Book report; schlesinger, The Distinguishing of America Term Paper

Book report; schlesinger, The Distinguishing of America - Term Paper Example he thesis that the emphasis on ethnic awareness, especially among public school, is a mistake; that instead of students studying the history that will unite America, they would be studying the history of his or her ethnic origin that is not even a historical fact. According to him, â€Å"the purpose of history is to promote not group self-esteem, but understanding of the world and the past, dispassionate analysis, judgment, and perspective, respect for divergent cultures and traditions, and unflinching protection for those unifying ideas of tolerance, democracy, and human rights that make free historical inquiry possible† (Schlesinger 104). In pushing for his thesis, Schlesinger argued that it is really not beneficial for Afro-Americans to study the history of an ethnic group or country which they have no cultural ties. He used the example of W.E.B. Du Bois to illustrate the detachment of the present generation of Afro-Americans to Africa as saying that â€Å"neither my father nor my father’s father ever saw Africa, or knew its meaning or cared overmuch for it† (Schlesinger 88). Even quoting the great Afro-American civil rights activist Martin Luther King as â€Å"we know nothing of Africa† (Schlesinger 89). In Schlesinger assertion, this can even lead to a distorted sense of history and cultural crisis as students would tend to study the essays written by the likes of Afrocentric writers such as Asa Hilliard and John Henrik Clarke, whose assertion that Africa is the â€Å"mother of Western civilization† has no historical basis, that is grounded more on fiction than documented fact. While it is agreeable that it is very important to study the history and the traditional canon of one’s country of birth (America), the tragedies that molded it, or the nuances of its cultural orientation, the assertion of Schlesinger that extending the historical study to other ethnic roots could distort one’s cultural image or sense of history is rather simplistic. It

Graffiti Art Essay Example for Free

Graffiti Art Essay In the late 1960s’s, another art genre was recognized and developed although its lack of form and other basic aesthetic elements has been once a topic of debates as regard its acceptance in the artistic world. Obviously, it differs from the works of art found in museums and galleries and its kind are not found in those elite locations because its location is specific. The location of graffiti art has been actually a subject of oppositions as well as its bold, unexpected and unconventional presentation. Although still, its location, may it be illegal, does not disqualify it as art. Thus, graffiti art is a form of art despite criticisms on its legality, coherence and presentation. It is also argued that graffiti art is a form of vandalism, but this is true only if they appeared on private or public property without permission. Graffiti art is indeed another genre of visual masterpiece. Graffiti comes from â€Å"grafficar†, an Italian word for drawings, markings, patterns, scribbles, or messages that are painted, written, or carved on a wall or surface. Graffiti is the plural of grafficar. Grafficar also signifies a process meaning to scratch. Examples of which are different wall writings ranging from cave paintings, bathroom scribbles, or any message that is scratched on walls. In the ancient Egypt and Rome, in particular, graffiti has been visible in monuments and building walls which are now being explored. It is originally used to term inscriptions, figure drawings, and other carvings found on the walls of ancient sepulchers or ruins. Examples are the Catacombs, or those found at Pompeii. (Whitford, 1992. pp. 137) In the modern era, present day graffiti is also associated to any unsolicited markings on a private or public property, usually considered to be vandalism. In the early 1970s young New Yorkers has started to adopt tags, signatures and signs using aerosol sprays and markers in public places. The youngsters, belonging to the black and Puerto Rican communities have initiated the tagging which eventually developed and soon covered the citys walls, buses and obviously in subway trains. Tags even cover the entire train. Some may contain screen names or reflections of the writer, comes in subtle and often cryptic messages. Taki, an artist of Greek-American descent, was the first modern identified tagger in New York. He signed himself Taki 183, the number probably derived from the number in his apartment block. Some names also made their appearances in some real urban murals painted with spray-paint. Tags such as Futura 2000, Dust and Pink gained fame and recognition in the world of hip-hops. There were also Basquiat and Haring who also started to work in the street and the subway but their works swiftly spread beyond the works of graffiti. Their works attracted the attention of influential dealers which put them in great demand although their works were considered one of the rare forms of graffiti art. (Graffiti†¦ 2007, p. 1) Tagging and graffiti differs from each other although arguments about this difference still arise. Tagging is associated negatively as gang-motivated and illegal because it is usually meant as vandalism. It is also viewed as too vulgar or controversial to have public value. On the other hand, graffiti can be viewed as creative expression, not to mention its usual link to politics. Main Types of Graffiti Art The main types of graffiti fall into different categories and have their own names which are recognized in cities all over the world. First is â€Å"Hip Hop Graffiti†. This is characterized by ‘pieces’ which hip hop graffitists create by aerosol spray paints. They are large and colorful works, usually including either a complex mix of letters or a cartoon-style picture. This type of graffiti often lacks much thought and planning in design and usually takes an extended period of time. Second is the â€Å"Opportunistic Graffiti† which location is selected impulsively, on the basis of low risk and low natural surveillance. Graffitists of this type usually use tags or scrawling to mark their territory. Third type is the â€Å"Gang Graffiti†. Gang graffiti is not art work but a sophisticated communication to publicize gang power, status, and territory. This type is somehow related to opportunistic graffitists because they also use tags or scrawling to mark territory. But in addition to this, gangs use graffiti to create notoriety or show off their defiance of the law and society, and as a mode of marking their presence. The fourth, the â€Å"Political Social Graffiti† is obviously of racial or political motivation. This is uncommonly regarded as part of the graffiti subculture, although it is recognized as damaging to property. The last type is the â€Å"Commercial Graffiti† which is an emerging civic problem. This involves huge compensations paid by private organizations to graffitists to spray advertising logos onto walkways and buildings for promotions of their products. This type is an illegal form of advertising that avoids normal planning laws. (Stowers 1997, pp. 1-2) Gang Graffiti: The Most Dangerous Graffiti The gang graffiti is the most controversial not just because of the characters of its writings but because of its social impact in the neighborhood. Gang graffiti is an indication of gang presence in the community. Gangs use graffiti as their newspapers, thus they usually call it â€Å"newspaper in the wall† as gangs use them to send messages. This is their way of marking boundaries and warning rival gangs. Graffiti may also be an instrument to advertise drug market or, as a memorial to a killed gang member. Symbols and cryptic writing style is exclusive in each gang. Death warrants and beat downs are known to be posted in graffiti. Upside down or crossed out graffiti generally means a put down or threat to a rival gang or person. (Bland and Read 2000) According to Michael Carlie (2002), graffiti is the most common method of gang communication and a major symbolism of their gang affiliation. Jonathan Kellerman (1994) as cited by Carlie referred to graffiti as â€Å"the hieroglyphics of rage† because of the violence associated with it. On the surface, a person who is not familiar with it might think of graffiti as a simple nonsense painting on the wall or in poles or elsewhere, or just a plain vandal. Carlie adds that among other things, graffiti communicates the â€Å"role call† or the roster of gang members, or the hierarchy of gang members. It also implies whos around, whos with who, whos disrespecting who, which gangs are claiming what territory and which areas are in dispute. It may be an announcement of current gang activities and whos getting ready to attack who, or whos already been killed. A familiar language, for example, is the â€Å"X† which if marked on a member’s name means he is the likely target for an attack or murder. (Carlie 2002, pp. 2) An important not on gang graffiti is, in many ways, it is a code and codes in general are subjects to analysis. Deciphering gang graffiti requires the understanding of the symbols, abbreviations, structure, that composes the gang language. In the United States, gang graffiti is usually based on two dominant styles the L. A. and Chicago styles which vary greatly and influence to some degree across the country. Some gangs use an exclusive style while others use a combination. For example, the Gangster Disciples originated in south-side of Chicago might combine L. A. style gang lettering with Chicago Folks Nation symbols. In New York, Latin Kings might use Chicago Latin King symbols but with New York tagger style graffiti lettering. (Graffiti 2010) These styles and some of the variations are seen throughout the country and a person who understands both styles is more likely to understand most, if not all, gang graffiti. Characters of gang related graffiti has sharp, angular stick letters, or mostly contains religious, even â€Å"satanic† imagery, or is done in one color of paint. Most of the times they are very simple and flat-out which make them easy to figure out. But no matter how simple they appear, it still requires some basic code-breaking skills. (Deciphering Gang†¦2010. p. 1) Figure 1: WS 18 St, HGS West Side Eighteenth Street (gang), Hoover Gangsters (a clique of 18th Street) Two-digit numbers, especially â€Å"13? , â€Å"14? , or â€Å"18? , signifies graffiti for a hispanic gang while three digits, especially if they are the area code of your neighborhood, it’s almost certainly not a hispanic gang, but a typical prison or street sort. Exception to this is numbers followed by â€Å"K† which means a threat from a rival gang. â€Å"WS18? (figure 1) is a tag for the (hispanic) West Side 18th Street gang out of California. â€Å"WS18K† means a threat towards 18th Street by a local gang. Note that â€Å"K† is short for â€Å"Kill†. If there are two digits, see if they’re prefixed by â€Å"N†, â€Å"S†, â€Å"E†, or â€Å"W† (or â€Å"NS†, â€Å"SS†, â€Å"ES†, or â€Å"WS†) which relate to the cardinal directions, and form part of the gang’s identity. Hispanic gangs more often use 13 and 14 the 13th letter of the alphabet is â€Å"M†, which generally stands for â€Å"Mexico† or â€Å"La Eme†, the Mexican Mafia and the 14th letter â€Å"N† generally means â€Å"North† that symbolizes which end of California the gang originated from. It is a division as gangstas from the north and south parts of California frequently clash. Figure 2: Lil Capone WS VSLC, crossed out BK, Crossed out PBGK Lil Capone (name of gang member) West Side Venice Shoreline Crips, Blood Killer, Playboy Gangster Killer (disrespect to rival gangs) Certain patterns appear without the numbers. As always, â€Å"K† is a threat to â€Å"(K)ill†, as are any crossed-out letters. â€Å"A† as in â€Å"Almighty† â€Å"N†, that virtually stands for â€Å"Nation† can be safely ignored. When seen together, which usually occurs, it show up that the gangs used to calling themselves the Almighty Whatever Nation. Figure 3: GD around Star of David with number six inside the star, pitchfork extending from the D Gangsters Disciples with six point star representing GDs and Folks. Pitchford represents GDs and Folks Gangs which are known in the country carry a finite code which makes them easy to identify. â€Å"GD† is the Gangster Disciples and â€Å"VL† are the Vice Lords. â€Å"LK† are the Latin Kings, and â€Å"LQ† the Latin Queens; sometimes when they’re getting along, they’re the LKQ Latin Kings and Queens. Crossed-out letters in gang graffiti usually mean a threat. Letters â€Å"B†, â€Å"C†, â€Å"F†, â€Å"P†, or â€Å"S† crossed-out in a piece of gang graffiti, it signifies a threat towards a gang whose name, â€Å"nation†, or nickname begins with that crossed out letter. In the Vice Lord tag, the letter â€Å"C† is not crossed out which tells you the local Vice Lords don’t have complaints with the (C)rips. Gangs should write very carefully because all too often, little slights in graffiti like crossing out letters, or painting over rival gangs’ tags, are a sure warning sign of impending gang war. Figure 4: CVLN Conservative Vice Lords Nation. Cane extending from the L is a CVL symbol. Upside down pitchfork shows disrespect towards Fold Nation gangs. Knowledge in deciphering gang graffiti introduced you to a neighborhood of gangs. In (figure 4) the â€Å"C† is short for â€Å"Conservative†. The â€Å"Conservative Vice Lords† are one of several dozen larger Vice Lord â€Å"sets† around United States. Some communities have taken a massive campaign against graffiti and also intensifies gang reduction. In Florida, the Florida Department of Corrections website posts information to help educate the public in reducing gang activities, which imposes threat to the community. Some gangs, the website says, even use graffiti as Death warrants to authorities specifically to police officers. Community awareness program in most part of America uses the 4 Rs of graffiti to intensify campaign against gangs and gang graffiti. The slogan says, â€Å"READ IT, RECORD IT, REPORT IT REMOVE IT†. (Deciphering Gang†¦2010, p. 1) Thus, citizens should read it and report it to police, and police will record it and then remove it. These steps are important but the removal of the graffiti is the most risky. Removal of graffiti manifests the neighborhoods refusal to be dominated or intimidated by gangs which is a language most gang members understand. Neighborhood residents who ignore graffiti and bother not to remove them are viewed as frightened and weak by the gangs who made them. At the worst, there are instances that gang members attack people who attempt to remove or cover their graffiti. Gang graffiti is the most dangerous of all graffiti and can usually be found around community rail stations. It marks territory and rival gangs usually challenge for territory by crossing out another gangs graffiti. It imposes real and great danger to the residents. Messages in graffiti are taken seriously by gangsters and the longer graffiti is, the greater the risk that the threats will be acted on. Graffiti is a gateway crime and membership in gangs certainly guarantees a criminal record. Since juvenile of minor age receives more lenience when it comes to punishment, the minors are the usual target of recruitment and the doer of crimes. Residents Against Graffiti Everywhere (RAGE) is a community group that looks at social issues and works with local councils and Governments towards promoting a zero tolerance policy on graffiti. (Bland and Read 2000, p. 179) By legal definition, graffiti is vandalism. It is the unauthorized application of markings on someone else’s property, especially without permission. Therefore, legality wise it is a crime. The manner that graffiti is regularly produced as illegal detracts it from the concept to be considered an art form. Very unfortunately that graffiti is responded with outrage over the abuse of someone’s property. This negative connotation may take away the value or impact of the artist’s original message. Perhaps, it would be better to get permission from the owner of the â€Å"canvas† to display the art. Yet, graffiti still elicits emotional response even in its illegal state. Furthermore, it is composed of lines, shapes, color, tones, and forms in a display that conveys a certain message and elicits an emotion. Therefore, it is safe to say that graffiti is indeed an art. As George Stowers (1997) presented four criteria as basis that some forms of graffiti become a work of art. First, the artists intention to produce a work of art separates graffiti art from everyday graffiti markings. Second, graffiti art established a history of development in style and technique. Third, the art world has already recognized graffiti as an art form. Fourth is the public response to graffiti art indicates that it is art. Regardless of the message it conveys, the fact that graffiti carry the aesthetic and creative symbolism and expression, public agrees that graffiti is a form of art. Like other art forms, graffiti art is a definite art when both the artist and the audience agree on the works ability to provide maximal aesthetic satisfaction. Graffiti is presently known as spray can art which is a form indeed recognized as art. It has form, color, and other base properties as any other art pieces. It also has as an arrangement of these elements into structures that qualify it aesthetically as being art. However, something that is done with spray paint might make it graffiti, but not necessarily qualify as art or graffiti art. Location and presentation still are the factors that hinder the general acceptance of graffiti art. However, the instances that the art world’s acceptance of graffiti art shows that conventional methods of presentation are not all that matters in determining graffiti as an art. Graffiti in the form of spray can art is art like any other work that might be found in a gallery or a museum. References Bland, N. Read, T. (2000). Policing Anti-social Behaviour. Police Research Series 123, Policing and Reducing Crime, British Home Office, London, UK. Carlie, Michael. (2002) Graffiti and Other Gang Identifiers. (Into the Abyss: A Personal Journey into the World of Street Gangs) Retrieved 23 May 2010 from http://faculty. missouristate. edu/m/MichaelCarlie/what_I_learned_about/GANGS/graffiti _and_other_identifiers. htm. Deciphering Gang Graffiti (2008). The Slugsite. com. Retrieved 23 May 2010 from http://www. slugsite. com/archives/825. Graffiti. (2007) The Huntfor. com retrieved 23 May 2010 from http://www. huntfor. com/arthistory/C20th/graffiti. htm.

