Chemistry thermo lab, Hesss Law Essay Example for Free

Science thermo lab, Hesss Law Essay Presentation: In this lab, we will decide the adjustment in enthalpy for the ignition response of magnesium (Mg) utilizing Hess’s law. Technique: 1. Respond around 100 mL of 1.00 M hydrochloric corrosive with 0.80 g of MgO. Note the adjustment in temperature and any subjective information. 2. Respond around 100 mL of 1.00 M hydrochloric corrosive with 0.50 g of Mg. Note the adjustment in temperature and any subjective information. Crude Data: Quantitative: Response, preliminary Mass ( ± 0.01 g) Starting temperature ( ± 0.1㠢â ° C) Last temperature ( ± 0.1㠢â ° C) Volume of HCl ( ± 0.05 mL) Response 1, Trial 1 0.80 22.0 26.9 100.00 Response 1, Trial 2 0.80 22.2 26.9 100.00 Response 2, Trial 1 0.50 21.6 44.4 100.00 Response 2, Trial 2 0.50 21.8 43.8 100.00 Subjective: 1. Hydrochloric corrosive is dull and unscented 2. Magnesium tape is gleaming in the wake of cleaning it from oxidants, expanding its virtue. 3. In the two responses, the arrangement turned out to be bubbly. 4. There was a solid smell from the response. Information Processing: Preliminary 1: Response 1: To begin with, we need to figure the ÃŽT by taking away the last temperature by beginning temperature: 1. 2. 3. Presently we compute the mass of the arrangement, accepting it has the thickness as water: 1. 2. 3. 4. Presently, we can utilize q=mc ÃŽT to compute the vitality picked up by the arrangement: 1. 2. 3. Accordingly: 1. Presently, we need to compute the quantity of moles for MgO: 1. 2. 3. We would now be able to compute the adjustment in enthalpy by isolating the q of the response by the moles of the constraining reagent: 1. Presently, we do response 2, preliminary 1 so we can utilize Hess’s law to compute the adjustment in enthalpy of development, however first we will figure the vulnerability in this articulation: To start with, we figure the vulnerability for the: 1. 2. 3. Presently for mass: 1. 2. With respect to the vitality picked up: 1. 2. Presently for the vitality of the response: 1. It is increased by a number (- 1) so it is the equivalent unc. With respect to the moles: 1. 2. At long last, the adjustment in enthalpy: 1. 2. 3. Response 2: To begin with, we need to compute the ÃŽT by taking away the last temperature by introductory temperature: 1. 2. Presently we compute the mass of the arrangement, accepting it has the thickness as water: 1. 2. 3. Presently, we can utilize q=mc ÃŽT to compute the vitality picked up by the arrangement: 1. 2. In this way: 1. Presently, we need to figure the quantity of moles for MgO: 1. 2. We would now be able to compute the adjustment in enthalpy by partitioning the q of the response by the moles of the restricting reagent: 1. I will currently ascertain the vulnerabilities: To start with, we compute the vulnerability for the: 1. 2. Presently for mass: 1. 2. With respect to the vitality picked up: 1. 2. Presently for the vitality of the response: 1. It is duplicated by a whole number (- 1) so it is the equivalent unc. With respect to the moles: 1. 2. At last, the adjustment in enthalpy: 1. 2. 3. Presently, we use Hess’s law to compute the difference in enthalpy of arrangement: 1. MgO(s) + 2HCl(aq) MgCl2(aq) + H2O(l) 2. Mg (s) + 2HCl(aq) MgCl2(aq) + H2 (g) 3. H2(g) + 0.5 O2(g) H2O(l) (given) By switching response number 1, we can get our focused on response: Mg (s) + 0.5 O2(g) MgO(s) Presently to ascertain the difference in enthalpy, which will be the difference in enthalpy of arrangement? 1. 2. Our conclusive outcome is: 1. Mg (s) + 0.5 O2(g) MgO(s) Arbitrary blunder and percent mistake: We can figure the irregular mistake by simply including the arbitrary blunders of the segment responses: 1. 2. 3. With respect to the percent mistake: 1. 2. 3. Preliminary 2: Response 1: To begin with, we need to ascertain the ÃŽT by taking away the last temperature by beginning temperature: 1. 2. Presently we compute the mass of the arrangement, expecting it has the thickness as water: 1. 2. 3. Presently, we can utilize q=mc ÃŽT to compute the vitality picked up by the arrangement: 1. 2. 3. In this manner: 1. Presently, we need to figure the quantity of moles for MgO: 1. 2. 3. We would now be able to figure the adjustment in enthalpy by isolating the q of the response by the moles of the constraining reagent: 1. Presently, we do response 2, preliminary 1 so we can utilize Hess’s law to figure the adjustment in enthalpy of development, however first we will ascertain the vulnerability in this articulation: In the first place, we ascertain the vulnerability for the: 1. 2. 3. Presently for mass: 1. 2. With respect to the vitality picked up: 1. 2. Presently for the vitality of the response: 1. It is increased by a number (- 1) so it is the equivalent unc. With respect to the moles: 1. 2. At last, the adjustment in enthalpy: 1. 2. 3. Response 2: To start with, we need to figure the ÃŽT by taking away the last temperature by beginning temperature: 1. 2. Presently we ascertain the mass of the arrangement, accepting it has the thickness as water: 1. 2. 3. Presently, we can utilize q=mc ÃŽT to ascertain the vitality picked up by the arrangement: 1. 2. Thusly: 1. Presently, we need to ascertain the quantity of moles for MgO: 1. 2. We would now be able to figure the adjustment in enthalpy by separating the q of the response by the moles of the restricting reagent: 1. I will presently figure the vulnerabilities: To start with, we figure the vulnerability for the: 1. 2. Presently for mass: 1. 2. With respect to the vitality picked up: 1. 2. Presently for the vitality of the response: 1. It is duplicated by a whole number (- 1) so it is the equivalent unc. Concerning the moles: 1. 2. At long last, the adjustment in enthalpy: 1. 2. 3. Presently to ascertain the difference in enthalpy, which will be the difference in enthalpy of development: 1. 2. Our conclusive outcome is: 1. Mg (s) + 0.5 O2(g) MgO(s) Arbitrary mistake and percent blunder: We can compute the irregular mistake by simply including the arbitrary blunders of the segment responses: 1. 2. 3. With respect to the percent mistake: 1. 2. 3. Handled information: Preliminary 1 Preliminary 2 of response 1 - 104 kJ/mol ( ± 2.10%) - 99 kJ/mol ( ± 2.19%) of response 2 - 463 kJ/mol ( ± 0.509%) - 446 kJ/mol ( ± 0.525%) of MgO - 645 kJ/mol ( ± 2.61%) - 633 kJ/mol ( ± 2.72%) End and Evaluation: In this lab, we decided the standard enthalpy change of development of MgO utilizing Hess’s law. Initially, we responded HCl with MgO for the primary response and got - 104 kJ/mol ( ± 2.10%) for preliminary 1 and - 99 kJ/mol ( ± 2.19%) for preliminary 2. With respect to response 2, where you respond, I got - 463 kJ/mol ( ± 0.509%) for preliminary 1 and - 446 kJ/mol ( ± 0.525%) for preliminary 2. At the point when we use Hess’s Law, we need to invert response 1 to get the focused on condition, Mg (s) + 0.5 O2(g) MgO(s), and we get an enthalpy change estimation of - 645 kJ/mol ( ± 2.61%) for preliminary 1, and - 633 kJ/mol ( ± 2.72%) for preliminary 2. For preliminary 1, my worth got a percent blunder of 7.14%, which isn't that awful considering the shortcomings this lab had that will be examined in the assessment. Be that as it may, in preliminary 2, I showed signs of improvement percent blunder, which is 5.15%, we improved worth since we had a greater ÃŽH values in this way while including them (since one of them is sure and the other two is negative) we get a littler incentive for the enthalpy change of arrangement in this way carrying us closer to the hypothetical worth. The greatest shortcoming in this lab was the contamination of the substances, the suppositions that we made about the HCl arrangement, for instance, we expected that the particular warmth limit of the arrangement is equivalent to water, which is a presumption that is certifiably not a 100% precise and influenced our ÃŽH esteems for the two responses and in the long run our last ÃŽHf esteem. To fix this, In the diverse scope of explicit warmth limit esteems, 4.10 j/g k would have been progressively suitable to draw nearer to our hypothetical qualities, as you get a greater qrxn values along these lines greater ÃŽH values. Something else that I saw is that the hypothetical worth that I got was the â€Å"Standard† enthalpy change of development. Standard significance at standard conditions which are at 293 K and 101.3 kPa for pressure. These weren’t the conditions in the lab when I did the investigation. This may change the test esteem nearer to the hypothetical worth diminishing the percent mistake.

