Free Essays on Perks Of Being A Wallflower

In the book, The Perks of Being a Wallflower, by Stephen Chbosky, Charlie, the main character, who lives in Western Pennsylvania in the early nineties, writes a series of letters to a person that he never reveals. He does not know the person, and does not let the person know who he is. Charlie is a freshman and while he is not the biggest geek in the school, he is by no means popular. He is a wallflower. He is shy, thoughtful, and intelligent beyond his years. Charlie doesn’t have many friends; in fact, his only friend Michael killed himself during junior high school. He is left with his mom and dad who do not pay much attention to him, his older brother; a star on the football team, his sister; one of the most popular girls in school, and the only person who ever made him feel special, his Aunt Helen. Charlie’s Aunt Helen died as well and Charlie was very close to her. He was crushed. Charlie loved his family a lot, but he needed something more in life, something normal and Charlie was by no means normal. Charlie also encounters many of the same struggles that most kids face in high school. Some of these struggles are how to make friends, the intensity of a crush, family tensions, a first relationship, exploring sexuality, and experimenting with drugs. There really is not a main story line. It skips around to different situations at different times in his life. Charlie becomes friends with seniors Patrick and his sister Sam. They are his only friends and they know this and try to do the best to introduce him to new things and get involved in activities. Patrick is out-going and hilarious. Most of the popular kids in school admire him. His nick-name is â€Å"Nothing.† Sam is pretty and didn’t have the most â€Å"lady-like† reputation in school. She has brown hair and â€Å"very very pretty green eyes. The kind of green that doesn’t make a big deal about itself.† – p.19. From the moment that Charlie first meets Sam he falls ... Free Essays on Perks Of Being A Wallflower Free Essays on Perks Of Being A Wallflower In the book, The Perks of Being a Wallflower, by Stephen Chbosky, Charlie, the main character, who lives in Western Pennsylvania in the early nineties, writes a series of letters to a person that he never reveals. He does not know the person, and does not let the person know who he is. Charlie is a freshman and while he is not the biggest geek in the school, he is by no means popular. He is a wallflower. He is shy, thoughtful, and intelligent beyond his years. Charlie doesn’t have many friends; in fact, his only friend Michael killed himself during junior high school. He is left with his mom and dad who do not pay much attention to him, his older brother; a star on the football team, his sister; one of the most popular girls in school, and the only person who ever made him feel special, his Aunt Helen. Charlie’s Aunt Helen died as well and Charlie was very close to her. He was crushed. Charlie loved his family a lot, but he needed something more in life, something normal and Charlie was by no means normal. Charlie also encounters many of the same struggles that most kids face in high school. Some of these struggles are how to make friends, the intensity of a crush, family tensions, a first relationship, exploring sexuality, and experimenting with drugs. There really is not a main story line. It skips around to different situations at different times in his life. Charlie becomes friends with seniors Patrick and his sister Sam. They are his only friends and they know this and try to do the best to introduce him to new things and get involved in activities. Patrick is out-going and hilarious. Most of the popular kids in school admire him. His nick-name is â€Å"Nothing.† Sam is pretty and didn’t have the most â€Å"lady-like† reputation in school. She has brown hair and â€Å"very very pretty green eyes. The kind of green that doesn’t make a big deal about itself.† – p.19. From the moment that Charlie first meets Sam he falls ...

How Athens Played a Significant Role in Greek History

How Athens Played a Significant Role in Greek History Chapter I. The Physical Setting of Athens 1. The Importance of Athens in Greek History To three ancient nations the men of the twentieth century owe an incalculable debt. To the Jews we owe most of our notions of religion; to the Romans we owe traditions and examples in law, administration, and the general management of human affairs which still keep their influence and value; and finally, to the Greeks we owe nearly all our ideas as to the fundamentals of art, literature, and philosophy, in fact, of almost the whole of our intellectual life. These Greeks, however, our histories promptly teach us, did not form a single unified nation. They lived in many city-states of more or less importance, and some of the largest of these contributed very little directly to our civilization. Sparta, for example, has left us some noble lessons in simple living and devoted patriotism, but hardly a single great poet, and certainly never a philosopher or sculptor. When we examine closely, we see that the civilized life of Greece, during the centuries when she was accomplishing the most, was peculiarly centered at Athens. Without Athens, Greek history would lose three quarters of its significance, and modern life and thought would become infinitely the poorer. 2. Why the Social Life of Athens Is So Significant Because, then, the contributions of Athens to our own life are so important, because they touch (as a Greek would say) upon almost every side of the true, the beautiful, and the good, it is obvious that the outward conditions under which this Athenian genius developed deserve our respectful attention. For assuredly such personages as Sophocles, Plato, and Phidias were not isolated creatures, who developed their genius apart from, or in spite of, the life about them, but rather were the ripe products of a society, which in its excellences and weaknesses presents some of the most interesting pictures and examples in the world. To understand the Athenian civilization and genius it is not enough to know the outward history of the times, the wars, the laws, and the lawmakers. We must see Athens as the average man saw it and lived in it from day to day, and THEN perhaps we can partially understand how it was that during the brief but wonderful era of Athenian freedom and prosperity[*], Ath ens was able to produce so many men of commanding genius as to win for her a place in the history of civilization which she can never lose. [*]That era may be assumed to begin with the battle of Marathon (490 B.C.), and it certainly ended in 322 B.C., when Athens passed decisively under the power of Macedonia; although since the battle of Chaeroneia (338 B.C.) she had done little more than keep her liberty on sufferance.

