American History America West And Asia - 2341 Words

American Ailrines was founded in 1930, shortly after flying the first DC-3 from New York to Chicago. American began trading on the New York Stock Exchange in 1939. During the 1940’s they began overseas service with American Overseas Airlines and created its engineering base in Tulsa Oklahoma. In 1957, American Airlines established the American Ailines Stewardess College in Texas. In 1970 American began Carribean routes after its merger with Trans Carribean Airways. During the 1980’s American introduces the first airline loyalt program, the American Eagle system and plans to expand into Latin American service. In the 2000’s American acquires Trans World Airlines, merges with America West and introduces mobile boarding passes. In 2013, AMR†¦show more content†¦There are econominc, legal, political, social and technology, which cannot be controlledby the industry. A good understanding of the external enviriment can be the difference between failure and su ccess. A steady and growing economy helps most industires grow. Changes in prices are anindication of the current economic environement. Government regulations monitored by the FAA and interference influence an industry by regulating prices and safety rules and guidelines that all airline companies must follow. Air travel is more in demand than ever. Because of the number of carriers and their low prices, more people are able to fly and choose from a variety of places. Things such as terrorist threats and disease epidemics are definitely a factor when trying to decide where they want to go. Technology of course is a huge part of any industry the airlines in particular. Advances technology is a cost saving mechanism for many airlines. Most older airplines are being replace with newer planes with better technology to save on fuel and provide a safer and more confortable ride for passengers. The safety of the crew an passengers and American Airlines realizes the need to invest in better customer service in the air and on the ground a list of its current strategies and objectives, American ailines current strategic plain is diverse and robust and is referred to as:Flight Plan 2020. This panis

Which Who Region Includes Your Country - 1234 Words

. Which WHO region includes your country? Chad is in the WHO region of Sub Saharan Africa. 3. Provide a quick snapshot of your less developed country. Population, history, cause of its poverty, environmental or political factors influencing the country’s health status. The population of Chad is 11,412,107 people. Chad has been inhabited for thousands of years. In the 8th century the development of agriculture meant that there were settled communities. However, in the north and east people often moved around across various areas of land to graze their livestock. The people in the north became known as the Berbers. Whereas, Southern Chad had several ethnic groups. The largest group in this region was the Sara (Our Africa, 2015). The people†¦show more content†¦Independence was granted in 1960. In the first decade after independence northerners were often excluded from national politics (Our Africa, 2015). Rebellion movements formed in the north, in particular the National Liberation Front (FROLINAT) (Our Africa, 2015). Civil wars were also a part of the history of Chad. Civil wars occurred in the 1970s and 1980s. Between 1982 and 1990, a northern dominated government created a terror in the south. The leader at the time was Hissen Habre. He was overthrown in 1990 by Idriss Deby, whose party won parliamentary elections in the following year (Our Africa, 2015). There were also neighbour disputes referring to the Gaddafi era where Libya took a large interest in Chad. At one point, Libya annexed a strip in northern Chad. To force Libya out of the country it took a unified Chadian offensive in 1987 with French and US assistance (Our Africa, 2015). Chad has also had a long running dispute with Sudan. There have been thousands of Sudanese who have fled to Chad. This has occurred because they have escaped the fighting in the Darfur region of western Sudan. Chad suffers from the overall widespread poverty. It is evident that nearly two-thirds of people in Chad live below the poverty line and the population remains among the world’s poorest (Our Africa, 2015). The United Nations Human Development Index in 2010 shows that Chad was ranked near the bottom at 163 out of

Compare and contrast the treatment of war in The rank stench of those Essay Example For Students

