MGT506 - Strategic Leadership, Mod 5 Case Assignment Essay

MGT506 - Strategic Leadership, Mod 5 Case Assignment - Essay Example The implication is that a leader must always lead by example which is expressed by doing that which is expected to be done in the correct way and time so that he rest of the population being led can follow the example and do things the way he has done them. Shamir defines a leader as a person that is considered the best in doing something or carrying out an activity, that a leader is the head of an organization or a country and is one that is considered the best in doing things that are supposed to be done by the people or group he or she is leading. He adds that the term leader refers to one who is in front of a group and is responsible for the actions of the group (Shamir, 1991). To this extent therefore what Shamir is trying to imply is that a leader must ensure that the people he or she is leading do the right thing all the times. Good leaders in essence act as mirrors to those that they lead which is a reflection of what the people should do even in the absence of the leader. He is the root map that people view to get the right direction to follow in order to make straight their progress in life, the Pacesetters in everything that goes on in the community around them. A good leader as Shamir would put it is visionary in the sense that he or she leads the people towards the realization if they're set dreams for a better future and a better life in the times to come (Shamir, 1991) . A number of people in the world have satisfied this definition and proved their worth to fall in the list most successful and honored leaders of the world given their excellent performance and determination in leadership positions. This paper is going to examine the qualities of a good leader and define the requirements for good leadership with reference to the example of the former South African Anti- Apartheid activist and president, Nelson Mandela. Nelson Mandela As a Visionary Leader Nelson Mandela was born on July 18th 1918 in the current republic of South Africa. He was ado pted by the king of the Thembu tribe of South Africa after his father’s death just a few years after his resignation from the British employment (Mandela, 1994). While growing up among the king’s children, Nelson Mandela learned of the styles of leadership from the way the king used to handle cases brought to him from various regions within his kingdom. He also learned of the mode of relationship that the king had with the neighboring kingdoms in a bid to create peace and unity with the neighbors. In essence, the excellent style of leadership that Nelson Mandela portrayed as the first black president of the new republic of South Africa was learnt in this context right at the king's palace in the Thembu kingdom. (Waldman, 2006) David A Waldman in his journal article entitled Cultural and leadership predictors of corporate social responsibility values of top management: a GLOBE study of 15 countries defines leadership in the context of taking collective social responsibi lity taken at three levels. Of prime importance in this case is the dimension concerned with the community or state welfare, which he argues extends beyond just a particular stakeholder group include the larger societal entity which involves such values and actions as

The Crumbling Taj Essay Example for Free

The Crumbling Taj Essay The reaction rate, however, should decrease as the experiment progresses because as the reaction time increases the number of hydrochloric acid molecules present will decrease as they have been reacted to form water calcium chloride and carbon dioxide. The additional water and calcium chloride present as the experiment progresses should decrease the rate of reaction because of decrease in concentration. This should make a graph of the reaction curved as the reaction rate slows down. Kinetic theory is based on the assumption that chemical reactions take place as a result of reacting particles colliding successfully. Successful collisions need a sufficient amount of energy. Particles that posses more kinetic energy than the activation energy are able to react more successfully. The reacting particles all have different kinetic energies due to collisions hanging their speeds. Maxwell and Boltzmann presented the distribution in kinetic energies for two temperatures (high and low) in graphs called distribution curves on which the areas under the curves past the points called energy barriers represent the number of kinetic energies. The bigger the area under the curve, the greater the number of particles with a certain energy that will promote a chemical reaction. Hotter particles have extra kinetic energy after surmounting the number of collisions in unit time. These collisions are more likely to be successful as there would be more than enough energy for them. Although I will not be looking at the factor of TEMPERATURE, I can extend my investigation and experiment the effects of temperature on the rate of reaction. HYPOTHESIS FOR EXPERIMENT 1 COUNTING BUBBLES Counting bubbles is an experiment which I personally think is not very fair. There may be many mistakes in counting the number of bubbles produced for five continuous minutes and so the experiment would not be accurate. Although this experiment isnt so accurate, I think that the results will still show a trend in the pattern of results. I predict that if the concentration of the HCl is doubled then the experiment will happen twice as fast. HYPOTHESIS FOR EXPERIMENT 2 COLLECTING GAS OVER WATER By putting more particles into the reaction, the chance of them colliding increases and so the rate increases. Concentration is a variable that is continuous and independent. I shall test this variable by observing the rate at which hydrogen gas collects over water against the concentration of hydrochloric acid used with CaCO3. I predict that by doubling the concentration of the acid, the rate of reaction will also double. The higher the concentration, the higher the rate of reaction. HYPOTHESIS FOR EXPERIMENT 3 COLLECTING GAS IN A SYRINGE This experiment is very similar to experiment 2 (collecting gas over water) but this experiment is the most accurate out of the three that I will be carrying out. I predict that I will have a very similar type of results and graphs as in experiment 2. I predict that the graph will have more better and accurate trend lines in the graphs showing a curved line of best fit. The higher you raise the concentration the more the particles will collide therefore corrosion of the marble will occur. Plan for the investigation. I will ensure that the goggles are worn throughout the experiments. Care will be taken not to spill any of the acid. Glass will be handled with care to prevent breakages and cuts. If any sort of accident occurs amends will be made with the help of trained technicians. Large volumes of acid will not be carried around to reduce the risk of a spillage. Containers will be kept well away from edges of the benches. Low molar concentration of hydrochloric acid will be used for safety. FAIR TEST To perform a fair test I will do as follows: In the experiment I will measure each substance accurately. I will carry out the experiment at the same room temperature of 20oc each time. I will wash the conical flask with distilled water after each experiment to make sure that there isnt any solution left over from the previous experiment. I will have to stay alert when counting bubbles and will have to concentrate hard. I will also repeat the test again and take the average of the two results to get an average set of results which will be more reliable. By following my fair testing the results will hopefully come out accurate. I will be alert and take the timings accurately for each of the experiments. METHOD FOR EXPERIMENT 1 COUNTING BUBBLES. This is how I will be carrying out my 1st experiment to find out the rate of reaction between marble and hydrochloric acid: When doing my experiments I will use the same procedure throughout. I will first get the necessary equipment that will be needed and will set it up as show below. I will then get 30ml of 0. 1M hydrochloric acid and will put it into the conical flask. To make sure the volumes of acid and water were right we will measure the volumes of each in a measuring cylinder to be accurate. To make sure the mass of marble chips are right we would measure them on the electronic balance to one decimal place. I will then get 2grams of marble chips (roughly the same size) and I will gently put the marble chips into the solution of hydrochloric acid and will spontaneously close the conical flask with the delivery tube that is attached to a bung at the end. As soon as I close the top of the flask, I will start the stopwatch and I will start counting the bubbles, which will be coming out from the test tube. I will record the number of bubbles produced each minute up to five minutes. The bubbles that will be produced will indicate how much CO2 is being given off by the reaction between CaCO3 and 2HCl. I will carry out this experiment again for Distilled water, 0. 5, 1. 0, 1. 5 and 2 molar to see how the concentration affect the rate of reaction. I will keep the amount of marble chips and hydrochloric acid the same for every test I carry out so it would be fair. At the end I will also carry out this experiment on distilled water so I can compare the two substances. In this experiment I will have to concentrate all the time as I will have to count the bubble for five minutes and will have to make sure that I dont miss out on counting a single bubble. After the experiment is over, I will carry out the experiment again to confirm my results and to make sure that I was counting the bubbles correctly. This picture shows how I am going to set-up my experiment and I am going to count the bubbles that come out of the test tube. METHOD FOR EXPERIMENT 2 COLLECTING MEASURING GAS This is how I will be carrying out my 2nd experiment to find out the rate of reaction between marble and hydrochloric acid: When doing my experiments I will use the same procedure throughout. I will first fill the tub with tap water about half way up and fill the measuring cylinder with water and then turn the measuring cylinder upside down into the tub of water so the cylinder would still be filled with water. By doing this, we will create a slight margin of error because some of the water will be displaced when doing this although it will be very little. Then we will clamp the measuring cylinder in place. We will change the size of the cylinders; however, this will not make the test unfair. We then will put the delivery tube under the cylinder so the air from the experiment could displace the water. To make sure the volumes of acid and water were right we will measure the volumes of each in a measuring cylinder to be accurate. I will then get 30ml of 0. 1M Hydrochloric acid and put it into the conical flask. To make sure the mass of marble chips are right we would measure them on the electronic balance to one decimal place. As soon as we put the Marble chips and the acid in the conical flask and close it with the bung which will be attached to a delivery tube; we will immediately start the stopwatch. We will see how long it takes (In seconds) for the measuring cylinder to fill up with 100cm3 of Carbon Dioxide gas. We will carry this experiment out on a range of different concentrations of Hydrochloric acid. I will be carrying out this experiment on 0. 5M, 1. 0M, 1. 5M and 2. 0M to see how the concentrations affect the rate of reaction. I will also use distilled water to compare it against the hydrochloric acid. After the experiment is over I shall carry out a retest to confirm my results and I will take the average out of the two results. Below it show exactly how the experiment was set up. METHOD FOR EXPERIMENT 3 SYRINGE TEST This is how I will be carrying out my 3rd experiment to find out the rate of reaction between marble and hydrochloric acid: When doing my experiments I will use the same procedure throughout. I will first get the necessary equipment that will be needed and will set it up as show below. In this experiment I will again experiment the time it will take for the syringe to fill up with 100cm3 of Carbon Dioxide gas. Although this experiment will be very similar to Experiment 2, this will be more accurate as the equipment used will be more appropriate. I would assume the results in this test to be very similar to Experiment 2 so I will change the amount of Marble chips and the volume of the Hydrochloric acid to experiment what different it makes. I will used 5 grams of marble chips and 50 cm3 of Hydrochloric acid in this test but will used the same range of concentrations which are, 0. 1M, 0. 5M, 1. 0M, 1. 5M, 2M and will also use distilled water. I will do the same, starting of with 0. 1M Hydrochloric acid and put it into the conical flask. As soon as we put the Marble chips and the acid in the conical flask and close it with the bung which will be attached to a delivery tube; we will immediately start the stopwatch. We will see how long it takes (In seconds) for the measuring cylinder to fill up with 100cm3 of Carbon Dioxide gas. After the experiment is over I shall carry out a retest to confirm my results and I will take the average out of the two results. Table of Results for the method of counting the bubbles. Mass of marble /g Concentration of HCl in 30cm3 / M Time In Mins Bubbles collected Expt. 1 Bubbles collected Expt. 2 Bubbles collected Average Initial temperature / oC 2g Distilled water 1 2 3 4 5u.