Hotel and Hospitality Management Experienced Employees

Question: Talk about the Hotel and Hospitality Management for Experienced Employees. Answer: Presentation Crown looks to empower and advance its strategy of assorted variety and value by finding a way to hold and draw in qualified and experienced workers, Board of individuals, and senior administration. It dispenses with uncalled for, improper, and fake obstructions every once in a while. Also, Crown makes exacting move against improper practices at working environment, for example, badgering and segregation. It gives adaptability and makes a working environment culture that is comprehensive and qualities the individuals who are devoted. The Company attempts to round out the situation based on merit. In addition, the organization offers preparing and improvement program for its workers so as to create specialized, administration, and the executives aptitudes (Crownresorts.com.au, 2016). The enlistment, preparing, progression the executives, value, and decent variety approaches received by Crown are particularly viable as mindfulness is produced among representatives because of preparing. Such strategies of Crown help to hold representatives and furthermore help in the vocation development of the workers. English language learning classes are additionally compelling as it improves the composed and oral abilities of representatives. Such preparing and improvement projects would be advantageous over the long haul (Bond and Haynes 2014). To hold representatives, Crown must distinguish the requirements of the workers and take gauges as needs be. The Company can build up an employing procedure to expand decent variety of workforce. It is critical to interface with the workers. It is similarly imperative to request referrals from the representatives to build the workforce. Likewise, the Company and build up an equivalent open door business that follows the rules set up by the administration. In addition, representatives must not be separated based on their standing, sexual orientation, ethnicity, or age. The approaches embraced by the organization must be actualized. References Bond, M.A. also, Haynes, M.C., 2014. Working environment assorted variety: A socialecological system and arrangement implications.Social Issues and Policy Review,8(1), pp.167-201. Crownresorts.com.au. (2016). Crown - Crown Resorts. [online] Available at: https://www.crownresorts.com.au/[Accessed 18 Nov. 2016].

