Parphrase final report ( protuos programme ) Essay

Parphrase final report ( protuos programme ) - Essay Example In these Lab findings, the evaluation as well as processing of the signals is done through various techniques that can be expressed on a seven segment display. Therefore, for the process to be meaningful, it needs to employ different reliable stages of amplifications, as well as conversion. In order to attain these intensifications there are various number of means that one can use, some can be very simple while others can be perplexing (Van der Spuy, 2012). The findings will give a primary basis in the comprehension of various circuits as well as some major Analogue components. In addition, it will ensure there is the proper understanding of Proteus that is the computer simulation equipment. The principal intention of the research is to carry out the sampling process of a motor speed. The strategy of an amp is to be produced. The range of the current sample will have the following range. That is; from -2.5 to 2.5 m Amplifier. The initial step was to change the signal from that particular current to signal voltages that range from 2 – 3 Volts. The following step requires the filtration of the signal by employing a low pass filter and avoiding any signal that operates over 100 Hz. After the completion of this particular phase, there will be diversification of focus to the digital side of the circuit. There will also be the employment of an analogue converter that is the A 8 bit to change the current voltage signal into an eight-bit digital signal. There will also be processing of eight bit signal to give a two-bit indication in bit hex decimal on the two seven section showing devices that indicate the moving speed of that particular motor in 0-255 scales. In this particular section of the findings, the process indication as well as the workings calculations are all carried out together. The complete scheme has been subdivided into different

Review and analysis of Educational Research Essay

Review and analysis of Educational Research - Essay Example The topic of the study revolves around the access factors faced by different employees concerning the learning in the workplace. From the two topics, it is evident that the two studies are somewhat related but completely different. First, the two studies deal with education for mature education, but Swain and Hammond (2011) focus on students in institutions of higher learning while Riddell, Ahlgren and Weedon (2009) focuses on individuals in the workplace. The other difference in the two articles is that Swain and Hammond (2011) try to focus on the individuals themselves and their motivations and benefits from the studies. Riddell, Ahlgren and Weedon (2009) focuses on the external factors that affect the individual, not what the individual feels. According to Brannen, the scope and scale of research refers to the exact areas covered by a researcher, the information presented in the study, and the factors that limit the research. This means that the scope and scale of research include s the lower and upper bounds of a study. In Swain and Hammond (2011), the researchers specifically deal with mature students in Higher education. The authors deal with these students with the aim of identifying their motivations and outcomes for studying part0-time. ... The study focuses on survey data to identify the extent and benefits of workplace learning in Scottish SMEs. The scope is further divided into information intensive organizations and traditional manufacturing and training organizations. Finally, this scope and scale is limited to workplace learning and the benefits derived by the employees for the companies being investigated. Contrary to the research by Swain and Hammond (2009), Riddell, Ahlgren and Weedon (2009) focus on the employer and not the individual. Research in social science is usually different according to the paradigms or extent of research conducted (Oakley, 2007). This means that different researchers aim to achieve different results by focusing on different research methods, mainly choosing from qualitative and quantitative research methods. The two methods mentioned usually differentiate the paradigm used in research, where the scientific theory or positivist theory is used for quantitative research while the constr uctivist paradigm focuses on qualitative research. Riddell, Ahlgren and Weedon’s (2009) background literature is read as statistical based, with emphasis on policies and the Scottish Government objectives of getting adults up to a level of education to create an equal Scottish society. The researchers’ literature reports the European study of lifelong learning as its driver, hence a study on government objectives. It does nevertheless highlight, â€Å"driving national economic growth, whilst at the same time increasing social mobility for socially disadvantaged workers through workplace learning programmes† (p.794) does not justify the government objective. This could indicate the perspective of the researcher could fall into

UK Economy and Disposable Spending

UK Economy and Disposable Spending 1. Definitions in the United Kingdom economy: a) Real disposable income: Real disposable income is an economic indicator which is the personal income that households remained with after government charges and income taxes were paid, also after it was adjusted for changes in prices or for inflation. This available income can either be spent or saved by households. According to the Keynesian theory of consumption, there is a link between real disposable income and consumption level as well as savings. In the UK economy, real disposable income witnessed ups and downs since the financial crisis of 2008, in 2010 it decreased by 0.8% while in 2011 it decreased by 2.0%. One of the main reasons for this declining real disposable income is due to inflation and the rising prices of commodity goods as well as the VAT increase. b) Unsecured debt: Unsecured debt refers to a loan that is not backed by an asset, in this case if someone is not able to repay the money owned from a financial institution they won’t take any of his property since they do have the right to. Some of the unsecured debts include credit cards, student loans and medical bills. It is considered of high risk for lenders, when the borrower fails to make the full repayment they might have to go through the process of suing them in order to get their money back. Unsecured debt is the opposite of secured debt for instance, a house mortgage is backed and secured by the house and when someone fails to pay the lenders they can close it and take it. In the UK economy, in 2013 the UK witnessed its first increase in unsecured debt since the financial crisis of 2008 by 8.5 billion pounds as a result of the increasing student loans. In the other hand unsecured consumer debt stayed flat at 5,900 pounds per household. c) Real interest rate: The real interest rate is the rate that is expected to be received by investors after removing inflation effects Real interest rate is linked with nominal rate and inflation rate as it is calculated as the following: Real interest rate = Nominal interest rate – Inflation rate In the UK economy, the real interest rate remained low since the financial crisis, after 2008 it decreased from 1.4% to -1.6% in 2009, it continued in decreasing to -2.5% in 2010, while it increased from 2010 to 2012 up to -1.2% as the following graph shows: d) Durable goods: Durable goods are goods that last for a long period of time and have a useful life of at least three years. Goods that are purchased and consumed in short period of time are called non-durable goods such as medicine or food. Durable goods are goods that they don’t need to be bought frequently. Examples of durable goods are: furniture, cars, jewelry, appliances, and also on heavy assets such as airplanes or ships. In the UK economy, according to Chart C UK consumers spending on durable goods increased dramatically from 2004 to 2010. According to the Bank of England consumer spending on durable goods increased by 2.1% from 2012 to the first quarter of 2013 these spending were mostly on motor cars, appliances and clothes. The following chart displays the components of UK consumer spending on durable goods: e) Animal spirits: Animal spirit is a concept developed by John Maynard Keynesthat refers to the level of consumer confidence and its effect on the economy. It is future expectations that drive the consumers to either spend or save and the willingness of businesses to invest in a certain market. In the UK economy, consumer confidence and optimism about the future of the UK economy has been increasing dramatically over the 4 last years, from 2011 at -30% to 0% in 2014 as the following graph shows: This increase was generally due to improvements in purchasing power and increased job security. In the UK, consumer confidence is related to consumption and it is used to predict future consumption. 2. What is the relationship in normal times between real disposable income and the level of household consumption? In normal times when there is economic stability and a higher consumer confidence the relationship expected between real disposable income and the level of household consumption is that when the real disposable income increases the level of household consumption increases, also when consumer’s income gets higher they tend to save less and consume more of goods they want. When the real disposable income decreases the level of household consumption decreases since consumers tend to save more and consume only priority goods. 3. Identify and explain two non-income determinants of the level of consumer spending in the UK economy: One of the non-income determinants of the level of consumption in the UK context is consumer confidence. According to chart B when consumer confidence decreases due to reasons such as that consumers are feeling unsecure about their jobs, the attempts to make major purchases decreases as well the thing that results in high savings since consumers are not optimistic about their current economy. There is a clear impact of consumer confidence on consumption levels in the UK economy, when confidence increases consumers will make more major purchases and will save less. Another non-income determinant of the level of consumption in the UK economy is interest rate, when interest rate decreases people tend to borrow more money from banks to spend which results in higher consumption, when interest rate increases it becomes expensive to borrow money the thing that increases saving, people will leave their money in banks to take advantage of the high interest rate the thing that reduces consumption. 4. Identify and explain two macro-economic consequences of a sharp fall in consumer spending in the UK economy: A sharp fall in consumer spending can have a negative impact over the UK economy since it increases unemployment and decreases output levels. When consumer spending fall, the consumption of goods produced by firms will also fall, this can lower companies benefits and increases their costs, in order to lower costs they companies will reduce the number of their employees the thing that increases unemployment. Another issue caused by a decrease in consumer spending is a decrease in the quantity and quality of output. A decrease in consumer spending decreases demand the thing that lowers the willingness of firms to invest in capital and labor to produce efficiently and effectively. When demand decreases the output decreases resulting in less goods and services produced the thing that harms the economy of the UK by slowing it down. Deflation can also be a consequence of a sharp fall in consumer spending. Less consumer spending means less demand of firms’ products and services, firms will have to sell products to generate money in order to pay their fixed costs, as a result prices go  down and demand also go down even more since consumers are expecting prices to decrease more in the future. A sharp fall in consumer demand creates a vicious circle and less money circulation in the economy which is considered very damaging the economy. 5. Components of aggregate demand in Morocco: Consumer spending on durable goods in Morocco: 6. Extract one: The Moroccan families spending power increased over the last years according to statistics in 2011 there was an increase in spending per capita by 4.1% to $1,760, this increase is due a stable inflation rate and government subsidies on commodity goods. This increase in spending will increase consumption of goods and services and businesses will make more investments which will contribute positively in increasing the GDP which result in an increased economic growth. Extract Two: Moroccan secured debt is low and limited only for trustworthy clients with that are employed and with an income who are able to make the repayment. The number of Moroccan facing negative equity is considered very low. 6. In the Moroccan economy: a) Real disposable income: The real disposable income in morocco witnessed a continuous increase over the last 4 years from 62,096 million dollars in 2010 up to 075,937.1 million dollars in 2014. This increase in real disposable income is due to human development projects and investments on infrastructure. This increase also allowed Moroccan consumers to purchase products that were some years earlier categorized as luxurious. b) Unsecured Debt: According to the World Bank, the rate of unsecured debt in morocco is low; the majority of financial institutions are providing secured loans with a few exceptions of unsecured loans that are only given to trustworthy clients while the secured loans are given employed people with income also to businesses with strong investments. c) Real Interest Rate: According to the available data from year 2000 to 2005 the real interest rate is considered high in Morocco. The real interest rate witnessed a continuous decrease from a value of 14% in 2000 to 9.89% in 2005. In the recent years the real interest rate is increasing as the household income increases to encourage savings in banks. d) Durable Goods: Moroccan consumption of durable goods has increased over the last years due to access to loans such as for cars and houses, also to the increase in disposable income, as well as the increased consumer confidence. The next graph shows the consumer spending in morocco on goods and services including durable goods which shows that the Moroccan consumer spending increased from 472938 million dirham in 2001 up to 494499 million dirham in 2012. d) Animal Spirits: Consumer confidence is considered high in Morocco despite the decrease from 84.5 in 2011 to 74.10 in 2014. Consumer confidence is high since Moroccan consumers are showing optimism about regular income, stock market, employment and the overall state of the economy.However the recent decrease in consumer confidence is due to increased prices in commodity goods by the government such as fuel. Extract one: The Moroccan families spending power increased over the last years according to statistics in 2011 there was an increase in spending per capita by 4.1% to $1,760, this increase is due a stable inflation rate and government subsiding commodity goods This increase in spending will increase consumption of goods and services and businesses will make more investments which will contribute positively in increasing the GDP and the economic growth. Extract Two: Moroccan secured debt is low and limited only for trustworthy clients with that are employed and with an income who are able to make the repayment. The number of Moroccan facing negative equity is considered very low. What is the relationship in normal times between real disposable income and the level of household consumption? In normal times in Morocco, the expected relationship between real disposable income and the level of household consumptions is that when real disposable goes up the level of household consumption goes up as well meaning that when the disposable income increases Moroccan consumers save less and spending more. When real disposable income goes down the level of household consumption goes down as well increasing savings and lowering consumption. Identify and explain two non-income determinants of the level of consumer spending in the Moroccan economy In the Moroccan economy, people’s expectation is a non-income determinant of the level of consumption. People’s expectations about the future have an impact over consumption, when consumers except products prices to increase in the future they consume more in the present. Avoiding a rise in prices or inflation in the future increases the level of consumption in Morocco. Another non-income determinant of the level of consumption is changes in consumer’s preferences and taste which also manipulates the consumption level in the Moroccan economy The level of consumption in morocco can also be affected by demographic reasons. A young population increases the consumption, for example, young families increase consumption by buying durable goods such as furniture, appliances or cars, also the larger the family members the higher the consumption. Interest rate and consumer confidence also have an impact on the Moroccan economy similarly to the UK economy. Identify and explain two macro-economic consequences of a sharp fall in consumer spending in the UK economy Similarly to the UK, morocco can also suffer from high unemployment as a result of a sharp fall in consumer spending; firms will seek to cut down their costs by reducing the number of their employees which increase the unemployment rate in the Moroccan economy. Firms will also produce less goods and services as demand is low, investments will also decrease resulting in a lower GDP and lower economic development. 7. Comparison between the Moroccan and UK economies: From the previous analysis we conclude that, the Moroccan real disposable income increased over the years while the UK disposable income decreased due inflation. The unsecured debt in the UK is higher that unsecured debt in morocco. The real interest rate in morocco is higher than in UK. The consumption of durable goods increased in both countries. Consumer confidence is high in morocco but decreasing over time while in the UK is low but recovering. In both countries, an increase in real disposable income increases consumption level and a decrease in real disposable income decreases consumption level. Interest rate, consumer confidence, expectations, changes in preferences and taste are non-income determinants of consumer spending in both countries. Unemployment, deflation, decrease in level of output are common consequences of a sharp fall in consumer spending in both countries.

