Total reward Coursework Example | Topics and Well Written Essays - 2000 words - 1

Total reward - Coursework Example experienced more staff movements between Business and Retail banking and few movements between Central Support functions and Corporate Banking (Wright, 2004). The foundation of reward carried out is job evaluation and the organization has 20 grades. Due to the difficulties experienced in the Mitchell Bank, this report has been made to find solution to the problems through Total Reward. The report is to analyze the effectiveness of Total Reward in MB and come up with recommendations to promote high profitability and employees’ motivation within the bank. Total reward as a term had been adopted to give reward strategy that come with extra components like development, learning together with factors of the working environment, into the benefits package (Armstrong & Brown, 2001). Total rewards are all the equipments accessible to the employer that may be applied in the attraction, motivation and maintenance of the employees. According to Armstrong, total reward approach benefits involve total effects of different reward types giving a deeper and progressing impact on employees’ commitment and motivation (Wright, 2004). The employment relation developed by the total reward approach applies total use of transactional and relational rewards and hence more appealing to the employees (Davis & Edge, 2004). Total reward could be financial or non-financial. Financial Reward (FR) constitutes job-based payment which gives base pay considering the job’s significance, and person-based pay that gives rewards in the merit’s shape pay that identify individual’s capability or contribution. Non-financial motivators are the intrinsic factors that concentrate on recognition, achievement, influence, responsibility and personal growth (Armstrong, 2012). The model of total reward applied in this report Towers Perrin. Adopting this model would provide improvement on productivity and lowers staff turn over since it is more in details as compared to other models. The model assists

Analysis of Barclays Bank Essay Example for Free

Analysis of Barclays Bank Essay Introduction The process of restructuring the telecommunication sector truly got under way in Cameroon in June 1995, when the authorities decided thoroughly to reform network industry sectors such as water, electricity and telecommunications with a view to creating a favourable environment in which to develop their infrastructure and services and thus to satisfy increasingly exigent demand. The process took the form of liberalization, State withdrawal from the sectors concerned and the establishment of a  market structure enabling Cameroon to remain in step with the especially rapid global developments in the telecommunication sector; indeed, in spite of the investments made, the coverage rate and quality of service offered had remained largely inadequate. The process was carried out not only by defining the conditions and mechanisms liable to guarantee the sectors opening to private initiative, but also by enacting regulations and taking measures intended to enable the sector to play the decisive role incumbent on it in Cameroons economic development. Telecommunication sector reform in Cameroon is not limited to the establishment of new regulations and legislation, to the revision of the institutional framework and the establishment of an interconnection regime or to the introduction of competition. It should also comprise bringing behaviour in line with the times. One of our chief concerns is therefore also effective application of the regulations with a view to fulfilling the universal service obligation, ensuring consumer protection and providing for effective and appropriate regulation of true competition. The acquisition of the required know-how is the biggest challenge we face. The institutional players on Cameroons telecommunications scene are, as in many other African countries, of the opinion that any society that delays in jumping on the NTIC train will remain mired in a state of underdevelopment. Observations Background Before 1990, as in most African countries, telecommunication services were managed by a national publicly-owned monopoly. The administration in charge of telecommunications set the rules, ensured they were applied and was itself an operator. The results did not always live up to expectations. In June 1990, the President of the Republic signed the order on the programme to privatize public and semi-public enterprises. The telecommunication sector was added to the programme in June 1995. In July 1998, law 98/014 governing telecommunications in Cameroon (the Telecommunications Act) was promulgated. It established the Telecommunication Regulatory Agency and attributed sector responsibilities to a variety of players: the operation of  telecommunication networks to operators, regulatory matters, i.e. application of the rules and supervision of operators, to a regulatory body, the definition of sector policy and the enactment of market regulations to the telecommunication administration. In September of the same year, two public enterprises, CAMTEL for the fixed telephone service and CAMTEL MOBILE for the mobile telephone service, were set up to take over the telecommunication activities of the Ministry of Post and Telecommunications and of the public enterprise INTELCAM, which was in charge of operating and developing international telecommunication installations. The Telecommunication Regulatory Agency was set up at the  same time. Immediately after, the sale of a mobile telephone licence and the process of privatizing CAMTEL and CAMTEL MOBILE got under way. In June 1999, a mobile telephone licence was granted to a private enterprise. The privatization of CAMTEL MOBILE was completed in February 2000. The privatization of CAMTEL is not yet complete. A third mobile telephone licence is to be issued. In less than two years, the sector has undergone sweeping change. Suffice it to mention one indicator: in January 2000 there was one mobile telephone operator with about 5 000 subscribers; on 31 March 2001 there were two operators with over 140 000 subscribers. This rapid and in-depth transformation is taking place within a constantly improving legal framework. II A liberal legal framework The development of new technologies and liberalization have permitted access to new telecommunication services which, depending on their specific natures, require appropriate regulation. The Telecommunications Act sets forth a new regulatory framework, opening the telecommunication sector to competition. The framework, which distinguishes between public and private networks, provides for three legal arrangements: concessions, authorizations  and declarations. 1 Concessions The State can grant one or several public or private corporate bodies all or part of its rights to establish and/or operate telecommunication networks. The concession is subject to strict compliance with the requirements set forth in a list of terms and conditions. This arrangement allows the State not only to keep a watchful eye on the harmonious development of modern telecommunication infrastructure, but also and above all to heighten its control over the development and supply of the basic services and facilities us ually demanded by the majority of users. 2 Authorizations The arrangement of prior authorization applies to the establishment and/or operation of telecommunication networks by physical persons or corporate bodies with a view to providing the public with a basic telecommunication service, a value-added service, a bearer service or any other service by using one or several radio frequencies. A list of terms and conditions containing the requirements to be met is attached to the licence issued to the bearer of a prior authorization. The authorization is issued for a fixed period and can be withdrawn under certain circumstances. 3 Declarations Declarations apply to the establishment of private internal networks, low-range and low-capacity private independent networks (that are not radio networks), low-range and low-capacity radio installations (to be determined  by the Administration), and the provision to the public of telecommunication services other than those subject to the arrangements of concession and authorization. Telecommunication terminal equipment is either freely provided or subject to type-approval. Certain provisions of the Telecommunications Act are detailed in decrees and implementing legislation. We shall not examine all of them here; indeed, some of them are still being drafted. The reform in Cameroon established the separation between the regulatory and operating functions. It works in favour of operators being entities controlled by private capital. The general framework for competition is governed by legislation on competition. The legal framework is supplemented by institutions. III 1 A revised institutional framework The telecommunication administration Spectrum management and the legislation and regulations relating to telecommunications are the exclusive domain of the State. The telecommunication administration has been invested, on behalf of the government, with general jurisdiction over the sector. It sets the general regulatory framework. It therefore establishes and implements telecommunication sector policy, whose aim must be to safeguard the missions of public service, to promote harmonious network development throughout the national territory and effective private sector participation in the sectors wealth and employment-generating activities, and to ensure compliance by all operators with the applicable treaties, laws and regulations. In addition, the administration supervises the telecommunication sector, oversees public telecommunication enterprises, represents the State at international telecommunication-related organizations and events, and manages the radio spectrum on behalf of the State. The Telecommunication Regulatory Agency, which technically answers to the telecommunication administration, is the specialized body in charge of  facilitating actual application of the regulations issued. 2 The Telecommunication Regulatory Agency The organization of the Telecommunication Regulatory Agency established by the Telecommunications Act is set forth in decree No. 98/197 of 8 September 1998. The Agency has three main duties: – to ensure the regulations are implemented; – to guarantee respect for the regulations and the exercise of competition; – to settle certain disputes between operators. The Agencys regulatory authority is subject to performance of the following activities: – definition of the principles governing tariffs for services; – examination of requests for authorization and declaration and of type-approval files for terminal equipment to be connected to public networks; – establishment of principles for calculating interconnection costs; – establishment and management of numbering plans; – management of the frequencies attributed to telecommunications; – submission to the government of proposals aimed at developing and modernizing the sector; – opinions on draft legislative and regulatory texts concerning telecommunications; – control and penalties for infractions. The Agency is specifically competent to settle disputes concerning interconnection, access to a public network, numbering, cases of harmful interference, and sharing of infrastructure. The Telecommunications Act provides the Agency with a quasi-judicial body and an arbitration procedure can be set in motion should one or the other of the parties be opposed. The parties remain free to bring their case before the competent court. IV Human resources Human resources are the key to management and progress, for they have knowledge, that rarest of economic commodities in the 21st century. The current transition from a monopoly environment to that of controlled competition has given rise to new demands in terms of basic knowledge and know- how in telecommunication regulation. Telecommunication leaders and staff in Cameroon were still dealing with the transition from analogue to digital when circuit switching was suddenly replaced by packet switching. This recent change has reshaped the concept and definition of telecommunication networks and services. Everything must therefore be done to make sure the human resources acquire the skills they need for their own development and that of companies, which create wealth for the well-being of peoples. The Ecole Nationale Supà ©rieure des Postes et Tà ©là ©communications, an independent facility run by the Ministry of Post and Telecommunications, provides basic instruction in telecommunications and ICT to technicians (technical and operating staff), supervising technicians (operating technicians and supervisors) and senior technical managers (works engineers and operating inspectors). It plans to organize standing professional certification for the staff of public and private enterprises and of the public administrations in charge of telecommunications and ICT. V International cooperation Cameroon has always been present and active in regional and international telecommunication organizations. It is a member of the Administrative Councils of both the African Telecommunication Union (ATU) and the International Telecommunication Union (ITU). It has had very few bilateral exchanges of experience and information with other African countries. The ineffectiveness of regional (ATU) and subregional organizations (CAPTAC) has precluded the launch at subregional level of cooperation activities aimed at developing telecommunications in Cameroon. At the international level, ITU  has not been closely involved in telecommunication sector reform. In the past eight years, it has provided some technical assistance but otherwise almost no support for telecommunication development projects in Cameroon, possibly because the Area Office in Yaoundà © is not functioning. The capacities of the Area Office in Yaoundà © should be reinforced. Its main duties should be: – To disseminate ITU documents and information in the area. For this, it should have the means required to provide the documentation centres of the main players in each of the areas countries with the documents and books needed to acquire knowledge in telecommunications and ICT, for most of the sectors African managers will have to teach themselves. In this respect, hard as opposed to electronic copies remain invaluable in Africa.