Diabetes Type 1 Research Paper Example | Topics and Well Written Essays - 2500 words

Diabetes Type 1 - Research Paper Example The World Health Organization (WHO) estimates that there are over 177 million cases worldwide and this number will increase to at least 370 million by 2030 (Gad et al., 2003). Further, the disease is associated with a series of secondary health complications. Diabetes Mellitus (DM) Diabetes Mellitus (DM) is characterized by persistent and variable hyperglycemia (high blood glucose levels). Type 1 Diabetes Mellitus (T1DM), also known as insulin-dependent DM, childhood DM, or juvenile-onset DM, most commonly presents in children and adolescents. The typical age of onset is less than 25 years (Pepper, 2006). Also, in contrast to T2DM, T1DM occurrence is typically in individuals who are lean rather than obese (Myers, 2005). T1DM constitutes approximately 10% of all individuals with DM and occurs mainly in populations of Europe and North America (Champe et al., 2005; Gillespie, 2006). T1DM is increasing in incidence globally at a rate of about 3% per year (Champe et al., 2005). Like all t ypes of DM, T1DM is associated with increased risk for and a high incidence of certain complications. Hence, DM in general has been considered a syndrome of metabolic abnormalities (i.e. metabolic disorder of glucose, protein, lipids, water and electrolytes), microvascular disease (i.e. retinopathy, neuropathy, and nephropathy), and macrovascular disease (i.e. ... T1DM patients are often young at the time of diagnosis. Although the pathogenic factors are active early on, complications usually develop later as the disease progresses and are not as common during early stages. Etiology of T1DM Type 1 diabetes is the result of the loss of ? cells, which subsequently leads to insufficient secretion of insulin. It is generally accepted that Insulin-Dependent Diabetes Mellitus (IDDM) is an autoimmune disease. The exact cause or causes of the disease are still unclear, however, a combination of genetic and environmental factors seem to be involved. Evidence for a genetic susceptibility to IDDM is shown through family studies. Approximately 6% of siblings of people with T1D will also develop the disease, as compared with a prevalence of .4% in the general population (Levin and Tomer 2003; Leoni 2003). Children of diabetics also have a higher risk of acquiring diabetes: about 3-6% of diabetic offspring get diabetes, compared with .4% of the general popu lation. Intriguingly, the gender of the diabetic parent also seems to contribute to disease transmission, with offspring of diabetic fathers being at a greater risk (about 9%) than those of diabetic mothers (about 3%). Data from twin studies (i.e. Levin and Tomer 2003; Leoni 2003) also seem to strongly suggest a genetic predisposition to IDDM. Concordance rates for monozygotic twins vary between 35 - 70%, while the concordance rates for dizygotic twins is about 11 %. These rates increase with the time since proband diagnosis; for example, concordance is 43% within 12 years of proband diagnosis, and 50% within 40 years. Age of proband diagnosis also seems to be a crucial factor: the concordance rate for twins of

The notion of strategy in organizations Essay Example | Topics and Well Written Essays - 3750 words

The notion of strategy in organizations - Essay Example Strategy as a Plan or Ploy The term plan is common to different fields when it comes to strategy formulation. For instance, in the military, strategy is to draft a plan while in Game theory a complete plan is necessary to determine the choices the players will make. The dictionary too describes strategy as a plan and in management it is an integrated plan to achieve the organizational objectives. Mintzberg contends that a strategy can be a ploy too. To discourage a competitor when an organization expands its plant capacity, it can be termed as a ploy. Since it is meant as a threat, it cannot be called a plan; it is a ploy with a specific intention. Strategy as a pattern According to this definition strategy is consistency in behaviour and has a set pattern, whether or no intended. Patterns can appear without pre-conception but people can observe a set behaviour in an organization and call it a strategy. This may be just an assumption. A plan can be an intended strategy where as a pattern can be called a realized strategy, since it was not intended. Thus, when the intended strategy is realized, it is a deliberate strategy as the intentions existed. Emergent strategies are those that went unrealized where the patterns developed in the absence of intentions or perhaps despite them. Strategy as a position The fourth definition is that strategy is a position. It is a means of locating an organization within the industry environment. This definition suggests that strategy is a mediating force between the organization and the environment. ... Strategic analysis requires the use of several tools but there is limited use of these tools. Tools and techniques are essential because they help the SMEs to change their course of action depending on the data collected through these tools. Tools and techniques do not help or make a strategy but they are useful in collecting and presenting data which help in strategic analysis . The most used tool is the financial analysis followed by PEST or STEP analysis, Porter’s five forces analysis and analysis of critical success factors (CSF). External analysis, considered a part of SWOT analysis ranked sixth in popularity, in a study conducted by Aldehayyat and Anchor . The study found that respondents were aware of other tools such as value chain analysis, competition analysis and portfolio analysis, but none used them. Other tools for strategy analysis such as organizational culture, core capability and experience curve analysis were not even known by the respondents. 2.2.1 Porter’s Five Forces Model The five competitive forces that shape strategy (Figure III) include the threat of new entrants, bargaining power of buyers, bargaining power of suppliers, rivalry among existing competitors and the threat of substitute products . He further clarifies that these five forces differ by industry. If the forces are intense, the return on investment is low; if the forces are benign, the profit margins are high. The strongest competitive force determines profits and is important for strategy formulation.

