The Pankhursts and the Sufferagettes essays

The Pankhursts and the Sufferagettes essays Emmeline Pankhurst was the founder of the Womens Franchise League in 1889, she was also a member of the Manchester branch of the NUWSS. By 1903 Pankhurst had become frustrated at the NUWSS lack of success in their struggle to get the vote for women. With the help of two of her daughters, Christabel and Sylvia Pankhurst, she formed the Women's Social and Political Union (WSPU). At first the main aim of the organisation was to recruit more working class women into the struggle for the vote. She also had another daughter, Adela, who became a leader of left-wing socialism in Australia. By 1905 the media had lost any real interest in the struggle for women's rights. Newspapers rarely reported meetings and usually refused to publish articles and letters written by supporters of women's suffrage. In 1905 the WSPU decided to use different methods to obtain the publicity they thought would be needed in order to obtain the vote. They took a much more militant role in campaigning and this won them both respect by some women and the press attention that they wanted. In 1905, Christabel Pankhurst and Annie Kenney attended a meeting in London to hear Sir Edward Grey, a minister in the British government. When Grey was talking, the two women constantly shouted "Will the Liberal Government give votes to women?" When the women refused to stop shouting the police were called to evict them from the building. Pankhurst and Kenney refused to leave and during the struggle a policeman claimed the two women kicked and spat at him. Pankhurst and Kenney were arrested and charged with a ssault. Christabel Pankhurst and Annie Kenney were found guilty of assault and fined five shillings each. When the women refused to pay the fine they were sent to prison. This case shocked Britain. For the first time in Britain, women had used violence in an attempt to win the vote. It was only now that members of the WSPU became known as suffragettes. This started a...

Free Essays on Honderich

2). Honderich maintains that we care morally about both the compatibilist’s and incompatibilist’s conception of freedom. Is it possible to be both a compatibilist and an incompatibilist? Explain your answer. In order to determine if it is possible to be both an incompatibilist and a compatibilist, one must first define the two terms. Incompatibilism is the thesis that if determinism is true, then (for that reason) one has no free will. That is, an incompatibilist is someone who thinks that whether or not we have free will depends on a contingent fact about the laws that govern the universe: one has free will only if he is lucky enough to be living in a universe which is non-deterministic. Though incompatibilism is divided in two subgroups (hard determinists and liberatarians), all incompatibilists agree that a necessary condition of free will is that determinism is false. Compatibilism, on the other hand, is the thesis that one in fact has free will and that even if determinism turned out to be true, one would still have free will. It is the denial of incompatibilism; the compatibilist is someone who rejects the claim that the truth of determinism would mean that we lack free will. Not e that given this minimal definition, a compatibilist might be a free will revolutionary: someone who believes that we lack free will regardless of the truth or falsity of determinism. Given these definitions and distinctions, one can ascertain if it is possible to be both compatibilist and incompatibilist. Neither compatibilists nor incompatibilists are free will revolutionaries or fatalists. Compatibilists believe that the worlds where we have free will include deterministic worlds; incompatibilists believe that the only worlds where we have free will are non-deterministic worlds. Hence it is impossible to remain incompatibilist with compatiblist views and vice versa, for determinism’ role in free will makes it too contradictory.... Free Essays on Honderich Free Essays on Honderich 2). Honderich maintains that we care morally about both the compatibilist’s and incompatibilist’s conception of freedom. Is it possible to be both a compatibilist and an incompatibilist? Explain your answer. In order to determine if it is possible to be both an incompatibilist and a compatibilist, one must first define the two terms. Incompatibilism is the thesis that if determinism is true, then (for that reason) one has no free will. That is, an incompatibilist is someone who thinks that whether or not we have free will depends on a contingent fact about the laws that govern the universe: one has free will only if he is lucky enough to be living in a universe which is non-deterministic. Though incompatibilism is divided in two subgroups (hard determinists and liberatarians), all incompatibilists agree that a necessary condition of free will is that determinism is false. Compatibilism, on the other hand, is the thesis that one in fact has free will and that even if determinism turned out to be true, one would still have free will. It is the denial of incompatibilism; the compatibilist is someone who rejects the claim that the truth of determinism would mean that we lack free will. Not e that given this minimal definition, a compatibilist might be a free will revolutionary: someone who believes that we lack free will regardless of the truth or falsity of determinism. Given these definitions and distinctions, one can ascertain if it is possible to be both compatibilist and incompatibilist. Neither compatibilists nor incompatibilists are free will revolutionaries or fatalists. Compatibilists believe that the worlds where we have free will include deterministic worlds; incompatibilists believe that the only worlds where we have free will are non-deterministic worlds. Hence it is impossible to remain incompatibilist with compatiblist views and vice versa, for determinism’ role in free will makes it too contradictory....

Directly and completely answer the following questions. Include Essay

Directly and completely answer the following questions. Include specific examples from the story in your answer, and if you use secondary sources, be sure to include the correct documentation - Essay Example It forces him to value and prize personal closeness of life at home and the willingness of enduring hardship because of his beliefs. Even though he is afraid, the narrator makes a decision of going back home so that he can reclaim his identity, an identity he lost at the time he left his home. In his attitude towards civilization, it is apparent that the narrator is rejecting the white dominated civilization. It is entirely because of the personal, unhurried, aesthetic, and the passive values of his home, in combination with the profound sense of identification with the home environment as a physical place. It is clear that the narrator feels he does not fit the white society since he is a Native American. It is through this discontent with the present environment combined with his present place in society that creates the conflict of his attitudes. In the story, the major antagonist is the set of values created by the white culture, while another antagonist may include a cold weather and the sadistic threat of Denver Bob. The statement means that the narrator is alone, but not so lonely as compared to when he was back at school. Even though he might still be lonely, he is not as lonely as compared to the time he was at school. The quote comes at a time when the narrator was nearing the end of his journey (Tarver et al. 57). As he is walking along the train tracks that are leading him back home, he recognizes how lonely he was. The loneliness bases on the sense of being separated from the beliefs, the people, and the attitudes of his Indian upbringing while he was at school. Now that he is walking by himself, alone, but he is no longer lonely. In this essence, the author has no physical companion, but the world of animals and plants help keep him company as he is finishing his return home. Blue winds refer to the society

