Competitive Advantage Research Paper Example | Topics and Well Written Essays - 1250 words

Competitive Advantage - Research Paper Example Companies can only achieve and sustain competitive advantage if only their services and means of delivering them demonstrate crucial attributes that correspond to the crucial purchasing criteria of a crucial group of clients. Similarly, sustained competitive advantage results from the long-term difference between goods and services of one company and the products of its rivals in the customers’ mind. In the modern business environment, companies compete in a dynamic and challenging environment that has been changed by various factors ranging from globalization, uncertainty, abrupt changes to increasing information technology uses (Whitley, 2007). Therefore, attaining and sustaining competitive advantage is the main concern in the mind of many leaders in the competitive and moderately growth markets that characterize various modern businesses and competitive advantage sources are of crucial interest for many organizations in the modern business. ... Core competencies are crucial for organizational competitive advantage and performance as they imply the abilities and skills for effective resource deployment through the processes and tasks of an organization. It is a cross-functional capabilities combination and coordination, for instance, a competency in development of products in one part of the firm may be a result of an integration of capabilities of systems of information management, marketing abilities and product and service production capabilities in that division. These capabilities are fundamental to an organization attaining competitive advantage (Dosi, Nelson, & Winter, 2000). When analyzing core competencies of an organization, managers should realize that competition among organization is a race for mastery of competence to secure market position and power. Core competencies are increasingly crucial organization’s ability because of its relevance to the prosperity of the organization in the marketplace. The co mpany can use its competencies to develop their unique products and services and market them to gain more profits than their competitors. Similarly, choosing people with required skill and expertise, upgrading or expanding employee’s capacities through training enhances the competitive advantage of the company. As the experience builds up the organization reaches the level of its ability to carry its activities effectively, at a manageable cost and the capacity to start converting it into the true competitive advantage. Organisational resources and capability is crucial competitive advantage source for the success and growth of the organization in the marketplace (Porter, 2004).  Ã‚  