Compare and contrast the treatment of war in The rank stench of those Essay Compare and contrast the treatment of war in The rank stench of those bodies haunts me still by Siegfried Sassoon and The Soldier by Rupert Brooke. The rank stench of those bodies haunts me still is written in alternating seven and six line stanzas. The lines are all pentameters, but there appears to be no rhyme system. Its structure seems less formal than that of The Soldier. The opening line acts as a shock, bringing images of death and destruction. In only a few words, you seem to be transported to a battlefield. This opening line also serves as the poems title. I was unable to discover whether the poem was originally untitled, and therefore known by its opening line, or whether this was a deliberate repetition. Nevertheless, the repetition seems to increase the impact of the poems opening. The line And I remember things Id best forget. seems to express a longing for the images to be forgotten. Farther on in this stanza, tents are described as hives, which draws a comparison between the soldiers and insects, as though they too are part of a collective. In the next stanza, the lines Gun-thunder leaps and thuds along the ridge; / The spouting shells dig pits in fields of death, seem to recreate the sounds of the weapons. The shells dig pits in the fields as though ready for the wounded men to fill. The poet expresses the hope that anyone he cares for could be spared this experience, and that they get back home wounded, but alive. The lines Its sundown in the camp; some youngster laughs, / Lifting his mug and drinking health to all / Who came unscathed from that unpitying waste:- / (Terror and ruin lurk behind his gaze.) are deeply touching, a man tries to hide his fear behind a facade of bravado, but it is all too clear in his face. The words unpitying waste, used to describe the indiscriminate slaughter they were part of also seems to imply that the author viewed the deaths as a waste and of no purpose. In the last stanza, the poem points out that war causes everyone involved pain and loss, and that each side is made up of people who all have the same kinds of feelings: Then I remembered someone that Id seen Dead in the squalid, miserable ditch, Heedless of the toiling feet that trod him down. He was a Prussian with a decent face Young, fresh and pleasant, so I dare to say. No doubt he loathed the war and longed for peace And cursed our souls because wed killed his friends.The Soldier is written in a variation of the Petrarchan sonnet, whose form is usually abbaabba cdcdcd. However, The Soldier uses an interlaced rhyme scheme, ababcdcd efgefg. The octave is in the form of an English sonnet, while the sestet is a variation of that of a Petrarchan sonnet, and it, typically, forms a separation from the octave. At the volta or turn, the poems mood changes, becoming more spiritual. Another similarity to an English sonnet is the poems seven rhyming pairs whereas true Petrarchan sonnets have only four rhyme sounds. Lines are written in iambic pentametersThe title is the only direct reference to war, if you take the title away, and ignore any knowledge of its context, it could have possibly been the musings of a homesick traveller. In this way, the title confers much of the poems meaning. It contains many references to England, in an attempt to stir patriotic, nationalistic feelings (which, unfortunately, sounds almost like propaganda, when read today). The poem seems to offer consolation to those who have lost loved ones, or to those who run the risk of being killed in the war. It puts forward the view that soldiers killed in the war have not died in vain, there is a core spirit of Englishness that they have taken with them and left where they died, which will affect the inhabitants of that other country. In a sense, they may not have won the war, but they have a dvanced the cause of England. This is expressed in the words That theres some corner of a foreign field / that is forever England The poet seems to fee! l that England is a kind of collective entity, made up of its people, rather than a place, and that the body of an English person constitutes a piece of England, no matter where it is left. The words There shall be / in that rich earth a richer dust concealed; suggest that among the dead of all nations involved in the war, an English decaying body is better than any other. .u5094cfcb9b02d9d725ca97c646b56798 , .u5094cfcb9b02d9d725ca97c646b56798 .postImageUrl , .u5094cfcb9b02d9d725ca97c646b56798 .centered-text-area { min-height: 80px; position: relative; } .u5094cfcb9b02d9d725ca97c646b56798 , .u5094cfcb9b02d9d725ca97c646b56798:hover , .u5094cfcb9b02d9d725ca97c646b56798:visited , .u5094cfcb9b02d9d725ca97c646b56798:active { border:0!important; } .u5094cfcb9b02d9d725ca97c646b56798 .clearfix:after { content: ""; display: table; clear: both; } .u5094cfcb9b02d9d725ca97c646b56798 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5094cfcb9b02d9d725ca97c646b56798:active , .u5094cfcb9b02d9d725ca97c646b56798:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5094cfcb9b02d9d725ca97c646b56798 .centered-text-area { width: 100%; position: relative ; } .u5094cfcb9b02d9d725ca97c646b56798 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5094cfcb9b02d9d725ca97c646b56798 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5094cfcb9b02d9d725ca97c646b56798 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5094cfcb9b02d9d725ca97c646b56798:hover .ctaButton { background-color: #34495E!important; } .u5094cfcb9b02d9d725ca97c646b56798 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5094cfcb9b02d9d725ca97c646b56798 .u5094cfcb9b02d9d725ca97c646b56798-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5094cfcb9b02d9d725ca97c646b56798:after { content: ""; display: block; clear: both; } READ: Sir Gawain and the Green Knight EssayThe line A dust whom England bore, shaped, made aware suggests a sense of being part of England before being part of anything else, such as family or other social groups. It also seems to imply that England has created you, made you what you are, more than any other influence on your life. Followed by the line Gave, once her flowers to love, her ways to roam, the poem seems to impress on you the idea that your country has given you a great deal. In the sestet, the poem expresses hopes that his spirit can give something back in return. The expressions English air, suns of home and English heaven tie these symbols of freedom to nationalism. The poem presents a sanitised view of war, with the idea that death serves a purpose and is not futile, and the view that one nation is superior to others. It relies on stock responses, stirring up senses of nationalism, duty and a romanticised view of England and what it means to be English. It is harder to understand when read now, as attitudes to war have changed. We now live in an increasingly globalised culture, in which the concept of nationality becomes less important in some societies. Perhaps the idea of individuality is more important to people now, rather than the sense of belonging to a nation. There are some similarities between the two poems. Both are written from a personal perspective on the subject of war. However, there are stark differences too. The rank stench of those bodies haunts me still is descriptive of the events of a battle, whereas The Soldier concerns itself with abstract concepts such as duty, nationalism and heroism, its only reference to war being the title. The language used in The rank stench of those bodies haunts me still is harsh and conjures up vile images of brutality and loss. The language used in The Soldier is romantic and invokes images pride in nationality, beauty and fellowship. The rank stench of those bodies haunts me still describes the brutality and futility of war, whereas The Soldier offers a sanitised portrayal of war that views death with a sense of honour and duty. The Soldier expresses a sense of nationalistic superiority that is not evident in the other poem. The rank stench of those bodies haunts me st! ill concludes with the humanitarian notion that despite arbitrary sides in a war, we all share common feelings and goals. Appendix 1The rank stench of those bodies haunts me stillThe rank stench of those bodies haunts me still And I remember things Id best forget. For now were marched to a green, trenchless land Twelve miles from battering guns: along the grass Drawn lines of tents are hives for snoring m en; Wide, radiant water sways the floating sky Below dark with thoughts of home and hours of sleep. Tonight I smell the battle; miles away Gun-thunder leaps and thuds along the ridge; The spouting shells dig pits in fields of death, And wounded men are moaning in the woods. If any friend be there whom I have loved God send him safe to England with a gash. Its sundown in the camp; some youngster laughs, Lifting his mug and drinking health to all Who came unscathed from that unpitying waste:- (Terror and ruin lurk behind his gaze.) Another sits with tranquil, musing face. Puffing his pipe and dreaming of the girl Whose last scrawled sheets lie upon his knee. The sunlight falls, low-ruddy from the west, Upon their martial hair; they might have died; And now they stretch their limbs in tired content. One says The bloody Bosches have got the knock; And soon theyll crumple up and chuck their games. Weve got the beggars on the run at last!Then I remembered someone that Id seen Dead in the squalid, miserable ditch, Heedless of the toiling feet that trod him down. He was a Prussian with a decent face Young, fresh and pleasant, so I dare to say. No doubt he loathed the war and longed for peace And cursed our souls because wed killed his friends. .ufd950375523fc9a5aef7fad500ccbe2f , .ufd950375523fc9a5aef7fad500ccbe2f .postImageUrl , .ufd950375523fc9a5aef7fad500ccbe2f .centered-text-area { min-height: 80px; position: relative; } .ufd950375523fc9a5aef7fad500ccbe2f , .ufd950375523fc9a5aef7fad500ccbe2f:hover , .ufd950375523fc9a5aef7fad500ccbe2f:visited , .ufd950375523fc9a5aef7fad500ccbe2f:active { border:0!important; } .ufd950375523fc9a5aef7fad500ccbe2f .clearfix:after { content: ""; display: table; clear: both; } .ufd950375523fc9a5aef7fad500ccbe2f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufd950375523fc9a5aef7fad500ccbe2f:active , .ufd950375523fc9a5aef7fad500ccbe2f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufd950375523fc9a5aef7fad500ccbe2f .centered-text-area { width: 100%; position: relative ; } .ufd950375523fc9a5aef7fad500ccbe2f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufd950375523fc9a5aef7fad500ccbe2f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufd950375523fc9a5aef7fad500ccbe2f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufd950375523fc9a5aef7fad500ccbe2f:hover .ctaButton { background-color: #34495E!important; } .ufd950375523fc9a5aef7fad500ccbe2f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufd950375523fc9a5aef7fad500ccbe2f .ufd950375523fc9a5aef7fad500ccbe2f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufd950375523fc9a5aef7fad500ccbe2f:after { content: ""; display: block; clear: both; } READ: History of Space Exploration EssaySiegfried SassoonAppendix 2The SoldierIf I should die think only this of me: That theres some corner of a foreign field That is forever England. There shall be In that rich earth a richer dust concealed; A dust whom England bore, shaped, made aware. Gave, once her flowers to love, her ways to roam, A body of Englands breathing English air, Washed by the rivers, blest by suns of home. And think this heart, all evil shed away, A pulse in the eternal life, no less Gives somewhere back the thoughts by England given; Her sights and sounds, dreams happy as her day; And laughter learnt of friends; and gentleness. In hearts at peace, under an English heaven.