Break the Stigma

It’s pretty clear that our educational system is flawed. But is that clear in all of the right ways? I could pull up a bunch of studies and meaningless numbers that rank our public schools against those of other countries. I could talk about standardized tests (although to most people, that’s a big enough flaw as it is). But there’s one problem that nobody seems to notice. Society is all about trying to be equal. We all strive to protect our rights and to give everyone a fair chance at â€Å"the American Dream.† But we hold a certain disrespect for those who don’t go to college. I don’t mean those who don’t attend Ivies; I mean any kind of college. Dropouts. Bums. That’s how we treat them. For you to be treated seriously in today’s society, you have to have a secondary education. If you don’t go to college, it is nearly guaranteed that you will be ostracized. We tend to treat a college as a pedestal, and once we climb it, we hold the right to look down below us to the primitive people that didn't climb high enough. But is that fair? Let’s take the prestige out of college for a second. For a high school senior, they can go and get a job now and start working, start living. Or, they can go to another institution for four, eight, twelve years. But now they get to pay sixty thousand dollars a year to sit in a chair. Why? So they can get a piece of paper that might entitle them to a line of work in an already underemployed world. But for some reason, we discredit this rational choice. Now granted, there are lots of positive aspects to going to college, enough that I know that I will do so. However, making one choice over the other is not a justification for this inequality. As a matter of fact, we rely on people that don’t hold degrees. For instance, you don’t need a degree to be a firefighter, a policeman or a plumber. Construction workers and dental hygienists donâ€⠄¢t need degrees, either. The bottom line is we pretend that the only way to become educated is to go to college. But you do not spell education S-A-T. There are other very important factors to becoming an educated person. Abraham Lincoln only had one year of any kind of formal schooling, and nobody discredits him as a leader or a thinker or a strategist. The real educational experiences are not found inside of a concrete box. I’m not trying to dissuade anyone from attending college. I've weighed my options and I think college is a much better choice for me. But what we all need to learn to do is to admit that it is okay not to attend a university. We ought to start showing more respect to those who do not take our own path, because they are just as human as we are.

essay 1 - 717 Words

Rhetorical Analysis Matt Lamkin’s â€Å"A Ban On Brain-Boosting Drugs is Not the Answer† first appeared in Chronicle of Higher Education in 2011. In this essay Lamkin aims to convince his reader not to deter improper conduct with threats, but to encourage students to engage in the practice of education. Lamkin tells us â€Å"If colleges believe that enhancing cognition with drugs deprives students of the true value of education, they must encourage students to adapt that value as their own† (642). Appeal to logic, consistency, and compare/contrast are techniques Lamkin skillfully uses to create a strong effective essay. Lamkin uses logos, or appeal to logic, by using effective and valid evidence, such as statistics and observations of credible†¦show more content†¦Through the use of consistency and details, it becomes clear to the readers that his solution is the best one. Lamkin also uses consistency in his essay to function as support for his compare/c ontrast technique. About midway through till the end of the essay Lamkin uses compare and contrast to effectively make his point He begins by comparing cheating to unfair competition to state â€Å"simply calling the drug unfair tells us nothing on why colleges should ban them† (641). This promotes the reader to start questioning why the colleges want to ban this drug in the first place. He then goes on to compare putting the drug in water, to making it fair or unfair. Lamkin says â€Å"shouldn’t colleges put them in drinking water instead? It would be unfair for wealthy students to use them if less privileged kids can’t afford them† (641). By doing this he steers the reader away from the opposing solution. He then starts to contrast the idea of the drug being bad to actually being beneficial as Lamkin states â€Å"Ritalin might enable a student to engage more deeply in college and to more fully experience its internal goods† (641). The reason for this is to show that the policy weather prohibition or universal access, is unlikely to be effective. But for the rest of the essay he contrast his solution to promote education and the honor code to the opposing solution ofShow MoreRelatedECHS Application Essay #11022 Words   |  5 Pages Looking down, I saw a stack of red towels with a note on top. Trying not to drip too much water on the floor, I leaned forward to read the note on top. Written on it was the following: â€Å"Feel free to use, Savannah! P.S. Good luck on that essay! – ECHS.† Essay? I thought. And how would they know I would be here? Curiously, I plucked a towel from the stack, and then draped it around my shoulders. Tightening the towel around my shoulders, I began walking down the hall. 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How and Why are Latinos Becoming a Powerful Group in American Politics Essay Example For Students

How and Why are Latinos Becoming a Powerful Group in American Politics? Essay How and why are Latinos becoming a powerful group in America Politics? The vice president Joe Biden calls the Hispanics powerful force in America politics Hispanic, Latinos has become a bigger group since 2011, the number has increase a lot. A high number but Hispanic has made big changes in America, help out in some ways. Where fighting for the dream act and know there giving us a chance to have a job and a license. Latinos are coming to the United States for more opportunities and have another life. But Latinos are being part of America by having a lot of population. They come by immigration or by Latinas moms having a lot of kids that’s how Latinos are growing in the United States The census Bureau says the 52 million Hispanic in this country are accounted for 6.7% of the nation’s populations in 2011 and the pew reason center has predicted hardly a third of the U.S population. Latinos are growing even more they say we become a higher name seen 2011 know there’s more; Joe is surprise with the amount is in America. If had to be emotional, fill all of you with the pride how the first day those dreamers were eligible to apply for deferred action thousands line up after block after block Biden said. People is trying to get dream act but some of the can’t apply for it, know they could get there license and there permission to work on the U. S .everyone in this room, maybe more than anyone in the country understands we’ve got a lot more to do, and we will not rest in this administration until we find a permanent path. Joe Biden gave some good speech, they’re going to be more Hispanic voting in America and that’s something good. there are good and bad for Hispanic are becoming a large group in a few years where going to be more His. .e Mexicans and Puerto Ricans. It’s no surprise that states with larger Latino population have larger number of unemployed latinos within states, Latinos are more likely to move within a county indicating they are more likely to move for employment opportunities. In conclusion, Latinos are getting famous in the United States and they are being involved in America politics. Having some many people in the United States like Latinos is having a cause and effect. But Latinos are taking over of most jobs and Americans don’t like it because Latinos have a lot of population. In the United States we have so many Latinos because of immigration and Latinas mom having more than 3 kids for each couple. That’s how we becoming a large population and making a big impact in the United States. After 2050 Latinos are going to be the majority of any other race in the United States.