Fibre Reinforce Polymer Composites in Bridge Structures Term Paper

Fibre Reinforce Polymer Composites in Bridge Structures - Term Paper Example From the research it can be comprehended that mechanically, a composite is a separable combination of two or more materials that are not the same at the molecular level but purposefully mixed to come up with a new material that has optimal and superior properties, which are different from those of its components. These materials have been utilized over the years in construction. An ancient way was the use of straw for reinforcement in clay and mud bricks. In the last century, in several structural systems, combination of reinforcing concrete and steel has been used for construction. However, a new crop of composite material has since been largely accepted by most engineers for construction and the rehabilitation of new structures and existing facilities. This class consists of Fibre Reinforced Polymer composites, which were in the earlier days developed specifically for defense and aerospace. Fibre Reinforced Polymer (FRP) are a combination of polymeric resins which acts as binders o r matrices that has stiff and strong fibre assemblies which act as the reinforcing phase. The combination of a reinforcing phase with the matrix phase produces a material system that is analogous to steel reinforced concrete and is new. However, these concentrations may significantly vary; generally, the reinforced concrete rarely has more than 5% reinforcement, whereas Fibre reinforced polymer composites contains more than 30% reinforcements.... This class consists of Fibre Reinforced Polymer composites, which were in the earlier days developed specifically for defense and aerospace. Fibre Reinforced Polymer (FRP) are a combination of polymeric resins which acts as binders or matrices that has stiff and strong fibre assemblies which act as the reinforcing phase. The combination of a reinforcing phase with the matrix phase produces a material system that is analogous to steel reinforced concrete and is new. However, these concentrations may significantly vary; generally, the reinforced concrete rarely has more than 5% reinforcement, whereas Fibre reinforced polymer composites contains more than 30% reinforcements. Components of a Fibre Reinforced Polymer Composite Fibre This is a material that has been made into a long filament. A single fibre normally has up to 15Â µm. When the diameter is bigger, the probability of surface defects increases. The aspect ratio of diameter and length in continuous fibres can range from thousa nds to infinity. They usually occupy 50% of the weight and over 30% of the volume. Fibres are mainly meant for providing fitness, carrying the load, providing thermal stability, strength, and other structural properties to Fibre reinforced polymers (FRP) (2). The fibres in FRP composite need to have very high ultimate strength, high modulus of elasticity, low variation strength, high uniformity of diameter, high stability, and high uniformity of surface dimension among fibres. There are various forms of fibre used as reinforcements for polymer composite reinforcement exists. The manufacturer of materials made from FRP composites normally present

A Rude Awakening Essay Example for Free

A Rude Awakening Essay Although the article â€Å"Blue-Collar Brilliance† by Mike Rose provides the reader insight on the importance of blue-collar jobs, David Foster Wallace’s â€Å"The Kenyon Commencement Speech† hold stronger arguments because it thoroughly and realistically explains the significance of a college degree and how our educational freedom helps us be more self-aware. The essay, â€Å"Blue-Collar Brilliance†, explains how it’s wrong and unfair that a formal education ultimately demonstrates the true value of intelligence. Mike Rose begins his essay by introducing a personal example of how his mother, who quit school in the 7th grade, works a blue-collar job in a restaurant. He then explains how she learned social and interactive skills and also understood psychological behaviors such as â€Å"reading social cues, managing the customers’ and her own feelings† (Rose 4) as she encountered different people at her job. In his opening statement, he notes how his mother â€Å"shaped her adult identity as a waitress† (Rose 1). He explains how the use of tools in every day factory jobs, like his uncle had, requires motor skills that are not necessarily taught in school. He observed various workers while on their job and noticed how they all have specific skills that they have accumulated and perfected over the years. He concludes that by acknowledging a broader perspective on the significance of blue-collar jobs, our society might be able to accept them as more than a â€Å"muscled arm† (Rose 5) generalization. Rose makes an acceptable argument, however he does not mention opposing arguments in his essay. With blue-collar jobs, it’s usually associated with minimum wage jobs. Blue-collar workers are barely getting by these days since more jobless people (some who actually have college degrees) are applying for more minimum wage jobs, therefore increasing unemployment for blue-collar workers. A blue-collar job comes with a lot of disadvantages like, â€Å"lack of mental stimulation (repetitive routines), physical exhaustion, hazards on the job, social prejudice, and loss of jobs to automation† (The Pros and Cons of A Blue-Collar Career, Harrison 1). He also  suggests how it’s unfair that society seems to think that a job requiring less education means it requires less intelligence. It’s a valid point, but he doesn’t mention that there are manual work out there that don’t necessarily require their workers to be very smart anyway. Packaging boxes, for instance, is a step-by-step process that any competent person can do. He seems to mix the term â€Å"intelligence† for â€Å"competence†. Regular factories don’t require much from their employees other than following a simple, yet specific process. It doesn’t take much for the employees to hammer in that process into their workers if they all adapt a routine every day. Rose’s personal examples are unique and rare – but it does not prove anything about the reality of manual labor. Not every blue-collar worker experiences that kind of intellectual and emotional growth in his or her job. In his essay, he also implied that white-collar jobs are not as rewarding and beneficial as blue-collar jobs. We would not have this society if it weren’t for the formal education people had. A college education can be out of reach for some people, but there are scholarships within reach and available to low-income students. He should have added some more research or statistics to explain the intellect levels of the blue-collar group in order for him to successfully refute the relationship between intelligence and a formal education. David Foster Wallace’s commencement speech at Kenyon strongly explores the deeper reality and significance of a college degree and a student’s educational freedom. In the beginning of his speech, he tells a didactic story about a conversation between an older fish and two younger fish. The older fish greets the other two and asks, â€Å"How’s the water?† (Wallace 1), while the two younger fish replies with, â€Å"What the hell is water?† (Wallace 1). He goes on explaining how education ultimately teaches us how to think. He defines the true meaning of getting a college degree and how it helps us learn â€Å"to be just a little less arrogant† (Wallace 4). He explores the values of how something as simple as awareness can help students utilize knowledge properly. He mentions how post-graduates usually go through this kind of aimless, empty, day-to-day routine when they finally get their careers that they’ve sought from the start. He also suggests that humans need to learn how to adjust their natural default setting. Being more aware  and less arrogant about the things we learn, he claims, is something that the world needs to adapt to. Wallace’s speech starts with this metaphorical story of the fish. It works because college students can relate to it. He uses metacommentary (â€Å"the point of the fish story [†¦]†) to explain his point that the fish are humans and the water represents the knowledge surrounding us. â€Å"Water† seems be surrounding us everywhere, but we don’t seem to acknowledge it, as we should be. He explains how a college education should be the motivation to get out there and think the â€Å"right way†, as he himself has made mistakes. He mentions how self-centeredness is a huge part of the human default setting that it’s hard for us to crawl out of that state. We always seem to be thinking of ourselves all the time and how all these decisions we encounter affect us. He asserts that self-absorption and unconscious internalization hides students from the significance of the knowledge they have acquired during college. He indicates that liberal arts essentially teaches students different beliefs, which will help them to be more open-minded towards different perspectives. It reminds and encourages his audience that earning a degree isn’t nearly enough to be â€Å"well-adjusted†, in his terms. Sometimes, students need to find a way to independently think for themselves and not from a close-minded way. He successfully encourages his audience to re-program their ways of thinking and be more aware of the realities found in the real world. Even if these college students have not fully grasped what he said about â€Å"the day-to-day trenches of adult life† (Wallace 10), he conveys this message throughout his speech that they should not only know what to think about, but how they should think and react. He casually mentions how some might think that he’s preaching all these moral values, but he counteracts it effectively by empathizing with the opposing audience by saying truthfully that it is difficult, â€Å"takes will and effort† (Wallace 9), but â€Å"if you really learn how to pay attention, then you will know there are other options† (Wallace 10) to consider and learn from. He then argues how educational freedom is a real gift to students everywhere, as it teaches them to be more well-adjusted. His speech then slowly morphs into an advice for the younger students to be more liberal and unbiased as they live their life. He asks his audience to acknowledge simple awareness and the â€Å"real  value of a real education† (Wallace 12). He also included an anecdote about an older person going to a grocery store and encountering all these everyday annoyances while waiting in line. He tells this story, while giving off a sense of frustration and longing through his words. It displayed the reality of growing up after college and not finding a sense of direction in one’s life. In his concluding paragraphs, he almost seems to beg his audience to follow his advice because he implies that he has not achieved it yet. He wrote the speech with an informal, yet honest way of writing and included some harsh words, which especially helps when reaching out to his core audience. The honesty and casualness to it gave justification to his reasons especially since his arguments provided a clear and concise structure personally built for his readers. He empathizes with his audience and ultimately succeeds in persuading them about the true meaning of a college education. Both speeches closely examine the human nature and how we all seem to adapt and utilize different kinds of skills and knowledge as we go through our lives. The message here is that workers and students alike are both faced with a rude awakening as they journey to a different kind of reality to find their own sense of identity. Although Mike Rose’s essay, â€Å"Blue-Collar Brilliance†, sheds a broad light on blue-collar jobs by specifying examples of workers learning heuristic skills without completing a formal education, he also fails to address other possible and realistic opposing viewpoints to support his own argument. However, David Foster Wallace’s â€Å"Kenyon Commencement Speech† is able to present all his points through a different, yet effective way and explain his reasoning why a college degree is necessary to understand our educational freedom and self-awareness that we always seem to take for granted. Wallace’s speech inspires a more thought-provoking discussion, by being straightforward with his audience. He didn’t try to lecture the reader about â€Å"life†, but he explained the real world and the way people should think and apply what they have learned in school to good use.