The Ghost of Cloudcroft New Mexico Essay -- Ghost Stories Urban Legend

The Cloudcroft Ghost Cloudcroft, New Mexico, meaning a "clearing in the clouds", is a small mountain town located to the east of Alamogordo, NM ("Cloudcroft"). The town's history is intimately tied to the building of the Alamogordo and Sacramento Mountain Railway that allowed the town to be permanently settled in the late 1800s, and to the logging business that made the town and railroad successful for half a century ("Investigation†¦ Lodge"). As with many frontier towns, Cloudcroft has a number of legends that document the unique and violent events in its history, and also a fair number of ghosts that haunt its historic sites. I was told a story about one of Cloudcroft's more famous ghosts when casually lounging in the undergraduate student physics lounge at the University of Maryland, College Park, with a group of students during a lunch break before class. This occurred during early April, 2005. I inquired whether anyone knew any ghost stories or folklore. A friend of mine volunteered that she knew several ghost stories from her travels. The storyteller was a 23-year-old Caucasian female from an upper-middle class family in Baltimore. She currently lives in Crofton, MD, and is a physics and astronomy major. For a prior internship a few summers earlier, the storyteller had worked at the Apache Point Observatory in Sunspot, NM, studying various solar phenomena. Sunspot is located 17 miles from Cloudcroft. She originally heard her legend from a coworker at the observatory, who took her to visit the place of the haunting. After finishing a story about the ghost of the astronomer Maria Mitchell (who allegedly haunts Nantucket, Massachusetts), the storyteller began the tale of the ghost of The Lodge at Cloudcroft. .. ... Cited "Cloudcroft New Mexico, A Brief History." Cloudcroft Online. Retrieved 5 Apr 2005 http://www.cloudcroft.com/history.htm. "Investigation of the La Fonda Hotel" Southwest Ghost Hunters Association. 31 Oct 1998. Retrieved 5 Apr 2005 http://www.sgha.net/lafonda.html. "Investigation of the Lodge." Southwest Ghost Hunters Association. 07 Aug 2001. Retrieved 5 Apr 2005 http://www.sgha.net/lodge.html. "New Mexico: Ghost Stories and Haunted Places." Haunted New Mexico. Retrieved 5 Apr 2005 http://hauntednewmexico.tripod.com/id1.html. "The Haunted St. James Hotel, Cimarron, NM." Legends of America. Retrieved 5 Apr 2005 http://www.legendsofamerica.com/HC-Cimarron5.html. "The Lodge" Lost Destinations. Retrieved 5 Apr 2005 http://www.lostdestinations.com/thelodge.htm. Wood, Ted. Ghosts of the Southwest. New York, Walker & Company:1997.

