Buffy the Vampire Slayer Episode 410 - 1787 Words

In Buffy the Vampire Slayer episode 410 â€Å"Hush,† a group of demon-like creatures known as The Gentlemen take over Sunnydale, stealing the voices of everyone in the town and the hearts of seven random people. At this point in the series Buffy and Willow start college and Buffy meets a boy named Riley, who is a teacher’s aide in their class. During class Buffy has a dream of a little girl holding a wooden box who is singing a cryptic rhyme about The Gentlemen that says things like â€Å"Can’t even shout† and â€Å"Can’t say a word.† After class Riley tries to get Buffy to tell him about her dream, but she tells him â€Å"I’m not saying a word.† The episode then goes to Xander and his girlfriend Anya. Anya is upset with Xander for never asking about how she feels, and tells him â€Å"we never talk.† The scenes foreshadow all the characters taking their voices for granted, and becoming overwhelmed when they are misinterp reted. When The Gentlemen steal their voices, it causes them to not be able to talk to each other, making them realize how important communication really is. In â€Å"‘Tough Enough’: Female Friendship and Heroism,† Sharon Ross focuses on the importance of a new vision of heroism, by discussing epistemic negotiation. The chapter also discusses how important both female friendships, and group friendships, can be in helping to fight crime. The main idea of epistemic negotiation is shown throughout the show, Buffy the Vampire Slayer because Buffy â€Å"almost always consults with her friends