Precipitation Reactions Essay Example

Precipitation Reactions Essay The purpose of this experiment is to become familiar with precipitation reactions. According to the textbook, precipitation is the process where a chemical reaction leads to the formation of a solid, which is called a precipitate. These types of chemical reactions are called precipitation reactions. To understand the formation of a solid in a chemical reaction, it is important to understand the key components that yield the precipitate.Precipitation reactions specifically occur when aqueous solutions of ionic solutes are mixed to produce a solid. The term aqueous refers to the state of the substance, showing that it dissolves in water. When a solid containing ions dissolves in water, the ions separate and move around independently. When two aqueous solutions are mixed, the solution becomes a mixed solution -one that contains independent ions. To determine what solid, if any, is formed, it is necessary to predict the result using the rules of solubility. Solubility is a solids ability to dissolve in water.A soluble solid will readily dissolve in water, whereas an insoluble solid will not dissolve, or change in ways so small that they are not visible to the naked eye. By knowing the solubility rules of ionic compounds, it is possible to know whether a precipitate will form in a reaction, and what the precipitate is.Methods and MaterialsThis experiment required the mixture of several different substances, followed by observation of the results. To perform these tests, a microtiter plate was used to contain the individual drops of substances. The substances provided included the following solutes: sulfuric acid, hydrochloric acid, silver nitrate, sodium carbonate, sodium chloride, potassium chromate, lead acetate, sodium sulfate, and barium chloride.Using pipets, these solutes were carefully mixed on the microtiter plate, which was used as a reaction chamber. Carefully, the reagents were dispersed and mixed, while the reactions observed and recorded. To discover th e results of the reactions, it was necessary to use solubility rules to predict the reactions. The order of the reactions as well as the results can be seen in Data Table 1.Results and ObservationsTable 1. Reactants and PrecipitatesReactantReactantBalanced EquationPrecipitateSilver Nitrate AgNO3Sodium Chloride NaClAgNO3(aq) + NaCl(aq) AgCl(s) + NaNO3(aq)AgClSilver Nitrate AgNO3Hydrochloric Acid HClHCl(aq) + AgNO3(aq) HNO3(aq) +AgCl(s)AgClSilver Nitrate AgNO3Sulfuric Acid H2SO4AgNO3(aq) + H2SO4(aq) Ag2SO4(s) + HNO3(aq)Ag2SO4Silver Nitrate AgNO3Sodium Sulfate Na2SO42AgNO3(aq) + Na2SO4(aq) Ag2SO4(s) + 2NaNO3(aq)Ag2SO4Silver Nitrate AgNO3Sodium Carbonate Na2CO32AgNO3(aq) + Na2CO3(aq) Ag2CO3(s) + 2NaNO3(aq)Ag2CO3Silver Nitrate AgNO3Potassium Carbonate K2CO32AgNO3(aq) + K2CO3(aq) Ag2CO3(s) + 2KNO3(aq)Ag2CO3Silver Nitrate AgNO3Lead(II)Acetate Pb(C2H3O2)2AgNO3(aq) + Pb(C2H3O2)2(aq) Ag(C2H3O2)2(aq) + Pb(NO3)2(aq)No PrecipitateSilver Nitrate AgNO3Barium Chloride BaCl22AgN O3(aq) + BaCl2(aq) 2AgCl(s) + Ba(NO3)2(aq)AgClPotassium Carbonate K2CO3Lead(II)Acetate Pb(C2H3O2)2K2CO3(aq) + Pb(C2H3O2)2(aq) K2(C2H3O2)2(aq) + PbCO3(s)PbCO3Potassium Carbonate K2CO3Barium Chloride BaCl2K2CO3(aq) + BaCl2(aq) KCl2(aq) + BaCO3(s)BaCO3Potassium Carbonate K2CO3Copper(II)Sulfate CuSO4K2CO3(aq) + CuSO4(aq) K2SO4(aq) + CuCO3(s)CuCO3Lead(II)Acetate Pb(C2H3O2)2Sodium Carbonate Na2CO3Pb(C2H3O2)2(aq) + Na2CO3(aq) PbCO3(s) + Na2(C2H3O2)2(aq)PbCO3Lead(II)Acetate Pb(C2H3O2)2Sodium Chloride NaClPb(C2H3O2)2(aq) + NaCl(aq) PbCl2(aq) + Na2(C2H3O2)2(aq)No PrecipitateLead(II)Acetate Pb(C2H3O2)2Sodium Sulfate Na2SO4Pb(C2H3O2)2(aq) + Na2SO4(aq) PbSO4(s) + Na2(C2H3O2)2(aq)PbSO4Lead(II)Acetate Pb(C2H3O2)2Sulfuric Acid H2SO4Pb(C2H3O2)2(aq) + H2SO4(aq) PbSO4(s) + H2(C2H3O2)2(aq)PbSO4Lead(II)Acetate Pb(C2H3O2)2Barium Chloride BaCl2Pb(C2H3O2)2(aq) + BaCl2(aq) PbCl2(aq) + Ba(C2H3O2)2(aq)No PrecipitateLead(II)Acetate Pb(C2H3O2)2Hydrochloric Acid HClPb(C2H3O2)2(aq) + HCl (aq) PbCl2(aq) + H2(C2H3O2)2(aq)No PrecipitateLead(II)Acetate Pb(C2H3O2)2Copper(II)Sulfate CuSO4Pb(C2H3O2)2(aq) + CuSO4(aq) PbSO4(s) + Cu(C2H3O2)2(aq)PbSO4Barium Chloride BaCl2Sodium Carbonate Na2CO3BaCl2(aq) + Na2CO3(aq) BaCO3(s) + NaCl(aq)BaCO3Barium Chloride BaCl2Sodium Sulfate Na2SO4BaCl2(aq) + Na2SO4(aq) BaSO4(s) + NaCl(aq)BaSO4Barium Chloride BaCl2Sulfuric Acid H2SO4BaCl2(aq) + H2SO4(aq) BaSO4(s) + HCl(aq)BaSO4Barium Chloride BaCl2Copper(II)Sulfate CuSO4BaCl2(aq) + CuSO4(aq) BaSO4(s) + CuCl(aq)BaSO4Sodium Chloride NaClSodium Carbonate Na2CO3NaCl(aq) + Na2CO3(aq) Na2CO3(aq) + NaCl(aq)No PrecipitateAmmonium Chloride NH4ClLead(II)Acetate Pb(C2H3O2)2NH4Cl(aq) + Pb(C2H3O2)2(aq) NH4(C2H3O2)2(aq) + PbCl2(aq)No PrecipitateAmmonium Chloride NH4ClSilver Nitrate AgNO3NH4Cl(aq) + AgNO3(aq) NH4NO3(aq) + AgCl(s)AgClAmmonium Chloride NH4ClCopper(II)Sulfate CuSO4NH4Cl(aq) + CuSO4(aq) NH4SO4(aq) + CuCl(aq)No PrecipitateTable 2. Net Ionic Equations and ObservationsRe actantsNet Ionic EquationObservationsAgNO3, NaClAg+(aq) + Cl-(aq) AgCl(s)drops turned cloudy-whiteAgNO3, HClCl-(aq) + Ag-(aq) AgCl(s)drops turned cloudy-whiteAgNO3, H2SO4Ag+(aq) + Ag+(aq) + SO4-(aq) Ag2SO4(s)developed soft-white particlesAgNO3, Na2SO4Ag+(aq) + Ag+(aq) + SO4-(aq) Ag2SO4(s)developed yellow tintAgNO3, Na2CO3Ag+(aq) + Ag+(aq) + CO3-(aq) Ag2CO3(s)translucent cloudy-white and yellow particlesAgNO3, K2CO3Ag+(aq) + Ag+(aq) + CO3-(aq) Ag2CO3(s)reddish-brown color changeAgNO3, Pb(C2H3O2)2No precipitate formed.no apparent changeAgNO3, BaCl2Ag+(aq) + Ag+(aq) + Cl-(aq) + Cl-(aq) 2AgCl(s)developed thick cloudy-white colorK2CO3, Pb(C2H3O2)2CO3-(aq) + Pb-(aq) PbCO3(s)developed white particles in yellow liquidK2CO3, BaCl2CO3-(aq) + Ba+(aq) BaCO3(s)solid/cloudy yellow liquidK2CO3, CuSO4CO3-(aq) + Cu+(aq) CuCO3(s)developed white particles in yellow liquidPb(C2H3O2)2, Na2CO3Pb+(aq) + CO3-(aq) PbCO3(s)turned misty/foggy whitePb(C2H3O2)2, NaClNo precipitate formed.no apparent c hangePb(C2H3O2)2, Na2SO4Pb+(aq) + SO4-(aq) PbSO4(s)turned cloudy-whitePb(C2H3O2)2, H2SO4Pb+(aq) + SO4-(aq) PbSO4(s)changed into soft-white colorPb(C2H3O2)2, BaCl2No precipitate formed.no apparent changePb(C2H3O2)2, HClNo precipitate formed.no apparent changePb(C2H3O2)2, CuSO4Pb+(aq) + SO4-(aq) PbSO4(s)developed soft-white colorBaCl2, Na2CO3Ba+(aq) + CO3-(aq) BaCO3(s)white precipitation on clear liquidBaCl2, Na2SO4Ba+(aq) + SO4-(aq) BaSO4(s)- (wasnt in class/not recorded)BaCl2, H2SO4Ba+(aq) + SO4-(aq) BaSO4(s)- (wasnt in class/not recorded)BaCl2, CuSO4Ba+(aq) + SO4-(aq) BaSO4(s)- (wasnt in class/not recorded)NaCl, Na2CO3No precipitate formed.no apparent changeNH4Cl, Pb(C2H3O2)2No precipitate formed.no apparent changeNH4Cl, AgNO3Cl-(aq) + Ag+(aq) AgCl(s)- (wasnt in class/not recorded)NH4Cl, CuSO4No precipitate formed.no apparent changeDiscussionIn this lab, it was made clear, through numerous chemical reactions, what exactly occurs in a precipitation reaction. The standard definition reads that a precipitation reaction occurs when a solid is formed as a result of the mixture of aqueous ions, which sounds obscure. However, the experimentation with many different types of substances shows how consistent and predictable these results can be. Using solubility rules, it is easy to determine whether a precipitate will form, and even know what the solid is.For example, the compound Silver Nitrate, or AgNO3, combined with HCl, or hydrochloric acid, forms the precipitate AgCl, or Silver Chloride. This is known because the solubility rules states that NO3 salts are soluble, as well as chloride salts. However, in the case of AgCl, chloride is not soluble. As soon as this information is attained, it is determined that AgCl is the precipitate, since the remaining ions H and NO3 dissolve in water.QuestionsThe solubility rules used to predict the identity of the precipitates formed in the reactions of this experiment are general rules of thumb that hold tru e in most instances. However, the specific quantity of an ionic solid that will dissolve in a given quantity of solvent is governed by the solubility or the solubility product of the ionic substance. Use your textbook or encyclopedia for each of these terms.Solubility solubility is physical property of a substance having the ability to dissolve in water.Solubility product solubility product constants are used to describe saturated solutions of ionic compounds of relatively low solubility. A saturated solution is in a state of dynamic equilibrium between the dissolved, dissociated, ionic compound and the undissolved solid.Source: www.chem.purdue.edu/ConclusionThough chemistry is a very complex science, experimenting with chemical reactions offers a chance to experience and understand the consistent workings of the study. On paper, it seems as though the hundreds of elements and thousands of compound combinations are an endless wall of difficult formulas. Through experiences like th ese experiments, however, I can firsthand witness the consistency in chemical change, and see exactly how the world functions. Precipitation opened up a new aspect of chemistry -the ability to see and know how ions react in water, and how they react with each other to form new solids. Seeing and understanding why chemical changes happen transforms an endless wall of dry formulas into a fascinating world of actual substances found in reality.

