United States View on the Cold War Research Paper

United States View on the Cold War - Research Paper Example However, the war reflected a competition between two superpowers that were the America and Soviet Union. This paper illustrates various view of the America concerning the occurrence of the cold war. Causes of the Cold War The United States saw the Cold War as a war between itself and the Soviet Union3. Moreover, the American saw the war as a global confrontation between itself and the Soviet Union. According to the Americans, the war occurred because of having different views regarding a number of world issues with the Soviet Union. Moreover, the Americans viewed the cause of the war to be various political differences that existed between the country and the Soviet Union. The other possible factor that contributed to the development of the Cold War was the Americans fear that the communists might attack them. This contributed to the Americas want to show that it could not be defeated by any other nation in the whole world. The other significant issue that led Americans to engage in the war was the bad blood between Truman and Stalin. However, other issues contributed to the development of the Cold War were those from the side of the communists. For example, the Russians feared that the American would cause a great trouble if it managed to release the atomic bomb. Another major factor that contributed to the development of the war was that the Russians disliked the concept of capitalism4. How the Cold War reflected Americans in the world Most of the countries that were involved and those that were not involved in the cold viewed America as one of the biggest enemy of Soviet Union. The rivalry between the two powers existed from as early as 1917. At first, both of the two powers were fighting against the Axis powers. Some of the Axis powers that were great enemies of America during the cold war include Germany and Japan. However, even though the two nations were fighting together, their relationship was tense. This means that they did not believe in one another on various issues concerning the war. This is because the Americans saw the Soviet Union as a major threat regarding to how they wished various issues would go concerning the war. The Americas started to mistrust the Soviet Union when it managed to gain control of the Eastern Europe. The Soviet Union on the other hand, started to view the American as a threat especially when it managed to make a move on the development of the atomic weapon. It is believed that one of presidents who contributed to the occurrence of the strong relationship was Woodrow Wilson. Under the leadership of Wilson, America had dedicated itself to maintain democracy. Wilson also managed to promote the country in enacting the free enterprise system. However, the communists were emphasizing on the issue of the excellent revolution. With the world class, the communists believed that most of the countries under its leadership would bring socialization in f uture. Through the contribution of Wilson in trying to promote democracy, many parts in the world viewed America as peaceful although there were others with different views. However, even with the contribution of Wilson to promote democracy, he did not succeed. Even the Soviet Union did not succeed in its contribution of promoting peace. Damage of America’s Reputation America damaged its reputation after engaging on the war against Vietnam. Most of the countries in the world viewed that America had not made the right decision on engaging

The Centralia Mine Essay Example for Free

The Centralia Mine Essay The Centralia Mine opened in 1907 and remained free of fatal accidents for decades (Walker, 2006). By the 1940’s mine inspectors began reporting excessive coal dust in the mines and also provided recommendations. In March 25, 1947, the Centralia No. 5 coal mine exploded near the town of Centralia, Illinois, killing 111 people. The explosion was caused when an under burdened explosive detonation ignited coal dust. The explosion of this mine should not have been a surprise to anyone. Driscoll Scanlan, who was a state mine inspector, notified public sector safety professionals from state and federal agencies of the hazards as a result of inspections. There were also union complaints and letters to state officials. Various officials of mine safety agencies and the mine company were notified on more than one occasion. Scanlan as well as the mine’s union had also pushed to have the hazards corrected. The lack of the federal and state officials to take action, along with the ignition of built up coal dust, resulted in the death of 111 coal miners. Identify and explain four (4) logistical alternatives Scanlan could have addressed. In 1941, Illinois Governor Dwight Green appointed Driscoll Scanlan, as one of the states 16 mine inspectors. Scanlan was highly recommended by a state representative (Martin, 1948). He was appointed as the inspector of the district which included Centralia Mine No. 5. State inspectors jobs include making sure mine operators comply with the state mining law (Stillman, 2010). His first inspection of Centralia No. 5 was in 1942. In his first report, his recommendations included cleaning and sprinkling the haulage roads. Scanlan inspected the mine several times in the years before the explosion. At the end of each inspection he sent his report to the Illinois Department of Mines and Minerals. Several of his reports throughout 1942-1944 repeated his previous recommendations and added new one. In one of the latter ones, he recommended that the mine be rocked dusted (Stillman, 2010). In follow up to his reports, he should have inquired with the Director for the status of his recommendations. When he found that none of them were taken care of, he could have let the miners know what the issues were and helped fix the areas in which there were problems. Scanlan could have also worked with the union to push fixing the mine or shutting it down until repaired. When he made the threat to shut them down, the company started to fix some of the problems that were indicated in his reports. The changes that the company made to the mines were only temporary. His only other option would be to try to sprinkle the roads and help with the rock dusting. Analyze and discuss Scanlan’s motivation toward the Constitution (the law), bureaucracy (as a public administrator responsible to the public), and obligation. Scanlan carried out the duties of inspecting the mines. He reported his findings to the Department of Mines and Minerals and the State Mining Board (Stillman, 2010). Scanlan was truly an advocate for the miners. He, unlike some the other inspectors, did not get involved in the political aspects with the companies. Many of the inspectors would have drinks with the company officials and provide brief inspection reports. Scanlan was quite different. Scanlan talked to the miners and made sure that their complaints were included in his inspection reports (Stillman, 2010). The local union expressed their concerns to the State of Illinois in response to the findings of the special investigation commission (Stillman, 2010). They also followed up with a letter to Governor Green, thanking Scanlan for taking the issues to Prudent the Superintendent and local officials on their behalf (Stillman, 2010). Scanlan made 13 inspections and reports, each were reported to the Department of Mining and Minerals. Most of his reports were dismissed and responded to as not being as serious as it seems. Take a position on two (2) possible paths of action for Scanlan and defend your choices. Business and political gain played a critical role in the conditions that led to the accidents. Although Scanlan provided numerous reports, his superiors down played the seriousness of his recommendations. They seemed to be more concerned about keeping the officials happy. The lack of attention given to the seriousness of the inspection reports provided by Scanlan proved to be detrimental to the miners. His inspection reports were ignored by state mining officials and mine company supervisors. Scanlan’s first course of action should have been to shut down the mine. Being a state inspector, he had the authority to shut down a mine if there were violations that had been brought to the company’s attention, but not addressed in a reasonable amount of time. This action, in my opinion, would have been the best course of action. An alternative course of action would have been to go the officials that are higher than the state and federal officials that he was dealing with. He had performed enough inspections, over the course of 3 years, and found that if the mining conditions were not improved, that fatalities would eventually occur at this mine (Saleh, 2011). The state and federal officials were more concerned about continuing business. They did not take into consideration the seriousness of the inspection reports that Scanlan was continually providing them with. The lack of their follow through and the dismissing of his recommendations would have been taking more seriously by someone at a higher level. I feel that they would have stepped in and taken action that may have saved the lives of the miners. This disaster followed by another mining disaster in 1968 caused Congress to become more aggressive with mining companies by passing the Federal Coal Mine Health and Safety Act in 1969 (Ward, 2007). Unfortunately it took another terrible mining incident to get them to notice how important it is for higher officials to make companies follow the recommendations of mining inspectors.

Cookies Vs. Doughnuts :: essays research papers

Cookies and doughnuts are both yummy treats, but they also have their advantages and disadvantages. Cookies for instance can be produces with relative ease in any kitchen using flour, water, sugar and eggs. Doughnuts on the other hand are not usually made at home, hence all of the doughnut shops. This is one disadvantage to doughnuts; they are relatively difficult to produce. Doughnuts are made from the same ingredients as cookies, but they also have east in them to give them a more beadlike quality than unleavened cookies. Cookies are traditionally made by combining the ingredients listed and adding something like chocolate or nuts. The cookies are then baked at around 375 degrees for about eight minutes or until they are golden brown. They are then allowed to cool and then they are served. Doughnuts are not as simple as coolies. The dough must be prepared using flour, water, eggs, and then another ingredient; yeast, to add the tiny air pockets that make the dough rise and to make them so edible. After the dough has risen, it can be shaped into the familiar ring shape either by rolling it into snake-like portions or, more commonly, spreading the dough thickly over a flat surface using a device not unlike a cookie cutter. The popular doughnut shop, Krispy Kreme  ® has developed a doughnut extrusion process that results in their distinctive rosette shape with curved vertical ridges on the sides. After the dough is shaped, it is cooked using hot oil or fat. This oil is at a much higher temperature than that used to bake cookies. The dough is then cooked to produce a golden-brown crust on the outside while still maintaining a soft core. Sugar may then be applied. This consists of little more than putting sugar and flavoring on the outside of the doughnut in the form of icing, powered sugar, or a glaze which is which is a shell of sugar coating the doughnut. Cake doughnuts are also produced this way using fewer eggs to give them a less airy, more cake-like texture. Adding fruit or nuts to the dough before cooking can change this process, or jelly or custard may be added after cooking through injection.