Educational Goals and Philosophy :: Philosophy of Education Teaching Teachers Essays

Educational Goals and Philosophy There are several reasons why I want to be a teacher. One reason is that I love being around children. Another reason is that I love to see the look of amazement on child's face when they learn something new. I also love the look on their face when they discover that they can do what they just learned. During my observation, I met a little boy who had just moved back to West Virginia. This little boy is in the first grade and he has a learning disability. The class that I was observing was a special education class and I had the pleasure of helping the teacher with this little boy. The teacher thought that one of the best ways to help the little boy with his disability was to begin by playing games; we played games with flash cards, numbers, and the alphabet. The teacher asked him to spell his name with the alphabet cards, which he did, then she spread the cards out on the table and asked him to find the letter that she said. Each time he found the correct letter, his face would light up at the teachers praise. He was really excited when he found the "difficult letters". After watching the little boy I was just as excited as he was that he was doing a great job. Being a teacher would mean that I would have the opportunity to teach children new things everyday, and I would be able to share in their joy of learning. In my classroom I would use essentialism, the back to basics approach, I believe that all students should be taught the basic subjects. I would incorporate games into each subject so that the children will have fun while they learn. For example, we would play math bingo, and do crossword puzzles for reading. For science, I would have them bring leaves to class and then we could learn what type of leaf it is and what tree it came from. I think that if you make learning fun, a child will want to learn, they won't just look at it as something that they have to do. I also believe that the classroom environment contributes to the learning atmosphere.

Hemp :: essays research papers

Hemp In the entire world, there has never been a plant quite as amazing as Cannabis Sativa. Being the world’s only renewable resource capable of solving many of it’s environmental, psychological, and economic problems, it is of no surprise that the plant has made quite an impact in the discovery of the New World. Cannabis Sativa, also known as; Hemp, cannabis hemp, Indian (India) hemp, true hemp, muggles, weed, pot, marijuana, reefer, grass, ganja, bhang, "the kind," dagga, and herb became an ideal plant to cultivate because of its many fine attributes. Depending on the culture, It’s leaves and flower tops were the first, second, or third most important and most used medicines for at least two thirds of the world’s people for at least 3,000 years. Cannabis hemp is by far, the strongest, most durable, longest lasting natural soft fiber, and the worlds most advanced plant family on the planet. Because it is Dioecious, having male, female and sometimes hermaphroditic qualities, it is easy to grow and cultivate. This tall, woody, herbaceous annual, reaching anywhere from 12 to 20 feet in one short growing season uses the sun more efficiently that any other plant on earth. It can be grown in any climate or soil condition on Earth, and is a premier renewable natural resource. Many countries found the plant appealing because of it’s abilities to flourish in extreme heat. The Arabs discovered that the sticky goo, or Hashish, that covered the flowers and leaves was a natural protectant against the sun, holding in moisture and repelling damaging heat. It’s ability to survive in temperatures of 100 degrees Fahrenheit made it ideal for mass production in the New World. Not to mention that it needs no chemicals to grow and has very few natural enemies. The Hemp plant was initially cultivated for it’s main two attributes, it’s hardiness and it’s useful fibers. Until the 1820’s in America, 80 percent of all textiles and fabrics used for clothing, tents, bed sheets, and linens were made principally from the fibers of Cannabis. Until 1883, from 75-90% of all paper in the world was made with cannabis hemp fiber including that for books, Bibles, maps, paper money, stocks and bonds, newspapers, etc. Everything from rugs, diapers, drapes, quilts, towels, rags, and even our nation’s flag were made possible by Hemp. The rest of the world used it’s fibers well into the 20th century and most countries still rely on it for the bulk of their paper and textile industries.