Civil Laws and Religious Authority in Jonathan Swifts Gullivers Trave

Civil Laws and Religious Authority in Gulliver's Travels  Ã‚  Ã‚  Ã‚  Ã‚   In part one of Gulliver's Travels, Swift present readers with an inverted world, not only by transplanting Gulliver to a land that's only a twelfth the size (a literal microcosm), but also by placing him into a society with different ethical and civil laws.   Swift uses these inversions not only to entertain the readers imagination, but more importantly, to transform our perspectives to understand alien worldviews (e.g. in part four, there is great detail given to explain the Houyhnhnms' views on marriage, health, astronomy, poetry, language, death, and reproduction).   The Lilliputian conflict that erupts from the egg law (found in part one, chapter four) is an inversion, which (1) parallels the conflict of the Protestant reformation; and (2) argues that warring over religious viewpoints is futile and destructive to society, and (3) mandates lawmakers to be wary of creating laws that contradict religious teachings.   The conflict between the Lilliputians and Blefuscudians resembles the Protestant and Papist struggle because it's a struggle about interpretation of scripture. The "great prophet Lustrog, in the fifty-fourth chapter of the Brundecral" decrees that "all true believers shall break their eggs at the convenient end" (2353). The Blefuscudians (like Roman Catholics) hold a traditional view of scripture, and in their case, " the primitive way of breaking eggs . . . was upon the larger end" (2353), and that was "ancient practice" (2353). The Lilliputians (like Protestants), broke from tradition and held a personal view of scripture, as the Emperor decreed, "to break the smaller end of their eggs" (2353). And for "six and thirty moons past" (2353), the Lil... ...egg law that caused so many wars because of religious persuasions, Swift causes all lawmakers (and thus democratic voters) to be wary of instituting laws that conflict with religion.   Thus the seemingly silly egg law, points to huge ideas that affect every society. When Gulliver first awakes in Lilliput country, Swift has him strapped down staring at the sky, in a new land, with a new language, with new laws.   Swift, in a sense, straps us all down, to teach us about new perspectives and the importance of tolerance.   In Swift's inverted world, he parallels the Lilliputian conflict with the protestant reformation, argues for toleration of religious viewpoints and to not war over them, and instructs all lawmakers to be wary of creating laws that contradict religious teachings. Works Cited: Swift, Jonathan. Gulliver's Travels. Oxford: Basil Blackwell, 1959. Civil Laws and Religious Authority in Jonathan Swift's Gulliver's Trave Civil Laws and Religious Authority in Gulliver's Travels  Ã‚  Ã‚  Ã‚  Ã‚   In part one of Gulliver's Travels, Swift present readers with an inverted world, not only by transplanting Gulliver to a land that's only a twelfth the size (a literal microcosm), but also by placing him into a society with different ethical and civil laws.   Swift uses these inversions not only to entertain the readers imagination, but more importantly, to transform our perspectives to understand alien worldviews (e.g. in part four, there is great detail given to explain the Houyhnhnms' views on marriage, health, astronomy, poetry, language, death, and reproduction).   The Lilliputian conflict that erupts from the egg law (found in part one, chapter four) is an inversion, which (1) parallels the conflict of the Protestant reformation; and (2) argues that warring over religious viewpoints is futile and destructive to society, and (3) mandates lawmakers to be wary of creating laws that contradict religious teachings.   The conflict between the Lilliputians and Blefuscudians resembles the Protestant and Papist struggle because it's a struggle about interpretation of scripture. The "great prophet Lustrog, in the fifty-fourth chapter of the Brundecral" decrees that "all true believers shall break their eggs at the convenient end" (2353). The Blefuscudians (like Roman Catholics) hold a traditional view of scripture, and in their case, " the primitive way of breaking eggs . . . was upon the larger end" (2353), and that was "ancient practice" (2353). The Lilliputians (like Protestants), broke from tradition and held a personal view of scripture, as the Emperor decreed, "to break the smaller end of their eggs" (2353). And for "six and thirty moons past" (2353), the Lil... ...egg law that caused so many wars because of religious persuasions, Swift causes all lawmakers (and thus democratic voters) to be wary of instituting laws that conflict with religion.   Thus the seemingly silly egg law, points to huge ideas that affect every society. When Gulliver first awakes in Lilliput country, Swift has him strapped down staring at the sky, in a new land, with a new language, with new laws.   Swift, in a sense, straps us all down, to teach us about new perspectives and the importance of tolerance.   In Swift's inverted world, he parallels the Lilliputian conflict with the protestant reformation, argues for toleration of religious viewpoints and to not war over them, and instructs all lawmakers to be wary of creating laws that contradict religious teachings. Works Cited: Swift, Jonathan. Gulliver's Travels. Oxford: Basil Blackwell, 1959.