Liberal Arts Study

William Cronon states in his article entitled â€Å"only connect†¦Ã¢â‚¬  the goals of liberal education that liberal education is founded on the virtues of aspiration towards the development and growth of human potential for the services of human freedom. This simply means to say that liberal education is a way by which a human being is released and brought to a place where he or she can fulfill their utmost potential.Liberal education and the study of liberal arts, for that matter, is a way of life and not simply a form of education adapted by institutions. It involves passion and girth of knowledge. It accounts for a broad understanding of various kinds of knowledge that is needed for the holistic development of an individual. In today’s society, however, is the study of liberal arts truly needed? What is the importance of studying liberal arts?One of the most important aspects of liberal arts is in the fact that it encompasses the humanities. The study of liberal art s then encourages the study of the humanities. Why is this important? What makes the humanities essential in the progress of humanity, in the continuation of an individual’s daily life?There are many skeptics, especially in this age of unending quests for money and luxury, who believe that the study of the liberal arts, in general, and of the humanities, in particular, is only for those who have time on their hands; only for those who have no plans in contributing to the fast-paced development occurring all over the world today. However, this thinking is wrong and misled in many ways. Before one can understand this, however, one must first be able to understand what the humanities are.According to A.S.P. Woodhouse in his article The Nature of Humanities, humanities is a field of study that reverts the attention or the quest for knowledge on man. It puts the focus of attention on the life of man. Other definitions of humanities state that â€Å"The essence of the humanities i s a spirit or an attitude toward humanity.† (The Humanities in American Life, 3) The humanities, then, is exactly what its name implies, the study of humans, of human life, of human way of life.However, this is very broad. If the scope of the humanities is humanity, this would indicate a near impossibility in studying it in its totality. This is why the development of the study of humanities has involved the sorting of the discipline into different interrelated fields. These include, but are not limited to, literature, art history, music history, cultural history, philosophy, dance, theater, arts, and film. All the disciplines related to humanities and through which it is studied are all centered on human values, beliefs, emotions and also the way these aspects are portrayed through the creativity of humans. (Witt, Brown, Dunbar, Tirro, and Witt, xxvi)It is clear from this description that the humanities are different on many levels from fields of knowledge such as the natural sciences. The sciences include the observation of the world we exist in. It entails creating assumptions, collecting data, and trying to create theories and laws to explain the behavior of the data collected. The humanities, the arts, on the other hand, begin with the very things that are considered irrelevant in science. It starts with the intangible things that are formulated by the creativity and imagination of a human being. The humanities begins with the world man created for himself and only then progresses to the world that is seen with the physical eye.(Frye, 23)Even from this basic explanation of the difference between humanities and science, one can see that there is no point of comparison. Both fields of knowledge are concerned with different aspects of reality. Even with this basic truth, the importance of studying the liberal arts, of studying humanities is seen. As much as there is a need to study science and to explore the world in the way that scientists wish to app roach it, there is also a need to study the liberal arts and humanities and the opposite way by which humanists approach the world. It is, quite possibly, through the intersection of the approaches of both bodies of knowledge that true reality can be understood.However, there is another reason for studying the liberal arts and the humanities. It has been studied by scientists that the human brain is cleft into two. These two hemispheres are in charge of two different aspects of human behavior. The left hemisphere is said to be important for sequences, literalness, and analysis. The right hemisphere, on the other hand, deals with context, emotional expression and synthesis. The left brain has been commonly related to the sciences while the right brain has been related to the humanities.Daniel Pink in his article Revenge of the Right Brain stresses the importance of developing the right brain. He indicates that the world is in overdrive to stick to the sciences, to emphasize the devel opment of the left brain. Computer savvy individuals are held at high esteem. Mathematicians are considered to be of top caliber in the human race. However, he points out that the future is not geared towards a simple understanding of numbers and figures. He emphasizes the need to go right, to develop the capabilities of the right brain. Individuals with the ability to create, to synthesize technology with the development of humanity, and to innovate new ways of thinking are needed.There is, therefore, a need to stretch out further than we have dared to go. The success and the development of mankind is not just in understanding the world he or she lives in but also in being able to interact with it creatively. Being a liberally educated person, says William Cronon in Only Connect, means being able to connect with the world and to interact with it in new and creative ways.This brings one to understand that, indeed, the humanities and the sciences are not separate or battling fields. In fact, the two are interrelated and should be used together for the betterment of society. In fact, without the general knowledge of all, both are indeed already converging in areas such as biomedical research, application of microprocessing and computer technologies, conduct of government, arms control, and utilization of natural resources.These are only a few of the many fields where both humanities and science are needed because of their very nature as fields with social and ethical aspects. (The Humanities in American Life, 6) It is thus clear that as much as society today emphasizes the need to develop the study of the natural sciences, it should also encourage the continuation and the development of the study of the different liberal arts and humanities.Although it is clear that there is a need to interrelate the two bodies of knowledge, the need to study the liberal arts and humanities is not simply based on the fact that it contributes to the developments of science. Scien ce is said to be a study engaged in the constant gathering of information. It involves the steady accumulation of data about the world in which man moves and grows.The liberal arts and humanities on the other hand are unorthodox with regards to the view of education as an addition of knowledge one on top of the other. This is because the liberal arts and humanities are concerned with creation. They involve processes of visualizing the future, of imagining the ideal, of creating in the mind the concept of a society and world to be hoped for. The humanities involve the study and the understanding of the culture and the cultural contexts of mankind. (Witt, Brown, Dunbar, Tirro, and Witt, xxvi) It puts things in perspective because, as the initial definition stated, it focuses on the human life.The humanities, then, involves the aspects of life and reality that are not covered by science. These are just as important, and perhaps at times more important, than the fields science handles. This is evidenced by the fact that both fields of knowledge are interrelated. This is evidence by the fact that both approach the study of life from opposite sides. This is what renders the study of humanities and liberal arts important.A.S.P. Woodhouse in his The Nature of Humanities stated,If the humanities are indeed normative, if they mold the mind and sensibility of the student and bring an accession of wisdom, it is by virtue of their subject matter, of the ideas which they present or evoke and the experiences to which they give him entry; and these ideas and experiences achieve their full effect only as they are examined critically, evaluate, and by the student made his own.This shows that the study of the liberal arts and the humanities is essential not only in the fact that its main subject of study is important. An education in the liberal arts teaches an individual to think outside the box. It teaches him or her to become a critical thinker. The world is no longer simply a place of dates, names, theories, and laws. It becomes a place of endless questions and unlimited answers; answers that can be wrong, right, or somewhere in between. The human being becomes someone with the capacity to reject or accept the validity of everything occurring around him. More importantly, man becomes someone with the capacity to create, change, and redefine the world in which he or she lives. The liberal arts and humanities empowers man and makes him the center of his world. It also humbles man, placing him in a world that continues to provoke thought, emotion, and exploration.Works CitedCommission on the Humanities. The Humanities in American Life: Report of the Commission on Humanities. Berkeley: University of California Press. 1980.Cronon, William. Only connect†¦the goals of liberal education. The American Scholar, 67(1998)Frye, Northrop. The Educated Imaginaion. Bloomington & London: Indiana University Press. 1974Pink, Daniel H. Revenge of the right brain. Wir ed Magazine, 13(2005) Retrieved 29 March 2008 from Witt, Brown, Dunbar, Tirro, and Witt. The Humanities. 7th ed. Jean Woy. Berkeley, Boston: Houghton Mifflin Company. 2005.Woodhouse, A.S.P. The nature of humanities. In Encyclopaedia Britannica. 1989.

Eddie in Blood Brothers Essay

Eddie and Mickey were born from the same mother Mrs. Johnston, but they have extremely different lives. They were identical twins; they look exactly the same. But Mrs. Lyons separated them and made them have a different life. From then on, one of them, Mickey stayed with Mrs. Johnston lives in a big, poor family and the other one who was taken by Mrs. Lyons became very rich and got everything. They have been in a different world because of many factors surrounding them to rich or poor from the moment they have been born. I think the most influential factors are the family they have got and the family classes different. The different kind and level of education they have got did also influence them much. Also, the religion of the family is one of the factors that affect the life of the child as well. Different thing has different amount of influence to Mickey and Eddie’s life. I am going to discuss the factors one by one. The social context is messy at the time between late 70s and early 80s that the play was set. It is called recession. Margaret Thatcher is the Prime Minister; she encouraged people to make lots of money. As a result, the rich people in middle or upper class can earn much money but the poor people in working class lost their jobs. Life is very hard for working class, as they get poorer without a job. Mickey’s family is suffered from this social climate. His family is poor. Unlike Eddie, his family is in middle class, he is rich. They have a great contrast in their life because the classes are different. Marilyn Monroe is the social icon of the day at that time. She is very glamorous, rich and she represents a life of fantasy. Everyone wants to be her. We know that from the book on p. 14, Act 1, Scene 1, it said â€Å"He told me I was sexier than Marilyn Monroe†, which is about Mr. Johnston said her wife was sexier, lovelier than Marilyn Monroe. It shows the value of that time. But that is what totally different from Mickey. Mickey is poor; he dressed scruffy. He lives in council house and his family is working class. He does not have money to buy everything he wanted. But Eddie, he is rich, he has got new clothes, and he looks smart. He lives in private house and his family is middle class. They are exactly the same, but the way of living is really different with one of them is living in a rich environment and another lives in a poor world. This is how the classes different influence their life. The size and people in their family have also influenced them. Mickey has a big family with 7 brothers and sisters. The speech of the mother in p. 14, Act 1, Scene 1, told us about that. She said: † Seven hungry mouths to feed and one more nearly due. † Mickey is the youngest in the family; he has to fight for food and everything with the elder brothers and sisters. Therefore, he needs to grow up fast and look tough to protect himself in case of beaten up by others. He also wants to his elder brother Sammy because he wants to get older so he can do everything he loves. We can see how much he wants to be Sammy in the book on p. 30, Act 2, Scene 1, he has repeated the sentences – â€Å"I wish I was our Sammy. â€Å"- for five times. He does everything Sammy did; however, Sammy was not a good example for Mickey to learn. So Mickey becomes a joker and streetwise since he has got influenced by his brother Sammy. The family of Eddie, we know that he is the only child in his rich family and they are in middle class. He lives with his mum only most of his life. We don’t know much about Eddie’s father because the book does not mention about him much. Mrs. , Lyons, Eddie’s mother, loves her son very much. She gives him a good shelter, gives him everything he wanted. This makes very weak and soft and he will not know the hardship of the working class since life is easy for him. Time ran through quick by dramatic devices in the book. We can see how much difference between Mickey and Eddie over a long period. At first, when they are born, they are not much different from each other in either class or education. But when they are at the age of 17, Mickey is dropped out from school and on the other side Eddie was going to University. Then, when they both go to work, Mickey loses his job and Eddie is the boss of a factory. The education level made them have such a big difference. Mickey is poor educated as he left school when he was 17. He was study in government school. Normally, there is nothing bad to study in government school. But compare to Eddie, Eddie was study in private school, he was well educated. He could use a dictionary at the age of seven while Mickey do not even know what a dictionary is. We knew that from the conversation between Mickey and Eddie. Eddie said, â€Å"I shall look it up in a dictionary. † from p. 33, Act 2, Scene 2. From the speech of the narrator at p. 56, Act 4, Scene 1, we know Mickey and Eddie are getting older as they are 18. This is the job of narrator to take us through time and speed things up. Eddies goes into a University straight after he left his college but at that time Mickey was already dropped out from the school and working in a factory. Then, Eddie got a job, which is the boss of the factory, straight after he finished his studying. By that time Eddie becomes really powerful and rich but the other one, Mickey, is just a worker in a factory! They are identical twins but we can see how education makes them go into a different life. Superstition is one of the influences. Mrs. Johnston is very superstitious as we can see from the several events from the book. On p. 18, Act 1, Scene 3, Mrs. Lyons put a pair of new shoes on the table then Mrs. Johnston saw it and tell her never do this. This is a superstition thinking that something had will happen to you, which you will never notice. This shows that Mrs. Johnston is superstitious. I believe that she believes in religion. And this makes Mickey kind of superstitious as well. He believes what ‘blood brother’ is. On the other side, I don’t think Mrs. Lyons has any religion at all. She does not respect Mrs. Johnston and always use the weakness of Mrs. Johnston, that she is superstitious, to coerce her into doing something. At first Eddie does not believe any superstition things but Mickey influences him. He admires Mickey and everything Mickey does. He likes Mickey and wants Mickey likes him as well. On p. 32, Act2 2, Scene 2, we know Eddie gives sweets to Mickey. This reflected he is eager to please. Eddie used to don’t know much about colloquial until Mickey told him. He thought everything Mickey said was smashing. And he believes that what Mrs. Johnston told her on p. 35, Act 2, Scene 2, about bogeyman. This shows that he is nai ve and innocent. In conclusion, I can divide the influences on the lives of Mickey and Eddie in four main sections. The differences between Mickey and Eddie in the family, the social class they are, the education they have and the religion of the family. They are identical twins but they have got a very different life, I think it is because these things that I have mentioned before influenced them.