Easy Method to Prepare a Chemical Solution

Easy Method to Prepare a Chemical Solution Heres a quick overview of how to prepare a solution when the final concentration is expressed as M or molarity. You prepare a solution by dissolving a known mass of solute (often a solid) into a specific amount of a solvent. One of the most common ways to express the concentration of the solution is M or molarity, which is moles of solute per liter of solution. Example of How to Prepare a Solution Prepare 1 liter of 1.00 M NaCl solution. First, calculate the molar mass of NaCl which is the mass of a mole of Na plus the mass of a mole of Cl or 22.99 35.45 58.44 g/mol Weigh out 58.44 g NaCl.Place the NaCl in a 1-liter volumetric flask.Add a small volume of distilled, deionized water to dissolve the salt.Fill the flask to the 1 L line. If a different molarity is required, then multiply that number times the molar mass of NaCl. For example, if you wanted a 0.5 M solution, you would use 0.5 x 58.44 g/mol of NaCl in 1 L of solution or 29.22 g of NaCl. Important Points to Remember Molarity is expressed in terms of liter of solution, not liters of solvent. To prepare a solution, the flask is filled to the mark. In other words, it is incorrect to a 1 liter of water to a mass of sample to prepare a molar solution.Sometimes its necessary to adjust the pH of a solution. To do this, add enough water to dissolve the solute. Then add an acid or base solution dropwise (usually a hydrochloric acid or HCl solution for acid or sodium hydroxide or NaOH solution for a base) to reach the desired pH. Then add more water to reach the mark on the glassware. Adding more water wont change the pH value.

Beware Web Quizzes

Beware Web Quizzes Beware Web Quizzes Beware Web Quizzes By Maeve Maddox Most of us have probably been sucked in by one of the thousands of quizzes that proliferate on the Web as a form of entertainment. My weakness is anything language-related. One that lured me recently has the title â€Å"Can You Pass an 8th Grade Test from 1912?† I should have been suspicious as soon as I saw that the quiz is multiple-choice. In 1912, the multiple-choice test had not yet begun its insidious invasion of the American classroom. Nevertheless, I took the quiz and was brought up short by Question 14: In the sentence ‘John ran over the bridge,’ parse the word ‘bridge.’ Here are the answer options: a) Singular noun, subject of sentence b) Regular verb, active voice, present tense c) Singular noun, object of sentence d) A structure built to span physical obstacles such as a body of water What, I wondered, is one supposed to do when none of the answers is correct? What do American school children do when presented with a multiple-choice question? Guess, of course. I knew that John is the subject and that ran is the verb. I knew that the fourth choice has nothing to do with parsing, so I clicked on the third choice and was told that I was CORRECT! Here’s the â€Å"explanation† of my â€Å"correct† answer: It is â€Å"Singular noun, object of sentence.† â€Å"Parsing† used to be a common term in schools. In this case, â€Å"bridge† is an [sic] noun, and it is the object on which the action occurs. I tracked down the unaltered 1912 test. This is the source of the â€Å"John ran over the bridge† question: Parse all the words in the following sentence: John ran over the bridge. Not a great many years ago, certainly since 1912, parsing was a common term in my own classroom. I learned the value of teaching grammar via parsing when I taught in a private school in London. Students parse a sentence by identifying each word in it according to its part of speech. Younger children simply name the part of speech. Older children state such things as function, gender, case, etc. For example: John- proper noun, subject of â€Å"ran† ran- verb, third person singular, intransitive over- preposition the- definite article bridge- common noun, object of the preposition â€Å"over.† Web quizzes may be fun, but they can also be a source of misinformation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Writing Prompts 101"Latter," not "Ladder"

LOREAL BUILDING A GLOBAL COSMETIC BRAND. Pages 644- 651 of your main Case Study

LOREAL BUILDING A GLOBAL COSMETIC BRAND. Pages 644- 651 of your main text Ghauri and Cateora text book (2010) - Case Study Example the formula on his own and selling it to the hair dressers, until 1909 when he established a full-fledged company that started manufacturing the product, under the name of Cheveux. It continued the business still in small scale, using the assistance of three-in-house based chemists (Ghauri & Cateora, 2010 p644). By 1920, the company had expanded its production of the products, and now started selling its products to other countries, such as Italy, Holland and Australia. The company initially depended on print advertisement, where Schuelter, enlisted the services of a well experienced graphic designers to make advertising posters for the company. With further growth of the business, the need for a different strategy of advertising arose, and Schuelter, established a women magazine as the basis of advertising the company’s product which were targeting women in 1933 (Ghauri & Cateora, 2010 p644). This strategy was followed by other promotional strategies such as creating a campaign for cleaning children using the company’s Dop Shampoo product in 1937, and then went ahead and created a jingle for the campaign that emerged as one of the most famous jingles of the time. The company eventually changed its name in 1940, and established the company name after one of its popular products, L’Aureole, to brand the company its current name, LOreal (Ghauri & Cateora, 2010 p644). LOreal pioneered the advertisement of its products through film commercials that were developed in theaters in the 1950 and in 1973, the ownership of the company changed hands, with 50% of the company’s stock being sold to a personal c are products manufacturing company, Gesparal, which eventually sold its stock to Nestle, while the rest half of the stock shares were traded to the public (Ghauri & Cateora, 2010 p644). Nestle received 49% of the shares, while the daughter of the owner and founder of the company retained a 51% stake in the company’s ownership. Critically comment on LOreal’s

Consumer Behavior - Marketing Assignment Example | Topics and Well Written Essays - 1000 words

Consumer Behavior - Marketing - Assignment Example They were chosen as my subjects since they bought a high-involvement product which is a laptop . It is considered a high-involvement product since it is quite expensive and would be used for a long period. At the beginning, it was quite hard to look for these two subjects since many people buy different types of high-involvement products. Fortunately, some friends helped me out in finding two subjects who bought different brands of laptop some months ago. The profile of the subjects vary greatly, nevertheless, they are typical consumers since they go through a lot of painful decision-making before buying a product. Also, they needed advice from friends or colleague before making a decision of their own. Consumer A is a technogeek, someone whose main source of living is developing operating systems in an IT company. He is a very busy person living a high-profile life in the city. However, he is the father of a friend that is why he agreed to be my subject. The other subject is a stude nt in a university, a social science major heavily involved with research. I think their background would somehow be significant in their decision process in acquiring a laptop. In order to a have a logical presentation of the process they went through, I decided to tabulate the result in a table. Technogeek’s old laptop broke down and needed many upgrades to cope up with is demands being an incessant programmer. His need for a laptop is like his need for oxygen. He immediately bought a laptop three days after his old laptop broke down. His need is mainly triggered by his job. This consumer felt that there were too many demands from her research subjects. Although she has a desktop in her dorm, she needs a laptop to access the wi-fi environment on her campus. She also hangs out late night at some coffee shop writing her papers. Her need is triggered by mobility and access to information anytime she wants