Frankenstein Essay

Throughout the novel, Frankenstein, a feminist theme subtly pervades the novel, and is crucial to the characters of the story, the plot line and the setting of the novel. The reasons for the creation of the monster lie within Frankenstein’s own familial relationships, especially with the grief he experienced at the loss of his mother. Frankenstein is riddled with passive female characters who suffer throughout the novel. However, not one female character throughout the novel ever exhibits behaviour outside of the submissive female role. Elizabeth, Victor’s love, dies at the hand of the male creature, while waiting for Victor to rescue her. Elizabeth is unable to do anything to defend herself without the help of a man. Equally, Justine Moritz is sentenced to death for a murder the creature also committed. Once again, she is unable to defend herself and prove her innocence and dies for it. Some may argue that Justine is a victim of circumstance however, but her docile role leaves her helpless to make her own destiny and defend herself against the false accusation. Mary Shelley’s own family life affected contents of the novel as well. Her mother, Mary Wollstonecraft, a strong activist in the feminist movement, had died shortly after her own birth, and both her and her sister did not take kindly to their Father’s second wife, Mary Clairmont. During the nineteenth century, within Genevan society, where the novel was first written, men dominated the social and intellectual employment, whilst women only occupied the domestic work/lifestyle. Although the passivity of female characters is at a constant throughout the novel, perhaps coming to the conclusion that Frankenstein is simply a misogynistic text is unreasonable. Shelley’s feminist background, as a daughter of Wollstonecraft, questions the motives behind stereotyping traits of all of the female characters in the novel. Also, Elizabeth and Justine both died far before the end of the novel. It can be argued that by emphasising the conservative qualities of the characters, Shelley was able to also define the negative aspects of the static female ole by exterminating female characters that fit that role. By linking the submissive women with the negative demises, Shelley was able to emphasise the negative outcomes of their behaviour, contrasting with feminist ideals that would have in turn saved the character in each case. It can be debated that Shelley’s presentation of women after Caroline Beaufort’s death is the irreplaceable place of a mother or the assumption of roles by other characters. In the novel, Shelley seems to portray Caroline’s death as society’s view of women. Caroline is easily discarded, performs the role of the mother and then perishes. The women in Frankenstein could also be seen as virtuous and caring, as Caroline sacrifices her own health knowingly in order to look after Justine and Elizabeth; â€Å"Elizabeth was saved, but the consequences of this imprudence were fatal to her preserver. † Elizabeth appears to represent a replacement mother figure within the Frankenstein family, spurred on by dying request of Caroline for her to â€Å"supply† her place to her â€Å"younger children†. Agatha, as well, supplies this need within the DeLacey family by playing the womanly role. However, it is argued by some that a mother can never be truly replaced, and according to the maternal and biblical symbolism throughout this novel, the reader could be inclined to believe this is Shelley’s true opinion. Mary Shelley’s own mother died only eleven days after her birth, and it could be seen that the absence of a maternal figure is clear in Frankenstein. The absence of the maternal figure shows the apparent breakdown of a family unit and seems to inspire an oedipal complex within both Frankenstein and the monster. Like in Frankenstein, the role of men in Brave New World has a complete higher standing to women, both physically and psychologically. Also in comparison to Frankenstein, women have a better understanding of emotions and have more social roles. The portrayal of male superiority is uniform throughout the novel, and starts by introducing that overall dominance with the tour of the Hatchery. All the students on the tour are male and although maybe a minor detail, this shows that women are restricted to the things they do at an early age. During the tour, the students learn about pregnancies and that women are sterilised, yet the men aren’t. This short and important fact by the author exclaims the physiological dominance of men over women. The book shows no clear objection to leaving the future of their offspring in the hands of males, even if it is unhealthy. A specific character to talk about in Brave New World is Linda. Linda is the character in the novel who opposes the traditional role of women in the book (and that of women in Frankenstein). Like in a lot of Huxley’s pieces, this novel centres heavily around sex. In Brave New World, sex is no longer used for procreation but for distraction and pacification. The act has been dehumanised and devoid of human passion. I feel in this, Huxley tries to argue whether the future of our lifestyle is a subjugation of a natural inclination toward monogamy or the freedom of sleeping with many people. Linda is portrayed as the person opposing to modern culture, and causes the reader to question whether Huxley’s portrayal of women in Brave New World is apt. For her opposition to the modern culture, Linda is isolated, condemning her and her son to a marginal existence because of this. Another female character worth mentioning in Brave New World is Lenina Crowne, the main female character in the novel. Foster, Bernard and John are in awe of this woman, and it is puzzling to see why. She lacks intelligence, and is not particularly creative, interesting or unique. A word that Huxley uses constantly is â€Å"pneumatic†. The official definition of this is ‘full of air’, which seems to mean she is curvy and all-round sexy. It could be argued that Aldous Huxley purposely used this word as a double meaning, that she’s pneumatic mentally also; she’s vapid (lifeless and dull). In contrast to Linda in the novel, Huxley’s constant use of â€Å"pneumatic† implies that she’s the epitome of the World State female. I feel it is clear throughout the novel, and corresponding to her previous upbringing and family, Frankenstein works as an indication to the treatment of women during that time. Her portrayal of inferior women is ironic given she is the daughter of Mary Wollstonecraft. Elizabeth could be seen as a sign of mistreatment to women as she is portrayed as the perfect woman who represents domestic bliss and harmony, while rejected by Victor Frankenstein in his â€Å"pursuit of knowledge†. The role of Elizabeth during the novel could work as a feminist warning also, as she magnifies Victor’s selfish character; â€Å"my more than sister, since till death she was to be mine only. Likewise, in Brave New World, Aldous Huxley could have written the novel in order to show the wrong attitude towards women during the story. This could trigger spite towards the limits that women are still treated at, or were treated at when the novel was written. In conclusion to the two texts, the theme of feminism is still very relevant to the plot line in this modern age, although both works have been continuously adapted into different stories, plays and movies. Both Huxley and Shelley represent their female characters as inferior to and reliant on men, as well as more emotional in both texts. I feel both the authors represent their female roles like this, and in a negative light, to receive a reaction from the reader; in order to think of how women are still treated in today’s society and back then. The fact that Frankenstein is still present in literature, theatre, and cinema attests to the perpetuity of Mary Shelley’s Frankenstein and her views on feminism in society.