Essay --

The 1919 Winnipeg General Strike was a pivotal event in Canadian labor history. It was fight for the injustice happening to the people of Canada who worked extremely hard to fight the war for Europe. These factory workers and the returned soldiers wanted nothing more than the fulfilment of the needs. For instance, they wanted better wages, stable jobs. However, as soldiers came back after fighting the war their jobs were taken by the immigrants. In addition to the workers who already were working for these metal industries wanted recognition and better working condition, which then led to the 1919 Winnipeg strike. The strike started on 15 may by the second day more than 35000 workers were on strike. The Winnipeg police and the police union decided together, and came to the strike only to be demanded by the strike committee to rejoin their jobs. One can tell that the motive of the municipal police was clear; they did not demand any violence. However, they were greatly misunderstood, p art of the police force were confused with the strikers. The City of Winnipeg Police Commission terminated the nearly all the local police constables for declining to sign an agreement and taking the oath to neither participate nor belong to the strike. These police officers were enforced out by the law and order; their initial places were filled with special constables. The newly hired constables were not as trained as the previous ones; they were given horses and baseball bats, to freely use those on the strikers as required by the situation. The Winnipeg police force was with the strikers and was greatly sympathetic to the strikers. For this reason that, they refused to sign the contract. The citizen’s committee of 1000 was consisting of the elite c... ... a real job. The living inside these camps created frustration between the resident, which then lead to the union created inside the camp to fight off the injustice happening in these camps. Therefore, one can see that the camp created by the federal government were not there to deal mainly with the issue of poverty and providing the needy with shelters. The main reason behind it was to resolve the issue of militancy beforehand. However, as seen in many cases these measures did not only generate more issues to deal with nonetheless also shaped agitation among the already disturbed civilians. Bennett’s government tried their best to resolve the issue. But the era 1930s was not very favorable for them. They nation was trying to get through the great depression and at the same time was trying to calm their civilians down by preventing them to take any serious measures.

Prophets :: essays research papers

The Prophets The Prophets, religious sages and charismatic figures, who were perceived as endowed with a divine gift of revelation, preached during the period of the monarchy until a century after the destruction of Jerusalem (586 B.C.E.). Whether as advisers to kings on matters of religion, ethics and politics, or as their critics, under the primacy of the relationship between the individual and God, the prophets were guided by the need for justice and issued powerful commentaries on the morality of Jewish national life. Their revelatory experiences were recorded in books of inspired prose and poetry, many of which were incorporated into the Bible. The enduring, universal appeal of the prophets derives from their call for a fundamental consideration of human values. Words such as those of Isaiah (1:17) -- "Be good, devote yourselves to justice; aid the wronged, uphold the rights of the orphan; defend the cause of the widow" -- continue to nourish humanity's pursuit of social justice. The primary job of a prophet was to arouse the people and the government to repentance and observance. The traditional view is that prophecy was removed from the world after the destruction of the First Temple. Those prophets who are mentioned after that were alive at the time of the destruction. Several explanations are offered for why prophets no longer exist: 1. The fact that the Jews did not heed the calls to repentance of the prophets showed that they were not worthy. When most of the Jews remained in exile after Ezra returned, they showed that they were still not worthy of that level of holiness. The second temple did not have the level of kedushah [holiness] of the first Temple even from the beginning. 2. This was actually a sign of Gd's mercy. Had the Jews had a prophet and continued to disobey (as was probable based on the behavior of the following centuries) even after the punishment of the exile, they would have merited complete destruction. Now they could say that had a prophet come they would have obeyed and thus mitigate the punishment (though some consider the current exile (i.e., the diaspora) to be harsh enough). 3. After the destruction of the first Temple the sages prayed for the removal of the "Evil Inclination" of idolatry.