The Progressive Era Essay Example for Free

The Progressive Era Essay The Progressive Era was a thirty year period in which the United States was completely reformed. Actions were taken to improve working conditions for laborers, create a sexually unbiased work system and regulate the economy. President Theodore Roosevelt and Woodrow Wilson both helped create a more direct democracy in which the people would have a voice. During those thirty years, amendments 16 to 19 were ratified to regulate and reform the country. Muckrakers were writers who worked for the printing companies exposed the public to all of the corruption that was occurring both openly and behind closed doors. By exposing the public to the corruption, American society was enlightened and inspired to reform itself. During this era, President Theodore Roosevelt worked diligently to regulate and conserve everything that was necessary. Even though Roosevelt believed in big businesses, he still believed in regulation and fair trade. He took the Sherman Anti-Trust act which had been dormant for many years and enforced it so that companies could price their products and made sure that no one specific company could take control of the market thus ridding the economy of bad trusts and preventing companies from creating a trade monopoly. Working conditions were horrible during the progressive era, and it was widely known because Muckrakers wrote only about the bad that happen in society. The safety of the nation’s meat supply is highly important because meat is consumed throughout the whole nation. The Meat Inspection Act was passed to rid factories of their gruesome and uncleanly working habitats and protect the nation’s food supply. Many people who came to the United States to live during the end of the 1900’s were unable to sustain a normal life because they were in such poverty. Settlement houses were created so that settlement workers could service the neighbors who wanted to find a place to get away from poverty. These settlement houses were places to gather and create a sense of unity amongst the poverty stricken. As people of these houses became more aware of the conditions around them, they proposed changes that would drastically change the way of life for them. Woodrow Wilson wanted to create a democracy, but he did not allow women to vote. What kind of a democracy did Wilson want if he did not allow how the population to vote? There were many women’s reform groups that wanted sexual equality so that women would have equal say which promoted women to take charge leading to the passing of the 19th amendment allowing women to vote and opening a whole new world for a woman’s voice. Blacks fought for the ideals of America in World War I but they did not receive any recognition for their hard work. Instead, they were still put under the â€Å"Jim Crow† laws which prohibited them from voting and segregated them from their superior races. This explains the decrease in percentage of eligible voters who vote from 1900 to 1920. The Clayton Anti-Trust Act targeted business monopolies that could easily control the whole economy. Wilson being the arrogant president that he was, created a few minor laws that would not greatly improve the economy. It would be the next successor of the president that would be left with all these problems. President Theodore Roosevelt believed highly in a direct democracy, he favored the idea of people deciding what they want with government. Later on, the 17th amendment is ratified allowing the direct election of the senate. Overall, the Progressive Era was full of reform in the economy, politics and society. Conservation and reform were the most important things and ideas during this era. Women’s right and racial desegregation were also accomplished during this time. The press was also a big part of the spread of information giving people new ideas and philosophies. The people who were presidents during this time greatly influenced the ideas of the people and in turn, reformed the nation into something better than before.

Dangers of RU486 :: essays research papers

RU-486 is not the same as the â€Å"morning after† pill (postinor -2). RU-486 is the generic term for mifepristone, an artificial steroid that blocks progesterone, a vital nutrient hormone. It causes the vital nutrient lining of the mother’s uterus to disintegrate, and the embryo withers and dies. RU486 has had people under the illusion it is a inexpensive less traumatic option when compared to decide between it and surgery. However conversely, RU486 continues to shock people and destroy lives., it has been proven to be more traumatic and painful then surgical abortion. unfortunately users are not notified properly of these side effects and forced to bear the consequences. A great risk of psychological and physical side effects can result in the use of RU486, such as prolonged bleeding -which requires medical intervention. Women in rural communities have limited access to hospitals or general practises, and it is these woman, those who come from undeveloped, conserv ative countries who are most likely going to require these facilities. The great debate continues over RU486- the issue involving whether it should be available to Australian women. Mifepristone needs to be interpreted by the public as a dangerous and fatal drug, not as â€Å"easy† alternative. The media must publicise the potential side effects more effectively and destroy the perceptual set that Australians view RU486 to be. More then one million women worldwide have used RU486 to end their pregnancy. RU846 is effective from the fifth to the seventh week. Following the last menstrual period, with decreasing effectiveness up to the ninth week. Used alone, RU486 has an abortion rate of 60-80 percent. The convenience of swallowing one tablet to terminate a unwanted pregnancy may sound intriguing to a lot of women. This perception has devoured any subconscious thought in women’s minds concerning doubt or issues involved with using RU486. The sudden outbreak of this newly formulated drug has raised the issue of whether RU486 is the safer then surgical abortion. A common side effect is severe pain similar to that of a miscarriage, with over half of women requiring specific pain medication and one third requiring narcotics. Other side effects include nausea and dizziness, serious bacterial infection, sepsis, prolonged bleeding and even death. The side effects which develop as a result of taking RU486 are clearly much more severe then a general surgical abortion. The statistics continue to prove mifepristone as a dangerous alternative to surgical abortion.

Financial Management Questions Essay

Question 1:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Medwig Corporation has a DSO of 17 days.   The company averages $3500 in credit sales each day.   What is the company’s average account’s receivable?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Answer / Solution:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Accounts Receivable = Days Sales Outstanding * (Sales / Days)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   = 17 * (3500/1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   = $59,500 Question 2: Discuss some of the techniques available to reduce risk exposures?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Answer:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Insurance is one of the simplest and most available ways to reduce exposure to risk.   It involves the transfer of risk to another company.   Depending on the amount and nature of the risk involved, risk retention by self-insurance might not be a practical option, especially if the cost of transferring the risk (insurance premiums) is reasonable enough to not add significant costs.   Risk transfer is not done always through insurance, however. Outsourcing some operations to a company who agrees to take on the risk involved is another type of risk reduction.   Some tasks are best suited for specialized companies, and large organizations might outsource such activities as customer support, software development and internal security. Derivative hedging is also an option, depending on the nature of the company.   Futures contracts, for example, reduce the risk of price fluctuations in a particular commodity, and are very useful to transfer it to a speculator.   A company producing commodities would benefit from this type of hedge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aside from transferring risks, a company might try to reduce risk by reducing the inherent cause of the risk.   Instead of hiring a single custodian for cash transfers, a company might hire another one to reduce the risk of employee theft.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The last method is to avoid the risk completely.   This will completely circumvent possible losses, but it also precludes any possible gains from taking on the risk.