It Was a Pleasure to Burn essays

It Was a Pleasure to Burn essays In Fahrenheit 451, Ray Bradbury's classic vision of the future, firemen don't put out firesthey start them in order to burn books. Bradbury's vividly painted society displays the appearance of happiness as the main goal. It is a place where trivial information is admired and true knowledge and ideas are banned. Guy Montag is a fireman who has always been happy and fulfilled in his job. He's never questioned the purpose of book burning. He only knows what he's been told - books are bad because they cause unhappiness. He enjoys the thrill of setting a fire and the beauty of the flames. His wife spends all day plugged into seashell earpieces or watching her television "family." At night, she takes sleeping pills. Unfortunately, she is not alone. All their friends do the same thing. They don't engage in conversations, they parrot what they hear on TV programs, and they have no thoughts of their own. They are only vaguely aware that the country is at war. The government doesn't want to distress the citizens, so it doesn't broadcast anything unpleasant. Montag's boss, Chief Beatty, sums up the sentiment of the society saying, "Give the people contests they win by remembering the words to more popular songs. Don't give them slippery stuff like philosophy or sociology to tie things up with. That way lies melancholy." The people of Montag's world live under that principle, though they don't know it, and believe ignorance is bliss. The ban on books began when books were deemed offensive; being censored until eventually the intolerance of differing voices leads to the ban of all books. This results in a lack of any voices at all, only a vacuous society. Montags dull, empty life sharply contrasts with that of his next-door neighbor Clarisse, a young girl thrilled by the ideas in books, and more interested in what she can see in the world around her than in the mindless chatter of the seashells and walls. She is...

Computer Based Systems Essays - Systems Analysis, Diagrams

Computer Based Systems Essays - Systems Analysis, Diagrams Computer Based Systems The system Development Cycle What is it? The system development cycle is a method used to create a system where none has existed before and/or modify an existing system. It is sometimes simply called System Development. It involves a number of stages representing a standard strategy for taking a problem from start to finish. Two approaches: 1. Conservative-working systematically through the steps. 2. Radical-Cycling through the cycle several times until the final result is achieved. The Steps The above diagram shows that the system development cycle is represented by 5 broad stages: -Requirements Definition. -Analysis. -Design. -Implementation. -Operation and Evaluation. Requirements Definition Also known as: Requirements analysis or.Feasibility study. -Duration is relatively short compared to the rest of the development cycle. -It is important to get it right the first time else mistakes could be costly. In the worst case a large oversight would require starting over from step one. Aim The aim of this stage is to see how the present system functions and to identify the nature of the problem (problem definition). once the problem has been identified a report is compiled called a feasibility report. that report contains - (1) Objectives of the initial study (e.g. why a mail order firm takes longer than a week to dispatch orders). (2) depth of the initial study (e.g. Were interviews conducted with staff involved). (3) recommendations including an outline of the proposed development (e.g. redesign current computer system). After studying the report management have three options - (a) get a second opinion (b) do nothing (c) follow recommendations. If the investigation confirms that there is a problem further work and study may be needed. Analysis Aim The aim of the analysis stage is to answer the questions who, what, when, why. The three main processes in system analysis are (1) Data gathering, (2) Detailed analysis, (3) Report on the above findings. Data gathering What tasks are occurring, who is performing them, when are the tasks being performed. A range if methods can be used to gather data including (1) Study current documentation. (2) Interview (3) Questionnaires (4) Observation. Questionnaires usually involve closed or open style questions. Questionnaires Closed questions limit responses e.g. tick a box, yes/no, multiple choice. Open questions allow free written response. Observations This involves a system analyst visiting the organization to view current procedures, channels of communication and the flow of data through the organization. Detailed analysis at this stage data is collated , organized and analyzed. At this stage the system analyst may have an idea as to the solution of the problem. A range of tools may be used to assist in the analyst process :- (1) organizational charts (2) Statistical graphs or charts (3) data flow diagrams (4) Flowcharts (5) Data dictionaries (6) decision trees (7) Gantt chart Organization Charts - Illustrates the structure of the organization pictorially and shows how responsibilities are allocated within the organization. Exercise: Create an organization chart for either - (1) The school (2) Some other organization you know. Statistical graphs Graphs such as a pie or bar chart are particularly useful in reporting the results of closed questions. A Pie chart is much easier to interpret than a set of numbers. Data Flow Diagrams -Illustrates the movement of data through a system e.g. Flowcharts -Similar to algorithms -It is an accepted convention that flowcharts should fit on a single page. If it doesn't it is divided into smaller modules (Stepwise Refinement.) Data Dictionaries A data dictionary is a catalogue or listening of data items used within the information system. It is used to manage information resources and is particularly useful when working with databases e.g. Decision tree table Grannt charts A grannt chart is used to illustrate the time line for the actual system developement process. Dates for specific stages are set and these are used to control the development process. Analysis Analysis examines the areas of input processing and output Input Method used to gather input: (1) frequency (2) quantity (3) accuracy (4) cost (5) who is involved? Processing (1) how data is processed (2) processing speed (3) frequency (4) quantity (5) accuracy (6) cost (7) who is involved Output Availability of output Analysis report This report should include: (1) statement of the problem. (2) summary of current procedures used by the firm. (3) summary of current problems. (4) problems solution including feasibility, requirements, cost and the effect on people involved. (5) a general specification and preliminary suggestion for a problem solution. Once again management may choose to get a second opinion

So Long As

Describing Actions Using While, As, As/So Long As While and as are used to describe actions that occur at the same moment that something is in progress. While and as are sometimes confused with the preposition during. Both express the same idea, but the structures are different. While and as are time expressions and take a subject and verb. During is a preposition and is used with a noun or noun phrase. Take a look at the following examples to note the difference. Notice how the meaning remains the same in both structures: During We discussed the situation during lunch. (noun) They are going to visit the Empire State Building during their visit to New York (noun phrase). When / As We discussed the situation while we were eating lunch. (full adverb time clause with subject and verb) They are going to visit the Empire State Building as they visit New York. (full adverb time clause with subject and verb) Future: Use while or as to state something that occurs at the same moment that something else - the main focus of the sentence - important will occur. Time clause: present simple Main clause: future form Examples: Were going to speak about the modifications as you eat lunch.Shell work out the order details while we discuss what to do next. Present: Use while or as to express what always happens when something else important takes place. This use of while and as is not as common as the time expression when. Notice that the preposition during is often used in place of while or as to express the same idea. Time clause: present simple Main clause: present simple Examples: He usually has lunch while he takes a walk around the campus.Angela often takes notes as the meeting progresses. Past: While and as are used in the past to express an action that was occurring at the moment when something important happened. While and as are also used to express two actions that were happening at the same moment in the past. Time clause: past simple OR past continuous Main clause: past simple OR past continuous Examples: Doug was drying the dishes while we were watching TV.Peter took notes as we discussed the merger. During an Entire Period of Time As long as and so long as are similar in use to while and as. However, as / so long as is used for longer period of times, while when and as are used for more specific, shorter periods of time. As / so long as are also used to stress that something will happen, happens or happened over the entire period of time in an emphatic manner. Although examples are provided for ​the past, present and future, as long as and so long as are generally used with future forms. Notice the use of tenses: Future: Use so / as long as that something will not happen for the entire period of time expressed by the time clause with as / so long as. Time clause: present simple Main clause: future form Examples: I will never play golf as long as I live.She will never return so long as she breathes. Present: Use as / so long as to express that something happens or doesnt happen over the entire period of time that another event occurs. Time clause: present simple Main clause: present simple Examples: As long as he plays piano, I go for a walk.She visits with her month, so long as her husband has to take care of business in town. Past: Use as / so long as to describe an action that did or didnt occur over a longer period of time in the past. Time clause: past simple ï » ¿Main clause: past simple OR past continuous Examples: She didnt get any exercise as long as she was working 60 hours a week.Peter didnt enjoy his company so long as he was in the house.

Plastic Surgery Essay Example | Topics and Well Written Essays - 1000 words - 1

Plastic Surgery - Essay Example This ideal person is usually someone of a mid-20ish age, slender, with specific measurements and a certain good-looking charm. This limited view automatically rejects anyone with a larger bone structure or other ‘defect’ from being socially acceptable. Those who can both afford to purchase the ‘right’ look and who are fortunate enough to be a candidate for surgery are seen to have the ideal life. Their outward appearance automatically indicates they also have wealth, happiness and freedom. However, even for these people, this restricted view of the ideal has several negative effects on the individual as well as society. With so much attention given to the way a person looks on the outside as being the only social measure, there is very little room for internal characteristics to receive their rightful attention. People also spend so much time obsessing about the way they look that there is little time or energy for personal development. This shallow, obsessi ve view can be especially seen in the alarming numbers of teenagers, both male and female, seeking plastic surgery, because it can be potentially harmful to the individual’s psychological nature and physical health, and as it is perpetuated by their role models and peers and encouraged or supported by their parents and elders. As it becomes more socially acceptable, more people are turning to cosmetic surgery to enhance their bodies while they’re still attending high school. They are working to construct the ideal form without giving their bodies a chance to finish growing. Many adolescents (and the parents that allow them to seek these types of surgery) don’t seem to realize that plastic surgery is still surgery. Surgery of any type can have significant physical and physiological risks, especially when performed on bodies that have not yet completed their growth cycle. Although some parents might argue that a child has definitely finished growing, doctors have reported sending

Social Performance, Part 2 Essay Example | Topics and Well Written Essays - 1250 words

