kept in mind that every factor has some basic negative and positive advantages. Avoiding negative consequences need much stronger economic facilities to be existed. Developing a nation should not be the only motive to reach. Every country should have some proper measurement for any economic default along with a strong economic structure. References Alam, A., 2012. Crisis Transmission: Global Financial Crisis.. Journal of Risk Analysis and Crisis Response, 2(3), p. 157. Arnold, R., 2008. Macroeconomics. London: Cengage Learning. Girardi, A., Gayer, C. Reuter, A., 2015. The Role of Survey Data in Nowcasting Euro Area GDP Growth. Journal of Forecasting. Higgins, K., 2014. Economic Growth and Sustainability: Systems Thinking for a Complex World. Academic Press: Cambridge. Hubbard, R. O'Brien, A., 2013. Macroeconomics. Boston: Pearson. Boston: Pearson. IMF, 2009. Macroeconomic Fundamentals, Price Discovery and Volatility Dynamics in Emerging Markets. US: International Monetary Fund. IMF, 2015. Global Implications of Lower Oil Prices. U.S., IMF. Jha, R., 2008. Contemporary Macroeconomic Theory and Policy. Kolkata: New Age International. Jordi, G., 2015. Monetary Policy, Inflation, and the Business Cycle: An Introduction to the New Keynesian Framework and Its Applications. Princeton: Princeton University Press. Krugman, P. Wells, R., 2013. Macroeconomics.. New York, NY: Worth Publishers. Leijonhufvud, A., 2000. Macroeconomic Instability and Coordination: Selected Essays of Axel Leijonhufvud. Cheltenham: Edward Elgar Publishing.

Cover letter revision free essay sample

Washington, DC 20520 Dear Sir or Madam: It has been a long time career objective of mine (no comma) to work for your agency as a Special Agent in the Bureau of Diplomatic Security Service. Over the several years that I have worked for the government, I have had the ability to work with numerous (so youre not repeating several again) of your Special Agents who have always presented themselves and your agency in a very professional manner (not manor).Although I know there are many federal law enforcement agencies within the united States, the members of your agency have left a positive, long lasting impression on me. This impression (instead of repeating the end of the prior sentence again) has pushed me to earn my bachelors degree in Homeland Security at Empire State University. This degree allows me to meet the qualifications for your current available position (l would be specific here and list the positions title as they most keel have multiple available positions). We will write a custom essay sample on Cover letter revision or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I learned that you were currently accepting resumes I wanted to make sure that you received mine. (insert period to end run on sentence) I know that you have a high standard that I have seen and worked with several times during my career. (re- word, maybe: I have seen firsthand the high expectations your department has for its employees) I am well-qualified, with over ten years of law enforcement experience, Including conducting complex Investigations resulting In the protection or (of? Errors and property and I also maintain a top secret security clearance. I am seeking an opportunity to further build my career and take on new challenges. The attached rsum will illustrate my capabilities in delivering unrivaled value to your agency. I will gladly welcome a personal interview to discuss a position within your agency. I can be reached In confidence at the above telephone number or email address and look forward to hearing from you.

10 Tips for Learning a Foreign Language as an Adult

10 Tips for Learning a Foreign Language as an Adult While the U.S. is home to over 350 different languages, according to a report by the American Academy of Arts and Sciences (AAAS), most Americans are monolingual. And this limitation can negatively impact individuals, U.S. companies, and even the country as a whole.   For example, the AAAS notes that learning a second language improves cognitive ability, assists in learning other subjects, and delays some of the effects of aging. Other findings include that up to 30% of U.S. companies have stated that they’ve missed business opportunities in foreign countries because they didn’t have in-house staff who spoke the dominant languages of those countries, and 40% stated they could not reach their international potential because of language barriers.  However, one of the most striking and alarming examples of the importance of learning a foreign language happened at the onset of the 2004 avian flu epidemic. According to the AAAS, scientists in the U.S. and other English-speaking countries did not originally understand the magnitude of avian flu because they could not read the original research – which was written by Chinese researchers. In fact, the report notes that just 200,000 U.S. students are studying Chinese compared to 300 to 400 million Chinese students who are studying English. And 66% of Europeans know at least one other language compared to just 20% of Americans. Many European countries have national requirements that students must learn at least one foreign language by the age of 9, according to data from the Pew Research Center. In the U.S., school districts are typically allowed to set their own policies. As a result, the vast majority (89%) of American adults who know a foreign language say they learned it in their childhood home. Learning Styles for Children Children and adults learn foreign languages differently. Rosemary G. Feal, executive director of the Modern Language Association, says, â€Å"Children generally learn languages through games, songs, and repetition, and in an immersive environment, they often produce speech spontaneously.† And there’s a reason for that spontaneity. According to Katja Wilde, head of Didactics at Babbel, â€Å"Unlike adults, children are less aware of making mistakes and the associated embarrassment, and therefore, dont correct themselves.† Learning Styles for Adults However, Feal explains that with adults, studying the formal structures of the language is usually helpful. â€Å"Adults learn to conjugate verbs, and they benefit from grammatical explanations along with strategies such as repetition and memorizing key phrases.† Adults also learn in a more conscious way, according to Wilde: â€Å"They have strong metalinguistic awareness, which children don’t have.† This means that adults reflect on the language they learn. For example ‘Is this the best word to express what I want to say’ or ‘Did I use the correct grammar structure?’† Wilde explains. And adults usually have different motivators. Wilde says that adults typically have specific reasons for learning a foreign language. â€Å"Better quality of life, self-improvement, career advancements, and other intangible benefits are usually the motivating factors.   Some people believe that its too late for adults to learn a new language, but Wilde disagrees. â€Å"Although children tend to be better at subconscious learning, or acquisition, adults tend to be better at learning, because they are able to process more complex thought processes.† Try 10 tips for learning languages: 1) Know why youre doing it. 2) Find a partner. 3) Talk to yourself. 4) Keep it relevant. 5) Have fun with it. 6) Act like a child. 7) Leave your comfort zone. 8) Listen. 9) Watch people talk. 10) Dive in. Feal also recommends other ways for adults to learn a foreign language, such as watching TV shows and film in the target language. â€Å"In addition, reading written materials of all kinds, engaging in interactive conversations on the web, and for those who can travel, an in-country experience, can help adults make meaningful progress.† In addition to these tips, Wilde says that Babbel offers on-line courses that can be completed in bite-sized chunks, anytime and anywhere. Other sources for learning a new language include Learn A Language, Fluent in 3 Months, and DuoLingo. College students can also take advantage of study abroad programs where they can learn new languages and new cultures. There are several benefits to learning a new language. This type of skill can increase cognitive skills and lead to career opportunities - especially since multilingual employees can earn higher salaries. Learning new languages and cultures can also result in a more informed and diverse society.

