New Push For Euthanasia Bill - 1669 Words

Newspaper and magazine articles New push for Euthanasia bill – Examiner by Manika Dadson March 14th 2015 This Newspaper article says that to voluntary assisted dying bill will be back on the table later this year. Former premier Lara Giddings said she was still a passionate advocate for voluntary assisted dying. Previously the lower house rejected the bill 13 to 11 in October 2013. Columbia opens its doors to Euthanasia – World mag By Katlyn Babyak posted 7th of July 2015 This magazine article says that Columbian government approved the countries first legal death by Euthanasia. After a long legal battle 79-year-old Ovidio Gonzalez ended his battle with terminal throat cancer. Columbia is the first Latin American country to†¦show more content†¦Using touch alphabet method to communicate she makes her case for voluntary euthanasia. Gina states â€Å"I think a compassionate god would want people to have to option of a humane death† Interviews Questions: 1. Are you religious 2. Do you think people should have a choice to end their life? 3. Are you for or against euthanasia, Explain why or why not 4. What problems do you think would occur if euthanasia were legalised? 5. Would you ever consider euthanasia for yourself? Interview 1 – Skye Baker, 15 years old 1. No, I am not religious 2. I think everyone has a choice over your own life. You don’t live for other people; you affect the way they live. If someone chooses to end their life, no one should have the power to tell them they cannot. 3. I am for euthanasia, but only in certain circumstances. I do not believe that people should have to be left suffering if all they want is peace. 4. There would be many protests because sometimes euthanasia is enforced against the person’s will. This is occasionally classified as murder and murder isn’t a popular topic. 5. Interview 2 – Ben Kirkby 1. No I am not religious 2. Yes, I think a person should have the choice 3. I am for euthanasia because if you want to die you should be able to. Your body your choice 4. I don’t personally think it would be a problem but there is a lot in the media about people taking advantage of it to commit suicide. 5. If I

`` Resume `` By Dorothy Parker - 1662 Words

Dorothy Parker s poem Resume manages the topic of suicide. In spite of the fact that it is a fairly succinct poem it talks about a dull thought in an unexpected tone. She makes the different methods for conferring suicide preferably everyday than what the real demonstration would cause along these lines making a modest representation of the truth. This poem considers the unfortunate existence of Dorothy Parker whose three relational unions fizzled and had imprudently endeavored suicide a few times. There is a stunning visual symbolism evoked by the main line razors pain you . Pictures of blood, passing and misery keep running all through this poem. In the meantime razors accomplish something other than cause torment; which is a†¦show more content†¦The transient agony or dread resume before suicide is sufficient to pick amongst life and passing. The joke on the word continue shows up with the intention as in Resume which expresses one s capabilities and involvement in a rep ort. May and Schultzer said that individuals who execute themselves consider suicide to be the main outstanding answer for their issues. Individuals vary in their capacity to deal with the inconveniences that reason such edgy sentiments. Many think that it is hard to perceive and take care of individual issues in calm and requested way. Analysts May and Schultze trust this failure to adapt might be associated with natural and synthetic uneven characters. (Par.1) A few suicides are the aftereffect of indiscreet choices in light of a circumstance that appears to be miserable such as loss of a vocation, separate, or a separation with one s better half or beau. (May, Schultze Par. 2) These reasons for suicide are not the genuine causes of the suicide. Maybe they are triggers for suicide in a person experiencing an emotional instability. Suicide endeavors activated by real frustrations, for example sentimental dismissal, issues with companions, or coming up short a major exam, are normal among discouraged young people, who have not had the educational experience to understand that these wounds mend with time. (Par. 2) Ninety percent of the general populations who submit suicide have a mental or substance mishandles scatter or both. (May,Show MoreRelatedEssay about Death in Life and Love in Dorothy Parkers Poetry529 Words   |  3 PagesDeath in Life and Love in Dorothy Parkers Poetry Dorothy Parker, an accomplished American poet, exposes the darker side of human behavior through her epigrammatic style of poetry. She believed that a writer must say what he feels and sees. She specialized in the hard truths, particularly about death, in both life and love. 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Cummings who was in a prison camp believes people should use their brain to think and voice an opinion or think otherwise especially when it comes to death. Dorothy Parker, Resume was written because during her childhood growing up most of the adults in her life died. She wrote about death and this poem is about suicide. She attempted to commit suicide in her adult days. The lack of education she had and the deathRead MoreAnalysis Of Julia Alvarez s Woman s Work 1853 Words   |  8 Pageswith a â€Å"turned-up putty nose, dressed in a pink and white nightie.† Onlookers find her â€Å"pretty.† The final two lines of the poem resolve the narrative: â€Å"Consummation at last. To every woman, a successful conclusion.† 33. Resume – Dorothy Parker Dorothy Parker s poem â€Å"Resume† deals with the subject matter of suicide. Although a rather concise poem it speaks of a dark notion in an ironic tone. 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He was the first to introduce the issue of the social responsibility of management, including fair wages, security, and the creation of an atmosphere conducive to work.9 Mary Parker Follett (1868–1933) was also an early pioneer who recognized the interdependencies between the individual, the work, and the environment. She emphasized worker participation and the importance of shared goals. Follett also advocated so-called constructive

Complete Course Material free essay sample

MGT 426 Complete Course Material MGT 426 Week 1 DQ 1 Why is change necessary? What about change is disruptive? How can meeting the challenge of change become organizational opportunities? MGT 426 Week 1 DQ 2 Change: what is in it for me? What is the cycle of change? What are some examples of continuous change? What are some examples of discontinuous change? What are some differences between continuous and discontinuous change? MGT 426 Week 1 Individual Assignment Article Review MGT 426 Week 2 DQ 1 What is organizational culture? What is the relationship between shared vision and organizational culture? How does organizational culture affect an organization’s ability to cope with change? MGT 426 Week 2 DQ 2 How does modeling a change process facilitate change? What are the strengths and weaknesses of the three change models? What are some applications of the three change models? MGT 426 Week 2 Individual Assignment Roles of Managers and Individuals Paper MGT 426 Week 2 Learning Team Assignment Managing Change Paper Part I MGT 426 Week 3 DQ 1 Why is it important to do a gap analysis? How do you apply gap analysis to the change models? Give an example of when you may use a gap analysis. We will write a custom essay sample on Complete Course Material or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page MGT 426 Week 3 DQ 2 What are the steps in implementing change? What should you consider when selecting a change implementation model? Explain. MGT 426 Week 3 Individual Assignment Resistance to Change Paper MGT 426 Week 3 Learning Team Assignment Managing Change Paper and Presentation Part II MGT 426 Week 4 DQ 1 How do you measure the progress of change? How do you know change has been institutionalized? How do you determine what changes have occurred? MGT 426 Week 4 DQ 2 What organizational systems are impacted by the cycle of change? Explain. What systems are not as easily impacted by change? Why or why not? MGT 426 Week 4 Individual Assignment Ethics During Change paper MGT 426 Week 4 Learning Team Assignment Managing Change Paper Part III MGT 426 Week 5 DQ 1 What characteristics of a learning organization do you see in your organization? What can your organization do to transform into a learning organization? MGT 426 Week 5 DQ 2 How closely does your organization follow Senge’s five disciplines? Is this useful? Why or why not? MGT 426 Week 5 Individual Assignment Learning Organization Paper MGT 426 Week 5 Learning Team Assignment Managing Change Paper and Presentation Part IV

What do you understand by the term Internet Culture Essay Summary Example For Students