Models of Inclusion in Education

Models of Inclusion in Education Introduction This paper focuses upon inclusion as an international issue. It is structured in three basic topics. Firstly, there is a description of models of inclusion mainly implemented in the U.S.A. Then, there are presented the barriers for greater inclusiveness with some examples of schools from New Zealand, from the States and Northern Ireland. Finally, there are described some solutions, proposed by recent literature, aiming to overcome the barriers and achieve education for all. Main Body Defining Inclusion Searching through the literature, numerous authors describe the term inclusion via different definitions. This explains the various ways inclusion can be seen. A large amount of information has been provided through definitions for its purpose, its philosophy, its emergence as a rights issue as well as a social one. In this paper, inclusion will be examined as an educational issue and the terms inclusive school, inclusive system, inclusive education are used alternatively. As such an issue, it could be claimed that inclusion is about a philosophy of acceptance; it is about providing a framework within which all children- regardless of ability, gender, language, ethnic or cultural origin- can be valued equally, treated with respect and provided with equal opportunities at school (Thomas, Walker and Webb, 1998 :15). Inclusive education stands for an educational system that includes a large diversity of pupils and which differentiates education for this diversity (Pijl, Meijer, Hegarty, 1997: 1). Inclusive education is an unabashed announcement, a public and political declaration and celebration of differenceIt requires continual proactive responsitiveness to foster an inclusive educational culture (Corbett and Slee, 2000: 134). Inclusive schools are defined as those that admit high proportions of pupils with SEN (Dyson et al.2004: 10). The definitions above are just a small sample of the different approaches to inclusion estimated as an educational aspec t. Models of inclusion Changing a school into a more inclusive one is not an easy case. It constitutes a whole reform in order to have a lasting meaning for everyone engaged. This reform has been presented through some models of inclusion, which do not appear as panacea. They do have both advantages and disadvantages but tend to lead to a more reconstructed education. We could categorize these models to the ones promoting part-inclusion and the ones promoting full-inclusion. I will describe below models from both categories, which have been implemented in schools in the U.S.A. According to Zigmond and Baker (1997), self-contained classes and resource rooms in regular schools constitute models of part-inclusion. The first one depicts mainly a tendency for integration that has to do with the placement of children with SEN. The perception that they are in need of a different curriculum from their peers restricts their participation only to lesser activities. The teacher of the regular class needs a professionals guidance but the model still seems to be ineffective due to the low expectations the teacher has from pupils with special educational needs. The second one detaches from the regular classroom the children who need support in order to receive it from a special education teacher, who will teach them on obtaining basic academic skills or also on acquiring learning strategies. The results are dual because on the one hand the students self-esteem tends to follow an upward trend but on the other hand (s)he not only misses the opportunity to attend what the rest of the class is being taught during his/her absence but also there is incompatibility between the methods followed in the two classrooms. Having as a target to incorporate both special education and the pupils to whom it refers in the mainstream school, the two authors above suggest two full inclusive models: the Collaborative Teaching Model (CTM) and the MELD one (Zigmond and Baker 1997). In the classroom where the CTM model takes place, there is collaborative spirit between the teacher of general and special education. Through their daily contact they decide who will teach what, they teach together and they both aid all the pupils. As a result, the teaching procedure becomes more productive due to the fact that each teacher is responsible for a smaller number of children. Apart from this, a classmates support is also available to the child with SEN through the study- buddy system. As far as the MELD model is concerned, it is a broad reform as it engages the whole school in the inclusion effort. It encourages all children with learning difficulties to attend the general school no matter their performance. The special education teacher has a peripatetic role but the time he will spend in a class depends on the number of children with learning difficulties. There are weekly co-planning meetings but the disadvantage of the model is that the special education teacher has so many duties that (s)he has no much time left to pay the essential attention to pupils who really strive to attend the mainstream school. That is why their parents have to pay for extra tutorials or to choose another school environment for their child. Montgomery (1996) describes six of the several full inclusive models that can be implemented in a classroom framework. The first one reconstructs the traditional tension according to which interdisciplinary support was given in a separate class. Now all this personnel is an integral part of the class but can still offer more individual assistance when needed. The second one is a collaboration of coexistence of a general education class with a special education one of the same age. When that happens, two or more teachers share their experience and skills, one around curriculum and the other around support and vice versa so co-teaching becomes a fruitful process. The third full inclusive model encourages liaison mainly among general education teachers. There can be in a class a variety of special education needs, so the teacher can receive help from the rest of the staff teaching the same grade. Moreover, there is a timetable designed by paraprofessionals, who itinerate is it mostly needed. So, the last ones do not need to be there in a continuous basis but instead cooperation among teachers and group teaching can be a really helpful combination. Consistency is the key in this group. That means that when children move to next grade, it is essential the same function to be adopted so as to assure that there will be an alignment in the teaching method. The fourth model refers to older children especially ones of secondary education. Compared to the rest of the children, pupils with SEN have the opportunity of making three choices instead of two. So, apart from core and elective modules they can also attend support centre. The aim of this model is equal support to be offered both during core and elective modules and not let a child restricted in the resource room with just some visits to the regular one. To continue with the fifth model, there is a student support centre in the school, the scientific team of which not only offers support on an individual basis but also collaborates with teachers of regular class. This model offers extended contact between special educators and children as support is not only provided in the centre but also in the class or on a group basis but the criteria for success for success is trust among personnel members as each child is not one professionals duty but a whole teams responsibility. The last model according to Montgomery (1996) refers to adolescents with special educational needs who will attend for four years courses in a campus with students without special needs. There are meetings offering advice and guidance to general educators while the special ones remain close to the child by providing support for developing skills to achieve better contact with peers and participation to extracurricular activities. The key to success is the heads assistance. Barriers that prevent schools from promoting greater inclusiveness By proclaiming that every child has unique characteristics, interests, abilities and learning needs and that education systems should be designed and educational programs implemented to take into account the wide diversity of these characteristics and needs ( UNESCO,1994, p.p. viii) it is represented a tendency for promoting inclusion. Not only international declarations but also government documents and educational acts elucidate the multilevel importance of inclusive practices. To support this, emphasis is given on h3 educational, social and moral grounds (Tilstone, Florian and Rose 1998, p.2) of inclusion through the issue of equal opportunities and human rights one. The values of acceptance and limitation of discrimination of disabled people have given rise to the debate around their belonging in ordinary environments, and more specifically, for the case examined here, in an ordinary school. Despite the dialogue among governments, ministries of education, organizations, legislations, educators, (SENCOs), parents, specialists there still remains a significant gap between theory and practice. Prohibiting factors are social as well as practical aspects. When examining the barriers for promoting inclusion and more specifically within a social context, one should take into consideration the medical model and the individuals perceptions, which come as its consequences. In order to understand the impact of medical model on exclusionary discourses, it is of essential importance to think about the progress of medicine during the past century. The fact that a doctor has the ability and the privilege to diagnose, prescribe, cure and rehabilitate raises him in the sphere of authority. Vlachou (1997) states that the medical model is extremely dominant and it demonstrates its strength through labeling and its policy around disability. The medical ideology boosts its prestige through its success to penetrate in the social system and leaves people no opportunity for questions but instead it accepts the professionals judgments as they are. Moreover, it uses the principle of normalization in an ambiguous way. On the one hand, the use of normalization is similar to cure but a disability cannot be treated. A child with Autistic Spectrum cannot overcome it and become some day an adolescent or an adult without Autism. On the other hand, medical model tries to use normalization alternatively to equal treatment forgetting that equal: does not always mean same. (Vlachou 1997). Direct effect of the model above is the creation of tensions of considering disabled people as heroes because they manage to live in such an inhospitable society despite their difficulties. This decreases their self-esteem and their self-image and may lead to internalized oppression. Furthermore, another consequence related to this is the establishment of perceptions of each individual about what is normal or abnormal, superior or inferior. This has mainly been affected by socially constructed norms and values dealing with appearance but undoubtedly family plays a major role. Different ideologies, ways of upbringing and environments have a different impact on each person. Within a school environment, there is another significant challenge. Labeling is a situation that both disabled people and the advocators of human rights ask to be demolished. Even if a student is has a formal diagnosis or not, his observable behavior could ridicule him in his peers eyes. As far as teachers are concerned, their attitudes can also be a barrier for managing inclusion. They usually expect less from the pupil; they underestimate his abilities so he has a tendency for underachievement. (Vlachou, 1997). Teachers duty is not only to teach the curriculum. They represent one of the most substantial and crucial factors and have a key role in the school reform and its change into a democratic one. What was described above is what literature characterizes as social barriers for achieving inclusion at schools. In other words, the medical model, its effects of heroic images and labeling, individual perceptions based on predominance of beauty and educators attitudes are the social struggles for inclusive education. Apart from the social barriers there are also some practical aspects which arise in daily practice and obstruct inclusion. Pauline Zelaieta (2004) conducted an investigation and found some difficulties faced by mainstream practitioners on the way to inclusion. Firstly, teachers of general education are afraid of lacking the expertise and confidence to work on issues relating to special educational needs. Secondly, teachers in general schools lack time. They have a strictly structured teaching in order to provide curriculum, so this pressure permits no flexibility of re-instructing the lecture in a more suitable and supporting way, which can appeal to every pupils differences and needs. Other inhibitive factors were found to be the lack of leadership, organizational difficulties and financial constraints (Zelaieta 2004: 43). A review of the relevant literature has revealed that there are many commonalities among the schools regarding their unsuccessful efforts of promoting inclusive education to all their children. Purdue, Ballard and MacArthur (2001) raise the issue of warrior parents through their research. As such, are defined those parents who make any endeavour to incorporate their children in a mainstream school but they run up against the exclusionary attitudes of the staff who see these children as different and as belonging elsewhere (Purdue, Ballard and MacArthur 2001: 40). Indicant of the excluding practices is the unwillingness of the school to accept a child with disability and other parents attitudes. The authors mention that the evidence they collected about what happens in New Zealand at both public and private pre-school level is disappointing especially for those parents whose only choice is a rural kindergarten. In some cases the heads of the centre claim that they are not obliged to take these children in the school. In some other cases children with special educational needs were accepted but under certain conditions or provided their parents presence. Furthermore, they describe how the centre can exert control over the childs attendance of the school. The staff will not welcome any child with disability unless he has his personal assistant teacher. In case the teacher aide is unable to go to school, the child has to stay at home. It is also argued the need for resources such as materials, supportive staff and measures for accommodating physical access. That is why many children are excluded either directly (by telling the parents that they cannot accept him in the school e nvironment) or indirectly from the school (by informing the parents that they are positive about him but there is lack of resources). The research criticized as additional exclusionary factors the teachers limited knowledge about disability and other parents not welcoming behavior. So, the importance of parents advocacy is very vividly highlighted in order to ensure that their child will receive the expected education like the rest of the same-aged ones. Very frequently parents need to advocate even for the most obvious services to be offered to their child. But on the other hand parents face the dilemma of how the teachers will treat their child if they will put a lot of pressure on them and be too strict with them. (Purdue, Ballard and MacArthur 2001). Moran and Abbott (2002) examined through their investigation how eleven schools develop inclusive practices in Northern Ireland. Their findings acknowledged the invaluable help of teacher assistants but a significant number of them had scrappy education and knowledge about how to work with children with special educational needs. Some other had no qualification. Instead, they had significant experience. As a result they needed to be retrained and this policy was followed by all the schools participated in the research. This happened either in the school context or with a distance learning program. Moving on with the aspects stated as barriers for inclusion through their research, low degree of team work can be mentioned as one. Assistants role was defined mainly by the heads through the things they should not do, such as avoid being overprotective or playing a discreet role during the breaks. The results of the investigation above are in accord with the findings of a research (Gibb et al. 2007) which showed that barrier factors in the inclusion practice seem to be among others the personnels lack of knowledge, childs limited social participation and academic ability as well. Teachers interviewed admitted firstly the short of knowledge about what kind of teaching strategies to implement on children with special educational needs and secondly the fact that they were not skillful enough to exploit their potential. It is reported that it is of great importance their needs to be met. That is why the authors highlighted the essentiality of partnership between mainstream and special schools. Collective work and giving feedback for improvement can diminish the barriers. The curriculum can also be an additional factor, which in practice resists inclusion. It would be a wrong judgment to assume that certain teaching methods are accessible only to children with specific abilities or needs. There are no strategies to use as panacea, but creativity is essentially useful to promote a curriculum that all students will benefit from it. It is crucial not to perceive curriculum as means of promoting knowledge but as a chance to interact with others (Thomas, Walker and Webb 1998). Armh3 (1999) indicates another dimension of curriculum. The one that it portrays what is accepted through social practices and through the philosophy of each module that is taught. The curriculum creates a cultural space which is obvious from the language used to teach a specific subject, from the books, from peoples appearance and this underestimates their identities. The development of creative pedagogies can control what is being taught and destroy the authority of norms and tensions, which some institutions and teachers impose. Black- Hawkins, Florian and Rouse (2007: 15) define inclusion as the process of increasing the numbers of students attending mainstream schools, who in the past would have been prevented from doing so because of their identified special educational needs. Basic assumption to promote inclusion in regular schools is the buildings and facilities suitability for children with disabilities. Even though unobstructed access to school is a precondition for the child to attend it, it is very frequently too far from reality and this is another barrier for promoting inclusion. First and foremost, it is important the school to be adapted to pupils needs and accommodate its routine and not vice versa. So, a school needs to have an a priori inclusive policy- to put it differently, school has to provide for children with disabilities since its construction. The inclusive philosophy of a school is clearly important to be obvious and substantial not only in the classrooms but in every facility of the school environment (Thomas, Walker and Webb 1998). Black- Hawkins, Florian and Rouse (2007) describe some schools efforts while trying to change their image into an inclusive one. Kingsley Primary School was the first case study to be examined. This school had approximately 650 children when visited by the authors above, but provided no full access to the total building for children with motor difficulties as there was no elevator. As far as Amadeus Primary School is regarded it had by 2005 411 pupils. Although it is a really attractive school with light classes and colourful walls, it does not offer access to children with physical disabilities. The third school was a secondary one called Harbour Community. 1,200 children was the total number of pupils in 2004. This school, as happened with the other ones before, could also not assure the accommodation of children with physical or hearing difficulties as there was no provision for them. The small size of the classrooms was a prohibitive factor for wheelchair users and the acoustics of rooms did not help in order to attend a suitable teaching within a welcoming environment. Finally, the last case examined was the Chester Community School, a secondary school as well. It had a population of 1,300 adolescents, of whom 5% were diagnosed as having special educational needs. Comparatively to the rest of the schools inspected, this was the most inclusive one, but although there is a general tendency for promoting inclusion it has restrictions as far as accessibility is concerned. Some parts of the building are open to access but the unaffordable cost for the renovation of the school remains the main barrier. Judging from the data collected from a small sample of buildings, we are able to conclude that four out of four schools are unable to implement inclusion (even up to a point) and this is a frustrating rate. It is easy to consider that no matter how inclusive services a school may offer, the first and foremost that has to provide is unimpeded access. (Thomas, Walker and Webb 1998). Inclusion is discussed and suggested in an extended degree through national and international documents, for instance the Salamanca Statement, the Framework for Action on Special Educational Needs, the Index for Inclusion. The obstacles that prevent it from being established in school environments need to be removed. To sum up what was described above, we can categorize the barriers referred in literature into social and practical issues. The medical model is mentioned as social because of its impacts on disabled peoples life. Not only this, but its consequences do also have a negative effect on them, owing to viewing them as heroes or as deviant. Finally, teachers opinion can also be an obstacle to promoting inclusive education. On the other hand, as practical difficulties we can characterize these ones, which rise in the daily routine. More specifically, general teachers perception of lacking knowledge about special education, lack of time to deliver the curriculum as well as the curriculum itself, restricted access to school buildings, limited team work on the part of teachers and unwillingness of some schools to accept disabled children are the practical aspects, which promote exclusionary instead of inclusionary philosophy and practice. Overcoming the barriers Solutions Moves towards inclusion involve abatement of the struggles for inclusion. Overcoming of the social barriers can be fulfilled if changing the societys function by letting disabled peoples voices to be heard. Another direction that can be taken is the one of intervening to the social field of school. A radical change of the general attitude of the school is indispensable and needs to take place. The school is useful to act as a collaborative community, which sets no restrictions to its members to be part of it. (Thomas, Walker and Webb 1998). Segregation based on the criterion of ability needs to be eliminated and this can happen through teachers and peers attitudinal change (Pijl, Meijer and Hegarty 1997). Inclusion can be developed within a framework of assistance and support on behalf of teachers. Students can deconstruct the philosophy of exclusion by working into small groups to do in-classroom activities or by peer- tutoring. Strategies like these ones or as circles of friends or buddy-systems (Thomas, Walker and Webb 1998) promote an accepting philosophy in the classroom context and help collaborate under the partnership spirit. These actions are not by themselves the direct solution to the problem of inclusion in school level. The dimension of cultural change is the basic one to be reformed. The Index for Inclusion, which is a material based on the 1989 United Nations Convention on the Rights of Child and UNESCOs 1994 Salamanca Statement and Framework for Action, specifies the dimension of creating inclusive cultures. This dimension is about creating a secure, accepting, collaborating, stimulating community in which everyone is valued, as the foundation for the highest achievements of all students. It is concerned with developing inclusive values, shared between all staff, students, governors and parents/ carers that are conveyed to all new members of the school (Booth et al. 2000: 45). As a result, new cultures affect society in general and school community in particular. In that way teachers are willing to design new teaching approaches so as to respect every pupils needs, differences and abilities and st udents are willing to respond to that pedagogy. This is the first step to move on providing solutions for the practical barriers which were analyzed before. Taking the attitudinal and cultural change for granted, this can positively affect alternative ways for the curriculum delivery. For instance, students arrangement into groups, use of innovative materials, brand-new lesson format and interesting tasks differentiated by activities can create an active learning environment. The achievement of goals can happen through supportive relationships and mixed groups in which ones abilities will accommodate others needs. Focus on the whole classroom instead of individuals separately can promote the delivery of an inclusive curriculum (Thomas, Walker and Webb 1998). If educators plan their teaching, if they offer group activities employing curricular differentiation and if there is mutual respect inclusion can undoubtedly be promoted. (Gibb et al.2007). Producing inclusive policies is a second dimension mentioned in the Index for Inclusion, which is about securing inclusion at the heart of school development, permeating all policies, so that they increase the learning and participation of all students. All forms of support are brought together within a single framework and are viewed from the perspective of students and their development rather than school or local education authority administrative structures (Booth et al. 2000: 45). A school for all is the one, which can firstly offer physical access to its pupils. Then, it supports them not only by making the use of buildings comfortable but also by offering psychological support. For instance, by aiding new students to adapt to the new environment or by representing their educational needs and create small peer-groups during teaching so that everyone can benefit from it. Inclusive policy supports diversity in multiple ways. That can happen by supporting activities for students w ith special needs or for those whose native language is not the same as the rest of the pupils. (Booth et al.2000). After examining the theoretical part of what is inclusive policy, it is essential to discuss how a sample of schools implements those policies. Kingsley Primary School had a high level (60%) of children for whom English was an additional language and about 15% of pupils with special needs. The school had a clearly admission policy and tried to respond to pupils needs. For that reason, the school had some facilities corrected and removed some of the barriers regarding participation and access. Implementing inclusive policy according to the Index, urged Kingsley School to support all children needed aid in learning. To do it successfully, they arranged some teaching groups. Gifted children, pupils with discipline problems or with problems on using the local language attended some lessons in separate classrooms and finally they had the ability to attend the curriculum in their class with their peers. (Black-Hawkins, Florian and Rouse 2007). Although the policy of Amadeus Primary School regarding accessibility is not that inclusive, the school provides low dado rails to support children with visual impairments and a hearing induction loop system (Black- Hawkins, Florian and Rouse 2007 :72). It embraces all new children and a peer mentor is responsible for each one of them especially for the first-day-difficulties. As far as children identified as having learning difficulties are concerned, their needs are met by planning their homework. The last dimension of inclusion explored by the Index is about developing inclusive practices and is defined as reflecting the inclusive cultures and policies of the school. It is concerned with ensuring that classroom and extra-curricular activities encourage the participation of all students and draw on their knowledge and experience outside school. Teaching and support are integrated together in the orchestration of learning and the overcoming of barriers to learning and participation. Staff mobilizes resources within the school and local communities to sustain active learning for all (Booth et al.2000: 45). So, barriers discussed above such as lack of time or lack of leadership and tem work can be removed. The Index for Inclusion suggests the creation of a coordinating group, the head of which will raise staffs knowledge about its purposes. Acting not as an expert but as a consultant s/he can collect information about staffs and parents opinion on what are the real priorities and aspects for change. After the collection of evidence, further discussion follows on arranging a development plan, which will be monitored via meetings, councils, debates. (Booth et al.2000). After that, everyones duties will be reassigned. The teacher will know what s/he has to do, the teacher assistant will have a clearer idea about his/ her role and his/her performance within the classroom, the SENCO, the planning team, the senior staff and the head teacher will be able to work in a new, much more organized and closely monitored context. In that way, lack of leadership and organization and lack of time stop acting restrictively against inclusion. Collaborative work is highly promoted in the framework of inclusive culture. Moving towards inclusive practice, team work acts as a basic assumption, not only among staff members but also among them and the parents/ carers. Good interaction of those involving in inclusion and respect to each others knowledge and experiences are the keys for their efficient partnership (Armh3 and Moore 2004). Lack of specialist knowledge was referred to a great extent as a prohibitive factor for inclusion. Liaison of special and general schools seems to be really effective. The first ones can train the general educators and provide them suitable material for using while teaching children with SEN. They can also equip them with strategies and ideas for adapting the curriculum to their diversities and the teaching time can be better administered (Cheminais 2003). Collaborative engagement, value others opinions, active listening and working with a plan in a monitored context, as proposed by the Index, can be the right solutions to the barriers for inclusion. In a school that finally decides to implement and promote inclusive practices there is an atmosphere of collaboration, students learn from each other, children support one another regardless of the group activities and they have attitudes of respect and acceptance. Children use their resources as well as staffs expertise to reinforce inclusion. (Booth et al.2000; Black-Hawkins, Florian and Rouse 2007). After having discussed the three dimensions for achieving inclusion (inclusive cultures, policies and practices), it is difficult to say which comes first. None of these separately can provide that high results as when co-existing and acting as one. To p

