Sedimentary Rocks

Sedimentary Rocks Sedimentary rocks are from sediments collected from the streams and buried beneath in a process commonly referred to as geologic. This is due to geographical effects such as the tectonic forces controlling the progression of weathering. The process leaves a complicated record thus the different kind of sediments form the deposits. (Strahler, 13) The categories include Clastic, Chemical and Biogenic. Water and wind sorts some sediment to be almost of the same size thus commonly referred to as â€Å"well-sorted†.Advertising We will write a custom essay sample on Sedimentary Rocks specifically for you for only $16.05 $11/page Learn More Conversely, there are particles of different sizes especially those sorted by the ice and huge mass wasting with a reference of â€Å"even unsorted† or â€Å"poorly sorted†. Sediments take a variety of individual shapes from rounded, sphericity or angular. Well-sorted sediments are caused by prolonged erosio n or weathering. Sedimentary rocks can also form from the biogenic deposits such as the foraminifer formed from planktons cells that covers wide area of the ocean floor or the chemical deposits such as the salts formed from magnesium, potassium or sodium chloride found near salt lakes like Lake Bonneville in Utah. The volcanic sediments form clasts, which are originally volcanic. (National Atlas of United States) Formation of sedimentary rocks Deposits and burring of these types of sediments in a process known as â€Å"lithification† causes the formation of new rock known as the sediment rock. (U.S. Department of Interior Survey, 2010) The rock depends on the material or type of sediments and the process. Formation of rock beds occurs from sedimentary particles, which lay in distinct strata. The composition of the sedimentary rocks overtime changes depending in the deposition process and mineral composition. This aspect is what makes the adjacent strata different from the pre ceding one. The boundary between the layers referred to as the â€Å"bedding surface† thus the origin of the term â€Å"Rock Bed†. (Strahler, 13) The presence of the bedding surface enables the geologists to be in a position of telling the ages and is the indication that the rock was once sediments thus the term â€Å"Sedimentary Rock†. Various processes are involved in the formation process: â€Å"lithification†. They include compaction a process that reduces the pore space in the sediments because of the weight of the superimposing layer. Secondly is the cementation process where substances dissolves in pores through which water precipitates to form matter that joins the layers strongly together. Lastly is the crystallization process where new crystalline minerals bond the old ones.Advertising Looking for essay on geology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The classification of sedimentary rocks falls into the following categories. Siliciclastic rocks or clastic made of sand quatz commonly referred to as resistant minerals like Lithics and fledspar mixed with clay minerals, which form from withering of iron oxides such as feldspar: orthoclase or kaolinite. Chemical and Biogenic or biochemical rocks form from liquid solutions such as calcite that reacts with hydrochloric acid to exist as either micrite; muddy line or limestone. (U.S. Department of Interior Survey, 2010) The clastic rocks is a composition of visible grains of quartz sand and clay grains mixed together while the chemical and biochemical forms from splitting of minerals that are in solution state. Silica is made of materials that do not dissolve in water and have silica as the main component transported either as sediments at the bottom of the water or suspension. This aspect makes the clay grains and visible sand grains to mix and deposit together. On the other hand, the minerals that are in solution st ate easily dissolve in water. They deposit together without traces of silica. The geologists tend to specialize on the siliciclastic rocks because of the various groupings that others have hypothetically made discovery. (Strahler, 13) The mineral deposits that are in solution form separates from the solutions through precipitation from the water thus concentrating the salts. This helps to classify them as chemical rocks while the biochemical rocks are as a result of plants and animals remains especially those involved with marine life, which draws them from the solutions for formation of the skeletons, which eventually die to form the sediments. Other biochemical rocks include the coal and peat but forms in the presence of clastic rocks such as sandstones or shales. The integration of minerals to form sediments makes the classification difficult due to inconsistency involved. This means that researchers have an uphill task to come up with a straightforward way of classifying them. National Atlas of the United States. â€Å"Distribution of Sedimentary Rocks.† 2010. Web. Strahler, Alan. H. â€Å"Introduction to physical geography† (Fifth Ed). 2009Advertising We will write a custom essay sample on Sedimentary Rocks specifically for you for only $16.05 $11/page Learn More U.S Department of the Interior survey. â€Å"U.S Geography Survey.† 2010. Retrieved from https://www.usgs.gov/science-support/osqi/yes/resources-teachers/

The History of the Computer Mouse

The History of the Computer Mouse It was technology visionary and inventor Douglas Engelbart (January 30, 1925  Ã¢â‚¬â€œ July 2, 2013) who revolutionized the way computers worked, turning it from a piece of specialized machinery that only a trained scientist could use to a user-friendly tool that almost anyone can work with. During his lifetime, he invented or contributed to several interactive and user-friendly devices such as the computer mouse, Windows operating system, computer video  teleconferencing, hypermedia,  groupware,  email, the  Internet  and much more. Making Computing Less Cumbersome Most of all, though, he was known for inventing the computer mouse. Engelbart conceived of the rudimentary mouse while attending a conference on computer graphics, where he started thinking about how to improve interactive computing. In the early days of computing, users typed codes and commands to make things happen on monitors. Engelbart thought an easier way was to link the computer’s cursor to a device with two wheels- one horizontal and one vertical. Moving the device on a horizontal surface would allow the user to position the cursor on the screen. Engelbart’s collaborator on the mouse project  Bill English built a prototype- a hand-held device carved out of wood, with a button on the top. In 1967, Engelbart’s company SRI filed for the  patent on the mouse, although the paperwork identified it a little differently as x,y position indicator for a display system. The patent was awarded in 1970. Computer Mice Hits the Market Before long, computers designed to work with a mouse were released. Among the first was the Xerox Alto, which went on sale in 1973. A team at the Swiss Federal Institute of Technology in Zurich liked the concept as well and built their own computer system with a mouse called the  Lilith computer, sold from 1978 to 1980. Perhaps thinking they were on to something, Xerox soon followed up with  the  Xerox 8010, which featured a mouse, ethernet networking and e-mail among various innovative technologies that have since become standard.   Ã‚   But it wasnt until  1983  that the mouse started to go mainstream. It was that year that Microsoft updated the MS-DOS program Microsoft Word to make it mouse-compatible and developed the first PC-compatible mouse.  Computer manufacturers such as Apple, Atari and Commodore would all follow suit by debuting mouse compatible systems as well.    Tracking Ball and Other Advancements Like other present forms of computer technology, the mouse has evolved significantly. In 1972, English developed the â€Å"track ball mouse† that allowed users to control the cursor by rotating a ball from a fixed position. One interesting enhancement is technology that enables wireless devices, a fact that makes Engelbarts recollection of an early prototype almost quaint. We turned it around so the tail came out the top. We started with it going the other direction, but the cord got tangled when you moved your arm, he said.   For an inventor who grew up on the outskirts of Portland, Oregon and had hoped his achievements would add to the collective intelligence of the world, the mouse has come a long way. It would be wonderful,† he said, â€Å"if I can inspire others, who are struggling to realize their dreams, to say if this country kid could do it, let me keep slogging away.