Essay --

On July 22, 1987, President Ronald Reagan signed the McKinney Homeless Assistance Act (now known as the McKinney-Vento Homeless Assistance Act) into law and was later reauthorized by the No Child Left Behind Act in 2001. This act establishes several programs to provide essential services to people experiencing homelessness, including emergency shelter, transitional housing, job training, primary health care, education, and permanent housing. This policy analysis will focus specifically on Title VII-B of the McKinney-Vento Homeless Assistance Act, which authorizes the federal Education of Homeless Children and Youth program, and its attempt to remove barriers to public education faced by homeless children and youth. Nature and Scope of the Issue According to the National Coalition of the Homeless (2007), families with children are among the fastest growing segments of the homeless population (pg. 1). The Institute for Children and Poverty (2004) estimated that approximately 1.35 million children are likely to experience homelessness over the course of a year in the United States. Homelessness has a devastating impact on all aspects of children and youth’s lives, including their educational opportunities. Residency requirements, guardianship requirements, delays in transfer of school records, lack of transportation, and lack of immunization records often prevent homeless children from enrolling in school. In 1987, Congress established Title VII-B of the McKinney-Vento Act, the Education of Homeless Children and Youth program (EHCY), in response to reports that only 57% of homeless children were enrolled in school (NCH, 2007). In addition to difficulties with enrolling in school, the high mobility associated with homelessness also... ...s accessing emergency shelter and transitional housing programs of the course of one year (as cited in NCH, 2009) Meanwhile, 71% of responding cities reported increases in households with children accessing emergency shelter. More than 42% of those accessing emergency shelter are families, and, on average these families remain in emergency shelters for 70 days (as cited in NCH, 2009). Alternative policies that strive to provide more affordable housing options and more preventative support services must be implemented in attempts to prevent the causes of homelessness rather than addressing the symptoms associated with it. Homelessness, including its devastating impact on children and youth’s educational outcomes, will not end until policy makers and society at large begins to take a deeper look at these structural, root causes of homelessness impacting our society.

Tom’s Of Maine Case Study

How should management accommodate a variety of conflicting spiritual perspectives in the workplace? An employer is required by law to reasonably accommodate a religious request unless the request presents undue hardship on the business. The trick is to make sure that the organization allows for each religious request on an equal basis. A good example of working to avoid the tensions and conflicts that might arise by mixing religion and work is the Ford Interfaith Network (FIN) which operates within Ford Motor Company.The Interfaith Network has a representative from each religion on the network’s executive committee. Questions about another member’s faith is asked and answered through formal channels developed by the Interfaith Network. The questions might be answered by a committee representative or by a guest religious scholar. Another company, Wells Fargo, one of the top 50 companies to make the Diversity list of 2005 has strict guidelines on the creation of employee- resource groups. Religious groups do not meet the criteria. According to the assistant vice president of corporate communications there are just too many religious groups to accommodate them all.However, Wells Fargo does permit informal religious gatherings on site. Os Hillman, an evangelical Christian, who advised companies such as Coca Cola and Toyota regarding faith-at-work issues, believes that companies â€Å"should promote fairness for each group and leave it at that.† Companies recognize that â€Å"faith and religion are an important part of an employee’s identity† and that religious diversity has a future in corporate America. Now companies must find a way to provide accommodations to conflicting spiritual perspectives in a way that is equal to everyone.These accommodations will make better employees and a better place to work. There are many companies who support and promote faith at work: American Express, AOL, American Airlines, Continental Airlines, Texas Instruments and Ford Motor Company. Each of these organizations has developed a system which successfully accommodates a variety of conflicting spiritual perspectives in the workplace.Tom Chappell created a spiritual framework for Tom’s of Maine, a family-owned business. Can such a framework be created for a publicly traded company? What differences might there be in its effects? The spiritual framework for Tom’s of Maine can definitely be created for publically traded  companies. Spiritual, religious, ethical and moral issues are now being given great weight and consideration in the business world. Society seems to want to focus more on family values and what is truly important in life.Diversity, equality, medical and business ethics, human rights, fair trade, and environmental issues are elemental considerations today. Promoting these values can make organizations more productive, and leaders who adhere to these standards are more sensitive to ethical issues. What is needed is more than ever is ethical leadership. Proof of the absence of good ethical leaders can be seen in the events of Enron, Bank of America, and Madoff’s ponzi scheme, to name a few.Tom and Kate Chappell believe it is crucial not to compromise your beliefs in order to turn a profit. The Chappell’s expressed strong personal values of respect for both people and nature. Through conflicts between the companies’ new talent and the Chappell’s, Tom enrolled at Harvard Divinity School where he immersed himself in writings of great moral and religious philosophers. Having new knowledge and a deeper understanding of the direction he wanted his company to go in he â€Å"devoted much time to formulating the company’s mission and beliefs and to molding a corporate culture that embodies these tenets.† (p. 177)What risks might an organizational encounter when encouraging the expression of spiritual values in the workplace? What are its advan tages? Tom’s of Maine might have risks involving the lack of understanding between employees and the company’s vision. However to avoid the Chappell’s believe that â€Å"there is a difference between requiring a workforce to embrace one’s religious beliefs and empowering all employees through a spiritual framework.† (p. 179) One advantage would be the Chappell’s setting the example.They are committed to donating 10% of the company’s pre-tax profits to nonprofit organizations. By giving back to their community (county, state, nation and world) they are a shining example of what they would like their employees to do. They also encourage their employees to do this by providing a â€Å"generous benefit package, including four weeks of parental leave for both mothers and fathers, as well as offers flexible work schedules, job sharing, and work-at-home programs. Child-care and elder-care  referral service is provided, and child care is p artially reimbursed for employees earning less than $32,500 annually.† (p. 178)