crab stuffed cod :: essays research papers

Can you reading this now†¦ Good. Well here I am again in the kitchen I just can’t seem to get out of it. But today I will be telling you about one of my favorite dishes Gumbo, along with this I’ll be giving you a little history of the Cajun or Creole culture. I’ve had the honor of working with a few true Creole chefs along with the honor of meting Emerald Lagassi. So before we get into going to the store to buy the ingredients lets look at the Creole culture a bit. The French introduced a soup called bouillabaisse that served as a major influence in the creation of gumbo, a New Orleans signature dish. Combining butter and flour over heat formed their thickening agent, the roux. This classic French technique was later modified and expanded by various cultures to create numerous colors and tastes. This is what Big John called the mother of the Gumbo universe. It’s the sun that heats all the other planets around it. The Spanish spiced everything up by adding tomatoes and peppers in sauces and meat dishes. For instance, Shrimp Creole derives from the combination of a roux with tomatoes. Spanish paella traditionally a seafood and rice dish evolved into the Creole staple jambalaya, simply by adding ham or other seasonal ingredients. The Germans brought the knowledge and skills of sausage making. They arrived with a wide assortment of meat and dairy products as well. The Germans provided access to delicacies previously unavailable in South Louisiana. Italians brought to the New World their famous red gravies, garlic and bread crumbs. These primary ingredients were assimilated into local cooking staples to create stuffed artichokes, eggplant and mirliton (a type of squash). The foods characteristic of Native Americans included corn-based breads and cereals, squash (particularly mirlitons), bay leaves, and dried beans. They used persimmons in syrups and chokecherries to season smoked meats. Their largest contribution, however, was powdered sassafras leaves. Now referred to as filà © powder, this spice acts as a thickening agent in stews and soups. The people from the West Indies introduced rare vegetables and cooking styles, which also transformed Creole cuisine. They favored a slow cooking technique called braising, which allowed the ingredients to co-mingle into a richly layered flavor. This method was later imitated for gumbo African Americans in New Orleans were farmers and sophisticated cooks that united regional crops such as rice, beans and green leafy vegetables with traditional African ingredients like okra, yams, onions and garlic.

Organizatinal Commitment and Communication Paper

Organizational Commitment and Communication Starbucks is committed to displaying leadership, power, and motivation within its organization. Howard Schultz the owner of Starbucks has worked hard to develop a beneficial program that would draw top people who were eager to work for Starbucks while displaying an act of commitment to excellence.This analysis will explain how different leadership styles would affect group communication in your chosen organization; analyze the different sources of power found in the organization and how might the different sources of power affect group and organization communication, identify the motivational theories that would be effective within that culture, evaluate the role of communication as an element of these theories, and describe the commitment of the workforce to the organization and their relationship to the organization’s communication.The leadership styles, power tactic, form of motivation and level of commitment all have a significan t impact on the development of an organization. The way in which leaders communicate these methods plays a key role in the success of an organization (Robbins & Judge, 2007). Starbucks success is due to its great degree of it leaders and employees and their communication with each other and with its customers. The CEO of Starbucks, Howard Schultz is known for having a charismatic leadership style.Charismatic leaders tend to be more effective in his or her leadership style â€Å"because these leaders inspire lots of enthusiasm in their teams and are very energetic in driving others forward† (Mind Tools 1996). Possessing the Charismatic Leadership style, CEO Howard Schultz has enabled Starbucks to be one of the leading coffee retailers by being committed to communicate with its employees and create a rewarding and honest relationship. The transformational leadership style â€Å"has many similarities to the charismatic style.Transformational leaders provide a vision, seek high expectations, promote trust, and give personal attention to the employees. Transformational leaders focus on setting goals and articulating those goals to the employees, instilling commitment to the vision and creating mutual trust† (Robbins & Judge, 2007). Starbucks known success is due to its partners know as its employees and its customers. That is why the transformational leadership style is recognized at Starbucks because of their developed business processes and the power tactic used that ensure organizational culture of the company.Power â€Å"refers to a capacity that A has to influence the behavior of B sot that B acts in accordance with A’s wishes† (Robbins & Judge, 2007). There are different sources of power utilized by Starbuck which are expert and reward power. â€Å"Expert power is influence wielded as a result of expertise, special skill, or knowledge† (Robbins & Judge, 2007). Starbucks CEO Howard Schultz stands behind its organization and u pholds its reputation for the finest coffee in the world and that is why it is one of the leading companies in the coffee industry.Collective efforts are amplified by its legendary customer service and highest integrity. â€Å"Reward power is compliance achieved based on the ability to distribute rewards that others views are valuable† (Robbins & Judge, 2007). Starbucks is about providing top quality customer service which stems from its employees (partners). Starbucks is about treating each other with respect and dignity and when employees adhere to the rules and regulations that go to show the type of employees Starbucks hires.Starbucks encourages its employee’s feedback and offers incentives to its employees which motivate the employees of Starbucks to display top quality customer service that matters to the public. The level of power is evident in Starbucks through its open communication with its manager, employees, and customers. Starbucks has exemplified a busine ss out of people connection through community involvement and various cultures. Starbucks organization is a prime example of a people-oriented business motivated to be the top selling business in its industry.Many of Starbucks motivational approaches can be found in the Maslow’s Hierarchy of Needs. Starbucks approach to motivate its employees are based on the fundamentals of Starbucks providing its employee a prestigious work environment, treating everyone with respect and dignity, with equality, and challenging each other to excel at the best of his or her abilities. Starbucks company culture which focuses on respect, integrity, and communication encourages open line of communication with a clear understanding of positive and negative actions.Starbucks workplace environment focuses on how they treat one another, how customers are treated, diversity, workplace health, safety, and security, and Starbucks quality and customer protection. Starbucks is committed to excellence and displaying legendary customer service which is top priority at Starbucks. Starbucks employee workforce manages and maintains a high level of expertise and treats its customers as they treat each other, with respect and dignity.Starbucks also has an obligation to ensure that Starbucks is a great place to work for all partners. Starbucks atmosphere is motivated by greeting each customer that walks through the door. To obtain this type of environment stems from the leadership roles in place and the drive to remain at its best behavior. Starbucks is committed to developing innovative and flexible change. Each employee is empowered, have a responsibility, have helped, and have a voice at Starbucks. It is about unity at Starbucks and its communication skills are critically important.In conclusion This analysis explained how different leadership styles would affect group communication; analyzed the different sources of power found and how might the different sources of power affect group and organization communication, identified the motivational theories that would be effective within that culture, evaluated the role of communication as an element of thee theories, and described the commitment of the workforce to the organization and their relationship to the organization’s communication. In order for Starbucks to remain competitive its workforce has to remain empowered