Class I Railroad and Teacher Essay

Any other day in school was the same, going to class going to lunch and going home that was until I saw my schedule change. I was a bit shy not knowing what to expect from my new classes and what were they going to be like. When I come into my new class I felt scared, it was like a western movie, when a cowboy walk into a bar and its dead silence nothing but eyes staring at me and not in a good way. I was put in Mr. U Jimenez classroom. After a couple of days in the class it was still harsh but it was getting better for me. It was fun on some days and that’s when I knew I was getting along with others. Eventually I caught up and was right on track. In my new class the first few things I did was stay calm, be happy and try to go along with others. The first day of my class was towards the end of the first trimester. It was crazy knowing I had to start a new trimester in a different class; it was crazy because when the teacher would send a student out with him the class will go nuts because they had â€Å"free time† and got away from class work for a couple of minutes. After a couple of days in the class it just went from a fun class to a disaster. I’m not such a fast writer and well when it came to taking notes in Mr.  U Jimenez class it wasn’t so good for me. I wrote as fast as I could but unfortunately I wasn’t fast enough. Before I could finish my notes the power point would change and both the class and I wouldn’t have a chance to finish. On the first day of class I also witnessed that the teacher called five different student parents for bad behavior. Knowing that the first day was like this I thought a lot about what the rest of the school year would be like. People feel many different ways on their first few day of class. I felt that in the first few days of being in the class were ok but then the other few days of class weren’t. I felt afraid of my teacher at first because of how strict he was. I also dislike yelling and people telling my parents bad news about me. In some occasions (not to be crazy) I wanted to strangle Mr. U Jimenez and maybe a couple of the other kids because of how annoying they are but I’m only thirteen and well I don’t want to go to jail so I decided to put up with my feelings towards that class and just do as well as I could. However my teacher does have some kind moments and rewards us with candy. The class can be fun like the poem project I did. I enjoyed doing that, we had some good times expressing urselves, getting created, and getting to know my classmates a little more in class. I felt many different reactions in class. Some days I was pretty happy in class and other times I was pretty annoyed and wanted to leave or scared. It would be fun because the teacher was cool on some days. Once in a while the class would get to play who wants to be a millionaire or some educational activity. I’d have a good time in the class joking around with my friends. On other days it’s pretty annoying because my teacher would be mean. He calls my mom in front of the whole class and it’s pretty embarrassing. When my teacher keeps us in class it’s because a student has lost one of his many pen, he wants back. When we do activities in the class and when it comes to questions I react in a shy way and stay quiet and hope he doesn’t pick me. If the class is crazy for a long time it won’t stay that way for long. I’d be kind of surprised and scared because Mr. U Jimenez yells and says shut it and sit down in our seats. Soon were back to taking fast notes and listening to lessons all over again. My reactions toward school were never really exciting anyways. My behavior has changed thorough Mr. U Jimenez class. When I came to his class my behavior hasn’t change but I had to try now and then. At first I felt scared and a bit shy so I don’t think my behavior was too bad but after a while I felt comfortable. When I started feeling comfortable in class I was a bit crazy at some points. I now I’m lazy because I don’t want to do my work or pay attention but I don’t think I’m as lazy anymore. I know I need to pass my class so I try a little harder now. When Mr. U Jimenez gets mad we all get mad, even though he is always in a grumpy mood. Sometimes when he’s mad I don’t really understand him he says things that don’t make sense; well to me that is and again he starts to call parents sometimes he does it randomly too. I know I don’t like it when he calls my mom. Neither my mom and I like my teacher’s calls but its best for her to know that I’m not doing so well in class so I can improve better and try harder, when Mr. U Jimenez calls or sends papers talk about my behavior in class nor missing assignments my mom doesn’t give me my allowance and she takes my we and my TV, my mom would just start to tell me all these things about school to do better and improve my grades. Sometimes I forget Mr. U Jimenez name and call him (fat teacher) not to be mean Mr. U Jimenez but I’m trying to behave myself. There were many things I felt when I started my new class. I had so many things going through my mind. I was thinking about how I would feel, my reactions, my behavior and what it would be like. When it was a no teacher zone the students would get pretty crazy. On some days the teacher would scary me and annoy me so I would know my reaction for the day until I got out of class. Some days were better than others like the games we play and the activities that we would do. It would be cool when we play games because for the people that won they’d get rewarded with candy. My behavior has changed in my classroom and I’ve gotten use to my class. Now all I ‘m trying to do is to pass Mr. U Jimenez class so I can go to High School and pass science or my mom will kill me and send me to summer school. If I don’t pass I can’t go to San Francisco on our Vacation Mr. U Jimenez I know that I’m not one of your best students but I’m trying my mom always keep on saying u are smart I can do anything if I just try hard and pay attention and listen like I’m with math I just don’t know it till don’t come out of me still.

Alex Alampi Jr. essays

Alex Alampi Jr. essays Alex Alampi Jr., a watercolor artist from Gloucester County, New Jersey, features the people of the Mid-Atlantic region. "Working Portraits," as he refers to them, are images reminiscent of a simpler time. Although Alex enjoys painting a wide variety of subjects from the Delaware Bay region and the pastoral countryside where he grew up, his inspiration comes from the people; those individuals who still make a living from the land and waterways in the traditional method of their forefathers. Preserving this timeless way of life is the essence of his art. A professional artist since 1993, Alex has received many awards for his realistic, transparent watercolors. The past two years he exhibited in the Tidewater Gallery of Easton, Maryland for the Annual Waterfowl Festival. He is an artist member of the American Society of Marine Artists and a member of the Rittenhouse Square Fine Arts Association in Philadelphia, PA. His artwork is in private and corporate collections throughout the United States, Canada and abroad. Being from New England, Ive always been a fan of lighthouses, because theyre all over the coasts of the region. But when I think of lighthouses, I dont normally think of the New Jersey bays and coastline. However, after seeing some of Alampis work, I feel as though I have already been there and seen them. He captures the shape and environment of the lighthouse and its surrounding so well, it is as though Im looking out a window rather then at a watercolor painting. ...

Cars of today compared to cars of the 1970s essays

Cars of today compared to cars of the 1970's essays CARS OF TODAY COMPARED TO THOSE OF THE 1970S New cars are completely different than the cars that came off the production line during the 1970s. First , 1970s model cars were very large in size and newer model cars are relatively small. Second , those big old cars had to have bigger and stronger motors to make them efficient while driving and newer cars concentrate on smaller motors for better gas mileage. Last , while 1970s cars had very few extras (such as power steering , anti-lock brakes , power windows and locks) but they were more The enormous cars of thirty years ago were large inside and out and were built for large families. The cars were built to have a lot of interior space and were built large on outside for a comfortable and controllable driving experience. Meanwhile todays cars are on average 75 cubic inches smaller on the interior and considerably smaller on the outside. The new cars are just as comfortable and controllable as the 1970s due to better technology and design. They also are built out of strong but light weight materials Since the new cars are smaller and lighter than the older ones they dont need as much power from their motors. Newer cars generally have smaller less powerful engines such as a V-6 or 4-cylinders . Since the 1970 model cars were big and heavy they had to Page Two have bigger engines . The big old tanks of the 1970s usually had the larger motors like a V-8. They were very powerful but very costly for operation because of the poor fuel efficiency. Because of poor technology in the 1970s , the manufactories had to over ...