When Rewards Go Wrong Essay Example for Free

When Rewards Go Wrong Essay At the heart of most performance management systems is a reward program. However, even when we are doing everything else right, rewards can go wrong. Here, we explore five ways that external incentives can damage performance, from destroying altruistic behavior to distracting people from the task. Fortunately, most of these downfalls are avoidable. While not every behavior is suitable for pay-for-performance, we can provide rewards that are rewarding, helping to encourage the behavior we value. THE CARROT AND THE STICK are the starting point for creating the behavior that we want. We reward desirable actions and punish, often by removing rewards, actions that annoy. Rewarded behavior becomes more frequent, and punished behaviors eventually disappear. That, at least, is the idea. From economics, which is largely the study of incentives, to behavioral psychology, which specializes in reinforcers, we have academic reassurance that we are pursuing the recommended path. But as anyone who actually tried to put this simple logic into practice will find, it does not always work out as well as desired. We praise a teenager for doing well in her studies, rewarding her with a shopping trip to the mall, only to find that her grades steadily deteriorate thereafter. We encourage a spouse to try to follow our much more reasonable agenda, only to get him or her to dig his or her heels in opposition. We even encounter this mysterious disconnect when we give gifts. Gift givers typically expect a positive association between how much they spend on a gift and how much their gift’s recipient appreciates it. We reason that more money (i.e., a more expensive gift) conveys a greater amount of thoughtfulness. In fact, gift recipients report no such association between the price of their gift and their actual feelings of appreciation (Flynn Adams, 2009). Much like gift givers who expect a greater, more positive outcome proportional to the size of the gift, organizations often find that external rewards such as pay do not garner the outcomes they expect. In fact, sometimes to our bafflement, an incentive program turns out to be a disincentive program, where we are inadvertently reducing the very behavior we try to encourage. Why does this happen? Sometimes it is due to poor measurement: we do not recognize the proper behavior when it occurs or when we get it confused with something else. Most famously, rewarding CEOs with stock options is seen as a way to get the C-suite (the offices of the most senior-level executives with titles beginning with the word chief) to work harder, but this can have perverse consequences. Stock performance is not the same as CEO performance, and to raise stock prices, we actually incented some CEOs to manufacture or make up favorable financial reports. This is why Peter Drucker (Drucker Zahra, 2003) described the practice as â€Å"the well-meant but idiotic belief that executives should have major stakes in the company, the stock options (which I have always considered an open invitation to mis-management)† (p. 11). At other times, rewards do not work because they are not contingent on performance. To the degree rewards are not reliably delivered, so people feel their hard work will not be dependably recognized, we can stop expecting the target behavior altogether regardless of how large the promised reward becomes. For a performance management system to work, people have to trust it. However, neither of these issues of implementation will be our focus. Performance Improvement, vol. 51, no. 8, September 2012  ©2012 International Society for Performance Improvement Published online in Wiley Online Library (wileyonlinelibrary.com) Altruism paints a sunny swath through our society. People act on behalf of others simply for the pleasure of helping. Here we are at our best, whether assisting the disabled or homeless find housing or our coworkers master the company’s new software program. The joy of altruism is inherent in our neurobiological makeup, with separate regions of the brain activated when we are acting altruistically (Fehr Rockenbach, 2004). Unfortunately, this is also part of the problem. There are countless examples of attempts to incent altruistic behavior that in theory should have been effective. Even if someone is intrinsically motivated to perform, adding an extrinsic reward should motivate him or her even more. As it turns out, it does not quite work this way. Frey and Oberholzer-Gee (1997) reviewed the Swiss government’s attempt to get a canton to accept a nuclear waste dump being built near it. Nobody wants nuclear waste, nearby or otherwise. But if you are going to have nuclear power, the waste has to go somewhere, and allowing it to be stored in the vicinity of your backyard is a selfless civic act. Initially, simply on the request of the government, about 51% of the area’s populace was willing to permit its location—altrui sm pure and simple. However, when the Swiss later decided to add a few thousand dollars of yearly stipend to promote more agreement, the percentage of agreement went down, not up, to about 25%. Neurobiologically, by adding an external incentive, the Swiss government framed the question from being an altruistic act, which had sufficient motivation, to one of pleasure and self-interest, which was evaluated in a separate part of our brain and came up short. Under these strictly monetary standards, the few grand that the government was offering was not enough. Later in 2001, Frey along with a new colleague, Jegen, called this motivational crowding theory. Finding scores of examples for everything from the adherence of time schedules in day care services to pay-for-performance schemes, they repeatedly found that extrinsic rewards can push or crowd out intrinsic rewards. Now this is not always a bad thing. If the Swiss government wanted to get agreement well over the 51% that altruism was providing, it could have, but at a high cost. If officials were willing to give every resident a small fortune each year, they might even have people actively moving to that canton. But if you cannot afford the cost of maintaining an extrinsic reward system, then you are likely better off not implementing it at all. The delicate balance between intrinsic and extrinsic motives can be a difficult one to keep. Gary Walters, an expert in psychology and child development, recounts his mistake when trying to encourage his 6-year-old son’s precious interest in chess by giving him a manual on the topic: â€Å"He was reading by then, so I gave it to him. That just killed it. It turned it into schoolwork. There’s a