Globalization and neoliberalism Essay Example | Topics and Well Written Essays - 250 words - 1

Globalization and neoliberalism - Essay Example With the Indian neighborhood, they act out their Indian culture. Specifically, the youth act out their Indian American youth culture. Such culture is characterized as musical and dance to the fusion of American hip hop, techno, and reggae with Hindi film music and bhangra. In addition, the Indian American youth they use Indian style nose rings and bindis to complete their cultural trimmings. The American Indians Indian body art to complete their Indian American description (Maira 33). John Clarke, Stuart Hall, and other theorists belonging to the Birmingham school emphasized the American Indians create a unique culture by setting up social rituals which underpin their collective identity and define them as group. The group adopts and adapts material objects and acknowledges them in distinctive styles which express the collectivity embodied in rituals of relationship and occasion and movement. This can be called ritual. Ritual is used in the sense of cultural practice that makes an â€Å"agreement† between enduring cultural structures and the current situation. The Birmingham theorists classified the second generation Indian Americans as a subculture. The latter blurred the link between the cultural construction of youth as a distinct category and the creation of a teenage market (Maira 34). The Birmingham theorists emphasized the Indian youth culture are based on rituals that resist the values inherent in the dominant culture or the overall disposition of cultural power in society as a whole. The creation of a subculture is to comply with the personal, economic, and political crisis that American Indian youth are confronted as they reach adulthood. David Harvey (Harvey 25) affirms the Maira theory of Neoliberalism. The American Indian youth must survive in the American Environment. To do so, the American Indian must comply with neoliberalism concepts. Under the concept, the American Indian â€Å"blends† into the American economic environment in order

Article literature review Essay Example | Topics and Well Written Essays - 500 words

Article literature review - Essay Example To determine the degree of standardization of advertising practice in perfumes, apparel and cosmetics in five European countries, a research study, with the use of content analysis, was conducted by using several editions of Vogue magazine. Prior to the study, it has been recognized by Sommers and Kernan that standardization of advertisements is â€Å"possible when the product serves the same needs across culture such as beauty, love and fear† (Seitz & Johar, 1993). This is the reason why the products that will be included in the study are perfumes, cosmetics and apparel, which are all considered beauty products. The three brands of perfume covered by the study were Yves Saint Laurent â€Å"Y†, Paloma Picasso and Lancome Tresor. The apparels included were Guess, Chanel and Giorgio Armani. Helena Rubinstein, Guerlain and Lancome Definicils were the cosmetic brands included. The countries chosen for the study are Spain, Italy, France, Germany and UK because of its very di verse cultures. The different print advertisements of the said products were examined according to picture, size, color, general layout, caption and explanatory text (Seitz & Johar, 1993). The results of the study confirmed the hypothesis that perfume advertisements were more standardized than apparel or cosmetics (Seitz & Johar, 1993). Moreover, the study also corroborated that â€Å"apparel advertisements were more localized than perfume or cosmetics† (Seitz & Johar, 1993). The study made presents itself as a guide for European advertisers who must take into consideration the anticipated development that the different European countries will continue to merge into a single market; thus, a need to have a unified brand image (Seitz & Johar, 1993). Having standardized advertisements will benefit global companies as it would mean economies of scale in advertising expenditures. Advertisers however must