To What Extent Does Market Liberalisation Influence Competition In Gas And Electricity Sector The WritePass Journal

To What Extent Does Market Liberalisation Influence Competition In Gas And Electricity Sector ABSTRACT To What Extent Does Market Liberalisation Influence Competition In Gas And Electricity Sector . The Official History of Privatisation, Vol. 2.   London, UK: Routledge Smith, M. P.   2012. States of Liberalization: Redefining the Public Sector in Integrated Europe. New York, NY: SUNY Press Surrey, J. 2013. The British Electricity Experiment: Privatization: the Record, the Issues, the Lessons.   London, UK: Routledge Articles Joskow, P. Tirole, J. 2000. Transmission rights and market power in electric power networks. Rand Journal of Economics, 31(3), 450-487 Newbery, D. 2005. Electricity Liberalisation in Britain. The Energy Journal, special issue on European Electricity Liberalisation. Wolak, F. Patrick, R. 2001. The Impact of Market Rules and Market Structure on the Price Determination Process in the England and Wales Electricity Market. NBER Working Paper 8248

Aldi Tea Advertisement Analysis Coursework Example | Topics and Well Written Essays - 750 words

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Harm-reduction interventions in British substance-misuse services Essay

Harm-reduction interventions in British substance-misuse services - Essay Example In order to overcome harms and complications, it is always important that a comprehensive harm reduction program is planned and executed in such a manner that it minimizes the harm. A comprehensive harm reduction program or activities therefore always aim to take a broader view of the drug use and how it can create harm and what actions can be taken to reduce such harm. Harm reduction therefore does not need to fall into the ambit of harm to the health only however, the social and economic affects of such harm shall also be accounted for.( Dahlgren and Whitehead,1991). It is because of this reason that any initiative aimed at harm reduction must be comprehensive enough to cater to different and diversified determinants of the harm reduction. This literature review will therefore focus on the harm reduction interventions in Britain substance misuse services by reviewing the policies and programs and actions that have been undertaken to reduce the harm associated with the drug use. UK Harm Reduction Alliance (UKHRA) defines harm reduction in really broader terms and includes really a diversified set of terms to explain and define the term. This definition is however, borrowed from the work of Newcombe who defines harm reduction as â€Å"Harm reduction is a term that defines policies, programmes, services and actions that work to reduce the health; social; and economic harms to individuals; communities; and society that are associated with the use of drugs† (Newcombe 1992) The above definition of harm reduction therefore indicate that harm reduction encompasses policies and programmes that are basically aimed at reducing the impact of drug use not only on the individuals but also on the communities as well as a society as a whole. Further, the overall range of harms includes health, social as well as economic harms that can potentially damage not only an individual’s life but also affect the society as a whole. It is critical to note that the use of

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Iodometric Redox Titration of Vitamin C Tablets