difference between intrinsic and extrinsic interest: the kinds of things you’d do on your own because they’re self-rewarding, as opposed to somebody on the outside telling you† (Bielski, 2012). If he can err, then so can the rest of us. Consequently, if you have people volunteering, developing, self-improving, or engaging in positive organizational citizenship behavior due to intrinsic reasons, you might want to recognize it or celebrate it with unexpected or unofficial rewards but not ones formally contingent on task performance. Leave such altruism as the wonderful gift that people give others. It is not work and should not be treated as such. HOW CAN BE AS IMPORTANT AS WHAT People have desires not only about the rewards they receive but also in the manner they are delivered. For example, company A and company B may pay their workers the same competitive wage, but due to differences in procedure, one is effectively incenting performance while the other is not. But why? There are two major desires regarding the administration of reward programs: a sense of fairness and a sense of autonomy. As the common law adage goes, â€Å"Not only must Justice be done, it must be seen to be done.† This principle extends to reward systems as well (Frey Stutzer, 2005). In the competition for performance between company A and B, you can increase the power of your incentives through three primary mechanisms (Masterson, Lewis, Goldman, Taylor, 2000; McFarlin Sweeney, 1992). First, keep your employees informed about exactly how rewards are administered. Effective reward systems are usually transparent, in that they are well documented, clearly communicated, and easy to follow. The less accessible or understandable a reward system becomes, the less it works. Second, be consistent in its application. Whether the outcome is the same or different, people like to know that there is a process being followed and that it is the same for everybody. The more arbitrary you are and the more exceptions you make for particular people, the less bang you get for your buck or value for your effort. Finally, and probably most important, allow voice. Any reward, large or small, is likely to be accepted as being fair if you give others the opportunity to state their perspective. By denying people even marginal input, they are less likely to buy what you are selling. Often you do not even have to agree with their opinions, but you do have to listen authentically; people desp erately want to be heard. The other mechanism for improving or reducing the power of rewards is whether you emphasize their controlling aspects. We do want to control or at least influence behavior with rewards. Otherwise, why else would you use them? However, many people have substantive needs for autonomy. While the need for autonomy can range from nonexistent all the way up to Patrick Henry’s â€Å"Give me liberty or give me death,† on average it is quite large. Typically we do not like other people telling us what to do, we do not like feeling controlled, and we resent any efforts to coerce. To reestablish a sense of autonomy, we might reject significant rewards, seemingly self-destructively— cutting off your nose to spite your face. Consequently, giving people a degree of choice in reward systems and framing the system as encouragement rather than control reduces the perceived threat to autonomy. For example, Washington, D.C., has a performance system for teachers called â€Å"Impact Plus.† Teachers can voluntarily enroll, potentially doubling their salary, if they are willing to give up some job security provision in their union contract. When his friends do show up, Tom applies himself to the paintbrush with gusto, presenting the tedious chore as a rare opportunity. Tom’s friends wind up not only paying for the privilege of taking their turn at the fence, but deriving real pleasure from the task—a win–win outcome if there ever was one. In Twain’s words, Tom â€Å"had discovered a great law of human action, without knowing it—namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difï ¬ cult to attain.† (p. 1) REWARDS TELL US HOW REWARDING THE TASK REALLY IS Ariely, Loewenstein, and Prelec (2006) suggest what they call the â€Å"Tom Sawyer effect.† They write, In a famous passage of Mark Twain’s novel Tom Sawyer, Tom is faced with the unenviable job of whitewashing his aunt’s fence in full view of his friends who will pass by shortly and whose snickering Perhaps even more notable, this effect demonstrates that the value of a task, real and perceived, is malleable and that rewards can be used quite persuasively to alter this perception. Certainly price in many cases communicates meaning. For example, if a colleague offers you $1,500 to go on a date with her brother, you have just been given a lot of information about that brother, as well as about how the date might be expected to go. Similarly, Plassmann, O’Doherty, Shiv, and Rangel (2008) examined the effects of pricing on the experience of enjoyment of wine. As might be expected, as the price of the wine increased, participants reported a greater level of satisfaction with the wine overall. That is, their attitudes about the wine and self-reported experience were more positive. Impressively, they also showed a greater physiological satisfaction with the wine. On functional magnetic resonance imaging (fMRI) scans of participants’ brains, a higher level of activity was observed in one of the pleasure centers of the brain. Not only did price provide information that informed attitudes, but it also informed real, physical reactions. Of note, when the same participants assessed the wine in blind taste tests, they gave the cheapest wine (five dollars a bottle) the highest praise. Consequently, if we pay people to perform a task, we also can be communicating that the task is awful. They will hate it simply because that is what the â€Å"price† indicates, countering what natural positive feelings we might have had. For example, economists tried to incent students’ performance by paying them to learn—a cash-for-grades scheme. â€Å"Remarkably,† as Fryer (2010) found, â€Å"incentives for output did not increase achievement† (p. 5). Actually it’s not so remarkable. Good framing can minimize this, where we ensure we are also communicating that this is a desirable job. You could make it clear, as Tom Sawyer did, that the task is coveted and others would be eager to do the same. There are scores of public schools that are incredibly demanding in what they ask of their students, such as SEED schools and the Harlem Success Academy. Perhaps they can ask so much because the competition to get in is so high that it is done by lottery.