How Is the Holocaust Represented in Films Essay

‘The Holocaust’ was the massacre of nearly six million Jews in parts of Europe controlled by Adolf Hitler and his Nazi party leading up to and during World War II. When the Nazi party first came to power in 1933 they began building on the anti-Semitist feelings in Germany; introducing new legislations that gradually removed the Jews from society such as the Nuremberg Laws which prohibited marriage or extramarital sexual intercourse between Jews and German citizens and required Jews to wear an armband with the Star of David on it so they could be identified as a Jew. Encouraged by the Nazi’s, people began to boycott Jewish ran businesses and in the November of 1938 they were openly attacked, these pogroms became known as ‘Kristallnacht’ which in German translates as: â€Å"the Night of Broken Glass† because of the vandalised shops and broken glass windows. During Kristallnacht over 7,000 Jewish shops and 1,668 synagogues (almost all of the synagogues in Germany) were destroyed and the official death toll is ninety-one although it is assumed to be much higher. In 1939, after the invasion of Poland, small areas of towns were sectioned off from the rest of the population where Jews and Romani were forced to live in confined and overcrowded spaces. These were known as ‘ghettos’. The largest was Warsaw Ghetto, in Poland (where ‘The Pianist’ was set), with over 400,000 people living within its walls. Although it contained at least 30% of the population of Warsaw it occupied only 2.4% of the city’s area; this meant that the residents of the ghetto were forced to cram in an average of nine people per room. From 1940 through to 1942 starvation and disease, especially typhoid, killed hundreds of thousands. Over 43,000 residents of the Warsaw ghetto died there in 1941. On January 20th, 1942 a â€Å"final solution to the Jewish question in Europe† was devised by the Nazi leaders. Death camps were built in Eastern Europe with new railway systems that were made to transport Jews from other countries to these remote areas. Jews, as well as other ‘undesirables’ such as Romani, Soviet prisoners of war, Polish and Soviet civilians, homosexuals, people with physical or mental disabilities, Jehovah’s Witnesses and other political and religious opponents, were rounded up from all over Europe and forced into tightly packed rail freight cars like cattle. If they survived the journey, a small fraction of the Jews were deemed fit to work as slave labour. Everyone else was sent straight to the gas chambers which were disguised as shower rooms to prevent the victims panicking or trying to fight back. People were packed into these ‘shower rooms’ where the doors were bolted shut and a small but deadly pellet of Zyklon-B was dropped in and was activated by the heat of hundreds of human bodies crammed in together, those inside were dead within twenty minutes. By the end of the war six million Jewish men, women and children had been killed; this was more than two-thirds of the Jewish population. We have watched three films based around the Holocaust. The first of the three ‘The Pianist’ is a film based on the true story of a Jewish man, Wladysaw Szpilman: a famous pianist who worked for a polish radio station, living through the Holocaust. The beginning of the film shows the German invasion of Poland, in which Szpilman’s radio station is bombed, and the anti-Jewish laws that the Germans enforce in Poland, for example, when Szpilman is refused entry to the park or the cafà © with his polish friend and made to walk in the gutter to let polish people get primary use of the pavement. Szpilman and his family soon have to move to the Warsaw Ghetto where death became commonplace due to starvation, disease and attempt to rebel against the Nazi’s. The Nazis treat the Jews appallingly; they forced some Jews to dance to humiliate themselves for their own entertainment, a little boy is beaten to death for trying to scavenge some food for his starving family and, in one scene, Szpilman watches from an opposite flat as Nazi soldiers tip someone in a wheel chair out the window because he couldn’t stand up when they ordered him to. After several months in the ghetto, Szpilman and his family are chosen to be taken to the Treblinka death camp, however, Szpilman is saved from boarding the train by Itzak Heller, a Jewish police officer, while his family board the train never to be seen again. Szpilman is then put to work under gruelling, abusive conditions with the ten per cent or so of the Jews that the Nazi’s kept alive to use for slave labour; tearing down the walls that use to separate the ghetto from the rest of Warsaw and rebuilding the houses for new, non-Jewish residents. The Jews who are still alive are planning on rebelling Szpilman helps; smuggling guns into the ghetto. But after almost being caught by a Nazi soldier who suspects he is concealing something in a bag of beans, Szpilman decides to attempt an escape and take his chances hiding in the city. His friend, Dorota, and her husband hide him in an empty apartment near the ghetto wall where he can get by on smuggled food; however he must not make a noise or go outside as there are other, non-Jews living in the building to all believe the room to be empty. From his apartment window he helplessly watches the Jewish ghetto uprising from the 19th of April 1943 to its unsuccessful end on the 16th May. He lives silently in the abandoned apartment for another few months until he accidently smashes a shelf of china plates. Although Szpilman is unhurt the noise alerts other residents to his presence in the abandoned apartment; he is forced to leave his hideout. Szpilman is hidden once more, with the help of people from the Polish resistance, in another abandoned flat but the man supposed to be providing him with food disappears with the money from generous and unwitting donors, pocketing it all for his self. Dorota and her husband find him gravely ill from lack of nutrition but luckily he recovers in time to witness the Warsaw Uprising. His flat gets bombed during the uprising and Szpilman escapes to the abandoned ghetto where he is found by a merciful Nazi officer, Captain Wilm Hosenfeld. Szpilman plays the piano for him to prove that he is a pianist and the soldier, moved by his playing, finds him food and allows him to remain hidden there. Szpilman hides out here until the end of the war when the German Nazis are rounded up and polish prisoners released. The freed prisoners yell insults at the Germans and Hosenfeld, upon hearing that one of the freed prisoners was a violinist, asks him to contact Szpilman; to ask him if he will return the favour of saving him. However, Szpilman is unable to help Hosenfeld as the camp of Nazi prisoners had been moved and Szpilman returns to playing the piano for the Warsaw radio station. As the movie finishes the closing captions on screen tell us that Hosenfeld died in 1952 in a prisoner of war camp but Szpilman continued to live in Warsaw until his death in 2000, aged 88. The second film we watched was ‘The Boy in the Striped Pyjamas’ this film took a different, perspective of the Holocaust than ‘The Pianist’. This film is shown through the point of view of Bruno, the eight-year-old child of a German Nazi officer; he doesn’t really see the Jews as any different to himself yet despite his innocence Bruno still becomes a victim of the Holocaust†¦ At the start of the movie Bruno and his family are moving because his father got a job promotion as Commandant of a Jewish extermination camp. Bruno is upset and lonely because he was forced to leave his friends in Berlin so when he meets Shmuel, a Jewish boy the same age as Bruno, sitting on the other side of the fence, in the death camp, Bruno immediately befriends him. Shmuel tells Bruno that he is a Jew and that the Jewish people have been imprisoned here by soldiers, who also took their clothes and gave them the striped camp clothing, and that he is hungry. Bruno is confused and starts having doubts about his father being a good person. However, Bruno regularly returns to the fence bringing Shmuel food and playing checkers with him through the fence. When Bruno’s Mother realises what’s actually happening at the camp through a comment by one of the younger soldiers â€Å"They smell even worse when they burn,† she is shocked and appalled as she believed it to be a labour camp. She argues with her Husband, insisting that she and the children should move elsewhere, eventually the Mother wins out but Bruno doesn’t want to leave anymore because of his friendship with Shmuel. Shmuel tells Bruno that his father is missing. Bruno gives him the bad news that he will be moving away for good the next day after lunch. Wanting to make up for letting Shmuel down and naive that his father has likely been murdered, Bruno agrees to help Shmuel to find his father, and returns the next day with a shovel to dig a hole under the fence to get into the camp, and Shmuel will bring an extra set of camp clothing; Shmuel’s suggestion that he could leave the camp through the hole is rejected by Bruno, who doesn’t know what it’s really like inside the camp and is determined to find Shmuel’s father. Whilst still searching Bruno and Shmuel get caught up in a crowd of people being marched to the gas chambers where both Bruno and Shmuel are murdered with the other Jews. In the meantime, Bruno’s Mother tells his Father, who was in a meeting about increasing the capacity of the gas chambers, that Bruno is missing. They find Bruno’s clothes next to the hole under the fence and realise that he got into the death camp. His Father runs throughout the camp when he reaches the gas chamber, he realises that Bruno has been brought to the gas chamber with the other Jews, but when He arrives it is too late, the boys are already dead and he is devastated. Upon hearing the Father’s cry of â€Å"Bruno!† his Mother and his sister, Gretel, realise what has happened and are equally devastated. The ending of this film has an element of retribution as Bruno’s father, who has killed thousands of Jewish children, finally gets a taste of what it’s like to lose his child. Finally, the last movie that we watched was ‘Life is Beautiful’. This film was set in Italy about the main character, Guido, a young, Jewish, man who at the opening of the film moves to the city with his friend to work at his uncle’s restaurant where he meets his future wife, Dora, although neither knows it yet. During the beginning of the film you can see how the anti-Semitist feelings built up it Italy for instance when the school children are meant to be lectured on ‘the superior race’, when someone paints â€Å"Beware, Jewish horse† on Guido’s Uncle’s horse, the sign on the shop reading â€Å"No dogs, no Jews!† and, later in the film, when Guido and Dora are married, despite the fact that Guido’s a Jew and Dora’s Italian, people trash their house. On Joshua (Guido and Dora’s son) birthday the Germans arrest Guido, Joshua and Guido’s uncle are taken onto the train to be taken to the death camp Dora insists on going with them even though she isn’t a Jew eventually the Nazi gives in and puts her on the train where she is included with the other Jewish women. Guido is devastated to see his non-Jewish wife board the train. Protecting his son from the horrific truth, Guido tells Joshua that they are simply on a big holiday camp, and he turns the camp into a big game for Joshua, saying that they must win 1000 points to win a real tank and leave. Luckily Guido’s quick thinking saves Joshua from the truth when a German officer requires a translator. Despite not speaking a word of German, Guido steps forward and makes up the â€Å"Regole del Campo† from the German’s body language, claiming that tanks, scoreboards and games of Hide and Seek litter the camp, while cleverly stating that Joshua cannot cry, ask for his mother or declared he’s hungry, resulting in the loss of the â€Å"game†, in other words, death. Joshua later refuses to take a shower (repeated from an earlier part in the film), and unknowingly escapes being gassed, so Guido hides him with the help of other Italian prisoners, since there are no other children. Playing messages over the speakers for Dora, kept prisoner on the other side of the camp, let’s Dora know her son and husband are alive, while the Nazi’s don’t speak Italian. With the help of Guido’s former German friend, Herr Lessing, Guido hides Joshua amongst the German children, while waiting the German Officer’s meals. Hiding Joshua in a junction box for the last time, telling him that everyone is looking for him, Guido jeopardises his own survival to prevent the Germans discovering Joshua, while he attempts to free Dora, giving his own life away at the same time. Once the German’s realise they’ve lost the what they desert the camp, closely followed by the surviving Jews escaping, then, when the Americans break into the seemingly deserted camp the following morning Joshua comes out of hiding just as a tank pulls around the corner so Joshua believes that he has won ‘the Game’. Hitching a lift out, Joshua spots his mother reuniting as the film ends. Although all three of these movies are based on the Holocaust each one uses different themes and different view points. Firstly, ‘The Boy in the Striped Pyjamas’ is filmed from a very innocent, child view point. Bruno is very young and the difference between Jew and German doesn’t matter to him; he doesn’t understand what might be considered wrong in befriending Shmuel. A similar viewpoint is used in ‘Life Is Beautiful’ where Joshua doesn’t know what’s going on because his father told him it was a game. I think that this perspective very effective in displaying the horrors and injustice of the Holocaust and, personally, it makes for a more entertaining film as it uses the audiences’ sympathies to make them more emotionally involved with the plot. However, in displaying historical fact within the film this take has disadvantages because what makes the main characters so innocent is their lack of understanding of their situation which naturally makes it harder for the film to be both educating and entertaining. ‘The Pianist’, however, has a much more grown up approach as, being based on a true story, it sticks to the facts and I felt that I learnt more from that film then I did from the other two. A similar theme that emerges in all three of these films is family. In ‘The Pianist’ Szpilman loses his family early on in the film, although he seems quite close to them before, and he struggles to survive without them probably feeling lonely all those month in hiding with no one with him for company. In ‘The Boy in the Striped Pyjamas’ you see how Bruno’s family are driven apart by their conflicting opinions of the Holocaust; Bruno’s father is a strong believer in Nazi policy and the commandant of the death camp, however, his Mother is quite shocked and appalled when she learns the truth of what’s happening at the death camp and insists on moving away with the kids, whereas Bruno is young and confused as he’s been brought up being told that Jews are basically evil and German soldiers, like his father, are good but when he befriends Shmuel he realises that some Jews are nice, like Shmuel, and begins to doubt his father. Contrast to this, in ‘Life is Beautiful’ you see how Joshua’s family grow closer together because of the Holocaust; they stick together for each other and Guido even sacrifices himself in hope of saving Joshua. Although we often assume that all of the Nazi soldiers were evil, the issue of ‘good’ and ‘bad’ Germans is brought up in all three of these films. Firstly, in ‘The Pianist’ although most Germans are portrayed as evil, the Nazi officer, Captain Hosenfeld, saves Szpilman from starvation or being found and, towards the end of the movie, when he’s a prisoner and begging for help you begin to sympathise with him a bit more, especially when it’s revealed that he died on the caption. Then, in ‘Boy in the Striped Pyjamas’ Bruno befriends Shmuel, and Bruno’s Mother and Grandmother openly disagree with Nazi views, which makes you think not to stereotype all Germans as ‘evil’. And lastly, in ‘Life I Beautiful’ although no German steps out and helps Guido and his family, you do see a doctor (who Guido knew before he was forced to work at the death camp) beginning to lose his stability because the work he is forced to do goes against all his moral values. This adds another layer to the ‘evil Germans’ assumption because maybe not all of them were doing it willingly so therefore does that make them bad?