Iodometric Redox Titration of Vitamin C Tablets Introduction Vitamin C is a vital component of a healthy diet which is why, like many others, my father takes vitamin C supplements. However, I noticed that the vitamin C tablets he takes expired in January 2009. These tablets were bought in the USA and developed a light amber tint. Therefore, I wondered whether this would mean that over time, the concentration of vitamin C has decreased. Hence, I researched a scientific method to determine the concentration of vitamin C in order to see whether my father should continue using the expired tablets or rather buy new ones. Chemically known as ascorbic acid, vitamin C is an organic compound containing of six carbon atoms, of which two can be readily oxidized under aqueous acidic conditions or by air over a longer time period.The method used to measure the concentration of vitamin C is called a reduction oxidation, known as redox, titration. Ascorbic acid reacts with iodine (I2) to create dehydroascorbic acid (C6H8O6) under acidic aqueous conditions:C6H8O6 (aq) + I2 (aq) à ¯Ã†â€™Ã‚   C6H6O6 (aq) + 2 I(aq) + 2 H+(aq) However, as iodine I2 is not very soluble in water, a complex created by aqueous iodine I2 (aq) and aqueous iodide anion I(aq) through the following reaction must be used.I2 (aq) + I(aq)   à ¯Ã†â€™Ã‚   I3(aq) I3 is known as triiodide, which is much more soluble in water than iodine. The method used to create the triiodide is the reaction of aqueous iodate IO3(aq) with aqueous iodide I(aq) under acidic aqueous conditions as shown below.Reaction 1:IO3(aq) + 8 I(aq) + 6 H+(aq) à ¯Ã†â€™Ã‚   3 I3(aq) + 3 H2O (l)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The reaction of water soluble starch, being a white solution, with triiodide gives a dark blue complex. This change of colour shows the end of the redox titration.The redox titration is using the reaction of aqueous triiodide I3 (aq) with aqueous ascorbic acid C6H8O6 (aq) to form aqueous dehydroascorbic acid C6H6O6 (aq) and aqueous iodide I(aq ) under acidic aqueous conditions.Reaction 2: C6H8O6 (aq) + I3 (aq) à ¯Ã†â€™Ã‚   C6H6O6 (aq) + 3 I(aq) + 2 H+(aq)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The method used is an indirect titration, which means it measures the amount of triiodide remaining in the solution after having reacted with the ascorbic acid. Therefore an excess of aqueous triiodide I3 (aq) is needed.The excess aqueous triiodide I3 (aq) is reduced by aqueous thiosulfate S2O32- (aq) to create aqueous iodide I(aq) and aqueous tetrathionate S4O62- (aq) as shown below.Reaction 3:I3 (aq) + 2 S2O32- (aq) à ¯Ã†â€™Ã‚   3 I (aq) + S4O62- (aq)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As soon as all the triiodide is reduced to iodide, the colour changes from dark blue (the triiodide starch complex is dark blue) to white. The oxidation of ascorbic acid is a 1:1 reaction, meaning 1 mol of ascor bic acid requires 1 mol of triiodide to form 1 mol of dehydroascorbic acid, whereas the oxidation of thiosulfate is a 1:2 reaction, meaning 2 mol of thiosulfate can be oxidized to 1 mol tetrathionate by 1 mol of triiodide, all under acidic conditions in water. Knowing this one can calculate the amount of vitamin C in various tablets as long as all of them are readily soluble in water, meaning, for example, not coated.(CH 212 Quantitative Analysis. 1-2)Research Question What is the effect of the age of vitamin C tablets, expressed by the number of months elapsed after the expiry date, on the concentration in percentage weight of vitamin C in said tablets? Variables Variable Unit Range Method of measurement Independent:Number of months after expiry date of vitamin C Date withmonth, year 01/2009 = 92 months 09/2014 = 24 months 07/2015 = 14 months 04/2018 =  Ã‚   0 months The expiration date of the vitamin C tablet / sachet is written on the outer packaging Dependent: Concentration of vitamin C % weight 0 100% Content of vitamin C in mg per tablet is written on the outer packaging and measured through titration Controlled Variables Unit Possible effect(s) on results Method for control Number of tablets / sachets n/a Wrong weight of vitamin C Counting tablets / sachets Concentration of Sodium thiosulfate (Na2S2O3 (aq))Potassium iodate (KIO3 (aq)) mol/lmol/l Wrong concentration of vitamin C Titration with (KIO3 (aq)) Analytical scale Concentration of Starch Sodium carbonate Sulphuric acid g/l g/l mol/l No significant impact on dependent variable Analytical scale Analytical scale 50 ml measuring cylinder Concentration of Potassium iodide (KI (aq)) mol/l Wrong concentration of triiodide solution Analytical scale Materials 1 g of soluble starch 8 M (mol/l) sulfuric acid (H2SO4) pure Potassium iodide (KI), 95%, pure, DAB Potassium iodate (KIO3), p. A. EMSURE ® ACS, ISO, Ph Eurpure, DAB Vitamin C (ascorbic acid (C6H8O6))tablets or sachets (it is recommended to use colourless dissolvable products, otherwise the colour change will be difficult to see) Sodium thiosulfate pentahydrate (Na2S2O3 à ¯Ã¢â‚¬Å¡Ã‚ · 5H2O), 99,5%, pure, DAB Sodium carbonate (Na2CO3) 99,5%, pure, DAB Distilled water (H2O) Apparatus One 3 ml  ± 0,01 ml measuring pipette Two 250 ml  ± 5% beakers and two 500 ml  ± 5% beakers One 50 ml  ± 0,08 ml and one 100 ml  ± 0,1 ml measuring cylinder Two 500 ml  ± 0,2 ml volumetric flasks with a cork Three 250 ml Erlenmeyer flasks to be used for the titrations One 50 ml  ± 0,1 ml burette with stand and clamp for burette Two funnels, each with a diameter of 9,5 cm It is necessary to clean and rinse all glassware with distilled water beforehand to avoid impurities and contamination of solution used. One electric scale set in grams and preferably to four decimal places g  ± 0,1 mg to allow for maximum accuracy (available scale had two decimal places g  ± 10 mg) One magnetic stirrer, one stirring rod and a mortar with a pestle Small spoons, scalpels and cups, in total 5 of each Rubber gloves and safety glasses as the reactants used can irritate skin and eyes Method Preparation of starch indicator Fill a 250 ml beaker with 100 ml of distilled water, measured with a 50 ml cylinder. Weigh 1 g of soluble starch using the scale and a spoon. Add the starch to the beaker. Using the stirring rod, stir until dissolved. Every day a new solution should be made. Preparation of sodium thiosulfate Use a 100 ml measuring cylinder to fill 450 ml of distilled water into a 500 ml beaker. Weigh 0,05 g of Na2CO3 using the scale, a spoon, and a cup and add to beaker. Weigh 8,7 g of Na2S2O3 à ¯Ã¢â‚¬Å¡Ã‚ · 5H2O using the scale, a spoon, and a separate, equally clean small cup. Add to the same beaker. Dissolve the chemicals compounds through swirling the beaker. Once dissolved, pour the solution into a clean 500 ml volumetric flask and add distilled water up to exactly 500 ml. Seal it tightly with the cork. Label the solution as sodium thiosulfate. Keep the flask closed when not in use. Preparation of standard iodate solution Use a 100 ml measuring cylinder to fill 450 ml of distilled water into a 500 ml beaker. Weigh 1,01 g of KIO3 in a small, clean cup using the scale and a clean spoon. Pour the KIO3 into the 450 ml of distilled water. Swirl the beaker until the potassium iodate has completely dissolved. Once dissolved, pour the solution into a clean 500 ml volumetric flask and add distilled water up to exactly 500 ml. Seal it tightly with the cork. Label the solution as potassium iodate. Keep the flask closed when not in use. Standardising the sodium thiosulfate solution Set up the stand and clamp for the 50 ml burette. Fill the closed 50 ml burette with the previously prepared sodium thiosulfate solution using a clean funnel. It is vital that the burette contains precisely 50 ml. Using a 50 ml measuring cylinder pour exactly 50 ml of the KIO3 solution into a clean 250 ml Erlenmeyer flask. Weigh 2 g of KI in a small cup using the scale and a spoon. Place the KI into the flask. Add 5 ml of 8 M H2SO4 into the flask using a 50 ml measuring cylinder. Place the 250 ml Erlenmeyer flask onto a magnetic stirrer and begin stirring it. This is to ensure that all the reactants in the solution have reacted to form the triiodide molecule. The solution should have a dark red colour due to the presence of triiodide. Titrate the solution with sodium thiosulfate until the solution has lost most of its red, i.e. a light shade of yellow appears. Using the 3 ml measuring pipette, add 2 ml of the starch indicator to the solution. The starch is only added shortly before the end point of the titration as prior to this, the triiodide starch complex locks onto the triiodide and thus the triiodide might not react with the sodium thiosulfate. Continue titrating the solution until the solution has become colourless. Record the amount of ml of sodium thiosulfate solution used. Repeat the titration three times in order to obtain reliable values, as this titration tells us the exact concentration of sodium thiosulfate, which allows us to determine the amount of triiodide. Titration of ascorbic acid Use a 50 ml measuring cylinder to fill 15 ml of 8 M H2SO4 into a clean 250 ml Erlenmeyer flask used for titration. Using a 100 ml measuring cylinder add 75 ml of distilled water. Grind vitamin C tablets separately and thoroughly with a mortar and pestle. Put them into the flask and stir until fully dissolved. If needed, for example if part of the tablet is not soluble anymore, filter the solution by using a funnel and filter paper. Carefully pour the solution into a clean 250 ml Erlenmeyer flask used for titration. Using a 50 ml measuring cylinder pour 50 ml of KIO3 solution into the 250 ml Erlenmeyer flask used for the titration. Weigh 2 g of KI in a small cup using the scale and a spoon. Place the KI into the 250 ml Erlenmeyer flask used for the titration. At this point, the solution should develop a dark shade of red due to the presence of triiodide. Swirl the flask to make sure the reaction between triiodide and ascorbic acid has been completed. Set up the stand and clamp for the 50 ml burette. Place the 250 ml Erlenmeyer flask used for the titration onto a magnetic stirrer, and begin stirring it. This ensures that the vitamin C has truly completely reacted. Fill the closed 50 ml burette with sodium thiosulfate solution using a clean funnel. Ensure that the burette was cleaned beforehand and remove any excess solution. Begin titrating the triiodide solution with sodium thiosulfate. It should start out being red due to the presence of access triiodide. When the solution changes to a pale yellow, add 2 ml of the starch indicator using a 3 ml measuring pipette. Similar to the previous titration, the starch might hold onto the triiodide and prevent it from reacting with sodium thiosulfate. Continue titrating the solution until it has become colourless. Due to various colourings of the tablets, this might be an off-shade of white. Denote this volume as the end point of the titration. Repeat steps 21-31 for all tablets and sachets available. Each sample of tablets or sachets should be titrated at least five times in order to calculate a representative amount of vitamin C contained in the tablets. It is important to note that the flask containing the vitamin C solution and the magnet of the magnetic stirrer must be washed before each trial to avoid impurities.   (CH 212 Quantitative Analysis. 5-7) Safety Considerations Make sure that safety glasses and gloves are used during the experiment. Appropriate safety clothes must be worn, like laboratory coats with long sleeves. Content of solutions prepared need to be clearly marked with water proof pencils and locked away in laboratory cupboards. Any solution not used anymore needs to be placed it appropriate waste disposal units. Neutralise any acids before disposing of them. Raw DataTable 1 shows the overview of all the samples used in the iodometric redox titrations. Sample ReferenceNumber Expiry date Months till Sep. 2016 Number of tablets/ sachets used Weight of tablet/sachet gstated by manufacturer Vitamin C in mg per tablet/sachet stated by manufacturer Vitamin C USP tablet 1 Jan. 2009 92 11 No value given 500 Heiße Zitrone sachet 2 Sep. 2014 24 1 10 180 Vitamin C Arancia tablet 3 Jul. 2015 14 2à ¢Ã‹â€ Ã¢â€ž ¢4 = 8 4,5 90 Vitamin C Zitrone tablet 4 Apr. 2018 0 10 4 180 Table 1: Samples used in the titrationTable 2 shows the volume of sodium thiosulfate required to titrate 50 ml of potassium iodate. Titration 1 Titration 2 Titration 3 Volume in ml of sodium thiosulfate solution 39,0  ± 0,1 38,6  ± 0,1 38,6  ± 0,1 Table 2: Volume of sodium thiosulfate solution Note: As the percentage uncertainty of titration 1 0,25% and titration 1 and 2 is 0,26%, these uncertainty are not taken into account, as there is very little impact on the results. Table 3 shows the results of all titrations of the vitamin C samples. Sample Number Volume in ml of sodium thiosulfate solution required to titrate remaining triiodide ( ± 0,1) 1 > 50 4,6 3,1 3,9 3,6 3,7 3,4 3,4 3,3 3,6 3,8 2 17,4 3 16,5 19,2 15,3 14,2 4 13,4 14,3 13 13,8 12,4 15,3 14,4 10,6 12,5 11,2 Table 3: Volume of sodium thiosulfate solution in ml used in the titrations It was observed that the colour changed from dark blue to a pale yellow as the sample was titrated due to the reaction of triiodide with thiosulfate. Calculations and Processed Results In order to find the percentage of vitamin C in each sample, one must calculate the exact concentration of sodium thiosulfate used in all titrations. 8,7 g Na2S2O3 à ¯Ã¢â‚¬Å¡Ã‚ · 5H2O with molar mass 248,2 g/mol in 500 ml water = 0,070109 mol/l S2O32 Molar ratio of the oxidation of S2O32- is S2O32-:I3 = 2:1 38,73 ml of 0,070109 mol/l S2O32- = 0,002715 mol S2O32- are oxidized by 0,001358 mol I3 Molar ratio of the creation of I3 is IO3: I3 = 1:3 0,001358 mol I3   = 0,000453 mol IO3 in 50 ml = 0,009051 mol/l IO3 Exact concentration of KIO3 = 1,01 g KIO3/500 ml = 0,009439 mol/l IO3 ∠´ Exact concentration of S2O32- is higher by a factor of 0,009439/0,009051 = 1,042911∠´ Exact concentration = 0,070109 à ¢Ã‹â€ Ã¢â€ž ¢ 1,042911 = 0,073117 mol/l S2O32- Table 4 shows the volume and concentration of sodium thiosulfate used. Titration Number ml Na2S2O3used ( ± 0,1) ml Na2S2O3arithmetic average Theoretical concentration Na2S2O3 mol/l Experimental/Exact concentrationNa2S2O3 mol/l 1 39,00 38,73  ± 0,3 2 38,60 0,070109 0,073117 3 38,60 Table 4: Calculation of concentration of sodium thiosulfate Note: As the uncertainty of 38,73 ml  ± 0,3 gives a percentage uncertainty of 0,77%, this uncertainty are not taken into account, as there is very little impact on the results. In knowing both the precise concentration of sodium thiosulfate and the volume needed to titrate the remaining triiodide, one can determine the concentration of vitamin C in each sample as there is an excess of KIO3 present in each titration. Reaction 2: C6H8O6 (aq) + I3 (aq) à ¯Ã†â€™Ã‚   C6H6O6 (aq) + 3 I(aq) + 2 H+(aq) Molar ratio of I3:C6H8O6 = 1:1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Molar ratio of IO3:I3 = 1:3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Molar ratio of IO3:C6H8O6 = 1:3 ∠´ 50 ml 0,009439 mol/l KIO3 = 0,000472 mol IO3 = 3 times more moles of vitamin C∠´ 0,000472 à ¢Ã‹â€ Ã¢â€ž ¢ 3 = 0,001416 mol vitamin C = 249,4 mg vitamin C Only the first sample had a theoretical maximum content of 500 mg, which is more than the 50 ml of 0,009439 mol/l IO3 solution can oxidize, that means no triiodide should have been left over and therefore the blue starch triiodide complex should not have been formed. However, in each titration a blue colour was visible. Therefore, the method applied was valid for all other titrations, otherwise the weight of the sample should have been reduced. Reaction 3:I3 (aq) + 2 S2O32- (aq) à ¯Ã†â€™Ã‚   3 I (aq) + S4O62- (aq) Molar ratio of I3: S2O32- = 1:2 The arithmetic average of 10 titrations of the first sample is 3,64 ml of 0,073117 mol/l S2O32- used to titrate the remaining I3. 3,64 ml of 0,073117 mol/l S2O32- = 0,000266 mol S2O32- are oxidized by 0,000133 mol I3. After the reaction of 50 ml of 0,009439 mol/l IO3 solution with the vitamin C sample 0,000133 mol I3 were left over. Molar ratio of IO3:I3 = 1:350 ml 0,009439 mol/l IO3= 0,000472 mol IO3 = 0,001416 mol I3 0,001416 mol I3 at the start of the reaction 0,000133 mol I3 found after the reaction = 0,001283 mol reacted with vitamin C Molar ratio of I3:C6H8O6 = 1:10,001283 mol I3 = 0,001283 mol C6H8O6 = 0,001283 mol à ¢Ã‹â€ Ã¢â€ž ¢ 176,1 g/mol = 225,9 mg vitamin C 500 mg vitamin C = 100% and 225,9 mg vitamin C = 45,19% active content. This method is applied to all results. Table 5 shows the results of titrating the four different vitamin C samples. Sample 0,073117 mol/l Na2S2O3 solution in ml used Tablets/ Sachet Vitamin C (mg) Vitamin C Age No. Arithmetic average/Number of titrations Standard deviationÏÆ' No. used in titration Written on packaging Found via titration % found via titration Months expired 1    3,64 / 10 0,41 1 500 226 45,19 92 2 17,40 / 1 1 180 137 76,30 24 3 16,30 / 4 2,15 2    90 144 80,24 14 4 13,09 / 10 1,39 1 180 165 91,72 0 Table 5: Calculated and measured results of titration of Vitamin C samplesMonths expired is the time elapsed between the expiry date and the month of the laboratory work in September 2016. The first titration of sample 1 (see table 3) was an outlier and not considered when calculating the arithmetic average and standard deviation. Only one sachet of sample 2 was available, thus not allowing to calculate average and standard deviation. Graph 1 shows the percentage of Vitamin C found and the age of the tablets and sachet used.Graph 1:Correlation of concentration of Vitamin C versus number of months expired Graph 2 shows that the reliabilty of the result depends on the number of titrations carried out. The variation of the results is two times standard deviation ( ± 2 ÏÆ'). Graph 2: Concentration of vitamin C and error bar of  ± 2 ÏÆ' (sample 2 was only titrated once, thus no standard deviation can be calculated) Assuming that the results are following a normal distribution, 95,4% of the titrations are within the  ± 2 ÏÆ' range as shown above. Thus, the results are accepted for sample 1, 3 and 4. Conclusion and EvaluationThe results show that the vitamin C content decreases over time. This is demonstrated in graph 1, as the slope is -0,048. The coefficient of determination is 0,989, which is close to 1 and therefore shows a strong linear correlation. This means the results clearly demonstrate that as the number of months expired increases, the concentration of vitamin C decreases. These findings are supported by research of the Applied Sciences Department at the Osun State Polytechnic in Iree, Nigeria, published in 2012. (Oyetade 22) High temperature, exposure to air and sunlight accelerate the oxidation of vitamin C. Thus, the oldest sample shows the highest reduction in percentage concentration of vitamin C with 45,19%, less than half. This means that my father should buy new vitamin supplements, and no longer use his old ones, which were sample 1. Strengths: The method of investigation delivers fast results, does not require expensive equipment, and works with chemicals th at are neither very toxic nor extremely harmful to the environment. A clear relationship between the variables was demonstrated and due to relatively low standard deviation, the results are accepted. Weaknesses: Potential errors were detected. Only one sachet of sample 2 was available, thus not meeting the minimum criteria of at least 3 titrations of each sample. It is also possible that not all the triiodide reacted with the sodium thiosulfate (see step 18 in methodology). In terms of method, the equipment used was not precise enough, causing possible systematic errors. Instead of a measuring cylinder a volumetric pipette should have been used as well as a high precision scale  ± 0,1 mg. Not all samples were easily soluble in water and produced a clear and colourless solution, thus the end of titration was difficult to notice, leading to inaccuracies. The thiosulfate and iodate solutions should not have been stored over a long time exposed to uncontrolled temperature and day ligh t. All titrations should either have been done in one day or the titrants should have been stored in a cool and dark place. Works Cited CH 212 Quantitative Analysis. Philadelphia: La Salle University, n.d. PDF Oyetade, O. A., G. O. Oyeleke, B. M. Adegoke, and A. O. Akintunde. Stability Studies on Ascorbic Acid (Vitamin C) From Different Sources. N.p.: IOSR Journal of Applied Chemistry (IOSR-JAC), Sept.-Oct. 2012. PDF.