The 7 UChicago Essay Prompts How to Write Stellar Responses

The 7 UChicago Essay Prompts How to Write Stellar Responses SAT / ACT Prep Online Guides and Tips The University of Chicago is famous for its unique essay topics. They’re some of the most creative and off-the-wall essay prompts you’ll see when applying to colleges, and it can sometimes be confusing to know how to tackle them. What should you write about in your UChicago essays? How can you show that you’re intelligent, creative, and worthy of a place at their school?Read on to learn all about the UChicago essays, what the admissions team expects to see in your responses, what topics you should write about, and which topics you should avoid.In this guide we also suggest sample essay ideas for each of the 2018/2019 UChicago supplement essay prompts and analyze past University of Chicago essay samples so you can see what a great UChicago essay looks like. What Are the UChicago Essays? Before you can begin figuring out how you’ll write your UChicago essays, you should know which prompts you’ll be seeing and the rules for each one. You’ll need to write two essays, and the UChicago essay prompts you must answer are commonly referred to as Question 1 and Question 2. Question 1: Why UChicago? The Question 1 prompt is the only UChicago supplement essay that stays the same each year, and it’s also the only prompt that all applicants must answer (for Question 2 you’ll have multiple prompts to choose from). For this question, you’ll need to write an essay that explains why you want to attend the University of Chicago and why you think the school is a good fit for you and your goals.UChicago doesn’t have strict word limits for essays, but they suggest a response of around 250-500 words. The prompt: â€Å"How does the University of Chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future? Please address with some specificity your own wishes and how they relate to UChicago.† Want to get into UChicago or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Question 2: Extended Essay For Question 2, you have a choice of six essay prompts, and you’ll choose the one you want to respond to. The essay prompts for this question change every year, and while there are always around six prompts, some years there may be one more or one less to choose from. These are the more unique and offbeat essay prompts that UChicago is known for. Many of them were created by UChicago alumni and current students.UChicago recommends this essay be around 650 words. Below are the essay prompts for the 2018/2019 school year. Essay Option 1: In 2015, the city of Melbourne, Australia created a "tree-mail" service, in which all of the trees in the city received an email address so that residents could report any tree-related issues. As an unexpected result, people began to email their favorite trees sweet and occasionally humorous letters. Imagine this has been expanded to any object (tree or otherwise) in the world, and share with us the letter you’d send to your favorite. Essay Option 2: You’re on a voyage in the thirteenth century, sailing across the tempestuous seas. What if, suddenly, you fell off the edge of the Earth? Essay Option 3: The word floccinaucinihilipilification is the act or habit of describing or regarding something as unimportant or of having no value. It originated in the mid-18th century from the Latin words "floccus," "naucum," "nihilum," and "pilus"- all words meaning â€Å"of little use.† Coin your own word using parts from any language you choose, tell us its meaning, and describe the plausible (if only to you) scenarios in which it would be most appropriately used. Essay Option 4: Lost your keys? Alohomora. Noisy roommate? Quietus. Feel the need to shatter windows for some reason? Finestra. Create your own spell, charm, jinx, or other means for magical mayhem. How is it enacted? Is there an incantation? Does it involve a potion or other magical object? If so, what's in it or what is it? What does it do? Essay Option 5: Imagine you’ve struck a deal with the Dean of Admissions himself, Dean Nondorf. It goes as follows: you’re guaranteed admission to the University of Chicago regardless of any circumstances that arise. This bond is grounded on the condition that you’ll obtain a blank, 8.5 x 11 piece of paper, and draw, write, sketch, shade, stencil, paint etc., anything and everything you want on it; your only limitations will be the boundaries of both sides on the single page. Now the catch†¦ your submission, for the rest of your life, will always be the first thing anyone you meet for the first time will see. Whether it’s at a job interview, a blind date, arrival at your first Humanities class, before you even say, â€Å"hey,† they’ll already have seen your page, and formulated that first impression. Show us your page. What’s on it, and why? If your piece is largely or exclusively visual, please make sure to share a creator's acco mpanying statement of at least 300 words, which we will happily allow to be on its own, separate page. PS: This is a creative thought experiment, and selecting this essay prompt does not guarantee your admission to UChicago. Essay Option 6: In the spirit of adventurous inquiry, pose your own question or choose one of our past prompts. Be original, creative, thought provoking. Draw on your best qualities as a writer, thinker, visionary, social critic, sage, citizen of the world, or future citizen of the University of Chicago; take a little risk, and have fun. The world is your oyster when it comes to answering UChicago essay prompts. How to Answer the University of Chicago Essay Prompts In this section, we explain what UChicago wants to see in your essays, give ideas for topics to write about for each of the essays, and discuss topics you are better off avoiding. Question 1: Why UChicago? For this University of Chicago supplement essay, UChicago wants to know why you want to attend their school, what you hope to get out of attending, and how University of Chicago will help you achieve their goals. Basically, they want to know why you think their school is a better fit for you than all the other schools out there. For more analysis of this essay, check out our in-depth guide to the Why UChicago essay. What Do They Want to See in Your Response? The â€Å"why our school?† is probably the most common essay prompt you’ll see on college applications. Why do schools, including UChicago, ask this question? UChicago wants to first see that you really want to go to their school. Students who love a school are more likely to accept an offer of admission and attend it, and they are more likely to be committed to their studies, participate in extracurriculars, and give back after they graduate. Your passion for UChicago should be shining through in this essay. Next, UChicago wants to see that you’ve done your research on their school and have an idea of what opportunities you want to take advantage of while there. You can do this by mentioning specific things you like about UChicago or that you plan to take advantage of as a student there. Potential things to discuss include professors you admire or are interested in working with, specific classes you want to take, and extracurriculars you want to participate in. Finally, UChicago wants to see that you are a good match for your school. Your essay should explain how you’ll take make the best use of what UChicago offers, how your strengths match the opportunities they provide, and how UChicago will help you reach your goals for the future. Potential Topics to Write About There are many ways you could approach this essay prompt; although since UChicago is best known for its academics (as opposed to killer sports teams, for example), most people will discuss the academic side for at least part of their response. Below is a list of possible topics; most people will discuss one to three topics in their essay. Majors or classes you’re especially interested in UChicago’s core curriculum Professors whose work you admire and whom you’d like to study with or conduct research with Unique events like Scav and Kuviasungnerk/Kangeiko Research opportunities you’d like to have University of Chicago students you’ve met who you admire Volunteer opportunities Financial aid opportunities UChicago offers that make it possible for you to attend Topics to Avoid The key here is to avoid generic topics that could apply to practically any school or any student. You want it to be clear in your response what opportunities the University of Chicago offers you that no other school does and how you’re going to make use of them. Topics that won’t show this include discussing: How pretty the campus is Chicago weather The food on campus Where UChicago places on college ranking lists Discussing your future major and career path without connecting it back to what UChicago offers Bashing other schools Question 2: Extended Essay The extended essay is when you can get especially creative. This question requires you to move outside your comfort zone of typical essay topics and answer one of the prompts in a way that gives readers insight into who you are and what you care about. What Do They Want to See in Your Response? Your response Question 1 is meant to show what about UChicago you liked and how you were going to make the most of the opportunities it offered. Question 2 is less about UChicago and more about you. The admissions team wants to see who you are and what’s important to you. Three main things they’d like to see in your response to this essay are: Your story Your personality Your thirst for knowledge Who are you? What have been the important events in your life? What kind of person are you? What do you love learning about? These are the questions UChicago wants you to answer. They want to know what’s important to you, what events from your past helped shaped you, what kind of person you are now, and what you want to accomplish in the future. UChicago is particularly interested in students who love learning and have a lot of interests in different fields and topics. A mathematician who also does ballet? A creative writing major who started her own business? Bring it on! Make sure to show your love for learning in your essay. Your passions and goals don’t always need to be lofty though; in the second example essay below you can see how the writer took a quirky interest and managed to connect it to larger ideas. If you can connect one of your pet passions to an essay, do so! Potential Topics to Write About The great thing about these UChicago essay prompts is you can write about almost anything you want to since they’re so different from each other and give you lots of chances to be creative. Just remember, you want this essay to give UChicago a good idea of the type of person you are and what’s important to you. Topic 1 This is a pretty broad topic,and as long as you can connect an object to your interests and/or future goals, you can answer this prompt. You could write a letter thanking your business suit for getting you a dream job/internship, a letter to your favorite book and explain how it made you decide you wanted to become an author, or a letter to your piano, which you hated practicing on when you were a kid, but eventually helped you develop your passion for music. For this prompt, make sure to explain why the object is so important to you, and give details and specific instances of when you used it to make your response more unique. Topic 2 This is perhaps the most out there of the topics, and you could really go anywhere with it. Maybe you discover a new world that’s better or worse than ours in a certain way and you use that topic to discuss particular values of yours. Perhaps you have a fear of heights, and falling off the edge of the Earth causes you to remember another instance when you had to face and conquer a fear. Go anywhere this takes you, just remember to connect it back to you and what you find important. Topic 3 Another one of the creative UChicago prompts, a good way to brainstorm for this one is to think of a thing/feeling/situation that you wished a word existed for. The feeling when you’ve checked everything off your to-do list and can now relax? A new word to describe a dream you had that you can’t quite remember but made you feel a certain way when you woke up? Get as specific and creative as you can here. As to which language to use, any one that you have a connection to will work. It could be a language you’re studying, one that’s spoken in a place you want to travel to, the language your ancestors spoke, etc. Topic 4 A good way to tackle this one is to invent a spell to solve a problem you have. It could be a problem that affects primarily you (such as a spell to keep your little siblings from distracting you, or a spell that eliminates the need to sleep for a night so you have time for both your football practices and watercolor painting hobby) or a bigger problem (a spell to remove carbon dioxide from the atmosphere to reduce the effects of climate change). Think of problems you want to fix, and use your essay to come up with a spell to solve one of them. Remember to explain why this problem affects you and how eliminating it would help you/others. Topic 5 This is a great option for more visual people who feel writing isn’t always the best way to get their personality across. For this prompt, you have the chance to explain an important aspect of your personality or history, something you care about, or a way you think you're misunderstood. For example, you’re religious but feel people often misunderstand your religion, your page could be an FAQ where you answer common misconceptions about your religion. If you’re an artist, you can use the paper to show your favorite piece of art you’ve created, then explain what the art means and why it’s important to you. If you’re a ballerina, on one side of your page could be a ballet award you won, and the other side could be a picture of your bruised and bandaged feet to show the hard work you went through to accomplish your goals. Topic 6 If none of the other prompts speak to you, you can always come up with your own and answer it. This is a good option if you have something specific in mind you want to write about but the topic doesn’t fit any of the prompts. When I applied to UChicago, I really wanted to write about a summer I spent on an archaeological team since it was important to me and I felt it showcased my strengths. None of the prompts that year fit, so I made up my own. Topics to Avoid UChicago wants you to be creative here, so there aren’t many topics that are off limits. However, you’re trying to convince them that you’d be a great an interesting student to add to their school, so make sure you use your essay to show who you are and why UChicago would want to admit you. This means you should avoid responses that don’t give readers a good idea of who you are. (For example, if you choose essay option 5, don’t just state that you’d create a spell that blocked out all nearby sound. You’d want to tie it back to yourself and your life by explaining the reasoning. For example, maybe you have a grandparent living with you, and you want them to be able to relax in peace.) Because these prompts are creative, it can be easy to run away with them, but always remember to answer the prompt completely and give UChicago better insight into who you are. Additionally, don’t feel that certain University of Chicago essay prompts are â€Å"better† or more impressive than others. UChicago wouldn’t have chosen these essay topics if they didn’t think applicants could write outstanding responses to them, so please choose the prompt that you can feel you can write the best essay for. University of Chicago Essay Examples In this section are two University of Chicago essay examples, each written by an accepted applicant. Below each UChicago supplement essay we discuss what makes the essay work so well. Question 1 Dear University of Chicago, It fills me up with that gooey sap you feel late at night when I think about things that are really special to me about you. Sometimes I just hunger for more, but I keep that a secret. The mail you send is such a tease; I like to imagine additional words on the page. Words like "you're accepted" or "you're awesome!" or "don't worry, she still loves you!" but I know they're all lies. You never called after that one time, I visited you thrice, but you never come around anymore. Tell me, was I just one in a line of many? Was I just another supple "applicant" to you, looking for a place to live, looking for someone to teach me the ways of the world? The closeness between us was beautiful, it couldn't have been just me that felt it, I know you felt it too. The intimacy was akin to that of scholar and original text, your depth as a person is astounding! To be honest, I must confess I had already dreamt of a rosy future together, one filled with late nights and long discussions over the Got hic era and the ethical stage of Kierkegaard, we would watch the sunset together and spend every Christmas snuggled in blankets. Eventually we would get older, I would become a well-educated corporate lawyer and you would enrich yourself within the domain of human knowledge. Your cup overfloweth with academic genius, pour a little on me. You're legendary for it, they all told me it would never work out between us, but I had hope. I had so much hope; I replied to your adorable letters and put up with your puns. I knew going into it that you would be an expensive one to keep around, I accounted for all that; I understand someone of your caliber and taste. And now you inquire as to my wishes? They're simple, accept me for who I am! Why can't you just love and not ask why? Not ask about my assets or my past? I'm living in the now, I'm waiting for you to catch up, but you're too caught up in my past, I offer us a future together, not a past to dwell upon. Whenever I'm around you, I just get that tingle deep inside me that tells me you're the one; you have that air of brilliance and ingenuity that I crave in a person, you're so mature and sophisticated, originality is really your strongest and most admirable trait. I wish we could be together, I still think in my heart of hearts we were meant to be, but you have to meet me halfway, dear. I'm on one knee here with tears welling up in my eyes, the fireworks are timed and ready to light up the night sky for you, just say 'I accept...you.' Always, Rohan Why Does This Essay Work? Creative take on a standard prompt: The writer chose a very unique angle for this essay: comparing the University of Chicago to a lover. He’s probably the first applicant to answer the essay prompt this way, which definitely makes this a memorable essay. In fact, UChicago loved this essay so much that they mailed it out to thousands of potential applicants (which actually got them a bit of backlash). You absolutely don’t have to take as unique an approach to this essay as the above writer did, but doing so can definitely help your essay stand out. It answers the entire prompt: Even though this is an unusual essay, the writer still manages to answer everything the prompts asks for. He mentions his goal for the future (to become a lawyer), mentions varied interests he has (the Gothic era, the philosopher Kierkegaard), and explains what he likes about UChicago (the brilliance, ingenuity, and originality the school offers). He even manages to mention that he visited campus three times, which shows a serious interest in the school. If you choose to write an especially offbeat essay, it’s key to do what this essay did and still answer the prompt while being creative. Question 2 This essay is from several years ago, so it doesn't use a current prompt, but it's still helpful to read and analyze. Here 's the prompt:Share with us a few of your favorite books, poems, authors, films, plays, pieces of music, musicians, performers, paintings, artists, blogs, magazines, or newspapers. Feel free to touch on one, some, or all of the categories listed, or add a category of your own. The Illuminati changed my life. Three years ago, I found my first ambigram in one of my favorite novels, Angels and Demons by Dan Brown. I turned the page, and there it was: the word â€Å"Illuminati† printed into the exact center of the book. It was styled like a newspaper masthead, exquisite and complex, yet oddly symmetric. Curious, I rotated the book upside-down. Impossibly, the inverted word was still â€Å"Illuminati.† Gazing closer, I realized that the letters, I-L-L-U-M, actually shaped into a flipped I-N-A-T-I. Suddenly, I was reading it in both directions. My eyes waltzed along the broad curves and sharp twists of the calligraphy, striking poses in a glamorous font against a sheet of creamy whiteness, sliding between the dense vertical strokes, peering at the edge of the defined serif as it angled away, then bent boldly toward me. Every line was deliberate, every flourish smiling with purpose, and the whole word balanced on the delicate cord that joined two letters into one. It was unforgettable. Ambigrams are words that can be read from different directions. Actually, â€Å"ambigram† is an umbrella term that encompasses dozens of distinct types of visual wordplay. The most popular ones are rotational, mirror image, and-my personal favorites-symbiotic ambigrams, which can spell two different things when viewed normally and upside-down. Compelled by the striking art, I could not help but try my own hand at designing ambigrams, and slowly I felt the pitiful stick-figure artist inside me shrink away as my inner energetic graphic designer sprang up. Before early volleyball tournaments, I work myself up by filling up pages and pages of experimental letter combinations, gleefully satisfied at the way that a rounded lowercase â€Å"a† was a perfect upside-down lowercase â€Å"e.† In my AP Literature class, I drew â€Å"She’s a witch!† which revealed, when flipped, â€Å"Communist† to reflect Arthur Miller’s contemporary motives for writing The Crucible. On a challenge from a friend, I even drew an ambigram of â€Å"Jay-Z† and â€Å"Beyonce† on a bumpy bus ride back from a leadership retreat. In the last few months, I have also practiced drawing ambigrams as fast as I can. I dream about the day when I can effortlessly write out a message saying â€Å"Hi, how are you today?† normally and â€Å"The password is cherry268† upside-down, without pausing or rotating the paper. I imagine a world in which everyone had this ability, and could literally write two things at once. How would that change communication? Encryption? Trust? My legs swing comfortably from this innovative edge, excited to take a stab at the answers. The best part about the ambigram is that it refuses to define itself as just one thing. It is a linguistic passion, a cryptographic endeavor, an artistic design, and an ironic illusion. I relish the fact that ambigrams force both the artist and the audience to reject first glances and embrace secret identities. This may just be a nerdy obsession, but ambigrams have taught me far more than how to sketch fancy words. Their multidimensional truth implies that my hobbies of both writing Italian sonnets and solving logical riddles are not opposing functions of my left and right brains, but rather, a perfect conglomeration of my passion for creating and solving puzzles. The beauty of the most surprising combinations reminds me to take bold risks in both my life and my designs. Above all else, ambigrams have taught me that I can create the impossible. I can make true and false the same word depending on something as simple as a 180-degree head turn. Victory can be defeat. Open can be closed. Am amateur piano player with an obsession for cryptology can learn how to program iPhone apps and get the game-winning kill at the varsity volleyball championship. A girl with divorced parents can make time for both families, and an inspired teenager from California can write her name into world historyboth normally and upside-down. -Samantha M. Why This Essay Works Shows passion: This essay focuses a pretty unusual and specific topic: ambigrams. While many people may not even know what an ambigram is, the writer is clearly passionate about them. She discusses how much time she spends trying to create different ambigrams, what her goals for ambigram creating are, and some of her favorite ambigrams she’s created. UChicago loves people who are passionate about something, even it’s an unusual or offbeat interest. It makes UChicago believe those students will bring that passion with them onto campus. Gives insight into the writer’s personality: The majority of this essay is about the author’s interest in ambigrams, but she also manages to cleverly slip in multiple other references to her personality and interests. From her essay, we learn that she’s a volleyball player, writes Italian sonnets, and loves solving puzzles. Adding these details gives UChicago a fuller look at what makes her tick. Connects it to a bigger picture: The writer chose to write about a very specific topic: ambigrams, but was still able to connect that to bigger concepts, such communication, truth, and how she’s able to balance her different interests. She’s able to take a quirky topic and show how it influences her worldview. Final Advice: UChicago Essays When answering the University of Chicago essay prompts, keep in mind that the main reason UChicago is reading these essays is to find out who you are as a person and if you’d be a good fit at their school. The University of Chicago wants students who are passionate about learning, creative, are excited to make the most of their time on campus, and have big dreams for themselves, and the UChicago supplement questions are designed to help you show these sides of yourself to the school. For the â€Å"Why UChicago?† prompt, you’ll want to show the school why you want to go there, why you think you’re a good fit for the school, and how UChicago will help you achieve your goals during college and beyond. For the Extended Essay, you can (and should) be more creative. These UChicago essays are more â€Å"out there,† and in your response, you should show your personality and passion for learning. For both University of Chicago essays , remember to show who you are and what you’re passionate about, include details about yourself and the school to help you stand out from other essays, and mention your plans and goals for the future. What's Next? If you want a more in-depth look how to write about Question 1, check out our guide to the Why UChicago Essay, which includes an additional sample essay along with analysis of how to answer this prompt. Are youworking on the Common App essay? Read our breakdown of the Common App prompts and our guide to picking the best prompt for you. If you're planning to take the SAT or ACT one last time, try out some of our famous test prep guides, like "How to Get a Perfect Score on the SAT" and "15 Key ACT Test Day Tips." Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Critically assess Jack Donnellys claim that human rights have become a Essay