Social Performance, Part 2 - Essay Example This ensures that the company operates within the given guidelines. It is noteworthy that these guidelines are set under the federal sentencing guidelines for organizations. Every company should observe these guidelines whilst undertaking its operations. The federal sentencing guidelines are a set of rules, which enforces standardized sentencing policy to individuals and organizations condemned of criminal offences. These rules were set in the United States federal court system (Davidson, 2005). These set rules and regulations are only applicable to serious crimes, and offences. In this regard, the less serious crimes are excluded from these regulations. The primary goal for these guidelines aims at alleviating sentencing inequalities rampant in the established sentencing system. The guidelines promote the development of effective programs by the company in an effort to prevent and identify law violation and set steps for facilitating the program. Companies, therefore, should have se t codes of conduct to be followed to avoid and minimize violation of laws. This will improve the reputation of the company. The code of conduct is a system of behavior followed for maintenance and promotion of company’s dignity and reputation. Romco Company has set codes of conducts, which should be adhered to by its stakeholders including executives, board of directors, directors, company secretary, staff, and other employees. Each company has its own set codes of conduct, the codes of conduct are unique for each company, and thus, there is no uniformity or standardized codes of company. The freedom accorded to these companies have contributed to problems in the way companies operates this is because some misuse it by setting codes for the sake of personal greed and interest. Romco’s competitors are examples of companies with codes of conduct, which do not put into consideration the interest of its customers and competitors. Angels, Ramal, and Queens Companies fall in the same industry with Romco. The codes of these three companies are, however, different and do not agree with those of Romco. The directors of these companies are superior as decision-making is centered. They do not consult other stakeholders as they have a final say, and thus, they make decisions based on their personal gains and interest without considering other employees. Honesty and transparency among the directors are not observed, and thus, the allocation of resources to different departments is not uniform, hence affecting operations of the company. These companies have constantly become the victims of the federal sentencing guidelines. This is because of their failure to complying with the basic laws, regulations, and rules. In addition, they have failed to establish the appropriate business ethics and code of conduct appropriate for corporate governance. Ramco, unlike its competitors, have set rules of conduct, which are adhered to, and strictly observed by the parties i nvolved in the company. The interests of various stakeholders that are significant for the growth and success of the company should be considered. Romco has managed to achieve this role. Decision making in the company is reached by involving all participants. In this case, the decisions do not lie in the hands of directors, and managers, the decision-making is decentralized. The directors of Ramco execute their duties with fairness, honesty, and transparency. They are required to perform their duties professionally, with determination and

Branding community Essay Example | Topics and Well Written Essays - 750 words

Branding community - Essay Example The paper describes the concept of community branding, which is based on consumer behavior as well as the scope of the market, which refers to the variety of goods and services available within the market. Once given communities have found specific brands appealing, both consumers and the manufactures of the products stand to benefit. The consumers often benefit in the sense that they get value for their money hence are left satisfied with the goods and services that they are offered. According to (Hill, 2013), the level of wastage that is often witnessed from the consumer's end is often reduced; as they know the exact product they are to buy. The reduction of wastage according to Hill often comes out in the sense that the consumers do not often waste their funds on other goods that they do not prefer. Hill argues that in many situations, the fact that customers are left satisfied after buying a given product implies that means that the community at large always benefits as they get quality goods and services (Hill, 2013). As mentioned above, both communities and the manufacturers who are involved in the production process stand to benefit. The manufactures benefit in the sense that the brand provides name and recognition for not only the product for the company involved in the production of a specific good or the delivery of the service. Hill (2013) asserts that the aspect of a product or service being a brand is an entity that is so identifiable and makes a promise of value for the future.

Muslim Culture Essay Example | Topics and Well Written Essays - 500 words

Muslim Culture - Essay Example From this, Muslims believed that Abraham was the first Muslim. Mecca had grown into a huge city by the time prophet Muhammad was born in the 6th century. Although the exact date of birth of Prophet Muhammad is not known, it is believed that he was born in A.D 570. Muhammad worked as a caravan trader and later worked for a wealthy widow as her business agent. He managed to alleviate the divisions in Mecca that had been caused by large influx of foreigners. Muhammad set to subjugate Mecca. Under the leadership of Muhammad, Islamized Arabs conquered many parts of Arab. The fact that Muhammad was God’s prophet on earth made it hard for anyone to succeed him. Some Muslims proposed that Islamic leadership should be passed within Muhammad’s family. However, most Muslims were opposed to this opting for tribal traditions where inheritance was based on prestige and power of one’s family as well as its position in the tribal system. Abu Bakr, believed to be the first convert to Islam outside Muhammad’s family, became the first caliph. His successor as caliph was Umar bin Al-Khattab. Muslims regard Umar as the second founder of Islam. He was later succeeded by Uthman bin Affan. Islam: Empire of Faith is a documentary film produced by Robert Gardner for PBS. There are several similarities as well as differences between the information from the above discussed text and the film; While the film does not provide much information on the birthplace of Islam, it acknowledges that Islam could have originated from Mecca. According to the film, the city enjoyed great economic success as a centre for trade. This impacted heavily on the origin and growth of Islam. The film, however, does not indicate whether Abraham was the first Islam. The film differs from the information provided in the text by claiming that Prophet Muhammad was born in the 7th century (Islam: Empire of Faith). It, however, asserts that Muhammad conquered Mecca and its neighboring. The film shows

Globalisation and Crime ( Criminology) Essay Example | Topics and Well Written Essays - 2750 words

Globalisation and Crime ( Criminology) - Essay Example Human trafficking is concerned only with trading of people and it does not necessarily include any kind of movement of people from one location to another. The annual international trade in relation to human trafficking constituted an amount of $31.6 billion (Anderson, 2000 ).The most popular – and fastest growing – activity of the criminal organizations that operate transnationally is that of human trafficking. According to international convention, the concept of human trafficking is related to violation of the basic human rights. It is even subjected to directive in the context of the European Union. Human trafficking can be further be defined as transport, recruitment, harbouring, selling and even receipt of people through some exploitative means such as threat, fraud, deception and force. The main forms of human trafficking comprise sexual exploitation, domestic servitude, labour exploitation, internal trafficking, organ trafficking, and child trafficking. There ha ve been policies and strategies that have been set forth by various nations, some of which are effective, but still this issue is growing and gaining more importance in the current decade. The main focus of human trafficking is in the areas of the trafficking of women. The key countries that constitute women trafficking are United Kingdom, eastern and central European countries (such as Hungary, Belarus, Lithuania or Ukraine), South East Asia, Latin America, West and East Africa. The countries in which there exists a great deal of woman trafficking are Germany, Italy, Belgium, Greece, Netherlands, and countries in which such trade is moderately high are Denmark, Austria, France, Spain, Poland, UK, Switzerland, Bosnia, Poland and Kosovo. Each country where such trafficking is a very serious issue has different statistics, which cannot be considered as a reliable source to predict the consequences that some

Muslim Culture Essay Example | Topics and Well Written Essays - 500 words

Muslim Culture - Essay Example From this, Muslims believed that Abraham was the first Muslim. Mecca had grown into a huge city by the time prophet Muhammad was born in the 6th century. Although the exact date of birth of Prophet Muhammad is not known, it is believed that he was born in A.D 570. Muhammad worked as a caravan trader and later worked for a wealthy widow as her business agent. He managed to alleviate the divisions in Mecca that had been caused by large influx of foreigners. Muhammad set to subjugate Mecca. Under the leadership of Muhammad, Islamized Arabs conquered many parts of Arab. The fact that Muhammad was God’s prophet on earth made it hard for anyone to succeed him. Some Muslims proposed that Islamic leadership should be passed within Muhammad’s family. However, most Muslims were opposed to this opting for tribal traditions where inheritance was based on prestige and power of one’s family as well as its position in the tribal system. Abu Bakr, believed to be the first convert to Islam outside Muhammad’s family, became the first caliph. His successor as caliph was Umar bin Al-Khattab. Muslims regard Umar as the second founder of Islam. He was later succeeded by Uthman bin Affan. Islam: Empire of Faith is a documentary film produced by Robert Gardner for PBS. There are several similarities as well as differences between the information from the above discussed text and the film; While the film does not provide much information on the birthplace of Islam, it acknowledges that Islam could have originated from Mecca. According to the film, the city enjoyed great economic success as a centre for trade. This impacted heavily on the origin and growth of Islam. The film, however, does not indicate whether Abraham was the first Islam. The film differs from the information provided in the text by claiming that Prophet Muhammad was born in the 7th century (Islam: Empire of Faith). It, however, asserts that Muhammad conquered Mecca and its neighboring. The film shows

Interactive marketing Case Study Example | Topics and Well Written Essays - 3500 words

Interactive marketing - Case Study Example Consequently the rapidly growing division in the insurance business is the incorporation of wide-ranging business processes, for instance underwriting policies, executing policy controller services, and reporting argues into workflow structures. Sensitive industry antagonism, augmented customer hopes and requirements for larger effectiveness are chief drivers shoving the insurance business to reassess its tactics and to adjust its long-established in use processes. Insurance organisations, such as ABC Insurance, should gather the advantages of modernised Web-based flow mechanisation, lessening expenses of operations and cutting decision making time. By employing online automation, ABC can divest the vastness of this practice and enhance profits by giving end users direct access to their records online instantaneously and letting them to deal their own service requests, ask for an excerpt and even join and download a policy (Liang, 2000). Sharing and swap of confidential information between numerous public and corporations need by insurance industries. The test is how to achieve this harmlessly and cost effectively while promising customer trustworthiness and keeping high levels of customer satisfaction. Likewise it is essential to certify that only authorised staff can access restricted consumer statistics or supervise claim records in line with the Privacy laws. ABC insurance should bring variations to the marketplaces that permit representatives and customers to directly conduct the dealing of insurance. This process can be considered a great innovation by handing over not only information access but also operational transactions to the end user. The revolution will have the following impact on the insurance industry (Cockburn, 2001): Upgrading level of service to clients, Noteworthy cost reduction Versatile flexible, groups and products presented, Updated procedural effectiveness Better control of technology. 2. Outline of the analysis with reasons of the selections The link between Knowledge Management and Marketing Strategy (Smith, 2004) is the key to Web-based Insurance Structure of ABC Insurance and will enable this organisation to find gap between knowledge and marketing strategy (Refer figure 1). Figure 1: 2.1 Modernised form of Insurance The function of Internet and associated information technologies is to create and allocate insurance functionalities. In an