Doctrine of Frustration Essay

ACCORDING to Section 56, an agreement to do an act impossible in itself is void (for example, an agreement to discover treasure by magic). Supervening impossibility or illegality refers to the intrusion or occurrence of an unexpected event or change of circumstances beyond the contemplation of the parties; such event or change of circumstances must be so fundamental as to be regarded by law as striking at the root of contract as a whole or the basis of the contract no longer exists. Subsequent impossibility in the UK is referred to as Doctrine of Frustration. A contract is deemed to have become impossible of performance and, thus, void under the following circumstances: a) Destruction of the subject matter of the contract; b) By death or permanent incapacity of the parties (like insanity) where the contract is personal in nature; c) Supervening impossibility or illegality, involving actions contrary to law or public policy; d) Outbreak of war, war restrictions (avoidance of trading with alien enemy, and so on); e) Imposition of government restriction or orders or acquisition by government; and f) Non-existence or non-occurrence of a particular state of things. Apart from the above circumstances, impossibility does not discharge a person from the contract. He who agrees to do an act should do it unless impossibility arises in any of the ways mentioned above. . FRUSTRATION – MEANING, SCOPE AND APPLICABILITY Section 56 of the Indian Contract Act, 1872 stipulates: â€Å"Agreement to do impossible act: An agreement to do an act impossible in itself is void. Contract to do act afterwards becoming impossible or unlawful: A contract to do an act which, after the contract is made, becomes impossible, or, by reason of some event which the promisor could not prevent, unlawful, becomes void when the act becomes impossible or unlawful. Compensation for loss through non-performance of act known to be impossible or unlawful: Where one person has promised to do something which he knew, or, with reasonable diligence, might have known, and which the promisee did not know, to be impossible or unlawful, such promisor must make compensation to such promisee for any loss which such promisee sustains through the non-performance of the promise.† Frustration may be defined as the occurrence of an intervening event or change of circumstances so fundamental as to be regarded by the law both striking at the root of the agreement, and as entirely beyond what was contemplated by the parties when they entered into the agreement. If an event which could not be foreseen by both parties supervenes, frustration would apply. Section 56 of the Indian Contract Act, 1872 does not deal with the cases in which an event, the parties took it for granted will never happen does happen and makes the performance of the contract impossible. If it be held that this Section is exhaustive, no relief can be granted to any of the parties on the happening of such an event, but this would be against the very principle underlying the Section. (16) If the inability to perform the contract is due to the fault of one of the parties, he cannot successfully plead frustration. It is also true that if the parties expressly contract with reference to the occurrence of the supervening events, frustration is inapplicable. But there is another type of case outside these rules. The parties when they made the contract, may have foreseen the supervening event as probable, but may have made no express provision with respect to it. Here, if such event occurs, frustration can be pleaded. (17) LORD RADCLIFF has succinctly summarized the law relating to frustration of contracts as under: â€Å"†¦.frustration occurs whenever the law recognizes that without default of either party, a contractual obligation has become inapplicable of being performed because the circumstances in which the performance is called for would render it a thing radically different from that which was undertaken by the contract.’†¦.It was not this that I promised to do.’ There is, however, no uncertainty as to the materials upon which the Court must proceed. ‘The data for decision, on the one hand, the terms and conditions of the contract, read in the light of the then circumstances and, on the other hand, the events which have occurred.’ In the nature of thing there is often no need for any elaborate enquiry. The Court must act upon a general impression of what its rule requires. It is for that reason that special importance is necessarily attached to the occurrence of an unexpected event that, as it were, changes the face of the things. But even so, it is not hardship or inconvenience or material loss itself which calls the principle of frustration into play.†(18) IMPOSSIBILITY OF PERFORMANCE AMOUNTS TO FRUSTRATION A man can be expected to do what is humanly possible but he cannot be expected morally or legally to do what is not physically possible. It cannot be disputed that when a thing is beyond the human control it cannot be expected from the party which had undertaken to do the work to suffer the consequences of not proceeding with the contract work and in such a situation both the parties are relieved from their contractual responsibilities. The word â€Å"impossible† in Section 56 of the Indian Contract Act, 1872 has not been used in the sense of physical or literal impossibility. The performance of an act may not be literally impossible, but it may be impracticable and unless from the point of view of the object and which the parties had in view; and if an untoward event or change of circumstances totally upsets the very foundation upon which the parties rested their bargain, it can very well be said that the promisor finds it impossible to do the act which he promised to do. (21) If the performance of a contract becomes impracticable or useless having regard to the object and purpose the parties had in view then it must be held that the performance of the contract has become impossible. But the supervening event should take away the basis of the contract and it should be of such a character that it strikes at the root of the contract. (22) The essential principles on which the doctrine of frustration is based on the impossibility, or, rather, the impracticability in law or fact of the performance of a contract brought about by an unforeseen or unforeseeable sweeping change in the circumstances intervening after the contract was made. In other words, while the contract was properly entered into in the context of certain circumstances which existed at the time it fell to be made, the situation becomes so radically changed subsequently that the very foundation which subsisted underneath the contract as it were gets shaken, nay, the change of circumstances is so fundamental that it strikes at the very root of the contract, then the principle of frustration steps in and the parties are excused from or relieved of the responsibility of performing the contract which otherwise lay upon them.(23) HAPPENING OF UNPRECEDENTED EVENTS CAUSES FRUSTRATION To attract the plea of frustration, it must be shown that the situation has changed so drastically and so radically that neither party to the contract could have at all foreseen that because of something happening at another place which may be a foreign country would result in execution of the contract almost as good as an impossibility. The impact which the market receives due to an event happening elsewhere in the guiding factor for determining whether or not frustration has occurred. Where after the firm price contract for supply of transformers there was a subsequent 400% rise in price of transformer oil due to the war, there was frustration of contract. The abnormal increase in price due to war condition was an untoward event or change of circumstances which â€Å"totally upset the very foundation upon which the parties rested their bargain.† Therefore, supplier could be said to be finding itself impossible to supply the transformers which it promised to do. (25) The parties to an executory contract are often faced, in the course of carrying it out, with a turn of event which they did not at all anticipate – a wholly abnormal rise or fall in prices, a sudden depreciation of currency, an unexpected obstacle to execution, or the like. Yet this does not in itself affect the bargain they have made. If, on the other hand, a consideration of the terms of the contract, in the light of the circums.