Scarface :: essays research papers

The topic of my presentation is why everyone should watch the movie scarface, and if you have already seen it to watch it again, This movie was directed by Brian De Palma,and written by Oliver Stone (produced-alexander, produced joy luck club) "Scareface"came out in 1983, and feature's Al Pacino as Tony Montana, Michelle Phifer as Elvira, and Steven Bauer as Manny Ray, The story is about a Cuban refugee who makes his way over to Miami,Florida Tony starts out as a dishwasher and hitman, who proceeds to enter into a life of cocaine dealing and organized crime. He then become one of the biggest drug dealers in Florida. The story has a rags to riches theme and is known for graphic violence. This is an action/drama with many indepth plot twists and an incredulous amount of profanity. The movie mostly portrays Scarface in thrid person view, which means the audience learns about the charactor Scarface through his actions and behaviors. The film is not only at great movie, but a cultural icon to some people. Scarface had a tremendous impact on the genre of rap music, and has inspired many rappers and producers to create songs. The premise of this film was actually adapted from the novel "scareface"by Armitage Trail. A Previse movie entitled, "Scareface, the Shame of the Nation" was made in 1932 ,directed by howard hawks and produced by Howard Hughes, which depicts gang-warfare, polictical coruption, and police un-involvment. The main charactor "Tony" was based loosely upon the real ganstar Al Capone, who actually loved the movie. I have seen both movie's and The 1983 "scarface" packs such a influencal punch of knowledge through the actions and life of Pacino as Tony Mantana. This film is known for having interesting quotes; Some notable quotes are= "Say hello to my little friend." "All I have in this world is my balls and my word and I don't break them for no one.