Terrorism And The Social Media - 1719 Words

Terrorism and the use of social media to further its objective is a major concern affecting the world today. With the growing threat of terrorism, studying its operational techniques help to determine how and why terror groups are succeeding. Understanding the impact that terror groups have on marginalized populations through propaganda and a manipulation of facts will help in developing a greater understanding of terror group’s ability to mount successful campaigns globally. Given the threat that social media poses to the exposure and growth of terror organizations worldwide, much research and analysis is currently underway to examine the role that social media has played in the radicalization of countless individuals from various backgrounds and localities throughout the world. The link between social media and terrorist networks and their recruiting campaigns are very much an issue affecting peace and stability today. As such, nations and law enforcement agencies globally h ave taken steps with the communication industry to address this issue. Unfortunately however free and open access and anonymity offered by the internet creates a scenario in which law enforcement can identify terrorist material and remove it but terror groups can replace it with new content faster than it can be removed. The United Nations has recognized the threat that terrorism has on global security. In its â€Å"Plan of Action to Prevent Violent Extremism† the use of social media is addressed with theShow MoreRelatedSocial Media Effects Terrorism : Terrorism1205 Words   |  5 PagesSocial Media Effects Terrorism What is cyber terrorism exactly? Cyber terrorism is known for â€Å"an electronic terrorism or information wars, can be defined as any act of Internet terrorism which includes deliberate and large-scale attacks and disruptions of computer networks using computer viruses, or physical attacks using malware, to attack individuals, governments, and organizations† (Paul Curran). Terrorist have gotten a lot clever and started using social media to alert, recruit, and scare theRead MoreThe Merits And Merits Of Media Coverage Of Terrorism Essay1607 Words   |  7 Pagesyour choice, discuss the merits and de-merits of media coverage of terrorism. Introduction: From the outset, the paper makes clarity of the key terms terrorism and media coverage. According to Magstadt (2009:506) terrorism has been defined in many ways, but the most definitions take into account several factors including violence’s, the desire for publicity, political motive and intimidation aimed at the civilian populations. Jerkins (n.d.) â€Å"terrorism is the use or threatened use of force designedRead MoreMedia In Mass Media1555 Words   |  7 PagesIntroduction In more recent years, the mass media has begun to play a huge part in how the general public’s view on the world and how they receive their news. When mass media was first introduced, it shared news alongside the main conveyer – print, but with the growth of social media and the web, news has taken a technological turn. When it comes to sharing any form of news, it has become more common for people to check the internet using their phones. Mass media platforms like radio, television andRead MoreSecurity Background And Threats Of Terrorism Essay1374 Words   |  6 PagesOne. Security background and threats of terrorism Since the beginning of a 21st century, an international security environment has been proved to be more volatile, unpredictable, complex and ambiguity with their challenging effects in various ways. Thus, those challenging situations take into particular considerations when combating terrorism throughout the national security strategy. The civil war, sectarian spillovers of crises, state catastrophe in central Africa and the Middle East will likelyRead MoreWorldview On Terrorism : Terrorism1654 Words   |  7 Pagesworldview on terrorism. Unlike earlier before when terror groups were confined in their countries or particular region, the new form of terror signposted that they could perpetrate terror to the entire world. Evidently, from the recent past attack it’s apparent that their most suitable target is unarmed civilians. They also target the highest number of casualties possible so as to inflict fear and intimidations and consequently pass their propaganda. Modern terrorism can be analyzed focusing on issuesRead More The Media’s Support of International Terrorism Essay1742 Words   |  7 Pagesthe Romans slowly disappear and their voices vanish from Jerusalem.   The fear of terrorism grows and Roman repression grows along with it, this in turn leads to the people of Jerusalem to revolt in 70 AD (Miller V).   If this attack had been made in some dark alley with no spectators would the people react the way they did?      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The marketplace of old Jerusalem, can be compared to the media of today. What better place to get the public informed about your reasons and purposeRead MoreThe Impact Of Media Coverage On Public Perception1701 Words   |  7 PagesWestern media. Media coverage impacts public perception, it influences the how people â€Å"learn, understand, and think about an issue† (Powell, 2011). At the University of Illinois-Urbana Champaign, students consume Western media in all types of forums. But exposure of angled content can create a very specific viewpoint on a global issue that requires perspectives from all sides of the subject. University of Illinois-Urbana Champaign students are aware of the obvious partiality in American media, butRead MoreTerrorism and Moral Panic in America Essay1650 Words   |  7 Pagesindividuals who believe that their social stability is being endangered. There have been a number of moral panics which have captivated society in terror and more often than not, owing to unfamiliarity. This essay will discuss the perception of a moral panic and will look at the case of the September 11th Terrorist attack against the United States of America, which triggered a colossal conflict of morality within modern day society. This essay will also analyse terrorism as a perceived deviance, the roleRead MoreThe Is Terrorism, And What Makes It Offensive?1492 Words   |  6 Pagesfactors. Perspectives are a major factor with terrorism. Terrorism can be traced back nearly 50,000 years, to the onset of human existence. It has affected every culture, and every gender. Ranging from the Egyptians and the pharos, to the Greek kings. It has marched across all of the Middle East, through the once pure skies, right into our home land- the United States of America. But what is terrorism, and what makes it offensive? To understand terrorism, we must delve into its roots. In the documentaryRead MoreWeb Traffic And The Individual s Footprint Online959 Words   |  4 Pages Understanding and utilizing big data, such as the kind gathered en masse from social media and internet browsing searches can be a useful tool to combat terrorism domestically and abroad. It allows for connecting the dots of an individual’s online footprint to potentially identify terrorists before they strike. However, privacy advocates and private citizens are concerned that the growing scope of data collection and analytics by the government could lead to abuse, profiling, criminalization of

Levis case study - swot free essay sample

Analysis: Strength Levi’s holds a top position in the clothing industry. It has successfully applied differentiation strategies in its business with its history of a highly recognizable brand name and brand loyalty. It charges customers a premium on its products by providing valued features. Weakness Levi’s has high labour costs due to its strong â€Å"social conscience,† â€Å"US-made† persistence, and generous salary and benefits packages. Also, the chain of Original Levi’s Stores (OLS) is a weakness in Levi’s operations. Even though the OLS has a 30% higher profit per pair of jeans than the wholesale channel, it was less profitable than the wholesale channel because of the significant operation costs (largely due to the additional SGA costs) and inventory costs. In addition, the brand name does not carry as much cachet, so Levi’s required new valued features to differentiate itself. Opportunity Apparel imports were increasing faster than exports and the denim sales grew approximately 10% per year. We will write a custom essay sample on Levis case study swot or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These indicated that there was a significant demand in the market and potential growth for the company. Also, there is an emerging requirement of providing sufficient customization and maintaining reasonable costs and operational feasibility, which created a high-end niche market that allows Levi’s to avoid price-based competition and strive for differentiation. Threat In the lower end market, jeans producers set up cheap overseas facilities. This enabled the low-cost, high-volume producers to gain cost advantages over Levi’s. In the upper end of the market, more expensive brands targeted the affluent customers. As a result, Levi was at a disadvantaged position in both market segments. There are two main alternatives for the Levi’s effort to retain its competitive advantage and support its growth. Levi’s can outsource its production to lower its labour cost and eliminate its cost disadvantage with competitors. However, this move goes against the company’s values and the corporate culture, and it can lead to serious dilution of the brand image. The other alternative is to accept the Personal Pair Proposal submitted by Custom Clothing Technology Corporation (CCTC) and use a focused differentiation strategy in the jeans market. The fast growth of the denim market plus the fact that 75% of women are not satisfied with the fit of their jeans suggests that there is a considerable untapped premium jeans market. Also, the mass customization would reduce the disadvantage of OLS by lowering the distribution and inventory costs. In addition, this program would provide differentiation in the eyes of customers, and remove the disadvantage in competing with the dual set of competitors. Recommendation: Levi’s should take advantage of the Personal Pair Proposal and further differentiate itself from other market players. If Levi’s successfully carries out the program, it will reinforce the company’s image of being the â€Å"first,† and bring added value to the brand name. However, Levi’s should pay extra attention to the modification and implementation of facilities, because the usage of the new technologies is the key factor in this program.