What do you understand by the term Internet Culture? Essay Summary Is the Internet progression manipulated or are you truly disadvantaged if you are not inline with the new codes of conduct in an increasingly electronic culture? After all as a society we have traditionally learned about new technologies and innovations from the more conventional communications media21. Culture is not yet at the advanced development that one would think. Individuals rely heavily on instinctual aspects of communication development. You do not instinctively turn to the Internet to find out what is on television. The tendency is still to turn to newspapers and the television magazines. We will write a custom essay on What do you understand by the term Internet Culture? Summary specifically for you for only $16.38 $13.9/page Order now It is on reviewing this information that you may turn on you television and see a commercial or programme that has provided further information at their website. It is only at this stage that the Have Nots may feel disadvantaged as they may be lacking access to home computing. What has become clear is that society has become more involved with cultural change. Rather than change happening and the individual trying to catch up, it would seem that change is being provoked by the masses and access to new forms of communication is becoming a national agenda. As the Internet becomes more and more mainstream the Have Nots within western society are demanding the access to the media involved with being wired. Home computing is becoming cheaper and with cable and satellite hopping on the interactive bandwagon the line between the information elite and the masses is slowly being erased. However, it is not just having access that invokes knowledge. Society and Culture are slowly pandering to the easy answer to the complexity of computer mediated communication22. The plug in and surf motto of many mainstream computer companies is a message that is as much misleading, as it is misguided. What Internet Culture is heading for is questionable. If the majority of individuals do not understand the common language of communication we will be heading for a Big Brother type scenario were we are at the mercy of the computer programmers who understand the essence of computer programming languages. The future of the information superhighway and Internet Culture should not be based on ease of its use, it should be fundamentally based on thorough understanding, but at this point this concept is not being incited. Howard Rheingold makes this notion a cultural incentive by suggesting: We need a clear citizens vision of the way the Net ought to grow, a firm idea of the kind of media environment we would like to see in the future. If we do not develop such a vision for ourselves, the future will be shaped for us by large commercial and political power holders. 23 Whether or not the future of Internet Culture will be flourishing is inconsequential, however, the question of whether or not the Internet will be public or private is still being decided. Perhaps, what is more important to critically review is the question of whether or not the notion of power and control has already been answered for us, rather than by us. Bibliography Tapscott, Don Growing up Digital, the Rise of the Net Generation, McGraw Hill, 1998 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book Turkle, Sherri Virtuality and its Discontents Searching for Community in Cyberspace www. prospect. org Turkle, Sherri Who Am We? , Wired Archive 4. 01 January 1996/Features www. wired. com/wired/archive/4. 01/turkle Zwingle, Erla National Geographic, Global Culture, August 1999, Volume 196, No. 2 Ong, Walter Orality and Literacy, The Technologizing of the World Routledge, 1982. .u2d9b596aa078cf9f4f64ddf8bf67736f , .u2d9b596aa078cf9f4f64ddf8bf67736f .postImageUrl , .u2d9b596aa078cf9f4f64ddf8bf67736f .centered-text-area { min-height: 80px; position: relative; } .u2d9b596aa078cf9f4f64ddf8bf67736f , .u2d9b596aa078cf9f4f64ddf8bf67736f:hover , .u2d9b596aa078cf9f4f64ddf8bf67736f:visited , .u2d9b596aa078cf9f4f64ddf8bf67736f:active { border:0!important; } .u2d9b596aa078cf9f4f64ddf8bf67736f .clearfix:after { content: ""; display: table; clear: both; } .u2d9b596aa078cf9f4f64ddf8bf67736f { 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; } .u2d9b596aa078cf9f4f64ddf8bf67736f:active , .u2d9b596aa078cf9f4f64ddf8bf67736f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2d9b596aa078cf9f4f64ddf8bf67736f .centered-text-area { width: 100%; position: relative ; } .u2d9b596aa078cf9f4f64ddf8bf67736f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2d9b596aa078cf9f4f64ddf8bf67736f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2d9b596aa078cf9f4f64ddf8bf67736f .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; } .u2d9b596aa078cf9f4f64ddf8bf67736f:hover .ctaButton { background-color: #34495E!important; } .u2d9b596aa078cf9f4f64ddf8bf67736f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2d9b596aa078cf9f4f64ddf8bf67736f .u2d9b596aa078cf9f4f64ddf8bf67736f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2d9b596aa078cf9f4f64ddf8bf67736f:after { content: ""; display: block; clear: both; } READ: My Agreement Essay ThesisCrowley ; Mitchell Communication Theory Today Polity Press, 1994 Porter, David Internet Culture Routledge, 1997 Slayden et al Soundbite Culture the Death of Discourse in a Wired World Sage, 1999 Jackson, Peter National Geographic, Global Culture, August 1999 Volume 196 No. 2 Williams, Raymond Keywords, A Vocabulary of Culture and Society Fontana Press, 1976 Anderson, Benedict Imagined Communities Verso Books, 1991 1 Jackson, Peter National Geographic, Global Culture, August 1999, Volume 196 No. 2 2 Williams, Raymond Keywords, A Vocabulary of Culture and Society, Fontana Press, 1976. 3 Williams, Raymond Keywords, A Vocabulary of Culture and Society, Fontana Press, 1976 4 Slayden et al Soundbite Culture, the Death of Discourse in a Wired World, Sage, 1999 5 Oral Culture was temporally biased as it favoured time, physical and social stability and oral communication. 6 Ong, Walter Orality and Literacy, The Technologizing of the World, Routledge, 1982 7 Crowley ; Mitchell Communication Theory Today, Polity Press, 1994 8 Ong, Walter Orality and Literacy, The Technologizing of the World, Routledge, 1982. 9 By this I am referring to the Internet and the ability that it has to converge most aspects of traditional communication that include; speech, print, visual images and more recently voice interactive communication. Prior to the Internet we had individual media that allowed individuals to do certain tasks, but not all and not entirely interactively. 10 Porter, David Internet Culture, Routledge, 1997 11 Zwingle, Erla National Geographic, Global Culture, August 1999, Volume 196, No. 2 12 Turkle, Sherri Virtuality and its Discontents: Searching for Community in Cyberspace, www.prospect. org/cgi-bin/printable. cgi 13 I say essential as a majority of people would not be able to function properly without a television, a computer and a wealth of electronic gizmos that they assume make their lives easier, and I do not mean it literally. 14 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book 15 Surely there must be some repercussions associated with the new -found fluidity of the virtual world and the real world? Where do you draw the line between the real and the virtual? These are all questions that need to be reviewed, as I cannot imagine that the ability to have multiple identities is congruent with a healthy existence. 16 Turkle, Sherri Who Am We? Wired Archive 4. 01 January 1996/Features, www. wired. com/wired/archive/4. 01/turkle 17 Turkle, Sherri Virtuality and its Discontents, searching for Community in Cyberspace, www. prospect. org 18 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book 19 Anderson, Benedict Imagined Communities, Verso Books, 1991 20 With this I am suggesting that individuals who could not read were subjugated. The elite were the individuals who were educated and subsequently acquired knowledge. Power struggles between the elite and the less fortunate have been historically documented. However the one thing that defines the struggle to achieve power is the mode of communication that is being adopted and configured. 21 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book 22 Tapscott, Don Growing up Digital, the Rise of the Net Generation, McGraw Hill, 1998 23 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book.

Privatization of the American penal system

Privatization of the American penal system Introduction The privatization of the penal system in the United State of America is understood as the transfer of the control of prison and prison-related services from the public sector to the private sector. It is the contracting of the private sector by the federal, state or local government to design, to build and to operate prison services and to run jail services.Advertising We will write a custom essay sample on Privatization of the American penal system specifically for you for only $16.05 $11/page Learn More Consequently, private companies may be contracted to provide services like counseling, medical care, food and the maintenance of public prisons and jails. The privatization of the prison system can be traced back to the days of convict lease system, which was practiced by the southern states during the period of reconstruction. This system of convict lease involved the leasing out of prisoners to serve as laborers under the supervision of priva te companies, which could take care of the housing, care and the security of the prisoners. The modern model of prison privatization is different from the ancient model. This is because federal, local, and state governments only contract private companies that are strictly regulated, and only those that are in the position to provide effective care and humane conditions for the prisoners (Joel, 1988). Among the companies that are major players in prison privatization are: Corrections Corporation of America (CCA): this is the oldest, and it operates over sixty private prisons and jails. The GEO group: this is the second largest after CCA, and it operates approximately 47 prison and jail facilities. Cornell Companies: This is also one of the major providers of penal privatization services. It provides such services as drug and substance abuse training, group and individual counseling, life support skills, and educational and vocational training. It places a lot of emphasis on rehabil itation. The USA largely relies on imprisonment as the best alternative to reducing prevalence of crimes. This over reliance on imprisonment is due to the high rates of crimes, public perception, and imprisonment as a political instrument, and miscalculated policies and laws. The rate of imprisonment in the USA is the highest in the world. This is primarily the reason for the demand for privatization of the penal system to relieve the government of the task to handle a large number of prisoners (Hartney, 2006). Debate on Privatization of American Penal System The USA has been acting tough on law breakers and criminal offenders. This has created a lot of problems necessitated by the shortage of prisons’ capacities to handle the pressure of numerous convicted offenders hence resulting in overcrowding, which demands operational outlays and public resistance on the costs incurred in managing prisons. This has prompted the privatization of the penal system to minimize these costs , and it has been actualized in almost half of the American states while others are considering passing legislations to make it operational. Privatization of the penal system is a subject of public debate and there are both opponents and proponents to the debate. In USA, it is the responsibility of the Federal Bureau of prisons to provide prison care and services to inmates. It is also charged with the responsibility of professionalizing prison services to ensure that there is a better administration of all prison operations.Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Bureau is responsible for the custody, rehabilitation and care of all inmates in USA. The activities and responsibilities of the Bureau of prisons have in the recent times been usurped by private companies which have been co-opted in the bid to privatize the America penal system (Federal Bureau of Prisons, 2011). M y Stand on the Debate: Opposing Privatization of Penal System I totally disagree with the privatization of the penal system in the United States of America. Though the traditional form of the privatization of the penal system relieves the states of the burden of taking care of the inmates, the financial benefits that are obtained from each convict as a payment for the labor services they provide can form part of state total revenue. First, there are several unanswered questions that have raised legal concerns regarding prison privatization. These have been particularly voiced in the state of New York where a lot of reservations regarding privatization of the penal system have been raised due to the fact that in the event that a private company is contracted to guard prisons or the jails, they may be out of context in the exercise of the state’s Taylors law that prohibits public employees from striking. Consequently, a private firm contracted to offer private prison and jail s ervices in Virginia referred as the Keefe Supply Company was sued for using prison labor when the law only permits prison labor to be used for government or civic duties; no court in the country has upheld that privatization of correctional services as unconstitutional. Further more there is an increased fear that the privatization of the penal system will be a perfect opportunity for unscrupulous companies to cut their costs by understaffing the prisons. This is due to the profit motive in their services. This has, however, been taken care of by the contracts which stipulate the particular targets for staffing whereby any private company that does not conform to the terms of the contract risk strong financial penalties (Zito, 2003). There is also concern about recidivism. It has been verified, through several researches, that prisoners in public prisons are less likely to repeat crimes as opposed to the prisoners who are in private prisons. Several jurisdictions consider the privat ization of the penal system as an uncertain venture. Privatization of the penal system is a bad phenomenon due to the fact that private prisons will tend to exploit prison labor for their own profit. There was a case, for example, where the Correctional Corporation of America (CCA) provided several work programs linked to local and national ventures in its state prisons. The prisoners were hired out to perform such tasks as bookbinding, manufacturing, packaging and repackaging, and furniture assembly.Advertising We will write a custom essay sample on Privatization of the American penal system specifically for you for only $16.05 $11/page Learn More This happened in an arrangement between CCA and a third party company which was permitted to operate its activities inside the prison walls. This was against the principle that only permits prison labor to be used by government and Non-Governmental organization and not by any other entity. Such activities by priv ate companies can amount to the misuse of prison labor. There is also skepticism regarding whether or not privatization of the penal system will reduce state, federal, or local government spending. There are also reservations as to whether the prison officers in private prisons have adequate training and whether they can effectively manage the institutions. According to the opponents of privatization, other than opting for privatization of the penal system to avoid overcrowding, overcrowding can be avoided by reducing the penal population. There are also concerns about ethical implications of allowing private companies or organizations that are profit oriented to administer punishment to criminals. Based on the argument by criminologists Michael Reisig and Travis Pratt that central to the debate on the private prison management is the relationship between the state and the citizens concerning how the convicted criminals should be treated; leaving private individuals to punish offend ers therefore lacks meaning, and it is ethically wrong. Consequently, there are ethical issues underlying the business conduct of private companies on how they are be motivated to offer basic and standardized care to the prisoners when their operations are motivated by profit. There have been some arguments and reservations that privatization of the penal system will lead to harsh punishments and sentences for the prisoners. The bottom line is that for a private firm to be profitable, it should be filled in order to maximize on space and facilities (Bosworth, 2002). Furthermore, privately operated prisons have been found to be more expensive than the publicly funded ones. This is against the notion that made states to believe that private prisons can save money.Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More This notion was proved wrong based on the study and data in Arizona, which concluded that privately operated prisons were expensive to operate than public ones and contracting prison services was likely to cost the tax payer a lot of money. It has also been established that private prisoners only house the healthy prisoners who are cheap to maintain, and they leave the expensive prisoners for the public prisons to maintain (Oppel, 2011). There have been many managerial problems that have been experienced with the privatized prisons. These problems emanate from poor drafting of contracts, limited oversight by contracting agencies and the transfer of inmates with categorization bias requirements in the case where the private prisons may lack enough resources and capabilities to provide for the inmates. Consequently, there may be few companies that are willing to provide privatized prison services hence the government may not obtain the value for its money. Last, I oppose the privatiza tion of the American penal system because there are particular responsibilities that the government is obliged to meet like the safety of the public and the protection of the environment. This, therefore, implies that the provision of prison and incarceration services is the political, social and moral duty of the government. Privatization of the penal system, therefore, will mean that there will be a constitutional competition between the private and the public matters that surround discipline, deprivation of liberty and upholding the constitutional rights of the prisoners. Privatization, may also lead to related issues like of use force and segregation (Austin Coventry, 2001). Conclusion Despite my opposition to the privatization of the American penal system and despite many concerns that are linked to prison privatization, the present trends indicate that intensification of prison privatization is increasing. This is despite the initiatives like FAIR Act enacted during bush admi nistration, which established the requisite quotas for privatization. Privatization does not, however, mean that the government absolutely abandons its responsibility since it will still be the province of the government to identify inmates to be placed under the privatization program; consequently, it is the government that selects the prison facility and the company to be contracted out, and it is the government which oversees and supervises the terms of the contract and ensures that they are followed to the letter, and furthermore, that the government evaluates the performance and progress of the contract. References Austin, J Coventry, G. (2001). Emerging Issues on privatized Prisons. National Criminal Justice Reference Services. Retrieved from: www.ncjrs.gov/pdffiles1/bja/181249.pdf Bosworth, M. (2002). The U.S. federal prison. New York, NY: SAGE. Federal Bureau of Prisons. (2011). About the Bureau of Prisons. Bureau of Prisons. Retrieved from: bop.gov/about/index.jsp Hartney, C. (2006). US Rates of Incarceration: A Global Perspective. The National Council on Crime and Delinquency. Retrieved from: nccd-crc.org/nccd/pubs/2006nov_factsheet_incarceration.pdf Joel, D. (1988). A Guide to Prison Privatization. Heritage Organization. Retrieved from: heritage.org/research/reports/1988/05/bg650-a-guide-to-prison-privatization Oppel, R. (2011, May 18). Private Prisons Found to Offer Little in Savings. New York Times. Retrieved from: nytimes.com/2011/05/19/us/19prisons.html?_r=2pagewanted=all Zito, M. (2003). Prison Privatization: Past and Present. International Foundation for Protection Officers. Retrieved from: ifpo.org/articlebank/prison_privatization.html