Janeen Saylor Essays - Christianity, Christian Theology, Religion

Janeen Saylor BIBL 104-07: New Testament Studies Professor Sara Wells Regent University September 29, 2016 What are the key areas of continuity between the teaching of Jesus and the Gospels and the teachings of Paul in his letters? Some keys are the resurrection, justification, in Christ and the Lord's Supper. Resurrection- Jesus taught the disciples of what was going to happen his death and that he would be risen three days later Mark 8:31(NIV) "He then began to teach them that the Son of Man must suffer many things and be rejected by the elders, chief priests and teachers of the law, and he must be killed and after three days rise again." Paul also taught this in 1 Corinthians 15:1-7 he states he personally was taught of these things and that Jesus was telling what would happen in us four it shows three days later Christ had been risen. Justification in Christ- Jesus taught that his death is justification and by people having faith that he died for them we would benefit from it with eternal life. John 8:24 (NIV) Paul puts in his letter in Romans 6:23 (NIV) with us being sinners and we die by sin but, because of Jesus we have eternal life. The Gundry text also states that "God had provided justification, and the good news of d eliverance from sin by the giving of God's righteousness to everyone who believes in Jesus Christ." (A Survey of the New Testament) Lords Supper- During the last supper Jesus had with his disciples we see him talk of communion and taught them how to preform it and the significance of it. Paul writes in 1 Corinthians 11:23-26 (NIV) the new covenant Jesus makes with us sinners in the event of taking communion. "In Acts 9 Luke records the events surrounding Paul's conversion. Jesus himself called Paul and sent him to be an Apostle." (carm.org) "An example is below showing Jesus and Paul were in agreement." (carm.org) "Jesus: Truly, truly I say to you, he who hears My word, and believes Him who sent Me, has eternal life, and does not come into judgement, but has passed out of death into life. (John 5:24, carm.org) "Paul: Therefore, having been justified by faith, we have peace with God through our Lord Jesus Christ." (Romans 5:1, carm.org) So we come to the conclusion that both Jesus and Paul were teaching the same things just wording it a little different. Anyone can misconstrue words and pick things apart, as it is shown God's word prevails both thru Jesus and his disciples. Works Cited Carm.org Gundry, Robert H., A Survey Of The New Testament 5 th edition, Print 2012 The Holy Bible (NIV) New International Version