The Best AP US History Review Guide

The Best AP US History Review Guide SAT / ACT Prep Online Guides and Tips It's hard to know where to start with your AP US History review. It's one of the tougher APs based on the thinking skills it requires and the amount of content it covers. You can't just read over your notes and expect to get a high score. In this guide, I'll give you a basic outline of what's on the exam, provide study tips, and lay out a step-by-step prep plan that you can customize to your needs. What’s the Format of the AP US History Exam? First off, you should know the basics of what you're dealing with on this test. The total length of the exam is threehours and 15 minutes, so it’s on the longer side compared to other AP tests. Here's a layout of the timing and significance of each section: Section 1 - Multiple Choice (Also Includes Short Answer) 55 multiple-choice questions 55 minutes 40 percent of your score Four short-answer questions 50 minutes 20 percent of your score One hour 45 minutes total Section 2 - Free Response One document-based question 55 minutes 25 percent of your score One long essay question 35 minutes 15 percent of your score One hour 30 minutes total What Do Questions Look Like on the AP US History Exam? In this section, I'll give a brief overview of each type of question you can expect see on the exam. It's important to understand the different formats and point distributions before diving into your review of the course content. This way, you can tailor your review to the actual requirements of the test! Multiple Choice Multiple choice questions always ask you to apply your knowledge of US History in the context of a historical document.These documents might include images or pieces of writing, and several questions are asked about each one. Here’s an example: The passage mentions that Whitefield came over to the British colonies from Ireland and became an immensely popular itinerant preacher.This suggests that religious culture was shaped by choice C, â€Å"trans-Atlantic exchanges.†Although some of the other choices aren’t completely invalid if you just looked at the question without the excerpt, the evidence provided therein leads us directly to choice C.This question shows howimportant it is toread very carefully on the test! Short Answer There are also four short-answer questions on the first part of the test.These are multi-part questions that can be answered in just a few sentences.They usually rely on written excerpts or other types of historical documents, just like multiple-choice questions.Here’s an example: Part (a): In this part, you got one point for understanding the two viewpoints well enough to identify a major difference between them.You might answer with the following statement: Adams felt that the revolutionary spirit that led to fighting was the real revolution; as resistance to British regulation grew, a revolutionary American identity emerged.Rush, on the other hand, felt that the real revolution consisted of experimentation with new political systems after the fighting. Essentially, Adams thought of the American Revolution as more of a prewar ideological revolution, rather than a postwar political one, and Rush thought the opposite. Part (b): Some examples of historical evidence that would support Adams’ interpretation are: End of â€Å"salutary neglect† and growing separate American identity The Stamp Act, the Stamp Act Congress, and public demonstrations (Sons of Liberty) Movement to boycott British goods Boston Tea Party and Intolerable Acts Common Sense by Thomas Paine List of grievances from the Declaration of Independence Part (c): Examples of historical evidence supporting Rush’s viewpoint include: Statement of â€Å"principles, morals† being basis of government in Declaration of Independence Articles of Confederation Issues of slavery still unresolved (Northwest Ordinance) Constitutional Convention and US Constitution Bill of Rights Election of 1800 and development of first party system Short-answer questions won’t ask you to do much writing, but they do test your ability to understand what’s going on in the source material and how it ties into your knowledge of US history. Document-Based Question The Document-Based question might be the most intimidating part of this exam.It’s worth 25 percent of your score, and it requires the synthesis of a bunch of information presented in different formats to create a coherent argument.These are the directions you’ll see on the test, along with a sample prompt: In the interest of saving space, I won’t include all the documents here (check out my complete guide to the AP US History exam for a more detailed example).Here’s how the points are doled out: You'll get one point for a coherent thesis that answers all parts of the question. Then, you can earn up to four points for analysis of the documents.To earnall four points you need to give: Plausible analysis of the content of all or all but one of the documents, which is used effectively to support the thesis Analysis of all or all but one of the documents in one or more of the following areas: Intended audience Purpose Historical context Author’s point of view Analysis of outside historical examples to bolster your argument A sixth point is earned for contextualizationor connecting historical phenomena relevant to your argument to broader trends in history. The final point is earned for synthesis, which means that your essay ties together the evidence from different documents to support your argument or connects the argument to other periods in history or other contexts in general. This means you can earn a total of seven points on the DBQ, most of them related to analyzing the documents in a way that supports your thesis. Here are some helpful resources for more DBQ examples to use as part of your review! Long Essay Depending on whether you were more confident with recent history or colonial history, you could choose either one of these questions. The test will giveyou two very different options so that you have a meaningful choice to make.Points are awarded as follows for the long essay question: A thesis that addresses all parts of the question gets you one point. Support of the thesis with specific evidence gets you up to two additional points.You’ll get both points if you also establish clearly and consistently how the evidence ties back to your thesis statement. You can earn two more points for a valid assessment of the historical thinking skill targeted in the question.You’ll only get both points if you address both continuity and change in your answer and give specific supporting examples! A final point is awarded for the synthesis of your ideas into a coherent essay.You might connect the topic to other historical periods or contexts, include an additional category of analysis, or extend/modify your thesis to draw a larger conclusion. There is a total of six points possible on the long essay question. What Does the AP US History Exam Cover? AP US History is divided into nine time periods, each of which makes up a designated percentage of the course material and instructional time: These time periods are connected by seven overarching historical themes. I’ll list these themes followed by the learning objectives associated with them.After you learn the who, what, and where of historical events, you should be able to connect them to one (or more likely several) of these broader concepts. AP US History Themes Theme 1: American and National Identity Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society. Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States. Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity. Theme 2: Politics and Power Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies. Theme 3: Work, Exchange, and Technology Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. Analyze how technological innovation has affected economic development and society. Explain how different labor systems developed in North America and explain their effects on workers’ lives and society. Theme 4: Culture and Society Explain how religious groups and ideas have affected American society and political life. Explain how ideas about women’s rights and gender roles have affected society and politics. Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. Theme 5: Migration and Settlement Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society. Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. Theme 6: Geography and the Environment Explain how geographic and environmental factors shaped the development of various communities. Analyze how conflict over natural resources has affected both group interactions and development of political policy. Theme 7: America in the World Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas. Americans have fought many other groups of people for control over pieces of this crazy space marble. AP US HistoryReview Tips Before I lay out the template for your study plan, here are a few tips to keep in mind as you go along. If you adopt the right strategies, you'll see your scores improve much more quickly! #1: Connect Facts to Major Themes Studying for history just means committing a bunch of names and dates to memory, right? WRONG! Questions on theAP US History exam (and, if you have a good teacher, most of your smaller tests in class), will ask you to combine general historical knowledge with an understanding of larger trends. The facts and approximate dates are relevant, but only to the extent that they can provide insight into your analysis of historical patterns and themes. If you study the facts in isolation, you’ll be lost on the test, especially when you get to the free-response questions.As you prepare for the exam, take note of the major themes, and think about how you might weave them into a discussion of the era as a whole. #2: Practice Analyzing Historical Writings and Documents Almost every question on the AP US History exam will ask you to read a historical document or analyze a politically-charged image. It’s important that you’re able to interpret these sources quickly and accurately.Look in your textbook or online for examples of historical writings, and practice analyzing the authors' claims. Which of the themes of the course are relevant? What else was happening at the time that may have influenced the writing or illustration? Is the individual addressing a certain audience, and is his or her point of view biased?These types of questions will prepare you for the way you’re asked to think about historical documents on the final exam. #3: Write Essay Outlines You should be a pro at writing essay outlines before you take the test.If you can write a strong outline that uses evidence correctly and relates the supporting points back to the thesis, that’s more than half the battle.The College Board has a bunch of old free-response questions available online that students can use for review purposes.Practice writing a thesis-driven outline in five to ten minutes for each essay question.If you have time, you should also practice writing out the final draft while staying within the time constraints of the real AP test. I suspect that this person doesn't actually have a plan. How to Studyfor AP US History In this section, I'll lay out the standard structure of an effective AP US History reviewplan. The most important takeaway from this plan is that you need to understand all of your mistakes on practice tests so that you can avoid these same issues on the real exam. Step 1: Take a Full Practice Test (3.5 Hours) The first step in the study process is to take a full practice test for AP US History so you can see how well you perform before doing any preparation. Make sure you adhere to the time constraints of the real exam so that you can figure out whether you need to work on your pacing (especially in the free-response section). Circle any questions where you aren't 100 percent sure of the answer so that you can revisit them even if you happen to guess correctly. Step 2: Score the Test, and Set an Ultimate Goal (1 Hour) After you finish the practice test, calculate your score to see how much you need to improve before the AP test.This can be a little tough for US History because the scoring for free-response questions is less clear-cut. However, you should be able to pin down a solid estimate of how many points you would earn on each free-response questionby referring to the grading rubrics. You can use this online calculator to find your AP score after you tally up all the raw points you've earned. Remember, points are NOT subtracted for incorrect multiple-choice answers! Once you figure out where you currently fall in the AP score range, you can work on creating a study plan based on how much you hope to improve.Set realistic goals for yourself considering how much time you have before the test and how many hours of studying you can fit into your schedule. I think everyone who takes an AP class is capable of getting a 5 with enough studying, but if you're in the 2 range, and you only have a couple of weeks before the test, a reasonable goal could be to earn a passing score (3+). If you have a couple of months, you might aim higher. If you start off in the 4 range, you should be able to boost your score up to a 5 within a month or less. Of course, that all depends on how many hours of studying you can afford to put into this one test. Ideally, each time you go through the steps of this study process, your score will improve by anywhere from a half to a whole AP point. If you’re already on the lower end of the 5 range, you may only need to go through the rest of this study process once to get yourself totally up to speed. If, on the other hand, you’re in the 3 range and aiming for a 5, you should plan to repeat these steps multiple times to reach your goals. Step 3: Analyze Your Mistakes (1 Hour) What information did you forget? Which eras/aspects of US History confused you the most on the test?Figure out which topics were most challenging for you by cataloging your mistakes and making a list of all the areas where you struggled. Once you have this list of problem areas, you can execute a more focused, efficient review of the concepts that need the most work. Don’t ignore the free-response section during this process. If you had trouble formulating a coherent argument related to a particular theme, you should use some of your prep time to work on gaining a deeper understanding of that concept. Step 4: Fix Gaps in Content Knowledge (2 Hours) When you finish analyzing your mistakes, you can go into your notes or review book and revisit any content that was an issue for you on the practice test.It’s important to solidify your background knowledge before practicing analysis skills so that you have a strong basis for your arguments and opinions. This stage is also where a review book might come in handy. All the content is organized much more clearly than it might be in your worn-out notebook. Check out this list of the best review books for AP US Historyif you're looking for more advice on which one to get. Step 5: Practice Relevant Questions (2 Hours) After gaining the necessary background knowledge, you can start answering some questions to prepare for your next full practice test. This step should alert you to any skill areas that you still need to practice or content that you didn’t fully memorize in your first content review. Try to find questions that require some analysis in addition to factual recall so you can test both your background knowledge and your mastery of higher-level thought processes. In my AP US History study guide, I include a list of online resources that you can use for practice questions.These will be helpful for this stage of the process because you’re addressing specific time periods or themes that gave you trouble on the first test.Most online resources have mini quizzes that pertain to different units in the course, so you can pick and choose which types of questions to practice.This is also when you can practice writing the essay outlines I mentioned in the tips section. Step 6: Take and Score a Second Practice Test (3.5 Hours) Finally, once you’re satisfied that you have a better understanding of everything you missed on the first test, take another practice test to see how far you’ve come. If you see significant improvement, you might be able to stop here. Of course, that depends on what your goals were and what your score was like on the first practice test.You can always repeat these steps to improve even more! If your scores haven’t improved, look back at how you conducted the processand make sure that you weren’t "studying" by skimming over information without really understanding or absorbing it.You should also only study in an environment where you can focus without interruptions or distractions. Sometimes this means abandoning group study sessions for independent work! Declare your independence, and illuminate....the past! Conclusion Although AP US History is a notoriously challenging class, reviewing the material before the big test doesn't have to be traumatic. Most questions will ask you to analyze documents and record your insights. It's less about knowing every single little thing that's happened in this country's history and more about understanding the seven themes of the course and how they're intertwined with the progression of events. These are the tips you should keep in mind as you study: Tip #1: Connect Facts to Major Themes Tip #2: Practice Analyzing Historical Documents Tip #3: Write Essay Outlines Your study plan should (roughly) follow these steps: Step 1: Take a Full Timed Practice Test Step 2: Score the Practice Test and Set a Goal Step 3: Analyze Your Mistakes Step 4: Fix Gaps in Content Knowledge Step 5: Practice Relevant Questions Step 6: Take and Score a Second Practice Test You can repeat the steps as many times as necessary to achieve your score goal. Use practice tests to keep checking in with yourself as you review to ensure thatyou're making steady improvements! What’s Next? Are you considering taking the SAT Subject Test for US History? Find out more about what's on that test and how it differs from the AP exam. Still trying to plan out the rest of your schedule? This article will help you decide which AP classes to take based on your goals. What will you get out of a high AP score? Take a look at this guide to learn how AP credit works in college. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Definition and Examples of Productivity in Language