Lab report

Repeatability measurements were taken on a bolt to get the total length, and also measuring the low rate of a faucet by measuring the amount of time it took to fill a beaker. To ensure a more accurate sample, twenty measurements of each section were obtained. For the batch measurement portion of this lab, a multi-meter was used to measure the resistance in a pack of ten resistors. Each member measured the resistors twice to allow for more precise statistical analysis.After all measurements were recorded, statistical analysis such as mean, standard deviation, and true mean range with 90%, 95%, and 99% confidence intervals were used to obtain the results. Once calculations were made, it was determined that there was error in this vibratory due to the environment and to human error, however all of the results fell within the ranges of confidence for each given section. Relevance In this experiment length, flow rate, and resistance was measured and the true mean was calculated. It was ob served that the true mean varied depending on the variation of the sample mean and sample standard deviation.It was shown that the population mean, or true mean, could not be found exactly, but could be estimated as a range with a certain level of confidence with the measurement of the sample mean and sample standard deviation. The knowledge practiced in this lab can be lawful in future experiments if say a company needs to estimate the population average with a specified level of confidence of a bolt that they only have a few samples of. Introduction There are multiple ways of measurement, as well as, many different types of ways to analyze raw data.In this lab the objective is to experiment with two different types of measurements, repeatability and batch measurements. Theoretically the bolt length plus the cap thickness (B+C) should be equal to the measured total length of the bolt(A). Taking multiple measurements done by multiple people until twenty samples re obtained measuring all four components of the bolt and obtaining the raw data of bolt measurements. By having multiple people take measurements a small amount of human error is removed in case one person didn't measure as accurate.By having multiple measurements done by each person a bigger sample size is obtained, and bigger sample size typically means more accurate results. After the measurements were made a sample mean was calculated, as well as, a sample standard deviation for all four components of the bolt. The sample mean and sample standard deviation were 2 lactated to estimate the true mean of the population with a level of confidence of 90 and 95 percent. Once the true mean of each component was estimated a comparison was made between the total length(A) and the sum of the cap thickness(S) and bolt length(C).In theory (B+C) should equal the total length of the bolt(A), as they represent the same length. Though they should be the same, they are not. The sum of measurements, (B) and (C) yield a much wider range of true mean than the measurement of (A). This difference is created by multiple types of error such as, human error, maybe reading the caliper wrong. Or error such as mechanical error, maybe the caliper itself was broken or not calibrated. In the second module of this lab the flow rate of the faucet water is measured using a stop watch and a mall beaker.Obtaining the flow rate of the water in 20 different samples, then summarizing the raw data into sample mean and sample standard deviation. With the sample mean and standard deviation, the true mean is to be estimated with a confidence level of 90 percent and then again with 95 percent. In the third module the measurements were made in batches. The measurements of batches of resistors were measured with a Center Multi-meter to make sure they all locked in at the same resistance. The resistors measured in this lab were quite strong, getting up to kick.Each group member measured the batch of resistors twice, then a pooled mean and pooled standard deviation was calculated. Pooling all the members samples together gives us one large sample and a more accurate estimate of the true mean. Using these calculated pooled mean and standard deviation the true mean was found as a range with a 99 percent level of confidence, and then again with a 95 percent level of confidence. The experimental setup and procedures are described in section The results of the experiments can be found n section {V} followed by conclusions in section {VI}.The appendix with the data chart can be found in section{Veil} Testing the repeatability of the measurements and taking the sample average and sample standard deviation to compare with each other, as well as, estimate the population mean and standard deviation. In three different modules linear dimension, flow rate, and resistance were measured. The primary objectives of this lab are to practice using devices that measure length and flow rate, to apply statistical principl es to raw data sets, and to become familiar with use off multi-meter. Formulas Used: Sample MeanStandard Deviation True Mean Range 3 Experiment: Equipment: Pittsburgh 6†³ Caliper Bolt Cent-Tech Digital Multi-meter CTD 10 pack of electrical resistors (gold, yellow, red, yellow) mall Beaker Digital Stopwatch Procedure: This experiment utilizes the billeted above. The experiment is broken down into three sections. First take the caliper and the bolt, calibrate the caliper to make sure that accurate measurements are collected. Measure the complete length of the bolt, thickness of the head, width of the threads and the length of the bolt to the base of the head.Repeat the measurement a total of twenty times split evenly between the roof members and record the results. Second, take a mall beaker and a stopwatch to the sink and turn the water faucet on to attain a constant flow rate of water. Use the stopwatch to measure the time it takes from the first drop of water entering the beak er to the instant the water begins to overflow from the top of the beaker. Empty the beaker of water repeat this measurement a total of twenty times split evenly between the group members and record the results. For the last portion of this lab, take a pack of resistors and the multi-meter.Set the millimeter to the appropriate reference resistance and begin measuring each of the sisters one at a 4 time. Each member will measure the set of resistors twice for a total of twenty resistance measurements per each member of the group. Record the measurements from each member and calculate the true mean resistance. Procedure Changes: The only change/ improvement made to the experiment was during the batch measurement section. It was found that more accurate readings of each resistor could be attained by taping the resistor pack to the table to keep it in place while using the probes to measure the resistance.This change will allow the group to move quicker through the experiment and not to make any mistakes such as possibly measuring the same resistor twice in a row. The experimental procedure is very straight forward and the group should not encounter any difficulties. Results/Discussion This lab required three different modules to be completed with two different types of measurements: batch and repeatability. The bolt measurement along with the volume flow rate were to be completed using repeatability, while the resistance module used batch measurements.The data was to be recorded and put into tables and analyzed using the mean, standard deviation, and true mean to determine whether the measurements were in the desired confidence intervals. 5 Linear Dimension Module: The first set of data was recorded using a manual caliper and a bolt. Four measurements were to be taken from the bolt: length, cap thickness, bolt length, and major diameter. These measurements lead to some error as expected, mostly human error and calibration of the manual calipers. There was also so me error due to the uneven sides of the bolt and the angle at which the calipers were held against the bolt.Table la. Shows the summarized data falls within the 95% Confidence Interval. Measurement Total Length (A) Cap Thickness (B) Bolt Length (C) Major Diameter (D) B+C Sample Mean (in. ) (in. ) 2. 2661 0. 0033 0. 2825 0. 0031 1 . 9791 0. 0262 . 30327 0. 0007 2. 2616 0. 0268 Table la. Statistics of Bolt Measurements (95%) [2. 265, 2. 267] [0. 2810, 0. 2839] [1. 967, 1. 991] [0. 3024, 0. 3030] [2. 249, 2. 274] The second part of the linear module was to compare the difference between the total length (A) and the sum of cap thickness and bolt length (B+C).The results show that there was a lower CLC with the total length measurement than with the addition of two parts. This is most likely because of the accuracy of two measurements has more mom for error from the angle of the calipers and human error. Table b. Shows the comparison of the two measurements. The full experimental data fo r the linear module is listed in Table A in the Appendix. Table b. Comparison of bolt statistics Flow Rate Module: Measurement of the flow rate from a sink using a stopwatch and beaker was the second of the repeatability measurements.This module produced the most error most likely from human error with stopping and starting of the stopwatch. The inconsistent flow from the sink also contributed to some of the error. The standard aviation in this experiment was high, but after 6 calculating the true mean range for a 90% and 95% confidence interval, the sample mean falls within both ranges with a few outliers. Table LLC. Shows the summary of the data. The full experimental data is listed in Table B in the Appendix . (ECMA/min) 5300. 95 CLC (ECMA/metro) 138. 835 [5247. 27, 5354. 3] Table LLC. Flow Rate Module Statistics 95% CLC (ECMA/metro) [5235. 97, 5365. 93] Resistance Module: In the final part of this lab, resistors were to be measured in batches from each of the group members. This section of the lab showed the most precision with the least error. From the color coded bands on the ten resistors, it was concluded that the value of the resistors was 470 sq. All of the results in table old. Show that the resistors were only reading 400 sq. All 60 recorded measurements were close to 400 ink which could be from mislabel resistors.The pooled mean of the three samples does fall within the 90% and 95% confidence intervals even with including some outliers in the data. The full experimental data can be found in Table C in the Appendix. Sample Mean (Q) 400. 033 99% (Q) 1. 588 [399. 02, 401. 05] Table old. Resistance Module Statistics 95% CLC (sq) [399. 29, 400. 78] Conclusion: This laboratory focused on repeatability measurements, batch measurements, and statistical concepts/ principles to analyze the collected data. This was achieved through the use of a caliper, stopwatch, and a digital multi-meter for measurement purposes.Using these tools, the group is able to meas ure length, flow rate, and resistance. The statistical concepts used in this lab were sample mean, standard deviation, true mean, and the range and level of confidence. The results of the linear dimension module prove that there is always going to be a small amount of human error when using devices such as a manual caliper. That error is relatively larger when trying to sum two measurements as compared to measuring a total length . The measurement of the bolt as a whole has a narrower CIA and true mean range of [2. 265, 2. 267].The 7 standard deviation for total length (A) [0. 0033 in. ] supports the theory that measuring the entire length at once is more accurate than summing the cap thickness (B) and bolt length (C) together, which is evident by analyzing the standard deviation of (B+C) [0. 0268 in. ]. The results of the flow rate module show that there is significantly far more human error when trying to measure the time it takes for water o fill a beaker. This can be attributed to response time of starting/stopping the stopwatch. The standard deviation [138. 835 /min] seems high, but calculations show that the sample mean [5300. 5 /min] falls within the true mean range for CLC [5247. 27, 5354. 63 /metro] and also for 95% CLC [5235. 97, 5365. 93 /min]. The results of the resistance module indicated a difference between the sample mean [400. 033 sq] of the batch measurements and the supposed value of the resistors [470 sq] according to the color coded bands. This was the most precise module with a standard deviation of [1. 588 sq] and all the pooled means fall within he 95% CLC with a true mean range of [399. 29, 400. 78 sq], and the 99% CLC with a range of [399. 02, 401. 05 sq].This laboratory experiment allowed the group to differentiate between repeatability measurements and batch measurements and apply the statistical theories learned in lecture to analyze the collected data. To minimize error percentage, calibrating the caliper before each measurement m ight be advantageous. Another advantage might be making markings on the bolt where each member of the group takes measurements instead of at random/different spots each time. Lab Report Lab Report 3 In this lab, we will take a trip to the planetarium lab and will learn about Right ascension and declination, and altitude and zenith. After looking at the different points shown, we will log the altitude and zenith in the chart in our lab manual. Now we will look at the same points and label the right ascension and declination. Then we will learn about the easiest way to locate the star Polaris. As we started the first program, we answered a few questions to make sure we knew the general idea of stars.Then we labeled the altitude and azimuth of five objects. Aldebran had a altitude of 54o and an azimuth of 203o. Betelgeuse had an altitude of 47o and an azimuth of 203o. Castor had an altitude of 62o and an azimuth 118o. Deneb had an altitude of 13o and an azimuth of 328o. Elnath had an altitude of 68o and an azimuth of 184o. After that, we looked at the right ascension and declination (RA and DEC). Aldebran had a RA of 4. 6 hours and a DEC of 16o. Elnath had an RA of 5. 3 hours and a DEC of 28o. Betelgeuse had an RA of 5. hours and a DEC of 8o. Castor had an RA of 7. 6 hours and a DEC of 32o. Deneb had an RA of 20. 7 hours and a DEC of 46o. Finally we looked at the Big Dipper and the Cassopia to find the star Polaris. This lab was super cool, I loved it. The planetarium was great way to learn more about the different constellations and stars in the sky. I never knew that Polaris was so close to the Big Dipper. Finding the all the right ascensions and declinations of the objects were fairly easy and felt like I learned to do it pretty easily now. Lab Report Example lab report of Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Posted by  Nurul Yunaliyana Experiment 5: Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Purpose: to synthesis potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. 3H2O. Introduction: Ferrous ammonium sulfate, Fe(NH4)2(SO4)2. 6H2O is dissolved in a slightly acid solution, excess oxalic acid, H2C2O4, is added and the following reaction takes place: Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O FeC2O4 is finely divided precipitate and tends to be colloidal.However, heating the solution causes it to coagulate and facilitates separating the precipitate from the solution. Potassium oxalate is added to the FeC2O4 precipitate, which produces a slightly basic solution for the oxidation of the ferrous ion to the ferric ion, by hydroxide, H2O2. The following reaction takes place: H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- The OH- ion concentration of the solution is hi gh enough so that some of the Fe3+ reacts with OH- to form ferric hydroxide(brown precipitate) as follows: Fe3+ + 3OH- Fe(OH)3 With the addition of more H2C2O4, the Fe(OH)3 dissolves and the soluble complex K3[fe(c2o4)3]. h20 is formed according to : 3k2C2O4 + 2Fe(OH)3 + 3H2C2O4 2K3[Fe(c2o4)3]. 3H20 + 3h2o Ethanol is added to the solution to cause the complex iron salt to precipitate. Data analysis and Discussion: In this experiment, I have studied how to synthesis coordination compound. Coordination compounds are formed when a neutral metal atom: Fe acting as a Lewis acid, reacts with some neutral molecules, acting as Lewis bases; or when a metallic cation, acting as a Lewis acid, reacts with any of a variety of organic or inorganic molecules, cations, or anions, acting as Lewis bases.These Lewis bases: C2O4 and H2O are called ligands. (Lewis acids are electron pair acceptors and Lewis bases are electron pair donors. Ferrous ammonium solution is added with oxalic acid dihydrate sol ution will form yellow solution with yellow precipitate. Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O Then it is heated to boiling and the supernatant is decanted. As it is added with solid potassium oxalate, it is allowed to heat at 40 0 C and drop wise added with H2O2 and the solution turns to brown with precipitate for the oxidation of the ferrous ion to the ferric ion.H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- Fe3+ + 3OH- Fe (OH) 3 Next, more oxalic acid dihydrate is added until the solution turns to colourless. 3k2C2O4 + 2Fe (OH) 3 + 3H2C2O4 2K3 [Fe (c2o4)3]. 3H20 + 3h2O The colourless solution is boiled then it turns to pale green solution. The solution is filtered then leaves for crystallization. After that, the green crystal is filtered and washed with 1:1 ethanol/ water and cooled acetone. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. H2O that I have obtained is 47. 72 %. The precautions tha t we must take are while heat the solution of ferrous ammonium sulfate and solution of oxalic acid dihydrate as it will bump. Next, beware of temperature (at least 40 0 C) of solution when add H2O2 into the solution. The next experiment is determination of the percentage of ligands in coordination compounds. Conclusion : I have studied how to synthesis coordination compound which is potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. H2O. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. 3H2O that I have obtained is 47. 72 %. Reference: 1. Hadariah Bahron, Kamariah Muda, S. Rohaiza S. Omar, Karimah Kassim (2011). Inorganic Chemistry. Experiments for Undergraduates, UPENA UiTM 2008. http://chem. science. oregonstate. edu/courses/ch221-3s/ch223s/2010_U_session_1/Report_Guideline_Green_Crystal_Sp_2010. pdf Lab Report Lab #7 Purpose: The purpose of this experiment is to analyze known solutions of Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 and Sr(NO3)2 (alkaline earths) and known solutions of NaBr, NaCl and NaI (halogens). Then we are given an unknown solution to determine what ions are present. Materials: 1. Test tubes 2. Test tube holder 3. Pipet 4. 1 M H2SO4 5. 0. 1 M Na(NO3)2 6. 0. 1 M Ca(NO3)2 7. 1 M Na2CO3 8. 0. 25 M (NH4)2C2O4 9. 0. 1 M KIO3 10. Bromine water 11. Chlorine water 12. Iodine water 13. 0. 1 M NaCl 14. 0. 1 M NaBr 15. 0. 1 M NaI 16. Unknown (E) Methods:Alkaline Earths 1. Wash the test tubes of any residue 2. Add 12 drops of 1m H2SO4 to four test 3. Then add 12 drops of 0. 1m Ba(NO3)2 to one test tube containing 1M H2SO2 4. Add 12 drops of 0. 1m Ca(NO3)2 to another test tube containing 1M H2SO2 5. Add 12 drops of 0. 1m Mg(NO3)2 to another test tube containing 1M H2SO2 6. Add 12 drops of 0. 1m Sr(NO3)2 to the final test tube containing 1M H2SO2 7. Observe and take notes on the precipitate or the lack of precipitate in each reaction 8. Clean the test tubes after taking notes . Repeat the procedure, but now with 12 drops of 1m Na2CO3 in each test tube 10. Add 12 drops of 0. 1M Ca(NO3)2 to another test tube containing 1M Na2CO3 11. Add 12 drops of 0. 1M Mg(NO3)2 to another test tube containing 1M Na2CO3 12. Add 12 drops of 0. 1M Sr(NO3)2 to the final test tube containing 1M Na2CO3 13. Observe and take notes on the precipitate or the lack of precipitate in each reaction 14. Clean the test tubes after taking the notes 15. Repeat the process with 12 drops of 0. 25M (NH4)2C2O4 16.Observe and take notes on the precipitate or the lack of precipitate in each reaction 17. Clean the test tubes after taking the notes 18. Repeat the process with 12 drops of 0. 1M KIO3 19. Observe and take notes on the precipitate or the lack of precipitate in each reaction 20. Clean the test tubes after taking the notes 21. Repeat the process with 12 drops of unknown (E) 22. Observe and take notes on th e precipitate or the lack of precipitate in each reaction and deduct if it’s Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 or Sr(NO3)2. 23. Clean the test tubes after taking the notesHalogens 1. Place a few drops of bromine water into the test tube and add 12 drops of heptane and shake 2. Repeat the process with chlorine water and iodine water and note any color changes in each 3. Clean the test tubes after taking the notes 4. Get three test tubes and add 12 drops of bromine water to each test tube with 12 drops of HEP 5. Add 12 drops of 0. 1M NaCl to the first test tube, 12 drops of 0. 1M NaBr to the second test tube and 12 drops of 0. 1M NaI to the third test tube 6. Note the color of each reaction 7. Clean the test tubes after taking the notes . Repeat the steps but with 12 drops of chlorine water in each test tube with 12 drops of HEP 9. Observe the color of each reaction 10. Clean the test tubes after taking the notes 11. Repeat the steps but with 12 drops of iodine water in each test tu be with 12 drops of HEP 12. Observe the color of each reaction 13. Clean the test tubes after taking the notes 14. Repeat the steps but with 12 drops of unknown (E) in each test tube with 12 drops of HEP 15. Observe the color of each reaction and deduct if the unknown is either NaBr, NaCl or NaI Results:Alkaline | H2SO4| Na2CO3| (NH4)2C2O4| KIO3| Ba(NO3)2| Cloudy white| Very cloudy white| White precipitate sits on bottom| Tiny amounts of white precipitate| Ca(NO3)2| No reaction | Cloudy white| Cloudy white precipitate| No reaction| Mg(NO3)2| No reaction| White film on top| No reaction | No reaction| Sr(NO3)2| White precipitate on top| White cloudy solution with some white precipitate| Faint white cloudy foggy precipitate| Little amounts of tiny white precipitate| Unknown (E) | No reaction | White film on top| No reaction| No reaction| .Unknown Alkaline Earth: Mg(NO3)2 Reaction between Halogens and Halides | NaBr| NaCl| NaI| Unknown (E)| Bromine water| Light faint yellow| Golden yell ow| Faint yellow tint| Light faint yellow| Chlorine water| Dark yellow amber | Colorless| Light yellow| Dark yellow amber| Iodine water| Light yellow tint| Dark red color| Light yellow| Light yellow tint| Unknown Halogen: NaBr Color of Halogens in solution | Br2| Cl2| I2| Water| Orangey-Brown| Colorless| Brown| HEP| Orange| Colorless| Purple | Conclusion: Lab Report In order to determine the relationship between coffee consumption and two types of vital signs, respiration rate and blood pressure, my group (Group 4) designed a lab that measured the respiration rate and blood pressure of two participants, once after consuming water and then again after consuming coffee. After testing two participants blood pressure and respiration rate, it was found that the vital signs of the participants remained the same after consuming water but decreased slightly after consuming coffee.This lab is significant because it demonstrates that the consumption of coffee, on the contrary to Group 4’s hypothesis, caused a decrease in the vital sign measurements of the two participants rather than increasing as we initially hypothesized. This lab was done to determine and compare the effects that coffee drinking has on blood pressure and the respiration rate in two participants.The hypothesis configured by our group was that after drinking 1 cup of water the par ticipant’s blood pressure and respiration rate would remain constant, but after the drinking 1cup of coffee the participants blood pressure and respiration rate would increase as a result of the common compounds found in coffee. The control in this experiment is 1 cup of water, because the participant’s blood pressure and respiration rate are being measured, but they have not been exposed to the common compounds found in coffee.The dependent variable in the study is the participant’s blood pressure and respiration rate because the vital signs are the component in the experiment that are being measured. The independent variable is what is changed in the experiment and in this experiment that would be the amount of the common compounds the participants consume in 1 cup of coffee. The results of our lab disproved our hypothesis, that consuming coffee would increase the participant’s blood pressure and respiration rate, as seen in Table 1, Graph 1, and Graph 2.Although our expectations of the measurement of vital signs after consuming 1 cup of water were correct, we had expected the results from the measurement of both the respiration rate and the blood pressure to noticeably increase after consuming coffee due to the common compounds found in coffee. The lab, actually, resulted in the decrease of respiration rate and blood pressure after the consumption of coffee.The study preformed by the National Cancer Institute measured the association between coffee and its affects on health, as a result of reading this article I conducted a study that worked off the same principle. However, in the lab I attempted to narrow the causal relationship between the two by measuring the participant’s vital signs, respiration rate and blood pressure, in relationship to consuming coffee versus water and any potential periods or repeated periods of evaluated or descended vital signs has to the longevity of one’s life.The results of the lab sup port the findings of the National Cancer Institute because the article states that consuming coffee has positive affects on health and our lab concluded that coffee consumption lowers blood pressure, which is necessary for a person that may struggle with high blood pressure to become healthy. During the lab, the participants physiology, blood pressure and respiration rate, was lowered after consuming coffee, this served to calm the participant’s vital signs. To improve the validity of the study a few changes could be made to improve the results.For example, I believe that the vital signs were not effected greatly because of the time span used to complete the study, after drinking the coffee we immediately took the vital signs instead of waiting for the full effect to take place. An additional reason for the higher levels of the vital signs before the consumption of coffee could have been due to activities done prior to the lab thus increasing the vital sings measured after dr inking water. To improve upon these imperfections, the study could be done earlier in the day and with more resting periods before vital signs are taken.This lab was designed to determine the relationship between coffee consumption and two types of vital signs, respiration and blood pressure. The lab measured the respiration rate and blood pressure of two participants, once after consuming water and then again after consuming coffee. I hypothesized that the consumption of coffee would dramatically increase the participant’s respiration rate and blood pressure due to the consumption of the common compounds found in coffee that typically raise energy levels and alertness.However, the lab resulted in slightly lower respiration rates and blood pressure after the consumption of coffee than water as seen in Table 1, Graph 1, and Graph 2. The lab is significant because it demonstrates that the consumption of coffee, in contrast to our hypothesis, caused a decrease in the vital sign measurements of the two participants rather than increasing as we originally hypothesized. Works Cited National Institues of Health. â€Å"Coffee drinkers have lower risk of death, study suggests. † ScienceDaily, 19 May 2012. Web. 9 Oct. 2012 Lab report Repeatability measurements were taken on a bolt to get the total length, and also measuring the low rate of a faucet by measuring the amount of time it took to fill a beaker. To ensure a more accurate sample, twenty measurements of each section were obtained. For the batch measurement portion of this lab, a multi-meter was used to measure the resistance in a pack of ten resistors. Each member measured the resistors twice to allow for more precise statistical analysis.After all measurements were recorded, statistical analysis such as mean, standard deviation, and true mean range with 90%, 95%, and 99% confidence intervals were used to obtain the results. Once calculations were made, it was determined that there was error in this vibratory due to the environment and to human error, however all of the results fell within the ranges of confidence for each given section. Relevance In this experiment length, flow rate, and resistance was measured and the true mean was calculated. It was ob served that the true mean varied depending on the variation of the sample mean and sample standard deviation.It was shown that the population mean, or true mean, could not be found exactly, but could be estimated as a range with a certain level of confidence with the measurement of the sample mean and sample standard deviation. The knowledge practiced in this lab can be lawful in future experiments if say a company needs to estimate the population average with a specified level of confidence of a bolt that they only have a few samples of. Introduction There are multiple ways of measurement, as well as, many different types of ways to analyze raw data.In this lab the objective is to experiment with two different types of measurements, repeatability and batch measurements. Theoretically the bolt length plus the cap thickness (B+C) should be equal to the measured total length of the bolt(A). Taking multiple measurements done by multiple people until twenty samples re obtained measuring all four components of the bolt and obtaining the raw data of bolt measurements. By having multiple people take measurements a small amount of human error is removed in case one person didn't measure as accurate.By having multiple measurements done by each person a bigger sample size is obtained, and bigger sample size typically means more accurate results. After the measurements were made a sample mean was calculated, as well as, a sample standard deviation for all four components of the bolt. The sample mean and sample standard deviation were 2 lactated to estimate the true mean of the population with a level of confidence of 90 and 95 percent. Once the true mean of each component was estimated a comparison was made between the total length(A) and the sum of the cap thickness(S) and bolt length(C).In theory (B+C) should equal the total length of the bolt(A), as they represent the same length. Though they should be the same, they are not. The sum of measurements, (B) and (C) yield a much wider range of true mean than the measurement of (A). This difference is created by multiple types of error such as, human error, maybe reading the caliper wrong. Or error such as mechanical error, maybe the caliper itself was broken or not calibrated. In the second module of this lab the flow rate of the faucet water is measured using a stop watch and a mall beaker.Obtaining the flow rate of the water in 20 different samples, then summarizing the raw data into sample mean and sample standard deviation. With the sample mean and standard deviation, the true mean is to be estimated with a confidence level of 90 percent and then again with 95 percent. In the third module the measurements were made in batches. The measurements of batches of resistors were measured with a Center Multi-meter to make sure they all locked in at the same resistance. The resistors measured in this lab were quite strong, getting up to kick.Each group member measured the batch of resistors twice, then a pooled mean and pooled standard deviation was calculated. Pooling all the members samples together gives us one large sample and a more accurate estimate of the true mean. Using these calculated pooled mean and standard deviation the true mean was found as a range with a 99 percent level of confidence, and then again with a 95 percent level of confidence. The experimental setup and procedures are described in section The results of the experiments can be found n section {V} followed by conclusions in section {VI}.The appendix with the data chart can be found in section{Veil} Testing the repeatability of the measurements and taking the sample average and sample standard deviation to compare with each other, as well as, estimate the population mean and standard deviation. In three different modules linear dimension, flow rate, and resistance were measured. The primary objectives of this lab are to practice using devices that measure length and flow rate, to apply statistical principl es to raw data sets, and to become familiar with use off multi-meter. Formulas Used: Sample MeanStandard Deviation True Mean Range 3 Experiment: Equipment: Pittsburgh 6†³ Caliper Bolt Cent-Tech Digital Multi-meter CTD 10 pack of electrical resistors (gold, yellow, red, yellow) mall Beaker Digital Stopwatch Procedure: This experiment utilizes the billeted above. The experiment is broken down into three sections. First take the caliper and the bolt, calibrate the caliper to make sure that accurate measurements are collected. Measure the complete length of the bolt, thickness of the head, width of the threads and the length of the bolt to the base of the head.Repeat the measurement a total of twenty times split evenly between the roof members and record the results. Second, take a mall beaker and a stopwatch to the sink and turn the water faucet on to attain a constant flow rate of water. Use the stopwatch to measure the time it takes from the first drop of water entering the beak er to the instant the water begins to overflow from the top of the beaker. Empty the beaker of water repeat this measurement a total of twenty times split evenly between the group members and record the results. For the last portion of this lab, take a pack of resistors and the multi-meter.Set the millimeter to the appropriate reference resistance and begin measuring each of the sisters one at a 4 time. Each member will measure the set of resistors twice for a total of twenty resistance measurements per each member of the group. Record the measurements from each member and calculate the true mean resistance. Procedure Changes: The only change/ improvement made to the experiment was during the batch measurement section. It was found that more accurate readings of each resistor could be attained by taping the resistor pack to the table to keep it in place while using the probes to measure the resistance.This change will allow the group to move quicker through the experiment and not to make any mistakes such as possibly measuring the same resistor twice in a row. The experimental procedure is very straight forward and the group should not encounter any difficulties. Results/Discussion This lab required three different modules to be completed with two different types of measurements: batch and repeatability. The bolt measurement along with the volume flow rate were to be completed using repeatability, while the resistance module used batch measurements.The data was to be recorded and put into tables and analyzed using the mean, standard deviation, and true mean to determine whether the measurements were in the desired confidence intervals. 