Preparation of Alum from Aluminum Metal Essay

The objective of the laboratory is to synthesize alum (KAl(SO4)2.xH2O) from aluminum powder and to determine the proportion of water in the alum crystals. Alum is a product from the reaction between potassium hydroxide and sulfuric acid. The reaction include several steps, as followed: Aluminum powder reacts with potassium hydroxide to generate Al(OH)4- ions and release hydrogen. 2 Al(s) + 2 KOH(aq) + 6 H2O 2 K[Al(OH)4](aq) + 3 H2 (g) A gelatinous precipitate of aluminum hydroxide was created when sulfuric acid was added to the aqueous solution of Al(OH)4- ions. 2 K[Al(OH)4](aq) + H2SO4 (aq) 2 Al(OH)3 (s) + K2SO4 (aq) + 2 H2O Later, excessive addition of the acid causes the precipitate to dissolve in the solution. 2Al(OH)3 (s) + H2SO4 (aq) Al2(SO4)3 (aq) + 6 H2O Precipitation of alum was resulted from cooling in ice water bath. K2SO4 + Al2(SO4)3 + 2x H2O 2 KAl(SO4)2.xH2O It is noticeable that alum is a hydrate (a hydrate consists of water molecules in its ionic structure), which leads to its solubility in water. However, a minimum amount of cold water will cause the alum to crystallize. The amount of water incorporated in the alum structure should be clearly defined to derive the full formula of alum, which makes it possible for calculations of theoretical, actual and percent yield of alum. Experimental Methods The experiment was constructed based on the guidelines from Franklin and Marshall Lab Manual1. In a 400 mL-beaker, 0.5 g of aluminum and 2.01g of potassium hydroxide was prepared and mixed together. An amount of 25 mL of distilled water was poured into the beaker in the hood. The mixture was then continuously stirred to help disperse the heat generated from the exothermic reaction. As observed, hydrogen was liberated from the solution, along with aluminum powder gradually darkening and disintegrating into insoluble flakes. It took the solutions 15 minutes to complete when there were no signs of hydrogen released. The solution was then filtered into a new 250 mL beaker. The residue left on the filter paper was carefully washed into the filtrate. A portion of 10 mL of 9M sulfuric acid was added slowly and attentively to the filtrate, with gentle stirring. The presence of acid will neutralize the solution, generating a gelatinous precipitate known as Al(OH)3. The precipitate was later dissolved when excessive addition of acid was poured into the solution, combined with gentle heating on hot plate. The acidity of the solution was confirmed when tested with litmus paper: the paper turned into red. The solution was filtered for the second time to eliminate any undissolved residues remaining. The solution was set aside to cool at room temperature. The crystallization process was conducted by placing the solution beaker into an ice water bath for 20 minutes. After crystallization, white, soft crystals were formed. The mixture was filtered through a Buchner funnel. A wash solution was prepared by combining 5 mL of ethyl alcohol and 5 mL of distilled water. The crystals were washed twice with proper wash solution. Then, the solution was put through suction again to dry out completely. The crystals were spread in a recrystallization disk. Large crystals were broken into small ones with a stapula. The crytals were allowed to air dry in one week. The weight of the air-dried crystals was then recorded.   Two porcelain crucibles were supported on ceramic triangles and heated to red heat with a Bunsen burner for 10 minutes each. The crucibles were set aside cool, then was placed into the desiccator to cool to room temperature. Their weighs were recorded. An amount of 0.5 g of the crystallized alum was placed into each of the crucibles. The crucibles (with alum inside) were carefully heated on ceramic triangles to red heat. The alum inside the crucibles appeared to melt, transforming into a kind of liquid solution. After 5 to 10 minutes of continuous and gentle heating, the content inside the crucibles started to solidify again, yielding white, soft crystals. The crystals were heated at maximum heat for 5 minutes. The crucibles were placed back to the desiccator. After cooling to room temperature, the masses of the contents inside the crucibles were carefully weighed. Results The masses of alum, KAl(SO4)2 and water recorded were given in Table I. Table I. Masses of Alum, KAl(SO4)2 and water in two different crucibles. | Crucible 1| Crucible 2| Alum| 0.5000 g| 0.5000 g| KAl(SO4)2| 0.2721 g| 0.2696 g| H2O| 0.2279 g| 0.2304 g| x= nwaterndry product| 12.00| 12.24| According to the values of x obtained from the table above, the average result of x is 12.12. We can define the formula of alum as KAl(SO4)2.12,12H2O (Molar Mass M = 476.16 gmol-1). Finding the formula of alum makes it possible to calculate the theoretical yield and the percent yield of alum. After calculations from the equations demonstrated in the introduction, the theoretical number of moles of alum would be 0.019 moles. The theoretical yield, as a result, would be mtheoretical = 9.69 g. The actual yield recorded after the laboratory was 4.77 g. Combining all the yields gives us the final result of the percent yield: 52,71%. Discussion Several steps of heating the alum crystals and calculations took place to find out the formula of alum. Concerning the first crucible, an amount of 0.5 g of alum was added to the crucible. After heating, there was 0.2521 g of contents (KAl(SO4)2) left in the crucible. That means there was 0.2479 g of H2O fully evaporating. In this case, x= nH2Ondry product= 0.2279180.2721258= 12.00. Concerning the second crucible, an amount of 0.5 g of alum was added to the crucible. After heating, there was 0.2496 g of contents (KAl(SO4)2) left in the crucible. That means there was 0.2504 g of H2O fully evaporating. In this case, x= nH2Ondry product= 0.2304180.2696258= 12.24. The average result of x: x= 12.00+ 12.242= 12.12. With calculations concerning the masses of contents in the crucibles before and after heating, it is observed that 12.12 molecules of water in a mole of alum. The general formula of alum, therefore, is KAl(SO4)2.12.12H2O. The literature value of portions of water molecules in alum is 12, which makes the formula of alum KAl(SO4)2.12H2O. The proximity of the calculated result and the literature result reflected to efficiency and accuracy of the laboratory. Through a series of chemical reactions, alum (the double salt with incorporated water molecules, with the calculated formula of KAl(SO4)2.12H2O) was formed from aluminum powder, potassium hydroxide and sulfuric acid. The reactions lead to the formation of alum are summarised as followed: (I) 2 Al(s) + 2 KOH(aq) + 6 H2O 2 K[Al(OH)4](aq) + 3 H2 (g) (II) 2 K[Al(OH)4](aq) + H2SO4 (aq) 2 Al(OH)3 (s) + K2SO4 (aq) + 2 H2O (III)2Al(OH)3 (s) + H2SO4 (aq) Al2(SO4)3 (aq) + 6 H2O (IV)K2SO4 + Al2(SO4)3 + 24 H2O 2 KAl(SO4)2.12H2O The theoretical yield was accumulated over a few steps: There are 0.019 moles in 0.5 g of Aluminum. Similarly, there are 0.036 moles in 2.01 g of potassium hydroxide. We used a portion of 10 mL of 9M sulfuric acid, meaning that we use 0.09 moles of sulfuric acid. In reaction (I) that potassium reacted with aluminum powder with the presence of water, the aluminum played the role of the limiting reagent. In reaction (II) that sulfuric acid was added into the solution of Al(OH)4- ions, the ions were the limiting reagents. The gelatinous precipitate formed in reaction (II) by pouring in acid was soon dissolved in the solution in the reaction (III) by the addition of excessive sulfuric acid. The alum crystals were formed in the reaction (IV) by cooling. From the four reactions, we can easily see that the number of moles of alum formed is equal to the number of moles of aluminum in the aluminum powder. nalum = naluminum = 0.019 moles. The theoretical yield is the product of the number of moles and alum’s molar mass: malum= n Ãâ€" M= 0.019 Ãâ€" 476.16= 9.05 (g). The actual yield is 4.77 g (as stated in the results). The percent yield is calculated by dividing the actual yield by the theoretical yield: %Yield= Actual YieldTheoretical Yield = 4.77 g9.05 g = 52.71%. About 47% of alum was lost during the crystallization. From 0.5 g of aluminum, 2.01 g of potassium hydroxide and 10 mL of 9M sulfuric acid at the beginning, the product obtained after crystallization was only 4.77 g of alum, compared to the theoretical value of 9.05 g. A significant amount of alum was lost during filtration, suction and crystallization, because of the fact that the filter paper was not wet enough and the crucibles were not dry enough due to short maximum heating time. References 1. Franklin and Marshall College Chemistry 111/112 Laboratory Manual, Fall 2012/Spring 2013, p. 39-41.