Start-to-Finish Ecology Research Paper Writing Guide

Start-to-Finish Ecology Research Paper Writing Guide An ecology research paper is academic writing based on an original scientific investigation on a particular ecological topic, analysis of gathered information, and interpretation of the research findings. Ecology research papers may focus on different aspects, such as biogeochemistry and ecosystem science, evolutionary patterns and processes, community ecology, organismal biology, population biology, and chemical ecology, and commonly researched areas, such as sustainability, conservation, and environment. Questions you should ask yourself before beginning the research paper investigation and writing process include: How do I begin the ecology research paper and what ecology topic do I choose? Where do I find information and what gaps exist in various ecology topics of interest? How do I formulate the research paper’s title and thesis statements? What form of scientific investigation do I need to use in my research paper and why? This ecology research paper writing guide provides a step-by-step analysis of tips that help you respond to the above questions. Regardless of the requirements that should be followed when writing an ecology research paper, the first important element entails deciding what to research and write about. Therefore, identifying an ecology research paper topic is an important first step in the writing process. Picking a Suitable Topic for Your Ecology Research Paper Writing Topics that disinterest you and those that may not be too challenging contribute to loss of enthusiasm and diminish the efforts you may put towards researching and putting the research paper together. Therefore, choose topics that interest and challenge you to improve your attitude towards the topic and the research process. The following steps are essential when selecting research topics in ecology. Brainstorm for ideas. Generate topic ideas by exploring the strong opinions you have on current environmental issues such as sustainability, conservation, and environment. Try to remember recent topics or information acquired recently that piqued your interest in topics such as community ecology, ecosystem science, or population biology, among other ecology research areas. Other ways of brainstorming for ideas entail exploring issues that you are interested in knowing about, gaps in the literature that you can fill, and class aspects that need in-depth research and analysis. Research general background information. Scan through ecology journals, articles, and books for an overview of the research topic. Reading general information on various topics allows you to see how ideas relate and the scope of topics. Key research words can be sourced from the read articles and books. Focus on the topic. Once you have selected a probable topic, ensure it is manageable and that it is not too broad or too narrow. If it is too broad like â€Å"the environment,† limit the topic by defining a geographical area, population, time frame, culture, or a specific discipline in ecology. For instance, you can limit the topic â€Å"environment† by geography by focusing on the environmental impacts of industrial production in Quanzhou, China. Define the topic as a research question. Formulate questions about the topic to develop clear ideas on how to amend the topic by limiting or broadening the scope. For instance, if the topic idea is sustainability, the research question could be, â€Å"How has sustainability practices enhanced ecological agriculture?† A focused research question would be, â€Å"How has sustainability practices enhanced ecological agriculture in Japan?† Thus, a suitable research topic would be â€Å"The role of sustainable practices in enhancing ecological agriculture: a case analysis of Japan’s agricultural system.† Viable ecology research paper topics are as follows: Assessing the Impacts of Human Activities on Communities and the Ecosystem Function Across Spatial Scales; Predicted and Actual Effects and Ramifications of Land-Use and Climate Change on Biodiversity in Agricultural Settings; A Systematic Review of the Role of Species’ Physiological Limits in Improving the Precision of Ecological Niche Models; Analysis of The Neuroethology of Learning and Memory in Honeybees and Bumble Bees; Assess the Factors that Affect Bee Health. Developing an Appropriate Thesis Statement for Your Ecology Research Paper Your research paper should have a strong thesis statement that articulates the unifying theme of your paper. Depending on your chosen topic, the thesis statement could present an argument, provoke different thoughts, or describe ideas. The thesis should define what the research is about and guide the intended audience through your ideas to help make sense of your paper. The statement will minimize possibilities of you engaging in disconnected thoughts likely to lose the readers’ interest. When creating a thesis statement: Write in point form the topic and main ideas that should be discussed. Free write the essential thoughts you have about your paper. Make connections between the major points of your paper and highlight causes, applications, and implications of your arguments. In this case, ask yourself why you are writing the research paper. Combine the above ideas into a sentence or two to come up with a thesis statement. The thesis statement should present a point of view that readers and other writers can agree or disagree with. Moreover, it should provide reasons for choosing specific viewpoints. Additional Tips for Creating a Good Thesis Statement. Begin the process with a question. As noted above, the answers you come up with from the question can become your thesis statement. For instance: Question: What are the benefits of climate controlled storage? Answer: A major benefit of climate controlled storage is that it maintains a consistent temperature and protects artifacts from extreme temperatures. Thus, the thesis statement can be, ‘Climate controlled storage units are important because they maintain a consistent temperature and protect artifacts from extreme temperatures.’ In addition, correlate your thesis statement to the type of research paper you are writing; that is, is your research argumentative, persuasive, or informative? The Structure of an Ecology Research Paper A scholarly research paper has six main sections, but the number of segments may vary depending on the topic, the purpose of the research paper, and its length. The sections include the title, the abstract, the introduction, the body, the conclusion, and the reference section. In most cases, the body section contains other sub-divisions such as methods, results, and discussion. Title of the Research Paper Different writing conventions have diverse requirements concerning how the title page of your research paper should appear. The common elements that cut across all conventions are the name of the author, the title of the research paper, and the assignment or the publication date. Abstract The abstract is a brief section of your research paper that describes your study, states its significant and major findings, and summarizes the major points. Although the section comes before the actual paper, it is appropriate to write it last. Introduction The introduction should occupy about 10% of your entire research paper. However, the length may vary depending on the topic and the availability of segments such as problem statement, the significance of the research, and objectives. Whether the noted segments are stand-alone elements of the introduction or not, you should include information about: The objective of the research; Background information on the study topic; The significance of the research topic and the paper to the intended audience; Thesis statement, purpose statement, and an outline of the paper. The introduction of a scientific research paper should also include a brief review of the relevant literature and state the hypotheses to be tested. Body This part of the research paper focuses on the study completely. The body should: Present relevant and current research that pertains to your ecology research topic. Provide evidence that supports your arguments objectively. Avoid drawing any conclusions regarding the research. The body section can be written in prose with each paragraph presenting new ideas or theme and supporting evidence. In such a case, the outline for the body is as follows: Paragraph 1: Main idea 1 Supporting evidence 1 Supporting evidence 2 Paragraph 2: Main idea 2 Supporting evidence 1 Supporting evidence 2 The noted outline can be used for all the major themes and ideas. Other elements that should be incorporated in the body paragraphs include: A topic sentence: the topic sentence in each paragraph should organize and encapsulate the entire ideas and content of the paragraph. The sentence should appear at the beginning of the paragraph. The questions you should ask yourself when writing the topic sentence include: What will the paragraph discuss? Why did I choose to include the information I have? Why is this paragraph essential to the context of my thesis statement and arguments? What point am I trying to make? If your topic sentence requires further elaboration, add one or two sentences that explain it. An introduction to your evidence. Research papers require students to incorporate evidence to support claims highlighted in the paragraphs and the research paper as a whole. The evidence may be in the form of quotes, figures, examples, and statistics. The evidence must be well integrated into the topic sentence, as well as your claim and opinions. In this case, you should ensure that the reader can transition from your opinions to evidence that supports your viewpoints. A concluding sentence. The concluding sentence acts as an element that reasserts how your paragraph contributes to the development of your claim and the research paper. It should also help in transitioning from the paragraph to the next. As noted earlier, some research papers are more elaborate and are based on the scientific method of inquiry. If your research paper is based on a purely scientific method of inquiry, your body section needs more than just paragraphs with topic sentences and supporting evidence. These types of research papers have other subsections, such as research methodology, results/findings, analysis, and discussion of findings. Research Methodology The research methodology section should elaborate the research design used to gather data for analysis. You should describe the methods and materials employed in detail to allow the reader to understand the basis of the stand and replicate the entire study where necessary. If the ecology research is based on human participants, describe your sampling process and data collection methods and procedures. Results/Findings This section of the research should highlight the main features of the gathered data. You should not provide a complete description of the details besides presenting data in tables and figures. However, some data cannot be presented in graphical forms, which implies that you can present the results in parenthesis. Discussion Interpret and evaluate the results presented in the earlier section critically. You need to compare your findings to your expectations and evaluate whether they agree with formulated hypotheses where applicable. Moreover, compare your findings with the results from similar studies in your chosen ecology topic. Respond to the research questions and draw conclusions. Conclusion The conclusion of your research paper should address your thesis statement by synthesizing the research presented in the paper. Summarize the main points of your research paper and findings of the study, as well as their implications and significance. A good conclusion should: Restate and not simply repeat your thesis statement; Offer summarized and synthesized findings of your research; State implications and recommendations for further study based on your study findings; Make sure not to introduce new content into the conclusion. Reference Section. The reference section highlights the literature cited. The references should be well articulated and in line with the appropriate formats as dictated by various writing conventions. Post Writing Tips from Our Writers to Polish Up Your Ecology Research Paper Proofreading your research paper is the major post writing activity you should engage in. You should review: Paragraph level issues, such as the sequencing of ideas, the presentation of topic sentences, the generalizations, the summaries, the use of transitions, and the presentation of evidence for your claims; Sentence level issues, such as the word choice, the sentence structure, the spelling, and the punctuation; Consistent use of a single system of documentation, appropriate citation of borrowed primary and secondary sources, and the accuracy of the works cited list. The proofreading should be done hours or days later to promote objectivity.