Evaluate the part played in Macbeth by the supernatural Essay

By consideration to the text, evaluate the part played in ‘Macbeth’ by the supernatural, in its various manifestations Lady Macbeth, sleep-walks. How does Macbeth relate to an owl and king Duncan to a falcon? So how can an owl kill a falcon? Banquo is dead but Macbeth’s imagination is taking over to make him think that he’s a ghost sitting there. The witches’ apparitions, that they say and do are in Macbeths favour. The armed head: Macbeth, Macbeth, Macbeth Beware Macduff. The bloody child: None of woman born shall harm Macbeth. The crowned child: Macbeth shall never vanquished be until Great Birnam Wood to high Dunsinane hill shall come against him. Later on in the play the supernatural turn against him. The witches can stop people sleeping. The witches can predict the future. The supernatural for example the owls are presented as deadlines, crickets and beetles mean death or evil. At the start of the play act 1 scene 1 where the witches hover through the fog and filthy air. The witches don’t really hover it’s the words that do the moving and the other factor that makes this work is that the audience believes in witches and the supernatural. In act 5 when Malcolm comes to attack the Scottish castle, they use branches from Birnam wood, as a camouflage to disguise the numbers of the English army and that goes with the witches’ apparitions. The witches knew this would happen but they only told Macbeth only a part of it, but when he thought about it, he thought they would never happen. With this camouflage Macbeth will probably be scared. It would have been staged by Macbeth and six or seven soldiers with branches in front of him. Supernatural means something that you can’t prove, things to do with spirits. The supernatural characters are evil. They are the witches and ghosts. The witches connect Macbeth to the force of evil. Where the place? Upon the heath. There to meet with Macbeth. The witches are old women that have supernatural powers, they speak in opposites and they rhyme when they talk compared to the other characters they will be welcome and unwelcome. They cast spells on Macbeth and Banquo to stop them sleeping. Like with lady Macbeth to sleepwalking and Macbeth seeing things for example seeing the knife above his head when he is about to assassinate King Duncan. The witches connect to Macbeth through his mind as his so called ‘conscience’ but in the play anyone who works with the witches, has no conscience. Macbeth believes in them but Banquo thinks they are imperfect speakers. Banquo also says that he cannot sleep because he has nightmares. I would not sleep; merciful powers, restrain in me the cursed thoughts. When they get the three predictions Macbeth gets very good ones and Banquo’s were ok but confusing because they speak in opposites, lesser than Macbeth yet much greater. Not so happy yet much happier. Thou shalt get kings though thou shall be none. The ghosts appear after Macbeth sends out his murderers to kill Banquo and Fleance. The murderers kill Banquo with twenty gashes on his head but Fleance escapes. In the banqueting scene, Banquo is a ghost pictured with twenty gashes on his head, but he probably only had about five or six gashes and only Macbeth could see him. Were the graced person of our Banquo present, who may I rather challenge for unkindness. Than pity for mischance. But it was all his imagination, Shakespeare would have shown it by having someone backstage, saying the lines of Banquo and the audience would think they were hearing Banquo the ghost too. They appear because Macbeth’s imagination was taking over his mind, and all it seemed that all he would think about was the witches and him being king. Because once he killed Duncan he wanted to carry on killing. And he killed Banquo and tried to kill Fleance because the witches said, Banquo would have got kings but not been one himself. I think that Macbeth has a lot of interaction with the witches, as he believes that they are good, he wants to know what they talk about and that they know the future, with the predictions and the apparitions. But most of the other characters think its something ill or sick going on with the witches and that they are bad things. So they don’t want to try and connect with them because bad things may happen. Lady Macbeth doesn’t see any of the witches or ghosts but she tries to link up with the supernatural spirits, through the light and dark, so she can be powerful with Macbeth, to be the King and Queen of Scotland. She links up to them by sleep-walking in the dark and she kept seeing the blood on her hands from King Duncan’s death. She couldn’t get the blood off and she walked with a candle, rich people did this because candles were very expensive then, just in case she woke up. What need we fear? Who knows it, when none can call all our power to account? Yet who would have thought the old man to have so much blood in him? Will these hands ne’er be clean? I think Shakespeare puts the supernatural in the play to make it more realistic, in the times he was writing plays and to make them more exciting to watch and listen to. It would be very boring without the supernatural – the witches and ghosts because the play sounds better with weird things happening because the audience tries to figure out what has happened or what is about to happen and what they are trying to say. At the globe the supernatural was probably staged as something freaky happening. But the words would have described the things happening with little actions and the audience having their imaginations take over making them think about what is happening. The play without the supernatural would be something like: a soldier who likes power and has a sidekick, does very well in a battle, gets a higher ranking and lives the rest of his life this way. The witches make him think about being king so he wouldn’t have had the thought and he wouldn’t have killed King Duncan and had all those hallucinations, Banquo wouldn’t have been killed because in the three predictions they might not have said Banquo would have kings and they would have carried on being friends. It would have been a play that anyone could make up and would be quite bad. So having the supernatural improves the play and makes it very good.

Cloud compounding impact on businesses

Cloud compounding impact on businesses Definition of cloud compounding Cloud compounding refers to a configuration that permits the provision of ubiquitous and efficient real-time network access to pooled computing resources. These resources are configurable and include networks, storage, servers, services and applications. Access to these resources is fast and requires minimal management effort or intervention by a service provider. Cloud compounding allows users in a network to access resources that are not in the user computer but elsewhere in the internet (Gartner, 2012).Advertising We will write a custom essay sample on Cloud compounding impact on businesses specifically for you for only $16.05 $11/page Learn More How it works The cloud was a product of global computing infrastructure developed by large online based companies such as Google and Amazon, to run their own operations. These companies developed large data centers in different parts of the world with high speed connections, and id entified business opportunities in providing additional data storage and computing services to other organizations. The data centers can hold tens of thousands of servers, each of which runs an operating system application that is capable of providing numerous ‘virtualized’ atmospheres to clients. Consumers can use these environments to operate their own programs, without intruding on other applications running concurrently on the same server (Gartner, 2012). Efficient management of the virtualization process is possible through the integration of systems that enhance stability and security of the cloud. The three main types of clouds are public, private and hybrid clouds. These clouds are used for various services as infrastructure, applications and platforms (Gartner, 2012). Advantage of cloud compounding Cloud services are useful to consumers, businesses ad public authorities. The most popular cloud service for businesses involves productivity suites that function in a similar manner to popular applications like word editors. An example of such a cloud suite is ‘Office 365’ by Microsoft, which contains word processing, spreadsheets and presentation tools. Cloud compounding provides organizations with a flexible form of outsourcing since it minimizes ICT operation and maintenance costs, while enabling the consolidation and optimization of computer hardware and software resources (Fielder Brown, 2012). Businesses are able to save on costs that would have, otherwise, been used to purchase expensive infrastructure. Using the cloud allows companies to allocate operational budgets as required and allows businesses to try out various novel services and roll-out the most effective ones. This allows small businesses with limited infrastructure to access the necessary business services that are available on the cloud including business continuity planning, management of demand spikes and full outsourcing requirements.Advertising Loo king for essay on it? Let's see if we can help you! Get your first paper with 15% OFF Learn More Clouds enhance the collaboration process between various organizational functions by forming the link between multiple providers. Cloud compounding also reduces the infrastructure requirements for new businesses, which allows them to focus their limited resources on scaling (Fielder Brown, 2012). Disadvantages of cloud compounding Consumers and businesses are faced with cloud compounding challenges. The main concerns for consumers include data security, provider failures and access to law enforcement. The primary concerns for businesses are confidentiality of corporate data, privacy and integrity of services. Other challenges for businesses associated with cloud compounding include loss of control of services, lack of liability of providers, intra-cloud migration challenges and vague terms of payment (Fielder Brown, 2012). The main hurdle for both consumers and business es in adopting cloud compounding are lack of privacy and standardisation. Data security risks involve the interception of data during authentication and communication within the cloud. Providers are not transparent on safety mechanisms for cloud users, though they provide dedicated clouds that are managed by individual organizations. Additional safety procedures involve audit and verification of systems of the providers (Fielder Brown, 2012). Contribution to business value and performance Cloud compounding has different uses depending on the user. For consumers, the cloud is used for file storage, email, payment, information and content sharing and music and video streaming. Businesses, on the other hand, are motivated to take up cloud compounding in order to reduce capital expenditure, allow flexible scalability of IT infrastructure, enhance business continuity due to ease of recovery from disasters, optimize on computing capacity, eliminate the need for expertise and better contr ol of marginal costs. Businesses use the cloud for project management, as a collaboration platform and for the design of custom programs (Gartner, 2012). Cloud compounding is useful in business operations since it enables organizations to focus their finances on necessary resources. It allows for economies of scale, access to a wide variety of services and proficient use of resources. Businesses that use cloud compounding are able to increase their performance in two ways. To start with, companies use clouds to overcome the drudgery of putting up and sustaining IT infrastructure. This enables them to direct their resources to the optimization of available infrastructure. Secondly, clouds provide businesses with flexibility in terms of easy modification of existing IT infrastructure in scaling the organization. The costs involved in transforming the company IT infrastructure, due to changes in the business processes, are considerably less compared to changing traditional IT services (Gartner, 2012).Advertising We will write a custom essay sample on Cloud compounding impact on businesses specifically for you for only $16.05 $11/page Learn More Research shows that small businesses and start-ups are migrating to cloud compounding faster than the larger organizations. For instance, mobile application markets are cloud enabled. This is due to the numerous benefits associated with cloud compounding. The widespread adoption of businesses to cloud compounding is expected to increase due to its characteristic of improving business agility and the tendency of companies to move towards green initiatives (Fielder Brown, 2012). References Fielder, A., Brown, I. (2012). Cloud Computing: Internal Market and Consumer Protection. Policy Department A: Economic and Scientific Policy. Gartner, D. P. (2012). The Business Landscape of Cloud Computing. Financial Times: The connected business.