Research Paper on Air Suspension System Essay Example

Research Paper on Air Suspension System Essay Air suspension is a suspension system that uses the compression of gas, here in the form of compressed air, for the suspension travel. The spring elements consist of air bellows filled with air of a compressor, which is usually driven by the vehicle engine. Advantages of air suspension over conventional steel springs are comfortable ride quality and continuously variable level control. Via the control valves, the pressure in the air bellows depending on load. Those who are about to write a research paper on the topic have to know that air suspension was introduced on Cadillac Eldorado Brougham model year 1957. The system was then offered as an option on several other American car brands in the late 1950s, but reliability problems meant that the system quickly disappeared again. Air suspension was also used in German luxury cars, such as the Borgward P100, Mercedes-Benz 300 SEL and Mercedes-Benz 600 in the 1960s. The complexity and the high cost of production, coupled with the development of ever-improving conventional suspension system meant that the air suspension system never became popular for use in normal everyday cars. We will write a custom essay sample on Research Paper on Air Suspension System specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Paper on Air Suspension System specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Paper on Air Suspension System specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The air suspension reappeared in the late 1990s as an option for the Mercedes-Benz S-Class. Nowadays most premium brands offer suspension system for their car models. Air springs are also used in heavy vehicles. By continually adjust the suspension for the load weight of a truck is improved both comfort for the driver and the load on the roadway. The air suspension system provides greater softness for your truck, car, van, or recreational vehicle. Driveability problems caused by heavy or improperly distributed loads can be quickly corrected simply by adding or removing the air from the system and can be controlled from inside the vehicle, including during moving. On modern buses used air suspension often used to regulate the height of the bus floor and the bus stop at the service. The air suspension system is also used to display that vehicles can be walked in with a very low vehicle height. Modern trains and trams are usually equipped with air suspension between the bogie and the car body. It is used to improve the ride comfort as well as automatic level control. This means that passenger trains floors are kept in line with the railway station platforms at the service. Currently the price of an air suspension kit is still very expensive, but very rewarding. A complete kit costs $ 2500 to $ 3500. To have a simpler kit without the compressor will cost you $ 1500 to U.S. $ 2500. The difference is that without the compressor cylinder the system does not fill itself with air automatically, and therefore the user has to fill it with air. Use free sample research papers on air suspension system to find out the most important moments of the topic. Are you looking for a top-notch custom research paper about Air Suspension System? Is confidentiality as important to you as the high quality of the product? Try our writing service at EssayLib.com! We can offer you professional assistance at affordable rates. Our experienced PhD and Master’s writers are ready to take into account your smallest demands. We guarantee you 100% authenticity of your paper and assure you of dead on time delivery. Proceed with the order form: Please, feel free to visit us at EssayLib.com and learn more about our service!