Cultural Diversity Paper Essay Example | Topics and Well Written Essays - 750 words

Cultural Diversity Paper - Essay Example fornio died but before his death he wished his tomb to be inscribed that when he was born California was still Mexico and in his death, it is still Mexico. As Josà © was in California, he meets the love of his life Maria (Jennifer Lopez) who was a citizen of the United States and Maries her. However, Maria is illegally deported by the U.S. government to Mexico but manages to return to Los Angeles after two years through an arduous and long trip. In her return, she comes with their new child named Chucho. After 20 years, their eldest daughter Irene is getting married, and Paco and Chucho have grown-up. New add-ons to the family comprise Toni, Guillermo, and Jimmy. The movie gains energy after the marriage when Chucho unintentionally kills his rival Mejja, who was bothering him, and he becomes a fugitive. Afterward the Los Angeles Police Department shoots Chucho as Jimmy watched, this made Jimmy angry, and he followed the footsteps of Chucho of becoming a fugitive. Chucho’s gir lfriend gets pregnant and gives birth to Carlitos, but dies unexpectedly. Chucho blames the doctor and after stealing from a store he is jailed and Carlitos is brought up by his parents. After being released, he does not want to anything to do with his son but when he sees him he suddenly wants to take care of him. Nevertheless, his son does not like him but later they reconcile. The story ends with Maria and Jose recalling about their past (Nava, 1) The use of family or household as a character in the movie gives a point of reference for the numerous potential audience. However, simultaneously, the characters diversity and the narrative assessment of their choices in life tend to value integration over assimilation while the insinuations to Mexican religiousness insist on a certain degree of unreachability to the non-Chicano listeners. Therefore, the demonstration of family imitates the patterns already recognized with respect to the demonstration of space and language use. Concisely, from

Building Hisense brand equity through selected marketing programmes- A Thesis

Building Hisense brand equity through selected marketing programmes- A study on the relationship among brand equity, marketing mix elements and consumer respons - Thesis Example er to test the defined structural research framework and research hypotheses empirical research was conducted on the sample of Hisense consumers in Johannesburg, South Africa. The Structural Equation Modelling (SEM) and the multiple regression statistical method with the Statistical Package for Social Science (SPSS 11.0) are used to analyze the data. The concept of brand equity has received significant attention from both scientists and marketing practice, which resulted in a large number of articles and books on the subject (e.g. Aaker, 1991 and 1996; Aaker and Keller, 1990; Farquhar1990; Aaker and Biel, 1993; Keller, 1993; Agarwal and Rao, 1996; Yoo et al., 2000; Morgan, 2000; Rio, et al., 2001; Datta, 2003, Moore et al., 2002; Keller, 2003). The importance of brand equity consists of numerous benefits for companies that own brands. One of the benefits provided by high brand equity is the possibility of brand extension to other product categories. Generally, brand extension is defined as the use of an existing brand name for entry into a new product category (Aaker and Keller, 1990). When compared to new brand names, brand extensions have lower advertising costs and higher sales (Smith and Park, 1992). Successful brand extensions contribute to higher brand equity of the original brand (Dacin and Smith, 1994; Keller and Aaker, 1992); However, unsuccessful extensions may reduce the brand equity of the parent brand (Aaker, 1993; Loken and John, 1993). Aaker and Keller (1990) developed a model for consumer evaluation of brand extensions and a number of authors worked on generalization of this model (Barrett et al., 1999; Bottomley and Doyle, 1996; Sunde and Brodie, 1993). In addition, brand equity increases (1) willingness of consumers to pay premium prices, (2) possibility of brand licensing, (3) efficiency of marketing communication, (4) willingness of stores to collaborate and provide support, (5) elasticity of consumers to price reductions, and (6) inelasticity