AP Chemistry Syllabus What Does It Cover

AP Chemistry Syllabus What Does It Cover SAT / ACT Prep Online Guides and Tips What does an AP Chemistry syllabus look like? How many labs do you have to do? And what skills are you expected to learn before the test? In this article, I'll take an in-depth look at the components of a successful AP Chemistry syllabus, including content coverage, lab work, and overall curriculum requirements. I'll also give an example of a full syllabus (based on a sample from the College Board) and provide some helpful tips for both students and teachers! What Does the AP Chemistry Course Cover? AP Chemistry is a wide-ranging course. The curriculum is divided into six "Big Ideas," or major themes, that encompass long lists of smaller topics. I'll list the Big Ideas along with the smaller themes within them that the College Board calls "Enduring Understandings." These are actually broken down further into pieces of "Essential Knowledge," which (for the sake of keeping this article to a reasonable length) are not included here. There are also seven Scientific Practices that students are expected to master in the course, which I'll list after the Big Ideas. This is a part of the new inquiry-based model of AP science courses that encourages independent thinking. Finally, there are some overarching Curricular Requirements that every AP Chemistry class must fulfill, which I'll go over after the Scientific Practices. For the full course description with even more details, consult this link! The 6 Big Ideas of AP Chemistry The Big Ideas are the fundamental concepts every AP Chemistry syllabus must cover. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. This idea is huge by itself, and now you're telling me there are five more Sigh. Another day another dollar. The 7 Scientific Practices of AP Chemistry These seven "scientific practices" represent skills that students are expected to learn in AP Chemistry. Many of these relate to correct implementation of the scientific method in a lab context. They're especially tied to the "Guided Inquiry" labs, where students work independently to plan and conduct experiments. #1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. [Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction, and/or archived data.] #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains. AP Chemistry Curricular Requirements The curricular requirements are concrete statements of expectations for the AP Chemistry course. These include requirements for the types of materials teachers must use in class, the structural framework of the course, the opportunities students should receive, and the percentage of class time devoted to labs. The course must use a recently published (within the past ten years) college-level chemistry textbook. The course must be structured around the Enduring Understandings within the Big Ideas as described in the AP Chemistry curriculum framework. Students should have opportunities outside of laboratory investigations to meet the learning objectives within each of the big ideas in the AP Chemistry curriculum. Students have the opportunity to connect their knowledge of chemistry and science to major societal or technological components to help them become scientifically literate citizens. Labs make up 25 percent of the instructional time at minimum and include at least 16 hands-on experiments. Lab investigations allow students to apply the seven science practices, and at least 6 of the 16 labs are conducted in a guided-inquiry format. "Guided inquiry" labs put students at the center of the learning process, encouraging them to pose, develop, and experimentally investigate questions (self-generated or supplied). Other more traditional labs are teacher-directed, which means that teachers provide not only the questions for investigation, but also set procedures and data collection strategies for student use. The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through lab reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Keep in mind that it takes a while for most students to learn how to hold presentation materials in ways that don't completely obscure their faces. Work on it. You'll get there, buddy. What Does an AP Chemistry Syllabus Look Like? The following is a summary of a sample syllabus supplied by the College Board that goes through all the units that would be taught in a standard AP Chemistry course. It also provides the number of class periods allotted for each unit. In this example, the class periods are 52 minutes long. You can read the full syllabus here, and there are also a few more sample syllabi on this page! Course Materials Primary Textbook Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage Learning, 2012. Other Resources Used The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. Demmin, Peter. AP Chemistry, Fifth Edition. New York: DS Marketing Systems Inc., 2005. Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001. Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and Technology, 2004. Holmquist, Dan and Donald Volz. Chemistry with Calculators. Oregon: Vernier Software and Technology, 2003. Beran, Jo Allan. Laboratory Principles of General Chemistry, Seventh Edition. New York: John Wiley and Sons, 2004. Unit 1: Chemistry Fundamentals 12 Class Periods 10 Problem sets 2 Quizzes 1 Exam Topics Scientific method Classification of matter Nomenclature and formulas of binary compounds Polyatomic ions and other compounds Determination of atomic masses Mole concept Percent composition Empirical and molecular formula Writing chemical equations and drawn representations Balancing chemical equations Applying mole concept to chemical equations (stoichiometry) Determining limiting reactants, theoretical and percent yield of reactions Labs Math and Measurement in ScienceStudents learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination. Guided Inquiry Lab: Physical and Chemical PropertiesStudents are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical. Stoichiometry LabStudents determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes. Unit 2: Types of Chemical Equations 8 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Electrolytes and properties of water Molarity and preparation of solutions Precipitation reactions and solubility rules Acid-Base reactions and formation of a salt by titration Balancing redox reactions Simple redox titrations Gravimetric calculations Labs pH Titration LabStudents perform a titration and then determine the concentration of an HCl solution by using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing program. Bleach LabStudents perform redox titrations to determine the concentration of hypochlorite in household bleach. Online Redox Titration ActivityOnline lab simulation where students can manipulate various factors to influence a redox titration. Unit 3: AP Style Net Ionic Equations 8 Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Redox and single replacement reactions Double replacement reactions Combustion reactions Addition reactions Decomposition reactions Labs Copper Reaction LabStudents perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered. Unit 4: Gas Laws 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Measurement of gases General gas laws - Boyle, Charles, Combined, and Ideal Dalton's Law of partial pressure Molar volume of gases and stoichiometry Graham's Law Kinetic Molecular Theory Real gases and deviation from ideal gas law Graham's law demonstration Labs Molecular Mass of a Volatile LiquidStudents use the Dumas method for determination of the molar mass of an unknown volatile liquid. Unit 5: Thermochemistry 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Law of conservation of energy, work, and internal energy Endothermic and exothermic reactions Potential energy diagrams Calorimetry, heat capacity, and specific heat Hess's Law Heat of formation/combustion Bond energies Labs Guided Inquiry Lab: Hess's LawStudents perform a series of reactions and calculate enthalpy, proving Hess's law. Activity: Online Heating and Cooling Curve Simulations Unit 6: Atomic Structure and Periodicity 12 Class periods 9 Problem sets 4 Quizzes 1 Exam Topics Electron configuration and the Aufbau principle Valence electrons and Lewis dot structures Periodic trends Table arrangement based on electronic properties Properties of light and study of waves Atomic spectra of hydrogen and energy levels Quantum mechanical model Quantum theory and electron orbitals Orbital shape and energies Spectroscopy Labs Spectroscopy LabStudents look at a series of emission spectra and determine the identity of an unknown. They will also receive and analyze IR and mass spectroscopy data. Activity: Periodic Table Dry LabStudents graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table. Unit 7: Chemical Bonding Class Periods 8 Problem Sets 4 Quizzes 1 Exam Topics Lewis Dot structures Resonance structures and formal charge Bond polarity and dipole moments VSEPR models and molecular shape Polarity of molecules Lattice energies Hybridization Molecular orbitals and diagrams Labs Guided Inquiry: Bonding LabStudents experimentally investigate ionic and molecular substances deducing properties of their bonds in the process. Guided Inquiry: Investigation of SolidsStudents investigate types of solids using various experimental techniques. Activity: Atomic Theory Dry Lab (Students make drawings of a series of molecules and, from those drawings, predict geometry, hybridization, and polarity) Unit 8: Liquids, Solids, and Solutions 6 Class Periods 4 Problem Sets 2 Quizzes 1 Exam Topics Structure and bonding Metals, network, and molecular Ionic, hydrogen, London, van der Waals Vapor pressure and changes in state Heating and cooling curves Composition of solutions Colloids and suspensions Separation techniques Effect on biological systems Labs Solution Preparation LabStudents make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer. Vapor Pressure of Liquids LabStudents measure the vapor pressure of ethanol at different temperatures to determine ∆H. Activity: Effect on Biological SystemsStudents examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutations and disruption of hydrogen bonding. Unit 9: Kinetics 9 Class Periods 3 Problem Sets 3 Quizzes 1 Exam Topics Rates of reactions Factors that affect rates of reactions/ collision theory Reaction Pathways Rate equation determination Rate constants Mechanisms Method of initial rates Integrated rate laws Activation energy and Boltzmann distribution Labs Guided Inquiry: Determining Order of a (Crystal Violet) ReactionUsing colorimetry and Beer's law, students determine the order of a reaction and its rate law. Determining the Activation Energy of a ReactionStudents use the same set-up as in the crystal