Anatomy of an Illness essays

Anatomy of an Illness essays Norman Cousins is senior lecturer at the School of Medicine, University of California at Los Angeles, and consulting editor of Man and Medicine which is published at the College of Physicians and Surgeons, Columbia University. For almost all of his professional life, Norman Cousins has been affiliated with Saturday Review. He became its editor in 1940, a position he held for more than thirty years. He is presently its editorial chairman. Mr. Cousins is the author of eleven books, including Dr. Schweitzer of Lambarene, The Celebration of Life, Present Tense, In Place of Folly, The good Inheritance, and Modern Man Is Obsolete. Anatomy of an Illness is written in light of a serious illness a patient was diagnosed with. Through trust, hope, humor and many months of treatment the patient was cured. It is a piece published to share the gruesome and enlightening points of the doctor/ patient relationship the two main characters obtained. The author offers the idea of placebo healing as opposed to the prescription method, which he believes is overrated. The book is used in over two dozen medical schools for instructional purposes, not to mention being republished in fourteen separate countries. Undoubtedly, Anatomy of an Illness is an irreplaceable book. Norman Cousin ¡s main points include: h Laughter is the most powerful medicine. h  ¡Placebos, ¡ Dr. Shapiro has written in the American Journal of Psychotherapy,  ¡can have profound effects on organic illness, including incurable malignancies. ¡ h Current scientific research in the physiological benefits of laughter may not be abundant but is significant, nonetheless. h The body responds naturally to laughter and creativity, seeing it as a  ¡want to live ¡ way of life, and therefore working undividedly to fight the illness. h The best way to eliminate pain is to ...

Ethical Dilemma Essay Sample

Ethical Dilemma Essay Sample Essay on Ethical Dilemma If You Saw Your Best Friends Cheat on a Test, What Would You Do? Always remember that when you cheat or planning to cheat, then you always lose. This is especially when you are going to cheat on your exams because you are attempting to outsmart your professor or teacher by means of violating the rules. If you happen to see your best friend cheating, it is important to remind them that what they are doing is inappropriate. Cheating is not acceptable and therefore anyone who is caught cheating will face punishments from the teacher. The teacher is not the only one who will provide punishments because the school is expected to apply the same. This is because cheating is the most unacceptable form of offense at school because it can generate a public scandal to the community. As the best solution, it is important to approach your best friend and inform that their recent action is unacceptable. Getting caught could risk their academic status, especially if there is a proof to show to the school administration such as the principal. Promoting awareness regarding the consequences of cheating is implied because the best friend will soon realize that the value of honesty. As a best friend, acting as a guide is important because it shows how concerned you are to your friend who is drawn into an action that is not acceptable. This is instead of reporting your best friend to the teacher or school administration that he cheated on a certain activity such as exams. In this way, your best friend will feel that you seriously care for them and are now willing to follow your advice not to repeat the same mistake for the next school assignment process. The only concern is to know what is going on inside the head of that particular best friend. This is because they think that they are offended by the situation. Some best friends argue when their action is seen by them as the rightful thing. There are numerous reasons to consider because there are factors that influence a person to commit such behaviors, which forces them to commit such actions. Criticisms are sometimes not the rightful way to approach your best friend to take such actions. In this case, the relationship between friends is at risk for being strained. Telling your best friend that his act was wrong during the exam should be treated with a proper approach to ensure that you are going to tell them using the right approach as well as using the right word. Cheating is the mortal sin of education because it is an act of taking advantage of the subject matter against the practices of any academic institution. When a person cheats, they violate the policies of the school where they are currently learning. Students who commit such acts are usually suspended from school because it negatively affects the performance of the school. Disciplining the student in a right manner ensures that the response becomes subjective, relevant, and appropriate to prevent similar offenses in the future. Always remember that there were students who were expelled from the school because they were caught cheating in their previous classes by their teachers and school administration. Every offender offends the moral and ethical values of learning because they are taking advantage against the law’s implementation that could lead them to a humiliating consequence after committing an unacceptable action (Blumenthal, 2013). Reference Blumenthal, William (2013). Models for merging the US antitrust agencies.  Journal of Antitrust Enforcement. Oxford Journals.  1  (1): 24–51.