Effect of Ability Tracking on Student Performance Essay Example for Free

Effect of Ability Tracking on Student Performance Essay Many factors can influence students’ academic performance. Some argue that more challenging course material can put less prepared students at a disadvantage, while others argue that insufficient challenge leaves bright students bored and unmotivated. In essence, the â€Å"one size fits all† approach to curriculum has for many years been set aside in public schools in favor of ability tracking. The fit of students to curriculum difficulty is argued by some to be the key to ensuring student success; it ensures that teachers give equal focus to students of all ability levels, and also can encourage students with lower ability to participate more in class because they are less likely to feel intimidated (Slavin, 1990).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Of course, how students are tracked varies; some schools allow students to be placed into an advanced class for one subject and a lower ranking class for others, while others do not allow this kind of mobility (Slavin, 1990). Even if done carefully, tracking can influence choice of peers and views toward other students. Gamoran (1992) finds that friendships are more easily formed among students in the same tracks than among students in different tracks. A related concern is that tracking leads to students being stigmatized, and ultimately leads to poor academic performance and negative attitudes toward education (Gamoran, 1992). Ansalone (2003) discusses how tracking may perpetuate the cycle of poverty, and the effect of tracking on learning compared to educational systems outside the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   So does ability tracking help or hinder performance? Analyzing historical and present academic performance of eleventh graders in the context of the level of challenge attached to their curriculum, may help to answer this complex question. Specifically, two hypotheses were tested:   First, improvements in performance (percentile rank) will be more pronounced for students with more challenging curriculum than those with less challenging curriculum. Second, Improvements in performance (percentile rank) will be more pronounced for students who have lower current GPAs but had more challenging curriculum than for student with higher current GPAs and less challenging curriculum. Data Sample   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The sample included 261 eleventh graders for whom no demographic data (e.g., gender, family income, parent’s education, race) were provided. The following variables were available: Grade Eight Performance Assessment (GEPA) scores in Algebra and Science. Track Rank scores indicating the level of challenge associated with each student’s curriculum. Eleventh Grade High School Performance Assessment (HSPA) in Math. Eleventh Grade Math SAT scores. 4)   Current Grade Point Average (GPA). Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Track Rank scores in the sample ranged from 1.17 to 4.17, with a mean of 2.75 and a standard deviation of .68. To test the first hypothesis, percentile scores were calculated for each student’s GEPA scores, as well as their HSPA scores, and then difference scores were calculated between each of the GEPA percentiles and the HSPA percentile. Descriptive statistics for the percentile improvement variable are shown in Table 1. GEPA SCI Improvement (n=260) GEPA ALA Improvement (n=260) Mean -.00134 .00397 Std. Dev. .2206 .2927 Minimum -.574 -.889 Maximum .616 .828 Table 1. Descriptive Statistics for Percentile Improvement Scores Track Rank scores were not significantly correlated with percentile difference scores for either of the GEPA performance scores (see Table 2). Thus, the first hypothesis—that students with more challenging curriculum will experiences more pronounced score improvements than those with less challenging curriculum can be rejected. GEPA SCI Improvement (n=260) GEPA ALA Improvement (n=260) Track Rank r = .099, p = .112 R = .057, p =.362 Table 2. Correlation of Track Rank with Performance Improvement To test the second hypothesis, it was necessary first to determine whether some students had higher GPAs and lower Track Ranks, while others had lower GPAs and higher Track Ranks.   In fact, Track Rank was significantly correlated with GPA (see Table 3). This indicates that Curriculum difficulty is a strong predictor of GPA, and makes it impossible to test the remainder of the second hypothesis. GPA (n=261) Track Rank r = ..634, p = .000 Table 3. Correlation of Track Rank with GPA In contrast, both GEPA scores were significantly correlated with Track Rank (as shown in Table 2), and with GPA, HPSA and SAT scores (see Table 4). Additional data, such as demographics, would have allowed more detailed analysis of this sample. However, with the available evidence, in the current sample, the surest predictor of current performance is past performance. GEPA SCI Improvement (n=260) GEPA ALA Improvement (n=260) HPSA r = .706, p = .000 r = .481, p =.000 SAT r = .500, p=.000 r = .407, p=.000 GPA r = .383, p=.000 r = 4.91, p=.000 Table 4. Correlation of GEPA scores with later performance References Ansalone, G. (2003). Poverty, tracking, and the social construction of failure: International perspectives on tracking. Journal of Children and Poverty, 9(1): 3-20. Gamoran, A. (1992). The Variable Effects of High School Tracking. American Sociological Review, 57(6): 812–828. Slavin, R.E. (1990). Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis. Review of Educational Research, 60(3): 471–499.

Meditation :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  My Personal Meditation   Ã‚  Ã‚  Ã‚  Ã‚  I was very skeptical and cautious about the lesson on meditation. A few years back I had taken a course on relaxation, which I had found to be only somewhat helpful. I was hoping to find another alternative to calm myself and release the stress. Although I became disbelieving of meditation-I was proved wrong.   Ã‚  Ã‚  Ã‚  Ã‚  After you told us to close our eyes, I had a hard time falling into the meditation. At first I felt uncomfortable and distressed. Thoughts kept revolving in my head and I could not get myself to let free. I wondered whether or not the never-ending gibberish you kept repeating was annoying anyone else. I was astonished at how long you kept repeating yourself without tiring.   Ã‚  Ã‚  Ã‚  Ã‚  After a while I found my own method and it had worked for me. Instead of listening to your words (which I became annoyed with) I blocked out every noise, word, racket the surrounded the room. I completely tuned out from reality and fell into the meditation.   Ã‚  Ã‚  Ã‚  Ã‚  I did not realize that I had fallen into the meditation until after I came out of it. I felt like I had detached from my body and floated away. My mind was completely relaxed and blank. Nothing like I pictured it to be. I just felt NOTHING! No noise, no thoughts, I felt at peace with myself. It was hard for me to come out from the meditation because I had forced myself to block everything out and did not hear when you told us to open our eyes. Overall, it was a great experience and I found that it had relaxed me a great deal. However, I did not gain energy as you had so explained to us. I became very sleepy and peaceful. The only problem was that I had to go to work right after class. I work at a law firm, and being so relaxed did not help me at work.