3 Types of Erroneous Use of Dashes

3 Types of Erroneous Use of Dashes 3 Types of Erroneous Use of Dashes 3 Types of Erroneous Use of Dashes By Mark Nichol Dashes, like semicolons, are basically commas with superpowers. However, while semicolons take the place of commas to set off independent clauses or separate a series of list items in which at least one item itself consists of a list, a single dash denotes an abrupt break in syntax, and a pair of dashes signal a parenthetical phrase that is more emphatic than one bracketed by commas (or parentheses). In the following examples, though, dashes are misused. Discussion after each sentence describes the problem, and a revision illustrates a solution. 1. Everybody thinks their job title should be capitalized- and why not- it’s about them. In this sentence, the writer has conflated the two functions of a dash. What follows capitalized is an emphatically delivered opinion about the previous assertion, and the first dash is correct, but then the writer seeks to repeat the effect by setting off â€Å"it’s about them.† However, the result is that â€Å"and why not† mistakenly appears to be a parenthetical phrase. For this reason, single dashes cannot be used consecutively, even at a greater remove, so the second emphatic phrase must be distinguished in another way: â€Å"Everybody thinks their job title should be capitalized- and why not? It’s about them.† 2. Changing channels on the radio while driving- even adjusting your vehicle’s climate controls are distracting activities. Here, the opposite error is committed. The writer apparently intended to sequester a parenthetical phrase from the main clause but neglected to provide a complementary second dash: â€Å"Changing channels on the radio while driving- and even adjusting your vehicle’s climate controls- are distracting activities.† 3. Combined with a focus on disruptive innovations like artificial intelligence, telehealth, and virtual care- an abundance of new data is becoming available to healthcare providers. Here, the flaw is that the dash is inserted in place of a comma to suggest a syntactical swerve, but the syntax itself does not take off in a new direction, and a quotidian comma is appropriate: â€Å"Combined with a focus on disruptive innovations like artificial intelligence, telehealth, and virtual care, an abundance of new data is becoming available to healthcare providers.† 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 Punctuation category, check our popular posts, or choose a related post below:Cost-Effective vs. Cost-EfficientWhen to Form a Plural with an ApostropheHow often is "bimonthly"?

Strategy Adopted by an Organization Is a Consequence of the Match Essay

Strategy Adopted by an Organization Is a Consequence of the Match between the Organizations External Relationships and its Internal Capabilities - Essay Example The researcher states that a mismatch between the internal capability of an organization and its strategies may to some extent contribute to less than optimal output and input ration in an organization. The accessible research findings have confirmed the existence of a very close relationship between an organization’s internal capabilities, the organization’s strategies, and the organization’s external relationships. In most cases, organizations that have the ability to balance between their internal capabilities and their strategies have competitive advantages over institutions that formulate their policies without considering their internal strengths and weaknesses. As a result, the analysis of the company’s internal liabilities, resources, weaknesses, and strengths are essential in the strategy formulation process. Sufficient examination of strengths, weaknesses, opportunities, and threats facing the business is as exceptionally decisive in devising the organization’s strategy. The objective of a strategy should be based on the company’s weaknesses and strengths. In planning for the organization strategy, the strategists should also consider the institution’s entrepreneurial problems and administrative problems. In most cases, strategies and organization’s internal capabilities reinforce each other in the success of an organization. A successful organization selects management systems that are in line with its strategies. Moreover, entities with several adjustment levels employ different strategies to match with their internal capabilities. As a result, business entities that have high-level of adjustments reveal organic structures and prospectors plan while business entities with low-level adjustment use mechanistic structures and defender strategies. In most cases, organizations strategists identify a unique approach to its marketplace before structuring an organization strategy that fits the identifi ed market approach.

Why is knowledge of literary theory important for teachers in their Essay

Why is knowledge of literary theory important for teachers in their role of helping children to develop as readers - Essay Example Literacy theory provides a teacher many tools to enhance the students reading experience such as reading aloud, comprehension workshops and clubs which can substantially contribute to enhancing abilities. Literacy theory allows the teacher to experiment with greater confidence than otherwise, thereby providing a fresh impetus to knowledge. The expanded vision of the teacher develops more self-assurance and generates ability to reason for following a particular form of teaching thereby meeting the curiosity of the modern student. This will greatly enhance the value derived from reading by the students. Literacy theory also enables a teacher to take on the role of a mentor, supporter of the student, guardian, encourager and facilitator. This multi faceted role may seem dichotomous, however is highly essential. For the teacher has to segregate students based on their abilities thereby to some she is the mentor, while to others a guardian or a facilitator based on the reading needs of the student. This ability comes about through understanding of social constructivism which provides an understanding of a learner as an individual with a distinct identity and needs.