Othello William Shakespeare Essay Example for Free

Othello William Shakespeare Essay * William Shakespeare created one of his most famous plays Othello to investigate in an influential manner the unrelenting issues of racial discrimination and gender equility. Based on the tale ‘Un Capitano Moro’ (The Moorish Captain) by Giovanni Cinthio, Othello was written during the epoch of 1603. Due to the actions of Othello, in the midst of a small cast, there is an exploration of sexual jealousy, and thus this play has earned a title of a domestic tragedy. * In this, the final scene depicts how the tragic hero Othello acquiesces to his incurable blemish and reaches his cessation. The foreseeable ending is cathartic for the audience to experience catharsis, as they experience a passionate feeling of trepidation and pity. Shakespeare shows how he is able to differentiate an individual’s personality in the unchanging hierarchy of his society. * This was achieved through the Turkish invasion in Cyprus where the Venetians fought purely for national identity. Intertwined in the play, the Machiavellian character of Iago brings a certain rise to chaos and blurs out all the lines between appearance and reality. Saying this, by Shakespeare’s intense use of language, the emotional engaging final scene, brings back a certain order; giving light to issues of truth, race and female insubordination and defining the central protagonist. Context: * Written between 1601 and 1604, Othello’s context is based around the eras of the Elizabethan and Jacobean epochs of English history. Between the two different periods, the Renaissance ideologies are greatly encompassed. These ideologies are that of a cultural movement occurring throughout Europe in the 14th to the 17th centuries. In the crux of this era, a deep understanding of characters and issues in Othello may perhaps be attained from the initial actions of the play, being set in one of the foremost cities of the Italian Renaissance. Moreover, this period also brought with it the Protestant Reformation which was commenced by Martin Luther which viewed the refusal of medieval Christian values. The Protestant theology believed that God’s divine plan of rational and moral logic was constant throughout society; one which developed in the unchallengeable hierarchy. * The Chain of Being was the reason for such order whereby it relegate all beings to ones rightful place and purpose in the universe. To preserve such a harmony, people had to develop reason and intellect to rule their emotions. In difference to such strict array, the Renaissance also gave rise to Humanism. Pico Della Mirandola here declared that â€Å"one could become as low as an animal or through intellect and imagination become equivalent to God, at least in understanding†1, which I believe may have shaped Shakespeare’s traditional thinking in Othello. * The selection of using a black tragic hero was indeed controversial, and furthermore those â€Å"Blackamoors† in Shakespeare’s previous dramas were without a doubt wicked. This is exemplified through Aaron in Titus Andronicus where this drama exclaimed ‘If one good deed in all my life I did, I do repent it to my very soul’(Act 5, Scene 3). Due to the conflict with Spain during the Elizabethan period, Blackamoors arrived in England and were reduced to servants or slaves. Therefore it is obvious that the audience of the era would have seen Othello’s superior military position as a serve rebellion to natural order. * Nevertheless, although the importance of race in Othello, it is essential that the audience recognises that the play is created primarily for the concern with class and subordination rather than forceful racism. The historical and geographical setting also plays a major influence in bringing various amounts of symbolism to the play. Venice was seen as a locus of Christian civilisation, rational order, culture and prosperity. It was also linked with poisoning as it was the birthplace of Niccolo Machiavelli. Moreover, the city was at the forefront of the battle, between the Christians and the Turks; who were seen as malicious, barbaric infidels. * The conflict was move to the island of Cyprus in 1570 which was a place isolated from civilisation and allied with Aphrodite, the goddess of love- and thus deemed a place of wild infatuation. Therefore we can see how this setting is able to show Othello’s inner conflict and dichotomy of identities; between the civilised and the barbaric, the Christian and the Pagan, the good and the evil within himself. Theme 1: Women * According to the time that the play was written in and the general hierarchy within Venetian society men hold all the power and women are considered to be of low intellect. Yet it is the women that speak the most sense throughout the play and it is also the women that are able to trust other characters in the play. Each woman represents a different social level, Desdemona being the highest and Bianca being of the lowest. Each sexual relationship in the play provokes some jealousy between the couple. * Bianca does not appear in the play as much as the other female characters yet her presence is key to the death of Desdemona as well as other play themes. Iago often refers to her as a prostitute, A house wife that by selling her desires, Buys herself bread and clothes. She has fallen in love with Cassio, yet he does not speak of his returned affection for her due to his desire for status, and her social standing would affect this dramatically. She is the jealous partner in this relationship and expresses this when Cassio produces Desdemonas handkerchief, which Iago has planted in Cassios room. * As Iagos wife and Desdemonas lady in waiting Emilia helps link Iagos plan. It was she whom supplied the Desdemonas handkerchief for Iago. This helps Iago distort Othellos views about Desdemonas fidelity. It is interesting that she does not question Iago too much when she gives him the handkerchief, it could be considered that this illustrates female ability to trust in the play. However she also remains ignorant of the entire plot until the end, when her life comes to an abrupt ending, at the hands of her husband, Iago. She often failed to think before saying and performing some action. This, without much thought, uncovers her husbands plan, but she fails to consider the consequences for herself. This is very different to her husband, who seems to plan out every word in order to get the right response. It is apparent that this is quite an unhappy marriage, made clearer through their dissimilar personalities. She has many honorable qualities such as her honesty in addition to her loyalty towards Desdemona. Iago does not treat her like his wife until he requires something; this shows this marriage was purely one in order to gain status among piers. * Throughout the play Desdemona is a symbol of innocence and helplessness. However on first encounter with her she appears to be mature and quite perceptive of events around her. Iago often tells Othello that she is unfaithful. It seems that she refuses to accept what is happening. Her views are impartial. She has a tendency to be sympathetic towards other peoples situations, like Cassio. This also further inspired Othellos jealousy when Iago pointed out they were speaking in privacy. She often pays attention to other peoples thoughts yet remains cynical if they differ to her own. She has a loyalty to her husbands in all aspects of life, whether it is mental or physical. If Desdemona had been an emotional void then Iago would not have succeeded in his plan. This would have meant that she would not have lied to Othello about losing the handkerchief, which she did so as not to hurt his feelings. However Othello sees this as an attempt to deceive him and conceal the alleged truth about her affair with Cassio. Even her final words, indicate that she blames her death on herself, and not her jealous husband. * Othello was indeed a tragedy, in which out of the three women that are introduced, only one survived. Although the women were all rational in thought and trusting, their trust was often misplaced, in gentlemen like Iago. As well as this regardless of their intellect and contemplation of events around them (in some cases) this was not enough for them to rise up in society, as women had no opinion in the time of the play. Although Shakespeare undertook many modern day ideas, he did not do this for a modern day society, as it would not have allowed so many events to occur, and it would not have been considered realistic by the viewing public. Theme 2: Appearance vs Reality. * When we are able to see the hidden truth in the closing scene of Othello, the distinct battle between appearance and reality is concluded, giving a clear exposure to the understanding of all the characters and issues of the play. Notably, productions of Othello during the Elizabethan epoch would have used a white actor as the protagonist, and masked their skin with black makeup. * This ultimately emphasises the immense difference between external appearances and the internal reality, whereby the obvious dishonesty of the white Iago is juxtaposed with a fundamentally dignified black Othello. This is further promoted by the lines of the Duke in Act 1, who confirms that ‘If virtue no delighted beauty lack/ Your son-in-law is far more fair than black’. * Iago has the ability to clearly identity the fraud of appearances; as also he is the most likely to lie, he gains a trust from all characters in the play which concludes as being fatal to Othello. Iago further says ‘I am not what I am’, as he is able to put on a fake honesty in society and only tells of his wickedness in soliloquy with the audience. * Thus wickedness allows Iago to affect the thinking of Othello and moreover creating a crude image that ‘Cassio did top  her’, hence believing his obscure reasoning and logic and making Othello take this as the truth leading to his disastrous endings. The soubriquet of â€Å"Honest Iago† is continually reiterated by Othello, Cassio and Desdemona; hence it is cynically mocking those he wanted to deceive. Moreover, in the closing scene, the truth is slowly revealed as Iago is finally revealed as the villain who he is seen by the audience throughout the whole play. * Although, in the final resolution to ‘never speak word’, Shakespeare is able to penetrate the message of the very mysterious and inevitable human nature which Iago represents. Actions made by Othello are depended on the characters ability to not see things. He is able to blame and prosecute Desdemona even though he never witnessed her so called unlawful act against him, and Emilia- although she does witness Othello’s extreme anger and sadness over the loss of the handkerchief- she does not properly see what her husband has done to cause this. * Thus it is obvious to see how the importance of the ‘eye’ imagery in the final scene as it helps to demonstrate a material realisation of the actual fatal truth. Once Othello has committed his own suicide, Iago is invited by Lodovico to ‘Look on the tragic loading of this bed/ This is thy work. The object poisons sight, let it be hid’. * Formerly, Iago poisoned Othello by pouring ‘this pestilence into his ear’. Conversely, it is as though Shakespeare is parodying the heroes need for ‘ocular proof, as it ends as the eye which receives the poison; with the man himself Othello being a part of the typical ending for a Shakespearean play, a horrific massacre. We then gain an understanding from the conclusiveness of death a certain reality and moral implication on issues of truth within the final scene. * Furthermore, it is only a given that Emilia protects Desdemona as ‘the sweetest thing that ere did lift up eye’, followed by Othello confirming his own wife’s truthful innocence by declaring of her look that ‘This look of thine will hurl my soul from heaven’. Hence in the closing scene of the play, Shakespeare uses both visual and auditory imagery to show the difference between appearance and reality and deepen our understanding of the character Othello. Theme 3: Order and Chaos * The final scene, due to Elizabethan context, brings to place the restitution of order; which helps to reunite the characters with concerns they have detained throughout the play. All Shakespearean plays depict a hierarchic society to maintain the cosmic laws of God. * A great amount of torment in the 17th century came from this Great Chain of Being, as a disturbance of this order possibly would force the world into great chaos, one which out does any of the kind. Othello is given two roles in this, one as the creator of chaos, and the other, the protector of order. Being held at high regard as the military general gave him the label of a hero and defender of Venetian civilisation. * However, due to his race and colour, Othello also was seen to be threatening the white authority of the state. Much the same of the island of Cyprus, Othello was colonised by Venice, and used, however never fully becomes a Venetian. * With social fears of miscegenation, Othello’s position as an outsider was forced upon him, and hence by Brabantio’s repulsion at the harsh image of a ‘black ram tupping your white ewe’. Yet, like all Shakespearean plays, order is restored in the final scene. In this scene, Othello is able to re-establish himself as a heroic soldier through his suicide, by getting rid of the barbaric Turkish enemy. Through the uses of chaos and order, it represents the battle between Christians and Infidels. In the closing scene of Othello, Emilia reiterates ‘play the swan/ and die in music’. * This natural imagery says that it is possible that the laws of nature or religion are extremely powerful in society. This belief is further exemplified through the religious turmoil of the previous century, as Protestants were harshly persecuted under the rulings of Queen Mary I. * Thus, it is obvious how religious devotion kept world order. We can further link Othello’s character to black magic and a pagan history through items such as the handkerchief, illustrating the disorder of the unknown to the Venetians. This is further linked with Christopher Marlowe’s, Doctor Faustus who is able to create a sense of disorder through his associations with the devil. Saying this, at the ending of Othello, Shakespeare verifies that chaos and disorder can occupy the microcosm of an individual. * As Othello states ‘Perdition catch my soul/ But I do love thee; and when I love thee not/ Chaos is come again’, we can see how he foreshadows an expression of self chaos at the loss of Desdemona’s love. Next to the ‘temptation scene’ of Act 3, we see how Othello succumbs to the ‘green eyed monster’ of pure jealously brought on through Iago’s evil mind games. * This extremely powerful human emotion releases the beast hidden in Othello. This can greatly be seen in the breakdown of his language which has been his tool to command order throughout the whole play; typical of his contextual authority. He cries ‘Pish! Noses, ears,/and lips. Is’t possible? Confess-handkerchief! O/devil! ’, illustrating his confused mind and disorderly insecurity over Desdemona’s fidelity. However, as the play closes, Shakespeare leads Othello back to person order. * In ‘killing himself to die upon a kiss’, Othello is able to seal his bond with his sweet and innocent wife, Desdemona and eventually dies in an act of love. Ultimately, the final scene of Othello, illustrates to the audience the utmost importance of the restoration of order, in terms of both social structure and the individual. Conclusion: The final scene of Shakespeare’s Othello, offers us a sometimes erratic, emotion and foreseeable series of events. However this type of ending is extremely effective. It is in agreement with various traditional Aristotelian tragedies by the way it involves an intense feeling of pity and fear for the audience’s entertainment. Moreover, the exaggerated ending of the play brings intensity and incites the readers to look upon the nature of the characters in the various issues amongst the play. Mainly, in the final scene, we see the flaws of the tragic hero, the Machiavellian disposition of Iago, the way women are seen and positioned in Shakespearian context and lastly the necessity of order after the use of chaotic dimensions. Ultimately, the various emotions and thoughts put upon the audience in this final scene of the play Othello, helps promote and illustrate how it is one of Shakespeare’s most intriguing and controversial plays.