Vitamin C in Different Fruit Juice

Activity 1. 21- Is high Vitamin C all it claims to be? Purpose: * To investigate the vitamin C content of fruit juice * To investigate which type of fruit juice provides the most vitamin C The quantity of vitamin C in food and drink can be determined using a simple colour test. Vitamin C decolourises the blue dye DCPIP (dichlorophenolindolphenol). Vitamin C is an antioxidant and reduces the DCPIP. DCPIP changes from blue to colourless (or slightly pink) as it becomes reduced. We will be testing a range of different fruit juices to see which contains the highest concentration of vitamin C Hypothesis: I predict that the orange might be the juice that provides the most vitamin C; this is because it is widely promoted as a ‘high vitamin C juice’. * Grapefruit juice might contain the second highest amount of vitamin C; also because of it promotion in the media. Vitamin C is a water-soluble compound that is essential for life. It is involved in many processes in the human body , including: the production of collagen in the connective tissue; the synthesis of dopamine, noradrenaline and adrenaline in the nervous system; and the synthesis of carnitine, which is important in the transfer of energy to the cell mitochondria.A deficiency in vitamin C causes scurvy, a disease that affected sailors in the 16th – 18thCenturies. It was discovered that fresh fruit, e. g. limes and oranges, or sauerkraut (preserved cabbage) provided the sailors with protection from scurvy. Safety: * Running should be avoided in the laboratory to prevent accidents especially when handling liquids * Goggles should be warn at all times when carrying out the experiment * Care should be taken when handling glass wear * The supervisor should be informed about any spillages of liquid that may be hazardous to others in the laboratory. Controlled variables: Temperature; If a juice is higher in temperature than the other, it will cause the reaction to speed up which would make the exper iment unfair. * Concentration of DCPIP; different concentrations would not benefit the experiment as we are only changing the type of juice. * Shake each flask using the same movements; more vigorous movements may add oxygen which would affect the DCPIP and turn it slightly blue again. * Same end point colour (colourless); attention and concentration should be given to see through until the very last drop so the volume is not increased. Independent variable: * Fruit juice Dependant Variable: Volume of juice required to decolourise the DCPIP. The experiment procedure: Equipment: * 1% DCPIP solution * Vitamin C solution * Range of fruit juices * Conical flasks * Beakers * Pipette accurate to 1cm3 to measure volumes accurately * Burette to measure volumes accurately * Safety goggles Method: 1. Pipette 1cm3 into a beaker 2. Fill the burette with the vitamin C solution 3. Add the vitamin solution in droplets 4. As soon as the DCPIP goes colourless, stop the burette and record the volume of vitamin C solution that was used. 5. Repeat this procedure with other juices 6. Repeat the experiment at least 2 times . Calculate the mean result for each juice Table of results: | Vitamin C| Orange| Grapefruit| Lemon| Blueberry| Pineapple| | 1| 2. 5| 3| -| 2| 13| | 0. 4| 2. 4| 1. 95| 1. 1| 3| 12. 75| | 0. 35| 0. 4| 1. 15| -| 0. 8| 8. 2| | 0. 1| 2. 1| 4. 7| 1. 7| 1. 5| 8. 2| | 0. 1| 1. 96| 4. 6| 2. 3| 1. 8| -| AVERAGE| 0. 39| 1. 96| 3. 08| 1. 9| 1. 8| 10. 5| Here the least volume of juice needed to decolourise DCPIP was the blueberry juice, followed by lemon then orange juice. From the experiment, blueberry juice provided the most vitamin C because less of it was needed in order to turn DCPIP colourless.The pineapple juice was the juice that let out the highest volume from the burette in order to decolourise DCPIP; this is because it was the juice that provided the least amount of vitamin C. All of the juices had vitamin C in them as the highest volume was only 10. 5cm3. The res ults obtained from the experiment showed no relation to my hypothetical prediction. It may have been because of the experimental errors that had been overlooked whilst carrying out the experiment. The results from the experiment did not agree with the widely publicised fact that orange juice provides the most vitamin C.A number of errors could have been made: the temperature may not have been the equivalent for all juices( the last juice to be measured may have been at a higher temperature than the rest causing the reaction with the DCPIP to hasten), the amount of shaking may of effected the results as too much shaking could have added oxygen which would have restored the DCPIP to blue, the end point may have been difficult to judge because of it close proximity, some juice may have been lost whilst it was being transferred from the beaker , there might have been an error in how accurate the juices were measured or recorded.In the future more attention could be given and the experim ent could be done more slowly; time may have been an issue when carrying out the experiment. The results obtained were pulled together from different groups in the class who may have all treated their readings and measurements differently, therefore it would be much reliable if I repeated the experiment and obtained at least three readings for each juice on my own. Moreover, the juices bought could all be from the same brand, this is because some manufacturers put more sweeteners or fresh juice than others.

English language communication Essay

By learning English, we can develop four important skills like listening, speaking, reading and writing. Advantages of learning English language communication is an endless list, creating possibilities each day to connect with people worldwide. With command over English language you can get jobs easily and can participate in interviews and discuss with people in a group about any particular important topic or aspect. English communication gains us wisdom and we can also gain lots of knowledge by reading online magazines, newspapers, story books, essays, websites and journals and any of the greatest and famous writing written in English by poets, authors or leaders. Apart from being most important, widely used and useful, English is considered to be one of the easiest languages to learn and speak. With daily practice, you can communicate-well with others and improve your skills, show-off or expose your skills before others to impress and motivate them to come up with their English language communications skills. Hence, English even-though being a foreign language to many is now most commonly used language worldwide. Advantages of learning English language communication is an endless list, creating possibilities each day to connect with people worldwide. With command over English language you can get jobs easily and can participate in interviews and discuss with people in a group about any particular important topic or aspect. English communication gains us wisdom and we can also gain lots & lots of knowledge by reading online magazines, newspapers, story books, essays, websites and journals and any of the greatest and famous writing written in English by poets, authors or leaders. Apart from being most important, widely used and useful, English is considered to be one of the easiest languages to learn and speak. With daily practice, you can communicate-well with others and improve your skills, show-off or expose your skills before others to impress and motivate them to come up with their English language communications skills. Hence, English even-though being a foreign language to many is now most commonly used language worldwide especially in British dominion later became Independent republican countries like India and Pakistan. Proud to be an Indian, speaking foreign language, so people around you can’t understand. Knowledge of English is important as we can get to know how to frame sentences, how to use words in dialogues while speaking to others. As every word has a particular context where it fits right, using words in such a manner in English is an art that can only be mastered by practice. And with such command, we can easily communicate with others on any level. Mostly, listening and speaking improves our command on English language. Daily listening to English speakers and trying speaking in English, helps you to know how to use the language, where to use each word and when to use it in a correct manner.