Jane Austens Persuasion Essay Example for Free

Jane Austens Persuasion Essay Jane Austen is a successful classic romance novelist, one of her many novels is Persuasion, a novel that portrays love. She published six novels that all relate to the theme of love and marriage along with the consequences of making that important decision. While the novel Persuasion is romantically favourable, there are ideas presented about marriage that are not very appealing. The main story of the novel was the reunion of Anne and her shattered love with, Captain Wentworth. Though they were sincerely in love, the relationship was rejected by her father and Mrs. Russell from a financial and social class perspective. The ending of the story brings us to a beautiful happily ever after, where the engagement of Anne and Captain Wentworth takes place. The reunion of the couple, led to happiness for the two and that was all that concerned them. There are marriages however, that are quite uncooperatively performed. Some marriages usually serve the purpose of financial aid or social mobility for the significant other who is less fortunate, in this case it is usually the women. This is evident with Mrs. Clay and her desire to marry Sir Walter for wealth or Mr. Elliot and his desire to marry Anne to become baronet. Marriage in Regency England was used as a vehicle for many things (Pack 2012) . Hence, Jane Austen tells her perspective of women’s idea of why they should marry during that period of time. Overall, the ideas of marriage would be happiness; social class and wealth are what persuades most of the women into marrying in Regency England. â€Å"Why should the people be unhappy? Are there not landed gentry, country parsons, and even wealthy naval commanders for them to marry? Ruoff 2012)† For a successful marriage relationship involves the dedication and affection of both partners. During the course of the novel, the most successful and content relationship would be Anne Captain Wentworth. Though their relationship was unapproved and disregarded by the elders of the family, they both knew from time that they were meant for each other. Jane Austen uses Anne and Cap tain Wentworth as an example, contrary to the other marriages present in the novel to reveal her belief in the possibility of â€Å"good† marriages. The substantial ratio of love marriages to the others in the novel evidently conveys Jane Austen’s opinion on happy marriages; indicating that perhaps happiness in marriage is just a matter of chance. The love relationship with Anne Elliot and Captain Wentworth in the beginning was very strong; regardless of their separation it is still continued to be one. You pierce my soul. I am half agony, half hope. Tell me not that I am too late, that such precious feelings are gone forever. I offer myself to you again with a heart even more your own than when you almost broke it, eight and a half years ago. Dare not say that a man forgets sooner than woman, that his love has an earlier death. I have loved none but you. Unjust I may have been, weak and resentful I have been, but never inconstant. (Austen, page 177) When Captain Wentworth says this to Anne its describes his unconditional love towards Anne which is true, regardless of her breaking their engagement when Lady Russell discourages her from the engagement. He willingly stated the truth of his feelings which indicates the fact that he had loved nobody and thought of nobody other than Anne. In this novel Captain Wentworth was portrayed by Jane Austen as a character to show the value of men’s love. â€Å"What was most wrong to Jane Austen was to marry without at least affection if not love. Always ridiculed when young women and their mothers go into secure marriages more than love† (wit and wisdom of Jane Austen 2012). In all the novels that Jane Austen has written it showed how much of a believer she was in love marriages and how she regarded it as. Austen felt that love should be shown in all relationships within the partners. When the other reasons of marriage were looked upon it came back to the necessity of women. When looking at this argument however, men also have the equal standing and determinations regarding the decision of marriage. Throughout this story Austen points out and mocks the characters that chose to get married for security of themselves over happiness of their lives. For example, Mary was shown to be arrogant, complaining, and careless mother because she cared about social class more. Just as much as men showing their affections and happiness towards their partners, women also show the same amount of affection and happiness but in some cases women’s love towards their partner is greater than expected compared to men. If I loved a man as she loves the Admiral, I would always be with him, nothing should ever separate us, and I would rather be overturned by him, than driven safely by anybody else. (Austen, page 61). When Louisa says this line it portrays that another character who believed in love marriages. This quote points out the depths of a women’s love in Aus ten’s perspective, showing her understanding of love and how it should be seen. The effectiveness of this line proves that it is not easy for a woman to accept love and it’s just as important as any other decision that you could ever make in your life. Their union, she believed, could not divide her more from other men, than their final separation. (21. 2). When Anne says this quote it shows her unconditional love towards Captain Wentworth and that there will be no other man other than him to replace her love, it also shows that even after seven years she never stopped loving Captain Wentworth still regretting her actions. This proves that women take their love seriously and that it is very strong. â€Å"†¦ is the only man she can love †¦ she in sorrow and lose beauty and youth in unveiling regret† (Kavanagh 2012). This quote reveals the sorrow of a woman when she has to part from her partner, it uses imagery to better illustrate the feelings of a woman when she goes through this. It relates to Anne because this is how she felt when she had to break the engagement between her and Captain Wentworth; and how much she regretted making that decision. Marriage is an important factor when it came to women especially when it either helps elevate their social status or bring it down. Throughout the story, Austen mainly portrays the significance of social ranking in society marriages. She pictured out which couples were more successful in the marriages, for example, the Crofts whom were well matched when it came to social status. Most of the women in this novel are put out as wanting to marry for high position in social rank. One of the marriages was Mary, it helps the purpose of marriage but it does not show the real meaning of marriage. â€Å"He thought it a very degrading alliance† (Austen, page 18). At the end of the novel, Anne and Wentworth are united but in the beginning they were disapproved especially by Sir Walter because Wentworth had no social ranking. Particularly, to the people of higher ranks, social class was tremendously important regardless of what the situation might be. No matter what the circumstance was, one does not marry below their own class. Looking at Anne’s perspective, her being a Baronet’s daughter could not marry Wentworth who was not of social rank or it was frowned upon in society and brought disgrace to the family. Westgate Buildings! said he, and who is Miss Anne Elliot to be visiting in Westgate Buildings? A Mrs Smith. A widow Mrs Smith; and who was her husband? One of five thousand Mr Smiths whose names are to be met with everywhere. And what is her attraction? That she is old and sickly. Upon my word, Miss Anne Elliot, you have the most extraordinary taste! Everything that revolts other people, low company, paltry rooms, foul air, disgusting associations are inviting to you. But surely you may put off this old lady till to-morrow: she is not so near her end, I presume, but that she may hope to see another day. ( Austen, page 14). The usage of this quote reminds Austen’s audience the consequence of marrying of low class. Since Mrs. Smith married someone of a low class she was frowned upon those who were above her like Sir Walter. â€Å"Jane Austen’s novels do affirm the value of a social order is undeniable† (Ruoff 2012). When Jane Austen wrote her novels she was extremely careful about how social class worked in marriages and the importance it gave even for the smallest issues, social class was almost a question of life or death. Marriage was undisputable. Women needed to find a husband with a high status to maintain personal status. Mary had merely connected herself with an old country family of respectability and large fortune, and had therefore given all the honour (chap 1 page 3). Mary like her father was very concerned about her personal statues and chose to get married to a wealthy and respected family. Since she was married into a family like that she was given all the honour and respect automatically regardless of what she was before. Here Austen shows that marriage in Mary’s case was to upgrade her social ranking and it shows the relationship of Mary and Charles is rather unstable and nor do they love each other. Marriage here was shown as a social mobility. â€Å"†¦by her pride, the Elliot pride† (Austen, pages 65). When Louisa said this, a believer of love marriages, suggested the pride that she had towards her husband, his family and herself. Mary is completely proud of her married life because as Baron’s daughter she held up the pride of the Elliot’s name and married into a respectful family. Even though she does not lead a happy life, she is fulfilled with the position that she has in society from the marriage she had. Jane thought the worst case scenario of a woman is not able to find a husband in her own social class and whose family cannot support her (wit and wisdom of Jane Austen 2012). Even though Jane Austen was a believer of love marriages at heart she also understood that a woman without social rank or a husband without a social rank won’t have a bright future. Especially when the woman’s family won’t support her in any way. Respect and Pride was two words that if in any case it was taken away; it is almost as life or death in most women’s lives. Mary acquired importance after becoming Mrs. Charles Musgrove; but Anne, with an elegance of mind and sweetness of character †¦ was nobody: her word had no weight†. Anne’s characteristic was portrayed as sweet, wittier and overall a better person compared to her sister Mary. However, she was barely respected or seen as a member in the family. Mary’s characteristic was portrayed as a horrible mot her, arrogant and just obnoxious and yet people respected her and treated her like an equal part of the family. Mary, being married into a wealthy and high social ranked family, secured her position as high in the social circle. Still, focusing on appearance and rank as he inserts Captain Wentworth’s name in the Baronetage. He has not changed at all (Adamson 2012). Sir Walter dismissed Captain Wentworth as a potential husband for Anne because he had no title or wealth but now Wentworth is respected by Sir Walter since Wentworth has acquired a fortune putting him stable and rich and qualified to be respected as one in the high society. This will help Anne gain everybody’s respect when she becomes dependent on Captain Wentworth and will lead a wealthy life. Throughout the past, marriages were frequently seen as a contract to protect the welfare of the family’s statues and finance, especially amongst the mist of local nobility and landlord gentlemen which is always pointed out and focused on in all her novels. Marriage was a tool and excuse to become wealthy and respected. Vastly women took the upper hand and advantage when considering marriage especially if it allows their lives to be prosperous. They are not mainly to be blamed because they have no choice, they were not educated or had the right to their parent’s wealth, marriage was the only other option for them to avoid the gutters and live royalty. Since women had no education like the men, women had no means or opportunities to make money to live their own life of their choosing. â€Å"Education has been theirs in so much higher a degree; the pen has been in their hands. † (Austen, page 172). This quote states that education was not something woman were able to grasp at all, it was given to the men at a high degree and even if women were given education and it was just to read and write a little and that was it. In today’s world the more education you had, the better the career. However, back then, women were unfortunate as the quote suggests â€Å"The pen has been in their hands. † â€Å"Men always had the upper hand and the means of living compared to the women, â€Å"You have always a profession, pursuits, business of some sort or other, to take you back into the world immediately, and continual occupation and change soon weaken impressions. (Austen, page 173. ) When Anne says this line it bluntly says the situation of women and how they can’t have a job to rely on or anything else like the men because they have no education and mostly women were not allowed to even work in England. They were expected to stay home and look after the house and the children. Hence women relying on making good marriages financial wise in order to live happily. Women in the upper classes had the leisure to educate themselves; however, they, like their counterparts in the lower classes, were not expected to think for themselves and were not often listened to when they did. Jane Austens novels both reflect and challenge the periods attitudes toward women (Smith 2012). In Jane Austen’s novels, Austen was able to portray the struggles of uneducated people in that time period. The lower class women had no education at all compared to the high class ladies so their words were not considered anywhere. While the high class ladies at least were able to read and write somewhat and because of their positions in society it was easier for higher class ladies to express themselves. Regardless, of whether a family had a daughter, as the oldest child, the parent’s wealth always ended to the closet male family member and the daughter has nothing. â€Å"She had, while a very young girl, as soon as she had known him to be, in the event of her having no brother, the future baronet, meant to marry him. † (Austen, page 4). In England back in the time, had the law where the property and wealth of the family will go to the son who will be the next in line to take responsibilities of the household. Sir Walter has no heir; son, hence, putting his nephew William Walter Elliot, cousin of Elizabeth and her sisters next in line to the Baronet title. Elizabeth knowing this well enough decided to get married to him at such a young age to gain respect and wealth, proving that women have no choice regarding the family’s wealth it never went to the daughters. Hence, forcing them to marry for just wealth and prestige. â€Å"The gentlemen, the head of the house, like you father† (Austen, page 8). Ideally the head of the house back in the time and even now the men were the head of house. Austen uses a little dryness in this quote because women were in charge of looking after the house like cooking and cleaning and they were considered as â€Å"head of the house†. However, this quote says men to be the head of the house. This shows the reality of a woman’s life and goes to prove that women had limited to no opportunity regarding credit and job opportunities. Therefore, pushing forth with women using marriage has a tool to get the hold of respect and money. She realised that it was necessary for women to marry in order to avoid poverty (Gill and Gregory, 2003).