Microwave Ovens :: essays research papers

Microwaves are low on the electromagnetic spectrum. The electromagnetic spectrum is a range of all the possible electric radiation. Frequency of a wave is the number of waves per second and the frequency of a microwave is between 300 MHz and 300 GHz. The wavelength of a wave is the distance from one peak of a wave to the peak of a following wave and a wavelength of a microwave varies from one millimeter to thirty centimeters. The frequencies range from ultra high frequency to super high frequency to extremely high frequency. The microwave was discovered by Heinrich Hertz and predicted by James Clerk Maxwell. In 1864, James Clerk Maxwell theorized about microwaves until he predicted equations that would prove the existence of microwaves. In 1888, Heinrich Hertz took these equations and used them in an experiment. He made an apparatus that produced waves and detected these waves. The experiment displayed the different wavelengths of certain waves, such as the short wavelength of microw aves. The discovery of microwaves permitted it to be used for commercial purposes. Microwave ovens are the best example of a commercial usage of microwaves. Microwave ovens use microwaves at a frequency of 2450 MHz. The Microwaves travel and cause the water, fat, and sugars to vibrate resulting in the food’s temperature rising. This type of energy is called Dielectric energy. This benefits the food making process and anyone who buys TV dinners. Another instance of microwaves is cell phones. Cell phones use an antenna and a little transmitter to connect to the microwaves emitted in the air. To make cell phones more attractive for buyers, they minimized the transmitters and antennas. The microwaves used in phones make it possible for a person to receive calls from any location, this is especially important in emergencies. Broadcasting transmissions, such as cable TV and the Internet, use microwaves to transmit the signal in order to broadcast. These two sources that use microwaves permit faster communication between all areas of the world. These two sources th at use microwaves are the most popular ways of entertainment for most of the United States. The commercial industry benefits from these products that use microwaves. Current studies prove indecisive about the effects of microwaves. Microwave ovens can cause damage to the eyes. If a person were to press their face on the microwave oven, it can cause cataracts in the eyes. The best advice to protect against this effect is to stay a couple feet away according to Dr.