5 Linear Dimension Module: The first set of data was recorded using a manual caliper and a bolt. Four measurements were to be taken from the bolt: length, cap thickness, bolt length, and major diameter. These measurements lead to some error as expected, mostly human error and calibration of the manual calipers. There was also so me error due to the uneven sides of the bolt and the angle at which the calipers were held against the bolt.Table la. Shows the summarized data falls within the 95% Confidence Interval. Measurement Total Length (A) Cap Thickness (B) Bolt Length (C) Major Diameter (D) B+C Sample Mean (in. ) (in. ) 2. 2661 0. 0033 0. 2825 0. 0031 1 . 9791 0. 0262 . 30327 0. 0007 2. 2616 0. 0268 Table la. Statistics of Bolt Measurements (95%) [2. 265, 2. 267] [0. 2810, 0. 2839] [1. 967, 1. 991] [0. 3024, 0. 3030] [2. 249, 2. 274] The second part of the linear module was to compare the difference between the total length (A) and the sum of cap thickness and bolt length (B+C).The results show that there was a lower CLC with the total length measurement than with the addition of two parts. This is most likely because of the accuracy of two measurements has more mom for error from the angle of the calipers and human error. Table b. Shows the comparison of the two measurements. The full experimental data fo r the linear module is listed in Table A in the Appendix. Table b. Comparison of bolt statistics Flow Rate Module: Measurement of the flow rate from a sink using a stopwatch and beaker was the second of the repeatability measurements.This module produced the most error most likely from human error with stopping and starting of the stopwatch. The inconsistent flow from the sink also contributed to some of the error. The standard aviation in this experiment was high, but after 6 calculating the true mean range for a 90% and 95% confidence interval, the sample mean falls within both ranges with a few outliers. Table LLC. Shows the summary of the data. The full experimental data is listed in Table B in the Appendix . (ECMA/min) 5300. 95 CLC (ECMA/metro) 138. 835 [5247. 27, 5354. 3] Table LLC. Flow Rate Module Statistics 95% CLC (ECMA/metro) [5235. 97, 5365. 93] Resistance Module: In the final part of this lab, resistors were to be measured in batches from each of the group members. This section of the lab showed the most precision with the least error. From the color coded bands on the ten resistors, it was concluded that the value of the resistors was 470 sq. All of the results in table old. Show that the resistors were only reading 400 sq. All 60 recorded measurements were close to 400 ink which could be from mislabel resistors.The pooled mean of the three samples does fall within the 90% and 95% confidence intervals even with including some outliers in the data. The full experimental data can be found in Table C in the Appendix. Sample Mean (Q) 400. 033 99% (Q) 1. 588 [399. 02, 401. 05] Table old. Resistance Module Statistics 95% CLC (sq) [399. 29, 400. 78] Conclusion: This laboratory focused on repeatability measurements, batch measurements, and statistical concepts/ principles to analyze the collected data. This was achieved through the use of a caliper, stopwatch, and a digital multi-meter for measurement purposes.Using these tools, the group is able to meas ure length, flow rate, and resistance. The statistical concepts used in this lab were sample mean, standard deviation, true mean, and the range and level of confidence. The results of the linear dimension module prove that there is always going to be a small amount of human error when using devices such as a manual caliper. That error is relatively larger when trying to sum two measurements as compared to measuring a total length . The measurement of the bolt as a whole has a narrower CIA and true mean range of [2. 265, 2. 267].The 7 standard deviation for total length (A) [0. 0033 in. ] supports the theory that measuring the entire length at once is more accurate than summing the cap thickness (B) and bolt length (C) together, which is evident by analyzing the standard deviation of (B+C) [0. 0268 in. ]. The results of the flow rate module show that there is significantly far more human error when trying to measure the time it takes for water o fill a beaker. This can be attributed to response time of starting/stopping the stopwatch. The standard deviation [138. 835 /min] seems high, but calculations show that the sample mean [5300. 5 /min] falls within the true mean range for CLC [5247. 27, 5354. 63 /metro] and also for 95% CLC [5235. 97, 5365. 93 /min]. The results of the resistance module indicated a difference between the sample mean [400. 033 sq] of the batch measurements and the supposed value of the resistors [470 sq] according to the color coded bands. This was the most precise module with a standard deviation of [1. 588 sq] and all the pooled means fall within he 95% CLC with a true mean range of [399. 29, 400. 78 sq], and the 99% CLC with a range of [399. 02, 401. 05 sq].This laboratory experiment allowed the group to differentiate between repeatability measurements and batch measurements and apply the statistical theories learned in lecture to analyze the collected data. To minimize error percentage, calibrating the caliper before each measurement m ight be advantageous. Another advantage might be making markings on the bolt where each member of the group takes measurements instead of at random/different spots each time. Lab Report Lab Report 3 In this lab, we will take a trip to the planetarium lab and will learn about Right ascension and declination, and altitude and zenith. After looking at the different points shown, we will log the altitude and zenith in the chart in our lab manual. Now we will look at the same points and label the right ascension and declination. Then we will learn about the easiest way to locate the star Polaris. As we started the first program, we answered a few questions to make sure we knew the general idea of stars.Then we labeled the altitude and azimuth of five objects. Aldebran had a altitude of 54o and an azimuth of 203o. Betelgeuse had an altitude of 47o and an azimuth of 203o. Castor had an altitude of 62o and an azimuth 118o. Deneb had an altitude of 13o and an azimuth of 328o. Elnath had an altitude of 68o and an azimuth of 184o. After that, we looked at the right ascension and declination (RA and DEC). Aldebran had a RA of 4. 6 hours and a DEC of 16o. Elnath had an RA of 5. 3 hours and a DEC of 28o. Betelgeuse had an RA of 5. hours and a DEC of 8o. Castor had an RA of 7. 6 hours and a DEC of 32o. Deneb had an RA of 20. 7 hours and a DEC of 46o. Finally we looked at the Big Dipper and the Cassopia to find the star Polaris. This lab was super cool, I loved it. The planetarium was great way to learn more about the different constellations and stars in the sky. I never knew that Polaris was so close to the Big Dipper. Finding the all the right ascensions and declinations of the objects were fairly easy and felt like I learned to do it pretty easily now. Lab Report Example lab report of Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Posted by  Nurul Yunaliyana Experiment 5: Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Purpose: to synthesis potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. 3H2O. Introduction: Ferrous ammonium sulfate, Fe(NH4)2(SO4)2. 6H2O is dissolved in a slightly acid solution, excess oxalic acid, H2C2O4, is added and the following reaction takes place: Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O FeC2O4 is finely divided precipitate and tends to be colloidal.However, heating the solution causes it to coagulate and facilitates separating the precipitate from the solution. Potassium oxalate is added to the FeC2O4 precipitate, which produces a slightly basic solution for the oxidation of the ferrous ion to the ferric ion, by hydroxide, H2O2. The following reaction takes place: H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- The OH- ion concentration of the solution is hi gh enough so that some of the Fe3+ reacts with OH- to form ferric hydroxide(brown precipitate) as follows: Fe3+ + 3OH- Fe(OH)3 With the addition of more H2C2O4, the Fe(OH)3 dissolves and the soluble complex K3[fe(c2o4)3]. h20 is formed according to : 3k2C2O4 + 2Fe(OH)3 + 3H2C2O4 2K3[Fe(c2o4)3]. 3H20 + 3h2o Ethanol is added to the solution to cause the complex iron salt to precipitate. Data analysis and Discussion: In this experiment, I have studied how to synthesis coordination compound. Coordination compounds are formed when a neutral metal atom: Fe acting as a Lewis acid, reacts with some neutral molecules, acting as Lewis bases; or when a metallic cation, acting as a Lewis acid, reacts with any of a variety of organic or inorganic molecules, cations, or anions, acting as Lewis bases.These Lewis bases: C2O4 and H2O are called ligands. (Lewis acids are electron pair acceptors and Lewis bases are electron pair donors. Ferrous ammonium solution is added with oxalic acid dihydrate sol ution will form yellow solution with yellow precipitate. Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O Then it is heated to boiling and the supernatant is decanted. As it is added with solid potassium oxalate, it is allowed to heat at 40 0 C and drop wise added with H2O2 and the solution turns to brown with precipitate for the oxidation of the ferrous ion to the ferric ion.H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- Fe3+ + 3OH- Fe (OH) 3 Next, more oxalic acid dihydrate is added until the solution turns to colourless. 3k2C2O4 + 2Fe (OH) 3 + 3H2C2O4 2K3 [Fe (c2o4)3]. 3H20 + 3h2O The colourless solution is boiled then it turns to pale green solution. The solution is filtered then leaves for crystallization. After that, the green crystal is filtered and washed with 1:1 ethanol/ water and cooled acetone. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. H2O that I have obtained is 47. 72 %. The precautions tha t we must take are while heat the solution of ferrous ammonium sulfate and solution of oxalic acid dihydrate as it will bump. Next, beware of temperature (at least 40 0 C) of solution when add H2O2 into the solution. The next experiment is determination of the percentage of ligands in coordination compounds. Conclusion : I have studied how to synthesis coordination compound which is potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. H2O. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. 3H2O that I have obtained is 47. 72 %. Reference: 1. Hadariah Bahron, Kamariah Muda, S. Rohaiza S. Omar, Karimah Kassim (2011). Inorganic Chemistry. Experiments for Undergraduates, UPENA UiTM 2008. http://chem. science. oregonstate. edu/courses/ch221-3s/ch223s/2010_U_session_1/Report_Guideline_Green_Crystal_Sp_2010. pdf Lab Report Lab #7 Purpose: The purpose of this experiment is to analyze known solutions of Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 and Sr(NO3)2 (alkaline earths) and known solutions of NaBr, NaCl and NaI (halogens). Then we are given an unknown solution to determine what ions are present. Materials: 1. Test tubes 2. Test tube holder 3. Pipet 4. 1 M H2SO4 5. 0. 1 M Na(NO3)2 6. 0. 1 M Ca(NO3)2 7. 1 M Na2CO3 8. 0. 25 M (NH4)2C2O4 9. 0. 1 M KIO3 10. Bromine water 11. Chlorine water 12. Iodine water 13. 0. 1 M NaCl 14. 0. 1 M NaBr 15. 0. 1 M NaI 16. Unknown (E) Methods:Alkaline Earths 1. Wash the test tubes of any residue 2. Add 12 drops of 1m H2SO4 to four test 3. Then add 12 drops of 0. 1m Ba(NO3)2 to one test tube containing 1M H2SO2 4. Add 12 drops of 0. 1m Ca(NO3)2 to another test tube containing 1M H2SO2 5. Add 12 drops of 0. 1m Mg(NO3)2 to another test tube containing 1M H2SO2 6. Add 12 drops of 0. 1m Sr(NO3)2 to the final test tube containing 1M H2SO2 7. Observe and take notes on the precipitate or the lack of precipitate in each reaction 8. Clean the test tubes after taking notes . Repeat the procedure, but now with 12 drops of 1m Na2CO3 in each test tube 10. Add 12 drops of 0. 1M Ca(NO3)2 to another test tube containing 1M Na2CO3 11. Add 12 drops of 0. 1M Mg(NO3)2 to another test tube containing 1M Na2CO3 12. Add 12 drops of 0. 1M Sr(NO3)2 to the final test tube containing 1M Na2CO3 13. Observe and take notes on the precipitate or the lack of precipitate in each reaction 14. Clean the test tubes after taking the notes 15. Repeat the process with 12 drops of 0. 25M (NH4)2C2O4 16.Observe and take notes on the precipitate or the lack of precipitate in each reaction 17. Clean the test tubes after taking the notes 18. Repeat the process with 12 drops of 0. 1M KIO3 19. Observe and take notes on the precipitate or the lack of precipitate in each reaction 20. Clean the test tubes after taking the notes 21. Repeat the process with 12 drops of unknown (E) 22. Observe and take notes on th e precipitate or the lack of precipitate in each reaction and deduct if it’s Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 or Sr(NO3)2. 23. Clean the test tubes after taking the notesHalogens 1. Place a few drops of bromine water into the test tube and add 12 drops of heptane and shake 2. Repeat the process with chlorine water and iodine water and note any color changes in each 3. Clean the test tubes after taking the notes 4. Get three test tubes and add 12 drops of bromine water to each test tube with 12 drops of HEP 5. Add 12 drops of 0. 1M NaCl to the first test tube, 12 drops of 0. 1M NaBr to the second test tube and 12 drops of 0. 1M NaI to the third test tube 6. Note the color of each reaction 7. Clean the test tubes after taking the notes . Repeat the steps but with 12 drops of chlorine water in each test tube with 12 drops of HEP 9. Observe the color of each reaction 10. Clean the test tubes after taking the notes 11. Repeat the steps but with 12 drops of iodine water in each test tu be with 12 drops of HEP 12. Observe the color of each reaction 13. Clean the test tubes after taking the notes 14. Repeat the steps but with 12 drops of unknown (E) in each test tube with 12 drops of HEP 15. Observe the color of each reaction and deduct if the unknown is either NaBr, NaCl or NaI Results:Alkaline | H2SO4| Na2CO3| (NH4)2C2O4| KIO3| Ba(NO3)2| Cloudy white| Very cloudy white| White precipitate sits on bottom| Tiny amounts of white precipitate| Ca(NO3)2| No reaction | Cloudy white| Cloudy white precipitate| No reaction| Mg(NO3)2| No reaction| White film on top| No reaction | No reaction| Sr(NO3)2| White precipitate on top| White cloudy solution with some white precipitate| Faint white cloudy foggy precipitate| Little amounts of tiny white precipitate| Unknown (E) | No reaction | White film on top| No reaction| No reaction| .Unknown Alkaline Earth: Mg(NO3)2 Reaction between Halogens and Halides | NaBr| NaCl| NaI| Unknown (E)| Bromine water| Light faint yellow| Golden yell ow| Faint yellow tint| Light faint yellow| Chlorine water| Dark yellow amber | Colorless| Light yellow| Dark yellow amber| Iodine water| Light yellow tint| Dark red color| Light yellow| Light yellow tint| Unknown Halogen: NaBr Color of Halogens in solution | Br2| Cl2| I2| Water| Orangey-Brown| Colorless| Brown| HEP| Orange| Colorless| Purple | Conclusion:

Sartres nausea and essence Essays

Sartres nausea and essence Essays Sartres nausea and essence Essay Sartres nausea and essence Essay Human beings adapt to many deferent environments w/o benefit of deliberate farming or animal husbandry NOT agricultural revolution yet. They mostly gathered foods like berries, nuts, roots and gain and scavenged dead animals (kind like vultures ), and hunting live animals Paleolithic: stone, not metal tools?stone age Cultural and learned skills of the Paleolithic age- define history Out of Africa to the Ends of the Earth: First Migrations Human life started in Africa Culture: learned or invented ways of living, became more important than biology in shaping behavior Humans started inhabiting life in new places- lead to technological innovation Stone blades, sharp points on sucks, tools from bones and grindstones Moving from scavenging dead animals C] hunting live animals Hunter gatherer life meant following your food supply which means nomadic life kick to ask years ago, migration out of Africa happens Eurasia, Australia, Americas were main places inhabited Ice Age creates ice bridges which facilitated migration Into Eurasia From Africa D middle east D west into Europe (southern France, northern Spain) or east into Asia Ice age pushed people southward into warmer areas. Altered their hunting habits and hunted reindeer and horses Technologies: spear thrower, bow and arrow, mainly stone tools Cave paintings were considered having a history/record of their world more east: bone needles, multilayered clothing, weaving, nets, storage pits, baskets, and pottery?to combat the Ice age cold Into Australia the use of boats was the main huge innovation of Australian migratory there were ever 250 languages, they gathered bulbs, tuber, roots, seeds, and cereal grasses. They hunted large and small animals and birds, fish, and marine life DERMATOME: a complex outlook on the world Dermatome: recounted the beginning of world, how things happened, nature stuff (religion sis) Exchanged stones, pigments, materials, baskets, wood for spears, feathers, shells, drugs (pitiful) Clevis point people Hunters of large animals Cultural diffusion (spread of Clevis) communication networks Environment: diversity. Great plains had large animals, bison and mammoths. Some used smaller animals like fish and birds The Ways We Were The First Human Societies societies were small, bands of 25-50 people very low population density (because of available technology) very slow population growth Paleolithic bands were seasonally mobile or nomadic societies were highly egalitarian they worked fewer hours deliberately set fires to encourage growth of certain plants Pale peoples had a rich ceremonial life Comparing Paleolithic Societies Both the San and the Chums preserved their ancient way of life into modern times. The San of Southern Africa northern fringe of the Calamari Desert (present-day Angola, Iambic, Botswana) gathering and hunting way of life, with stone tools The San Iranians) still practiced their ancient life with few borrowings when anthropologists started studying them in the sass and sass use some twenty-eight tools, including digging stick, leather garment for carrying things, knife, spear, bow and poisoned arrows, ropes, and nets men hunt, women do most of gathering healthy diet.