Intelligence Reform Essay Example for Free

Intelligence Reform Essay Brief Background The aftermath of the 9/11 tragedy has caused the US Federal Government to re-assess the setback and possible flaws of their homeland security defense. To primarily focus on investigating the tragedy, in November 27th 2002, the US Congress and President Bush commissioned a ten-man panel that comprised the National Commission on Terrorist Attacks Upon the United States, which is known as the 9/11 Commission.   The 9/11 Commission expedited the investigation process and came up with a two-pronged framework based on the assessment. This two-pronged framework consists of the framing of action at a global perspective and the formulation of action at the domestic domain. The homeland security aspect has been emphasized and related by the 9/11 Commission with strong urgency for implementation and recommended it to Congress and the President. In addition, the commission also suggested the enactment of immediate measures that deal with the intelligence and enforcement agencies and the military organizations. Moreover, the US government has enacted several inter-agency programs that are highly supported by Congress and President Bush. Thus, the nationalization of homeland strategic programs has formally resulted in the Intelligence Reform and Terrorism Prevention Act (IRTPA) on January 20th 2004. In this regard, this paper will discuss the intelligence components of the IRTPA and measure its performance throughout the intelligence community while comparing it with the recommendations of the 9/11 Commission. On these bases, a conclusive evaluation will discuss the impact of IRTPA to reform the national intelligence community. An Update Briefer This update briefer is used to keep abreast with the situation of the intelligence reform in retrospect of the discussion throughout this paper. The paper will also form relevance to the background of concerns affecting the IRTPA. Basically, according to critics, â€Å"the Bush administration is in its seven years of intelligence fiasco which controls more than 80% of America’s $60 billion intelligence budget—reflective of Secretary of Defense Robert Gates’ streamlining the Pentagon’s trail on national security policy and intelligence as he work hand in hand with Director of National Intelligence (DNI) Michael McConnell—he gradually assert civilian control over the key spy agencies funded by the defense budget and held Pentagon’s effort to create its own intelligence machinery independent of the CIA† . This criticism could somehow be founded on the discretion of the President and put into perspective the 9/11 Commission Recommendation No.13.2 which states that: â€Å"the current position of Director of Central Intelligence (DNI) should be replaced by a National Intelligence Director (NID) with two main areas of responsibility; (1) to oversee national intelligence centers on specific subjects of interest across the U.S. government and (2) to manage the national intelligence program and oversee the agencies that contribute to it† . At hindsight, the intelligence fund may have lead to criticism because the teaming up of Pentagon with the CIA requires substantial budget allocation primarily due to the realignment of budget appropriation to intelligence activities. The Framing of Global Strategy This section of the paper will discuss the 9/11 Commission’s framing of global strategy that defines the action of security measures at international perspective, as follows: Reflection on Generational Challenge The 9/11 Commission has determined and defined the conceptual framework of knowing their enemies by familiarizing the historical origin and doctrines that instilled in their adversaries desires to wage war against America. Basically, familiarizing with the enemy is also familiarizing with the combative measures used in defining or assessing the formidable threat. It was found that terrorism is not only an act of vengeance to kill and destroy but is also based on the doctrines of Islamist secessionism which means that the allied forces and not only America is at risk of terrorist attacks. In this regard, familiarizing with enemy requires the use of all elements of national power: diplomacy, intelligence, covert action, law enforcement, economic policy, foreign aid, public diplomacy, and homeland defense. By reflecting on the situation and knowing the enemies, the challenge lies on the achievable tactical and strategically managed plan of action for short and long term implementation. Attacking terrorists and their organizations The collaborative diplomatic ties with allied governments focuses on a campaign to thwart the terrorist attacks by means of information exchange and expanding the open-source of intelligence information, intensifying military operations and sharing of financial resources to allied government’s counter-terrorism programs.   The conduct of war on terrorism has been installed at all frontiers of defense ranging from domestic and international boundaries. The strategy being employed is to know better the enemies but more on identifying the perpetrators of terrorism. The coercive action in condemning the so-called â€Å"cowardice attack to US soil† has been proven in the fall of Baghdad and the capturing of Iraqi tyrant Saddam Hussein, a close ally of al-Qaeda leader Osama Bin Laden. The war on terrorism is treated with broadened understanding by the 9/11 Commission. Preventing the Continued Growth of Islamist Terrorism According to former US Defense Secretary Donald Rumsfeld , the battle of ideas is between the question of enforcing law to prevent terrorist attacks and the question of just merely killing them the moment they commit the crime. Capturing terrorists, whether they are suspected or proven otherwise, would strategically achieve security defense. In addition, isolating the enemy and putting them into peripheries is another tactical form of beating them.   In contrast to Rumsfeld’s claim, the 9/11 Commission has tackled the importance of the UN’s declaration of human rights and some principles on Articles of War of the Geneva Convention. It briefly explains the humane treatment of the enemy of the state even when they are captured in combat zones—as mostly terrorist prefer to hide in strife-torn areas—or at the actual scene of the crime which are non-combat zones and urban population areas. In a way, the act of capturing an enemy is employed with strategic treatment and debriefing on the circumstance of indoctrination, specifically to familiarize with the Islamic doctrines in a tactical aspect. At a glance, it is a minimal gain to extract information from a captured terrorist because most of them are suicidal and would rather bring with them to their grave the classified information they know or possess. In relation to adopt more sustainable strategies at the global perspective, a 6-point framework is as follows: 1. Turning a national strategy into a coalition strategy refers to fostering a broader alliance in various governmental representation from its domestic or homeland relations to international cooperation; 2. Proliferation of weapons of mass destruction refers to supporting the call of the UN Security Council to all members and all allied states to disarmament of lethal weaponry that may result a genocide of the human race; 3. Strengthen counter proliferation efforts refers to act on counter-measures for countries that condone the exchange of lethal weaponry or weapons of mass destruction; 4. Expand the proliferation security initiative refers to expanding the open-source information in aid of intelligence access and exchange; 5. Support the cooperative threat reduction program refers to the retrieval of potentially useable weaponry or armaments that has been stockpiled during the war—which may be availably used by terrorists; 6. Targeting terrorist money refers to acting on financial embargo or halting the financial flow on the nature of funds that is being used by terrorists in funding their terrorist activities. Protection and preparation for terrorist attacks The continuing assessment and monitoring of potential threats of terrorist attacks to US homeland in particular and international communities of allied governments in general are being put into heightened configuration of security measures. The stabilization of preparedness programs and protective laws on immigration would minimize the burdens of terrorist threats. The crossing of borders is employed with modernized technological facilities and physical security system that would limit the terrorist’s mobilization or in-and out-country deployment. Likewise, travel advisory reduces the vulnerability of citizens to plunge into hotspots or terrorist bailiwicks. Defending the Homeland The 9/11 Commission has formulated recommendations with encompassing urgent actions for the US government to consolidate and mobilize troops and agencies. The key functional agenda is patterned after the global strategy that tackled the US homeland defense system. The following are the recommendations based on â€Å"How to do it? A different Way of Organizing the Government† : Unity of Effort Across the Foreign-Domestic Divide The recommendation called for jointly undertaking action in the sourcing of integrated intelligence through the establishment of a National Counter-Terrorism Center which has a mandate that resembles the Terrorist Threat Integration Center. The NCTC manages the joint operational and intelligence activities. Unity of Effort in the Intelligence Community Streamlining the flow of intelligence by organizing the key positions of authority, in which a National Intelligence Director manages the joint operational and intelligence centers, replacing the CIA’s Director of Central Intelligence. Unity of effort in Sharing Information The President’s mandate is called for unifying the functions of the government through mobilizing all governmental agencies to engage in information gathering and international cooperation with allied governments for information sharing. Unity of Effort in the Congress This calls for the establishment of a fully functional Congressional body that creates strong security policies and strengthens the homeland security. The unity of effort in Congress creates a policy structure that addresses the judicial and legal processes of security measures that manifests the sovereign interest of the people. Organizing America’s Defenses in the United States Institutionalizing the framework of intelligence—aside from the existing intelligence agencies—through a unified and managed specialty agency that is mandated to specifically organize the homeland defense basically results in the creation of the Department of Homeland Security. Transforming the Intelligence Work and Issues on Reforms In January 20th 2004, the US Congress enacted the Intelligence Reform and Terrorism Prevention Act of 2004 (IRTPA). The primary purpose of IRTPA is to reform the intelligence community and the intelligence and intelligence-related activities of the United States Government . The transformation of intelligence work has found relevance in the enactment of IRTPA, in which the Office of the Director of National Intelligence (ODNI) has worked closely in the framing of the IRTPA as a law. According to ODNI, â€Å"a great structural change has occurred in the passing of IRTPA† . Stressing on the structural change, the ODNI has reformed its capabilities in managing the flow of human intelligence (HUMINT) as their open-source of information. Reforming the capabilities also enabled the optimization of both human and financial resources in managing the operations. The reform in the ODNI has substantially addressed the key operational issues affecting the intelligence community and is abl e to put into perspective the intelligence work on counter-terrorism, in order to fully manage the homeland defense system. In a Senate inquiry on the progress of intelligence reform in January 23rd 2007, the ODNI was inquired with several issues. First, they were asked about the agency performance in which Sen. John Warner pointed out â€Å"the progress thus far achieved by ODNI is ten percent† . Second, they were questioned on the effectiveness of managing the clandestine operation of the CIA using the HUMINT (human intelligence) in information sharing from open-sources, which apparently still need more refinements from the point of view of organizational management. Furthermore, the performance of the ODNI, as it reported its achievements, has shown defects in its organizational aspect. Due to these defects, the Senate inquiry hinted on an organizational review and suggested the recall of the clandestine operation as further inquired on the assurance of the best intelligence from the Iraq Study Group (ISG), which have achieved tactical and strategic intelligence. The conclusion of the Senate inquiry presumed on the issue of reform, which does not manifest in the ODNI’s organizational capability to benchmark the achievements of goals and the CIA’s clandestine work. A brief review of the literature shows that the ODNI may have been in the stage of adaptability to the structural change embodied in its organizational mandate by virtue of the IRTPA. Another consideration is the underlying performance of the ODNI in streamlining its goals which has affected the benchmarking of short and long term operational plans in the field and which has merely given due management by the CIA in its clandestine operation in using the HUMINT. At this point, the reform in intelligence community work was supposed to be measured by the expected assertiveness of the ODNI—as the 9/11 Commission recommended that the ODNI be designated as the agency that implements joint operational and joint intelligence work and replace some aspect of intelligence work of the CIA. Retrieval of Operation to Manifest Reform In an effort to fully address the key issues to manifest reform in the structural change brought about by IRTPA and legislative pressures, the retrieval of operation in the organizational function of ODNI has been resolved by the US Senate through the approval of the Fiscal Year 2008 Intelligence Act which â€Å"would emanate a more aggressive role to the ODNI in coordinating with the intelligence community† . The Senate Bill has surpassed the ODNI’s will of authority and retrieval of its operation that is being realigned to fully act on its function as a frontline agency in executing its mandate given by IRTPA. The degree and scope of authority of the ODNI is then expected to ventilate the reform in the intelligence community so as to re-examine the burdens and defects of work ranging from ministerial execution to field implementation. Moreover, an added feature that empowers the ODNI is the streamlining of bureaucracy in the formulation and execution of operating plans. Basically, reducing the involved authorities may expedite and resolutely implement the overall function and coverage of intelligence work. Likewise, the ODNI has been given the authority to appropriate budget thereby earmarking the fund for its National Intelligence Program. It would then be up to the ODNI to utilize and mobilize the resources that would be used to reform in the intelligence community. Conclusion The determination and identification of the 9/11 Commission for a global strategy has basically created the framework for the US homeland defense system. On the other hand, the recommendations have strongly moved the US government’s Executive, Legislative, and Judiciary branches which have enacted the IRTPA of 2004. In addition, the ODNI, as the body acting on intelligence mobilization, would require substantial budget allocation. Analyzing the enactment of IRTPA may be likened to a sword and an armor in which the bearer is the ODNI. In this regard, it can then be said that the US government has created an executioner of war on terrorism. Moreover, the degree and scope of authority vested upon the ODNI may be perceived as an ultimate implementer of capturing the world’s update. However, in some degrees, the reform in intelligence community may be burdened by domestic resistance from figures belonging to allied governments that oppose US foreign policy. Generally, the reform that was achieved by the US homeland defense system is the consolidation of its intelligence enforcement agencies and mobilization of its resources and strategies towards global perspective. The re-structuring of intelligence framework may be described as an art of war or a one-step backward, two-step forward move, which pursues the enemy outside its homeland while minimizing casualties. With this perception, the war on terrorism has been brought to the backyard of allied governments. It may be additionally perceived at the militarist point of view that the reform in intelligence community could reduce the expense of war in order to achieve the socio-economic-political gains from the war zones. Bibliography Donald Rumsfeld Interview on Jan. 30, 2004. Bremer-Sonnenberg Commission on Terrorism; in 9/11 Commission Report, Chapter 12, Page 374. (2004) ISBN 0-16- 072304-3. IRTPA of 2004. â€Å"Introductory Page†. 108th Congress of US, Second Session, 20 January 2004. http://www.asksam.com/ebooks/intelReformAct/. (accessed 01 March 2008). Office of the Director of National Intelligence (ODNI) 2007. â€Å"Progress on Intelligence Reform to Senate Select Committee on Intelligence†. Transcript: Progress on Intelligence Reform. http://www.dni.gov/testimonies/20070123_transcript.pdf. (accessed 01 March 2008). Richard A. Best Jr. and Alfred Cumming, 2007. â€Å"Director of National Intelligence Statutory Authorities: Status and Proposals,† CRS Report to Congress, http://www.fas.org/sgp/crs/intel/RL34231.pdf. (accessed 01 March 2008). Tim Shorrock. â€Å"Revisiting Intelligence Reform†, Foreign Policy in Focus, 6 December 2007. http://www.fpif.org (accessed 01 March 2008). US Senate Inquiry, 2007. â€Å"Statement for the Record by the Office of the Director of National Intelligence (ODNI) to the Senate Select Committee on Intelligence†. http://www.dni.gov/testimonies/20070123_testimony.pdf. (accessed 01 March 2008). 9/11 Commission Report. â€Å"How to do it? A different Way of Organizing the Government†. Chapter 13, Page 399-428. (2004) ISBN 0-16-072304-3. 9/11 Commission Report. â€Å"Unity of Effort in the Intelligence Community†. Recommendation No. 13.2. Chapter 13, Page 407-415. (2004) ISBN 0-16-072304-3. 9/11 Commission Report. â€Å"What To Do? A Global Strategy†. Chapter 12, Page 361- 383. (2004) ISBN 0-16-072304-3.