Gatto’s Against School

â€Å"Gatto’s Against School† In John Taylor Gatto’s â€Å"Against School†, the author describes our educational system, from a teachers’ point of view, as boring. Not only are the students bored, but the teachers are as well. Gatto asserts that, â€Å"Teachers are themselves a product of the same twelve year compulsory school program that so thoroughly bore their students and school personnel†¦Ã¢â‚¬  (683). If the teachers aren’t happy with and are bored of the educational system, the students aren’t going to have the want or drive to learn.Students want to be engaged by the teachers. If the material they’re teaching isn’t reacting to the students than maybe it’s time for a change? Like Gatto, I believe that most students only want to learn about something that they have a vested interest in. If they don’ have any interest in it, then of course they are going to be bored. Gatto suggests ways of fixin g the â€Å"boredom† within the student.The author asserts that, â€Å"Instead of receiving schooling that bores them, we encourage the best qualities of youthfulness- curiosity, adventure, resilience, the capacity for surprising insight-simply by being more flexible on time, texts, and tests, by introducing truly competent adults and giving each student what autonomy he or she needs in order to take a risk every now and then† (684). I know from my own experience that if I am challenged, and pushed to take a risk, that you can perform at your very best.If the students have to take a class with boring or dull material, than the teacher cannot expect the students to want to push themselves to do their best. Although our educational system has served us as a nation very well, the author believes that it has failed to prepare people for what lies ahead after schooling. According to Gatto, there are three main purposes for schooling, â€Å"1) To make good people, 2) To mak e good citizens, 3) To make each person his/her best† (685).Gatto believes that these values in and of themselves are not wrong, but that we can’t do enough to achieve them. The author adds the point that, â€Å"The main functions are to hold back and limit progress of the student†. I feel it is not just the educational system but the teaching as well. If there were more competent teachers that understood that the material they are mandated to teach is boring and ineffective, than they should change it, or at the very least suggest a change in material to the head of the department.If one of the purposes of our educational system is to make each person achieve his/her best, than the teachers should strive to make sure the students are getting the best possible product out there. In essence, Gatto’s â€Å"Against School† asserts that our educational system is boring and fails to allow the student to take risks by subjecting the student to the same ma terial that they either already know, or that the teachers themselves are bored with, and or don’t know enough about.After reading this essay, it is hard to disagree with what Gatto states. I believe that changing the material once in a while will allow the student to achieve higher expectations and to help the student to reach his/her personal best. Having competent teachers, will ensure the student has the best subject matter expert to be giving out the material. After all, it’s the student who suffers as he or she is there to gain the knowledge from the teacher; shouldn’t the student get the best? Gatto’s Against School â€Å"Gatto’s Against School† In John Taylor Gatto’s â€Å"Against School†, the author describes our educational system, from a teachers’ point of view, as boring. Not only are the students bored, but the teachers are as well. Gatto asserts that, â€Å"Teachers are themselves a product of the same twelve year compulsory school program that so thoroughly bore their students and school personnel†¦Ã¢â‚¬  (683). If the teachers aren’t happy with and are bored of the educational system, the students aren’t going to have the want or drive to learn.Students want to be engaged by the teachers. If the material they’re teaching isn’t reacting to the students than maybe it’s time for a change? Like Gatto, I believe that most students only want to learn about something that they have a vested interest in. If they don’ have any interest in it, then of course they are going to be bored. Gatto suggests ways of fixin g the â€Å"boredom† within the student.The author asserts that, â€Å"Instead of receiving schooling that bores them, we encourage the best qualities of youthfulness- curiosity, adventure, resilience, the capacity for surprising insight-simply by being more flexible on time, texts, and tests, by introducing truly competent adults and giving each student what autonomy he or she needs in order to take a risk every now and then† (684). I know from my own experience that if I am challenged, and pushed to take a risk, that you can perform at your very best.If the students have to take a class with boring or dull material, than the teacher cannot expect the students to want to push themselves to do their best. Although our educational system has served us as a nation very well, the author believes that it has failed to prepare people for what lies ahead after schooling. According to Gatto, there are three main purposes for schooling, â€Å"1) To make good people, 2) To mak e good citizens, 3) To make each person his/her best† (685).Gatto believes that these values in and of themselves are not wrong, but that we can’t do enough to achieve them. The author adds the point that, â€Å"The main functions are to hold back and limit progress of the student†. I feel it is not just the educational system but the teaching as well. If there were more competent teachers that understood that the material they are mandated to teach is boring and ineffective, than they should change it, or at the very least suggest a change in material to the head of the department.If one of the purposes of our educational system is to make each person achieve his/her best, than the teachers should strive to make sure the students are getting the best possible product out there. In essence, Gatto’s â€Å"Against School† asserts that our educational system is boring and fails to allow the student to take risks by subjecting the student to the same ma terial that they either already know, or that the teachers themselves are bored with, and or don’t know enough about.After reading this essay, it is hard to disagree with what Gatto states. I believe that changing the material once in a while will allow the student to achieve higher expectations and to help the student to reach his/her personal best. Having competent teachers, will ensure the student has the best subject matter expert to be giving out the material. After all, it’s the student who suffers as he or she is there to gain the knowledge from the teacher; shouldn’t the student get the best?