Psychology As A Science

Psychology being categorised under the name science, can often lead to disputes within the field of sciences. Psychology is the observation of behaviour and thought process of the human mind, within itself it is a vital source of knowledge, such as how biology, chemistry and physics provides a source of knowledge that is vital to humans and the environment. Science can be seen as the study of natural behaviours and physical aspects of the world, this definition within itself accompanies itself with the idea that psychology is a science, as behaviours are studied within the field of psychology.Eysenck and Keane (2000) believed that to make something a science it must have the following features, controlled observation, in which a specific manipulation is observed to see the effects. Secondly objectivity, as when data has been collected objectively it reduces the possibility of bias, thirdly testing theoretical predictions, because if a theory is not tested there is no evidence to prov ide if it is right or wrong.Fourthly is falsifiability, which means the scientific theory has the potential to be proved wrong by evidence, fifthly is the unifying theory which is every subject within the sciences has a unifying approach all theories are based off. Finally there is the fact of is any research conducted replicable, as it is hard to rely on studies that could provide inconsistent findings. Although providing clear guidelines on what makes a science, there are still some aspects which make the divide not as clear as believed.For example psychology uses the scientific method in some of the studies conducted, which is used throughout science for all research, so this aspect can be seen to make psychology a science. Too many the field of psychology is classed as a science; the science of the mind, as it looks at the most complex thing on Earth, the human mind, all theories on behaviours and thoughts stem from psychology (BBC, 2013).In many areas psychology and the three s ciences (physics, biology and chemistry) have similarities, for example, the sciences can be seen as reductionist as they try to take a complex behaviour or physical problem and break it down in to a simpler form. Many theories within psychology on similar problems can also be seen as reductionist as it aims to take complex behaviours and thoughts and break it down in to easier components to study.An example of this can be shown by Freud (1909), Freud believes behaviour stems from the unconscious mind, making it a reductionist as it does not take biology or other factors in to account. Reductionism can be seen to be an advantage when it comes to conducting a study as it means testable predictions can be created, and then can be carried out in a controlled experiment. Although by making a reductionist theory can also cause disadvantages such as falsifiability. Popper (1963) believed falsifiability was key to science, as science does not seek to prove its own theory right, but tries t o confirm it as wrong.This means that if a theory is un-falsifiable then it is not scientific, psychology in many sectors is falsifiable through problems such as reductionism, but there are also theories that are un-falsifiable as they are untestable such as many of Freuds (1909) theories display, for example the Oedipus complex can neither be proven nor disproven. As well as having issues with falsifiability psychology also lacks the objectivity needed for science to make it truly scientific, as without objectivity the research is prone to becoming bias.Even in experiments such as Skinners (1956) rat experiment can be shown to be subjective, because although the rat is pressing the lever and the lever presses are recorded automatically, it is still down to the opinion of the researcher on when he believes the rat has learnt by pressing the lever they get a treat. This can be counteracted on the bases that psychology has the unique position of studying the human mind which in itself is difficult to operationalize, as not all parts of the behaviour and thoughts can be measured scientifically, which unlike atomic mass or miles per hour in science can be.Science within itself can also come across problematic issues over control and objectivity. An example of this is the Heisenberg Uncertainty Principle â€Å"The more precisely the position is determined, the less precisely the momentum is known in this instant, and vice versa. † (Heisenberg, 1972) which means if something is precisely measured, and a hypothesis is believed to be true, it can often distant the researcher from the actual result. An issue with measuring investigations using the scientific method in general is it can restrict and affect answers within itself.An example is it can be argued that laboratory experiments are very artificial, so do not provide a clear picture of what would happen in real life terms. As well as sharing similarities with science on the basis they both have issues with control and objectivity, they both also share the same goals. They have three aims, the prediction, understanding and control over a study. Scientists and psychologists both put a theory forward, these theories in both cases lead to a creation of a hypotheses, this is the prediction.The next step is the understanding which is when you receive results from a prediction it should give the researcher and anyone reading the report a greater understanding of that subject. Control is the final step, the knowledge gained from the proven hypothesis provides knowledge which can be used to alter certain factors in the world. The three aims of science are according to Allport (1947), psychology follows these same three aims throughout studies, reporting and publishing work just as biology, chemistry and physics do.Throughout psychology the scientific method is used, but not in all areas although science has default problems itself with the scientific method. So it cannot always be said subjec ts within science always stick within the scientific boundaries themselves. Another point within psychology is psychology is a ‘new’ science, biology, chemistry and physics have been in service for a good period longer, so it may be in time more likely to be classed as a science.Nevertheless Miller (1983) would argue psychology is just a pseudoscience, an approach that claims to be scientific but does not have the key principles of science, he claims this can be dangerous as psychology is claiming to be a science, it provides the false ideal that their findings is ‘fact’. Although in comparison it could be argued that there is no ultimate knowledge of human’s behaviours and thoughts, so there must be a science to take over this role of discovering behaviours and thoughts.Science may study the physical aspects of the brain e. g. hormones that can be proven through empirical evidence, but it does not study the unknown areas such as behaviours, this is where psychology can provide answers. For example Piaget’s (1966) stages of development theory, that people develop starting at the pre-concrete stage and move throughout these stages until they reach the formal stage, science does not provide an answer for how humans develop in this sense.In conclusion psychology may seem like a vague  subject with no clear goals or guidelines, but it does have aims, its aim is to study the mind, the way people behave and think. Science still has unexplainable occurrences, that have no empirical evidence so in turn cannot be falsified, which in itself should make it not scientific. Psychology can provide answers for what science cannot explain, such as how memories are stored, psychology provides a theory for this whereas science does not. In conclusion psychology can be seen as a science to explain human behaviour that other sciences cannot.