Application of Developmental Theories to Education

Application of Developmental Theories to Education Part 1. Purpose My classroom will be a place of respect. It will provide an inclusive and safe environment  that will encourage students to learn. Students are to play an active role in their learning and are  also expected to respect each other and the teacher. Our classroom will foster positive interactions with safe and open communication between students and teachers alike. All individuals shall be respected and respectful of the differences of others. Our classroom will become a community of learners encouraging one anothers personal and academic success. In our classroom we will obey all the rules, be respectful, be organized, and create a safe and positive learning environment. All students will do their best and be successful in all they do. Part 2. The Learner Age and Developmental Characteristics Infants and Toddlers Social Physical Cognitive Emotional Attachment: baby  settles when parent  comforts; toddler  seeks comfort from  parent, safe-base  exploration  5 mo: responsive to  social stimuli; facial  expressions of  emotion 9 mo: socially  interactive; plays  games (pattycake) with caretakers   11 mo: stranger  anxiety; separation  anxiety; solitary play 2 yr: imitation, parallel and symbolic, play Newborn: rough, random, uncoordinated,  reflexive movement   3 mo: head at 90 degree angle, uses arms to  prop; visually track  through midline 5 mo: purposeful grasp; roll over; head lag disappears; reaches for objects; transfer objects  from hand to hand;  plays with feet;  exercises body by  stretching, moving;  touch genitals, rock on stomach for pleasure 7 mo: sits in tripod; push head and torso up off the floor; support weight on legs; raking with hands 9 mo: gets to and from sitting; crawls, pulls to standing; stooping and recovering; fingerthumb  opposition; eyehand  coordination, but  no hand preference 12 mo: walking 15 mo: more complex  motor skills 2 yrs: learns to climb up stairs first, then down Sensori-motor: physically explores environment to learn about it; repeats movements to master them, which also stimulates brain cell development 4-5 mo: coos, curious and interested in environment 6 mo: babbles and imitates sounds 9 mo: discriminates between parents and others; trial and error problem solving 12 mo: beginning of symbolic thinking; points to pictures in books in response to verbal cue; object permanence; some may use single words; receptive language more advanced than expressive language 15 mo: learns through imitating complex behaviors; knows objects are used for specific purposes 2 yrs: 2 word phrases; uses more complex toys and understands sequence of putting toys, puzzles together Birth-1 yr: learns fundamental trust in self, caretakers, environment 1-3 yr: mastery of body and rudimentary mastery of environment (can get others to take care of him) 12-18 mo: terrible twos may begin; willful, stubborn, tantrums 18-36 mo: feel pride when they are good and embarrassment when they are bad 18-36 mo: Can recognize distress in others beginning of empathy 18-36 mo: are emotionally attached to toys or objects for security Preschool Social Physical Cognitive Emotional Birth-1 yr: learns fundamental trust  in self, caretakers, environment 1-3 yr: mastery of body and  rudimentary mastery of environment (can get others to  take care of him) 12-18 mo: terrible twos may begin; willful, stubborn, tantrums 18-36 mo: feel pride when they are good and embarrassment when they are bad Can recognize distress in others beginning of empathy Are emotionally  attached to toys or objects for  security Physically active Rule of Three: 3 yrs, 3 ft, 33 lbs. Weight gain: 4-5 lbs per year Growth: 3-4 inches per year Physically active, cant sit still for long Clumsy throwing balls Refines complex skills: hopping, jumping, climbing, running, ride big wheels and tricycles Improving fine motor skills and eye-hand coordination: cut with scissors, draw shapes 3- 3  ½ yr: most toilet trained Ego-centric, illogical, magical thinking Explosion of vocabulary; learning syntax, grammar; understood by 75% of people by age 3 Poor understanding of time, value, sequence of events Vivid imaginations; some difficulty separating fantasy from reality Accurate memory, but more suggestible than older children Primitive drawing, cant represent themselves in drawing till age 4 Dont realize others have different perspective Leave out important facts May misinterpret visual cues of emotions Receptive language better than expressive till age 4 Self-esteem based on what others tell him or her Increasing ability to control emotions; less emotional outbursts Increased frustration tolerance Better delay gratification Rudimentary sense of self Understands concepts of right and wrong Self-esteem reflects opinions of significant others Curious Self-directed in many activities School Aged Social Physical Cognitive Emotional Friendships are situation specific Understands concepts of right and wrong Rules relied upon to guide behavior and play, and provide child with structure and security 5-6 yr: believe rules can be changed 7-8 yrs: strict adherence to rules 9-10 yrs: rules can be negotiated Begin understanding social roles; regards them as inflexible; can adapt behavior to fit different situations; practices social roles Takes on more responsibilities at home Less fantasy play, more team sports, board games Morality: avoid punishment; self interested exchanges Self-esteem based on what others tell him or her Increasing ability to control emotions; less emotional outbursts Increased frustration tolerance Better delay gratification Rudimentary sense of self Understands concepts of right and wrong Self-esteem reflects opinions of significant others Curious Self-directed in many activities Use language as a communication tool Perspective taking: 5-8 yr: can recognize others perspectives, cant assume the role of the other 8-10 yr: recognize difference between behavior and intent; age 10-11 yr: can accurately recognize and consider others viewpoints Concrete operations: Accurate perception of events; rational, logical thought; concrete thinking; reflect upon self and attributes; understands concepts of space, time, dimension Can remember events from months, or years earlier More effective coping skills Understands how his behavior affects others Self esteem based on ability to perform and produce Alternative strategies for dealing with frustration and expressing emotions Sensitive to others opinions about themselves 6-9 yr: have questions about pregnancy, intercourse, sexual swearing, look for nude pictures in books,magazines 10-12 yr: games with peeing, sexual activity (truth/dare, boy-girl relationships, flirting, some kissing, stroking/rubbing, re-enacting intercourse with clothes on) Social Physical Cognitive Emotional Young (12 14): psychologically distance self from parents; identify with peer group; social status largely related to group membership; social acceptance depends on conformity to observable traits or roles; need to be independent from all adults; ambivalent about sexual relationships, sexual behavior is exploratory Middle (15 17): friendships based on loyalty, understanding, trust; self-revelation is first step towards intimacy; conscious choices about adults to trust; respect honesty straightforwardness from adults; may become sexually active Morality: golden rule; conformity with law is necessary for good of society Growth spurt: Girls: 11-14 yrs Boys: 13-17 yrs Puberty: Girls: 11-14 yrs Boys: 12-15 yrs Youth acclimate to changes in body Formal operations: precursors in early adolescence, more developed in middle and late adolescence, as follows: Think hypothetically: calculate consequences of thoughts and actions without experiencing them; consider a number of possibilities and plan behavior accordingly Think logically: identify and reject hypotheses or possible outcomes based on logic Think hypothetically, abstractly, logically Think about thought: leads to introspection and self-analysis Insight, perspective taking: understand and consider others perspectives, and perspectives of social systems Systematic problem solving: can attack a problem, consider multiple solutions, plan a course of action Cognitive development is uneven, and impacted by emotionality Psycho-social task is identity formation Young adolescents (12-14): self-conscious about physical appearance and early or late development; body image rarely objective, negatively affected by physical and sexual abuse; emotionally labile; may over-react to parental questions or criticisms; engage in activities for intense emotional experience; risky behavior; blatant rejections of parental standards; rely on peer group for support Middle adolescents (15-17): examination of others values, beliefs; forms identity by organizing perceptions of ones attitudes, behaviors, values into coherent whole; identity includes positive self image comprised of cognitive and affective components Additional struggles with identity formation include minority or biracial status, being an adopted child, gay/lesbian identity Diversity In every classroom there will be all types of diversities. A few examples of different types of diversity are: students come from all different racial, ethical, and religious backgrounds. As a teacher it is our job to treat every student equally no matter what kind of background they come from. Some students in our classroom may be originally from a different country and may not speak English; but we have to make accommodations to make sure this child can learn and succeed. In our classrooms we will also have students with different learning disabilities. We have to these into consideration when we plan our lesson making sure we make modifications to help ensure the childs needs are being met. Through out the textbook Comprehensive Classroom Management Creating Communities of Support and Solving Problems, the authors Vern and Louise Jones gathered reasearch and wrote about diversity in the classroom in several chapters. Here is the important information that I found that will assist in having a well managed classroom with a diverse student body. When teachers begin a new school year it is important to get to know who the students are. It is important to get an understanding of their background so a teacher can apply this knowledge to their classroom management. The textbook has a quote from Shevalier and McKenzies (2012) review on culturally responsive teaching that shares where classroom management arose from. It quotes classroom management arose from a family-like community defined by a shared vocabulary, with all responsible to one another to do the right thing. By communicating with the students and their families the teacher learns what is and is not accepted or taught at home. Learning what is accepted in their culture will guide the teacher in how to apply the lesson to the class. Students that move to the United States may have different interpretations of gestures