Principles of Marketing Exam Notes

Principles of Marketing Study Guide Mid-term Exam Fall 2012 Chapter 1 1. What is Marketing? a. The activity, set of institutions, and processes for creating, capturing, communicating, delivering, and exchanging offerings that have value for customers, clients, partners, and society at large. It requires thoughtful planning with an emphasis on the ethical implications of any of those decisions on society in general. 2. Marketing requires Product, Price, Place and Promotions decisions. b.The four Ps, or marketing mix, are the controllable set of activities that the firm uses to respond to the wants of its target markets. 3. What is value-based marketing? a. Value reflects the relationship of benefits to costs, or what the consumer gets for what he or she gives. In a marketing context, customers seek a fair return in goods and/or services for their hard-earned money and scarce time. They want products or services that meet their specific needs or wants and that are offered at competitiv e prices. 4. Marketing Impacts Various Stakeholders . Supply chain partners, whether they are manufacturers, wholesalers, retailers, or other intermediaries like transportation or warehousing companies, are involved in marketing to one another. Manufacturers sell merchandise to retailers, but the retailers often have to convince manufacturers to sell to them. 5. Marketing Enriches Society * Our people: Committed to excellence, passionate about achieving our goals, eagerly embracing new challenges. * Our strategy: Focused and consistent, delivers sustainable and dependable performance. Our business model: Resilient and proven, relevant in all economies, drives long-term health of the company. * Our brands: Recognized and loved around the world, in strong categories, responsive to advertising and brand building. Chapter 2 6. What is a Marketing Strategy? d. Identifies (1) a firm's target market(s), (2) a related marketing mix—its four Ps—and (3) the bases on which the fi rm plans to build a sustainable competitive advantage. 7. Building a Sustainable Competitive Advantage e. An advantage over the competition that is not easily copied and thus can be maintained over a long period of time.A competitive advantage acts like a wall that the firm has built around its position in a market. This wall makes it hard for outside competitors to contact customers inside—otherwise known as the marketer's target market. 8. The Marketing Plan f. a written document composed of an analysis of the current marketing situation, opportunities and threats for the firm, marketing objectives and strategy specified in terms of the four Ps, action programs, and projected or proforma income (and other financial) statements.The three major phases of the marketing plan are planning, implementation, and control. g. Step 1 of the planning phase. The part of the strategic marketing planning process when marketing executives, in conjunction with other top managers, (1) define the mission or vision of the business and (2) evaluate the situation by assessing how various players, both in and outside the organization, affect the firm's potential for success. , marketing executives, in conjunction with other top managers, define the mission and/or vision of the business. (Step 2). In the implementation phase.The part of the strategic marketing planning process when marketing managers (1) identify and evaluate different opportunities by engaging in segmentation, targeting, and positioning (see STP) and (2) implement the marketing mix using the four Ps. , marketing managers identify and evaluate different opportunities by engaging in a process known as segmentation, targeting, and positioning (STP) (Step 3). They then are responsible for implementing the marketing mix using the four Ps (Step 4). Finally, the control phase. The part of the strategic marketing planning process when managers evaluate the erformance of the marketing strategy and take any necessary corrective actions. Entails evaluating the performance of the marketing strategy using marketing metrics and taking any necessary corrective actions (Step 5). 9. Growth Strategies h. A market penetration s growth strategy that employs the existing marketing mix and focuses the firm's efforts on existing customers. Such a growth strategy might be achieved by attracting new consumers to the firm's current target market or encouraging current customers to patronize the firm more often or buy more merchandise on each visit. i.A market development growth strategy that employs the existing marketing offering to reach new market segments, whether domestic or international. International expansion generally is riskier than domestic expansion because firms must deal with differences in government regulations, cultural traditions, supply chains, and language. j. Product development growth strategy that offers a new product or service to a firm's current target market. k. A diversification gr owth strategy whereby a firm introduces a new product or service to a market segment that it does not currently serve.Diversification opportunities may be either related or unrelated. In a related diversification growth strategy whereby the current target market and/or marketing mix shares something in common with the new opportunity. In other words, the firm might be able to purchase from existing vendors, use the same distribution and/or management information system, or advertise in the same newspapers to target markets that are similar to their current consumers. l. In an unrelated diversification growth strategy whereby a new business lacks any common elements with the present business.Unrelated diversifications do not capitalize on core strengths associated either with markets or with products. Thus, they would be viewed as being very risky. Chapter 3 10. Why People Act Unethically m. All of us vary in the way we view more complex situations, depending on our ethical understan dings. 11. Ethics and Corporate Social Responsibility n. Corporate social responsibility refers to the voluntary actions taken by a company to address the ethical, social, and environmental impacts of its business operations and the concerns of its stakeholders. o.This notion goes beyond the individual ethics that we've discussed so far, but for a company to act in a socially responsible manner, the employees of the company must also first maintain high ethical standards and recognize how their individual decisions lead to optimal collective actions of the firm. Firms with strong ethical climates tend to be more socially responsible. 12. A Framework for Ethical Decision Making p. 13. Integrating Ethics into Marketing Strategy q. Marketers can introduce ethics at the beginning of the planning process simply by including ethical statements in the firm's mission or vision statements. . In the implementation phase of the marketing strategy, when firms are identifying potential markets a nd how to successfully deliver the 4Ps to them, firms must consider several ethical issues. Chapter 4 14. The Immediate Environment s. t. In the immediate environment, the first factor that affects the consumer is the firm itself. Successful marketing firms focus on satisfying customer needs that match their core competencies. Competition also significantly affects consumers in the immediate environment.It is therefore critical that marketers understand their firm's competitors, including their strengths, weaknesses, and likely reactions to the marketing activities that their own firm undertakes. Few firms operate in isolation. For example, automobile manufacturers collaborate with suppliers of sheet metal, tire manufacturers, component part makers, unions, transport companies, and dealerships to produce and market their automobiles successfully. Parties that work with the focal firm are its corporate partners. 15. Macro-environmental Factors u. Macro environmental factors Aspects o f the external environment that ffect a company's business, such as the culture, demographics (age, gender, and race), social issues, technological advances, economic situation, and political/regulatory environment. 16. Corporate Social Responsibility v. Chapter 5 17. The Consumer Decision Process w. x. 18. Factors Influencing the Consumer Decision Process y. The consumer decision process can be influenced by several factors. First are the elements of the marketing mix, which we discuss throughout this book. Second are psychological factors, which are influences internal to the customer, such as motives, attitudes, perception, and learning.Third, social factors, such as family, reference groups, and culture, also influence the decision process. Fourth, there are situational factors, such as the specific purchase situation, a particular shopping situation, or temporal state (the time of day), that affect the decision process. 19. Involvement and Consumer Buying Decisions z. Consumers engage in two types of buying processes/decisions depending on their level of involvement: extended problem solving for high-priced or risky goods; and limited problem solving, which includes impulse buying and habitual decision making. {.Involvement is the consumer's interest in a product or service. Chapter 6 20. B2B Markets |. 21. The Business to Business Buying Process }. 22. Factors affecting the Buying Process ~. The Buying Center i. The buying center is a group of people typically responsible for the buying decisions in large organizations. Participants can range from employees who have a formal role in purchasing decisions (i. e. , the purchasing or procurement department) to members of the design team that is specifying the particular equipment or raw material needed by employees who will be using a new machine that is being ordered.All these employees are likely to play different roles in the buying process, which vendors must understand and adapt to in their marketing an d sales efforts. ii. One or more people may take on a certain role, or one person may take on more than one of the following roles: (1) initiator: The buying center participant who first suggests buying the particular product or service. , the person who first suggests buying the particular product or service; (2) influencer: The buying center participant whose views influence other members of the buying center in making the final decision. the person whose views influence other members of the buying center in making the final decision; (3) decider: The buying center participant who ultimately determines any part of or the entire buying decision—whether to buy, what to buy, how to buy, or where to buy. , the person who ultimately determines any part of or the entire buying decision—whether to buy, what to buy, how to buy, or where to buy; (4) buyer: The buying center participant who handles the paperwork of the actual purchase. the person who handles the paperwork of t he actual purchase; (5) user: The person who consumes or uses the product or service purchased by the buying center. , the person who consumes or uses the product or service; and (6) gatekeeper: The buying center participant who controls information or access to decision makers and influencers. , the person who controls information or access, or both, to decision makers and influencers. . Organizational Culture iii. ———————————————— A firm's organizational culture reflects the set of values, traditions, and customs that guide a firm's employees' behavior. The firm's culture often comprises a set of unspoken guidelines that employees share with one another through various work situations. . Buying Situations In a new buy a purchase of a good or service for the first time; the buying decision is likely to be quite involved because the buyer or the buying organization does n ot have any experience with the item.A modified rebuy refers to when the buyer has purchased a similar product in the past but has decided to change some specifications, such as the desired price, quality level, customer service level, options, or so forth. Straight rebuys refers to when the buyer or buying organization simply buys additional units of products that have previously been purchased. A tremendous amount of B2B purchases are likely to fall in the straight rebuy category. Chapter 9 23. The Marketing Research Process . The first step is to define objectives and research needs, which sounds so simple that managers often gloss over it.But this step is crucial to the success of any research project because, quite basically, the research must answer those questions that are important for making decisions. In the second step, designing the research project, researchers identify the type of data that is needed, whether primary or secondary, on the basis of the objectives of the project from Step 1, and then determine the type of research that enables them to collect those data. The third step involves deciding on the data collection process and collecting the data.The process usually starts with exploratory research methods such as observation, in-depth interviews, or focus groups. The information gleaned from the exploratory research is then used in conclusive research, which may include a survey, an experiment, or the use of scanner and panel data. The fourth step is to analyze and interpret the data and develop insights. The fifth and final step is to develop an action plan and implementation. Although these steps appear to progress linearly, researchers often work backward and forward throughout the process as they learn at each step. 4. Secondary Data and Primary Data . Primary: Data collected to address specific research needs. . Secondary: Pieces of information that have already been collected from other sources and are readily available. 25. Explor atory Research . Attempts to begin to understand the phenomenon of interest, also provides initial information when the problem lacks any clear definition. 26. Conclusive Research . Provides the information needed to confirm preliminary insights, which managers can use to pursue appropriate courses of action.