History Essay Example | Topics and Well Written Essays - 1000 words - 5

History - Essay Example This changed Ida’s destiny, since she was able to attend university unlike other children born to slaves. Ida had several memories of slavery and during her adulthood, she made a vow to fight for racial justice. Among the racial and gender stereotypes that Ida was challenging discrimination of blacks by whites, the killings of blacks by whites, rapes of Negro girls and women by white men, stereotyping upon black men as rapists, and economic destruction of blacks by whites. During the periods of post-reconstruction and post-emancipation, racial categories in America were on the rise and this promoted more lynching crimes. Wells first encounter with racial discrimination happened when she boarded a train, but was forced out of the train for sitting in the section meant for whites. Despite suing the Chesapeake and Ohio railroad company, she lost her case against the train company, the main reason being the fact that she was black. According to Waldrep, â€Å"in 1887, the crusadi ng journalist Ida B. Wells lost faith in the law when the Tennessee Supreme Court ruled against her suit against a train company that had forced her from the white section of its train† (52). All along, Wells had believed that the law would be impartial in its ruling, but like other black leaders she generated doubts on whether the law and constitutionalism could sufficiently fight white oppression. During the 19th century, lynching of blacks by whites was a common occurrence. Wells had however not faced any lynching incident although she knew that the crime existed. She began her campaign against lynching five years after the train incident, when a quarrel between blacks and whites broke out at a neighborhood in Memphis. The reason for the quarrel was the opening up of a grocery store meant to provide the black population with cheap groceries by three black men namely; Henry Stewart, Calvin McDowell, and Thomas Moss, who were friends to Wells. The grocery store belonging to t he three black men was located across a grocery store owned by whites and the fact that the black men had decided to sell their groceries at a price they perceived fair to the black community angered the whites. Both communities knowing of the intentions of each other organized mobs, so when the white community went to the store to attack the owners, the three owners and the entire black mob was ready. The three white men that invaded the store were shot by the owners and this led to the arrest of the three black men. According to Wells, â€Å"the three business partners were jailed and charged with wounding white men , despite their doing so in what they had thought was defense of their property† (3). The arrest and subsequent actions towards the three black men were supposed to follow the law, but this did not happen. White newspapers emphasized the issue of the blacks being wrong, and at no instance did they mention the intentions of the white mob for invading the grocery store owned by blacks. Asante asserts that the newspapers elevated â€Å"white anger and gave rise to the formation of another white mob, this time outside the jail where the three blacks were being held and resulting in their murder† (164). This and many other similar incidents are evidence of lynching against blacks and economic destruction of blacks by whites in the 19th century, aimed at keeping the black race down by eliminating any blacks who seemed to have the potential of being economically successful. This is supported by

How American Dream in The Great Gatsby Compares to the Modern American Essay

How American Dream in The Great Gatsby Compares to the Modern American Dream - Essay Example It is noticeable that post World War one is considered as a the most prosperous time of the United States, but still there were great number of people at that time in the US, who had to struggle and suffer hard to make their dreams come true (TCF). One of such stories is written by an American novelist F.Scott Fitzgerald in 1922. This story is about a poor boy, who had a dream, a passion, and a potential to do something outstanding to gain fame and money in life. In this paper, we shall compare American Dream life portrayed by F.Scott Fitzgerald in his famous novel â€Å"The Great Gatsby† with notions interlinked with the modern American dream. Modern American Dream is a vast topic and a heated debate in town hall meeting across the state. Is American dream dead or still alive s a big question keeps on flickering on every American’s mind. And a run to an authentic and realistic answer to this question motivates a study entitling â€Å"Modern American Dream† acros s the nation. With the findings of this study, it has come forward that majority of American population strongly believe that American Dream is exhausted, but not dead. Current, financial downfalls, due to recession are challenging, which hangs the US future in between dark and bright (Ford, Dion and Conway). Many people think that American dream is one of the most significant fundamentals of American identity, for which fundamental change, with modernization and metamorphosis is needed. Additionally, it is noteworthy, with modernization and advancements American dream is no more similar to what it was a few decades before, just a house ownership in the locality. But, now an American dream is much vast, diversified and individualistic. In other words, it can be said that today people do not have one big dream, but they have now lots of little dreams with controlled self destinies (Sawhill). Similar individualistic dreams of a young boy are discussed by F.Scott Fitzgerald. Dreams of Gatsby are no different from an ordinary American of today. It is in a way that both have their individual dreams, smudged with a passion to understand success on their own and a personal enthusiasm to stay focused on one dream at a time. Likewise, from story the story of Gatsby it has been understood that he was an ordinary in fact a poor boy belonged to rural family of North Dakota (Fitzgerald). He had all those similar dreams, which today people have in America of attaining success in each desired aspect. As we have understood that modern American dream is no more confined to saving money, securing montage and buying home, but it is more about traveling to the path towards defined ambitions. Similar cognitive approaches were adopted by the focused dreamer of F.Scott Fitzgerald’s story. Dreams of Gatsby can be relate with the Albert Camus’ philosophy of absurdism, which based on the concept of nothingness referring to the struggles an ordinary individual make in ques t for dreams. Gatsby started weaving his dreams since childhood like children of many working class people, who had to learn sacrifice at a very early stage of life. Gatsby was one of those individuals, who promised himself at a very early age to remove all those situations from his life that discomfort each day, he aimed to get something extraordinary in life, but did not focus particularly on money. Poor Gatsby dreamt to alter his circumstance as he strongly believed that there is a lot to do and rediscover own self