George Orwells Symbolism and Derivation for Nineteen Eighty-Four (1984

George Orwell's Symbolism and Derivation for 1984 George Orwell's 1984 had a profound effect upon the way people thought during the mid 20th century. The book signified Orwell's most complex novel which told the story of Arthur Koestler and the countless others who suffered because of the totalitarian governments in Eastern Europe (Meyers 114). When 1984 was published in 1949, the Cold War had just begun. The novel's ending was pessimistic and thus seemed as an attack on communism. The novel was also considered to be the prophecy of what would happen to the West if the communist ideology spread. The idea for writing 1984 also came from an American economist named James Burnham. Burnham predicted that if Germany had won the war, the world would be divided into three areas (Meyers 125). This idea is used by Orwell because the society in 1984 is centered around 3 areas- Oceania, Eurasia, and Eastasia. Koestler, a refugee from Fascist and Communist prisons, was the model for protagonist of 1984 - Winston Smith. Orwell chose this name because he felt that the reader could relate to Winston. By using the last name 'Smith' it conveys the universal appeal of everyman. The name Winston was chosen because Winston Churchill ruled England at the time and was seen as a hero. (Gardner 118) From this, Orwell puts forth the idea that anyone can do anything and rise to greatness. The physical setting of 1984 came from the actual way London looked during the war years. The Ministry of Truth, the place where Winston worked was derived British Broadcast Company (BBC) building. Inside the BBC, there was a restaurant that had a dish called 'Victory Pie'. And thus, Orwell used Victory as the word that proceed as all ... ...ements. So far from endeavoring to influence the future, he simply lies down and lets things happen to him." (Bookshelf 1994) In essence Orwell is trying to let people know that they should be aware about what is going on around them. You can't expect everything to fall in your lap, you have to go out and get it, or someday someone will get it for you- and it will be too late to change it. Human nature wants to be passive and have decisions made for them. through this venue, free will and choice is lost and a totalitarian government will prevail causing democracy to be forgotten. Works Cited Gardner, Averil. George Orwell. Boston: Twayne Publishers, 1987. Meyers, Valerie. George Orwell. New York: St. Martin's Press, 1991. "Orwell, George." Microsoft Bookshelf, 1994. Reilly, Patrick.George Orwell, The Age's Adversary. New York: St Martin's Press,1986.

Korea and Japan

By the end of 19th and the beginning 20th century nationalist agenda of Korean intellectuals was built around the â€Å"civilization and enlightenment† tenet. The sweeping pace of European penetration made Koreans aware of their backwardness. Redemption of the past and reformation of the present was a primary aim of Korean intellectuals, which grouped in publicists’ coteries and promulgated a Gospel of â€Å"Civilization and Enlightenment.† Touted as universal and praised by the writers who dominated public opinion the nationalistic reform project was shaped and started to exert mighty influence upon virtually every stratum of society. Unrivaled by any other distinct opinion the newspapers and magazines’ writers pushed the country towards â€Å"Civilization†. The early calamity and unrest was an indication of the power crisis in Korea. The peasant upraise of 1894 almost overthrew the King’s authority (p. 25) and inspired subsequent massive Kabo reform program (p. 30,104). Frailty of King’s power and imminent intrusion of China troops made Japan promptly assume the Liberating role. The tone of Kabo reform and the prominent political figures bore a Japanese touch. The young politics engaged in reforms were Koreans who recently fled to Japan and returned on the wave of national revivalism. The outcome of Sino-Japanese war evidenced Japanese industrial and military superiority and underscored the â€Å"new knowledge† assosiated with West exclusively in the past and Japan and West presently. (p.57) Though journalists and intellectuals did not endorse the internal mutiny and emphasized a deliberative and civilized passage to the aim, the symptoms of the crisis may only contribute to the credibility of the much-professed â€Å"Civilization and Enlightenment† tenet. The internal issues occupied the most of the papers’ space. Self-abasement and derision on the deep rooted Korean parochialism made the agenda of the day. In general, it was the pundits of the nation that revealed the vices of Korean individuals. â€Å"The people were the basis of national power.† (p. 39) â€Å"Family was juxtaposed with nation, the former being the source of superstition and the latter associated with â€Å"civilization and enlightenment.† (p. 40). The undividuals were building blocks of the nation. Korean intellectuals deemed progress and enlightenment to be within their reach. The nations, in their turn, became the units of globalized world, sharing the common trajectory and destined for further Enlightenment and development. The atmosphere of alien, European presence inside Korea would only incite their country’s progress. Notably, the concept of social Darwinism, inherent with modern science, was not endorsed by Korean authors. Instead, they pursuited the model of Idealistic Globalization with themselves as men â€Å"of this internationalized age† (p. 42) speaking for the nation. The â€Å"selfstrengthening logic† penetrated the intire spectrum of nationalist press which in effect was but â€Å"the cacophonous voice of intellectuals committed to â€Å"Civilization and Enlightenment†(p.46). Korean newspapers prior to 1905 were rather popular but almost always in straitened conditions. (p.51) Nevertheless, they â€Å"brought together leading government officials with its nonofficial members.† (p.49). â€Å"Reimagining of the nation away from the conceptual framework† inherited from the early regime as well as from spatial network with China in the center was new nationalist agenda. To detach from Chinese origin and return to own culture meant to vindicate the national grace. â€Å"To be sure, writers did differ in their representations of China as barbarous. But in a press that, despite divergent political stances, uniformly defined its mandate as enlightening the people, these difference were mainly a matter of tone.† (p. 59). At the time, China seemed to lose all of its past cultural significance and turned to â€Å"the laughing stock of the world.†. The revering of the foreign and the loss of national dignity was ascribed to early Chinese culture’s intrusion which, in the terms of social reformism, might only mean the call for cultural purification as a mean of attaining national purity. The language issues were the first to be addressed. â€Å"As the â€Å"new knowledge† intruded into Korea along with the guns and capital of the imperialist powers, the privileged relationship between knowledge and characters was increasingly challenged.† (p. 66) The influence of Chinese patronage was cut off by the hand of King which vested into the yellow robes of emperors in October 1897, thus undermining the exclusiveness of title which belong only to China and Japan ruler. (p. 74). Nevertheless, the cultural approximity and the feeling of shared destiny called for East countries’ alliance against the West. Though China was dethroned, the newly emerged category of the West pooled Chinese positive features along side with those of Japan and Korea.   Ã‚  Ã¢â‚¬Å"According to the logic of decentering the â€Å"Middle Kingdom,† what was Chinese, and thus rejected, was in this fashion subsumed into the category of the East, to which these Korean authors could still lay claim.† (p. 82). â€Å"The three countries of our yellow race are mutually dependent, like an axle and cart or lips and teeth.† (p. 89). The regional identity was based on the intrinsic fears of the West civilization. The threat of Russians which will subdue Korea was exploited by Japanese. (p.92). â€Å"The dilemma for the editors was how to reconcile this historic vision of an East-West struggle with the contemporary reality that it was a fellow Eastern nation that presented the most immediate threat to their sovereignty† was never surmounted. The vivid symbol of the fire which engulfed the neighborhood and, incited by the severe winds of the Western imperialism, tends to spill into the bordering areas instigated a perception of the common cause and inseparability of China, Korea and Japan. (p. 90) Gradually, Korea turned into a colonized country by its protector. The production of national knowledge was compromised by Japanese censors activity. The information and literature tended to be of Japanese origin. The translated works were available only in Japan. The intellectual dependency became possible because â€Å"both structured their respective political projects around â€Å"civilization and enlightenment.† and the overlapping of strategies only emphisezed the affinity Korean and Japanese reform agenda. (p.105) Some go on denouncing Japanese achievements and the righteousness of the fact that Japan   sided with the civilized countries of the West. The most defied profile was a cultural authencicity of Japan and did not give in to colonialists powers. â€Å"The material civilization of Japan, which it boasts leads the East, all came with the arrival of Western ships. And what Japan boasts to the world as its own unique culture was all once imported from our country.† (p.109).