re Hired!

â€Å"You’re Hired! Success Knows No Limitations† People with disabilities can be very successful people. They learn to cope with their disabilities and manage to lead normal lives. Their disabilities do not get the best of them; they get the best of their disabilities. They are able to live quality lives, even when it comes to the working world. Why is this? A survey has been taken and it asked employers what were their main reasons for wanting to hire people with disabilities and limitations. Employers say that their main reasons for hiring people, especially individuals with disabilities, are because they are looking for a diverse workforce, more marketing opportunities, and a more productive workforce. Just imagine employers actually look for workers who have disabilities. Hiring an individual with a disability makes they workforce more diverse and assorted. Many Employers acknowledge that having a diverse workforce is vital in order for a business to be successful. Employers recognize the disability as an asset and not a handicap. This makes the person with the disability feel appreciated. Thus they are more creative and more motivated to work. Hiring and individual with limitations or disabilities creates new marketing opportunities for a business. The employer is able to develop new ideas in which to their business can expand and grow greatly. By employing people with disabilities, an employer can more effectively position his or herself to develop products and services that are more likely to sell to a diverse customer base. This in result brings large and considerable long-term profit increases. Employing persons with disabilities is great for a business because individuals with disabilities are always great workers. Employers reported that individuals with disabilities are as capable and productive as individuals without disabilities. The individuals who have limitations are timely, punctual, task co... 're Hired! Free Essays on You\'re Hired! â€Å"You’re Hired! Success Knows No Limitations† People with disabilities can be very successful people. They learn to cope with their disabilities and manage to lead normal lives. Their disabilities do not get the best of them; they get the best of their disabilities. They are able to live quality lives, even when it comes to the working world. Why is this? A survey has been taken and it asked employers what were their main reasons for wanting to hire people with disabilities and limitations. Employers say that their main reasons for hiring people, especially individuals with disabilities, are because they are looking for a diverse workforce, more marketing opportunities, and a more productive workforce. Just imagine employers actually look for workers who have disabilities. Hiring an individual with a disability makes they workforce more diverse and assorted. Many Employers acknowledge that having a diverse workforce is vital in order for a business to be successful. Employers recognize the disability as an asset and not a handicap. This makes the person with the disability feel appreciated. Thus they are more creative and more motivated to work. Hiring and individual with limitations or disabilities creates new marketing opportunities for a business. The employer is able to develop new ideas in which to their business can expand and grow greatly. By employing people with disabilities, an employer can more effectively position his or herself to develop products and services that are more likely to sell to a diverse customer base. This in result brings large and considerable long-term profit increases. Employing persons with disabilities is great for a business because individuals with disabilities are always great workers. Employers reported that individuals with disabilities are as capable and productive as individuals without disabilities. The individuals who have limitations are timely, punctual, task co...