Air Pressure in Footballs Essay Example for Free

Air Pressure in Footballs Essay What is the relationship between feedback from air pressure of a football to the performance of a athlete? Alex Long Purpose The purpose for my experiment is to work out scientifically whether the air pressure inside a football effects the performance of a sports performer. There are several different types and brands of footballs all with different structures and pressure recommended for the ball. It would be interesting to find out the differences between the different companies and whether the air pressure inside makes a big difference in improving performance. Hypothesis My expected results from my experiments to answer the question is that the air pressure which will be best for performance will be around the recommended air pressure but slightly lower as I think that through personal experience to is easier to kick a flatter ball than it is to kick a very hard ball. I think that the most interesting part of the experiment is to see whether different air pressure in different brands of football make a huge amount of difference because the balls could all basically the same with just a logo stuck on the front of the ball. The Experiment Independent- what I am changing: I am changing the air pressure between the experiments and I will be changing the brand of football. Dependent- what I am measuring: The performance of a performer while kicking a ball with different air pressures inside. Controlled- what is staying the same: I will keep the same pump and pressure gauge so that I have the same readings. The air temperature in the room and also the altitude I carry out the experiment. Finally I will also keep the same athlete to under take every exercise. Material and Apparatus 1x Sports Hall 3 different types of footballs 1x Pump with a pressure gauge 1x Athlete 1x Thermometer 1x Football goals 1x Stopwatch 25 Cones Method 1)Set out 3 challenges for the Athlete to complete 2)The first will be to kick the ball from a cone 12 steps from a football goal and the  have to hit cones either corner of the goal. 3)The second will be a dribbling exercise to test the players control on the ball. 10  cones will be set up in a line each one foot in front of each other and the player  has to slalom through them. 4)The third and final test will test the control of the player. I will through the ball into  the air and get them to control it on their chest and pass in through two cones  which are 2 steps away from each other. The player will stand 10 steps away  from the cones. 5)For each test I will record how many times they complete the task out of 10  attempts. 6)Finally I will repeat this with each ball and at the different air pressures. I will have  a base test at the recommend psi the ball manufacture gives. 7)After this all completed I will ask the athlete which he felt was better to get this  feedback on the balls and the air pressure