How To Stop Running Out Of Time On SAT Reading

How To Stop Running Out Of Time On SAT Reading SAT / ACT Prep Online Guides and Tips Feeling pressed for time on any test is extremely frustrating. It’s even worse on tests like the SAT and ACT because they’re so lengthy: if you run out of time on a section, you don't get the relief of "Well, at least I'm done with the test" because you have to move right on to the next section. Since you can’t stop time (probably?) and, except for some special circumstances, can’t get extra time, you'll need another solution to help you avoid running out of time. So what strategies can you use? I’ll discuss the top misconception students have about running low on time on the SAT Reading section and strategies to avoid running out of time. First, however, I want to do a quick run-through of the timing for SAT Reading- after all, in order to stop running out of time on the section, you first must know its basic layout. We have an in-depth explanation of this in another article, but in case you don't have the time to read it through I've written up a summary below. feature image credit: 12 sec by Peter, used under CC BY-SA 2.0/Cropped from original. How Long Is the SAT Reading Section? The new SAT Reading section is the first section of the SAT and consists of 52 questions over 65 minutes. You'll answer these questions based on the contents of six passages (four single passages and a set of shorter paired passages) spanning three different subject areas (U.S. and world literature, social science, and natural science). Two passages in each SAT Reading section will also be accompanied by charts or graphics that you'll have to look at to answer a few of the questions. (If you want more specifics, we go into all this in much more detail in our article on what's actually tested on SAT Reading). SAT Reading questions come in eight main flavors: Big Picture: Questions about the main point of the passage. Detail/Little Picture: Questions about a specific line or lines in the passage. Inference: Questions that ask you to interpret the meaning of line or two in a passage. Words In Context: Questions that ask for how a word is used in a particular instance in the passage. Function: Questions that ask how a phrase, sentence, or paragraph functions in the larger context of the paragraph or passage. Author Technique: Questions that ask about the passage's tone or style; you'll often be asked to compare and contrast different authors’ techniques. Evidence Support: Questions that ask you what specific evidence supports the correct answer to a previous question. Data Intepretation: Questions that ask you to analyze and answer questions about the charts and graphics accompanying the passage(s). The #1 Reading Misconception The number one thing I've heard when it comes to the SAT Reading is something along the lines of "I’m a slow reader, so I’ll never be able to finish the SAT Reading section in time and I won't be able to bring my reading score up". FALSE. Excelling on the SAT Reading section is not just about reading speed- otherwise, it would be called the SAT Speed Reading section (or something like that). If you read a lot, or read quickly, that may give you a little bit of an edge, especially with big picture questions that require you to synthesize information from the whole passage. If you’re a slow reader or don’t read a lot, you might be reading this and thinking "Well, great. I’m already starting from behind." But reading quickly in no way guarantees that you will excel on the SAT Reading, or even that you won’t be rushed. There are several different ways to approach passages in SAT Reading, and the optimal strategy for one person may be the worst possible idea for another. In reality, the key skill to doing well on the SAT Reading section is the ability to skim text while retaining meaning. If you're a slow reader, you can learn to skim through practice. If you're a fast reader, you must be aware that SAT Reading is very different from light fiction reading; you'll need to practice to get the important points from the SAT passage. So how do you avoid being rushed and running out of time on SAT Reading, even if you are a slow reader? Practice, practice, practice! Practicing isn't just the way to get to Carnegie Hall (as the old music joke goes)- practicing the SAT will help you get better at taking the SAT. But it's not enough to practice in any way you can think of- you must practice/study effectively. When studying for SAT Reading, there are three main strategies you should use to focus on to get better at finishing the section in time. Strategy 1: Practice Monitoring Your Time The first step to improving your ability to finish the Reading section without running out of time is to keep track of your time. The two ways to do this are by recording how long you're taking to answer each question and, during the test, being aware of how much time you have left until the end of the section. Know How Long You’re Taking on Each Question If you find you’re taking too much time on a question, mark it and come back to it in review. But what is "too much time?" Well, it depends on your target score, or the score you are aiming for on a particular section; therefore, when preparing for the SAT Reading, you must know your raw and scaled target scores. Why does this matter? If you’re aiming for a lower target score, you can skip more questions, and spend more time on the questions you do answer. Remember, the SAT Reading section consists of 52 questions over 65 minutes: if you’re spending more than one minute 15 seconds per question, you’re going to run into problems, just by the simple math (bonus practice). This 75 seconds-per-question time constraint only applies, however, if you are aiming for a perfect or near-perfect score and need to give every question a fair shot. If you're aiming for a Reading score of 30/40, you can guess on the hardest 25% questions and focus your answering energies on easier questions (although of course which questions these are will be different for everyone). Only aiming to get a 30 on Reading also means you get more time to spend on the questions you are answering. If you only need to get around 36 questions right to reach your target score, then you can spend up to 23 seconds more on each question (36 questions in 65 minutes vs 52 questions in 65 minutes- even more math!). Read our article on getting a 30 on SAT Reading for more strategies like this. Know How Much Time You Have Remaining During the Test This doesn’t necessarily mean dividing up the time beforehand, as in, "Okay, I have 65 minutes with six passages to read (four single, one set of paired) and 52 questions to answer, so I should spend 12 minutes on each single passage and questions and 14 minutes on the paired passages and questions and then I’ll have three minutes to go over everything at the end." Those calculations (a) hurt my brain, and (b) take up way more time than they’d save. Instead, get used to keeping an eye on the clock. You'll need to be able to balance reading the passages with answering questions on them- don’t let one passage suck up all of your time and force you to scramble to get through the rest of the passages and questions. I personally try to check the time only after I've finished skimming a passage and after I've answered all the questions on that passage (even though my initial instinct is to constantly be time-checking). You'll need to figure out what works best for you, but my advice is to avoid checking the time more than once every few questions- otherwise, you'll end up wasting time trying to save time. If you find that you have zero concept of time when you’re practicing answering questions, you can practice with a stopwatch set to go off at five minute increments. Just remember that you won’t actually be able to do this on test day (although the test proctors may give verbal warnings at 10 minutes left and five minutes left). Other SAT Reading Time Monitoring Strategies When looking over the test, mark questions you end up spending a long time on as well as the ones you’re not sure about. Really break down what stumped you about the questions you spent too much time on as well as the ones you got wrong or were uncertain about. Was it the wording of the question? The type of question (paired passage, big picture, inference)? Were you just tired and misread the passage, so you didn't see the answer? Is there a pattern to the questions you're running out of time on? All of this data is valuable fodder for your test prep process: establishing a feedback loop of testing, reviewing your mistakes, and testing again. It is essential not to skip over the middle step of reviewing your mistakes thoroughly. (For more on this, read my article on the best way to review mistakes on the SAT.) Not sure running out of time is your only issue? Read the section on understanding your high level weaknesses in this article. Great! Time left for a beer! by Mike Schinkel, used under CC BY 2.0/Cropped from original. Pace yourself to avoid RUNNING out of time. Strategy 2: Practice Reading Passages and Answering Questions No, practicing SAT Reading questions over and over won’t necessarily make you a faster reader. But it will make you better at reading the passages in a way that will help you answer the questions more efficiently. Because every person processes information differently, I can't dictate the best way for you to read the passages. However, if your current approach isn't working, you might want to consider switching it up. There are three main approaches to choose from: #1: Read the whole passage in detail. This is really only a good strategy if you are both a quick and thorough reader. It's probably the worst option if you're already worried about running out of time. #2: Read the questions first. Determine which details you look for in the passage by reading the questions first, then jumping back to the passage to find the answer. #3: Skim, then attack the questions. Quickly read through the passage to get a sense of its content, structure, and purpose, then approach the questions. Finally, return to the passage to get any more detailed information required by specific questions. The more familiar you get with SAT Reading passages and questions, the more you'll be accustomed to the test and the better you’ll know what to pay attention to and when to use which strategy. For instance, if you read the questions first, if a question has specific lines associated with it (e.g. "In lines 10-38"), only read those specific lines to answer it; do not pull your answer from the rest of the passage. On the other hand, if you skim first, get used to noticing words and phrases like "however" and "in contrast." These words are important because they indicate a change in tone, as in: "Despite the fact that the viola has a long and noble history, negative stereotypes about violas (and violists) abound in modern day classical music communities." You'll find more strategies, as well as more detailed information on why you might want to choose one approach over the others, in our article on the best way to read the passage on the SAT Reading section. More Passage-Reading Strategy Suggestions The passage you read first can make a big difference if you tend to run out of time. Scan through all the passages in the section and see if any subject matter looks easier to tackle for you and then start with those, rather than taking the section in order. That way, you won’t be rushing through and getting things wrong on passages you should get and can with a clear mind devote yourself to passages that are more difficult for you. You can also see if bubbling in all your answers at the end helps (read more about this in the Quick Tip section of our perfect scorer article). This strategy is only helpful, however, if you can make sure to leave a good two to three minutes at the end of the section to do this, since you don’t want to run out of time before you bubble in answers that you got (the ultimate in frustrating). If you can think of other ways to keep yourself from running out of time on SAT Reading (perhaps by using some mindfulness techniques to focus?), that is also great. As always, you should only use strategies that work for you. Chess game by Kamil Porembiński, used under CC BY-SA 2.0/Cropped from original.Think about which strategies will work for you. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Strategy 3: Practice Taking SAT Reading as Part of the Whole SAT There’s knowing the material on the SAT Reading section...and then there’s building up the stamina to make it through. Fortunately, the SAT always presents the sections in the same order: Reading, Writing, Math (No Calculator), Math (Calculator), and the optional essay. This predictability gives you an advantage when prepping, because you can actually simulate test-date conditions when you take full-length practice tests by taking everything in the correct order. It's important to take at least some practice tests all the way through in the correct order so that you can get used to what it feels like to take the full test. Reading is always the first section, so you'll probably always have the most energy to spend on it, but you'll need to be careful not to burn through all your reserves with the Reading section, only to find that you're too drained to perform well on the rest of the test. Another thing to keep in mind is that you’ll most likely be taking the SAT on a Saturday morning. Be extra sure to do some practice Reading sections in the morning (especially if you’re not a morning person!) to give yourself a good idea of your energy levels at that time of day. If you’re more sluggish in the mornings in general, your reading speed will probably also be slower. It's okay to take some or most of your practice tests in the afternoon if that's when you have the most time, but exclusively doing this may not give you an accurate picture of how quickly you can complete the SAT Reading section under real test conditions. Do You Qualify for Testing Accomodations? If you really have trouble with reading in time-constrained situations, you might qualify for special testing accommodations. It's unlikely that prepping for and taking the SAT will be the first time you notice you have major problems with reading; however, it may be the first time you won't be able to compensate for it in other ways (like spending hours and hours on homework and extra credit to make up for low test scores). The College Board does offer accommodations on the SAT for eligible students with documented issues. You can get more information here on the steps you'll need to take in order to get accommodations on testing day. But a word of warning: Accommodations are far more likely to be granted to students if their special circumstances have been documented for a longer period of time. CollegeBoard tends to be leery of students who get diagnosed with something or other just in time to take the test, since the students might be stretching the truth in order to get extra time. How can you avoid getting caught in red tape and having your accommodations held up? Plan and apply for special accommodations early, if at all possible- the request process alone can take up to seven weeks. If you're in middle school or early high school and are having serious problems with reading when compared to your peers, get psycho-educational testing then, rather than waiting. If for whatever reason you couldn't apply for special accommodations until recently (for instance, if you only just developed a hearing or visual impairment), make sure it's clear to the person documenting your conditionwhy you're only doing something about this now. Also, while this documenter will provide you with information to send on to the CollegeBoard, the College Board may also want you to explain why you applied for special accommodations only recently, so it’s good to have an explanation ready. How to Improve Pacing on SAT Reading: A Recap #1: Take timed practice tests and monitor your time. #2: Get comfortable with taking the SAT Reading so you can use strategies effectively #3: Make sure you take entire practice tests in sequence a few times so you know what to expect. #4: If you think there’s a bigger problem that's causing you to run out of time on the SAT Reading, get psycho-educational testing as early as possible to confirm it and see if you are eligible for special accommodations on the SAT. Now, go forth and read! What’s Next? Want more strategies for avoiding a time crunch? Read about the 9 ways to buy time on the SAT. How can you figure out what’s tripping you up on SAT Reading? Check out our detailed analysis of each question and passage type. We also have more in-depth information on figuring out what approach to reading the passage works for you in another article. Learn more about the format of the SAT with our article on the timing and content of each SAT section. For more on how to master SAT Reading, read our guide to getting a perfect Reading score. You might also be interested in our ultimate guide to SAT Reading, which lists all of our articles on SAT Reading, along with a brief description of what's in each article. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Capital Punishment Ethics Essay Sample