and words and it is important for teachers to know this so no students are offended or class is disrupted. Another important area of a students background is where they live. Being aware of students home life and if they live in poverty areas helps the teachers learn to establish a postitive learning environment. The textbook discusses the article A Framework for Culturally Responsive Teaching written by Raymond Wlodkowski and Margery Ginsberg. (1995) It discusses in poverty areas a learning environment has to emphasize intrinsic motivation. The atmosphere that is created has students and teachers respecting each other, making what is taught relavent to the students, having creative learning experiences that include students input, and making students feel that they are effective in learning something they value. Where students live and what cultures they come from are not the only things that cover classroom diversity. Under the Individuals with Disabilities Education Act (IDEA) teachers are to include students with Kathleen Slamka 3 both physical and learning disablities in the general education classroom. Working with in their IEP team it is important for teachers to make these students feel they are competent to participate in class. They need to be treated the same as the other students and to be an effective teacher you need to consider this and work it into your lesson plans. When becoming a teacher it is important for teachers not to just learn how to teach but understand who they are teaching. Classroom diversity is an important part of good classroom mangement. When a teacher goes that extra mile to become involved in students life then the students will succeed under their care Motivation and High Expectations Causes of Low Motivation in Students Pressure Some students respond negatively to pressure and avoid participation because of fear of failure. They appear not to care but are using this to cover their anxiety. Low Classroom Expectations Teachers having poor attitudes and does not focus on students needs and mutual respect. Lack Of Home Support- Parents are less invloved in the students learning and show a lack of importance toward education. Low income parents- Parents are working more and not home enough to meet childs personal and emotional needs. Parents may not make much therefore students are left with little food and clothes that are worn out or outgrown. Low Self Esteem Students- have low self image and see themselves not capable and tasks to hard for them. They avoid doing tasks for fear. According to our textbook (2016), one of the main components of creating high motivation and expectations is creating a safe, calm, and healthy classroom environment. If students feel like they are safe and cared for, they more than likely will do their best. Students can come from all different backgrounds and home lives and it is our job as teachers to take that worry away from them and make them feel safe and loved at school. Another component is making students feel like they can accomplish anything they set their minds to. Some things that organize our thinking about motivation are: Intrinsic Value, which is a students interest or enjoyment with engaging in a task; Attainment Value, which is when a student feels like they can achieve or accomplish a task; and Utility Value, which is when the students feel like what they are learning and doing will benefit their career one day. Teachers feel that student dont see the value in learning the curriculums taught in the classroom. As teachers, we have to create a learning environment that establishes inclusion, develops attitude, enhances meaning, and engenders competence. We have to create a classroom environment where everyone feels respected and valued including the teachers and students; we have to try our best to create a favorable disposition for learning through their personal relevance, we have to create learning that is challenging, and we need to make students feel like they are learning about something they value. Finally, students that are low motivators need help understanding the value of their learning goals, understand the learning process, be involved in the process, have goals, experience success, self-evaluate, receive appropriate rewards, and experience a safe and well-organized learning environment. Academic Learning Goals Teachers responsibility regarding safety Creating a safe classroom environment is one of the key factors for a successful classroom, and it is very important for the students. A lot of classroom problems can be prevented by creating a safe and positive environment for the students. Research has indicated that when students perceive their relationships with their teachers and peers to be positive and supportive their motivation and positive behavior increases dramatically. Students academics will be enhanced when the teacher takes time to respond to the students psychological and personal needs. Creating a safe environment for students will benefit their social, mental, physical, and spiritual needs. A student will always remember a teacher who took the time to get to know them and cared about them. Alabama Educator Code of Ethics Important Laws for Teachers Bullying Laws Alabama has anti-bullying laws and policies. The Student Harassment Prevention Act was signed by Bob Riley on May 29, 2009. Cyberbullying is included in these laws. According to Alabamas Student Harassment Prevention Act says that research confirms that victims of school bullying and harassment suffer detrimental psychological problems that could lead to suicide, behavioral problems, and lower levels of academic achievement. As teachers it is our job to make sure our students are not being bullied, and if we see bullying to take certain protocols to resolve the bullying. No student shall engage in or be sujected to harassment, violence, threats of violence, or intimidation by any other student that is based on any of the specific characteristics that have been identified by the board in this policy. Students who violate this policy will be suject to disciplinary sanctions. IDEA IDEA is the Individuals with Disablities Education Act. This act ensures services for students with disabilities. They provide special education and intervention to students who need the help. IDEA is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities Due Process According to myaea Students first Act was adopted by the legislature during the 2011 regular session. This act imposed a new tenure system and education support professionals in Alabama.Teachers have the right to hear and contest charges that are placed against the before they lose their jobs. Teachers have a right to a hearing and have the right to appeal the hearings findings. Discipline of Special Needs Students According to IDEA, students with disabilities can be suspended or expelled for violating the schools code of conduct. There are some procedures though, the length of time and type of action, the nature of the conduct that led to the action, and whether it is connected to the students disability. These situations are handled case by case. Dress Teachers are to dress professionally and by their schools dress code policy. Every school district is different in what they have their teachers to wear. FERPA FERPA is the Family Education Rights and Privacy Act. It is to ensure that parents have access to their childrens educational records and to protect the privacy rights of parents and children by limiting access to these records without parental consent. Works Cited Page Denton,Paula, Kriete, Roxann. A Conflict Resolution Protocol for Elementary Classrooms. Creducation.Retrieved from http://web.archive.org/web/20081031103405/http://www.responsiveclassroom.org/pdf_files/feature_10.pdf Jones, Vernon, Jones, Louise. Comprehensive Classroom Management Eleventh Edition p. 4, 49-50, 172-174, 298-299. Alex.State.al.us>stop bullying>mode Http://alex.state.al.us/leadership/Alabama_Educator_Code of_Ethics.pdf http://www.Idea.ed.gov http://www.myaea.org Http://www.brighthubededucation.com/teaching-methods-tips/19619-advantages-of-group-work-in-the-class/ Due Process Laws Vary for Teachers by State. (2014, September 23). Retrieved November 24, 2015, from http://www.edweek.org/ew/articles/2014/09/24/05tenure.h34.html

Globalisation :: Economics Capitalism Economy Essays

Globalisation Introduction To begin with, tell them that they will need to look at the essay questions today Later we will be doing a trial reflective exercise Let’s look at Globalisation My story When my colleagues and I were faced with redundancy we were placed in a unique position. Or perhaps it wasn’t quite so unique, just unspoken; ‘experts’ are not renowned for publicly applying their own theories to themselves. After years working as labour researchers or workplace change consultants we found ourselves in the position of having the stories we told other workers and their managements about why change was happening being reflected back to us by our managers and the people employed to facilitate our departures. We shifted from being purveyors of the discourses and narratives about why change was necessary to sitting in judgement of whether these very discourses and narratives applied to us, made sense to us, or were believable. Armed with more information than the average potentially redundant worker, we gathered around photocopiers, water coolers, staff room dining tables, coffee shop booths, each others desks - and discussed, argued, complained, questioned. As labour researchers we turned on labour theories, as change consultants we turned on theories of workplace change, and asked ourselves and each other, â€Å"Is what I’ve been saying for the last ten years really the case in my case? Now that I’m down there amongst it all instead of looking at it from the safety of an analyst’s lofty heights, does the story look and sound the same?† The Globalisation Story The stories we told the workers went generally like this: Globalisation led to economic and industry restructuring which leads to organisational change which means jobs change which means you have to do things differently to how you did them before and if you do not change, you won’t be able to give your customers what they want and you and your company and your country are gone† (hereafter called The Globalisation Story). Simple. Logical. Inexorable. Until we started telling it to ourselves and to each other. Then, with remarkable alacrity, we shifted from a reliance on causal explanation to an emphasis on interpretive understanding. Putting yourself inside the picture With many of us ‘experts’ in different stories - some were macroeconomists who understood globalisation theory, some of us were labour or industry economists who understood the theories of work and industry change, some were organisation researchers who knew about change management - we started to pick holes in other people’s stories and they picked holes in ours, many with the preface, â€Å"Your story doesn’t work for me because .