How World Vision International contributes to poverty reduction

How World Vision International contributes to poverty reduction Scientific innovation and good international relations among countries have supported globalization. Globalization has received much advocacy as a lasting solution to world problems however; poverty remains the biggest problem in many developing countries; according to the United Nation definition. Poverty is the inability to achieve and enjoy, on a sustainable basis, the human basic necessities.Advertising We will write a custom research paper sample on How World Vision International contributes to poverty reduction specifically for you for only $16.05 $11/page Learn More The rise in globalization was thought to be a solution to world poverty problems however it has aggravated the state in some nations. Statistics released by FAO in October 2010 indicated that there are 925 million people living below the poverty line. The majority of this population (about 80%) lives in Asia, the pacific, and Africa. Nongovernmental organizations play a crucial role in pov erty reduction and development of sustainable mechanisms to eradicate poverty; such organizations include World Vision International. Social, economic, and political globalization is thought to have solution for the every challenging poverty problem in the world however some nations have continued to suffer. When countries are trading in the international markets, they do so using the frameworks of comparative and absolute advantage. Developing countries produce similar products which they hardly manufacture when selling to the international market. The primary products fetch low prices that are hardly beneficial to the countries; this aggravates poverty in such nations. On the other hand, globalization has assisted to reduce poverty in some countries, the main beneficiaries are developed countries that buy cheap low materials from developing countries and manufacture products that fetch good returns in the world market. This paper discusses how World Vision International contribute s to poverty reduction. World Poverty and globalization Poverty is the inability to achieve and enjoy, on a sustainable basis, the human basic necessities; it means that a person is not able to provide himself with human basic needs like food, shelter, housing, basic education, and health. Globalization has facilitated international trade and economic development among countries that is believed to trickle down to the less fortunate in the society, however the rate at which the benefits of globalization reach to the less fortunate is wanting.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to WFP, poor people are not able to get clean and safe drinking water, they lack sufficient nutritious, they are hungry, they lack energy for cooking food and lightening, have inadequate clothing and beddings, and their living conditions is wanting. The first agenda that the Unite d Nations Millennium Development Goals (MDGs) in 2000 had was to eradicate poverty and hunger all over the world by 2015, although some efforts have been made, the success rate is wanting. According to UNICEF poverty report 2010, 2.5 billion people live below 2 dollars per day, of these population 1 billion are children who are deprived one or more essential services to survival; the report further illustrated that about half a million people die every year of conditions that relate to poverty (World Food Program Official Website, 2011). The alarming statistics brings the question of what are the cause if poverty; according to WFP, there are numerous factors that jointly or singularly contribute to poverty, they include lack of individual responsibility, unpredictable climatic conditions, bad government policy, wars, un-exploiting resources, exploitation by people, inequality, corruption, and businesses with power and influence, or some combination of these among others. Developing countries remain to the main culprits of poverty in the 21st century, people living in the countries can handle sustain a decent living standards which on the other hand exposes them to other social and health risks. It is with the understanding of the root causes of poverty that World Vision International, it enacts programs that address the root causes so that they remain sustainable in the future even after the withdraw of the project. World Vision International projects are community based and aim at mobilizing funds, resources, and manpower to get solutions on poverty in different parts (Michael, 2000). In 2008, World banks measure for poverty was changed from being those people living on the equivalent of 1 dollar to 1.25 dollars; with the revised poverty cut line, the organization estimated that there are approximately 1.4 billion people who live below the poverty line.Advertising We will write a custom research paper sample on How World Vision International contribut es to poverty reduction specifically for you for only $16.05 $11/page Learn More The figure was higher than the figure that had been recorded in 2004 of 984 million. The main reason that the organization had to raise the poverty line level is the fact that food and energy prices are skyrocketing every year (World Food Program Official Website, 2011). The image below shows the poverty trends over time: Chart 1: World Poverty levels over time In the chart above, it is evident that world poverty rate has been on he decrease when considering China; china has benefited from international trade and globalization as it manufactured different commodities for the world. When the effect of China has been removed, the rate at which world poverty reduces is wanting, in some years there has been an increase in the poverty rate while in others there has been a decrease. The reason why China was excluded is that it had a high reduction of poverty in the covered time frame from a bout 85% to 15.9%. Distribution of income among different communities and countries has been blamed as the main cause of poverty in developing countries which account for over 80% of the poor. When globalization is factored, the countries have been used as primary producers of raw materials and consumers of finished products from developed countries. When resources are not distributed equitably then wealth is concentrated with a small number of people while the rest live in poverty. The chart below shows income distributing among different continents:Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Chart 2: Income distribution among continents The graph above indicates that Sub-Saharan Africa, Middle East and Latin American have the highest inequality in the globe; apparently the continents/nations have the highest poverty rates. When income is not equally distributed, a country has some section of its population extremely poor while others are doing well. The poor are reduced to workers of the well to do in the community thus creating difficulty in eradicating poverty. World Vision International World Vision International is a Christian based nongovernmental organization founded in 1977 in the United States that works with local governments, community developments and other nongovernmental organizations to eradicate poverty and injustice. World Vision International aims at assisting poor people to develop programs that can enable them provide enough food and other basic wants to themselves and their children. The organization’s mission statement states â€Å"to follo w our Lord and Saviour Jesus Christ in working with the poor and oppressed to promote human transformation, seek justice and bear witness to the good news of the Kingdom of God, (World Vision 2011). The funding of World Vision comes from world governments, corporation and private donors; after receiving the funds, the organization is expected to address various programs in the best order according to need. When conducting its business, the organization is able to operate via collaboration with governmental institutions like USAID, DFID, EuropeAid, ECHO, Save the Children, the Food and Agriculture Organization (FAO) and the International Fund for Agricultural Development (IFAD) among others (Julie, 1998). Poverty reduction programs undertaken by World Vision International in different countries When undertaking poverty eradication programs, World Vision engages in numerous activities that directly address poverty among the community. One main cause of poverty that has been quoted in different parts of the world is inefficient utilization of natural resources; when people are illiterate they fail to understand the need or how to maximize/optimize their resources. Education is one basic human need; at least primary education has become a necessity in modern globalizing world. World Vision has programs that motivate school going children to attend schools; for example in Kenya, an East African country, the international organization has a lunch program where it feed primary going children in the north eastern province of the country where poverty prevails. The strategy in Kenya seeks to break the traditional lifestyle of the north easterners who are nomadic pastoralists; when young girls and boy attend schools they are shown other income generating programs like crop farming. In Lao People’s Democratic Republic (PDR), the world poorest county, World Vision has enacted programs that aim to increase school enrolment and attendance rates. Some of the programs that the organization has enacted include providing nutritious mid-morning snacks and take-home rations for girls and informal boarders; such programs motivate children to go to school as they are assured of a meal and also motivate parents to send their children to school. The program that the nongovernmental operates in Lao is named â€Å"Early Childhood Care and Development (ECCD)† When choosing the location to enact a certain school feeding program in either Kenya or Lao People’s Democratic Republic (PDR), World Vision uses vulnerability analysis and mapping (VAM), the programs focuses on remote areas and urban slums. In Cambodia, the organization has a program that seeks to stop the spread of sex tourism and child sexual exploitation, in 2009, the organization rescued 349 cases of child sexual exploitation; the program has the objective of ensuring that children remain in school and will contribute positively to the economic development of the country (World Food Program Official Website, 2011). In times of emergency, the organization has been called for fast rescue operations where it has intervened to improve the living standards of the people despite the situation, for instance in Battambang Province , the orgnaisation fed about 10000 people affected by flood in the country on 11-12th October 2011. Although World Vision seeks to address emergency food needs, after rescuing a situation, it works with the countries government to enact long lasting policies to reduce the poverty rate of the people. The program of micro-financing is operated through other organizations in the country where some soft loans are given to individuals and groups in communities to start income generating programs. The policy of micro financing as adopted by the organization take the form of Muhammad Yunus micro financing strategy. The aim of the microfinance approach is to alleviate poverty by financially empowering the less fortunate in the society. Women have be nefited from the scheme and are increasingly changing their traditional role; they can participate in decision making. One of the major reasons quoted why the poor have had a large number of children than the rich is because of lack of economic activities they can do. With microfinance they are empowered and thus they have economic things to do other than getting children. Secondly traditionally especially in developing countries the role of a woman has been to bear children. The role has changed since they can assess loans and participate equally in decision of whether to get children or not. They have opted to have few children. Some of the nations that have benefited