Capital Punishment Ethics Essay Sample Capital Punishment Ethics Essay Capital punishment comprises of execution of a criminal. It is justifiable under the law to counter social ills that affect human life through depriving the criminal the right to life. Moral philosophy under different scholars gives differing views on this form of punishment. The general views either indicate the moral impermissible nature of the punishment as it deprives human life. The second view justifies the existence of it. Your essay has to outline some of the philosophical views on capital punishment. Capital punishment (CP), a retributive form of justice seeks to provide punishment in the same measure as the wrong done by the offender. Stuart Mill, a proponent of the consequentialism ethics states that utility is the standard measure for judgment. The utility also called ’Greatest Happiness Principle’ brings happiness through minimizing any pain. Therefore, consequentialism punishment looks at the net benefits in the future as the reform of the offender, deterrence of similar offenses and safeguarding society. The ultimate goal of CP should be in promoting social utility. In essence, it does the minutest harm with an aggregate of doing the most good to all concerned. CP is, therefore, permissible as a just mechanism based on the social achievement of the desired happiness. Utilitarian looks at the means to an end and not the end alone. Hence, a death penalty may not necessarily be morally permissible based on retribution as deterrence. They further argue that the level of effectiveness of the deterrence arising from a death sentence is not justifiable. Therefore, CP may not be a legitimate mechanism of punishment as the social utility inherent is not warrantable. Additionally, CP only adds up to inhumanity to humanity. In fact, it never erases murder crimes making death penalty an unfair way of administering justice. The second philosophical view borrows from the deontological theories of ethics. These theories stipulate that an act is either wrong or right relative to judicial guidelines. For example, the virtuous ethics which is an act-based theoretical framework promotes the rule of law going contrary to the common good of the people. Underlying its justification for CP is the disposition of good morals to individuals which positively impact on society. Dispositions are cultivated over time which form habits to do right hence, exposition of desirable character. In a way, it deters any form of delinquent behavior in communities. The proponents of the deontological theories such as Aristotle stipulate that retributivism in itself constitute morality. A punishment is therefore meant to serve the moral good in itself. Essentially, a punishment exists not to justify a crime but as a moral commitment as deserved for the wrongdoing. Under Kant’s work on ‘Groundwork of The Metaphysics of Morals (1785),’ he rejects the consequential idea of the achievement of social utility. Kant asserts that crime merits punishment and guilt are necessary and sufficient for judicial punishment. Moral ethics advocates for the good of all people. A death penalty deprives an individual the will to live. Despite the crime done, the punishment should be outlaid with the same weight which does not necessarily mean death. Life imprisonment is one form that can substitute CP yet serve the same purpose. Conquering with the utilitarianism, the punishment should be administered to correct and maintain social utility. CP is unjust when an innocent life gets involved. Life is irreversible and morality calls for just acts that promote human dignity.

9 Famous Teacher Quotes

9 Famous Teacher Quotes What was unique about teachers who educated famous people such as Einstein, Abraham Lincoln, and the like? Were these teachers specially qualified to inspire their students to achieve fame and success? Or were these teachers just plain lucky to have exceptionally talented students? Do some teachers have the rare quality of turning dust into gold? The answer may not be easy to find. Good teachers are hard to find. Teaching institutes that offer the best facilities may attract the creme de la creme of teaching talent. However, a monetary incentive may not necessarily translate into good teaching. I have come across many selfless and good teachers working in NGOs and in charity organizations. These teachers are motivated simply by the joy of teaching. They take great pleasure in watching their students grow. They may not earn their share of fame and fortune, but they are truly wealthy in their benevolence. In this age of speedy information technology, you can access teachers from across the globe. Want to learn Spanish? Why not learn from a Spanish expert? Want to improve your dancing skills? There is no dearth of video tutorials.   A teachers job is never over even after the class is over. A teacher has to encourage each child to reach his or her potential. A teacher has to find ways to make learning fun, easy, and inspiring. Teachers have to explore various methods of instruction to enable higher learning. Tools merely assist the teacher. They cannot teach by themselves. Share these teacher quotes with your favorite teachers and bring a smile to their face. Andy RooneyMost of us end up with no more than five or six people who remember us. Teachers have thousands of people who remember them for the rest of their lives.Haim G. GinottTeachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.AnonymousLeading a child to learnings treasures, gives a teacher untold pleasuresAnonymousTeachers dont impact for a year, but for a lifetime.Chinese proverbTeachers open the door. You enter by yourself.Bill MuseI think a secure profession for young people is history teacher, because in the future, there will be so much more of it to teach.Howard LesterI have been maturing as a teacher. New experiences bring new sensitivities and flexibility...HippocratesI swear... to hold my teacher in this art equal to my own parents; to make him partner in my livelihood; when he is in need of money to share mine with him; to consider his family as my own brothers and to teach them this a rt, if they want to learn it, without fee or indenture. Edward BlishenLife is amazing: and the teacher had better prepare himself to be a medium for that amazement.

Working with Your Tentative Quantitative Research Question Assignment

Working with Your Tentative Quantitative Research Question - Assignment Example Internal validity answers the effect of subject variance in the experimental and control group. Additionally, in one-subject research it resolves the cause of a treatment in the behavior of the subject compared to other factors. In descriptive research, is concerned with the study’s quality and accuracy. There are various extraneous variables that jeopardize and control the internal validity of an experiment (Acheson, 2010). They include history, maturation, testing, instrumentation, selection, statistical regression, experimental mortality, and selection interaction. In selection interaction, the methods of selection interact with single or multiple threats, thereby biasing the results of the study. In experimental mortality, the variables drop out of the research. If one group incurs a greater subject level of mortality and withdrawal than others, then the differences between the subjects become questionable. Consequently, the elements in comparison need to be equivalent at the research start. Their equivalence makes the difference between the subjects measured by the dependent variables at the research end are caused by independent variables rather than orgasmic ones. ... Also, when the human observers are used, the observer’s judgment changes every time rather than the performance of the subjects. Consequently, the subjects are always pretested to find out that the subjects are beginning the study at an equal level. An after math of pretesting protocols is that they can change the performance of the subjects on later tests that measure similar domains above the effects that are caused by the same treatment. However, the degree to which the result of the study can be applied or generalized to other people shows its external validity (DuPont & Plummer, 1990). The group research that employs randomization will possess greater external validity than the research that does not employ random assignment. The factors that affect the external validity of a study include: interaction, pretesting, setting, and interventions. The interaction between two variables shows their treatment and selection. If the elements are not selected from the population ran domly, then their orgasmic features may be performance biased and the results of the study may not apply you the other \group that represents the features of the population (Faull et al., 2007). Pretesting a subject causes them to either react less or more strongly to treatment than if pretest lacked. In some instances the researcher cannot conclude that population members who did not under pretest would perform in same manner to those subjects in the study. The subject performance is a more reaction or product to the setting of an experiment than in variables that are independent. For instance, subjects knowing they are participants in a research, or who knows of being observed, reacts differently than the experienced subjects who have know no knowledge.