violet lab, but, this time, varying temperature to calculate the activation energy with the use of the Arrhenius equation. Activity: Online Kinetics ActivityUsing a web-based simulation, students will study the elementary steps of a mechanism and how it relates to reaction rate and collision theory. Unit 10: General Equilibrium 6 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Characteristics and conditions of chemical equilibrium Equilibrium expression derived from rates Factors that affect equilibrium Le Chatelier's principle The equilibrium constant Solving equilibrium problems Labs Determination of a Kc with Varied Initial ConcentrationsStudents use a spectrophotometer to determine the Kc of a series of reactions. Activity: Online Gas Phase Equilibrium ActivityIn the online inquiry activity, students are able to manipulate the environment and produce stresses that verify the tendency of Le Chatelier's principle. Unit : Acids and Bases 8 Class Periods 4 Problem sets 3 Quizzes 1 Exam Topics Definition and nature of acids and bases Kw and the pH scale pH of strong and weak acids and bases Polyprotic acids pH of salts Structure of Acids and Bases Labs Determination of a Ka by Half TitrationStudents do a titration in which  ½ of the weak acid titrated is neutralized (aka midpoint), and then the Ka is determined. Unit 12: Buffers, Ksp, and Titrations Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Characteristics and capacity of buffers Titrations and pH curves Choosing Acid-Base Indicators pH and solubility Ksp Calculations and Solubility Product Labs Guided Inquiry: Types of TitrationsStudents investigate titration curves by doing titrations of different combinations of weak and strong acids and bases. Guided Inquiry: Preparation of a BufferGiven a selection of chemicals, students prepare a buffer of a given pH. Molar Solubility and Determination of KspStudents find the Ksp of calcium hydroxide doing a potentiometric titration with the addition of methyl orange indicator for verification. Unit 13: Thermodynamics 10 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Laws of thermodynamics Spontaneous process and entropy Spontaneity, enthalpy, and free energy Free energy Free energy and equilibrium Rate and Spontaneity Labs Solubility and Determination of ΔH °, ΔS °, ΔG ° of Calcium HydroxideStudents collect and analyze data to determine ΔH °, ΔS °, and ΔG ° of calcium hydroxide. Unit 14: Electrochemistry 8 Class Periods 5 Problem Sets 4 Quizzes 1 Exam Topics Balancing redox equations Electrochemical cells and voltage The Nernst equation Spontaneous and non-spontaneous equations Chemical applications Labs Voltaic Cell LabStudents find the reduction potentials of a series of reactions using voltaic cells/multi-meters and build their own reduction potential table. Dilutions will be made, and the Nernst equation will also be tested. Final AP Review 16 Class Periods 4 Quizzes 4 Exams Topics Review of ALL topics 4 AP-Style Review Exams Mock AP Test Labs The Green Crystal LabA series of labs completed over a 4-week period. Students work at their own pace in pairs. The goal of this lab is to determine the empirical formula of a ferrioxalate crystal. It includes the following experiments: Experiment 1: Synthesis of the crystal Experiment 2: Standardization of KMnO4 by redox titration Experiment 3: Determination of % oxalate in crystal by redox titration Experiment 4: Standardization of NaOH by acid/base titration Experiment 5: Determination of % K+ and Fe3+ by ion exchange chromatography and a double equivalence point titration Experiment 6: Determination of the % water in the hydrated crystal Green crystals!!! Actually, the green crystals for the lab look even cooler than that. Teaching Tips for AP Chemistry These are some tips I came up with for AP Chemistry teachers based on my experiences as a student in the course. I struggled a lot with chemistry in high school (partially because my teacher wasn't very good), so here are a few things that I think would have helped me out at the time. Tip #1: Do Plenty of Sample Problems in Class (and Go Over Homework Thoroughly) When I was in AP Chemistry, I had a hard time understanding how to solve complex multi-step problems. I often couldn't figure them out on my own, even when I had read examples in the textbook and seen my teacher go through similar examples. I'd advise teachers to do as many sample problems as possible in class. It's important to give students background information, but walking through sample problems step-by-step is the most valuable practical instruction you can provide. You should also go through homework problem sets in class so that students can see exactly where they made mistakes and why. Encourage students to try redoing the problems with the new information they've learned to reinforce the correct methods. Tip #2: Offer Extra Help Sessions Because AP Chemistry is such a challenging class, it's likely that many students will be interested in extra help outside of the designated class period. Although students should be encouraged to take the initiative in asking for help, I think it's also a good idea to set up a designated time when you'll be available after school. Block out a couple of after-school hours one or two days a week, and encourage students to come to you with any questions or concerns they have about the class. You can also set aside times for review sessions before each exam that all students are encouraged to attend. These could even include chemistry-themed review games and competitions (if your students are true nerds they will love this). Tip #3: Give Students Real AP Practice Tests To prepare effectively for the AP test, students need to get used to the format and timing. As you get closer to the exam, administer a few mock AP tests. Translate grades to where they would fall on the AP scale so that students have a better idea of where they're scoring and how much they need to study to reach their goals. This will help give them more motivation to study and force any stragglers to get serious about improving their scores. Grades on real AP practice tests will help light a fire under students who have a tendency to procrastinate and cram. Tips for AP Chemistry Students If, on the other hand you're an AP Chemistry student, you may find these tips for doing well in this challenging class helpful. Tip #1: Pay Attention in Class Obviously, right? Well, not necessarily; zoning out during lectures is something that we're all guilty of doing because we're human beings. However, this is a class where you really, really need to pay attention to your teacher's explanations. It's hard to self-teach chemistry because you're not just memorizing facts, you're learning how to do different types of calculations and navigate a bunch of new terminologies. If you can only pay attention to one thing, make it the example problems that your teacher does in class. Take notes on the solution steps so you can refer to them in the future and refresh your memory. Tip #2: Ask Lots of Questions (and Get Help If You Need It!) If you don't understand something, get clarification as soon as possible. AP Chemistry isn't a class where you can let a few things fall by the wayside and still get by. The information builds on itself, so it's critical that you have a strong understanding of every concept. Gaps in knowledge will come back to bite you in the end! If you don't feel like you're getting enough of an explanation in class, don't be afraid to ask your teacher for extra help. Tip #3: Don't Fall Behind It will be tempting to say "oh, I don't actually need to do this problem set" or "eh, I'll read this chapter later." But if you do that too many times, before you know it you'll have no idea what's happening in class. This course moves very quickly from one complex concept to the next, so you can't afford to fall behind. As I mentioned, concepts build on one another. If you find yourself slipping and losing touch with what's going on in the course, ask your teacher for extra help as soon as possible to resolve the issue. Tip #4: Get a Review Book, and Review Concepts Throughout the Year Review books can be very helpful for AP Chemistry because they're well-organized catalogs of all the different concepts you will learn in the course. There's so much packed into the curriculum that I'd recommend buying a book so you have something to ground yourself as you're looking back through the material. You can use the review book for practice problems and AP review sessions throughout the year. Every couple of months, do a review of everything you've learned so far to keep the information at the front of your mind. Here's my list of the best review books for AP Chemistry to give you a lil head start. Review books will lay out the structure of the course more clearly for you so that you don't get lost in your notes! Conclusion To recap, the AP Chemistry syllabus revolves around six "Big Ideas," which are main themes that cover more specific concepts called "Enduring Understandings." Each AP Chemistry course is expected to give students the skills they need to understand these larger themes and connect them to a basic factual knowledge of the ins and outs of chemistry. Additionally, an effective course syllabus provides assignments that enable students to master the seven "Scientific Practices" established by the course guidelines. It will also adhere to the rules established by the Curriculum Requirements. A few tips I would recommend for teaching this course are: #1: Do Lots of Sample Problems in Class#2: Offer Built-In Extra Help Sessions#3: Administer Official Practice AP Tests Some tips I would recommend for students who want to do well in AP Chemistry are: #1: Pay Attention in Class#2: Ask Questions, and Get Help if You Need It#3: Avoid Slacking Off and Falling Behind#4: Use a Review Book to Supplement Class Materials AP Chemistry is a fast-paced class that covers complex concepts, but with a logically formatted syllabus and a concerted effort from both students and teachers, the course can be an enlightening introduction to a fundamental aspect of how the world works! What's Next? Is AP Chemistry really as challenging as some people think? Read this article for a detailed examination of the difficulty level of the course (and exam). Need help preparing for the final exam? Check out my ultimate study guide for AP Chemistry! If you're taking AP Chemistry, chances are that you're applying to colleges that require or recommend submission of SAT Subject Test scores. Learn more about the differences between AP Tests and SAT Subject Tests and whether one is more important than the other. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Social media marketing Research Paper Example | Topics and Well Written Essays - 1250 words