from the programs include Uganda; in Uganda, World Vision operates in 37 of the countries 80 districts since 1986. Programs in Uganda are aimed at assisting Ugandan families attain and live more sustainable livelihoods; the organization offers loans to the country to come up with income generating programs like tree planting, substance and commercial farming, goat keeping, bee keeping, and cattle rearing. Such programs target the poor in the country and have played a crucial role in poverty eradication; to operate in Uganda the organization has 46 child-focused and community-based Area Development Programmes (ADPs). In Rwanda, World Vision has been in operation since 1976 where it engaged into partnership programs of poverty eradication and creating reunion of families. It has also partnered with UNDP to facilitate economic development in the region. programs by the two organizations was named Integrated Family Development Initiatives (IFDI); under the program, the organizations would offer funds to potential inventors train them on basic management skills and see them implement viable businesses In Philippines the organization has a program named â€Å"cash-for-work† project is targeted to those people who were affected by 2010 ‘s typhoon flooding, the nature of the project is tha t people are expected to work on the destroyed areas like buildings then they are paid using mobile phones money transfer. The program offers about US $6.00 (about 80 percent of the daily minimum wage), with the project, the organization has been able to assist in poverty reduction among the affected people and offer them hope to rebuild themselves. The program launched in September 2010 targets to reach about 2000 participants living in Manila; Manila was largely affected by Tropical Storms Parma and Ketsana in 2009 (World Food Program Official Website, 2011). Most poor countries are suffering from population that is infected or affected by H.I.V. AIDS; World Vision through the policy called social protection strategy addresses the negative effects of the epidemic. Nutrition is a key component in management of HIV/AIDS; the response of anti-retroviral drugs can only be positive if the patient feeds on a balanced budget. In poverty stricken countries patients hardly afford nutritiou s meals, this is the first point that World Vision intervenes; it gives patients nutritious food to boost their response. When patients are on drugs and good diet, they get strong fast and return to their respective working places to earn a decent living. In 2003, President’s Plan for Emergency AIDS Relief (PEPFAR) announced that the main problem cited by people living with HIV/AIDS was lack of food, he further emphasized that if the population can be correctly fed, then its effects can be manageable. In 2008, World Vision estimated to have assisted 2.4 million people affected by HIV/AIDS; the main assistance was through offering them balanced diet food that they can continue with their daily chore. Some other areas that World Vision has enacted HIV/AID programs include Afar, Benishangul Gumuz, Somali and Gambella; according to the international organization website, in 2010, the organization was able to support 2.5 million people in 47 countries through its HIV or TB program . The programs not only address the sick people when suffering but it also offers them financial support after their recovery; such efforts go a long way in reducing poverty (World Food Program Official Website, 2011). In most poor countries, agriculture is the main activity, however the economic practice is hampered by the way it is conducted in the country and unpredictable climatic condition experienced in the world today. With this realization World Vision has programs that educate farmers in poor countries on the most sustainable methods of farming and giving them farming inputs like seeds and fertilizers. In some nations, the organization has assumed the role of the buyer of produce; it buys them at a competitive price and stores them safely to cater for any emergency in the region. At Nicaragua, world second poorest country according to World Bank, WFP has a program termed â€Å"Purchase for Progress† (P4P), under this program the organization buys maize and other grai n foods from farmers; under the program, farmers are expected to get farm inputs like seeds and fertilizers from the organization then they will be deducted off the amount when they are being paid their dues. Under the program, those farmers who have land but are not able to raise capital to cultivate them for their food and for selling are able to earn a living as a result. As part of â€Å"Purchase for Progress† (P4P) farmers who have enrolled in the program get free training on management and post-harvest techniques, good manufacturing practices and cooperative systems; the program have seen the natives improve their farm produce and be able to feed their families and cater for other social needs (Gough, 2004). The program at Nicaragua was initiated after the realization that the main problem affecting small scale farmers in the country was lack of reliable market; WFP took the challenge and offered to buy produce from the farmers. â€Å"Purchase for Progress† (P4P) operates in six cooperatives which acts as maize collection points, according to the president of the cooperative, Luis Enrique Quezada, the program has assisted the participants earn an extra coin and reduced their rate of poverty. In Timor-Lest one of the poorest Asian country, WFP with the collaboration of the countries government, coffee exporters Timor-Global have established a food plant that produces supplements to the country’s population which previous had to be imported. According to the WFP Country Director Joan Fleuren, the program is expected to boost coffee farmers gains from their farming and also when exported the product is expected to be a foreign earner. With such moves, the farmers are likely to have an improved living condition and the country has an extra income derived from exports. One problem that has continued to increase poverty is the notion that women are not expected to be working; this myth prevails in most developing countries. Although itâ₠¬â„¢s difficult to change culture, World Vision has enacted educational and supportive programs that advise on the need for women to become economically empowered. Such programs involve calling stakeholders and letting them discuss on modalities that they can use to empower women (Gough, 2004). In Kyrgyz Republic World Vision works with the government to improve the living conditions of refugees and injured. It is estimated that there are 80,000 Uzbek refugee in the country; the program targets women-headed families and the vulnerable in the community. The program has resulted to an increased income to the countries target population; to manage the program the organization uses women groups which contain women whose husbands has left the country in search of jobs, widowed women, and women who find them single form situations like getting a child out of wedlock. In the Republic of Tanzania, World Vision has enacted women funding program where it offers soft loans to women groups to a ssist them start small businesses. When such loans have been offered, the organization sees to it that the women understand basic management skills and styles to assist them advance the business. Loans in Tanzania are disbursed via micro finance institutions which graduate women from groups and make them stand alone that they can get loans. Some of the programs that have been funded by the program include cattle rearing, poultry keeping, bee keeping, and salons (World Vision Official Website, 2011). The advocacy and other processes that World Vision International contributes to poverty reduction engages to make a contribution to policy To address poverty among communities, World Vision has direct and indirect programs; when using the approach for direct projects, the organization becomes a player where it trades and facilitates economic engagements directly. In the areas of direct intervention, the organization may operate with the collaboration of other NGO’s or the governme nt to establish the best way that it can reach the target population. Although ensuring that the world gets adequate and nutritious food is the main objective of the organization, direct programs aim at ensuring that the community targeted can feed itself in the future. The next approach used by World Vision to address poverty take the form of an indirect approach, under the strategy, the organization offers incentives and assistance to people in such a way that they will be able to become economically productive. Such programs include the HIV/AIDs program where the organization give nutritious food to victims in the efforts to make them stronger and look for their living, other programs include school feeding programs where children are motivated to attend school; in the future the children are expected to offer manpower and get decent jobs (World Vision Official Website, 2011). The effects of the World Vision International Programs The numerous World Vision programs aim at improvi ng target groups living standards; they are programs that have given people hope and offered them some foundations where they can start small businesses. World Vision programs address the root cause of issues facing a certain community but starts by providing them with basic human needs; before enacting policies that assist them earn a living on their own. When individuals are economically empowered, they are able to address their own problems and provide their families with basic human wants like food, shelter, and education (World Food Program Official Website, 2011). World Vision has numerous education programs targeting school-going children and others adults. Adult education programs are mostly on how they can earn extra income or how they can utilize their resources effectively. Such programs assist in efficient production and boosts productions thus reducing poverty. When address and motivating children to attend schools the organization has the future generation in mind. An educated generation is more likely to address their issues and enact poverty fighting mechanisms that best fits them; this is what the organization wants to see in the future. Looking at the children education programs from another angle, when people are educated investors are more likely to prefer such counties as the labor will be informed and easy to manage (Deacon, Hulse Stubbs, 1997). Conclusion The strategies adopted by the World Vision International to eradicate poverty are either direct or indirect; under the direct programs the organization engages directly in income generating programs to help the target population earn sustainable income. Some of the direct engagements include provision of farming inputs, provision of soft loans to community groups to start small businesses, educating people on business management skills, and buying produce from farmers who cite lack of market as their main hindrance to economical agriculture. Indirect project aims at creating better wor king environments that can facilitate development of economic activities currently or in the future. Such programs include education facilitation programs, food provision programs, medicine provision programs, and peace keeping mission. References Deacon, B., Hulse, M. Stubbs, P. (1997). Global social policy : international organizations and the future of welfare. London : Sage. Gough, I. (2004). Human Well-Being and Social Structures: Relating the Universal and the Local, Global Social Policy, 4(3), 289-312. Julie, F. (1998). Nongovernments : NGOs and the political development of the Third World. West Hartford: Kumarian Press. Michael, E. (2000). NGO Rights and Responsibilities : a New Deal for Global Governance. London : The Foreign Policy Centre. World Food Program Official Website. (2011). World Food Program. Retrieved from https://www1.wfp.org/ World Vision Official Website. (2011). World Vision International. Retrieved from https://www.wvi.org/