A Child Of Nature Cannot Survive In Civilization essays

A Child Of Nature Cannot Survive In Civilization essays A Child Of Nature Cannot Survive In Civilization The fact that a sheltered child cannot survive in civilization is made abundantly clear in A Separate Peace. Throughout this novel, author John Knowles gives many examples along with details of why this is not possible and how lives become corrupt when it occurs. After Leper came back from the war, he was an extremely different person. Where as, before, he was laidback and silent. However, when he escaped and went back, he was blunt and fanatical. On page 135, Gene tells how the Leper of the beaver dam could not have said the words that were coming out of his mouth at that moment. The things he experienced were so different than the manner in which things were at Devon that he flipped into a complete stranger. Near the end of the novel, the adult Gene explains how all the young men he knew at Devon reached a point at which everything in the world seemed so overwhelming. Their characters eventually broke as a result. Being sheltered from all evil by the walls of! Devon, the boys had no understanding of the outside world, for they lived in an artificial one. Because of this, every one of the boys went through a dilemma. Living in a place where there was no hardcore violence had its flaws in the long run, because we do not live in a perfect world. On the last page, Gene describes how Leper had emerged from a protective cloud only to meet horror face to face. Once again, the hostility and harshness of the war comes into factor. After coming out like a butterfly from a cocoon, there was no turning back for the boys at Devon. Nothing could save them from the evils they would meet after leaving the safeness of Devon. No one, except their fellow classmates, would ever understand their helplessness, for outsiders could not fathom the circumstances under which they were institutionalized and deceived. ...

German Battleship Tirpitz - World War II

German Battleship Tirpitz - World War II The Tirpitz was a German battleship used during World War II.  The British made several efforts to sink Tirpitz and finally succeeded in late 1944. Shipyard: Kriegsmarinewerft, WilhelmshavenLaid Down: November 2, 1936Launched: April 1, 1939Commissioned: February 25, 1941Fate: Sunk on November 12, 1944 Specifications Displacement: 42,900 tonsLength: 823 ft., 6 in.Beam: 118 ft. 1 in.Draft: 30 ft. 6 in.Speed: 29 knotsComplement: 2,065 men Guns 8 Ãâ€" 15 in. SK C/34 (4 Ãâ€" 2)12 Ãâ€" 5.9 in. (6 Ãâ€" 2)16 Ãâ€" 4.1 in. SK C/33 (8 Ãâ€" 2)16 Ãâ€" 1.5 in. SK C/30 (8 Ãâ€" 2)12 Ãâ€" 0.79 in. FlaK 30 (12 Ãâ€" 1) Construction Laid down at Kriegsmarinewerft, Wilhelmshaven on November 2, 1936, Tirpitz was the second and final ship of the Bismarck-class of battleship. Initially given the contract name G, the ship was later named for famed German naval leader Admiral Alfred von Tirpitz. Christened by the late admirals daughter, Tirpitz was launched April 1, 1939. Work continued on the battleship through 1940. As World War II had begun, the ships completion was delayed by British air strikes on the Wilhelmshaven shipyards. Commissioned on February 25, 1941, Tirpitz departed for its sea trials in the Baltic. Capable of 29 knots, Tirpitzs primary armament consisted of eight 15 guns mounted in four dual turrets. These were supplemented by a secondary battery of twelve 5.9 guns. In addition, it mounted a variety of light anti-aircraft guns, which were increased throughout the war. Protected by a main belt of armor that was 13 thick, Tirpitzs power was provided by three Brown, Boveri Cie geared steam turbines capable of producing over 163,000 horsepower. Entering active service with the Kriegsmarine, Tirpitz conducted extensive training exercises in the Baltic. In the Baltic Assigned to Kiel, Tirpitz was in port when Germany invaded the Soviet Union in June 1941. Putting to sea, it became the flagship of Admiral Otto Ciliaxs Baltic Fleet. Cruising off the Aland Islands with the heavy cruiser, four light cruisers, and several destroyers, Ciliax endeavored to prevent a breakout of the Soviet fleet from Leningrad. When the fleet disbanded in late September, Tirpitz resumed training activities. In November, Admiral Erich Raeder, commander of the Kriegsmarine, ordered the battleship to Norway so that it could strike at Allied convoys. Arriving in Norway After a brief overhaul, Tirpitz sailed north on January 14, 1942, under the command of Captain Karl Topp. Arriving at Trondheim, the battleship soon moved to a safe anchorage at nearby Fà ¦ttenfjord. Here Tirpitz was anchored next to a cliff to aid in protecting it from air strikes. In addition, extensive anti-aircraft defenses were constructed, as well as torpedo nets and protective booms. Though efforts were made to camouflage the ship, the British were aware of its presence through decrypted Enigma radio intercepts. Having established a base in Norway, Tirpitzs operations were limited due to fuel shortages. Though Bismarck had some success in the Atlantic against HMS Hood prior to its loss in 1941, Adolf Hitler refused to allow Tirpitz to conduct a similar sortie as he did not wish to lose the battleship. By remaining operational, it served as a fleet in being and tied down British naval resources. As a result, ​Tirpitzs missions were largely limited to the North Sea and Norwegian waters. Initial operations against Allied convoys were canceled when Tirpitzs supporting destroyers were withdrawn. Putting to sea on March 5, Tirpitz sought to attack Convoys QP-8 and PQ-12. Convoy Actions Missing the former, Tirpitzs spotter aircraft located the latter. Moving to intercept, Ciliax was initially unaware that the convoy was supported by elements of Admiral John Toveys Home Fleet. Turning for home, Tirpitz was unsuccessfully attacked by British carrier planes on March 9. In late June, Tirpitz and several German warships sortied as part of Operation Rà ¶sselsprung. Intended as an attack on Convoy PQ-17, the fleet turned back after receiving reports that they had been spotted. Returning to Norway, Tirpitz anchored in Altafjord. After being shifted to Bogenfjord near Narvik, the battleship sailed for Fà ¦ttenfjord where it began an extensive overhaul in October. Concerned over the threat posed by Tirpitz, the Royal Navy attempted to attack the ship with two Chariot human torpedoes in October 1942. This effort was disrupted by heavy seas. Completing its post-overhaul trials, Tirpitz returned to active duty with Captain Hans Meyer taking command on February 21, 1943. That September, Admiral Karl Doenitz, now leading the Kriegsmarine, ordered Tirpitz and other German ships to attack the small Allied base at Spitsbergen. Relentless British Attacks Attacking on September 8, Tirpitz, in its only offensive action, provided naval gunfire support to German forces going ashore. Destroying the base, the Germans withdrew and returned to Norway. Eager to eliminate Tirpitz, the Royal Navy initiated Operation Source later that month. This involved sending ten X-Craft midget submarines to Norway. The plan called for the X-Craft to penetrate the fjord and attach mines to the battleships hull. Moving forward on September 22, two X-Craft successfully completed their mission. The mines detonated and caused extensive damage to the ship and its machinery. Though badly wounded, Tirpitz remained afloat and repairs commenced. These were completed on April 2, 1944, and sea trials were planned for the following day in Altafjord. Learning that Tirpitz was nearly operational, the Royal Navy launched Operation Tungsten on April 3. This saw eighty British carrier planes attack the battleship in two waves. Scoring fifteen bomb hits, the aircraft inflicted serious damage and widespread fires but failed to sink Tirpitz. Assessing the damage, Doenitz ordered the ship repaired though understood that, due to a lack of air cover, its usefulness would be limited. In an effort to finish the job, the Royal Navy planned several additional strikes through April and May but were prevented from flying due to poor weather. Final Demise By June 2, German repair parties had restored engine power and gunnery trials were possible at the end of the month. Returning on August 22, aircraft from British carriers launched two raids against Tirpitz but failed to score any hits. Two days later, a third strike managed two hits but inflicted little damage. As the Fleet Air Arm had been unsuccessful in eliminating Tirpitz, the mission was given to the Royal Air Force. Using Avro Lancaster heavy bombers carrying massive Tallboy bombs, No. 5 Group conducted Operation Paravane on September 15. Flying from forward bases in Russia, they succeeded in getting one hit on the battleship which severely damaged its bow as well as injured other equipment on board. British bombers returned on October 29 but managed only near misses which damaged the ships port rudder. To protect Tirpitz, a sandbank was built around the ship to prevent capsizing and torpedo nets were put in place. On November 12, Lancasters dropped 29 Tallboys on the anchorage, scoring two hits and several near misses. Those that missed destroyed the sandbank. While one Tallboy penetrated forward, it failed to explode. The other struck amidships and blew out part of the ships bottom and side. Listing severely, Tirpitz was soon rocked by a massive explosion as one of its magazines detonated. Rolling, the stricken ship capsized. In the attack, the crew suffered around 1,000 casualties. The wreck of Tirpitz remained in place for the remainder of the war and was later salvaged between 1948 and 1957. Selected Sources Tirpitz HistoryBBC: Tirpitz