Discrimination Against South Africa Essay

South Africa is one of the African countries, which is rich in history and culture. Different racial and cultural groups ranging from Afrikaners to the Indians are staying together in South Africa. This paper analyzes the prejudices and discrimination against South Africa: the Coloured’s and the Black AfricansIntroduction†At least 77% of South Africans are Black Africans.†South Africa has a very diverse and rich cultural nature and therefore has no National Culture. There are several different ethnic groups out of them the most popular being: Zulus (South African Culture: How Prejudice and Discrimination Have Colored Culture) The South African governments were controlled by the white people till Nelson Mandela successfully led the agitations against them and dethroned their ruling and became the first elected president of South Africa in 1994. Till then the black South African people were victims of discrimination and prejudices even thought they were the largest c ommunity in South Africa. Coloured’s and the Black AfricansColoured’s are a mix of Black Africans and (British) Whites. They are so named because of the apartheid regime, as a way a labeling them; however, since then they have developed their own distinct culture. They reside mostly in the Northern and Western Cape. About 80% speak Afrikaans and 20% speak English. (South African Culture: How Prejudice and Discrimination Have Colored Culture) The colored people are a mixed race with its ancestors belongs to Europe, Indonesia, India, Madagascar, Malaya, Mozambique, and Mauritius like countries. The South African society were divided four main racial groups during the apartheid era; Blacks, Whites, Coloured’s and Indians. Based on the color of the people the political rights were also varied among these groups. The whites enjoyed supremacy in every field of life like political cultural and religious things. Even the people from the same religion experienced discrimination because of their skin color. Earlier the political rights of the coloreds were similar to that of the whites though their rights to earn income and property were limited by the law. Prejudices and DiscriminationPrejudice is the positive or negative evaluation of a social group and its members. It differs from stereotyping in that the emphasis with prejudice focuses more on emotional than cognitive factors.  Prejudice is largely an attitude. (Prejudice and discrimination) Historical, cultural, and socio-economic factors all contribute to prejudice. In South Africa, the minority white people controlled the entire process of ruling of the country. They have taken this right as granted to them till leader of African national Congress (ANC), Nelson Mandela successfully led the struggle which resulted in transition towards multi-racial democracy in South Africa. â€Å"The Khoi San were the true original indigenous people of South Africa. They were stripped of their right to call themselves Africans and were labeled colored. They were robbed of their land, culture, language, and identity. (Prejudice and Discrimination in South Africa) The local African community was excited when they heard the ending of apartheid. But as the time passes, they realized that nothing has changed for them. The white people were still kept a distance from them and they were failed to enjoy the human rights which the white people enjoys. Although many people are still working to end this discrimination, Black Africans don’t have their own history and identity even now. â€Å"Education and awareness are the only ways to end the struggles of the black Africans of South Africa. Although they have progressed much as a people, they still have a long way to go. As time passes their plight is sure to become better, just as African Americans lives have become better in this country since segregation ended. The Black Africans are a strong people and they will accomplish their goals in time as they unite and become stronger as a people.† (Prejudice and Discrimination in South Africa) Although apartheid has ended, conditions for Black Africans have not changed much. Many black Africans live way below the poverty line and many Afrikaners live above it, creating a division among them. Most of the wealth is accumulated among the white people. The black people are still weak economically, politically and culturally. It is easy for the white people to dominate in every aspects of human life in South Africa even now because of the above factors. In South Africa the infection and deaths from HIV/AIDS exceeds that in most  other countries. More over the HIV/AIDS problems found mostly among the black community which opened another door for discrimination. The white people were eagerly waiting for a genuine reason to keep the black people at a distance since in the present century; it is a shame for a civilized society to follow the racial discrimination. The HIV/AIDS problem provided them another opportunity to sustain the discrimination which was supposed to be ended once. Government inaction and certain dangerously mistaken beliefs and abusive practices concerning the protection from the disease are largely responsible for this line of discrimination. The illusions about the spreading of AIDS are deliberately spreaded by the white population to keep the black people away from them. ApartheidApartheid is a social policy or racial segregation involving political and economic and legal discrimination against people who are not Whites. (Definitions of apartheid on the Web) Apartheid separated all Europeans and other races living in South Africa. The African community has divided over the color of their skin during this period. â€Å"The system of racial segregation first promulgated by the largely Afrikaner National Party of South Africa in 1948. On a much larger scale was the allocation of 12% of the land area into ‘independent republics’, or ‘homelands’, for the African population, which comprised 69% of the population when the policy began, in 1954.† (Apartheid) The main aim of this apartheid policy was to tie up the Africans to their ‘homelands’ alone which will be governed and developed separately by the white’s government. The black people were allowed to enter the white premises only when the black labor was required. Public places or facilities such as lavatories, transport, parks, and theatres were divided into two groups: white and non-white. In 1990 South Africa’s last non-indigenous president lifted the ban on the ANC and released all political prisoners including Nelson Mandela. The Homelands system was abolished with the end of Apartheid and independent elections were held with equal voting right to all irrespective of the color which resulted in the making of Mandela as the first president of South Africa after the apartheid ended. ConclusionSouth Africa can be considered as the latest country which escaped  from the social evil of different class system based on the color (apartheid). The South African society consists of people from different parts of the world. But all of them treated differently by white led government. The white people in South Africa considered themselves as â€Å"privileged people†. Nelson Mandela is supposed to be the leader who led the struggle against the racial dominance of the white people. Even now, though the apartheid is ended, the white people still keeping the black people away citing different reasons like HIV/AIDS. References1. South African Culture: How Prejudice and Discrimination Have Colored Culture,Retrieved on March 21, 2009 from http://allpoetry.com/column/show/21910702. Prejudice and Discrimination in South Africa, Retrieved on March 21, 2009 fromhttp://www.freeonlineresearchpapers.com/prejudice-south-africa3. Prejudice and Discrimination, Retrieved on March 21, 2009 fromhttp://www.psypress.com/pip/resources/slp/topic.asp?chapter=ch21&topic=ch21-sc-034. Definitions of apartheid on the Web Retrieved on March 21, 2009 fromhttp://www.google.com/search?hl=en&defl=en&q=define:apartheid&ei=ZRnFSZbqKYKHkQXKpZXEDA&sa=X&oi=glossary_definition&ct=title5. Apartheid, Retrieved on March 21, 2009 from http://www.answers.com/topic/apartheid

Homelessness essays

Homelessness essays The Stewart McKinney Act of 1987 defines a homeless person as Aone who lacks a fixed permanent nighttime residence, or whose nighttime residence is a temporary shelter, welfare hotel or any public or private place not designated as sleeping accommodations for human beings@ (583). Included in the homeless population are people who stay with friends or family for a short period of time and then decide to find shelter on the streets because of conflict with the people whom they are staying with, or because of personal pride. In the early 1980=s homelessness was determined to be a major problem in the United States. These years saw a steep rise in the number of homeless, due to poor economy and diminishing financial help for housing and income. The homeless consist of all types, races, and ages of people. A large portion of the homeless population consists of men but the number of women and children living on the streets is on the rise. Current statistics show that women and children now make up around forty percent of the homeless population. According to John J. Macionis one-third of homeless people abuse drugs and one-fourth are mentally ill. The current homeless population is mostly non-white and has an average age of the middle thirties. Veterans make up about one-third of the total number of homeless men. The homeless all suffer from absolute poverty. As stated in 1995 by the United States government, 36 million people or 13.8% of the population was poor. The government defines a family of four as being poor if they generate a yearly income of $15,569 or less, although the average improvised family=s income was only around $10,000 in 1995. The Encyclopedia of Applied Ethics states, the average annual income of the homeless in Chicago was $1198 in 1996 (584). APerhaps we should not be surprised that one percent of our population, for one reason or another is unable to cope with our complex and highly competitive soci...