Experimental Design Questions in ACT Science

Experimental Design Questions in ACT Science SAT / ACT Prep Online Guides and Tips Every day you have a plan: whether it’s going to school or the movies. You make plans if you don’t already have a plan.Scientists / Researchers are major planners and control-freaks (get it science nerds?). The ACT Science section asks you to figure out what that plan was and how it could hypothetically change.These two types of questions are typically found in Research Summaries Passages. To learn more about this type of passage and learn useful ACT Science tips, check out the 3 types of ACT Science passages. In this article, I'll cover: The Two Types of Studies Independent and Dependent Variables Comparing and Contrasting Experiments Questions Questions about: Why did the Scientist/Student do X? Questions about hypothetical changes to the experiment Throughout the article, I'll dive into real ACT Science practice questions and provide ACT Science strategies along the way. The Two Types of Studies Observational vs. Experimental In Observational studies, scientists simply collect data and study differences.For example, there is an ACT Science passage about measuring the beak depths of finches from different neighboring islands. In Experimental studies, scientists create an experiment where they choose to change certain variables and see how the result changes in response.For example, there is an ACT Science article about giving tadpoles varying amounts of a certain chemical and seeing how it affects their transformation into frogs. Man, I'd hate to be a tadpole under his microscope. In both Observational and Experimental studies, scientists are looking for the differences between different conditions.It's not that meaningful to just provide a single data point - for example, "finches on Island A had an average beak depth of 8 mm."OK, great - what does this mean? Is 8 mm large or small? -Without comparisons, it's hard to know the importance or meaning of a study. Scientists do compare apples and oranges. Therefore, scientists will take multiple data points in different scenarios, and then the scientists compare them.The ACT Science passage on finches shows that "finches on Island A have an average beak depth of 8 mm while finches from Island B have an average beak depth of 9 mm."Now, we can compare the two.Island B finches have a larger average beak depth than Island A finches. This is also where study design differs - scientists will study different aspects of the same general field to find different answers.In an ACT science passage, you'll typically see multiple experiments and studies within a single passage (Particularly in Research Summaries and Data Representation Passages - again for more information about the 3 types of passages in the act science section click here).They will be labeled Experiment 1 / 2 / 3 or Study 1 / 2 / 3.Each experiment or study will be related to each other, but different in major ways.The experiments may measure the same change but use different independent variables, which we will discuss next: Independent and Dependent Variables In experiments, scientists are often changing experimental variables and seeing how the response changes.The variables that the scientists actively change are the independent variables.The variables that they then observe are the dependent variables.Here's an example: Scientist 1 is running an experiment to see how fast a rubber ball rolls down an incline.For each trial of the experiment, Scientist 1 uses different inclines of specific angles.Scientist 1 tested an incline of 10, 25, and 50 degrees. The scientist then timed how fast it took for the ball to roll from the top to the bottom of the incline.What do you think are the independent and dependent variables here? The independent variable is what the scientist is controlling. In this case, Scientist 1 is controlling the degree of the incline.The dependent variableis what the scientist is observing.In this case, Scientist 1 is observing how fast the ball rolls down the incline.It is as simple as that! Scientists might conduct experiments with more complicated scenarios like circuits or heat transfers, but the concept is the same. ACT Science Tip #1: data points are often graphed on an XY-graph, and independent variables are usually on the x-axis and dependent variables on the y-axis. ACT Science Tip #2: in observational studies, researchers don't have independent and dependent variables, as they don't really control what they are studying - they're just observing.But don't worry - the ACT won't ask you to make this distinction; this note is just to improve your understanding of how experiments work.Let’s attempt one of the ACT Science practice questions that asks us about the experimental variables: Let’s start by figuring out what the question is asking us: in Experiment 2, which chemical was the titrant and which was the sample solution? Idon’t know what titrant and sample solution mean. We need to start by figuring out what titrant and sample solution mean in the context of the experiment. ACT Science Tip #3: my recommended ACT Science strategies begin with using the visuals to try to answer all ACT Science questions. However, you could not figure this out by looking at the visual, so you needed to skim.Starting with Experiment 2, since that is what the question is asking about, we skim this, This is helpful because it tells us acetic acid is one of the solutions in Experiment 2 instead of HCl, but it doesn’t tell us whether it was the titrant or sample solution.However, even without knowing which it is, because acetic acid is only mentioned in answer choices A and C, we can eliminate choices B and D.We also learned that HCl was not used because it says acetic acid was used instead, but this doesn’t help us yet. Since HCl is not used in answer choice A or C.To figure out whether acetic acid is the titrant or sample solution, we must skim the rest of the passage.In the introduction, it had this helpful tidbit: We now know that titrant means the added solution andsample solution is the solution to which the titrant is added.Now, let’s skim Experiment 1 for more information because we still don’t know the answer. So, in the original experiment, Experiment 1, NaOH solution was added to HCl solution.According to what we just skimmed and the introduction, this would mean that NaOH is the titrant since it is being added.HCl is the sample solution since the NaOH is being added to it.This is very helpful! We know that in Experiment 2 the same procedure was repeated only using acetic acid instead of HCl. NaOH remains the titrant, and acetic acid replaces HCl as the sample solution.Therefore, the answer is C. ACT Science Tips / Strategies for Variable Questions: When trying to answer questions about experimental variables, start by dissecting the question. Ask yourself is it asking about the independent or dependent variable or both? Which experiment/study is it referring to? Next, look at the corresponding visuals for help answering the question. If you need more information, skim the passage, start by skimming the experiment or study that the question asks about. Skim the rest of the passage if you still haven’t found what you are looking for. Use process of elimination to help you narrow your focus. Do not be tricked by hidden information. This question was very tricky because it required you to look at Experiment 1 and the introduction to find out information about Experiment 2. Know that the answer to Experimental Design questions will always be buried within the passage. So keep digging! Comparing and Contrasting Experiments Comparing and Contrasting Experiment Questions areanother type of Experimental Design question.As I mentioned earlier, ACT Science passages will often give you multiple experiments or studies in the same passage.They will be labeled Experiment 1 / 2 / 3 or Study 1 / 2 / 3.NOTE: Sometimes there are only 2 experiments/studies, not 3.They'll deal with the same general topic but differ from each other in important ways. Here's an example mini-passage: Scientists wanted to study the impact of different types of gas on the mileage of the Toyota Prius Hybrid.In Study 1, each Toyota Prius received a full tank of either unleaded gasoline. The car then drove 100 miles on the highway at 55 mph. The amount of remaining gasoline was measured.In Study 2, the experiment was repeated, but the cars were given premium gasoline instead of unleaded. The amount of remaining gasoline was measured. Great. Let's break this down.What are the scientists studying here?It's in the first sentence - they want to study the impact of different types of gas on the mileage of the Toyota Prius. In what ways are the two studies similar?In nearly every way - in both, the cars drove 100 miles on the highway at 55 mph, and they measured the amount of remaining gasoline. In what ways are the two studies different?This is key - in study 2, the scientist used premium gasoline instead of unleaded.In this way, they changed the experiment a little bit so they could find something new. ACT Science Tip #4: Real ACT Science passages may not be this easy, but it's the same concept. Some things will remain the same between experiments, but there will always be key differences. Make sure you canfigure out these differences. Learning Checkpoint - what were the independent and dependent variables here?The independent variable was the type of gas used: unleaded or premium. The dependent variable was what was measured: the amount of gas remaining. Why Did They Do X? This is another type of Experimental Design question, in which you are asked why the scientists decided to make a certain choice in the experimental design. For example: As we did before, let’s try to figure out what the question is asking us.I don’t know what â€Å"tared† means, so I’m going to skim the passage.According to the passage, Tared means that the balance of the scale was reset to 0 g.So the question is saying, the students reset the scale to 0 g after putting a cylinder on it in order to better measure what?Also, according to the passage, the students were resetting the scale to 0g and then filling the cylinder with liquid.In order to answer the question, we need to figure what were the students measuring? Well, according to table 1 and the passage, the students measured Mass of H2O (g), Mass of Ethanol (g), Total Mass (g), and Density (g/mL).The point of the experiment was to measure the mass of H2O and Ethanol and total mass of the liquid, so the scientists did not want to measure the mass of the cylinder.So, the scientists reset the scale to 0g to exclude the mass of the cylinder when measuring the H2O, Ethanol, and combined liquid.Therefore, the answer is F. ACT Science Tip #5: In most cases, the answer to this is to make the experiment more robust.Scientists really care about bias or messing up the experiment with unintended side effects.By simplifying the experiment (in this case, by not measuring the cylinder), the scientists can be more certainthat their results are accurate. Hypothetical Changes in the Experiment Almost all questions of this skill type will ask something like, "Suppose the experiments had been repeated, except instead of _____, the scientists did _____. What would you expect to happen?" Here's a real ACT Science practice question along with the necessary visuals to answer the question: First, understand what the question is asking - how is the experiment being changed, and what are we measuring?The question is asking about using a 5 L vessel and adding 7 g of CO2.The experiment is being changed because in the original experiments a 3 L vessel and a 6 L vessel were used.The new experiment is still measuring the same thing: pressure at 7g of CO2 added. Then, figure out from the visuals what they tell you about the relationship between the variables.Are they directly proportional, or inversely proportional?In this case, we can see mass of gas added is directly proportional to pressure (for more information about relationships, check out our other article - LINK) Finally, answer the question incorporating all this knowledge.In the experiment in the 6 L vessel, the pressure at 7 g of CO2 added was about 500 torr.In the experiment in the 3 L vessel, the pressure at 7 g of CO2 added was about 1000 torr.So, if a 5 L vessel is used instead, which is in between 3 and 6 L (though closer to 6 L), the pressure at 7 g of CO2 added will be between 500 and 1000 torr.So, the answer is G. ACT Science Tip #6: The way to solve these questions remains the same, no matter how complicated the questions get. Recap There are 2 types of studies: Observational, where the scientists simply observe and measure data. Experimental, where the scientists design and conduct an experiment. There are 3 kinds of Experimental Design Questions: Independent and Dependent Variable Questions Comparing and Contrasting Experiments Why did they do X? You will also be asked about hypothetical changes to the experiment.The strategy is the same for all four types of questions: Start byfiguring out what the question is asking. Which experiment/study is it referring to? What is it asking about? Variables? Hypothetical changes? Next, look at the corresponding visuals for help answering the question. If you need more information, skim the passage, start by skimming the experiment or study that the question asks about. Skim the rest of the passage if you still haven’t found what you are looking for. Use process of elimination to help you narrow your focus. Do not be tricked by hidden information. Keep digging until you cananswer the question. What’s Next? Now that you have the Experimental Design and Hypothetical Questions covered, if you haven’t already, learn tips and strategies for theothertypes of ACT Science questions such asfactual questionsand the hardest ACT Science questions. Also, learn about the best way to study and practice for ACT Science. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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10 Chrome Extensions to Make Your Studying Easier (And More Effective)