The Influence of Genre on Five Plays’ Approaches to Social Issues Essay

The Influence of Genre on Five Plays’ Approaches to Social Issues What could a naturalistic â€Å"problem play†, a tragedy, a historical drama, a comedy, and a piece of â€Å"epic alienation theatre† have in common? Works of drama are created to have some kind of â€Å"effect† on an audience, and while the effects each of these plays are markedly different, each play attempts to lead an audience to think or feel a certain way towards a social problem. â€Å"A Doll’s House† by Henrik Ibsen, Oedipus The King by Sophocles, Walsh by Sharon Pollock, Edible Woman by Dave Carley (adapted from the novel by Margaret Atwood), and The Good Woman of Setzuan by Bertolt Brecht are plays which contain characters involved in dramatizing social problems. By examining the relationships between the characters and their dramatic audiences, we gain insights into the genres of the plays. As in many naturalistic plays, the characters in â€Å"A Doll’s House† are â€Å"round† and worthy of analysis. A characteristic of naturalism is that, â€Å"while constrained by a material environment which might be difficult to change, [characters] still [have] the possibility of overcoming their condition† (Bloomsbury 1). Through her actions, the character Christine suggests to the audience that they too can overcome their conditions, by following her example. The particular social problem that Christine illuminates is the problem of acquiring human understanding. Through Christine’s character Ibsen gives evidence to suggest that achieving deeper understandings of the world outside the â€Å"doll’s house† is possible. In confiding to Krogstad, â€Å"I have learnt to act prudently. Life, and hard, bitter necessity have taught me that,† Christine is indicating to the audience that knowledge... ...h approach social problems varies along with their genres. In today’s world, in which social problem are ever so urgent, plays such as these are clearly becoming increasingly relevant. Works Cited Aristotle. Poetics. Trans. S. H. Butcher. Rpt. The Internet Classics Archive (1994). 19 Nov 2001 . Brecht, Bertolt. Brecht on Theatre. Ed. and trans. John Willett. New York: Hill and Wang, 1992. Brecht, Bertolt.The Good Woman of Setzuan. Trans. Eric Bentley. MN: University of Minnesota Press, 1947. Ibsen, Henrik. Four Great Plays by Henrik Ibsen. Bantam Classic edition. New York, NY: Bantam Books, 1981. Pollock, Sharon. Walsh. Revised edition. Burnaby, BC: Talonbooks, 1998. Simpson, David L. Comedy and Tragedy (1998). 18 Nov 2001 .