Critically assess Jack Donnellys claim that human rights have become a hegemonic political discourse, or what Mervyn Frost calls settled norms of contemporary international society' - Essay Example The basic human rights of millions of people around the globe continue to be exploited.3 According to Jack Donnelly, human rights have become a hegemonic political discourse. Based on this assertion, human rights have been diluted with extensive political interferences. Additionally, this statement underlines that the powerful nations are increasingly dictating on the nature of human rights within the poor countries in the developing world.4 This perspective undermines the very goal of human rights-to promote equality and freedom among people from all walks of life. There are numerous perspectives towards the framework of human rights. Racial discrimination is among the most notable dimensions of human rights. This is epitomized by famous human rights activists like Martin Luther King Jr. His contribution towards the cause of human rights remains even today. His ideologies towards human rights have greatly contributed towards making the modern society increasingly equal. Despite the efforts of such people, powerful nations continue to influence other countries on the di rection that is supposedly acceptable for human rights. For instance, the extensive fighting in the Middle-East region over the past decades is a notable dimension of how human rights have become a hegemonic political disburse. Hundreds of thousands have been killed in these fights. In essence, the fighting has been largely triggered by political factors such as clamour for power and dominance. In view of these kinds of aspects, it is extremely pertinent to evaluate Jack Donnelly’s claim about the development of human rights as a hegemonic political discourse. This research narrows down on these perspectives while also evaluating the distinctive dimensions of human rights in the modern world. Human rights comprise of numerous dimensions. Within some contexts, human rights might refer to the prevention of any aspect of human exploitation. Within this context, human rights seek to protect