The Middle Kingdom Period of Ancient Egypt

The Middle Kingdom Period of Ancient Egypt Running from the end of the first intermediate period to the start of the second, the Middle Kingdom lasted from about 2055-1650 B.C. It was composed of part of the 11th Dynasty, the 12th Dynasty, and current scholars add the first half of the 13th Dynasty. Predynastic EgyptPharaohs of the Predynastic Period, Old Kingdom and Middle Kingdom Middle Kingdom Capital When 1st Intermediate Period Theban king Nebhepetra Mentuhotep II (2055-2004) reunited Egypt, the capital was at Thebes. Twelfth Dynasty king Amenemhat moved the capital to a new town, Amenemhat-itj -tawy (Itjtawy), in the Faiyum region, possibly near the necropolis at Lisht. The capital remained at Itjtawy for the rest of the Middle Kingdom. Middle Kingdom Burials During the Middle Kingdom, there were three types of burials: surface graves, with or without coffinshaft graves, usually with coffintombs with coffin and sarcophagus. Mentuhotep IIs mortuary monument was at Deir-el-Bahri in western Thebes. It was not the saff-tomb type of previous Theban rulers nor the reversion to Old Kingdom types of 12th Dynasty rulers. It had terraces and verandahs with groves of trees. It may have had a square mastaba tomb. His wives tombs were in the complex. Amenemhat II built a pyramid on a platform the White Pyramid at Dahshur. Senusret IIIs was a 60-m high mud-brick pyramid at Dashur. Acts of the Middle Kingdom Pharaohs Mentuhotep II made military campaigns in Nubia, which Egypt had lost by the 1st Intermediate Period. So did Senusret I under whom Buhen became Egypts southern border. Mentuhotep III was the first Middle Kingdom ruler to send an expedition to Punt for incense. He also built fortifications at Egypts northeastern border. Senusret instituted the practice of building of monuments at every cult site and paid attention to the cult of Osiris. Khakheperra Senusret II (1877-1870) developed the Faiyum irrigation scheme with dykes and canals. Senusret III (c.1870-1831) campaigned in Nubia and built fortresses. He (and Mentuhotep II) campaigned in Palestine. He may have gotten rid of the nomarchs who had helped cause the breakdown leading to the 1st Intermediate Period. Amenemhat III (c.1831-1786) engaged in mining operations that made heavy use of Asiatics and may have led to the settling of Hyksos in the Nile Delta. At Fayum a dam was built to channel Nile overflow into a natural lake to be used as needed for irrigation. Feudal Hierarchy of the Middle Kingdom There were still nomarchs in the Middle Kingdom, but they were no longer independent and lost power over the period. Under the pharaoh was the vizier, his chief minister, although there may have been 2 at times. There were also chancellor, overseer, and governors of Upper Egypt and Lower Egypt. Towns had mayors. The bureaucracy was supported by taxes assessed in kind on yields (e.g., farm produce). Middle and lower class people were forced into labor which they could avoid only by paying someone else to do it. The pharaoh also gained wealth from mining and trade, which appears to have extended to the Aegean. Osiris, Death, and Religion In the Middle Kingdom, Osiris became the god of the necropolises. Pharaohs had participated in mystery rites for Osiris, but now [rivate individuals also took part in these rites. During this period, all people were thought to have the spiritual force or ba. Like the rites of Osiris, this had formerly been the province of kings. Shabtis were introduced. Mummies were given cartonnage masks. Coffin texts adorned the coffins of ordinary people. Female Pharaoh There was a female pharaoh in the 12th Dynasty, Sobekneferu/Neferusobek, daughter of Amenemhat III, and possibly half-sister of Amenemhet IV. Sobekneferu (or possibly Nitocris of the 6th Dynasty) was the first ruling queen of Egypt. Her rule of Upper and Lower Egypt, lasting 3 years, 10 months and 24 days, according to the Turin Canon, was the last one in the 12th Dynasty. Sources The Oxford History of Ancient Egypt. by Ian Shaw. OUP 2000.Detlef Franke Middle Kingdom The Oxford Encyclopedia of Ancient Egypt. Ed. Donald B. Redford, OUP 2001

Jump-Starts and Start-Ups

Jump-Starts and Start-Ups Jump-Starts and Start-Ups Jump-Starts and Start-Ups By Mark Nichol A reference to the name of a law called the Jumpstart Our Business Startups Act pointed out to me how easily confusion is created in writers’ minds by varying treatment of hyphenated terms. The verb phrase jump-start, which originated in the 1970s as a slang term referring to the action of reenergizing the dead battery in a vehicle with a working battery in another by using cables to connect the two and create an electrical circuit, is hyphenated to distinguish it from the noun phrase â€Å"jump start†; this treatment is used in other verb phrases such as double-check, drip-dry, and hard-boil. However, many people treat both the verb phrase and the noun phrase as a closed compound: jumpstart- an understandable error, considering that style guides and writing manuals are curiously unhelpful about the topic. Dictionaries have an entry for the verb phrase, but few people, including those responsible for naming this law, bother to check. As a result, it is perhaps inevitable that jumpstart (and doublecheck, dripdry, and hardboil) will become the standard treatment. The name of the law also commits an error in its treatment of start-up. Again, such an error isn’t surprising. Yes, startup looks more likely to be pronounced â€Å"star tup† than â€Å"start up,† so the hyphen is helpful, but why, then, do we spell breakup (â€Å"brea kup†?) and makeup (â€Å"ma keup†?) without hyphens, yet shake-up is hyphenated? In the long run, such questions are moot: Before long, as with the clamped-together verbs mentioned in the previous paragraph, start-up and shake-up will likely, like breakup and makeup before them, lose their hyphens. Is that a bad thing? Such evolution is common in English: Many originally hyphenated compound nouns, such as to-day and black-bird, and nouns with prefixes, such as anti-matter, lost their hyphens along the way. Writers are increasingly omitting the hyphen from mind-set and closing it, as well as omitting the hyphen from light-year and leaving it open or closing it. What’s a careful writer to do in the midst of such evolution? Don’t contribute to the confusion: Always consult a reputable source such as a dictionary or a style guide, and use the standard treatment. But, you may protest, do I have to look up every word before I write it? No, but as I used to half-jokingly tell my students when I taught editing, if you’re not absolutely sure you’ve treated (or used) a word correctly, pretend that to err is a capital offense, and act accordingly. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your StoryExpanded and ExtendedAppropriate vs. Apropos vs. Apt

Product Differentiation and Cost Reduction as Booster of Companys Sale Dissertation

Product Differentiation and Cost Reduction as Booster of Companys Sale - Dissertation Example A primary source is a data obtained by the first-hand interview, observation, filling with questionnaires among other many sources. Secondary source, on the other hand, is the data that is originally collected and published by another researcher for other purposes. Voice recording, video and images determine the qualitative of the collected data while figures, statistics and measurement determine the quantitative of a collected data. Observation, carried out on a traffic jam, which can involve manual counting of the cars, is a source of data. Information from insurance companies is important since in the company's information about the car insurance is available. Interviews will be conducted on the different location from which important information, which may be, was not obtained in other sources will be available. For qualitative data, images of the cars can take. Conduct industries dealing with the cars spare part is also since if the number of cars increases in the location the demand of the spare part due to wear and tear increases.Distribution of questionnaires to the literate people provide information on the increase of the cars or decrease, and this can assist in getting relevant data on whether the step being taken by the company is productive. As research encompasses Mercedes Benz Company and focuses on its product over the others, therefore the data collected mostly should be from the mortars having t he product or any website with relevant information about the product.

Poem Analyze Essay Example | Topics and Well Written Essays - 500 words

Poem Analyze - Essay Example The description he gave to the woman is lampoon or could be compared to caricature of the conventional love sonnet. Analysis of Sonnet 130 Shakespeare symbolic use of terms in describing his mistress is manifested in Sonnet 130. Some of the comparisons are: (2) corals are more reddish compared to his lips/, (3) the breast is brownish gray compared to the white snow/, (4) the hair is black and not golden brown/, (8) compared to perfume the breath of his mistress is nasty or unpleasant. However, to Elizabethan, reeks would only mean simply â€Å"breaths forth’/. Those were some of the physical attributes Shakespeare gave to her mistress and this is extra ordinary to consider. It would be so hard to distinguish whether it is a compliment or an insult considering that this is an attribute being given to the beloved one. According to Shakespeare, (9) the voice of her mistress is not pleasing compared to music/ and the latter part of the Sonnet, (11) Shakespeare compared his mistre ss to a goddess that walk on the ground which expresses his admiration to the mistress/ and has considered his mistress to be rare among those that could be given false representation and ridiculous comparison (Hale, J. 2002). In line three, (3) Shakespeare uses the word dun in comparison to his mistress brownish gray breast.

Free Will and Fate in Sartres No Exit and Sophocles' Oedipus Tyrannus Essay

Free Will and Fate in Sartres No Exit and Sophocles' Oedipus Tyrannus - Essay Example Although they conceded that man had the power to choose and make decisions for himself, they felt that these decisions inevitably ended up playing into the hands of fate. This can be seen clearly in Oedipus Tyrannus. Oedipus learns from the Oracle that it is his fate to murder his biological father and sleep with own mother. Upon learning of his fate, Oedipus flees from the land of his youth in an attempt to escape his fate. After he becomes king, Oedipus seeks to learn the truth behind the murder of his father which caused the land of Thebes to be cursed. He summons the blind prophet Teiresias who hints at the truth which eerily echoes the oracle's prediction: Even though Oedipus tried to escape his fate by attempting to flee, his destiny overrides his free will as he ignorantly winds up fulfilling the oracle's prophecies of patricide and incest. In this play, fate is seen as the master of man's destiny and it shows how man is virtually helpless when it comes to living out his preordained destiny. By contrast, Jean Paul Sartre's No Exit has the major underlying theme of existentialism; that is that man and man alone controls his destiny. Existentialism is the belief that there is no God or fate and therefore man is in charge of his own destiny. Basically, the past is past and has no bearing on today, what is here and now is the reality. Man has the free will to choose to be free or he can be imprisoned by letting other people choose his destiny for him. Also by allowing himself to become imprisoned by the past, man is condemning himself to a life that can't be lived. Of the three main characters in No Exit, two are doomed to an eternity in Hell because of their failure to take responsibility for their actions which got them there in the first place. Besides blaming others for her problems, Estelle even blames her death on fate, "then two years ago I met the man I was fated to love. We knew it the moment we set eyes on each other. He asked me to run away with him, and I refused. Then I got pneumonia and it finished me." Estelle is saying that because she denied her destiny, her punishment was death. In life and in death, Estelle allows others to create her self image rather than take responsibility for her own life, this can be seen when she asks the others repeatedly how she looks and through the use of Inez as her mirror, she shows how she is still letting other people determine who she is. Estelle and Garcin both refuse to give up the past, as they go over and over the events that brought them to Hell. Their inability to live in the present, in effect condemns them to Hell. In Hell as on earth, Garcin continues to leave his existence in the hands of other people. Garcin let other people decide who he was on earth, at one point even declaring, "I've left my fate in their hands." In Hell, he allows Estelle to determine who he really is by allowing her to define if he is a coward. Garcin's inability to leave Hell even when the door is open shows how he lets his fear of being responsible limit his choices and eventually condemns himself.