Technology Into Early Childhood Education

Matters to Consider when introducing Technology into Early Childhood Education Introduction Earlier research was more concerned with weather or not technology; including computers were, in fact, beneficial to children's learning. Current research is concerned with how technology can be used to support children's learning and development (Morrison, 2009). Acronyms like PC, CD, DVD, PDA, DSL, eBay, and . com, are part of our professional vocabulary right alongside ECE†¦ technology has changed the way we teach children (Donohue, 2003). This author takes the position that technology is beneficial to early childhood education.This paper will outline how technology is beneficial to early childhood education through an analysis of contemporary literature. The paper has been set out in sections addressing a different aspect of technology and matters to consider as it effects early childhood education. This paper will begin by defining technology. It will discuss recent trends in technol ogy and the importance of educators and the benefits for children. It will discuss computer technology in the classroom and the use of media in education. It will conclude with a discussion on the effects of television superheros on children's behaviour in an educational setting.This paper will show by presenting different aspects of technology and arguing different perspectives from research; technology is beneficial to early childhood education. Defining Technology in Early Childhood Education Before a discussion on technology in early childhood education can proceed, there needs to be an understanding of what technology is comprised of. Depending on which author one reads or what the purpose of the research is for, the definition of technology varies to include or exclude varying forms of artefacts.Dockett ; Fleer (1999) explain technology to be inclusive of high technology such as television, fax machines and computers as well as replica objects of television characters (p. 150) . Dockett ; Fleer use a very general definition of technology. Looking critically at this example leads this author to feel the information here is too limited in content. In addition, other ‘high technology' items include cell phones, smartphones, PDA's, personal computers, the internet, e-mail, and digital cameras (Donohue, 2003), and electronic teaching materials such as SmartBoards (Flynn et, al. 2010). Donohue (2003) and Flynn et, al. (2010) explain that we routinely use these tools in our classrooms, as well as the home and work. Both Dockett & Fleer (1999), and Donohue (2003) use the term ‘high technology'. The purpose here is that there are other categories which can be viewed as artefacts of technology such as blocks, sandpit toys, play group equipment or infant toys (Dockett & Fleer, 1999). While this author acknowledges the listed ‘low tech' items as developments of technology, this paper will not be discussing such items.Technology as listed above (Dock ett & Fleer 1999; Donohue 2003) lists items which could be considered as hardware. But technology is not limited to hardware alone. Other forms of technology which this paper holds interest include media. Weddell (2001, p. 4) describes media as being†Ã¢â‚¬ ¦all forms of broadcasts, advertising, television, computer games, film, video, interactive online media (email, internet), recorded music, print material (newspapers, magazines, cards, stickers), toys and merchandising associated with media-related products†.This paper will refer to technology as including both technical hardware and digital media. Technological Trends in Early Childhood Education In this section, the author will address matters that need to be considered about trends in early childhood education. While differing views are presented, the favoured position is overwhelmingly for the inclusion of technology into the early childhood curriculum as shown in the research. The question of technology in the ea rly childhood classroom is not if, but how and why we use it (Donohue, 2003).The use of computers and technology in early childhood education has grown each year, and the ways in which technological tools are used to manage and improve programs and enhance children's learning have expanded dramatically (Donohue, 2003). It needs to be acknowledged that technology and media are social icons, and, most importantly, children are active consumers of these products (Weddell, 2001). There is little wonder why technology is being viewed as becoming, if not already, common place in the educational setting.Zevenbergen (2010, p. 1) states, â€Å"This generation has been immersed in technology since their emergence into the world. Their homes have computer technology in all facets of gadgetry-the remote control for the television, the programmable microwave, the mobile phone computers, digital games (such as Xbox, as well as those on the computer)†. Early childhood is a period of growth and rapid development. During this time, many children attend preschool, where they have access to technology as a learning tool (Chen ; Couse, 2010).There is increasing interest and belief in the need to start this education [technology] at an earlier age, possibly as soon as children begin formal schooling or even nursery school or kindergarten (Stables, 1997). In a survey conducted by Flynn et, al. (2010), the results showed more than half of the educators surveyed think that children should be introduced to technology between ages 3 and 4. Perhaps one reason the findings would indicate this is due to the motivational interest technology hold for young children.In support of this, Chen ; Couse (2010) state, â€Å"Encouragement in the learning process is directly linked to motivation, as illustrated in Haugland's study (1999), which found the motivation of kindergarten and primary-aged children increased when academic instruction was paired with the use of technology (p. 77). Tod ay, educators are using technology in many creative ways (Donohue, 2003). In a study conducted by Jarvis and Rennie (1994) (cited in Fleer & Jane, 1999), young children were asked about their views on technology by using a picture quiz to identify their perception of the term ‘technology'.Of the 28 items shown that had something to do with technology, the most frequently listed item was the computer (p. 7). This author notes this research was carried out in 1994. The results of a similar study being carried out today could likely reveal a different result. Unfortunately this author was unable to locate such a study. Either way, in early childhood classrooms, computers have become an increasingly accepted tool for learning and when used in a pedagogically appropriate manner, they provide valuable educational experiences for children (Edwards, 2005).As children naturally explore and learn about their environments through inquiry, computer technology has proven an effective means of cognitive and conceptual development as children develop literacy and numeracy skills and competence (Edwards, 2005). Educators recognize ever developing potential of technologies to enhance the ability of children to learn, problem solve, and convey their ideas (Chen & Couse, 2010). The trend will continue for the foreseeable future; but equity issues of access, affordability, and the need for computer literacy for early childhood teachers and faculty will remain s significant barriers for many early childhood programs and professionals (Donohue, 2003). The trend of introducing technology into the classrooms appears to have gained motivation to the point where it is accepted by students, educators and parents (Dockett & Fleer, 1999; Edwards, 2005), the reason for this occurring is largely due to children being so familiar with technology as a result of this generations lifestyle (Zevenbergen, 2010), we must also consider another aspect for introducing technology into the classr ooms as it has been pointed out by O'Shanesy (2013, MOCR), not all children have computers in their homes.This is one very important reason why educators need to introduce technology and computers to these children as early as possible so that they may also develop the computer literacy skills that their peers may take for granted (p. 3). Early Childhood Educators in an Age of Technology In this section, the author will address matters that need be considered about early childhood educators working in this age of technology.While differing views are presented about the educator's level of training and confidence, it is without question that educators are the key to successful integration of technology into the school curriculum. Digital technologies and computers have become an integral part of many children's daily lives. For this reason, it is important that early childhood educators are not only familiar with the use of computer technologies, but are able to guide children's unde rstanding of, and ability to use them (Morrison, 2009).In agreement with Morrison, Weddell (2001) also insists that teachers need to guide children's learning to better understand and interpret technology (p. 5). Haugland & Wright (1997) suggest, without training it is very difficult for teachers to obtain the necessary expertise to successfully integrate computers into their curriculum. Only when teachers feel comfortable with technology will computers play a significant role in early childhood education (p. 17). It seems that researchers agree that the key to successfully implement technology into the classroom rests with the early childhood educator.According to Filipenko and Rolfsen (1999, as cited in Edwards, 2005), the integration of computers in the early childhood classroom to support children’s learning and development is influenced by the educators’ level of computing knowledge (Edwards, 2005). The question is raised, are teachers provided with the appropriat e level of training to successfully implement technology into the classroom? Stables (1997) suggests, some teachers have warmly welcomed the challenge of introducing technology education to children at an early age.They have found that it has allowed them to develop new dimensions to work already underway (p. 50). This is not the case however with all educators as the research shows. Burnett (2010, p. 1) states, â€Å"Studies have highlighted a lack of confidence and competence amongst early childhood educators in relation to new technologies. † In support of this statement, Stables (1997, p. 50) argues, â€Å"Some [educators] are confused by what technology education would mean for young children†¦ There are also those who believe that technology education is simply inappropriate with a younger age group. The author questions why there are such differing opinions amongst early childhood educators. Perhaps Zevenbergen (2010, p. 1) offers an answer to this issue as he st ates, â€Å"We contend that young children coming into early childhood settings may be different from other generations because of the social and technological conditions within which they are developing. † In support to this statement, Donohue (2003), argues that most early childhood educators, unlike the young children in their classroom, have come to computers as adult learners and can be resistant to using technology (p. 17).If this is the case, then how does one bring these generations closer together? How has it come to be that the early childhood learners, know more about technology, and are more comfortable using it than many of the educators? There are noted benefits of early childhood educators using computers in classrooms as Morrison (2009) mentions, when educators support children to use computer technology in their classrooms; it helps them to develop skills such as the use of a keyboard and basic computer software. It also assists children to build learning con cepts around computer use and digital media over time (p. 6). A point being addressed here by Morrison is not regarding the benefits that computers offer to children but rather what benefits the educators off to children in developing their computer skills. Consistent with this research, it has also been bought to the authors attention by O'Shanesy (2013, MOCR) that educators need to be trained appropriately to scaffold learning and use the correct computer language when working with children (p. 3). Early Childhood Learners and Computer Technology In this section, the author will address matters that need be considered surrounding computers in the classroom.While differing views are presented, the position is overwhelmingly in favour for the instruction and use of computers in the classroom as shown in the research. Computers are all around us. It has become virtually impossible to function on a daily basis without using or benefiting from computer technology (Haugland & Wright, 19 97). It is inevitable in this technological age that children will be exposed to computers and that these computers will be instrumental in their daily lives (Haugland & Wright, 1997).Computers have been shown to be beneficial to children's cognitive development (Dockett ; Fleer, 1999). With the use of a computer, children can develop their skills in areas where they would otherwise be limited. For example (Clements, 1992), a child can further develop their composition abilities using a simple word processing program. It is argued that children will not be limited by their handwriting ability as it is easier to press the keys on the keyboard (Cited in Dockett ; Fleer 1999). Stables (2007, p. 1) states, â€Å"Curiosity as to how things work, leads to a determination to make things work. Consequently, opportunities to develop problem solving skills are provided [through the use of computers]. † Used in developmentally appropriate ways, the computer is a resource which fits chil dren's learning style (Haugland & Wright, 1997). Introducing technology into the curriculum of young children is important because of the propensity of this age group to engage in technological activity with an enthusiasm, curiosity