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

Aldi Tea Advertisement Analysis - Coursework Example This advertisement passes on the products benefits which in this case are the Aldi tea in a way that it shows that its product is non-alcoholic and can be consumed by those who don’t take alcohol. It further states its benefit indirectly considering the fact that the old lady specifically states, it’s her who prefers the Gin to the tea hence we can assume that the rest of her family probably likes tea, like her husband thus it’s a product that is beneficial to all other family members, even young ones and has no harm at all. In regard to this, a competitive advertisement should outline and properly include the advertised products benefit to its market segment (Mullins & Walker, 2010). Unlike in the tea advertisement where the tea’s benefits are not fully outlined, one should exhaust all products benefits. It is researched that tea has substantial benefits to mankind. It contains tea phenolic that is responsible for inhibiting the bacteria that causes bad b reath, it also speeds up fat oxidation hence increasing metabolic rates to the human body (Muirhead, 2008). It is also confirmed that tea contains amino acid that lowers stress hormones in the body hence boosts mind alertness level, while on the other hand it boosts immune system in the body (Muirhead, 2008). ... Most known ways of product differentiation include preserved production and marketing; it is where the producers find, maintain and purify a particular raw material for a particular product hence no other product will taste similarly (Mullins & Walker, 2010). Another way used is that of segregation. This involves grouping, separation or selection of the product at its raw level depending on its quality at production level or materials. The third method used is traceability; here the product is researched for bacteria and any chemical residues levels to ascertain if any and to what extent (Kotler & Armstrong, 2010). Though in Aldi tea advertisement, its product is not effectively differentiated from other products in the above ways, it tries to differentiate it through its advertisement in the sense that first, unlike other products and advertisement that go for celebrities and young people to advertise for them, here they went for an old lady which creates unfitness with the product. The second difference in this advertisement is the fact that most if not all adverts specifically talk about the advertised product and no other product are included in the advert. Unlike those, here the old lady tells us how her husband likes Aldi tea, but she herself prefers Gin to the tea hence creating uniqueness in the advert. The Aldis tea advert further creates contrast between its product and that of Gin since one is alcoholic and the other is non-alcoholic. The properties of a good advert are that which creates contrast or a difference between its products and adverts and those of its competitors. This helps so that its product is not mistaken for another product, or its advertisement (Fletcher,

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

Analysis of the market for Beats Essay Example | Topics and Well Written Essays - 1500 words

Analysis of the market for Beats - Essay Example The product has been featured in numerous music videos and ad campaigns that have created a very high profile image for the brand and its products (Libby, and Tregarthen 34). The numerous endorsements by celebrities have made it very glamorous to be associated with the brand. That explains the large number of young people wearing the headphones and earphones around their necks. School going children and young working adults all possess or wish to own a pair of Beats headphones or earphones. Other than the popularity that the product has gained from celebrity endorsements, the brand produces high-quality products. The sound quality of the audio devices is much higher when compared to the competitor products. The bass produced by the earphones is appreciated by music lovers of specific genres such as hip-hop, dance and electronic music. The market in the United Kingdom is promising for products produced by Beats. In fact, the BPI released statistics that suggest that companies dealing with technology would enjoy transacting business in the United Kingdom. The UK has 64.1 million resident citizens. Of this population, 12% are young adults who are between the age of 16 and 24. This accounts for 7.1 million young adults which are the target market for beats. In the past five years, according to BPI, there was an increase in sales made by the technology sector accruing to $11 billion. The sales in smart-phones and tablets accounted for the majority of growth in the technology sector. Music was among the key driving factors for this massive growth in sales. This is because the United Kingdom was found to purchase more music related products than other first world countries by approximately 25%. All these facts indicate that Beats doing business in the United Kingdom would be a profitable endeavor. Beats  is  a household name in every country on the globe. However, this does not mean that it is the only producer of quality audio devices; especially in the United

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.