Course notes conflict recreation Essay

Major factors behind outdoor recreational conflicts have been found to be: 1. Activity Style: The various personal meanings assigned to an activity. differences in personal meanings assigned to an activity, 2. Resource Specificity: The significance attached to using a specific recreation resource for a given recreational experience. differences in the level of significance attached to using a specific recreation resource, 3. Mode of Experience: The varying expectations of how the natural environment will be perceived. c) differences in expectations of the natural environment, 4. Lifestyle Tolerance: The tendency to accept of reject lifestyles different from one’s own. (d) differences in lifestyles. According to Jacob and Schreyer (1980), there are four major classes of factors which contribute to conflict in outdoor recreation: (a) differences in the level of significance attached to using a specific recreation resource, (b) differences in personal meanings assigned to an activity, (c) differences in expectations of the natural environment, and (d) differences in lifestyles. Users who become â€Å"attached† to a resource are believed to develop a sense of possession or perception of the place as a â€Å"central life interest. † The degree to which a particular activity or place represents a central life interest can vary substantially among groups using an area, even among groups participating in the same activity. Thus, one individual or group may believe they are more attached to an area or an activity than a competing individual or group. This perception of differences can initiate feelings of conflict. Variation in the personal meanings visitors attach to particular activities may also be linked coping are strategies as those that people use more typically during active participation (recreationists can respond to unwanted situations by substituting one place for another, by altering their use patterns, and by maintaining satisfaction by enjoying different activities. ? Displacement ? change activity pattern if negative setting, experience change ? temporal: shift visit time (weekend–weekday, peak–off-peak ? spatial ? intersite: shift from one area to a different area ? intrasite: shifts within recreation area (e. g. , other campsite) ? Rationalization ? recreation voluntary, investment of time, money, effort ? reduce internal conflict, report high satisfaction, low conflict & crowding regardless of actual conditions. ? Product Shift ? alter definition of recreation opportunity in congruence with conditions experiences; change way think about area Major factors behind outdoor recreational conflicts have been found to be: 1. Activity Style: The various personal meanings assigned to an activity. 2. Resource Specificity: The significance attached to using a specific recreation resource for a given recreational experience. differences in the level of significance attached to using a specific recreation resource, 1. Activity Style: The various personal meanings assigned to an activity. 2. Mode of Experience: The varying expectations of how the natural environment will be perceived or in other words, differences in a person’s expectations of the natural environment. 4. Lifestyle Tolerance: The tendency to accept of reject lifestyles different from one’s own. (d) differences in lifestyles. When a conflict is asymmetrical such as those identified in between hikers and trail bikers (Ramthun, 1995;Watson et al. , 1991), and water skiers and fishermen (Gramann & Burdge, 1981) one way conflict relationships often based on stereotyping from one group to the other based. These conflicts often require management intervention. Substitution alternatives (Shelby & Vaske, 1991), is a coping behavior where a recreationists use behavioral choices when faced with an unwanted crowding or other undesirable situation. Alternatives that can be substituted include the resource, timing of participation (temporal substitution), and mode of participation (activity substitution). In other words, substituting one place for another, changing when they go or how they participate, but still keeping their satisfaction by enjoying different activities. This paper specifically examines the issue of participant skill level as a factor in out-group and in-group conflict by conducting surveys with skiers and snowboarders at five different Colorado ski resorts. Two particular hypotheses were tested: 1) individuals with greater skills in skiing and snowboarding would experience more conflict than those with less ability, and 2) across all skill levels, skiers and snowboarders would experience more out-group than in-group conflict. A total of 383 skiers and 212 snowboarders were asked to rate their skill level on a four-point scale (beginner, intermediate, advanced, or expert). Conflict was measured by asking respondents the frequency with which other skiers or snowboarders a) failed to be aware of others around them, b) were not keeping an adequate distance from others, c) failed to yield the right of way to the downhill skier/snowboarder, d) behaved in a discourteous manner, e) cut others off, and f) failed to be aware of and yield to less advanced skiers/snowboarders. The results of the study supported both hypotheses. As perceived skill level increased, out-group and in-group conflict increased for both skiers and snowboarders. Within each skill level, skiers reported more unacceptable behaviors by snowboarders than with fellow skiers, and snowboarders also identified more out-group than in-group conflict. Conflict is between different activities. Conflict can be as great or greater within the same activity as it is between different activities. While earlier studies were generally limited to conflicts caused by other activities, some researchers have included both in-group and out-group comparisons in their assessments. Thapa (1996) found that skiers were as likely to attribute conflict to other skiers as they were to snowboarders. Todd (1987) found that conflict among Delaware River canoeists was more likely to be caused by other canoeists than other water-based recreationists like motorboaters, tubers or rafters. Additionally, the intra-activity conflicts among river users were more likely to result from other members of one’s own group (intra-group conflict) than from other canoeists (inter-group conflict). Some conflict is not activity-based, but rather, based on undesirable behaviors that may be exhibited by participants in any activity. Gibbons and Ruddell (1995) found more goal interference attributed to discourteous behavior than to encounters with helicopter skiers. Todd (1987) also found that some conflicts perceived by canoeists resulted from non-. In-group conflict is when the recreationists are participating in the same activity such as the conflict between conoeists on the same river or skiers on a mountain. Out-group conflict is conflict between different users/activities. In the same example above, the out group conflict would be with canoeists and motorboats user or with skiers and snowboarders. Some conflict is not activity-based, but rather, based on undesirable behaviors that may be exhibited by participants in any activity. Thapa.

Horses And How They Grow Essays - Equidae, Equus, Anthrozoology

Horses And How They Grow Essays - Equidae, Equus, Anthrozoology Horses And How They Grow Horses and How They Grow Horses are fun to ride, but they can be a lot of hard work. The first horse was the Eohippus. It was about the size of a fox. It can be traced over a period of 60 million years. From America they spread across the world. Then 8-10,000 years ago the horse be-came extinct in America. It was reintroduced by the Spanish Conquistadors in the 16th century. The herds of mustangs in north America is descended from horses introduced by the Spanish in the 16th century. Baby horses are born from a mare horse. The mare holds the baby for 11 or 12 months. Most mares will have 5 or 6 foals during their lives. Normally a foal is born with its front feet first. Foals are born with their eyes open and with a full coat of hair. When the newborn foal is born, it drinks its mother's milk for the first 6 Months. Foals can stand up shortly after birth. It also begins to Supplement its diet by nibbling on grass and it's mother's oats. The best place to feed your horse is in a bucket. A horse must have fresh water and eat oats. A healthy treat for horses is carrots and apples. A horse's age can be told by looking at its teeth. Up to the age of five a horse still has its milk teeth. A foal can be weaned from 4-6 months. Most horses reach their full size by the time they are five years old. The bones from a baby foal are very soft for the first three years. You shouldn't ride a horse until it is three years old because you can sway its back. When the owner weans the foal he separates it from the mother, and puts it out to the pasture with other foals. A baby girl horse is a filly, and when she is mature she is called a mare. A baby boy horse is a colt. When he is mature, he is called a stallion. A yearling is a one-year-old horse. Training horses requires great skill and patience. It begins almost immediately after it is born. You should put a halter on it, and teach it to lead and to tie up to fences and to stand. Horses grow up with help from their mothers and lots of help are grown up you can have fun riding them and they can be a friend to you.

What to Do if Your Laptop is Stolen in College

What to Do if Your Laptop is Stolen in College College is difficult enough without having to worry about things like computer theft. But if the unthinkable happens and someone does walk off with your computer, an already-busy college life can suddenly get a lot more difficult. So just what are your options? Find an Immediate, Short-term Solution Its not like a computer theft ever really happens at a good time, and yet a stolen laptop does seem to occur during the worst parts of the semester. Consequently, dont make things even more challenging for yourself by not setting up some kind of alternative solution as soon as possible. Ask if you can borrow your friends laptop for a little while; see where the nearest computer lab is (as well as what hours its open); check with campus offices, like the IT department, to see if they have any loaner laptops for students whove lost their computers or had them stolen. Let Your Professors and TAs Know If you have a major assignment, midterm, or exam coming up, zip a quick email to your professor (or, better yet, talk to them in person). Keep the drama to a minimum; youre just letting them know, not using the opportunity to present excuses. It takes less than a minute to send an email saying I just wanted to let you know my laptop was stolen yesterday. While Im working to find another solution, I did want to let you know that Im doing my best to stay on schedule with assignments and other computer-based work. Even if you dont end up needing an extension, its smart to be proactive in a situation where you might need a little help. Talk to the Campus or City Police If someone ran off with your laptop, they obviously took something of high value. Even if you think you have a 0% chance of getting your computer back, its still important to file some kind of report. You might need to show something to your professor, for example, to demonstrate that you really did lose all of your work 2 days before your final paper was due. If you or your parents file an insurance claim, you might also need proof of the theft; a police report can help substantiate your loss. Additionally, if your laptop is eventually found, having something official on file can help you get it back. Let the Staff Know If your laptop disappeared in a place like your residence hall, the campus coffee shop, or the library, let the staff know. You might feel like a dummy for leaving your computer unattended while you went to the bathroom or raided the vending machine, but you still should alert the staff. If your laptop was stolen off campus, let the staff of the store or facility know as well. Look Into Replacement Options True, youll probably need a new laptop of some sort. But before rushing out to buy one, see if the theft is covered under any kind of insurance policy. Did you purchase renters insurance, for example, when you moved into your off-campus apartment? Or does your parents homeowners policy cover theft in your residence hall? A few quick phone calls can possibly save you a lot of cash, so make the effort to investigate any insurance coverage you might have but didnt think about until now. Figure Out What Data Went Missing You might be so focused on losing things for your classes like your midterm papers and research that you forget about everything else on your machine. Identity theft, however, may be a major threat for you now. Did you have any banking information saved? What about automatic logins for things like email accounts, social networks, and online stores? If theres even the slightest hint that someone might have access to your personal data, call your bank(s) right away and place a fraud alert on your credit report. Find Another Long-term Solution Unfortunately, getting another laptop right away might not be a realistic option for you, logistically or financially. If youre now stuck without your own computer, spend some time trying to find a reasonable long-term solution. (Note: Always planning on borrowing your roommates computer will get really tricky really quickly.) Check out the computer labs on your campus; make sure you know their hours and plan in advance. See if and how you can reserve a computer in the library. Check with your campus IT department to see if they offer loaner machines or if, by chance, they have an old machine you can rent or borrow for the rest of the semester. Although theres nothing like having your old laptop back, with a little creative work you can find a solution that can carry you through.