and lack of inhibition that creates an optimum opportunity for development (Stables, 2007).Haugland & Wright (1997) explain learning involves children actively exploring their world and then, through a process of assimilation and accommodation, acquiring and constructing knowledge. Piaget (1971 cited in Haugland & Wright, 1997) states, â€Å"If we desire to form individuals capable of inventive thought and of helping the society of tomorrow to achieve progress, then it is clear that an education which is an active discovery of reality is superior to one that consists merely in providing the young with†¦ready-made truths to know with. † This author acknowledges how relevant is this tatement by Piaget of 1971 is to modern education. While based on the research indicating the many developmental advantages of computers in early childhood educational settings as presented in this paper, there is still some doubts as to the benefits that will come from computers. Haugland & Wright (1997, p. 6) state, â€Å"Opponents believe computers should not be placed in early childhood classrooms. They fear computers will replace other activities, will rob children of their childhood, are too abstract, provide children an unrealistic image of the world, lead to social isolation, reduce feeling awareness and creativity. But based on research findings (Lipinski, et. Al, 1986, NAEYC in Press) this is not the case. It needs to be stated that a computer does not replace traditional resources for teaching in the classroom. Instead usual or traditional activities that take place in the classroom are as important as they always were. As suggested by Haugland & Wright (1997), computers should be used to supplement or accompany the children's norm al learning experiences (p. 7).Classroom activities help children place computer experiences in context and reinforce the competencies and skills children gain from technology (Haugland ; Wright, 1997). Early Childhood Education and Media Technology In this section, the author will address changing opinions towards media technology. While differing views are presented, the argument for introducing media into the classroom is favoured as shown in the research. Television programs, whether positive or negative, do form a large part of children's life experience (Dockett & Fleer, 1999). In support of this research, Flynn et. al. (2010, p. ) states, â€Å"It is hard to find a national study of children's use of media in the past 20 years that does not demonstrate that media, and especially television, are a dominant activity of childhood. † Flynn et. al. (2010) claims that young children have incorporated media technologies into their out-of-school lives in unprecedented ways in recent years. Early media use is now the norm, with baby videos and 24/7 cable television for children used by even infants and toddlers (p. 3). Weddell (2001) presents a position (but does not advocate to) that parents do not want media studies in their children's curriculum.Waddell argues in most cases, parents and teachers report that children are exposed to enough [media] at home and in the community without it becoming part of their education (p. 4). Weddell (2001) comments that children aged three to five are watching up to 17 hours of television a week (p. 4). While the argument that parents do not want media studies in their children's classroom is not further supported by the research this author has located, there is certainly supporting research (Dockett & Fleer, 1999; Flynn et, al. 2010) that children are exposed to a great deal of media in their lives. There is research that indicates that parents are in favour of media being integrated into their children's curriculum. Rideout & Hamel (2006, cited in Flynn et. al. , 2010) state, â€Å"We have a generation of parents who are more accepting of not just television but also computers and other technologies and who view such technologies as more likely to help than hurt their children's development (p. 3). Perhaps this change in opinion could be a result of changing attitudes from 2001 to 2006.Dockett & Fleer (1999) argue there is a range of children's programs in Australia designed by educators to enhance children's cognitive, social and emotional development. There is a great deal of community support for these kinds of programs. As a result, these television programs are part of many children's educational experience. The Effects of Television Superheros on Early Childhood Learners In this section, the author will address matters of the media that affect the behaviour of children. The research presented shows conflicting views.Once again, it is shown the educator is the key to successfully integra ting media technology into the school curriculum. A significant amount of research into superhero play has suggested that teachers should work with the popular children's culture initiated and developed through television and video (Cupit 1989 cited in Dockett & Fleer 1999). This would be interesting and thus motivating for the children. However, research indicates this also has negative effects on children's behaviour due to television superheros usually being associated with violent acts.According to a study by Lisosky (1991; cited in Levin and Carlsson-Paige, 1995); there are over 200 acts of violence per hour in a popular children's show of that time (Dockett & Fleer 1999). In addition, the same television program used footage of real-life actors and settings with special effects and animation. As a result, children see real people engaged in realistic acts of violence (Dockett & Fleer 1999). According to Levin and Carlsson-Paige (1995, p. 0, cited in Dockett & Fleer 1999), teac hers surveyed on the effects of the said television program on children's play believe that the use of real people in the program increased the negative effect on children. It was argued ‘at 4 and 5 years of age, children do not have the cognitive skills to separate the fantasy from the reality of the show' (p. 153). In contradiction to this survey finding, Weddell (2001, p. 4) states, â€Å"Very few children will be influenced by antisocial images or violence they see on the screen, nor will they become obese, unimaginative, poor communicators. Weddell (2001) does not deny that some children may behave violently during play after watching their television superheros in violent acts, however Weddell (2001) claims that some children behave violently because they have a predisposition to violent acts and are in need of supervision. Dockett & Fleer (1999) suggest that children act out their superheros violent actions as they are unable to imagine another storyline to go with the ir superhero character, as a result, children should be protected from violence in media (p. 153).In argument, Weddell (2001, p. 5) states, â€Å"The notion that children are inevitably ‘at risk' from the media and therefore must be ‘protected' from it is a distorted perspective. Encouragement-rather than protection-is needed to guide children's viewing and to teach the art of watching and interpreting the media. † Weddell (2001, p. 4) states, â€Å"Most importantly we need to trust that children can learn to discern the media messages they receive. We seem to forget that children of this century will know more about the media than their parents or teachers. It is unlikely that teachers will be able to influence what children choose to watch at home. As a compromise of the research presented, perhaps while at school, this author suggests teachers should choose media programs that do not involve violence but rather appeal to the children through other means. In su pport of the author, Dockett & Fleer (1999) suggest teachers use quality television programs to stimulate positive children's play. Programs such as ‘Playschool' actively encourage children to construct the same or similar things as those shown on the program.The construction work (e. g. , building a doll's house, making name tags, or making hats) may stimulate further play (p. 158). This suggestion (Dockett & Fleer 1999) is consistent with the research presented from both positions. Children do, to varying degrees, imitate what they see on television. So rather than expose them to violent acts, in an educational setting, children should be exposed to ‘quality' television media that stimulate their desire to learn. Conclusion The future looks bright for technology in early childhood classrooms (Donohue, 2003).The effects of technology in educational settings on the development of young children have been widely documented and strongly positive (Chen & Couse, 2010). Techn ology has changed the way we teach children (Donohue, 2003). This author has taken the position that technology is beneficial to early childhood education and presented this position with supporting research through an analysis of contemporary literature. This paper addressed different aspects of technology and discussed matters to consider as it effected early childhood education.This paper began by defining technology to include technological hardware (Dockett & Fleer, 1999) and digital media (Weddell, 2001). It discussed recent trends in technology arguing technology is present in all areas of children's lives (Zevenbergen, 2010). It argued the importance of educator training and experience as being a key factor to successful implementation of technology into the curriculum (Haugland ; Wright, 1997). It also argued the learning benefits technology offers for children (Dockett ; Fleer, 1999) in early childhood education.It discussed benefits of computer technology in the classroom (Clements, 1992) and the benefits of using media in education (Flynn et. al. , 2010) including a discussion on the benefits of television in education (Dockett ; Fleer 1999). This paper has shown by presenting different aspects of technology and arguing different perspectives from research; technology is beneficial to early childhood education. References Burnett, C. (2010). Technology and literacy in early childhood educational settings. Journal of early childhood literacy, 10(3), 247-270. Retrieved 20 January 2013 from http://shura. hu. ac. uk/1308/1/Final_JECL_(3). pdf Carlsson-Paige, N. ; Levin, D. (1990). Who's calling the shots? How to respond effectively to children's fascination with war and play and war toys. Philadelphia, PA: New Society Publishers. Chen, D. ; Couse, L. (2010). A tablet computer for young children? Exploring its viability in early childhood education. Journal of Research on Technology in Education, 43(1), 77-100. Clements, D. (1992) Computer technology an d early childhood education. In Roopnarine, J. , ; Johnson, J. (eds). Approaches to early childhood education, 2nd ed. , pp. 97-316. Columbus, OH: Meril Publishing Co. Cupid, C. (1989). Socialising the superheroes. Australian Early Childhood Resource Booklets, no. 5, Canberra, ACT: AECA. Dockett, S. , ; Fleer, M. (1999). Play and pedagogy in early childhood. Bending the rules (pp. 149-168). Marrickville, NSW: Harcourt Brace ; Co. Donohue, C. (2003). Technology in Early Childhood Education: An Exchange Trend Report (pp. 17-20). Child Care Information Exchange, November/December 2003: Redmond, W. A. Retrieved on 23 January 2013 from http://www. secure. worldforumfoundation. org/library/5015417. pdfEdwards, S. (2005). Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology. 21(2), 192- 210. Fleer, M. , ; Jane, B. (1999). Our experiences and understandings of technology and technology teaching. In Technology fo r children: Developing your own approach (pp. 3-21). Sydney: Prentice Hall. Fatouros, C. , Downes, T. and Blackwell, S. (1994). In control: young children learning with computers. NSW: Social Science Press. Filipenko, M. ; Rolfsen, G. (1999). What will it take to get omputers into an early childhood classroom? Canadian Children, 24(2), 35-38. Flynn, R. , Lauricella, A. , Robb, M. , Schomburg, R. , ; Wartella, E. (2010). Technology in the Lives of Teachers and Classrooms: Survey of Classroom Teachers and Family Child Care Providers. Latrobe, PA: The Fred Rogers Center for Early Learning and Children’s Media. Retrieved on 23 January 2013 from www. fredrogerscenter. org/media/resources/TechInTheLivesofTeachers. pdf Haugland, S. (1999). What role should technology play in young children's learning? Young Children, 54(6), 26-31. Haugland, S. & Wright, J. (1997). Young children and technology. A world of discovery (pp. 1-20). Needham Heights, Massachusetts: Allyn & Bacon. Jarvis, T . and Rennie, L. (1994). Children's Perceptions about technology: an international comparison. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching Anaheim, March 1994. Levin, D. and Carlsson-Paige, N. (1995). The mighty morphin Power Rangers: teachers voice concern. Young children, vol. 50, no. 6, September, pp. 67 – 72 Lipikinski, J. , Nida, R. , Shade, D. , ; Watson, J (1986).The effect of microcomputers on young children: An evaluation of free play choices, sex differences, and social interactions. Journal of Computing Research, 2, 147-168. Lisosky, J. (1995). Battling standards worldwide â€Å"Mighty Morphin Power Rangers†fight for their lives. Paper presented at the World Summit for Children and Television, March 12-16, Melbourne, Australia. Morrison, T. (2009). Putting Children First: Digital technology and computers in child care. National Childcare Accreditation Council 29 March 2009 (Pages 16-17). Retrieved on 15 January 2013 from http://ncac. acecqa. gov. u/educator-resources/pcf-articles/Digital_computers_and_technology_Mar09. pdf Piaget, J. (1971). The science of education and the psychology of child. New York: Viking. Stables, K. (1997). Critical Issues to Consider When Introducing Technology Education into the Curriculum of Young Learners. Journal of Technology Education. Spring, 8(2), 50-65 Waddell, C. (2001). Media-savvy young children. Understanding their view. Every Child, Summer, 7(1), 4-5. Zevenbergen, R. (2008). Computer use by preschool: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood. 33(1)