Conrads Heart of Darkness :: essays papers

Conrads Heart of Darkness Conrad's Heart of Darkness Conrad's novel, Heart of Darkness, relies on his knowledge of history in order to describe its protagonist, Charlie Marlow, and his struggle. Marlow's feeling in the novel, as he goes to the Congo, rests on how he visualizes the effects of what is going on around him. Meaning that his attitude will be change during his experiences and his thoughts will change with everything that he learns. Marlow's "change" as caused by his exposure to the historical period in which he lived is important to his views of the situation, especially with his view of Kurtz. Marlow is asked by "the company", the organization for whom he works, to travel to the Congo river and report back to them about Mr. Kurtz, a top notch officer of theirs. When he sets sail, he doesn't know what to expect. When his journey is completed, this little "trip" will have changed Marlow forever. Heart of Darkness is a story of one man's journey through the African Congo and the "enlightenment" of his soul. It begins with Charlie Marlow, along with a few of his comrades, cruising aboard the Nellie, a traditional sailboat. On the boat, Marlow begins to tell of his experiences in the Congo. Conrad uses Marlow to reveal all the personal thoughts and emotions that he wants to portray while Marlow goes on this "voyage of a lifetime". Marlow begins his voyage as an ordinary English sailor who is traveling to the African Congo on a business trip. He is an Englishman who has never been exposed to any alternative form of culture similar to the one he will encounter in Africa, and he has no idea about the drastically different culture which exists out there. Throughout the book, Conrad, via Marlow's observations, reveals to the reader the naive mentality shared by every European. However, after only a short period of time in the Congo, he realizes the ignorance he and all his crew have. We first recognize the general naà ¯ve attitude of the Europeans when Marlow's aunt is seeing him for the last time before he embarks on his journey. Marlow's aunt is under the assumption that the voyage is a mission to "wean those ignorant millions from their horrid ways" (Conrad 760). Conrad's Heart of Darkness :: essays papers Conrads Heart of Darkness Conrad's Heart of Darkness Conrad's novel, Heart of Darkness, relies on his knowledge of history in order to describe its protagonist, Charlie Marlow, and his struggle. Marlow's feeling in the novel, as he goes to the Congo, rests on how he visualizes the effects of what is going on around him. Meaning that his attitude will be change during his experiences and his thoughts will change with everything that he learns. Marlow's "change" as caused by his exposure to the historical period in which he lived is important to his views of the situation, especially with his view of Kurtz. Marlow is asked by "the company", the organization for whom he works, to travel to the Congo river and report back to them about Mr. Kurtz, a top notch officer of theirs. When he sets sail, he doesn't know what to expect. When his journey is completed, this little "trip" will have changed Marlow forever. Heart of Darkness is a story of one man's journey through the African Congo and the "enlightenment" of his soul. It begins with Charlie Marlow, along with a few of his comrades, cruising aboard the Nellie, a traditional sailboat. On the boat, Marlow begins to tell of his experiences in the Congo. Conrad uses Marlow to reveal all the personal thoughts and emotions that he wants to portray while Marlow goes on this "voyage of a lifetime". Marlow begins his voyage as an ordinary English sailor who is traveling to the African Congo on a business trip. He is an Englishman who has never been exposed to any alternative form of culture similar to the one he will encounter in Africa, and he has no idea about the drastically different culture which exists out there. Throughout the book, Conrad, via Marlow's observations, reveals to the reader the naive mentality shared by every European. However, after only a short period of time in the Congo, he realizes the ignorance he and all his crew have. We first recognize the general naà ¯ve attitude of the Europeans when Marlow's aunt is seeing him for the last time before he embarks on his journey. Marlow's aunt is under the assumption that the voyage is a mission to "wean those ignorant millions from their horrid ways" (Conrad 760).