Definition and Examples of Productivity in Language Definition Productivity is a general term in linguistics for the limitless ability to use language (i.e., any natural language) to say new things. Also known as open-endedness or creativity. The term productivity is also applied in a narrower sense to particular forms or constructions (such as affixes) that can be used to produce new instances of the same type. In this sense, productivity is most commonly discussed in connection with word formation. See Examples and Observations below. Also, see: ArbitrarinessCultural TransmissionDisplacementDuality of PatterningEnglish LanguageNatural LanguageWhat Is Language? Examples and Observations Humans are continually creating new expressions and novel utterances by manipulating their linguistic resources to describe new objects and situations. This property is described as productivity (or creativity or open-endedness) and it is linked to the fact that the potential number of utterances in any human language is infinite.The communication systems of other creatures do not appear to have this type of flexibility. Cicadas have four signals to choose from and vervet monkeys have 36 vocal calls. Nor does it seem possible for creatures to produce new signals to communicate novel experiences or events. . . .This limiting factor of animal communication is described in terms of fixed reference. Each signal in the system is fixed as relating to a particular object or occasion. Among the vervet monkeys repertoire, there is one danger signal CHUTTER, which is used when a snake is around, and another RRAUP, used when an eagle is spotted nearby. These signals are fixed in terms of their reference and cannot be manipulated. (George Yule, The Study of Language, 3rd ed. Cambridge University Press, 2006) Open-Endedness, Duality of Patterning, and Freedom From Stimulus Control [M]ost of the utterances you produce and hear every day have very likely never before been produced by anybody. Consider a few examples: A large tear rolled down the little pink dragons nose; Peanut butter is a poor substitute for putty; Luxembourg has declared war on New Zealand; Shakespeare wrote his plays in Swahili, and they were translated into English by his African bodyguards. You have no difficulty in understanding theseeven if you dont believe all of them...This limitless ability to produce and understand totally new utterances is called open-endedness, and it should be perfectly clear to you that, without it, our languages and indeed our lives would be unrecognizably different from what they are. Perhaps no other feature of language so dramatically illustrates the vast, unbridgeable gulf separating human language from the signaling systems of all other creatures.The importance of open-endedness has been realized by linguists for decades; the term was coined by the American linguist Charles Hockett in 1960, though others have sometimes preferred the labels productivity or creativity.  (R.L. Trask, Language, and Linguistics: The Key Concepts, 2nd ed., edited by Peter Stockwell. Routledge, 2007)[I]n human language the meaningful messages (both sentences and words) are infinite in variety by virtue of the fact that words are produced from a system of combining a finite set of meaningless units. Linguists since Hockett in the 1960s have described this hallmark property of language as duality of patterning.  (Dani Byrd and Toben H. Mintz, Discovering Speech, Words, and Mind. Wiley-Blackwell, 2010)The ability to respond freely is another key aspect of creativity: no human is obliged to make a fixed response to any situation. People can say whatever they want, or even stay silent... Having a limitless range of possible responses is known (technically) as freedom from stimulus control. (Jean Aitchison, The Word Weavers: Newshounds and Wordsmiths. Cambridge University Press, 2007) Productive, Nonproductive, and Semiproductive Forms and Patterns A pattern is productive if it is repeatedly used in language to produce further instances of the same type (e.g. the past-tense affix -ed in English is productive, in that any new verb will be automatically assigned this past-tense form). Non-productive (or unproductive) patterns lack any such potential; e.g. the change from mouse to mice is not a productive plural formation - new nouns would not adopt it, but would use instead the productive -s-ending pattern. Semi-productive forms are those where there is a limited or occasional creativity, as when a prefix such as un- is sometimes, but not universally, applied to words to form their opposites, e.g. happy → unhappy, but not sad → *unsad. (David Crystal, Dictionary of Linguistics and Phonetics, 6th ed. Blackwell, 2008)[T]he plural affix s which is added onto the base form of nouns is productive because any new noun which is adopted into English will employ it, whereas the change from foot to feet is unproductive becau se it represents a fossilised plural form limited to a small set of nouns. (Geoffrey Finch, Linguistic Terms, and Concepts. Palgrave Macmillan, 2000) The productivity of a pattern can change. Until recently, the adverb-forming suffix -wise was unproductive and confined to a handful of cases such as likewise, clockwise, lengthwise and otherwise. But today it has become highly productive, and we frequently coin new words like healthwise, moneywise, clothes wise and romancewise (as in How are you getting on romancewise?).  (R.L. Trask, Dictionary of English Grammar. Penguin, 2000) The Lighter Side of Productivity Now, our language, Tiger, our language. Hundreds of thousands of available words, trillions of legitimate new ideas. Hm? So that I can say the following sentence and be utterly sure that nobody has ever said it before in the history of human communication: Hold the newsreaders nose squarely, waiter or friendly milk will countermand my trousers. (Stephen Fry, A Bit of Fry and Laurie, 1989)

Communication Concepts Reflected in Pacific Rim Movie Review

Communication Concepts Reflected in Pacific Rim - Movie Review Example In the movie review "Communication Concepts Reflected in Pacific Rim" communication concepts such as stages, strategies, relational dialectics, and self-disclosure will be examined more closely as they are applied and reflected in the aforementioned movie. The concept of stages is obviously illustrated in the characters of Becket and Mori. From the time they were introduced, the woman was already attracted to the man. Becket, on the other hand, is fascinated with the woman’s record being the best fighter so that when he saw how she combatted, she became his partner but not after a lot of consideration on the part of her foster father. Eventually, when Becket learns about Mori’s history, he sympathizes and feels for her. Soon, they formed a bond where they did not only share respect but love. As a result, they were able to combine their skills and abilities to win against the monsters, destroying the bridge which secured the kaijus. The stages in the relationship of Beck et and Mori are effective because they developed a bond that made the jaegers work together as a team. From attraction, they developed respect for each other. In the relationship of Becket and Mori, different strategies were observed. The two have been observing each other after their first encounter as they were introduced by Pentecost. Mori has been looking at Becket, perhaps wanting him to show some interest in her. On the other hand, Becket observed Mori as well especially when he was fighting to choose his partner while the woman scored his fights.