Synthesis of Aspirin

Abstract: The purpose of this lab is to synthesise acetylsalicylic acid (aspirin) by creating a reaction between acetic anhydride and salicylic acid. This was be accomplished through the use of recrystallization. Acetic anhydride and salicylic acid are mixed together, and then acidified by the addition of a few drops of concentrated sulfuric acid, which catalyzed the reaction. The percent yield is calculated to determine the effectiveness of the reaction in preparing the desired product (aspirin).The limiting reactant of the equation was salicylic acid. After the limiting reactant was determined, the theoretical yield of aspirin was calculated at approximately 1.97g. The actual yield was only around 0.67g, producing a percent yield of 34.3%. These results show that the methods used were only partially successful at achieving the goal of the experiment (synthesising aspirin). The findings showed that acetylsalicylic acid can be produced through a reaction between salicylic acid and ac etic anhydride, but that a much lower yield will be produced. A higher yield could surely be achieved if several sources of error were to be eliminated.Introduction: Acetylsalicylic acid is commonly used to alleviate minor aches and pains (Wikipedia, Aspirin, 2013). The active metabolite ingredient in acetylsalicylic acid (aspirin) is salicylic acid (Wikipedia, Salicylic acid, 2013), which was first discovered by Edward Stone in 1763 (Wikipedia, Aspirin, 2013).Salicylic acid is toxic in large quantities but in small doses can be useful for food preservatives and as an antiseptic. Other than being used in the production of aspirin, acetic anhydride is used to convert cellulose to cellulose acetate, a key component in photographic film and other coated materials (Wikipedia, Acetic anhydride, 2013). Sulfuric acid has many applications, such as pigments, explosives, lubricants, batteries, antifreeze, and detergents. In the synthesis of aspirin, sulfuric acid is also used as a catalyst t o speed up the reaction (Wikipedia, Sulfuric acid, 2013).Limiting reactants are important in chemical reactions because a reaction cannot proceed without all of the reactants. That is to say, a reaction can  only occur until one reactant is used up (Kirk, 2013). Percent yields are related to limiting reactants because the formula to solve for percent yield includes theoretical and actual yield. The theoretical yield is the amount of a product formed when the limiting reactant in completely consumed, and is the maximum amount that can be produced from the amount of reactants used in the reaction. The theoretical yield is rarely obtained because of sources of error, side reactions, or other complications. The percent yield is the actual yield of a product given as a percentage of the theoretical yield (Kirk, 2013).Purpose:How can one prepare aspirin through a reaction between salicylic acid and acetic anhydride?Apparatus:(2) 250 mL beaker 10 mL graduated cylinder Filter paper Funnel support Hot plate 25 mL graduated cylinder 50 mL Erlenmeyer flask Eyedropper pipette Funnel 100 mL beaker Wash bottleMaterials:Boiling chips (calcium carbonate) Acetic anhydride 18M sulfuric acid Ethanol Salicylic acid Distilled water IceMethod: 1. Prepared a water bath by half-filling a 250 mL beaker with water and heating it on a hot plate to until it was near boiling. Placed a few boiling chips in the beaker to prevent bumping if the water began to boil. 2. Weighed out 1.5g of salicylic acid on a piece of filter paper. Recorded the weight on the data sheet. Transferred the salicylic acid to a 50 mL Erlenmeyer flask. 3. Measured out 5.0 mL of acetic anhydride in a graduated cylinder from the fume hood. Recorded the volume of acetic anhydride used on the data sheet. Poured the acetic anhydride into the 50 mL Erlenmeyer flask containing the salicylic acid.4. Took the Erlenmeyer flask to the fume hood and added 5 drops of concentrated sulfuric acid to the mixture. 5. Mixed the solut ion and placed the Erlenmeyer flask in the water bath for about 10 minutes, making sure the Erlenmeyer flask did not tip in the water bath. 6. After the 10 minutes elapsed, added 2 mL of distilled water with an eyedropper carefully to avoid splatter. Waited 6 minutes, during which time an ice water mixture was prepared in another 250 mL beaker. 7. After the 6 minutes elapsed, 10 mL of distilled water was added to the Erlenmeyer flask and placed in the ice water, avoiding getting any of the ice water in the Erlenmeyer flask. A precipitate formed as the solution cooled. Used the â€Å"scratching† method, in which the bottom of the Erlenmeyer flask is scraped, to speed up the process of precipitate formation.8. Prepared a piece of filter paper in a filter funnel and filtered off the precipitate from the Erlenmeyer flask solution. After the liquid drained through the filter paper, washed the filtrate with two 10 mL portions of cold distilled water. When all the water had drained through, the filter paper was removed, and the solid (impure aspirin) was scraped into a dry 100 mL beaker using a clean scoopula.Recrystallization9. Measured out 5 mL of ethanol from the fume hood in a graduated cylinder, and added it to the 100 mL beaker containing the solid aspirin. Swirled the beaker to dissolve as much of the solid as possible, then placed the beaker on the hot plate until the solid completely dissolved. 10. After the solid  dissolved, added about 15 mL of distilled water. Prepared another ice water mixture in the 250 mL beaker and placed the 100 mL beaker in the ice water. Waited about 10 minutes. 11. Weighed a piece of filter paper and recorded it on the data sheet. Prepared the filter paper in a funnel and filtered off the precipitate. Rinsed the dirty apparatus thoroughly with lots of water. After all of the water was filtered through, left the filter paper to dry until the next class. 12. Weighed the piece of filter paper with the aspirin on it. Recorded the weight on the data table. Discarded the aspirin.Results: Overall Findings: When the salicylic acid and acetic anhydride were mixed, a white, powdery solution formed. When the sulfuric acid was added, a clear solution formed that produced heat. After heating, then cooling and scratching the solution, a white precipitate formed. The moisture in the precipitate was filtered overnight and what was left over was the desired product, aspirin.Qualitative Data: The boiling chips (calcium carbonate) were white, opaque crystals. The acetic anhydride was a clear solution with a vinegar-like odour. The salicylic acid was a find, white solid powder. The ethanol was a clear solution with an odour similar to strong alcohol. The sulfuric acid was a clear solution with a strong odour when heated. The aspirin (acetylsalicylic acid) was a white, solid powder.When the acetic anhydride and salicylic acid were mixed, they produced a white, powdery solution. When the sulfuric acid was added to this s olution, it turned clear and was warm. Upon heating the solution and adding water, puffs of smoke were produced. When the solution cooled and the â€Å"scratching† method was used, a white precipitate formed.Quantitative Data: Density (Table #1) Substance Density Acetic anhydride 1.08 m/LVolume (Table #2) Substance Volume Acetic anhydride 5.0 mLMolar weight (Table #3) Substance Molar weight Salicylic acid 138.12 g/mol Acetic anhydride 102.09 g/mol Acetylsalicylic acid 180.16 g/mol Weight (Table #4) Substance Weight Salicylic acid 1.51 g Acetic anhydride 5.4 g Empty filter paper 1.27 g Filter paper and aspirin 1.946 g Aspirin 0.676 gPercent Yield (Table #5) Substance Percent Yield Aspirin 34.3%Analysis: Determine whether the limiting reactant is the salicylic acid or the acetic anhydride. First, convert both masses to moles. 1 mole is equal to the molar mass of a substance; therefore, the grams of acetic anhydride and grams of salicylic acid must be divided by their molar mass es respectively.Molar mass of acetic anhydride = 4(12.01) + 6(1.008) + 3(16) = 102.088g Molar mass of salicylic acid = 7(12.01) + 6(1.008) + 3(16) = 138.118 g Acetic anhydride: 5.4g C4H6O3 x 1 mole C4H6O3 l= 0.052895541 moles C4H6O3 102.088g C4H6O3Salicylic acid:1.51g C7H6O3 x 1 mole C7H6O3 = 0.01093268 moles C7H6O3 138.118 g C7H6O3Since both acetic anhydride and salicylic acid have a coefficient of 1, the smaller number is the limiting reactant. Therefore, salicylic acid is the limiting reactant of the reaction. Next, calculate the theoretical yield of aspirin by converting the mass of the limiting reactant to grams of aspirin. 1.51g C7H6O3 x 1 mole C7H6O3 x 1 mole C9H8O4 x 180.154 g C9H8O4138.118 g C7H6O3 1 mol C7H6O31 mol C9H8O4 = 1.969566168g AspirinUsing the theoretical yield and the actual yield (from the data table), calculate the percent yield.Percent yield = Actual yield x 100 = l 0.676g l x 100 = 34.3% Theoretical yield1.969566168gDiscussion: Sources of error that were pos sibly present in the synthesis of aspirin lab are an improperly calibrated balance, an inaccurate hot plate, contamination  of the substances, age of the substances, or contamination of the glassware. Inaccurate calibrations of the hot plate or balance could have shown higher or lower quantitative data which would have affected the results by producing either a higher or lower percent yield. A contamination of the substances used or the glassware could have caused the substances to react differently with each other, again causing the percent yield to change depending on how the contamination affected the substances by producing a higher or lower percent yield.Another source of error could have been due to the transport of the aspirin from the Erlenmeyer flask after cooling to the funnel to be filtered. Some of the aspirin may have been lost or left behind and that would have showed a lower percent yield. The accuracy of this lab could be improved with more precise equipment, allow ing the experimenter to be more confident in the accuracy of the measurements obtained. While the aspirin was left overnight to allow time for the moisture to be filtered out, the air could have been a contaminant.A way to get rid of the source of error would be to keep the samples in a more isolated area where there is a smaller chance of contamination. Aspirin has many real-life applications. It is a pain reliever and a non-steroidal anti-inflammatory (NSAID). It has become very common as an antiplatelet to prevent blood clot formation and is used to prevent heart attacks and strokes. It has been present for over one hundred years and is one of the most widely used medications in the world. Conclusion:The main objective of the synthesis of aspirin lab was so produce aspirin (acetylsalicylic acid) through the reaction of salicylic acid and acetic anhydride. The methods used included recrystallization and scratching to produce a precipitate, which was then filtered to remove any exc ess moisture. The results displayed a percent yield of 34.3%, from a theoretical yield of about 1.97g of aspirin and an actual yield of approximately 0.68g of aspirin. Upon completion of the lab, analysis, and calculations, it is evident that the synthesis of aspirin is possible using these methods but that the yield will be relatively low.