The Main Objective Of The Copyright Law Essay Example | Topics and Well Written Essays - 2000 words

The Main Objective Of The Copyright Law - Essay Example All intellectual property laws have the common goal of extending and controlling exclusive privileges over the products of creative work or intellectual works , offering the creator or the owner of those exclusive privileges with a limited monopoly as regards to that property , normally for some phase of time.(Nathan & Morgan 2008 :20). Copyright safeguards â€Å"original works created by the authors† that are permanent in nature and available in a corporeal guise of expression. The permanence need not be frankly discernible, as long as it may be expressed with the help of a devise or a machine. The following works are acceptable for registration with the copyright office provided they are original and creative in nature. †¢ Literary works †¢ â€Å"Lyrics and musical works† †¢ Play or drama with or without music †¢ Choreographic or Pantomimes †¢ â€Å"Sculptural , graphic and pictographic works† †¢ Audiovisuals and motion graphics †¢ Architectural works †¢ â€Å"Sound tracks or recordings† â€Å"Creative works are safeguarded by the Copyright Act†. Creative works may be in any of the following form viz. movies, video games ,poetry , CD-ROMs, plays ,videos , sheet music ,paintings , novels , recorded music performances , sculptures ,software codes, choreography , photographs and architectural designs. There should be some creative initiatives on the side of an author so as to receive a protection under Copyright Act. The Act does not quantify how much creativity should be there. For instance, a work should be more creative than that of a telephone directory where alphabetical records of telephone numbers exist instead of a creative selection of listings. It should be noted that an author’s creative ideas are not safeguarded by the Copyright Act. Thus, copyright protection is available only for an original, fixed, and creative expression and no protection is available for just facts or ideas on which the expression is footed. For instance, there may be prot ection availed for a specific novel, computer game or song about a marriage in space under copyright act but no protection is available to the underlying conception of a marriage in a star. Thus, permitting the creators to monopolize their conception or ideas would frustrate the underlying objective of copyright law, which is mainly aimed to encourage the authors or creators to invent or create a new work. Likewise, no protection is available under copyright law for the facts which may be either historical, scientific, news of the day or biographical info. For any discovery by an author which is available in the public domain, no protection under copyright law is available. For instance, anyone is at his liberty to employ the information which is contained in a book about how human heart functions, a TV documentary of the babyhood of erstwhile President George W Bush or a journal article on the lifestyle and natural beauties of the Andaman Islands – so long as they describe t he information in their own style and words. It is to be observed that real facts are not safeguarded under the copyright law even if the author splurges a lot of effort and time in divulging things that are not known early. For instance, if an author of a book on Andaman Islands

Questions about argument and enthymeme Assignment

Questions about argument and enthymeme - Assignment Example Another defining feature is consensus-building, which encompasses the search and pursuit for common grounds among the parties questioning the issue under discussion. Third is persuasion, which encompasses the presentation of facts and information likely to change the viewpoint of the other party (Boylan 5). Writers justify claims by offering information on the grounds that they are placing the assertions they raise, through their writing. They also justify their claims through discussing the basis of how they have come to know the assertions they are raising, which could include research. They also justify their claims by explaining the authority they are using to raise the claims from. An example here is a medical claim made by a doctor, as opposed to another made by an accountant. The claim of the doctor is more authoritative. Whether leadership is an in-born or a developed characteristic, it is general knowledge that there are certain characteristics that identify good leaders. These include that a leader should show exemplary characteristics, including trustworthiness, as a leader who does not keep their word cannot be trusted. A good leader should also be enthusiastic about the roles they play, as this enthusiasm is passed on to the followers, towards achieving the set goals. Failure to lead enthusiastically, leads to aimless following, where some followers do not know the goals they are pursuing. This is a successful argument, as it shows both sides of the argument. The process of making an argument is the step by step explanation of different skills and concentration areas, towards presenting arguments effectively. The argument process involves three phases, including organization, where the ideas to be presented are developed. The second phase is construction, where the ideas are given form or shape – which can be passed to the

Differentiated Instruction Research Paper Example | Topics and Well Written Essays - 2000 words

Differentiated Instruction - Research Paper Example They can, therefore, assist in forming the basis on which professionalism exists, and work toward benefitting everyone. Many areas in the world today, need professional development. Professional development assists the organizations attain credibility and maintain a stand in the global market. This paper will examine one such area, and the implementations that help it get there. Professional development in the learning environment is an issue that affects many learning institutions, in present time. Teachers are a fundamental aspect in the learning sector. They form the basis by which many students and learners get the professional assistance they need. Teacher leaders are often looked for to bring order to the current learning environment. They work toward preparing everyone in and out of this environment on how to better themselves while learning. Their place in society dictates that their focus should be placed on both the learner, and their fellow teachers. In terms of educationa l activity, they are meant to steer the learning environment toward achieving the goals and objectives set (Bista & Glasman, 1998). It is this professionalism that promotes the learning environment into what the world expects to have. ... In order to have these objectives achieved, it is vital to know the task of teacher leaders in society, and the learning environment (Gregory, 2003). Their plans and ideas form the foundation on which interest groups relate with one another, and how well and fast they come together to achieve the common goal. One of the central purposes of the professional development plan is to bring out changes in how things operate. Learners need competent and effective teachers. Through the plan, the manner in which teachers are recruited, evaluated, and compensated will determine if learners get a competent and consistent teacher. This may form the grounds on which education facilitators reach out to their learners, and prepare them for the road ahead. This public sector needs to incorporate the learning environment to involve more people than just the learner and the teacher. By doing this, it is likely to have many other sectors replicate what is being done to better their current situations, and attain higher heights (Gregory, 2003). Another objective is to apply all the recommendations in a systematic manner. To do this, teacher leaders and all stakeholders must form a solid unit (Gonzalez & Lambert, 2001). It is not practical to have issues being implemented from every corner, and without caution to the repercussions. Teacher leaders should be more involved in the decision-making process. They must be present whenever decisions are being implemented. This is to agree or disagree with those that work, or do not work in their favor. If such an objective is achieved, teachers and all stakeholders can take accountability for all the actions that occur in the learning environment. This is with the decision-making