Case 6-1 Coursework Example | Topics and Well Written Essays - 1000 words

Case 6-1 - Coursework Example ce of bank loans by the branch manager, the internal auditor, and perhaps the state regulatory authorities, should make sure that authorization does not extend to recording and documentation or custody of funds. These should be performed by different employees or officers. The auditors will make sure that the branch manager, being the head of the office, does not override the internal control system in order to commit fraud. It will also ensure that the branch manager does not exceed his authorized limit of loans he can extend without head office or committee approval. The branch manager had physical custody of the checks, or had complete, unchallenged access to them, relating to the transactions he had authorized (the release of the loans). He signed the checks (custodial function) in addition to authorizing the loans. The discharge of these two duties by the same person made it possible for the fraud to happen: This was obviously a violation of the principle of segregation of duties within the internal control system. Moreover, the power of the branch manager over hiring and firing, as well as evaluating performance and promoting the employees, also served as a deterrent to the employees to question anything that the branch manager would want to do. In other words, the branch manager, being the top supervisor who was ipso facto not directly accountable to anyone at the bank branch, had absolute control over what took place in his branch relative to any loan or financial transactions. The trust reposed by subordinates on their superior officer is an obstacle to the disciplined application of any management control system, hence there is a need for an independent audit at certain intervals. The internal auditor should make not only regular audits but also surprise audits on the branch and examine all transactions, check and reconcile all records, and interview the employees on the processes and procedures they actually followed in carrying out their