Read 2 article which already given and write a short review or Essay

Read 2 article which already given and write a short review or reflection about them - Essay Example It is necessary to understand how each action taken by the current generation bears a consequence on the environment and in turn, how the changes affect not only them but also the future generations. This aspect of caring for the present as well as future and acting accordingly only constitutes sustainable development. The article, What is Sustainable development? Goals, Indicators, Values and Practice written by Robert W. Kates, Thomas M. Parris, and Anthony A. Leiserowitz focuses on this aspect. This paper by reflecting on the concept of sustainable development, featured in the article, will discuss how environment is being destructed by human activities and how sustainable development approaches could avert or even minimize the destructions, and thereby protect humans themselves. According to the authors, environmental impacts are one among the four themes which has raised the collective concerns of sizable sections of the population all over the world. â€Å"In the last half of the twentieth century, four key themes emerged from the collective concerns and aspirations of the worlds peoples: peace, freedom, development, and environment.† (Kates, Parris and Leiserowitz 2005). With peace and freedom actualizing in majority of the parts of the world in the post World War and Cold war periods, only the themes of development and environment is raising collective concerns. Development is taking place due to heightened economic activity, but ironically this development is indirectly impacting the environment. That is, development is happening or visible because of the increase in industrialization as well as increase in other materialistic things like automobiles. Among the many steps that countries take for economic development, most of them lead to Greenho use gases emissions (GHG) or particularly carbon emissions, one of the major causes of environment destruction. That is, starting from

Analyse & assess how hobbes & locke's views differ on the state of Essay

Analyse & assess how hobbes & locke's views differ on the state of nature, the social contract, and the system of government. To what extent was each philosophe - Essay Example â€Å"The ‘State of Nature’ is a term in political philosophy used in social contract theories to describe the hypothetical condition of humanity before the state’s foundation and its monopoly on the legitimate use of physical force.† (Wikipedia, 2006). In simpler words it is the condition before the rule of positive law comes into being or a way to discuss the conditions of society and government. Thinkers during the 17th and 18th century believed that whatever good things one had in the state of nature should not be lost when one entered into society. They evaluated the governments based on this condition. Locke believed that in the state of nature men mostly kept their promises. American frontier is an example of people in the state of nature, where property rights and (for the most part) peace existed (James, n.d.). He believed that the state of nature was good. People are in a state of nature when it is socially acceptable to punish for wrongdoings done against you. Hence, if the government could not do as much for people as they did for themselves in the state of nature, the government could be invalidated. Hobbes’ idea of the state of nature concern power and security and not the moral obligations. He believed that in state of nature people could behave badly towards each other. He compared the English Revolution to the ‘state of nature’, which was brutal. He had a very negative view of the Revolution and this convinced him that kingship was essential. Hobbes opposed Locke’s view that people will generally follow the law of nature because they are naturally rational and not given to constant war. Locke believed that government should be from the people and that it should be limited so as not to violate the natural rights of people. â€Å"Locke states that the entire population has the right to punish an offender so that he will not commit the crime again and so that others will be deterred from moral law breaking.† (Wikipedia, 2006).

Tesco Essay Example | Topics and Well Written Essays - 1000 words - 2

Tesco - Essay Example The personal details play a crucial role as the company can be able to link them with the purchases made in the stores. Such strength indicates that the company values their customers since they inquire for personal details about the customers. Another significant strength of Tesco lies in its workforce; the employees of the organization tend to be friendly and treat the customers warmly (John 2004, p. 105). The global reach of Tesco can also be regarded as a remarkable strength of the company; Tesco has its stores spread all over several countries, and this can be regarded as a significant achievement. The spread of the stores enables the organization to secure large customer base compared to its competitors. Reasonable prices can also be regarded as strength of Tesco; this makes the customers to flock the stores of the organization (John 2004, p. 110). Offering best and affordable prices have been central to the organization’s success. The success of Tesco can be attributed to its strengths in terms of the wide range of products dealt with by the organization. The organization spread its products to include consumer products such as CD players, music players, computers, as well as other products such as hot cakes. ... products, which may expire; for example, products such as fruits, vegetables, salads, and sandwiches have to be sold before the expiry date (John 2004, p. 113). A look at the opportunities of Tesco indicates that the company has embraced the use of new technology in its operations. Tesco has seized the opportunities accorded by new technology as the company has adopted mass customization as a marketing strategy. The organization also offers both online and in-store shopping; therefore, customers can purchase the commodities they want at the comfort of their homes. The organization also gets favored by the EU laws due to its notable presence in the UK (John 2004, p. 118). One of the threats of the organization stems from the competition by companies such as Wal-Mart and Sainsbury. The company also faces the threat of venturing in new markets where other competitors might have established a strong market base. Possible Solutions In order to counter the challenges faced by the organizat ion, Tesco can adopt several changes in terms of its operations. First, the organization should strive towards improving its marketing plan and making it better than it is. For example, the company can introduce virtual stores, which will enable quick delivery of products to customers. This can play a crucial role in enhancing faster delivery of the products and increasing the organization’s sales (Rothwell 1998, p. 3). Another change that Tesco needs to institute includes looking for reliable suppliers in Denmark who will supply vegetables, fresh fruits, milk, bread, and meat. This stems from the fact that it may be extremely impossible to import such products from the United Kingdom owing to the high costs, which would be incurred by suppliers. Tesco has to adapt to the various demands

Analyse & assess how hobbes & locke's views differ on the state of Essay

Analyse & assess how hobbes & locke's views differ on the state of nature, the social contract, and the system of government. To what extent was each philosophe - Essay Example â€Å"The ‘State of Nature’ is a term in political philosophy used in social contract theories to describe the hypothetical condition of humanity before the state’s foundation and its monopoly on the legitimate use of physical force.† (Wikipedia, 2006). In simpler words it is the condition before the rule of positive law comes into being or a way to discuss the conditions of society and government. Thinkers during the 17th and 18th century believed that whatever good things one had in the state of nature should not be lost when one entered into society. They evaluated the governments based on this condition. Locke believed that in the state of nature men mostly kept their promises. American frontier is an example of people in the state of nature, where property rights and (for the most part) peace existed (James, n.d.). He believed that the state of nature was good. People are in a state of nature when it is socially acceptable to punish for wrongdoings done against you. Hence, if the government could not do as much for people as they did for themselves in the state of nature, the government could be invalidated. Hobbes’ idea of the state of nature concern power and security and not the moral obligations. He believed that in state of nature people could behave badly towards each other. He compared the English Revolution to the ‘state of nature’, which was brutal. He had a very negative view of the Revolution and this convinced him that kingship was essential. Hobbes opposed Locke’s view that people will generally follow the law of nature because they are naturally rational and not given to constant war. Locke believed that government should be from the people and that it should be limited so as not to violate the natural rights of people. â€Å"Locke states that the entire population has the right to punish an offender so that he will not commit the crime again and so that others will be deterred from moral law breaking.† (Wikipedia, 2006).

The Adult -Gerontology Nurse Practitioner Research Paper

The Adult -Gerontology Nurse Practitioner - Research Paper Example It is therefore the duty of an adult-gerontology nurse practitioner to provide the required care for these patients. Reason for choosing adult-gerontology I chose the adult nurse practitioner with the emphasis on gerontology because I have previously worked in a geriatric population in the nursing homes and with hospice. My interaction with the geriatrics in these homes was an inspiration to a new challenge in advanced nursing practice. In addition, through the interaction, I gained a lot of knowledge and experience in this advanced nursing field. Also, the elderly people suffer from many ailments that result from their low immunity hence provide room for more research and experience in the nursing field thus influenced me to choose to choose this topic. Roles of an adult-gerontology nurse An adult gerontology nurse provides a special care to the old people in the nursing homes. He or she is charged with the responsibility of ensuring that the nutrition levels of the patients are as required, the patients receive medication at the correct time, the patients undergo the required daily exercises and in some instances, they are charged with the responsibility of providing psychological support to the patients. ... Apart from going to the nursing colleges, nurses they require further training in seminars and workshops organized by their institutions or even their affiliate associations (Paige and Loney, 1977). Some states are also strict on the issuance of certifications before a nurse can fully practice. Scope of practice The American Nurses Association has a set of the scope and revised guidelines for nursing practices to be followed by all nurses operating in the United States. Adult nurse practitioners are allowed to asses and diagnose patients with injuries and other common diseases. He or she is able to order for lab examination of the patient and also analyze the lab reports so as to suggest the best nursing intervention. In addition, it is within the scope of the adult nursing practitioner to have a personal relationship with the patient that would be beneficial for the treatment of the patient. However, the adult nurse practitioners are limited to make some decisions on their own. This is because certain decisions require the consent of the family members who may be absent at that time. Comparison between adult nursing practitioner and family nursing practitioner A family nursing practitioner has the skills of prevention and containing of diseases. He or she is charged with the responsibility of assessing, diagnosis and treatment of patients with acute symptoms. Due to their expertise in general medical knowledge, they can be able to handle both the young and the older patients. In addition, family nurse practitioners require only a bachelor’s degree in nursing and a license from the state government in order to operate legally. However, an adult nurse practitioner is an advanced nurse with a specialization in the care of the