The Rates Of Chemical Reaction

The Rates Of Chemical Reaction The rate of a chemical reaction is a measure of how fast the reaction takes place. So, a rapid reaction is completed in a short time. Some reactions may be very slow, e.g. the rusting of steel. A chemical reaction only occurs when particles collide with each other. Particles which move fast are more likely to collide with each other; you can do this by heating them up (raising temperature). This means more particles collide with each other every second, so the rate of reaction increases. There are more particles of hydrochloric acid atoms if there is a higher concentration of them. More particles means there will be a higher amount of collisions so the reaction should be fast. Other factors that affect the rate of reaction are; temperature, catalysts and surface area. Temperature affects reaction rates as it dictates how much energy the particles in a substance have, at higher temperatures particles have more energy and so move more quickly and collide more. As the particles are moving faster the collisions between them have more energy, this means that they are more likely to create a reaction and so reaction rate increases. Catalysts lower the amount of energy needed for a collision to be successful, so adding a catalyst to a reaction increases the amount of successful collisions and therefore increases reaction rates. The larger the amount of surface area, the faster the reaction rate is. Independent Variable= Hydrochloric acid concentration Dependent Variable= Time taken for magnesium to dissolve Aim To investigate the reaction time between magnesium and hydrochloric acid. Prediction I think that my results will show that the hydrochloric acid with a molarity of 2 will finish reacting the quickest because it is the strongest hydrochloric acid and I predict that the slowest experiment to finish reacting will be the 0.4 molar strength of hydrochloric acid. I think that the results will go slower and slower the nearer they are to the 0.4 strength of hydrochloric acid. The reason that the experiment with hydrochloric acid at 2 molar will dissolve the magnesium ribbon faster is because it is of a stronger concentration and so the molecules in the hydrochloric acid move faster and so react with the magnesium ribbon quicker. Fair Test To make sure my experiment was a fair test, I had to keep these factors the same: Surface area of magnesium Volume of acid used (10ml) Used the same type of beaker (80ml) Length of magnesium (1cm) Clean the magnesium with emery paper before the experiment Temperature of the hydrochloric acid The factor of which I will change is the concentration of the hydrochloric acid. Apparatus I used the following equipment: 80ml beakers (x5) Equal strips of magnesium (x5) Stopwatch Hydrochloric Acid A measuring cylinder Gloves Safety I will need to make my experiment as safe as possible. It will be safe for me and other students around me. Precautions will be made if someone is harmed, such as there will need to be a first aid kit nearby accessible, also a water tap in case acid touches the skin or eyes. This is what I will need to do: Care in using glassware as when broken is sharp and can cut the skin Wear safety goggles as I am using concentrated hydrochloric acid Care in returning all the equipment at the end of the experiment Care to eyes and skin plus to be aware of other students around the class Risk Assessment The acid that we are using in this experiment is of 1.0 molar strength, which is strong enough to at least cause irritation to the skin if spilled on it; the hydrochloric acid would also cause irritation to the eyes and mouth if ever spilled into those. Another risk is that magnesium is flammable especially if in powder form, but we are using it in a ribbon form and we are not using any flames in any part of the experiment. The gas which is given off from the reaction between hydrochloric acid and magnesium ribbon is hydrogen which is a flammable gas. We will reduce the risk of these hazards by wearing protective eyewear for example laboratory goggles, we will also measure out the hydrochloric acid pouring away from the body, over the sink. We will not be using flames in our experiment so the risk is reduced from the hydrogen and magnesium but still other experiments could be using flames so we will still have to be careful and make sure to stay away from any other experiments using flames. Introduction Firstly, we had to record (in a table) the time taken for a 1cm magnesium (Mg) strip to completely dissolve in a beaker containing hydrochloric acid (HCl). I had five different concentrations of the hydrochloric acid: 1.0m, 1.2m, 1.4m, 1.6m, 1.8m and 2.0m. I put 10ml of hydrochloric acid in a glass 80ml beaker, and then one by one I began putting the magnesium strips into each beaker and timing the duration taken for the magnesium to dissolve. The first thing we noticed is that the lower the concentration of the acid, the longer the magnesium took to dissolve. We were trying to find out how the concentration of the acid affected the speed of which the magnesium dissolves. The equation for this experiment was: Magnesium + Hydrochloric Acid à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Magnesium Chloride + Hydrogen Mg + 2HCl à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ MgCl2 + H2 Collision Theory The theory that we use to explain how different variables change the rate of reaction is called the collision theory. For a reaction to take place, the particles of the substances that are reacting have to collide. If they collide, with enough energy then they will react. The minimum amount of kinetic (movement) energy that two particles need if they are going to react when they collide is called the activation energy. Method I needed to collect: Safety goggles, five 80ml beakers, a lab coat, a measuring cylinder, and a pipette. Safety goggles were very important because of the chemicals we were using. Hydrogen gas was also being released, which is highly flammable so we had to be aware if we were to ignite anything near it. This was the method I used: Put on safety goggles and a lab coat Collect (80ml) beakers (x5) Collect a pipette and a measuring cylinder Measure out 10ml of hydrochloric acid with a pipette Release the acid into the beaker Make sure we have a stopwatch at the ready Collect magnesium strips Put the magnesium into the acid and make sure at the exact same time the stop watch has started The hydrogen produced makes the reaction mixture effervesce (fizz). The faster the reaction, the shorter the time taken for the effervescence to stop. My results may not be completely accurate, as the person using the stop watch may not react quickly enough to stop the time. Also the amount of milliliters put into the cylinder may not be exact due to the accuracy of the apparatus. Although the results are likely to be reliable as we used the same type apparatus for each experiment, and concentration we tested on, we followed the method exactly the same for each repeat We used the same method for all five different concentrations of the hydrochloric acid. We used the same pipette and measuring cylinder but made sure they were washed with water and then dried ready for the next concentration. We repeated the whole experiment for a second time to gain a better insight of our results; this would also allow us to spot outliers and discuss how we got them. If we found an outlier we repeated the reading. We then worked out an average between both of our results, although we did not find any outliers so our average wasnt affected. Time taken for the magnesium to dissolve (s) Hydrochloric acid concentration Experiment 1 Experiment 2 My graph which is attached to this document, it shows that the slope of the curve was negative due to the huge decrease in the seconds taken for the magnesium to dissolve (negative correlation, as you increase the concentration of hydrochloric acid, the amount of seconds to dissolve decreases). As seen in my graph the difference within the amount of seconds from concentrations 1.0m and 1.2m is the biggest difference of 51.45 seconds. This similarity continues all the way through until the last two concentrations have a small difference of just 4.3 seconds. Conclusion To conclude I realised the higher the amount of concentration in the beaker, the faster the magnesium dissolved. A scientific explanation to this would be that there were more particles in the beaker meaning the there was less space resulting to larger amount of collisions. More collisions The rate of reaction depends on the rate of successful collisions between reactant particles. The more successful collisions there are, the faster the rate of reaction. Surface area could have affected the experiment, but as these factors were controlled my results werent affected. I predicted that the higher the concentration the faster the reaction. The reason for this is as the concentration increased the rate of reaction increased. The line showing the results of 1.0 molar acid is the steepest. The reaction is faster with stronger acid because it contains more acid particles. The greater number of acid particles the more chances of a collision between acid and magnesium particles therefore the faster the reaction. The strongest acid also produces the most gas because it contains more reactant acid particles. You can see from the graph below the higher the concentration of acid the faster the rate. There is now evidence to back up my prediction. My hypothesis has been proven correct, in that beforehand I believed increasing the concentration means that we have more particles in the same volume of solution. This increases the chance of collisions between reactant particles, resulting in more collisions in any given time and a faster reaction. This can show us a general rule about concentrations and rates of reactions. Analysis During my investigation there is a possibility that I may have come across errors. These errors were linked to my measurements. The timing of the magnesium dissolving in the hydrochloric acid could have plus or minus a second due to the reaction speed of the person timing it. Also the (measurements of the hydrochloric acid volumes were accurate to +/- 1cm ³. Many of the errors are down to human judgement, Measuring of volumes Reaction speed of the timer From the results in the table and the graph we can see a steady increase in the rate of reaction as the concentration of the acid increases. This complies with my prediction. The graph shows that there is an increase in the rate of reaction as the concentration increases because the graph has its largest gradient or it is steepest at this point.). Also we can see that as the reaction continues the concentration of the reactants decrease and so does the rate of the reaction as we can see the decreasing gradient on the graph steadily falling and coming to a stop when the reaction is complete and the magnesium has completely disappeared. Evaluation I think my experiment went well as a whole. I could have possibly improved the accuracy of some of my results I could have used more concentrations of acid to see if the pattern carried on as it did previously or changed, I could have repeated the readings more times to make them more accurate. In some occasions I could have done things to make my experiment a fairer test. I could have repeated my experiment at least one more time to increase reliability. I could have possibly concentrated more on my experiment than get distracted by peers. If I repeated this experiment I could have tried investigating other aspects of the experiment which could change the rate of reaction. One example could be changing the surface area, the concentration of acid and pressure can affect the reaction. I could have also tried using different acids, such as sulphuric acid. Different metals could allow me to investigate their (relativity) reactivity and the affect this has on results and reaction rate. The reaction could relate to a real life situation, such as if someone were to walk into a crowded area, there would be more collisions rather than if the place was empty. Therefore people in the area get more annoyed, which results in even more collisions, therefore this example relates to the rates of reaction. The results lined up very well on the graph with a very close curved line of best fit that all the results fall directly onto or very close to with only two off the line and only 1 second away. This backs up the consistency and reliability of the results, which makes my evidence good enough to support a firm conclusion. To improve my knowledge of reaction rates I could and how concentration affects them I could conduct experiments using different metals and different acids. I could also use a larger range of concentrations to extend my results and give me more evidence. Using smaller gaps between concentrations would also further my evidence as it would improve my rate graph allowing me to draw a more accurate line of best fit therefore allowing me to make more accurate estimates for results of concentrations not yet tested. And it could have been improved by the repetition of each concentration 3 times; instead of the one time I was able to conduct, to eliminate all anomalous results. As from 3 sets of readings, an average can be calculated which will provide a more reliable result as it is based upon 3 readings, not just the one reading which may be wrong. The investigation could be done using one variable and therefore have a set of results which were related in some way. The variables that could be used are: Concentration Particle size/surface area Temperature These variables can be used because: The more concentrated the reactants, the greater the rate of reaction will be. This is because increasing the concentration of the reactants increases the number of collisions between particles and, therefore, increases the rate of reaction. When one of the reactants is a solid, the reaction must take place on the surface area of the solid. By breaking up the solid into smaller pieces, the surface area is increased, giving a greater area of collisions to take place and so causing an increase in the rate of reaction. An increase in temperature produces an increase in the rate of reaction. A rise of 10 ° C approximately doubles the rate of reaction. When a mixture of substances is heated, the particles move faster. This has two effects. Since the particles are moving faster they will travel greater distance in a given time and so will be involved in more collisions. Also, because the particles are moving faster a larger proportion of the collisions will exceed the activation energy and so the rate of reaction increases. Looking at the set of results obtained, you can clearly see that they all follow the expected pattern. This is pattern suggests that the reaction rate increase when the concentration of the acid increases because if you increase the concentration of the acid you are introducing more particles into the reaction which will in turn produce a faster reaction because there will be more collisions between the particles which is what increases the reaction rate. There will always be ways in which you can improve your investigations and the same thing goes to my investigation. Every time I washed a test tube or a measuring cylinder, I did not dry it before using it. This may have affected the rate of reaction, as water would dilute the acid. To improve my results, I could dry the test tubes and the measuring cylinder after they are washed to prevent diluted acids. The size and weight of the magnesium would have affected the rate of reaction. The experiment could be improved by measuring, adjusting and weighing the magnesium ribbons so they all are the same size and weight.