ASAM 20 essays

ASAM 20 essays One of the original arguments for adding a Bill of Rights to the United States Constitution was that it was needed to protect individuals and minority groups from a potential tyranny of the majority. Whether it was the European Americans, African ­Americans, Native Americans, or the Japanese Americans the Bill of Rights was established to benefit all Americans, and only Americans. It dealt with individual liberties, as well as the boundaries between federal and state authority. Hoping to build a strong bond between Americans, the Bill of Rights failed. Article Fifteen states: The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude. For an American, there should be no problem. However, this was not always the case. For a time African Americans were unable to vote, and Slavery was well over; however they were still unable to vote. There are many examples of minority injustice in the unites States, but perhaps that strongest example was when the Japanese Americans were forced into internment Camps. Japan's surprise attack on Pearl Harbor in 1941 caused the United States to enter World War I. It also stirred hostility against Japanese people in the United States. Many Americans associated Japanese Americans with the Japanese pilots who destroyed U.S. Navy ships. The Executive Order 9066, signed by FDR in 1942, was designed to designate military areasfrom which any or all persons may be excluded. Curfews were established for the Japanese Americans, and they were confined to detention camps until their loyalty could be determined. More than 100,000 Japanese Americans were confined in ten detention camps scattered over seven states including:Arizona, Arkansas, California, Colorado, Idaho, Utah, and Wyoming. As a result, the lives of Japanese Americans were completely turned upside down. They ...

ACT Writing Prompts The Complete Guide

ACT Writing Prompts The Complete Guide SAT / ACT Prep Online Guides and Tips It's pretty scary to walk into a room on ACT test day and with no idea what the essay question you're about to answer is about. Luckily, you don't need to know- the ACT essay prompts only ask about a teensy, tiny category of ideas. And the best part is, you already know all about the topics! Keep reading to see sample ACT Writing prompts you can practice with. More importantly, we also teach you how to gather evidence before the test so you can walk in 100% prepared to answer any prompt they give you. 7 Sample ACT Essay Prompts The idea behind the ACT essay is that it's a fair test of everyone's writing ability because nobody knows the topic or question before the test. In order for this to be true, the ACT actually has to choose from a pretty small sliver of questions (since the topics must be broad enough that all test takers can write about them). See for yourself: here are the three free and publicly available official ACT Writing prompts. Do you notice any common threads? 1. Intelligent Machines (source: ACT.org ) Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives.Perspective One: What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two: Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three: Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. Write a unified, coherent essay about the increasing presence of intelligent machines. 2. Public Health and Individual Freedom (source: ACT.org ) Most people want to be healthy, and most people want as much freedom as possible to do the things they want. Unfortunately, these two desires sometimes conflict. For example, smoking is prohibited from most public places, which restricts the freedom of some individuals for the sake of the health of others. Likewise, car emissions are regulated in many areas in order to reduce pollution and its health risks to others, which in turn restricts some people’s freedom to drive the vehicles they want. In a society that values both health and freedom, how do we best balance the two? How should we think about conflicts between public health and individual freedom?Perspective One: Our society should strive to achieve the greatest good for the greatest number of people. When the freedom of the individual interferes with that principle, freedom must be restricted.Perspective Two: Nothing in society is more valuable than freedom. Perhaps physical health is sometimes improved by restricting freedom, but the cost to the health of our free society is far too great to justify it.Perspective Three: The right to avoid health risks is a freedom, too. When we allow individual behavior to endanger others, we’ve damaged both freedom and health.Write a unified, coherent essay about the conflict between public health and individual freedom. 3. Kid Stuff (source: ACT.org ) Toys are for children, right? Not anymore. In recent years, things that used to be considered "kid stuff" have grown in popularity among grownups. Nowadays, adults regularly play video games, watch animated movies and television show, purchase dolls and other collectible figures, and read comic books for their own enjoyment. Is adult enjoyment of children's entertainment merely a sign of immaturity? In what ways can playing with kid stuff change the way adults understand today's youth? Given that toys, games, and publications that used to be exclusively for children are growing in popularity among adults, it is worth considering the effects and implications of this trend.Perspective One: It's good for adults to be familiar with kid stuff. They'll understand the lives of children better and be more responsive to their needs, interests, and problems.Perspective Two: Adults need to be models of maturity and responsibility. When they act and think like children, kids have no one to look to for guidance.Perspective Three: Children need their own cultural space- their own books, their own toys, their own movies- in which to explore their ideas. When adults start to take over the space, kids lose out.Write a unified, coherent essay about the trend of adults playing with kid stuff. Here are four other prompts that I have constructed, based on the core question and core perspectives I extracted from the official prompts (if you're curious about how I constructed these prompts, check out our article on how to attack ACT Writing prompts): 4. Globalization Many of the goods and services we depend on daily have global sources. Where once you might speak with a customer service representative from across the country about your computer problems, your call now would most likely be routed across the world. In one grocery store, it can be possible to find a mixture of foods from multiple continents. Various pieces of culture can be instantaneously broadcast around the world via the Internet, enabling shared experiences among people of disparate geographic origins. Globalization is generally seen as a sign of progress, but what happens when we replace local interactions with global ones? Given the accelerating rate of globalization, it is worth examining the implications and meaning of its presence in our lives.Perspective One: Globalization requires a shift in the way we think about other people, other societies, and the world. This is good, because it will push humanity towards previously unimaginable possibilities and achievements.Perspec tive Two: Removing geographic boundaries from commerce means that the right people can be chosen for the right jobs at the right price. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three: The flourishing of a new, global society comes at the cost of local cultures. Less diversity leads to deficits in empathy and creativity, two of the most defining characteristics of humanity.Write a unified, coherent essay about the increasing presence of globalization. 5. Information Accessibility At this moment in time, there is more information more readily available to more people than ever before. Smartphones can instantly provide directions to your destination, when even 10 years ago you had to look up directions before you left and/or bring along a map. Researchers from all over the world are able to pool their knowledge to advance their fields more quickly. Many libraries have broadened their collections to include subscriptions to online/electronic databases as well as printed works. Greater access to information is generally seen as a positive advance, but what are the consequences of making so much knowledge available to so many people? Based upon the ever-increasing amount of information in the world and the ever-broader access to it, it is worth examining the implications and meaning of easy access to information in our lives.Perspective One: With increased ease of access to information, we lose the incentive to gain knowledge ourselves. By outsourcing our memories of facts and other information, we are becoming less intelligent.Perspective Two: Greater access to information allows us to avoid memorizing facts and, instead, use our brains for higher-level thinking. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three: The more people who have access to more information, the greater the chances of collaboration and thus further advances in human knowledge. This is good because it pushes us toward new, unimagined possibilities.Write a unified, coherent essay about the increasing accessibility of information. 6. Novelty In the world today, newness is highly valued. Social media apps constantly update to make sure you’re shown the newest information or posts from those you follow. Many of the products we purchase today are purposefully created with short lifespans to encourage consumers to continue to get the newest, up-to-date versions. Subscription services for music and video make it possible to continuously listen to and watch new media. Novelty is generally seen as a positive characteristic, but what are we losing by constantly focusing on the new? Given its increasing prevalence, it is worth examining the implications and meaning of the growing emphasis on novelty in our lives.Perspective One: Change is the only constant in life, and to ignore this is to grow rigid and stagnate. More exposure to new ideas and ways of thinking can only lead to progress for society and for humanity as a whole.Perspective Two: By exclusively focusing on the new, we lose sight of what we already know. Instea d of ignoring the old, we should be focusing more past accomplishments and errors. The only way to move forward is to heed the lessons of the past.Perspective Three: Information, products, and ways of thinking should only be valued if they are useful and reliable, not just because they are new and exciting. New does not automatically equal improved.Write a unified, coherent essay about the increasing value assigned to novelty. 7. Job Changes Fewer and fewer people are staying with the same job their entire lives. In the United States, the average person will switch jobs more than 10 times in over the course of his/her life. Some workers will make lateral, or even downward, moves in order to increase personal fulfillment. Others switch jobs in an effort to obtain the highest possible salary. Increasing personal autonomy is generally seen as a sign of progress, but what happens when length of experience is replaced with variety of experience? As the number of jobs people will hold over the course of their lives continues to climb, it is important to examine the implications and meaning of this trend for our lives.Perspective One: Because jobs are no longer a lifetime commitment, people will feel freer to accept a greater variety of positions. This increase in breadth of experience will in turn make job applicants more attractive to future employers. Perspective Two: As the frequency with which people change jobs increases, the loyalty of people to their employers will decrease. This in turn will lead to more fractured company cultures, as employees will only care about what’s best for them.Perspective Three: The disappearance of the stigma associated with frequent job switching will allow employees more leeway with employment decisions. Increased autonomy will lead to increased happiness and job satisfaction.Write a unified, coherent essay about the increasing frequency with which people switch jobs. For additional Writing Prompts to practice with, you also might want to consider purchasing the most recent Official ACT Prep Guide, which includes five additional official essay prompts. While you'll see many different topics asked about on the ACT essay section, there is in fact only one ACT Writing Prompt (and three types of perspectives) you have to know. We call these the Core Question and Core Perspectives. This question (and these perspectives) will run through each and every ACT Essay prompt you'll get. The Reasoning Behind The Core Question As you can see, all the ACT writing prompts are about how the world (and the people in it) is (are) changing. All of them boil down to the following question: "What are your views on how humans are changing the world?" or, even more broadly, "What do you think about the way the world is changing?" The ACT frames its prompts this way because ACT, Inc. wants to choose essay topics that all students can have an opinion on, rather than asking about something extremely specific for which some students are more prepared than others. First Global Image from VIIRS by NASA Goddard Space Flight Center, used under CC BY 2.0/Resized from original. Read through the two official prompts again (above). Rather than asking about high school life (as the old ACT Writing prompts did), the current ACT essay prompts ask students to consider how changes in the world today affect all humanity, forcing the students to place the issue in a broader context. While the topics may appear to be highly specific at first glance (e.g. "intelligent machines"), the explanatory paragraphs for each prompt make it clear that the topics can be parlayed in a number of different directions (and be accessible to most people). There won't be prompts about issues that mainly affect urban dwellers (e.g. subways), or only affect certain geographic areas (e.g. snow preparedness). Similarly, something like "smartphones," for instance, would never be a topic on its own; rather, it would be an example that could be used for the topic (as with the "intelligent machines" prompt). When writing the ACT essay, it really helps to have strong opinions about the core question ("What do you think about the way humans are changing the world?"), but if you don't, no problem: it's easy to develop opinions! And we're here to give you a head start. In the next section, we're going to give you three basic opinions related to the core ACT essay question. We'll show you how to apply these perspectives to specific prompts and tell you where you can find examples to support them. The Reasoning Behind The Core Perspectives The new ACT prompt has three different perspectives that you need to discuss during the course of your essay. To figure out the three core perspectives, I read and re-read the perspectives for all three of the official prompts, considering them in light of the informational paragraphs that preceded them. I ended up with these three basic opinions: Core Perspective A: The changes caused by [Prompt topic] are not good and have negative results. This perspective maps onto Perspective 1 of the first official ACT sample prompt above, Perspective 2 of the second official sample prompt, and Perspective 3 of the third official sample prompt. My nickname for this position is "conservatism," since this perspective wishes to be conservative and not change things. Core Perspective B: The changes caused by [Prompt topic] will lead to greater (in)efficiency. This perspective maps onto Perspective 2of the first official ACT sample prompt above, Perspective 1 of the second official sample prompt, and Perspective 2 of the third official sample prompt. My nickname for this position is "utilitarianism," since this perspective is all about what will be more practical and lead to the greatest good for the greatest number of people (this is even explicitly spelled out in Perspective 1 of the second official sample prompt). Core Perspective C: The changes caused by [Prompt topic] will yield positive future results because it will lead to improvements for all humanity. This perspective maps onto Perspective 3 of the first official ACT sample prompt above, Perspective 3 of the second official sample prompt, and Perspective 1 of the third official sample prompt. My nickname for this position is "progressivism," since this perspective argues that change = progress = good. Building a Support Bank Now you know that the ACT essay will only ever ask you to discuss one question: "How is the world changing?" If you prepare for this question with diverse evidence before the test, you'll be ready to answer the prompt no matter what it is. To give yourself the most time to write and organize your argument, your thesis should match up with one of the three perspectives given- that way, you won't have to take the time come up with a fourth, completely new perspective and compare it to at least one the three perspectives the ACT provides. But it gets better! The internet (and society in general) is chock-full of theories and arguments about how the world is changing, and whether or not that's a good thing. All you have to do is read up on some of them and develop your own opinions. Opinions on the World Your ACT essay thesis should basically be one of the three perspectives, but you have to support that opinion with evidence- the answer to the question "why?" (or "why not"?). Look over these sets of three opinions and try to think of reasons or examples to support each. The world is changing to be worse than it was before. (because...) The world is changing to be better than it was before. (because...) The world is changing to be more (in)efficient than ever before. (because...) Research and Brainstorming Ideas Unlike with the SAT essay, you can use abstract reasoning to develop your point on the ACT. This means that you don't necessarily have to come to the test pre-loaded with specific examples: if you can't think of a concrete example that will support your point, you can make one up as you go along while constructing your argument. Now we'll look over a few sample internet resources that could serve as support (or brainstorming assistance) for the opinions above. You can use the general ideas from these resources, but you may also find some useful specific examples for when you face your real ACT Writing prompt. News sources such as the New York Times, Washington Post, LA Times, Al Jazeera, Time, The Atlantic, Slate, The Economist, Wired, New York Magazine, Popular Science, Psychology Today, Vox, Mic, and even Buzzfeed News will have information about current events that you can use. If you prefer listening/watching the news, you can always try that as a source of current events information as well watching or listening to television, radio, or podcasts. How Do I Use This Article? Just knowing what the ACT Writing prompts are likely to be about may lead you to think about the way you interact with the world somewhat differently. Keep your eyes peeled and your ears open for anything that could be fodder to answer a question about the way the world is changing- anything you learn about in history/social studies, read/hear about in the news, or even encounter in a futuristic novel can be added to your support bank. But, of course, the more effective way to use the information in this article is to practice both planning and writing ACT essays. We have another article with ACT essay tips, which can give you more information on how to practice the actual writing process, but knowing about the prompt types can get you thinking about your own opinions on how the world is changing. After all, you're being asked about this because you have a lot of experience with it, living in the world as you do (unless you are a ghost and don't live in this world, in which case, why are you taking the ACT?). So, using the prompts at the beginning of this article, or another group of questions about issues having to do with change (some items on this list of debate topics, for example), start planning hypothetical writing ACT essay responses. Try reading our step-by-step ACT essay example if you're stumped about where to begin. For each issue, planning involves picking a side, supporting it with one to two reasons or examples, and deciding how to discuss at least one of the other given perspectives in relation to the one you've picked (including arguments both for and against the other perspectives). If you really want to max out your ACT essay score, you should practice planning essays about how the world is changing until you can do it in 8-10 minutes reliably. If you're curious about where that 8-10 minute estimate comes from, check out our ACT essay tips article. What's Next? Check out our comprehensive collection of ACT Writing guides, including a detailed analysis ofthe ACT Writing Rubric that includes explanations and strategies and our explanation of the differences between the old and new ACT Writing Test. Find out how to get a perfect score on ACT Writing. Follow along as I construct a top-scoring essay step-by-step, or check out our list of tips to raise your ACT Writing score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