The Unjust War In Iraq Politics Essay

The Unjust War In Iraq Politics Essay Peaceful efforts to disarm the Iraqi regime have failed again and again-because we are not dealing with peaceful men, stated the President of the United States of America, George W. Bush, as he declared war to Iraq. The Iraq War was labeled as a preventive war, aimed at removing the threat before it could arise and by the criterion of the just war theory this type of war is often considered morally dubious. Through close scrutiny of Bushs arguments, we find that the invasion of Iraq was unjustified because insufficient reasoning was advanced for the proposition that the war was just. The just war theory sets a series of very specific conditions to be cleared by proponents of war, and in this case they failed. Therefore, on the grounds of insufficient reason, the Iraq War is unjust. In order to properly make this claim it is necessary to analyze President George W. Bushs argument, focusing on the components of the jus ad bellum criteria from the just war theory. The arguments stated b y President Bush on March 17, 2003 as valid for declaring war did not fulfill all the criteria necessary, such as: just cause and right intention, to place the second Iraq war as permissible; rather it can be claimed unnecessary. Just war theory has set the guideline for evaluating war in a moral spectrum (Miller, 1). The just war tradition presents a series of justifications that must be valid in order to reach a prudentially defensible decision about whether to go to war or not. Just war theory states that a nation may engage in warfare only for the purpose of self defense and only when all other means to solve the conflict have been exhausted (Coates, 98). First, in order for the Iraq War to be permissible, it should have had valid arguments for the Jus ad Bellum criteria. The Jus ad Bellum criterias intention is to question the permissibility of war, meaning when and under what circumstances may a state may engage in war and when, if ever, is it morally justified (Miller, 1). Under the Jus ad Bellum criteria there are several decisive factors that must be met in order to be justified. President Bush fails to meet all of these criteria and engaged in a war that was not morally permissible. Obviously the most crucial matter is determining the reasons why to engage in war, to abide by the regulations of the just cause criterion, which clearly states that force may only be used when there has been an aggression against a states sovereignty or human rights (Miller, 2). George W. Bush has said that the Iraq War can be justified by this criterion, because force can be used in self-defense or to pre-empt an imminent attack. The rationale behind of Bushs argument was that Saddam Hussein had possession of weapons of mass destruction (WMDs) and had a supposed relation to the terrorist group Al-Qaeda. As he made clear with his declarations The danger is clear: using chemical, biological or, one day, nuclear weapons, obtained with the help of Iraq, the terrorist could fulfill their stated ambitions and kill thousands or hundreds of thousands of innocent people in our country. If these accusations were true, then it would be valid as far as just cause, because indeed they would be engaging in preemptive war insofar as there is an imminent threat. This is the basis for the Bush Doctrine dictates in a war where there are weapons of mass destruction, the threat is always imminent, which is the basis for the previously mentioned argument. The idea that because the stakes are too high there was a moral obligation to act first and not wait for a strike was also one of the ideas used to justify the need for war. However, over the course of six years, American troops continue to sacrifice their lives and not one weapons of mass destruction has been unearthed and few ties to Al-Qaeda have been discovered.    In light of these facts, it is easy to understand why the majority of the American population considers the War in Iraq a disastrous blunder and a failure to in fact comply with the regulations of just cause. Moreover, if an argument can be that we have to strike first against anything that might appear as a threat, then we would be constantly attacking other co untries because they disagree with the United States policies. No war is totally predicable. Therefore, President Bush failed to give a valid reason to fulfill the just cause condition. In another light, it might be arguable that there was right intention behind the war in Iraq. President Bush feverishly argued in his speech that the intention to disarm Iraq was solely to protect people from the war on terror and a tyrant leader. We will tear down the apparatus of terror and we will help you to build a new Iraq that is prosperous and freeà ¢Ã¢â€š ¬Ã‚ ¦.the tyrant will soon be gone, if this is indeed the heroic intention behind the war, then it adheres to Jus ad Bellum criterion. However, there have and continue to exist terrible regimes in the world, such as Sudan and North Korea just to mention a few. I still have not seen President Bush call a press conference and declare a war against them in order to fulfill his moral duty to liberate people from oppression. I doubt that his concerns regarding human rights were ever at the top of his political agenda. From what we have witness of the Iraq War, we can conclude that it was not approached as a war to bring about s ocial justice, the number of civilian deaths is outstanding and no one could ever think of this war as a humanitarian act. What I am saying is that right intention is not met either because the goal of war should be to attain peace and there should be no private motivations, and even as if we can all agree that disarmament is ideal and desirable, I do find the real motives questionable. I cannot discard the possibility that protecting the innocent might just be a byproduct of real intent such as, but not limited to, retaliating past injustices or damages of Saddam Husseins regime on the United States, a form of revenge for the resentment on a speculation of the relation between Hussein and the terrorist attacks from 9/11, or to force Iraq into a regime change because of the dislike of their leader (Prados, 127). By intentions such as vengeance as a goal of war the permissibility of war would have been denied. Let us remind ourselves that it is necessary not only to fight against an unjust cause but for a just one. As far as legitimate authority goes, this is a very fragile condition to break. President Bush could be deemed as a legitimate authority insofar as he is acting on behalf of a common good, but whose common good is he acting on behalf of? As he mentioned: The United States of America has sovereign authority to use force in assuring its own national security. That duty falls to me, as Commander-in-Chief, he clearly was acting for the good of his country, but he does not mention anything regarding the good of the rest of the world, particularly the Iraqi people. Indeed it is hard to determine this when the intentions for the war are unclear. Besides, Iraq had not attacked the United States directly, let us not forget that there is no proof of any link between the terrorist attacks and Saddam Hussein, therefore not placing a direct threat on their sovereignty. Therefore, the United Nations was the legitimate authority as they were engaging in a diplomatic intervention before the invasion on behalf of the common good of all nations. It is necessary to clarify that the UN Security Council is a collection of authorities who act as a whole and no member should act on its own. This is directly linked to the other condition of the Jus ad Bellum criteria: last resort. This deals with the idea that all other resorts had been exhausted and all other attempts had been ineffective. The argument here for George W. Bush was that after twelve years of democracy, more than a dozen resolutions in the United Nations Security Council, and all other failed attempts of what he calls good faith had been exhausted, and, therefore, he had to act. Even though it is undeniable that Iraq had clearly violated various resolutions presented by the United Nations Security Council, there was still reasonable hope for a democratic solution. People failed to challenge faulty information and justifications given by Bush and his administration because they were so immersed into Groupthink (Prados, 17). Meaning that a group made a faulty decision because group pressure led to a deterioration of their efficiency to make good decisions and tend to ignore alternatives. War should not be re sorted to just because it is faster than diplomacy. As a result, it can be said that there is always another option and the Iraq war was certainly not the last resort. Proportionality was another big argument for President Bush; in fact this can be the basis of the Bush doctrine. He stated that the risk of inaction would most definitely outweigh the risk of action, meaning that if they did not act they could be facing a nuclear attack: We choose to meet that threat now, where it arises, before it can appear suddenly in our skies and cities. Nonetheless, this can be disproven as well insofar as no weapons of mass destruction were found and so if the United States would not of acted they would not have been more threatened by them than they have always been to countries that dislike them. In terms of just war theory and specifically the Jus ad Bellum criterion it can be concluded that these concepts can be twisted in directions that are not legitimate to try to make a war permissible. This was clearly the case with the Iraq War. Using the novelty idea of a pre-emptive war, in which they were entitled to attack another country just by believing that they had the potential to become a threat, President Bush was able to get away with it. I do not believe that any nation or leader has the noble intentions to really try to prevent something just for the sake of a universal good as it was presented on Bushs speech. There always has to be a hidden intention or benefit, and I am sure this was war was not the exception, even though we can only speculate about what the real motivations were, we can be sure that the arguments presented on the Presidents speech were not sufficient to abide to the conditions of the just war theory, specifically the Jus ad Bellum criterion. Further more, the primary reason for engaging in warfare is to restore peace and the Iraq War has failed miserably to deliver peace and security to the Iraqi people or to anyone for that matter, making this the unnecessary war.

Phillip K. Dicks Do Androids Dream of Electric Sheep? and Movie The Ma

Phillip K. Dick's Do Androids Dream of Electric Sheep? and Movie The Matrix What role will computers play in the future? What happens when artificial intelligence gets to the point of actually allowing machines to give birth to original thoughts, or suppose artificial intelligence became identical or superior to human intelligence? While attempting to answer these thought-provoking questions deeper questions arise that are more pertinent in our lives such as what defines being human, or as Morpheous says, â€Å"What is†¦real?† The Matrix as well as the novel Do Androids Dream of Electric Sheep, by Phillip K. Dick, attempt to answer these questions through different matrices. These matrices are implemented into stories to provoke thought and ask the question, what if? The actual â€Å"matrix† described in the movie The Matrix provides the best example of a matrix. The â€Å"matrix† in the movie is a virtual reality implemented and created by machines to use human beings as a power supply. Their minds are trapped and they are unaware of the reality that they are simply batteries for the machines. Matrices are situations or surrounding circumstances within which something else originates, develops, or is contained. For example, in the explanation of the matrix above, human beings are in the matrix and their minds are contained within that matrix. However, containment is not the only type of matrix. Many different matrices exist in our lives. The educational system at California State University, Northridge can be considered a matrix. When students attend the university they start as one person, and through education and social experiences a new person is developed. Dick’s novel and The Matrix contain in their stories m any mat... ...oids through his human-like experience with them; Deckard sleeps with Rachel Rosen who is an android, and then loses empathy for androids once again. Neo and Deckard may be a part of the social order they so strongly oppose. These matrices apparent in The Matrix and Dick’s novel are not much different then the matrices we encounter in our lives. Deckard and Neo represent you and me. Everyone is trapped in different matrices in their lives. By identifying those matrices and working through them we are able to grow as human beings. Every day we slowly recline into our chairs, the rods are jammed into the back of our skulls, and we plug into our reality. Within our own different matrices we struggle to define who we are or better yet, why we are here. Works Cited 1. Dick, Phillip K. Do Androids Dream of Electric Sheep. New York: Balantine Books, 1968. Phillip K. Dick's Do Androids Dream of Electric Sheep? and Movie The Ma Phillip K. Dick's Do Androids Dream of Electric Sheep? and Movie The Matrix What role will computers play in the future? What happens when artificial intelligence gets to the point of actually allowing machines to give birth to original thoughts, or suppose artificial intelligence became identical or superior to human intelligence? While attempting to answer these thought-provoking questions deeper questions arise that are more pertinent in our lives such as what defines being human, or as Morpheous says, â€Å"What is†¦real?† The Matrix as well as the novel Do Androids Dream of Electric Sheep, by Phillip K. Dick, attempt to answer these questions through different matrices. These matrices are implemented into stories to provoke thought and ask the question, what if? The actual â€Å"matrix† described in the movie The Matrix provides the best example of a matrix. The â€Å"matrix† in the movie is a virtual reality implemented and created by machines to use human beings as a power supply. Their minds are trapped and they are unaware of the reality that they are simply batteries for the machines. Matrices are situations or surrounding circumstances within which something else originates, develops, or is contained. For example, in the explanation of the matrix above, human beings are in the matrix and their minds are contained within that matrix. However, containment is not the only type of matrix. Many different matrices exist in our lives. The educational system at California State University, Northridge can be considered a matrix. When students attend the university they start as one person, and through education and social experiences a new person is developed. Dick’s novel and The Matrix contain in their stories m any mat... ...oids through his human-like experience with them; Deckard sleeps with Rachel Rosen who is an android, and then loses empathy for androids once again. Neo and Deckard may be a part of the social order they so strongly oppose. These matrices apparent in The Matrix and Dick’s novel are not much different then the matrices we encounter in our lives. Deckard and Neo represent you and me. Everyone is trapped in different matrices in their lives. By identifying those matrices and working through them we are able to grow as human beings. Every day we slowly recline into our chairs, the rods are jammed into the back of our skulls, and we plug into our reality. Within our own different matrices we struggle to define who we are or better yet, why we are here. Works Cited 1. Dick, Phillip K. Do Androids Dream of Electric Sheep. New York: Balantine Books, 1968.