Research paper Example | Topics and Well Written Essays - 2250 words

Research Paper Example William Faulkner wrote during the twentieth century and mostly chronicled the mentalities of the American South and the ways in which they had changed following the abolition of slavery as a social institution. The collective mentality of the South forms the story of much of Faulkner’s works. There is thus, a dark tone that he employs throughout his work. There is also an examination of the individual psyche being a symbol of the collective in Faulkner’s works. Faulkner also looks at the absurd elements of daily life and how they may after a point of time, due to habit, not appear absurd to a society anymore. This dark tone arises from the analyses of the human psyche that Poe attempts to effect in his work. In Poe’s world, it is the absurd that appears normal, thus destabilizing the world of the reader and presenting him with no clues as to what to expect after a certain point of time. Through an analysis of different aspects of the story, this paper shall argue that the society and its larger forces form the party of the victimizers rather than the characters Montresor and Emily. â€Å"The Cask of Amontillado† presents the story of two men, Montresor and Fortunato, who are interlocked in a struggle of petty power, even though Fortunato is unaware of the same. Having been insulted at a certain point of time by Fortunato, Montresor seeks to take revenge upon him through murdering him. With this in mind, he leads him through an underground hallway at the end of which he promises a rare cask of Amontillado. When they reach the end, Montresor chains Fortunato, leaving him to die there and the reader is made aware of the world’s ignorance at the end of the story. â€Å"A Rose for Emily† talks of a family of the American South which has died leaving just one member alive- Emily. She is very introverted and prefers to stay alone in the house without even paying her taxes and as a result of this, the town is surprised when she starts an affair with a man named Homer Barron. He is thought to leave her and life continues for Emily with the support of nobody but an African American servant. Her death however, reveals the decomposed body of Homer and makes the town aware of the entire history of the woman that they thought of as a symbol of stability amidst the great changes that were happening in their society. The narrative styles of the two stories are not completely similar and this has a lot to do with the fact that the change in the person of the narrative. The figure of the narrator in â€Å"A Rose for Emily† has been a subject of great critical debate since the publication of this story (Nebeker 3). The narrator changes roles quite frequently throughout the story. He or she masquerades as an all-knowing omniscient third-person figure for a large part of the story. Later, however, the readers are made to know that the narrator does not possess the knowledge that conventional third person narrat ors possess. This can be seen from the end of the narrative where the existence of the decomposed body of Homer is a new knowledge for the narrator as well. Thus, the narrator too morphs into a native of the town that the story is set in. this has implications for the kind of writing styles that are adopted by the two writers. While Faulkner writes stories that have long sentences, Poe writes using both long and short sentences. The long sentences are used while describing Fortunato

The Cherokee People Research Paper Example | Topics and Well Written Essays - 1500 words

The Cherokee People - Research Paper Example Although a great deal of emphasis has been placed upon the interaction between Europeans and Native Americans, the reality of the fact is that rather than approaching this issue from the split standpoint of understanding that two separate entities existed at each and every juncture, a far more effective means of interpretation has to do with the melding of culture and the means through which unique dynamics in the Cherokee experience came to be evidenced as a result of the process of acculturation. Firstly, it must be understood that the geographic representation of the Cherokee people was mainly concentric within the now modern states of Georgia, South Carolina, North Carolina, and Tennessee. As a function of this level of geographic representation, the Cherokee people have oftentimes been referred to as those who lived in the mountains by contemporary Indian tribes. Interestingly, whereas many other Native American tribes were defined as nomadic, the Cherokee people could be define d as â€Å"semi-nomadic† (Emerald, 2012, p. 44). This is due primarily to the fact that individual branches of the tribe tended to inhabit specific regions, and cultivate crops. These crops included but were not limited to squash, beans, sunflowers, and different types of corn. So great was the emphasis upon agriculture that the Cherokee put forward that the introduction of a specific hybrid of corn was developed as a result of their agricultural endeavors. To specific theories exist with regards to the ultimate origin of the Cherokee tribe. Due to the fact that the Cherokees native-language was determined by linguists and anthropologists as uniquely Iroquoian, the most prominent theory suggests that the Cherokee tribe migrated from the Great Lakes region approximately 500 to 700 years prior to first contact with the Europeans (Chambers, 2013, p. 26). The ultimate purpose for this migration is little known; however, myths and legends exist with regards to the fact that other Iroquois nations banished this particular group of individuals from the Great Lakes regions. The subsequent removal and forced exodus led this tribe to inhabit a region that few other native peoples wanted; namely the Appalachian mountain range. A secondary theory that exists with regards the origin of the Cherokee people posits the belief that this particular tribe of Native Americans was an offshoot of the mound building Native Americans that inhabited parts of Mississippi. However, further ethnological and anthropological work, as well as a great deal of archaeological analysis has revealed the fact that this particular theory does not have a high level of evidence to support it. Moreover, the secondary theory promotes an understanding that the Cherokee people had been living within the region of the southeastern states for a period of over 1000 years; a fact that no direct archaeological evidence that is thus far been uncovered and/or analyzed denotes (Blackburn, 2013, p. 16). T he first contact with Europeans was with an expedition led by Hernando De Soto. As such, like so many of the contacts initially made with Europeans, relations were friendly and ultimately somewhat profitable to both sides (Greg & Wishart, 2012, p. 11). The Native Americans received traded goods in exchange for raw material, guidance, and

A story with an epiphany and gothic sensibility like Southern Gothic Assignment

A story with an epiphany and gothic sensibility like Southern Gothic - Assignment Example He didn’t want his brat of a sister using them while he was gone. He was pretty sure he’d locked the video cabinet and he knew he’d secured the padlock just in case, but he couldn’t remember if he’d fully bolted his bedroom door. They drove all the way out to the house without a word. Uncle Jack was actually Stan’s great-uncle and they didn’t have much in common. Uncle Jack belonged to the old world before there was a color TV in every room and barely even knew what a computer was. He also almost never talked. As they pulled up to the crumbling old Colonial, Stan’s hazel eyes widened with shock at what he saw. Just from the outside, it looked like the place should be condemned, not fixed up in a bid for a historical marker. The drive was choked with weeds, the balconies sagged and the shutters, where present, sagged in frames of broken or missing glass. â€Å"Family helps itself,† Jack muttered, ambling over to the front door, fumbling with the large ring of keys he’d brought with him. Stan was impressed. Keys meant control and possession, two of his favorite things. Uncle Jack swung the blue painted wood door inward with a barely perceptible creak and Stan walked into a hallway filled with sunlight as it danced across the millions of dust motes the outer breeze was stirring. His first reaction was a giant sneeze. It was going to be worse than he thought. Jack pointed to doorways as they stomped down a frayed rug – â€Å"parlor, drawing room’s through that doorway there, library, den’s in the back, dining, storage, this here’s where we stay – servant room.† The door opened to a small cramped space that was just large enough for two twin beds, a nightstand each and a single dresser – no closet. But it was clean and he could smell the wholesome scent of fresh sheets. Stan explored the rest of the house, finding several more bedrooms on the second floor, none of which had a decent

Who is mainly responsible for the tragedy that befalls Romeo and Essay

Who is mainly responsible for the tragedy that befalls Romeo and Juliet - Essay Example It combines heavy elements of comedy and tragedy, of classical and medieval tragedy, to create a groundbreaking and long-lived piece of art that continues to have tremendous influence in our culture as a well-known reference point. Nevertheless, the ingredients for tragedy are all there: the untimely death of the protagonists, the death of a young love, and a solemn prologue proposing that a sacrifice must be made to reconcile two feuding households. This foreboding preface to the play’s action gives the sense that its outcome is fated, and that those ultimately responsible for the sacrifice must be guilty by some standard of cosmic justice. Strangely enough, however, all primary characters of the play add to the price that Romeo and Juliet must pay for the love they share. Fate plays an instrumental role throughout Shakespeare’s work. In Romeo & Juliet, he places his audience in a position to observe their fate as the plot action unfolds. The audience is told that their story is one of â€Å"a pair of star-cross’d lovers† who â€Å"take their life†. Knowing this is their fate, the audience watches as their fates are realized. Our emotional connection with the character injects us with hope that the prophecies will be broken, and characters will alter their paths to the ending. However, the play unfolds as if under the direct control of destiny, and the audience is left questioning the existence of free will in such a world. When we look at how the plot of Romeo & Juliet is constructed, we see a plethora of well-placed factors that help drive its protagonists toward their untimely deaths. The Friar’s letter never arrives to tell Romeo that Juliet is not really dead; the protagonists are born to feuding families; Juliet is being forced into an arranged marriage; and so on. All of these make the outcome of the story seem inevitable, and, quite frankly, fated. In many ways, Romeo and Juliet are the victims of the

How Corporate Tax Is Used by the United Kingdom Government to Support Essay

How Corporate Tax Is Used by the United Kingdom Government to Support Industry - Essay Example This report has looked at the way the UK is supporting the industry. This includes making the taxation system better by reducing corporate taxes, making the UK a better place to start and even grow a business by removing costs that would making businesses spend a lot. In addition, it encourages investment as a way of balancing the economy and finally, making the youth better in terms of education and giving them internship and apprenticeship programmes. This would help them to become more skilled on their areas of specialisation. This report makes a conclusion that these measures are just the start and the government is trying to streamline these ones and see if it can introduce others that will help in supporting the industry. It has been noted that, a better taxation system is through dropping the corporation tax system by one percent. This will help the investors and encourage other companies to increase their production. Another way is through changing the old rules of the Controlled Foreign Company with better and more attractive rules. The government is also removing the old taxation system and has put in a commission to create a newer, more effective and simplified ways of income tax. The reporter say that for the United Kingdom to be one of the best places to start and grow a business, the government should give start up loans at low interest rates and give the business people a longer time to repay the loans. This will help them work to make a profit and pay their loans on time.