Social media marketing - Research Paper Example The paper focuses on the social media promotional strategies necessary for an organization to create effective relationships with its customers. Survival in the business today calls for a strong social media presence with a clear promotional strategy. It is also important to note that without a clear strategy, individuals from different departments within an organization share and tweet at will using the organization official page and handle. This is likely to promote different perception among the consumers due to unorganized marketing communication system thus organization stand to miss a chance to engage not only the current customers but also the prospective customers. An effective social media promotional strategy therefore ensures that an organization is focused on what it’s trying to achieve, what it should be doing, how well it should be done and measuring its effectiveness on return on investment (ROI) (Smedescu, 23). Branding is effective component of social media promotional activities since it ensures an organization message is consistent throughout all social media channels. Branding includes name, imagery and color scheme and should be applied at the same level throughout all the social media platforms such as facebook, twitter, Google among others. According to Shadkam and James (8), social media marketing personnel must ensure that their comments, statuses and updates speak with a unified voice. In this regard, the organization promoting its products and services through a social network must identify who represent its voice. However, some brand guidelines may be challenged especially when the company representative needs to make a conversation that leads to sharing of content. It is okay to be less formal when you want to achieve these objectives since the target consumers prevails upon the language of communication. It is also important to note that effective brand communication is achie ved when it is communicated in a language best

Personal Development Portfolio Essay Example | Topics and Well Written Essays - 1000 words

Personal Development Portfolio - Essay Example In order to more closely align myself with this aspect of my personality, I will have to develop my writing skills, to communicate my thoughts and ideas effectively, and to improve my research skills so that I can explore ideas and concepts which interest me thoroughly. QUESTION 2 Learning Styles and their Impact on Studying Preferences and Developmental Needs I have some challenges in understanding, absorbing, and interpreting texts in a fixed time. My learning style is reflective and thoughtful, so that I am able to make sure of my understanding of a concept, and then work on interpreting, adding to, or developing the concept. This does not mean that I am unable to deal with complex or abstract subject matter, but that my need is to approach it thoroughly, and creatively, rather than just to â€Å"know† it. ... QUESTION 3 Individual SWOT and Commentary It is clear that I will need to develop in the areas as revealed by my SWOT analysis. It is going to be difficult to concurrently study and work toward a career, while I improve my skills in reading, researching, critical thinking and expression. Nevertheless I believe that these are essential skills to guarantee success and satisfaction in a future career. Thus, I will set myself goals and milestones, at which I will be able to measure my progress toward being able to do these things at the level I want to. It is also true that while studying, these skills will grow according to necessity, and I do work with thoroughness and dedication, so what will be the issue is whether I have time to be able to complete what I have to. It is more to be able to create more efficiency in my work patterns that I want to focus and concentrate on the practical skills that will allow me to be and innovator, a thinker, and someone who can creatively apply his t hinking to tasks at hand. QUESTION 4 Bibliography Development Task Commentary The very specific format of the bibliography in the Harvard referencing style at first did provide me with some difficulty but the logic and clarity of the system soon allows the formatting to become almost second nature. Finding appropriate sources can also be challenging. It is tempting to look at the first source you find, and just record and use it. But learning to consider academic credibility, close relevance, and the current and latest information as criteria to select sources does not come naturally. It implies that the Internet is not always the best route, although it is the easiest and quickest. Variety is important, and sourcing journals, peer reviewed journals, online texts, and published texts,