How to Write a Personal Narrative

How to Write a Personal Narrative The personal narrative essay can be the most enjoyable type of assignment to write because it  provides you with  an opportunity  to share a meaningful event from your life.  After all, how often do you get to tell funny stories or brag about a great experience and receive school credit for it? Think of a Memorable Event   A personal narrative can focus on any event, whether it is one that lasted  a few seconds or spanned  a few years. Your topic can reflect your personality, or it can reveal an event that shaped your outlook and opinions. Your story should have a clear point. If nothing comes to mind, try one of these examples:   A learning experience that challenged and changed you;A new discovery that came about in an interesting way;Something funny that happened to you  or your family;A lesson you learned the hard way. Planning Your Narrative Start this process with a brainstorming session,  taking a few moments to scribble  down several memorable events from your life. Remember, this doesn’t have to be high drama: Your event could be anything from blowing your first bubble gum bubble to getting lost in the woods. If you think your life doesnt have that many interesting events, try to come up with one or more examples for  each of the following: Times you laughed the hardestTimes you felt sorry for your actionsPainful memoriesTimes you were surprisedScariest moments Next, look over your  list of events and narrow your choices by selecting those that have a clear chronological pattern, and those that would enable you to use colorful, entertaining, or interesting details and descriptions.   Finally, decide if your topic has a point. A funny story might represent irony in life or a lesson learned in a comical way; a scary story might demonstrate how you learned from a mistake.  Decide on the point of your final topic and keep it in mind as you write. Show, Don’t Tell   Your story should be written in the first-person point of view. In a narrative, the writer is the storyteller, so you can write this through your own eyes and ears. Make the reader experience what you experienced- not just  read what you experienced. Do this by imagining that you are reliving your event. As you think about your story, describe on paper what you see, hear, smell, and feel, as follows: Describing Actions Dont say: My sister ran off. Instead, say: My sister jumped a foot in the air and disappeared behind the closest tree. Describing Moods Dont say: Everyone felt on edge. Instead, say: We were all afraid to breathe. Nobody made a sound. Elements to Include Write your story in chronological order. Make a brief outline showing the sequence of events before you begin to write the narrative. This will keep you on track. Your story should include the following: Characters: Who are the people involved in your story? What are their significant character traits? Tense: Your story already happened, so, generally, write in the past tense. Some writers are effective in telling stories in the present tense- but that usually isnt a good idea. Voice: Are you attempting to be funny, somber, or serious? Are you telling the story of your 5-year-old self? Conflict: Any good story should have a conflict, which can come in many forms. Conflict can be between you and your neighbor’s dog, or it can be two feelings you are experiencing at one time, like guilt versus the need to be popular. Descriptive language: Make an effort to broaden your vocabulary and use expressions, techniques, and words that you don’t normally use. This will make your paper more entertaining and interesting, and it will make you a better writer. Your main point: The story you write should come to a satisfying or interesting end. Do not attempt to describe an obvious lesson  directly- it should come from observations and discoveries. Dont say: I learned not to make judgments about people based on their appearances. Instead, say: Maybe the next time I bump into an elderly lady  with greenish skin and a large, crooked nose, Ill greet her with a smile. Even if she is clutching  a warped and twisted  broomstick.

Validity of research Essay Example | Topics and Well Written Essays - 500 words

Validity of research - Essay Example The study conclusions not only reflect the main aim of the research but also reveal the impact of formal and informal learning in major enterprises in Scotland. The research was conducted through semi-structured interviews with the managers as well as line managers. Observing the employees was another method of doing the research to ensure the unspoken details regarding company websites and annual reports were covered. Data collection and analysis was performed through interviews and observation which were appropriate for the study. However, another more effective and efficient method of doing the same would have been through the use of questionnaires, because the study involved various companies in different geographic areas. The researchers did have impacts on the study as they came up with other findings regarding lifelong learning in European countries through formal and informal learning. The timing of the study is one of the factors that impacted the findings of the study as it determines the method of data collection and analysis. Further research on small companies should be necessary to draw a better conclusion for the study because there are more small companies in European countries. The study by Swain and Hammond (2010) examines outcomes and motivations of higher education students who take part-time classes in UK. The study was successful in measuring and testing the efficiency of the research. The study has explored and measured other details regarding part-time students in UK including their mental health difficulties and their daily routine. The conclusion gives details of the provision of high quality tuition for both part-time students and mature learners in UK, which reflects the aim of the research. The research was conducted via data collection and analysis through face to face interviews in various locations, including the students’ homes and their place of work. Face to face

Chinese judiciary independence Essay Example | Topics and Well Written Essays - 1750 words

Chinese judiciary independence - Essay Example In a simpler way, making a complete and legitimate judgment has three procedures in China. Firstly, Public Security Organs apply the approval from Procuratorate to arrest suspects after they gather evidence. Second, Procuratorate would review the evidence. If they don’t think have enough evidence by the law to arrest criminal suspects, Procuratorate will disapprove the arrest. If they consider the evidence as enough, they will approve Public Security Organs to arrest the suspects. Then, Procuratorate transfers these cases to the court for prosecution. However, if Procuratorate consider that case should not prosecutable, then it drops the charges. Finally, the court makes a judicial decision and result after receiving cases from Procuratorate. Procuratorate can apply counter appeal if they don’t think the court’s judicial decision is fair and correct. The case then gets a retrial or transfer to the higher court to review. The Supreme Peoples Court is the highest j udicial organ. After it makes judicial decisions, people cannot apply counter appeal. Disapproval Arrest rate, Disapproval Prosecution Rate, and the quantity of Counter-appeal earlier mentioned as the three representative and important data at the beginning, are all respectively produced from the above three judgment procedures. If the value of the data is large, that means the level of judiciary independence is high. If they are small, that means the level of judiciary independence is low. I will compare the three data sets from different periods and areas to draw a conclusion on whether the Chinese judiciary has had any change and improvement in the past two decades. Disapproval Arrest Rate is only produced after the Public Security Organs apply the approval to arrest suspects, but the Procuratorate fails to approve it. It is the proportion of the disapproval arrest quantity divided by the whole quantity of the application to arrest. In terms of time, the average of