Who is mainly responsible for the tragedy that befalls Romeo and Essay

Who is mainly responsible for the tragedy that befalls Romeo and Juliet - Essay Example It combines heavy elements of comedy and tragedy, of classical and medieval tragedy, to create a groundbreaking and long-lived piece of art that continues to have tremendous influence in our culture as a well-known reference point. Nevertheless, the ingredients for tragedy are all there: the untimely death of the protagonists, the death of a young love, and a solemn prologue proposing that a sacrifice must be made to reconcile two feuding households. This foreboding preface to the play’s action gives the sense that its outcome is fated, and that those ultimately responsible for the sacrifice must be guilty by some standard of cosmic justice. Strangely enough, however, all primary characters of the play add to the price that Romeo and Juliet must pay for the love they share. Fate plays an instrumental role throughout Shakespeare’s work. In Romeo & Juliet, he places his audience in a position to observe their fate as the plot action unfolds. The audience is told that their story is one of â€Å"a pair of star-cross’d lovers† who â€Å"take their life†. Knowing this is their fate, the audience watches as their fates are realized. Our emotional connection with the character injects us with hope that the prophecies will be broken, and characters will alter their paths to the ending. However, the play unfolds as if under the direct control of destiny, and the audience is left questioning the existence of free will in such a world. When we look at how the plot of Romeo & Juliet is constructed, we see a plethora of well-placed factors that help drive its protagonists toward their untimely deaths. The Friar’s letter never arrives to tell Romeo that Juliet is not really dead; the protagonists are born to feuding families; Juliet is being forced into an arranged marriage; and so on. All of these make the outcome of the story seem inevitable, and, quite frankly, fated. In many ways, Romeo and Juliet are the victims of the

Liverpool one shopping development Essay Example for Free

Liverpool one shopping development Essay Liverpool’s CBD needed regeneration for a variety of reasons. During WW2, it was bombed heavily, due to it being a major port for resources from the USA. During the 1960s, it was rebuilt too quickly and then fell into disrepair before 2000, when the design and infrastructure was outdated. Many parts of the city, especially the CBD suffered from urban decline, with its population dropping by 50% and 45% of its industry also leaving. In addition, Liverpool faced competition for shopping by nearby Manchester and Chester, as well as out-of-town shopping centres like the Trafford Centre. Therefore, Liverpool’s CBD needed regeneration to be more attractive to consumers, and regain its spot in the top 5 shopping destinations in the UK. Liverpool One, the project to rejuvenate Liverpool’s CBD was completed in 2008. It was opened in phases on 29 May and 1 October 2008, with the final residential lots opening in early 2009. In the same year, Liverpool was named as the European Capital of Culture. Its total cost is approximately ? 1billion, with 42 acres of Liverpool city centre being redeveloped. It includes 3000 parking spaces, 169 stores or services, as well as a 5 acre park, and 500 new apartments. It also contains a 14-screen cinema and a 36-hole adventure golf centre. Shops present include Debenhams, John Lewis, Ted Baker, Waterstones, Starbucks, Topshop and Caffe Nero. These are all mainly comparison, high-order goods which are chain stores. The area is indoor, yet also mainly open-air. It is of a modern design, and is two storeys tall. There are many cafes and food areas, with many benches. There are also electronic maps and information panels across the centre. The pedestrian areas are wide and escalators are available to proceed to the higher floors. There have also been other improvements in the CBD, such as the rejuvenation of the Docks and the introduction of the Merseytram tram line in the CBD. As well as this, many roads and smaller streets in Liverpool have been rejuvenated and rebuilt as part of the redevelopments. Areas such as Princes Dock and the Kings Waterfront have seen heavy redevelopments. These have been to attract more tourists and shoppers to the CBD. The project has overall been successful as of yet, with 83% of consumers thinking that the city centre has improved. 91% of people said they were likely to return to Liverpool, and enjoyed the experience. And now, 40% of the shops in Liverpool One are new to the city, showing the popularity of the area. The previously redeveloped Albert Dock has been receiving an extra 100000 visitors per week, with Liverpool One itself receiving over 120000 visitors in the first day, and 13 million in the first year. It is safe the say the rejuvenation of Liverpool’s CBD has been a success, and that Liverpool One has played a big part in reversing the effect of urban decline.

The Connotation Of Marketing Marketing Essay

The Connotation Of Marketing Marketing Essay Introduction Nowadays, marketing activities influence people in both the roles as suppliers of products and services and as customers. Marketing plays a great part for companies in knowing their clients, the products and services to offer, the advertising means and so forth. As for individuals, marketing is important for them to choose a particular brand of fashionable dresses and even toothpaste. But marketing is much more than selling or advertising activities. In this essay, the concept of marketing will be introduced in the beginning, and then the essay places an emphasis on the full range of connotation for marketing including marketing strategies, the consumer behavior, environmental analysis, and marketing ethics. Finally, it is concluded that marketing is a comprehensive process that involves all of the activities of managing and satisfying demand through the exchange process. Marketing is a Comprehensive Process As to the definition of marketing, most people, even some entrepreneurs, would hold that marketing mean selling or advertising, however, marketing is an activity more complex than selling or advertising. A proper definition of marketing should not only consider economy, but also includes institutions, people, and new ideas. Marketing is a process of offering products and services, pricing, promotion and distribution to meet the individual and organizational demand through exchanges (AMA, 1985). A company achieves its goals by satisfying both the domestic and foreign customers, and marketing is concerned with the activities to enlarge the market share of the company by matching the demand. This definition indicates that marketing includes not only the enterprises and individuals, but also the activities of non-profitable institutions or the marketing of a great idea or a service as well as a product. All in all, marketing involves products, services, organizations, people and ideas. Marketing Strategies According to McCarthy (1960), marketing strategies include products, pricing, promotion and place. Products or services are the basic content in the marketing process, which can be classified as goods or services and as customer or industrial. Classification is significant because it concentrates on the disparities in the characteristics of products and the different marketing implications. A reasonable pricing also counts in the process of marketing which should be profitable to the company and beneficial to the consumers. In the process of marketing, promotion is necessary to make the products, services or ideas known to the consumers. Means of promotion includes personal selling, advertising and public relations, price discounts and so forth. Distribution planning exerts a significant impact on the marketing program used by a firm, because middlemen can play a wide variety of marketing roles, the firmà ¢Ã¢â€š ¬Ã¢â€ž ¢s marketing plan will be different if it sells its products dir ect rather than through intermediaries. Environmental Analysis Environmental influences consist of sociocultural and technological, economic and competitive as well as political and legal influences (Kotler, 2006). Individuals are easily influenced both by the trends of the whole society and by a need to comply with the rules of the different social groups to which they belong, and to improve their status in those groups. With the development of technology, consumers can receive more individually-oriented offerings, and thus their expectations are raised about the quality of the product and service. The flourish of products and services lead to brand changing or offer the consumers with the information to make more meticulous decisions. And regulation and legislation, whether they relate to the product introductions, customer rights or advertising means, also decrease the risk of decision-making. This reduces some pressure of the customer, leading to discerning and easier decisions and less risk of post-purchase disturbance. Marketing Ethics Marketing ethics are the marketerà ¢Ã¢â€š ¬Ã¢â€ž ¢s standards of behavior and moral values, as Homburg (2001) maintains. They are related to the decision to do what is morally right or what is morally wrong. Traditionally, the concept of business responsibility has cared about the relationship between the enterprise and consumers, the work staff, and the stockholders. The enterprise is responsible for providing the customers with high-quality product at a rational price, decent salaries and a comfortable working environment for the staff and an adequate profit level for stockholders. Contemporary marketing decisions must regularly consider the external social environment. Decisions must also account for eventual, long-run effects. Socially responsible decisions must consider future generations as well as existing society. Conclusion In conclusion, in the process of marketing, selling or advertising is essential if a company want to attain its objectives, but more emphasis must be placed on the marketing strategies, and it is also of great importance to take environmental influences into consideration, which can exert impact on consumerà ¢Ã¢â€š ¬Ã¢â€ž ¢s decision-making. With people concern more about the ecology and healthy ways of consumption, marketers must care about environmentally-friendly marketing despite the high-quality products and services.

Immigration in the USA Essay -- American Dream, Political Asylum

The United States of America is the best place for immigration. The history proved that the United States was the dream land, the place of chances. That started when Europeans escaped form their countries because there were no jobs and no safe places to live. America became the best choice for people who were looking for political asylum, jobs, or freedom, but after a few generations something changed the Americans look to immigrants as strangers and they forgot where they are from because America is multicultural place and immigration movement should be understandable, but this is not the case. Governments should develop good laws for them. By giving rights to immigrants to stay in America, to protect them, and to allow people who deserve to come to America. Immigration to America began when Christopher Columbus discovered the new land now called the American continent. Immigration increased in the 17th century when people came from Europe, Africa, and Asia to the new land. There were many colonies, for example: British colonial, and Dutch. When people came they go to their people and find jobs as farmers. The first immigrants were in the east coast around 1607 to 1775 after the number of immigrants increased. In 1790 - 1850 there were few immigrants who came to America, but in 1850 to 1930 the number of immigrations increased (Dolan 4). Dolan P shows "Between 1850 and 1930, about 5 million Germans immigrated to the United States with a peak in the years between 1881 and 1885, when a million Germans left Germany and settled mostly in the Midwest. Between 1820 and 1930, 3.5 million British and 4.5 million Irish entered America. Before 1845 most Irish immigrants were Protestants. After 1845, Irish Catholics began arrivi... ...lifornia Press, 2010. Print. Wellman, Christopher, and Phillip Cole. Debating the Ethics of Immigration is There a Right ti Exclude?. New York : Oxford University Press, 2011. Print. Knott , Kim, and Seà ¡n McLoughlin, eds. Diasporas Concepts, Intersections, Identities. New York : Zed Books, 2010. Print. Lee, Erika, and Judy Yung. Angel Island Immigrant Gateway to America. New York : Oxford University Press, 2012. Print. Cohen, Jeffrey H, and Sirkeci Ibrahim. Cultures of Migration the Global Nature of Contemporary Mobility. Austin Texas: University of Texas Press, 2011.Print Erika, Lee. "U.S. Immigration and Naturalization Laws and Issues." Journal of American Ethnic History. Vol. 20. Issue 2 (2001): n. page. Web. 18 Apr. 2013. Gomez, Alan. "White House immigration plan offers path to residency." USA TODAY 17 February 2013, n. pag. Web. 24 Apr. 2013.