Freezing Point Of Naphthalene :: essays research papers

Freezing Point of Naphthalene I.  Ã‚  Ã‚  Ã‚  Ã‚  Purpose   Ã‚  Ã‚  Ã‚  Ã‚  To determine the freezing point of a known substance, naphthalene II.  Ã‚  Ã‚  Ã‚  Ã‚  Materials   Ã‚  Ã‚  Ã‚  Ã‚  ringstand  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  gas source   Ã‚  Ã‚  Ã‚  Ã‚  test tube  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  test tube clamps thermometer naphthalene Bunsen burner goggles   Ã‚  Ã‚  Ã‚  Ã‚  hose  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  stopwatch III.  Ã‚  Ã‚  Ã‚  Ã‚  Procedure   Ã‚  Ã‚  Ã‚  Ã‚  1.  Ã‚  Ã‚  Ã‚  Ã‚  Assemble the Bunsen burner, attaching one end of the hose to the burner and the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  other to a gas source.   Ã‚  Ã‚  Ã‚  Ã‚  2.  Ã‚  Ã‚  Ã‚  Ã‚  Assemble the ring stand so that a ring clamp is attached to the stand holding the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  test tube that will be used in the experiment.   Ã‚  Ã‚  Ã‚  Ã‚  3.  Ã‚  Ã‚  Ã‚  Ã‚  Fill the test tube to approximately 1/8 capacity with naphthalene crystals.   Ã‚  Ã‚  Ã‚  Ã‚  4.   Ã‚  Ã‚  Ã‚  Ã‚  Place the thermometer in the crystals so that it is surrounded by the naphthalene   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  powder but not touching the sides or bottom of the test tube. Use a clamp to hold   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the thermometer in place.   Ã‚  Ã‚  Ã‚  Ã‚  5.   Ã‚  Ã‚  Ã‚  Ã‚  Ignite the Bunsen burner and using direct heat melt the naphthalene powder until   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  it completely turns to a liquid. When the temperature reaches approximately 90o   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Celsius, stop heating.   Ã‚  Ã‚  Ã‚  Ã‚  6.  Ã‚  Ã‚  Ã‚  Ã‚  Observe the change in temperature from 90o to 70o Celsius, recording the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  temperature at regular intervals, preferably 15 seconds. This data will be used to   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  make a chart later.   Ã‚  Ã‚  Ã‚  Ã‚  7.  Ã‚  Ã‚  Ã‚  Ã‚  Once the temperature has fallen to 70o, melt the naphthalene which is now   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  frozen   Ã‚  Ã‚  Ã‚  Ã‚  to remove the thermometer. Properly dispose of the naphthalene liquid as   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  instructed by the teacher. IV.  Ã‚  Ã‚  Ã‚  Ã‚  Data   Ã‚  Ã‚  Ã‚  Ã‚  Time Elapsed  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Temperature of Naphthalene  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Time   Ã‚  Ã‚  Ã‚  Ã‚  Temperature   Ã‚  Ã‚  Ã‚  Ã‚  Initial (0:00)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  100oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7:00   Ã‚  Ã‚  Ã‚  Ã‚  78.5oC   Ã‚  Ã‚  Ã‚  Ã‚  0:30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  97.5oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7:15   Ã‚  Ã‚  Ã‚  Ã‚  78.3oC   Ã‚  Ã‚  Ã‚  Ã‚  1:00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  93.0oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7:30   Ã‚  Ã‚  Ã‚  Ã‚  78.3oC   Ã‚  Ã‚  Ã‚  Ã‚  1:30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  89.5oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7:45   Ã‚  Ã‚  Ã‚  Ã‚  79.0oC   Ã‚  Ã‚  Ã‚  Ã‚  2:00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  86.1oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8:00   Ã‚  Ã‚  Ã‚  Ã‚  79.0oC   Ã‚  Ã‚  Ã‚  Ã‚  2:30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  84.6oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8:15   Ã‚  Ã‚  Ã‚  Ã‚  79.0oC   Ã‚  Ã‚  Ã‚  Ã‚  2:45  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  82.3oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8:30   Ã‚  Ã‚  Ã‚  Ã‚  79.0oC   Ã‚  Ã‚  Ã‚  Ã‚  3:00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  81.2oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8:45   Ã‚  Ã‚  Ã‚  Ã‚  79.0oC   Ã‚  Ã‚  Ã‚  Ã‚  3:15  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  81.0oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9:00   Ã‚  Ã‚  Ã‚  Ã‚  79.0oC   Ã‚  Ã‚  Ã‚  Ã‚  3:30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  80.5oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9:15   Ã‚  Ã‚  Ã‚  Ã‚  78.5oC   Ã‚  Ã‚  Ã‚  Ã‚  3:45  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  80.2oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9:30   Ã‚  Ã‚  Ã‚  Ã‚  78.1oC   Ã‚  Ã‚  Ã‚  Ã‚  4:00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  80.0oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9:45   Ã‚  Ã‚  Ã‚  Ã‚  78.0oC   Ã‚  Ã‚  Ã‚  Ã‚  4:15  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  79.9oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10:00   Ã‚  Ã‚  Ã‚  Ã‚  78.0oC   Ã‚  Ã‚  Ã‚  Ã‚  4:30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  79.8oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10:15   Ã‚  Ã‚  Ã‚  Ã‚  77.5oC   Ã‚  Ã‚  Ã‚  Ã‚  4:45  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  79.4oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10:30   Ã‚  Ã‚  Ã‚  Ã‚  77.0oC   Ã‚  Ã‚  Ã‚  Ã‚  5:00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  79.1oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10:45   Ã‚  Ã‚  Ã‚  Ã‚  76.5oC   Ã‚  Ã‚  Ã‚  Ã‚  5:15  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  79.1oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  11:00   Ã‚  Ã‚  Ã‚  Ã‚  76.0oC   Ã‚  Ã‚  Ã‚  Ã‚  5:30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  79.0oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  11:15   Ã‚  Ã‚  Ã‚  Ã‚  75.2oC   Ã‚  Ã‚  Ã‚  Ã‚  5:45  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  78.9oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  11:30   Ã‚  Ã‚  Ã‚  Ã‚  73.8oC   Ã‚  Ã‚  Ã‚  Ã‚  6:00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  78.8oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  11:45   Ã‚  Ã‚  Ã‚  Ã‚  73.0oC   Ã‚  Ã‚  Ã‚  Ã‚  6:25  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  78.8oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12:00   Ã‚  Ã‚  Ã‚  Ã‚  72.1oC   Ã‚  Ã‚  Ã‚  Ã‚  6:30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  78.7oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12:15   Ã‚  Ã‚  Ã‚  Ã‚  71.1oC   Ã‚  Ã‚  Ã‚  Ã‚  6:45  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  78.6oC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12:30   Ã‚  Ã‚  Ã‚  Ã‚  70.3oC V.  Ã‚  Ã‚  Ã‚  Ã‚  Graph   Ã‚  Ã‚  Ã‚  Ã‚  (See following pages) VI.  Ã‚  Ã‚  Ã‚  Ã‚  Calculations   Ã‚  Ã‚  Ã‚  Ã‚  Using 80.1 oC as the theoretical value for the freezing point of naphthalene, we can now   Ã‚  Ã‚  Ã‚  Ã‚  determine percent error.   Ã‚  Ã‚  Ã‚  Ã‚  Percent Error = ((Theoretical - Experimental) / Theoretical) x 100   Ã‚  Ã‚  Ã‚  Ã‚  Percent Error = ((80.1 oC - 79.0 oC) / 80.1oC) x 100   Ã‚  Ã‚  Ã‚  Ã‚  Percent Error = 1.4% VII.  Ã‚  Ã‚  Ã‚  Ã‚  Conclusions   Ã‚  Ã‚  Ã‚  Ã‚  In this lab, we heated the known substance naphthalene in a test tube to approximately 100oC and observed its temperature while it cooled to approximately 70oC. Over a time period of 12 minutes and 30 seconds, we recorded the temperature at regular 15 second intervals, and, with this data, constructed a chart showing the general curve. Upon inspection of the graph and our data chart, we found the experimental freezing point of naphthalene to be around 79oC.