10 Chrome Extensions to Make Your Studying Easier (And More Effective) Okay all you tech-savvy students, it’s time to take your Google game to the next level. In this article we’re going to take a look at 10 Chrome extensions that you can use to study better, stay more organized and be a couple steps ahead of the collegiate show. Some of them you may already use, but there’s definitely a finding here for everyone. Enjoy the list! #1: The Invaluable Time Tracker How long do you actually research in comparison with the time you are lost on YouTube or sleeping at the keyboard? Time Tracker is like your own personal Big Brother that will watch where you go online, track it and show you how long you were there. Judging by the reviews in the Google web store, it isn’t perfect and has its share of issues, but it’s been great for plenty of students or even online workers. #2: The Unstoppable Quick Note Quick Note is one of the most prolific Google extensions for students. We’re talking the upper echelons of tech-savvy GPA enhancing madness. With 6848 reviews it’s hard to deny the regality and college-style browser opulence it can bestow upon you. Do be a sport and check into it. No kidding, you’ll probably end up using the same extension years from now in that cushy career you’re working towards. #3: The PDF’s Best Friend So basically, it’s called CleanPrint and using it you can either print the PDF completely, view it in more dynamic ways or print only specific sections. Pretty handy, especially these days, when most of the college experience is happening online and files really matter. PDF is probably one of the most common type of files you’ll use, so this extension just makes handling them efficient. #4: The Ultimate Mind-Mapping Tool LucidChart Introducing LucidChart and when it comes to a brainstorming or mind-mapping tool it’s hard to beat. Now you can chill in your dorm room with your tablet and organize your thoughts, connect the dots and make some real progress on projects that would have likely stumped or overwhelmed you before. #5: The Checker Plus for Google Calendar It’s sort of an add-on extension that integrates with Google Calendar. Checker Plus helps you keep tabs on, â€Å"your next events, get meeting desktop notifications, add or snooze events without opening the Google Calendar page!† Don’t be late anymore or miss something important happening on campus. There’s always so much to do and now you can turn your smartphone, iPod or tablet into an amazing calendar. #6: Get the Google Dictionary! If you’re not using Google Dictionary, then you need to go talk to some psy-majors immediately. #7: Epic Document Creation Tool The extension is called Docs Quickly and using it you can create documents within your browser. No kidding. â€Å"Add a simple menu to your browser bar to quickly create new Documents, Spreadsheets, Presentations, Forms, and Drawings for Google Drive.† Seriously, it is handy, and it is one of those extensions that you can rely on. #8: A Legendary Spell / Grammar Checker We’re talking next generation and custom-designed Spell Grammar Checker. Dynamic. Comprehensive. User-friendly. Dependable. Stuffed with nifty features that basically ensure you’ll be writing and communicating far more fluently! Less errors mean less hassle for you and higher marks as well. Raise your hand if that sounds cool! Since it’s literally a part of your browser, you can create all kinds of new documents due to Docs Quickly†¦Youll definitely love it! #9: Announcify! The ultimate app in modern intellectual laziness age, but it is really helpful! â€Å"Announcify reads out loud every website you want. For example, if youre too tired but still need to study one more Wikipedia entry, Announcify can help your tired eyes relax.† Yippy! So it’ll be ten times easier to fall asleep trying to catch up on some quick research! #10: Flashcard Stash If you need to do a fair amount of vocab work or memorizing, be sure to grab Flashcard Stash because it’s simply amazing. Forget about traditional color-coded sticky flash cards that you have to put all over the place and yadda yadda! Here’s but a smidgen of the goodies: â€Å"Flashcard Stash allows you to create interactive flashcards and helps you learn with engaging quizzes and games.† Didn’t we tell you that there would be at least one awesome pick in here. If you’re new to Google Chrome and the extension-universe don’t get lost. The key is to use about 3-5 that really make your life easier. Do you already use some extensions, and if so what are they?

Portrayal of Vampires in Cult Television, how they have changed and Essay

Portrayal of Vampires in Cult Television, how they have changed and why - Essay Example People have instilled in themselves a sense of dread and terror because of the idea of a vampire. They have believed that these creatures should not be allowed to live. Most legends suggest killings of vampires to eradicate them from the face of the planet, because they ‘do not belong’. However, in the 21st century, today, people have come to terms with the fact that vampires do not exist (Sklar, Rachel). Most people do not believe in the supernatural and idea of immortality in this day and age of fast communication, information and technology. Even then, the idea of maybe having such creatures around and existing excites a vast amount of the population of the world. As seen with time, the most form of popular entertainment has usually been in the form of fiction or letting people think about what ‘might’ exist. Thus, much the same way, vampires have been popularized today through television, books and movies. This is because people crave for an understandin g of things that have not yet been explained by scientists or do not have reason. Staying alive eternally, having super powers to carry out tasks etc are things that human beings get thrilled with because they are not able to do so. It is because of an endless thirst of curiosity that people want to know more and more and try and delve into the unknown. It is because of the same reason that today, people are eager to know about vampires and whether or not they do exist in real life. People often wonder, ‘what if there is a vampire amongst me and all the people I do interact with?’ Scary and exciting as it may be, all this has led to the creation of very popular vampire cult television; series that depict forms of vampires, interacting with normal human beings on a daily basis, doing everything they do - and a little more. From Bram Stoker’s Dracula to Stephenie Meyer’s Twilight, these immortal beings have been reflected over the years with dramatic changes in their characteristics and surroundings. In television most of the current â€Å"Vampire Series† have achieved a â€Å"cult† status. The word â€Å"cult† depicts a religious group that is devoted to, or even obsessive about what they believe in. The term â€Å"Cult Television† is somewhat close to this. It is a term gained for a show that has an obsessive or even extreme following; a show that might not have been appreciated when it was first broadcast and is a step away from the mainstream. â€Å"There is no single quality that characterizes a cult text; rather, cult texts are defined through a process in which shows are positioned in opposition to the mainstream† (Jancovich, Hunt 2004). Since 2008 there has been a different type of vampire on our screens, this is evident through the emergence of television series such as True Blood, Vampire Diaries, Being Human etc. Many of the shows have a â€Å"cult† following or are of â€Å"cultâ⠂¬  status. In this dissertation I will be considering why vampires have received an increase in popularity with audiences and whether or

Trade Preferential Arrangements or Regional Trade Agreements Essay

Trade Preferential Arrangements or Regional Trade Agreements - Essay Example 21). Though available, the preferences should not extend to all the trade activities between the two transacting countries. Also, the coverage of activities involved can largely depend on the type of agreements existing between the countries. Common forms of PTAs include the free trade areas. Most member countries involved in preferential trade agreements often belong to established geographical areas such as the North American Free Trade Area, European Union, Southern African Customs Union (SACU), and the Association of Southeast Asian Nations. The North American Free Trade Agreement is a common example of a free trade area that allows its member countries to enjoy free-trade opportunities. However, each of the countries is allowed to have its trade policies that apply to non-member countries that are involved in joint trading activities. The Southern African Customs Union (SACU) serves as an extension of the customs union arrangement. SACU member countries are allowed to conduct free trade, and an external trading policy is also applied to the non-member countries. SACU majorly covers South Africa, Lesotho, Botswana, and Swaziland. The European Union is an example of a full customs union that represents a common market. It allows for free movement of labor among its member countries. Lastly, the Association of Southeast Asian Nations consists of Malaysia, Indonesia, Singapore, Philippines, Thailand, Brunei, Vietnam, Burma, Laos, and Cambodia. The ASEAN community has a lot of influence on the trade, security, and political issues within the Asia-Pacific region (Bossche, 2008, p. 706). The North American Free trade Agreement gives precedence to the trading activities between Mexico, Canada, and the United States. The agreement allows for the elimination of relevant tariff as well as non-tariff barriers that are

Sombrero Case study Assignment Example | Topics and Well Written Essays - 500 words

Sombrero Case study - Assignment Example The total monthly fix expenditures for the entire business venture is six thousands seven hundred UAE Dirham (UAEDh 6,700). The total operating expense is ten thousands three hundred UAE Dirham (UAEDh 10,300). The entire expenditure is seventeen thousands UAE Dirham (UAEDh 17,000). Without any marketing budget mentioned, the only drawing power of the SOMBRERO venture is its price. Without any comparative data about any competition that is mentioned in the study, the only indication for the competitiveness of the SOMBRERO fruit drink price is its raw material cost versus price ratio which is about four hundred percentile (400%). However, including the other direct operation cost the cost to price percentile would be at fifty nine percentile (59%). The small revenue as compared to the cost would indicate that it is competitive. Fruit Drinks do not have any cultural sensitivity that is why no matter the race or even the origin of any potential customer its acceptability would always be high. The trend amongst young adults particularly those attending college is to live healthy. This would include drinking less carbonated drinks and reverting back to fruit drinks. This translates to a steady stream of customers from the University during school days which could increase the potential sales at that time. A steadier income that will be provided by mall visitors three hundred thousand potential customers is much more promising. Considering that the Mall is the only one of its kind within the area there will be no competition as far as Mall market share is concerned. The only issue now is the visibility of the SOMBRERO booth. It should be noted that the booth is located in the food court of the Mall this will provide a common area where solid foods will be served. Solid foods or main courses has a requisite of a liquid intake this would make the SOMBRERO booth’s location essential. There will always be a demand for food every day from

Musical Eras Essay Example | Topics and Well Written Essays - 1500 words

Musical Eras - Essay Example a. Chants – The earliest commonly known music was most probably medieval chants. This type of music was found in Jewish and early Christian music and consisted of chanting or singing the Psalms. Chants were developed to regionally to follow local liturgies. Monks often were responsible for singing the chants. One early Monk made a big impression on medieval music. Guido d’Arrezo, an Italian Monk, created the original Do, Re, Me, using his hand (Neff, 2007). The Guidonian Hand was a chart that put notes on the right hand. This easy to learn chart was a system to help people learn the notes. His original Do, Re, Me sounded much like the song Julie Andrews sang in the 1959 musical â€Å"The Sound Of Music† (Neff, 2007). During his lifetime d’Arrezo trained singers at a local cathedral. The Roman Catholic Church made good use of chants using them in their daily and special masses. Most European or American educated individuals are familiar with Gregorian Chants that were very much a part of the early Catholic Church literagy. b. Goliards – Goliards are best described as poet-musicians. These musicians were made up of scholars who sang and recited poetry in Latin. It is believed they played a big part in the development of the Troubadours. Some Goliards were secular and some were religious. Because they were scholars and literate they were able to write songs down.