Relate Essay Example | Topics and Well Written Essays - 750 words

Relate - Essay Example There have been must studies of the price of gasoline in the United States for the past decades. Espey in the Journal on energy says that the cost of gas largely depends on the elasticity of demand for gas. In a period of less than a year Espey established, the elasticity was negative 0.26%. Therefore, an increase in the cost of gas by $1 reduces the demand by 2.6%. In the long term, the elasticity changed to negative 0.58%. Therefore, price elasticity of demand can explain low prices of gas in the U.S. According to Espey increase in price of gas reduces the demand for gas among consumers. For producers to realize increased revenue over a short run and in the long run, the price of gas ought to low (Espey 52). Given that the U.S consumers changes their demand for gas due to increase in price, taxing gas by the government will have the same effect of lowering the demand for gas consumption. Gratch in his study found that the tax on gas in United State of America differed from that of Britain, France and Norway. These countries had high taxes on gasoline than the U.S. Saudi Arabia and Venezuela pay for 12 cents per gallon, but they are leading producers of gas in the world. The discrepancies on the prices can be explained by tax rates in different countries. The U.S tax rates are 15-20% while the European nation taxes at a value higher than 20%. Elasticity, therefore, is a determinant of gas price in the U.S. Gas has positive and negative externalities. It has by products are used in many sphere of life including jet fuels, to heavy machine diesel. Nonetheless, it has the negative externalities of gasoline that affects negatively the cost of gas. In the U.S and even other developed nations, the public is now turning to clean energy. Consequently, less gas is used in the manufacturing. Nuclear powered electricity has substituted gas consumption decreasing its demand and negatively

International Management Case Study Example | Topics and Well Written Essays - 1000 words

International Management - Case Study Example Some of the specific challenges associated with the apparel industry include child labor, poor working conditions, and the existence of sweetshops. Back in the late 1990’s Nike suffered a big blow to its reputation when the media found out the firm was doing business with companies that sponsored sweetshops. It is also important for companies doing business in foreign countries to help out the community in which they operate. Helping out the community will help the company gain the support of the local people and its governmental institutions. Discuss the meaning and implications of the statement by a Nike representative that â€Å"consumers are not rewarding us for investments in improved social performance in supply chains.† The statement made by the Nike representative implies that the media does not report the good actions of companies such as Nike. They prefer to run stories about companies that are not acting in a socially responsible manner than to publish storie s about the efforts of Nike which is a firm that is fighting to stop foreign suppliers from abusing the civil rights of its workers. The statement also implies that in many consumer marketplaces acting in an ethical manner does not provide a firm with a competitive advantage due to the presence of many companies that are acting in an irresponsible manner. ... Some of the most important stakeholder groups that the company must satisfy include customers, government, suppliers, lenders, community, and the environment. What is meant by â€Å"leadership beyond borders†? â€Å"Leadership beyond borders† means finding people who can see across borders created by others, such as the borders of their job, and reach across such borders to engage others in dialogue and action to address systemic problems. Such a leader is a person that is educated in the cultural matters of another country. Learning and adapting to a different culture is imperative towards the success of leaders in foreign countries. Corporations must provide training and development in cultural matters to all its supervisors and managers. Is it possible to have â€Å"a compatibility of profits with people and planet†? Whose responsibility is it to achieve that state? Companies can utilize a social responsibility strategy to enhance the profits of the enterprise . In today’s competitive global environment firm’s that have strong CSR programs can differentiate themselves from the competition. An example of a company that has increased its market share to become its industry leader utilizing sound CRS principles is Starbucks Cafe. Starbucks Cafe sources all its coffee utilizing fair trade coffee practices. Fair trade coffee practices guarantee a price of $1.26 per pound. It also provides farmers with technological transfers and financing assistance. Kelly’s Assignment in Japan Explain clashes in culture, customs, and expectation that occurred in this situation Kelly was given a new job assignment in Japan in order to land an

Analysis of elizabeth barret browning's work and contemplation poem Essay

Analysis of elizabeth barret browning's work and contemplation poem - Essay Example A lot of her works are in the possession of Moulton-Barrett family but the majority is safely kept in the Berg Collection of the New York Public Library. Elizabeth Browning was greatly enriched by the complex political, social and economic situation of the times as a lot of people she came across were from different ethnic borders and cultural backgrounds. Women poets during the Victorian Age, existed at a time when religion was a critical or vital part of their identities. â€Å"Work and Contemplation† is one of her reflective poems that make her readers to sit back and reflect upon the thoughts of the poet. In the poem the poet speaks of a lady who sits patiently at her spinning wheel spinning the yarn she has gathered. While engaged in her work of spinning, the woman sings an enchanting ballad or a bar Carole, which helps to make her work lighter and much more pleasant to perform. Elizabeth in her poem â€Å"Work and Contemplation† reflects on the aspect that even though the woman is doing a tedious job of spinning her yarn from morning to night, and though she thinks of her song, still she contemplates on the duty before her which is spinning. This can be clearly seen from these following lines in the poem – The poet wants to tell us that the lady has full control as she deftly carries out her work though she is contemplating on the song she sings. She also wants to let us know that it is possible to do both things at the same time as long as it is harmonious. Her Christian thoughts come to fore as she pleads with the reader to purse their work with full contemplation but at the same time let our souls pursue a much higher level of thinking to enjoy some respite such as the sweetness of a song, so our work would be less tedious and much more

Nazi Germany Essay Example | Topics and Well Written Essays - 2750 words

Nazi Germany - Essay Example The signing of the treaty by the Weimar Republic head led to a revolution by the Germans. Also, this new government, the Democratic or Weimar Republic was not accepted well among the Germans, partly due to its resistance to democratic rule after being ruled by kings for a long time and their lack of trust in it due to it's supposedly anti-German decisions. Post World War I, Germany's economy was in shambles due to the Treaty of Versailles. They had to pay their debts to their Allies, so they borrowed from other countries and were able to recover soon. Also, the Allies put forth a reparation plan which resulted in a free economy which resulted in the people opposing the government more vehemently. This opposition resulted in the fall of Weimar Republic and the rise of the communist parties and the Nazi party led by Adolf Hitler. By 1933, Germany's economy strengthened and the German army which was not loyal to the government, once again became very strong under Seeckt. There was also a strong nationalist thought rising among them. These nationalist parties gained loyalty from the army and the Nazi party which was striving on these ideals came to absolute power in 1933. Guisepi observes that Hitler's hatred of poverty, his devotion to his German heritage and his loathing of Jews all formed his political perspective or doctrine (2001). Hitler's past, his experiences in life and influences made him the way he was. He developed contempt for the political government because they led to all the unemployment, war defeats, political and economic crisis in the country that once was a major force to reckon. Hitler also believed in racial theories of the times which led him to execute anti-Semitist policies. Under this policy, the Germans belonging to the Aryan or Master race should persecute the Jews supposed to be the Non-Aryan or Slave race. This anti-Semitism was executed very faithfully immediately after Nazi party came into power in July 1933 (Gordeeva, 1998). It is observed that Hitler made very fast moves once he came into power and within six months he invaded Poland. Hitler is observed to be influenced by the political skills of the Mayor of Vienna, who used all possible instruments to gain power. This technique of absolute power has been used by Hitler to propagate his totalitarian, militaristic, anti-Semitic and dictatorial regime known as the Third Reich (Guisepi, 2001). Nazi party's breach of Treaty of Versailles and the Great Depression in the whole world led to World War II. It is called a World War because most of the countries of the world were involved in the war after Nazi regime invaded Poland. It is supposed to be the most costly war, involving the most countries and killings. There was large scale genocide known as Holocaust (Wikipedia contributor, 2009). The Nazi regime in its initiation of war and the Holocaust successfully managed the extreme support from a majority of the Germans. But there have also been incidents of opposition to this regime and its extreme policies from various individuals and groups. Any kind of existing or perceived opposition was brutally suppressed by the army. Hitler used the Alignment Act to implement the policy according to which all institutions and organizations would come under Nazi control which meant that Non-Aryans and German controlled territories would

Analysis of elizabeth barret browning's work and contemplation poem Essay

Analysis of elizabeth barret browning's work and contemplation poem - Essay Example A lot of her works are in the possession of Moulton-Barrett family but the majority is safely kept in the Berg Collection of the New York Public Library. Elizabeth Browning was greatly enriched by the complex political, social and economic situation of the times as a lot of people she came across were from different ethnic borders and cultural backgrounds. Women poets during the Victorian Age, existed at a time when religion was a critical or vital part of their identities. â€Å"Work and Contemplation† is one of her reflective poems that make her readers to sit back and reflect upon the thoughts of the poet. In the poem the poet speaks of a lady who sits patiently at her spinning wheel spinning the yarn she has gathered. While engaged in her work of spinning, the woman sings an enchanting ballad or a bar Carole, which helps to make her work lighter and much more pleasant to perform. Elizabeth in her poem â€Å"Work and Contemplation† reflects on the aspect that even though the woman is doing a tedious job of spinning her yarn from morning to night, and though she thinks of her song, still she contemplates on the duty before her which is spinning. This can be clearly seen from these following lines in the poem – The poet wants to tell us that the lady has full control as she deftly carries out her work though she is contemplating on the song she sings. She also wants to let us know that it is possible to do both things at the same time as long as it is harmonious. Her Christian thoughts come to fore as she pleads with the reader to purse their work with full contemplation but at the same time let our souls pursue a much higher level of thinking to enjoy some respite such as the sweetness of a song, so our work would be less tedious and much more

The Colosseum and Architectural Theories Essay Example | Topics and Well Written Essays - 2000 words