What makes a family

Family It was three pickoff In the morning on a cold spring night In 1988. My parents woke me up and told me it was time to get ready to go to the airport. We were leaving Russia to move to the united States. My grandparents, aunts, uncles and cousins had moved to the United States a few years back. I was ecstatic to be once again reunited with my relatives especially with my cousin Yang who I was very close to. I Jumped out of bed with so much excitement; I can almost see my heart pumping out of my chest.It was a matter of minutes until I was standing by the door wearing my Black oat and a suitcase next to me. Prior to my relatives leaving, we would spend every weekend, holiday and special occasion together. I would Impatiently Walt for the weekend to come so I can see my cousin Yang and my grandparents. My grandmother would bring little gifts every time she saw me and my grandfather was my hero, regardless of the situation I can always count on him to take my side. Upon moving to B rooklyn, I expected that everything would continue to be the same as It once was In Russia.Within a few months, I realized that this was not the case. My grandparents were occupied with their jobs and other responsibilities. Yang lived to ar of a distance to walk so our time together was limited. We no longer had time to see each other on weekends or spend holidays together. My parents had also become extremely busy trying to construct a new life and part of that process required for them to work on weekends. My father was struggling to accept that he was once a business owner in Russia and now a blue collar worker.He soon began to channel his anger and frustration on me. â€Å"l wish you were a boy' he said, â€Å"l could have taught you manly things. † However, he never took the time to Inquire about my life or teach me about life. Soon, I did not Like spending time at home. I would often find myself feeling lonely and wishing I had a brother or a sister that I can be clos e to. I wanted to feel what it would be like to be loved again. During my first summer in Brooklyn I felt lonely. School was out of session and I had no friends.I would be at the playground near my house watching other kids having fun. My English was still not very good and I had trouble approaching the other children. One day I noticed a girl that, like me, was also alone. She was sitting on a bench about ten feet away and noticed her glancing at me. Within a few minutes she approached me and asked in Russian â€Å"what is your name? ‘ â€Å"Lairs. And what Is yours† I replied. Her name was Anna. She was instantly very talkative and continued asking me questions such as â€Å"where are you from? † and â€Å"how far is your home? We ended up staying at the playground until sundown, and it was one of my happiest days from that summer. It did not take us long to become close, We spent every day of that summer together and I realized that her situation was very si milar to mine. She had also moved with her parents from Russia not too long ago. Eventually they divorced and her mother gave the responsibility of raising her to her grandparents. Unlike me, however, Anna was stronger and more confident. She had control of her emotions and could not be Influenced by others. The opinion of others also did not matter. Be who you want to be, not who others want you to be,† she said â€Å"But I don't want to make my father 1 OFF â€Å"He is already always angry, what difference does it make? † she said â€Å"I am scared I will be in trouble† I said â€Å"We will face the consequences together† she said I thought that if I followed her lead, maybe I too can come out of my shell and be as strong as she was. Anna was protective of me and cared for me as if I was her little sister. After school we would often go to her grandparents' house for dinner and it made me nostalgic of the days my grandmother would cook for me in Russia. After a while her grandparents accepted me as their own grandchild. They invited me to all of their special occasion and holidays. I began spending more time with them instead of my own family. One morning after leaving her grandmother's house to go to school, Anna stopped unexpectedly. She grabbed my arm and said â€Å"can I ask you a question? † I was confused and hesitantly said â€Å"sure. † â€Å"Do you want to be blood sisters? † she asked. â€Å"How do we do that? † I asked puzzled. Let's both cut our pinkies, put them together, and we will become sisters by blood† she answered.We felt so strong about our friendship that on May 21st, 1992 we created an unbreakable bond. Anna became the sister I had always wanted. When I needed to turn to someone for advice or for help I turned to Anna. She did not Judge and supported me regardless if I was right or wrong. I have never trusted a person so much in my life. We discussed education, relationships, careers and marriage. This was something I was unable to do with any of my family members. Of course, we would have our disagreements and fights, but through it all our bond always minded strong.We laughed together, cried together and shared life's ups and downs together. I was blessed to have her in my life. When I reminisce about that day, I realize that although what we did was childish, it also speaks a powerful message. While your parents will always be your family through birth, as you go through life you determine who you can call family. Anna showed me that this can extend to include those that are not your relatives. In my life, Vive formed my family to be people that influence my life, who help me through tough times, and who love and support me regardless of the circumstances.

Poverty and Charity in Jane Eyre Essay - 1141 Words

Poverty and Charity in Jane Eyre When Jane Eyre resided at Gateshead Hall, under the care of her aunt, Mrs. Reed, she yearned for a change. The treatment that she received at Gateshead Hall was cruel, unjust, and most importantly, lacked nurture. Jane wanted to escape Gateshead Hall and enter into a school. The school that was imposed upon Jane was Lowood Institution. Through her eight year stay at Lowood, Jane learned how to control her frustrations and how to submit to authority. After leaving Lowood Institution and taking the occupation as governess at Thornfield Hall, Jane realized that her experiences at Gateshead Hall and Lowood Institution had deeply rooted themselves into her personality. After departing Thornfield Hall, Jane†¦show more content†¦In one instance, finding that Jane had borrowed one of Johns books, he physically and mentally torments her: You have no business to take our books; you are a dependent, mamma says; you have no money; your father left you none; you ought to beg, and not live here with gentlemans children like us, and eat the same meals we do, and wear clothes at our mammas expense. Now, Ill teach you to rummage my book-shelves. (43; ch. 1) After yelling at Jane, John Reed threw the book at her and caused her head to bleed. The entire outcome of this incident was blamed on Jane; not because she borrowed a book, but because she was considered less than a servant and a wicked child by everyone who resided at Gateshead Hall, including the servants (44; ch. 2). It was hard for Jane, who at the time was ten years old, to understand why she was treated so harshly. She questioned herself as to why she deserved such ill-treatment: Why was I always suffering, always browbeaten, always accused, and forever condemned? (46; ch. 2). The only answer she could come up was that she was a discord in Gateshead Hall and that she had nothing in harmony with Mrs. Reed or her children (47; ch. 2). Jane did not even consider the Reeds as part of her family. I am unhappy -- very unhappy . . . For one thing, I have no father or mother, brothers or sisters (56; ch. 3). Jane longed for a complete change . . . an entrance into a new life . . .Show MoreRelatedJane Eyre, By Charlotte Bronte1143 Words   |  5 PagesDerek Chao Ms.Roberts AP Literature November 18 2015 Awesome Essay Jane Eyre, written by Charlotte Brontà «, illustrates a British society that depicts an uneven distribution of wealth among people in the Victorian Era, creating this gap between the rich and poor. Social class in British society was made of the lower, middle, and upper class. 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