FINANCIAL AND INVESTMENT (research Vodafone plc and British Telecom Essay

FINANCIAL AND INVESTMENT (research Vodafone plc and British Telecom plc of Telecommunications company in uk) - Essay Example This report identifies the relevant industry-related and economic-related factors which drive today’s strategic decision-making in both companies. Both Vodafone and BT thrive within a very regulated environment. Depending on the nature of the product or services, various regulation exists which dictate pricing limitations and overall service provision. British Telecom recognizes this and routinely expresses the business’ awareness of regulatory issues and how they relate to the long-term stability of the business. The Chief Executive Officer of Vodafone describes regulation as a risk to â€Å"market share, competitive position and future profitability† (Verwaayen, 2007: 27). From a strategic standpoint, regulation is a routine part of business operations, however when various legislation is provided in different, multinational regions the business must consider whether the foreign environment is worth the investment or whether new market opportunities should be researched. Moving either Vodafone or British Telecom presence into different markets which maintain less regulatory activities (such as price controls) w ould allow the company to have autonomy regarding the provision of competitive pricing which best befits the business model and profit expectations. It is clear that both Vodafone and BT must consider regulatory compliance in many varieties of business decision-making. Regulatory activity also comes in the form of litigation, where different foreign taxing powers regularly assess the value of company activities and demand capital gains taxes or other regional taxing expectations. Currently, Vodafone has appealed a case to the Supreme Court in which the business is being requested by the government in Bombay, India to pay approximately  £2 billion in capital gains taxes (Leahy and Betts, 2008). In a situation where both Vodafone and British Telecom have leveraged the

New media Essay Example | Topics and Well Written Essays - 1250 words

New media - Essay Example pose of promoting ticket sales of Paramount Studios’ latest thriller, a combination of traditional and modern approaches to marketing has been adopted. The integration of sales promotion and direct marketing involves a particularly big clash, combining dissimilar disciplines practiced by different types of people. Direct marketers tend to think long term about building relationships, while sales promotion has traditionally focused on boosting short-term return. Direct marketing is about one-to-one relationships, while sales promotion is focused on the offer. But put together, the approach can offer great opportunities for commercial success. The first media chosen for my campaign will be Internet. Internet has unparalleled reach in todays world and is accessed by billions of people worldwide for information and entertainment. There can be no better place to promote the new thriller than internet. These days, integrating e-mail across various channels of communication has become a top priority for many marketing strategists, and their challenge lies in determining how best to utilize this tool in their integrated marketing strategy. Recent trends show that the internet is increasingly being used for shopping. In this context, combining search and email features together can be very effective. For example, a media arrangement that combines direct marketing mailing with email can captivate a a customers or prospects attention and move them along in a buying cycle, which could then result in a sale of the movie ticket. Employing such enterprise marketing management systems as are offered by multimedia companies-such as Aprimo, Eloqua Corp., Vtrenz, Bronto Software, etc are quite appropriate for the marketing campaign of Paramount Studios. With the help of these systems, Paramount Studios can come up with a sophisticated cross-channel campaign; also the performance measurement and analysis of such campaigns can be carried on the back end. In other words, the