Classical schools and other schools of strategic thinking

Classical schools and other schools of strategic thinking Introduction Strategic thinking focuses on creating creative dialogue among people that shape the direction of the organization. The aim is to make the dialogue quite proactive in order to improve the operations of the organization. Strategic thinking is a mean of understanding the key drivers of business as well as improving the conventional thinking through dialoguing with the others (Mintzberg, 1996, 96).Advertising We will write a custom essay sample on Classical schools and other schools of strategic thinking specifically for you for only $16.05 $11/page Learn More It is a main component of strategic planning and it uncovers the potential of the company’s management in order to create valuable opportunities for the growth of the company. Strategic thinking entails thinking, planning and acting strategically in order to ensure the success of the business (Lampel Mintzberg 1999, 21). There are various schools of strategic thinking that have been d eveloped in order to explain the meaning of effective strategic thinking. The purpose of this essay is to discuss classical school and other schools of strategic thinking. The classical school of strategic thinking The classical school of strategic thinking was come up with during the industrial revolution when factories in the industries faced management problems. There were vast labor dissatisfactions and the management was unsure on how to deal with the situation. The other issue was how to train the employees to make them loyal members of the organizations. The key objective of this school of thought was to determine the best way that could be used to undertake and manage tasks (CliffsNotes, 2010, 1). The classical school of strategic thinking was broadly categorized into classical administrative school and the classical scientific school of thought. The classical scientific school was developed to satisfy the need to improve efficiency and productivity within the factories. The main aim was to ensure that the most work is done and that the workforce has the most desired skills to do the work. This should be done through scrutinizing the skills possessed by the workforce and also paying more attention to the work process. The main proponents of the scientific classical school are Lillian Gilbreth, Fredrick Taylor, Gantt and Frank whose contribution led to the development of the classical scientific school. The administrative school on the other hand concentrated on the total organization where emphasis is laid on the developing managerial principles in the organization. The proponents of the administrative school based their study on the flow of information in an organization.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their main emphasis is to understand how the organization operates and how it can be improved to increase the performance of the org anization.   One of the greatest proponents of this school, Max Weber, argued that the organization should not be managed personally because people will be loyal to their personal supervisors instead of the organization itself. Weber believes in a bureaucratic structure of the organization where there are rules to be followed by the members of the organization. This way, he believed, would detach the organization from the personalized management.   He condemned the European organizations for personalizing their management which he described as family-like system of management. The other proponents of the administrative school include Henri Fayol, Mary P.F., and Chester B. whose contributions were very significant in the development of the school. Other Schools of Strategic Thinking Many theorists have come up with various schools of thought in their attempt to describe the issue of strategy in business management. These schools have greatly enriched the classical school of strat egic thinking. The question that has brought about the emergence of these schools is why some strategies fail while others succeed. One of these schools is The Planning School that describes strategy systems as conscious processes of formal planning (Mintzberg, 1990, 171). This school argues that the strategy systems are subject to control and can be decomposed in to various distinct steps. The other school is The Design School of strategic thinking. This school describes strategy systems as processes of conception and deliberate action of conscious thought (Goold M. 1992, 169). This school also asserts that the chief executive officer has the responsibility of controlling the strategy systems in the organization. The Positioning School of Strategic Thinking has its roots in economics. This school describes the strategy systems as analytical processes that are carried out by the analysts in the organization. The strategies of business management are described as being identifiable a nd generic in nature (Chakravarty, 2005, 1). The Entrepreneurial School on the other hand explains system strategies as strategic processes that organizational leaders have in their mind. This school argues that the strategies are long-term plans of the organization and that they define the vision of the organization (Segars Grover, 1999, 202). There is also Cognitive School whose notions are based on psychology. The school describes that there are cognitive processes in the mind of the strategist and they determine the success of the strategies implemented. The Learning School is also based on psychology of the strategists and the strategy systems are taken to be processes that are learnt over time.  The Power School of strategic thinking asserts that strategies are a result of power game within the organization and is therefore believed to have its roots in politicology (French, 2009, 59).Advertising We will write a custom essay sample on Classical schools and other sch ools of strategic thinking specifically for you for only $16.05 $11/page Learn More The other school is Environmental School which has its origin in biology. This school describes strategy systems as reactive processes resulting from the reactions of the organization to the external environment (Kemp Ashish, 2003, 1). The environment therefore determines the strategies adopted by the organization. The Cultural School also affords a description of strategies in business management. The school is based on anthropology and describes strategy systems as collective processes of social interaction of members in the organization. The social forces of culture in this case play a big role in shaping the strategies of the organization. The last school in this list is called The Configuration School that describes strategy as a form of organization transformation (Miller, 1986, 236). Conclusion The strategy systems are a complex process defined by several factors that are de scribed in the above schools of strategic thinking. Reference List Chakravarty M. 2005. The 10 schools of strategic planning. India: rediff.com India Limited. Web. CliffsNotes. 2010.   CliffsNotes.com. Classical Schools of Management. New York: Wiley Publishing Inc. Web. French S. 2009. Re-thinking the foundations of the strategic business process. Journal of Management Development Vol. 28 No. 1, 2009 pp. 51-76. Goold M. 1992. Research Notes And Communications Design, Learning And Planning: A Further Observation On The Design School Debate. Strategic Management Journal (1986-1998); Feb 1992; 13, 2; ABI/INFORM Global pg. 169.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Kemp J. Ashish J. 2003. The 9 Schools of Strategic Thinking. New York. The Free Press. Web. Lampel J. Mintzberg H. 1999. Reflecting on the strategy process. Sloan Management Review; spring 1999; 40, 3; ABI/INFORM Global pg. 21. Miller, D. 1986. Configurations of Strategy and Structure: Towards a Synthesis. Strategic Management Journal (7,3, 1986: 233–249). Mintzberg H. 1990. The Design School: Reconsidering The Basic Premises of Strategy management. Strategic Management Journal; Mar/Apr 1990; 11, 3; ABI/INFORM Global pg. 171. Mintzberg H.1996. Reply to Michael Goold. California Management Review; Summer 1996; 38, 4; ABI/INFORM Global pg. 96. Segars H. Grover V. 1999. Profiles of Strategic Information Systems Planning. Information System Research; Vol.10, No. 3, September 1999. Pp. 199-232.