The Colosseum and Architectural Theories - Essay Example This depicts architecture as a field that uses only forces such as harmony of design and engineering to encompass various features that drive people and regions. Ironically, architecture has been a field where fine art and engineering come together only to find nuances where it may function as a political and socio economic barometer. (Hale, 2000; P 5) The structure being studied in this paper- the Colosseum- is an epitome of aesthetics in architecture and the use of fine art in context of functional engineering to bring about maximum satisfaction for the creator and maximum interaction from the people visiting such a structure. To begin with, it is imperative to define the exact nature and importance of these strategies in context of the Colosseum. Interpretive strategies spring from that aspect of a field's study which seeks to define the same in context of an individual's life and link the same with various factors at a regional, international and global level. (Norberg - Schulz, 1996; P 414 - 428) The role of an interpretive strategy in the case of Colosseum is to bring out a variety of features in the structural implications of the building. These features have been further discussed below. This structure basically upholds the values of the Roman Empire. One of the major features of an interpretive strategy lies in its ability to transform a space and transport an individual to a place beyond the structure where the building and the individual in question are in perfect tandem as far as everyday activities and a sense of drama in this everyday life is concerned. This has been termed as Hermeneutics. (Hale, 2000; P 213 - 233) On a more technical grid, the term hermeneutics adheres to the play of a person's sense of aesthetics when regarding the Colosseum. The finer point shows that the hermeneutic tradition helps create a platform where a person may experience the museum as an extension of his or her daily living. This is an important point made by the term 'modern aesthetics', which cater to more than a marriage of fine art and engineering for positive structural implications in the structure as anamphitheatre. (Hale, 2000; P 213 - 233) While on hermeneutics, it is important to realize another feature of the use of interpretive strategies in the Colosseum. Hermeneutics caters for the act of drawing out a person who is regarding a structure. This is brought about by a careful play of fine art as well as political and ideological view within the structure. In the case of the Colosseum, this has been achieved through the use of language in terms of mere fine art to put forth a point in favour of the semiotic implications of the structure's design as conceived in the mind of the person regarding it. (Hale, 2000; P 203 - 211) In case of the Colosseum, this has also created a space within which the language is based on the architectural features. This again points to the intermingling of the technical and the artistic - i.e., fine art and engineering - within the context of a region's political and economic frame of mind. This language then helps reduce barriers and deconstruct a