How to Determine a Reading Schedule

How to Determine a Reading Schedule Despite your best efforts, its sometimes difficult to stick with your plan to finish that list of books. Other projects get in the way. You may find yourself overwhelmed by the size of the book youve chosen. You may just let the habit of reading slide or slip until youve forgotten much of the  plot and/or characters; and, you feel that you might as well just start over. Heres a solution: Set up a reading schedule to get you through those books! All you need to get started is a pen, some paper, a calendar, and of course, books! How to Set up a Reading Schedule Pick a list of books youd like to read.Determine when you will start reading your first book.Select the order in which youd like to read the books on your reading list.Decide how many pages you will read every day. If youve decided that youll read 5 pages per day, count the number of pages in the book that youve selected to read first.Write the page span (1-5) down on paper next to your selected start date. Its also a great idea to write your schedule up on the calendar, so you can track your reading progress by crossing off the date when youve finished your reading for that day.Continue through the book, tracking where each stopping point will be. You may decide to mark the stopping points in your book with a post-it or pencil mark, so the reading will seem more manageable.As you page through the book, you may decide to alter your reading schedule (add or subtract pages for a particular day), so youll stop and/or start on a new chapter or section of the book.Once youve determined th e schedule for the first book, you can move on to the next book on your reading list. Follow the same process of paging through the book to determine your reading schedule. Dont forget to write the page numbers down next to the appropriate date on a piece of paper and/or on your calendar. Get Outside Support By structuring your reading schedule in this way, you should find it easier to get through those books on your reading list. You can also get your friends involved. Share your schedule with them and encourage them to join you in your reading. Its great fun, youll be able to discuss your reading experience with others! You could even turn this reading schedule into a book club.

Business law Essay Example | Topics and Well Written Essays - 500 words - 3

Business law - Essay Example The bank which we know as J.P. Morgan, has not only established itself globally as a financial powerhouse, but is also the bank of royalty and governments. The bank of J.P. Morgan is incidentally, the bank of choice of the Vatican. The journey from the Morgan family’s inheritance of the empire in the early eighteen hundreds to today is long and arduous, and not without difficulty at times. During the Second World War, J.P. Morgan and company face the possibility of non-payment from a newly invaded Austria. In essence, J.P. Morgan is a company which originated in the new America but was routed in English ancestry. After Morgan inherited the company, his children and grandchildren would illustrate just how integral the company’s ties to England really were. Jack Morgan, Junius’s son, was fond of living both in England and America, while many of the Morgans had close ties with the royal family back in England. The great depression of the 1930’s did not find the house of Morgan to be immune, even with a net worth of $118 million. Due to the severity of the depression and global unrest caused by the Second World War, decision makers in the U.S. government under the Hoover regime, were not prepared for the type of strategizing required to dig America out of the resulting financial rut. The house of Morgan’s net worth surfaced after the depression at about $59 million which means that it was diminished to half of its original value. Interestingly enough, as powerful and prestigious as the Morgan empire had become, it was not able to withstand the crippling effects of the depression of the 1930’s leaving little hope for the financial empires of today in our current economic crisis. The Morgan company often had ties with presidential candidates or other important figure heads, making them seemingly in control of the fate of nations. It was rumored at one time that a partner of the J.P. Morgan

Is legalize Marijuana a good law in Arizona Essay

Is legalize Marijuana a good law in Arizona - Essay Example In 2010, through Proposition 203, Arizona residents voted to legalise the use of medical marijuana on which legislators have been working to close any loopholes (Collom). The bill allows patients with terminal illness to use marijuana for relieve purposes following their doctor’s approval. The bill also protects them from arrests and subsequent prosecution and requires such patients to be registered. In addition, the bill provides guidelines on the medical use of marijuana, which restricts public use and working under the influence. In order to illustrate the good faith presented by the Arizona law to legalise marijuana, this paper identifies three criteria that have been met by marijuana and they include benefits of medical marijuana, control and ethical considerations. Criterion Studies indicate that legalization of marijuana is a viable solution owing to the failure of the war against drugs, of which marijuana is regarded as one. This is because; all prosecutors and law enf orcement agencies regard marijuana as a gateway to doing other hard drugs for those found in possession of it. This is in a quest to have a share of the war against drugs; which is counterproductive. ... This is due to the street value attached to marijuana as an illegal drug and its abundance to anyone who needs it. This way, it is considered fast moving merchandise for which many are willing to put their lives at risk as it is a valuable cash crop. Therefore, legalizing it removes the risk factor and rids mobsters of their criminal activities. Moreover, the active compound in marijuana stimulates appetite and increases food intake in an individual. It also enhances caloric intake by the body. This is necessary for patients undergoing chemotherapy and AIDS patients in order to stimulate hunger. Marijuana is also known to alleviate pain and have antispasmodic activity, which is crucial in treatment of Parkinson’s disease, multiple sclerosis and seizures. The use of marijuana to lower intraocular eye pressure has been effective in treatment of glaucoma, thus aid in reducing optic nerve damage. Distribution of marijuana following legalisation should be regulated from farms to th e users, with regulations established to govern farms entrusted with the role to grow marijuana, processing units can then be established and effectively regulated. Only licensed distributors and resellers should be authorised to distribute according to the required proportions. Marijuana should then cease to be an over the counter drug but be made available following prescription and according the set guidelines on use in various medical conditions. An age restriction should be put in place, with stricter restrictions put in place for persons using it for recreational purposes. The above highlights what constitutes ethical considerations by the government following a popular vote by citizens