soc paper :: essays research papers

WORK, WELFARE, AND SINGLE MOTHERS If you want to know a big problem in our country today it is single mothers and welfare. If you look at all the money that we throw away each and every year, you wouldn=t think this would be a problem. With all the rich giving to the poor, some should go to single parents trying their best to take care of their children. This could be easy, if they would just go and get a job they would be off welfare very quickly. But it isn=t that easy, study=s show that most welfare mothers have bad or no schooling at all, they are the woman that has been lay off of work, and the one=s that are young and don=t have enough to pay for their child=s living conditions. A lot of things changed in 1996 as federal lawmakers dramatically changed the rules poor people live by and made states responsible for implementing these rules. Twenty-five percent of the mothers on each state=s welfare caseload must be working by the end of 1997. By 2002, fifty percent must be working. Studies show that mothers that leave the welfare to quickly are the one=s that will not make it far in life, not far in life but the one=s that will be the least likely to succeed in getting off welfare and taking care of their families. Their main problem is making the transaction from welfare to work. They have problems making ends meat. They sometimes receive extra money from community groups, local charities, working extra jobs, obtaining cash from network members. They have to hid most of their income from their caseworkers so they could keep their welfare benefits. It was also hard for working mothers as they faced larger budget deficits than welfare mothers because they often didn=t Medicaid and had considerable work-related expenses. Working mothers had less time to work a side job or even get extra money from community groups and charities. It is a known fact that is harder to make ends meet when working than collecting welfare. All the studies are from four main cities which are Boston, Chicago, Charleston, and San Antonio. These were the cities picked to represent the study. The cost of living was different in all these places. They took into consideration different races, age, education, work experiences, and the background they came from. All these differed in all areas due to these things.

Electronic media Essay

Man has a nature of curiosity. He always engages with doing something unique. In the past century they explored in many field. It was a time when a man could hardly think about the unbelievable development that is within reach now. Media is a mean of transmitting the message, thought, opinion and view point. In the beginning, man used horse and other animal to send the message to the receiver. It took time to deliver the message and the probability of spoiling the message was on the top. Now man has entered the age of science and technology. They have explored . They have got a tremendous achievement in many field as well as Electronic Media. We are living in the era of electronic media. None can avoid and escape from it. It is prevailing profound effects on advertisement, education, information, politics and other social activities. Electronic media has revolutionized the information system. Now everyone can be aware himself with current information and updates. So many TV channels in the country and internet websites justify the importance and advantages of electronic media where everyone has a freedom to exchange his view point freely. The electronic media has both effects, positive and negative. If it is playing a negative role, on the other hand it is educating, informing and entertaining the societies too. Today people are getting aware of their rights through the media. Many social programs on TV are presented to set the minds of the masses. Today’s youths try to find the answers to their questions and demand the authorities to account for because media has disclosed all that the new generation has to be aware of. As Pakistani media is pointing out crimes, ministers holding fake degrees, terrorism and inflation etc, it is appreciable because the responsible people can be brought to book in this way. Thus, the media, whatever– be print or the electronic media– its importance at least in the modern world cannot be denigrated. While we are sitting in our drawing rooms at home, we can get all the information of all happenings around the world. We get a sea of knowledge and all the information, relaxing at home. So much so good, but, what we notice today, with the freedom of the press taking new proportions, the media is becoming slightly out of control and also partial. The latest trend in the media is that it has become tainted with signs of extreme partiality. I personally feel that, the media is at times overstepping its limits and to some extent misusing its freedom. The job of the media is just to give information of what happens and not to add its own partial views to the information. The job of the media should remain restricted only to reporting facts as to when and how they occur, and leave the readers to form their own opinions. However, this is no truer of the modern trends of the media. They get news and paint them as per their own personal leanings and beliefs. This I’d say is not correct reporting as, it is likely to colour the views of the readers/ viewers. The task of the media is just to report and not colour the views of the people. It would be good if the media restricts itself only to passing On correct and exact information only, without any comments for or against any political party it would be doing its job correctly and sincerely.

Beneath the Hunger Games

Kate Raffety 22nd of May, 2012 BENEATH THE HUNGER GAMES The Hunger Games by Suzanne Collins is an insightful allegory set in a post-apocalyptic future. Through a gripping plot and intriguing characters along with rich intertextuality, symbolism and themes, she raises concerns and gives her opinion on issues in our communities and governments, taking many to the extreme to reinforce her message, while keeping it a fast passed fictional story. Government control of people is the most prominent theme in The Hunger Games, as it is featured throughout the novel in a variety of ways.Propaganda, censorship, inequitable distribution of wealth, and manipulation are some of the many ways in which the Capitol controls people. All the wealth and resources flow to the Capitol and it is in control of everything. It uses propaganda and censorship to influence and direct public opinion, and the only information the districts receive is from the Capitol. The government broadcasts are compulsory viewi ng and all of it is extremely biased and misleading.Sometimes half the truth is just as effective as a lie, with the capitol only selecting parts of the information to release, in this way it is easy to guide people’s opinions. This technique is used on the districts, with all of the information they receive, and on the people from the Capitol, with the information they receive about the districts. Together the districts could easily overthrow the Capitol, so it is important that they be kept weak and separated. The most important of the Capitol’s strategies for gaining and maintaining power, however, is the age-old technique of divide and conquer.It involves breaking up larger concentrations of power into chunks that individually are isolated and weak. The Capitol has absolute power over the districts, which is ultimately demonstrated by the games themselves. â€Å"Taking the kids from our districts, forcing them to kill one another while we watch- this is the Capito l’s way of reminding us how totally we are at their mercy. [ ] To make it humiliating as well as torturous, the Capitol requires us to treat the Hunger Games as a festivity, a sporting event pitting every district against the others. (pg 22) The districts are battling starvation, while the capitol lives in luxury with anything they want at their disposal. At first glance the novel and our society seem quite different, but in reality there are many similarities. Whereas extreme inequity and class separation are noticeable in the novel, they are also prominent throughout the world, with great disparity in standards of living among and within countries. The Games are enjoyed as reality television for the people of the Capitol.Their acceptance of it as entertainment, and their lack of compassion towards the tributes is an example of voyeurism and desensitisation. These are two challenges that younger generations face with technology giving them access to television, the internet, video games and movies. They are becoming faster paced and increasingly violent and explicit and emotional responses can become dampened. Reality television is becoming common with people living vicariously through the drama and becoming detached from reality. The standards of humanity in this novel are quite low.There are key aspects of the novel, however, that show that human beings are essentially good when left to their own devices. After her father died, Katniss had to provide for her mother and younger sister. Katniss was searching for any morsel of sustenance to bring home to her family one night around the bakery when Peeta’s mother yelled at her to move on. Peeta, seeing her situation, let two loaves fall onto the coals of the oven and was punished for his carelessness. When he was told to feed them to the pigs, he instead slipped them to Katniss.The next day they caught each other’s eyes and when she looked away her eyes fell on a dandelion, which reminded h er of how her father taught her to live off the land and thus she realised how she would support her family. Peeta saved Katniss and she felt this was a debt she owed him that may never be repaid. He wasn’t obligated to help her, in fact he could have been penalized for it; he did simply because it was the right thing to do. Katniss cares about her family more than anything, especially her little sister.But against all odds her sister is chosen for reaping, and Katniss, driven wild with fear, volunteers to take her place. â€Å"In District 12, where the word tribute is pretty much synonymous where the word corpse, volunteers are all but extinct† (pg 27). Katniss believes certain death now awaits her in the arena, but knows that the loss of her sister would be far worse. While in the arena, Katniss meets Rue, the tribute from district 11 and the two form an alliance. Katniss protects and helps her as best she can, giving her food and her precious sleeping bag while she carries the majority of the responsibility.Rue can give little to Katniss for her to truly benefit from their partnership, however Katniss sees that Rue, the youngest of all the tributes, is vulnerable and does her best to keep her safe from harm, even if it means putting herself in danger. When Rue dies Katniss shows great respect for her and district 11. Katniss then finds Peeta, who has been severely injured and begins to nurse him back to health. He is too weak to sustain himself so Katniss takes on the full responsibility of providing for him, dressing his wounds and taking the majority of the night watches.It would have been much easier for Katniss to leave Peeta and escape up a tree where she feels secure, but despite this she does all she can to help him. She risks her life to save his when she goes to get the medicine and would have died if Thresh, the male tribute from district 11 hadn’t felt the need to repay the debt of helping Rue. Thus, both Thresh and Katniss s aved someone in a last-man-standing battle. This shows that they see themselves as more than just a pawn in the Capitol’s games, they never loose touch with their humanity.Inhumanity is portrayed in many ways in the novel including the Capitol making minors fight to the death, making previous victors mentor them, and inequitable distribution of wealth. In selecting minors as tributes, the Capitol’s message was plain, â€Å"look how we take your children and sacrifice them and there’s nothing you can do. If you lift a finger, we will destroy every last one of you† (pg 22). Taking children who are hardly considered old enough to fend for themselves and putting them in this position is inhumane on many levels.The Capitol sustains power by fear, granting minimal rights to district citizens, no freedom of speech, and harsh punishments for disobeying their many strict rules. They treat their people as chattels who exist only for their benefit. Whereas this them e has been exaggerated in the novel, it still has parallels to our society. There are many ways in which governments treat their people and how the people treat one another that Collins has commented on with The Hunger Games. The novel teaches us that the tyranny of a cruel and powerful government is a threat for which we must always remain vigilant.Collins raises concerns about the path that society is travelling down with her novel. In some ways The Hunger Games is a warning, the message simply being that society should never end up like the one in the novel. Throughout her novel Collins comments on government control, inequity, class separation, reality television, humanity, inhumanity and the path that society has taken. She has taken many of the themes in her novel to the extreme, but this only makes what she has to say stronger. Collins, S. 2009. The Hunger Games, Scholastic, London. 454 pg.