Sodium thiosulphate and Acid Essay Example for Free

Sodium thiosulphate and Acid Essay For our investigation we will be looking at how the temperature affects the rate of reaction between sodium thiosulphate and an acid. To make sure the experiment is a fair test we must first see which other factors may effect the investigation and how we can control them. The temperature, concentration of the two solutions, the light intensity, the depth of the solution and the person judging whether they can still see the cross are all factors which may affect the rate of the reaction. Description of reaction: When sodium thiusulphate are added together they react as shown below: HCL + sodium thiosulphate sodium chloride + sulphur dioxide + sulphur + water. HCL(aq) + Na2S2O3(aq) NaCl(aq) + SO2(g) + S(s) + H2O(l) The sulphur produced is held in suspension turning what was a colourless solution into a clouded one. This is what causes the cross to disappear. When we are measuring the time for the cross to disappear we are also measuring the time for a set amount of sulphur to be produced. The rate: The rate of reaction is the speed at which the reaction takes place. Speed are measured as distance over time such as metres a second (m/s) and miles per hour (mph). A speed could also be the speed at which someone works out at, say a factory worker makes 5 footballs per hour so there work speed would be number of footballs over hours so in this case 5 footballs/hour. The speed (rate) at which a reaction happens at is written in the same way but in stead of a distance over time or footballs over time it is the point of the reaction you are measuring upto over time. The point you measure upto in this experiment isTheoretical background and prediction: Since starting chemistry in year 7 we have performed and been shown experiment and demonstrations which involve reactions. The speed and how vigorously these reactions take place have been shown to vary greatly. The reaction between a strong acid and a strong alkali can happen in a few seconds and they react together extremely vigorously while the rusting (oxidising) of a metal statue can take years. Reactions occur as described in the collision theory when two molecules collide (intermolecular collision); this is shown in the diagram below: In our experiment we will be measuring the rate of the reaction by measuring the time taken for the reaction between the hydrochloric acid and the sodium thiosulphate to reach a set point (when we could no longer see the cross). The time taken to reach this point could be changed by increasing or decreasing the number of reactions, which took place every second. This could be done in two ways: a) Increasing the number of molecules of the two reactants (increasing concentration) in a given volume of the solution b) Increasing the speed of the molecules by increasing the temperature of the reactant. Both of these increase the chance of collisions occurring. Kinetic theory tells us that the higher the temperature then the more energy the molecules have and the faster they move around. A basic rule followed by most chemists is that for every 10 Kelvins the temperature is raised through the rate of reaction is doubled therefore for each 1 Kelvin raised the rate of reaction increases by about 10 percent. However experiments using the kinetic theory show however that the increase in total number of intermolecular collisions is only about 2 per cent for each 1 Kelvin rise in temperature. Only a certain proportion of collisions actually produce a reaction. This proportion rises more rapidly with increase in temperature than the total number of collisions. It was first suggested in 1889 by a man named Arrhenius that a molecule would only react on collision if it had higher than the average energy i. e. a necessary amount of energy is required for the reaction to occur. If they do not have this minimum amount of energy they will just bounce off each other and no reaction will occur. The minimum amount of energy required for the reaction to take place is called the activation energy (Eact). Light intensity will affect how long it takes before the person judging cannot see the cross anymore. As if there is a higher light intensity it will be a lot easier to see the cross. Also the person who is judging whether or not they can see the cross makes a difference as we all have different eyesights and judgement. If two different beakers are used and both filled with the same volume of water then if one has a small surface area then there will be a greater depth of solution. The greater the depth then the quicker the time taken before the cross can no longer be seen as the light would have to pass through a greater amount of sulphur. I predict that the higher the temperature is the quicker the time will be for the reaction to take place and that the higher the temperature the higher the rate of reaction. I predict this because as I have stated above that the more energy the molecules are given by heating them the faster they move thus more collisions occur with a greater force. This results in more reactions taking place in a shorter space of time. If more reactions are taking place in a shorter space of time as the temperature increases then more sulphur will be produced per second as you raise the Temperature. This means that the more you raise the temperature the quicker the amount of sulphur required for the person judging the experiment to be unable to see the cross. When two liquids of different temperatures are mixed together the solution produced will have a new resultant temperature. The formula used to tell us what this resultant temperature will be is: V1T 1 + V2T2 V1 + V2 T3 =Resultant Temperature This formula can be rearranged so that the temperature the sodium thiosulphate needs to be heated to can be worked out so that the desired resultant temperature is achieved when the HCL is added which is at room temperature. The formula is rearranged to: T3 (V1 + V2) V2T2 V1 Throughout the experiment T1 and T3 are the only parts of the experiment, which will be changed, all the others will remain constant. V1 and T 1 are the volume and temperature of the water and sodium thiosulphate solution, the volume will be 50 ml for the whole experiment and the temperature will vary. V2 and T2 are the volume and temperature of the HCL acid, the volume will be 5 ml throughout and the temperature will be room temperature (around 20 degrees Celsius). T3 is the temperature of the sodium thiosulphate and water solution after the HCL has been added and is the temperature, at which the reaction takes place, the temperature will either be 20, 30, 40, 50, 60 or 70 degrees Celsius. T3 ( C) T1 ( C) 20 20 30 31 40 42 50 53 60 64 70 75 The table above shows the temperatures the sodium thiosulphate and water solution will need to be at for the desired resultant temperature to be achieved when the HCL is added. Trial experiments: Before we could start the experiment we needed to run some trial experiments to see if our method was correct and to decide what concentration to use. Previously we had performed a similar experiment to see how concentration affected the rate of reaction. This gave us a starting concentration of around 40 ml of distilled water to 10 ml of Sodium thiosulphate. This concentration proved to be slightly to fast when doing it at 70 degrees celcius. So we tried using 42 ml of distilled water to 8 ml of sodium Thiosulphate. This concentration was fine. Water (ml) Thiosulphate (ml) Concentration (g/dm) Time at 20 C (s) Time at 70 C (s) 40 10 8 42 8 6. 4 We will use 42 ml of water and 8ml of Sodium thiosulphate which gives us a concentration of 6.4 g/dm for our experiment as if we use a concentration which is any higher it will react to quickly for us to record accurately when the experiment is done at 70 degrees celcius. If the concentration was any lower then it takes too long when the temperature is at 20 degrees Celsius. Aparatatus: Apparatus: 2 x 150ml Beakers. 1 x 100ml measuring cylinder, 1 x 25ml measuring cylinder, 1x 10 ml measuring cylinder.   1 x stopwatch   1 x alcohol thermometer (1 degree Celsius graduations)   1 x Bunsen Burner   5 x piece of paper with a Large cross computer printed on it   1 x Tripod  1 x Gauze   96 ml of Sodium Thiosulphate   60ml of Acid 504 ml of distilled water 1 x Petra dish Method: 1. Measure out 8ml of 40g/dm Sodium Thiosulphate into a beaker using a 10ml measuring cylinder. Measure out 5ml of Acid into a beaker using a 10ml measuring cylinder and Measure out 42ml of distilled water into a beaker using a 100ml measuring cylinder. 2. Pour the sodium disulphate into the same beaker as the distilled water. 3. Heat the solution to 30 degrees Celsius using a Bunsen burner Place a pertri dish on top of the beaker to stop the solution evaporating out of the beaker. 4. Place the beaker containing the Sodium Thiosulphate on top of the cross, which should be in a plastic Esselte. 5. Pour the acid into the beaker containing the Sodium Thiosulphate and start the stopwatch. 6. When you judge that you can no longer see the cross stop the stopwatch and record the time taken for this to happen. 7. The temperature is taken at the end of the experiment. 8. Clean out the beakers and repeat the experiment again varying the temperature to 20, 40, 50, 60 and 70 degrees Celsius. Do every experiment twice. Fair test: All variables except temperature will be kept constant so that the experiment will be a fair test. The concentration will be kept the same by using acid and Sodium Thiosulphate from the same batch each time. The sodium thiosulphate and water solution will be mixed in bulk so that the concentration will remain the same through out even if an error is made on the part of the person creating the solution. The same person will be judging when the cross cannot be seen anymore as different people have different eyesights. The light intensity will be kept constant by only using natural sunlight and keeping classroom lights off. The same cross will be used each time and will be printed by computer so if something happens to the original there is an exact duplicate of it to take its place. The same Beaker will be used every time so that the person doing the experiment will have to look through the same depth of solution each time. Each experiment will be repeated to avoid anomalous results. If the repeat experiment isnt within a reasonable range of the first experiment then it will be repeated once more. The temperature will be taken at the beginning and end of the experiment to make sure that the temperature didnt drop too significantly throughout the experiment. The stopwatch will be started as soon as the first drop of acid touches the sodium thiosulphate every experiment. Safety: Goggles will be worn at all times during the experiment, as safety is paramount. As acids are being handled there is the off chance that some could well be splashed into the experimenters eyes which is goggles are warn will reduce the risk are any making contact with the eye itself. As the acid is very weak and watered down lab coats are not compulsory but if any if spilt on ones hand or other areas of bare skin it should be washed immediately. Once we have completed our experiment we will wash our hands as we will have been handling acids which are corrosive so we will need to wash any which has managed to get onto our skin off. Treatment of results: When the results have been collected they will be put in a table of results showing both the recorded times taken for each experiment and the average of these two. Anomalous results will be highlighted in the table and will not have been taken into account when the graphs are drawn. The results will be used to produce two graphs, the first of which will have temperature plotted against time and the Second will have temperature plotted against one over time taken, which is the same as the rate of reaction. A line of best fit will be drawn for both graphs. Method: The apparatus was set-up as shown in the diagram. 8 ml of 8g/dm sodium thiosulphate was measured into a 10 ml measuring cylinder and 42 ml of distilled water was measured out into a 100 ml measuring cylinder. Both the 8 ml of sodium thiosulphate and the 42 ml of distilled water were poured into a 250 ml beaker together. A thermometer was then put in the beaker and a petri was placed over the top of the beaker to stop the solution evaporating when it was heated up. The beaker was then placed on top of a tripod and gauze and heated using a Bunsen burner. Heating was stopped just before the temperature reached 30 degrees Celsius, as the temperature would keep on rising for a short time after the Bunsen burner was taken away. The Beaker was placed on top of a piece of paper with a black cross-drawn on it. When the temperature cooled down to 31 degrees Celsius the HCL was added as the fact that the HCL would lower the temperature had to be taken into account. As soon as the HCL was added the stopwatch was started. The stopwatch was stopped as soon as the person judging could no longer see the cross. The time taken was recorded and the apparatus was clean thoroughly. The same experiment was then repeated again a second time and at 40 C, 50 C, 60 C and 70 C, it was repeated for these temperatures a second time as well. The experiment was also done at room temperature so no heating was therefore involved. Results: Temperature ( C ) Time 1 (secs) Time 2 (secs) Average Time (secs) Rate (1/time) Room temperature had changed by 1 C when the experiment was repeated for room temperature so both results have been shown and will both be plotted on the graph at there respective time and temperatures. Calculating the rates: 17 C: Time taken for cross to disappear = 307 seconds Rate of  30 C: Average Time taken for cross to disappear. Anomalous results: The graphs showed that there were no anomalous results as it produced a smooth curve. As I used room temperature which subsequently went up a degree from 19 degrees Celsius to 20 degrees Celsius is was unable to repeat it at 19 degrees as I had no way of cooling the solution down. As these results were not done a second time we cannot be sure they are not anomalous but they appeared to be fine and were included in the graph. All the results were within a reasonable range of each other. The only results, which appeared dubious, were the pair for 70 degrees Celsius as there was such a big difference between the two. We would have done the experiment for a third time except we had run out of time. If we were to do the experiment again I would obtain a third set of result for every temperature to make certain none of the results were anomalous. Though on the graph it appeared that none were anomalous as the results produced such a smooth curve. Conclusion: As I predicted the graph of temperature against time showed that the higher the temperature is the lower the time taken for the cross to disappear. Unlike I predicted the time does not double with an increase of 10 degrees Celsius. My results show that as the temperature increases the percentage difference between that temperatures time and the time taken for 10 degrees Celsius less than that temperature decreases. At 20 degrees Celsius it took 238 seconds for the cross to disappear while at 30 degrees it took 123 seconds. 123 is 51. 68% of 238, which equates to a percentage decrease of 48. 32%. At 30 degrees Celsius it took 123 seconds for the cross to disappear while at 40 degrees it took 70 seconds. 70 is 56. 91% of 123, which equates to a percentage decrease of 43%. This decreasing trend continues as the temperature increases as shown in the table below. Temperature 1 ( C) Time 1 (secs) Temperature 2 ( C) Time 2 (secs) Calculation Percentage Decrease The amount the percentage decreases does not decrease evenly. As the percentage differences are so marginal they cannot be clearly seen on the graph. The graph showing time over temperature showed that the higher the temperature the quicker it took for the cross to disappear and the lower the temperature the longer it took. This was shown by the graph having a monotonically decreasing smooth curve. The graph plotting rate of reaction (1/time) against temperature showed that the lower the temperature the lower the rate and the higher the temperature the higher the rate. This was shown by a monotonically increasing smooth curve. The reason the rate of reaction is increased as the temperature increases is due to the sodium thiosulphate and HCL molecules being given more energy, which they convert into kinetic energy. This causes them to move faster which enables more collisions to take place and reactions occur when two molecules collide. Not only does the higher temperature increase the number of collisions but it also causes the collisions to happen with more energy. This increases the number of collisions, which actually produce a reaction. This is because for a collision to actually trigger a reaction it must happen with a certain amount of energy (activation energy). The higher temperature increases the average amount of energy each molecule has so more reactions will occur with enough energy. Errors: Measurement errors: The water, sodium thiosulphate and HCL were all measure out using measuring cylinders. A 100ml measuring cylinder was used for measuring out the water which could only be read to the nearest ml. It is reasonable to estimate we could read it to +/- 0. 5 ml. The HCL and Sodium thiosulphate were measured out using a 10 ml measuring cylinder which could be read to the nearest half a ml. So it is fair to say we could read it to +/- 0. 25 ml. These errors can be used to decide the percentage error in our final results. Error in reading the HCL measuring cylinder: +/- 0. 25 ml. Error in reading the Sodium thiosulpate measuring cylinder: +/- 0.25 ml Error in reading the water-measuring cylinder: +/- 0. 5 ml % error = +/- estimated error Reading So for the HCL % error = +/- 0. 25/5 x 100% = 5 % So for the Sodium thiosulphate % error = +/- 0. 25/8 x 100% = 3. 125 % So for the water % error = +/- 0. 5/42 x 100% = 1. 19 % Total percentage error = 9. 135 % The percent deciding when to stop the stopwatch may have not stopped it at the same time every experiment the 70 degrees Celsius experiment was extremely hard to judge as the experiment took place so quickly. Method errors: The temperatures did not remain constant while the reaction was taking place, as the experiment could not be heated once it had started to react. The concentration of the HCL and the Sodium thiosulphate was supposed to be 1 mole and 40 g/dm respectively but there must have been errors involved when these solutions were originally made so there will be errors in there concentrations. Improvements: If I had another chance to redo the experiment there would be several things Id change. Firstly rather than allowing a human being to judge when they cannot see a cross I would use a data-logger and light sensor. The beaker would be encapsulated in a container blocking out external light and a lamp would be placed shining up from underneath it and a light sensor would be placed above it. The light sensor and data logger would be able to record how long it took for the reaction to only allow say 20% of light through to the light sensor. I would also use a water bath to heat the solution up with to allow more even heating. As the temperature would carry on increasing after the Bunsen was taken away. I would allow more time to carry out the experiment so I could repeat each experiment around 4 times so make sure I had no anomalous results. I would also the same experiment varying the temperature with a couple of different concentrations to observe how greatly the temperature affected the rate at a higher temperature. I would try the experiment over a greater temperature. Range using intervals of five degrees Celsius rather than ten, which we were unable to do due to time. I would not use room temperature as it went up by a degree during the experiment and I had no way of cooling down the solution to allow me to do the experiment again at 19 degrees Celsius. I would investigate how exactly concentration affects the reaction. A method for an improved version is shown below: Diagram: Method: The apparatus was set-up as shown in the diagram. 8 ml of 8g/dm sodium thiosulphate was measured into a 10 ml measuring cylinder and 42 ml of distilled water was measured out into a 100 ml measuring cylinder. Both the 8 ml of sodium thiosulphate and the 42 ml of distilled water were poured into a 250 ml beaker together. A thermometer was then put in the beaker and a petri was placed over the top of the beaker to stop the solution evaporating when it was heated up. The beaker was then placed in a water bath and heated. Heating was stopped when the temperature reached 30 degrees Celsius. The Beaker was placed in the sealed container and the data logger was started as soon as the HCL was added. The lid was place on top of the container as soon the HCL was added. The light sensor measured the percentage of light passing through the solution and the data logger logs how long it takes for the solution to only allow 20% of the light pass through. The time the Logger showed would be recorded. The time taken was recorded and the apparatus was clean thoroughly. The same experiment was then repeated again a second time and at 40 C, 50 C, 60 C and 70 C, it was repeated for these temperatures a second time as well. Bibliography: Diagram and information on collision theory from Chemistry explained by j. r. palmer, B. A. J Shaw pg 219 www. gcsechemistry. com/rc1. html G. I Brown Physical Cemistry Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.