Motivational Plan

There are five basic theories of motivation. 1) Self-determination theory states that people have three basic needs. 2) Attribution theory wants to know why things happen. 3) Expectancy-value theory is interested in a person’s beliefs about abilities. 4) Social cognitive theory states that human behavior comes from their attributes. 5) Goal orientation theory wants to know the reasons for doing tasks. Self-Determination Theory The self-determination theory states that people have three basic needs. A need for autonomy, which is to feel a sense of self-directedness, the need to feel competent, and the need to be related to something. People are motivated with the things that will help meet these needs. People are motivated when their actions are self-determined. â€Å"The more self-determined the motivation is, the more the person experience positive outcomes, including persisting in the activity† (Lavigne, Vallerand & Miquelon, 2007). People perceive they have choices available to them. This theory gives another reason for negative effects of rewards on intrinsic motivation. Intrinsic motivation is when a student really wants to learn something. Students will be motivated if they feel they relate to what is going on. They also will be motivated if they feel competent. If a student feels they are smart and can do a task successfully, they will be more motivated to get it done. If an individual has the three basic needs they will have self-determination. Attribution Theory Attribution theory wants to know why things happen. It might lead to negative feelings. It could cause someone to give up or try harder depending on the feeling. â€Å"Attribution (explanatory) thinking involves an appraisal of factors contributing to success and failure outcomes and is regarded as instrumental to motivation and goal striving in achievement settings† (Perry, Stupnisky, Daniels & Haynes, 2008). Stability is if the event is constant across time and situations. A cause that is stable is failing a test because they are not smart. Intelligence is unchangeable so it is a stable attribution. A cause that is unstable is not doing well because the student was sick when they took a test. Locus is the cause is either internal of external. Locus that is internal is thinking you do not have the ability or skills to do well. Locus that is external is outside factors. These could be the teacher grades hard, the classroom environment like too noisy or interruptions, or anything that is outside the students’ ability. Control is the belief that a person can control events. If a student makes a bad grade on something, they can make two attributions for this grade. They could possible feel they just are not capable of doing the work or understanding the work. They could also feel they did not put forth a lot of effort and therefore could have controlled the grade. If it is a controllability issue, then the student is likely to try and fix it. Teachers can help students with the attribution theory by helping with stability. They can encourage a student that they are intelligent and capable of doing the work assigned. They can also encourage a student which will help with internal locus. Expectancy-value theory Expectancy-value theory is interested in a person’s belief about abilities and their value of a task. Motivation is determined by one’s expectancies for success and one’s value of the task. How a teacher teaches can influence a student’s beliefs and values. There are four components to this theory. â€Å"Correspond to the students’ beliefs about how well they will perform on upcoming tasks and relate to their perception of being able to carry out their academic projects successfully† (Chouinard & Roy, 2008). An example is a student who thinks they are logical will value problem solving. The intrinsic value is how interesting a task is to a student. If they like what they are doing, they will be motivated to finish it. The utility value is finding usefulness in a task. The student will be motivated if it will help their grade. The last component is cost. The cost value knows it will be worth their time to do it. Usually if a student knows the assignment is not going to be graded, they won’t bother to do it. Student results come from teacher expectancies. If a teacher thinks the tudents will perform poorly and they treat them this way, then they will not do well. If a teacher has high expectations for the students and shows them this, they will do better. If teachers believe that certain groups of students do not value educations, then they will have different expectations for them. Teachers also have different expectations based on culture areas and socioeconomic backgrounds. Socia l Cognitive Theory The social cognitive theory states â€Å"that most human emotion is the direct result of what people think, tell themselves, assume, or believe about themselves and their social situations† (Lantz, 1978). Students are motivated by what they see in other people. If they see that their older brother or sister cannot get anywhere in life because they dropped out, they will be less likely to drop out. They also are motivated if they have a belief they have the ability to perform a certain task. Teachers can influence their beliefs. Teachers can take a weak student and pair them with a strong student to motivate them by what they see in the strong student. Teachers can also motivate them by convincing them they have the ability to do a task. Goal orientation theory Goal orientation theory constitutes a substantial and informative body of knowledge concerning motivational processes in achievement settings and particularly in educational contexts† (Kaplan & Maehr, 2007). The goal orientation theory wants to know the students’ reasons for doing academic tasks. There are two goals: mastery goals and performance goals. Mastery goals are tasks that truly master the material. Perform ance goals are tasks that demonstrate the ability. The theorists also look at approach and avoidance goals. Approach goals are positive motivation. Avoidance goals are negative motivation. Students with mastery goals are looking to improve their competence. Mastery goals have been associated with increased effort. Mastery-focused classrooms are discussions that encourage all students to participate. Students who use mastery goals are often critical thinkers. Students who use performance goals are using cognitive skills. These are the five theories of motivation. They are used by educators everywhere. By understanding them, teachers can help encourage positive motivation and help the students achieve the best education possible.

Preliminary Test and Solubility Classification of Organic Compounds

Preliminary Test and Solubility Classification of Organic Compound Keene Louise Topacio, Christopher Jay Robidillo Abstract The experiment focuses on how to classify organic compounds by its functional groups. It is done by preliminary test and with the solubility test. Preliminary test used two known compounds also the unknowns. Physical state, color, odor, and ignition test were noted. The known compounds are inorganic and organic compounds. A comparison is made from the observation in the unknown sample, by which we had concluded that there were two organic compounds and one inorganic among the unknowns. In order to have a strong background about the solubility test, we first classify organic compounds of known functional group using the said test. Butyl bromide, ethanol sucrose, butyraldehyde, ethanoic acid, methyl amine, nitrophenol, diethyl ether, benzoic acid and propanone were used. It is found out that they are class X, Sn, S, N, Sa, Sb, S, N, A1 and Sn, respectively. We use water, ether, HCl, NaOH, NaHCO3, H2SO4, litmus paper, and phenolphthalein in classifying each compound based on their solubility and color change. It follows a certain scheme on testing the compound. Each test will link to another test until we ended up with the class of that compound. We finally determine the class of the three unknowns. It is found out to be an Sb – amine -, S -salt -, and an N -aromatic compound-. Keywords: solubility, classification, organic compounds, solubility test, preliminary test Introduction One important part of experimental organic chemistry is to be able to analyze and identify an unknown organic compound from its functional groups. There are several steps in order to acquire this and there is no definite process. But there are systematic ways in different experimental organic chemistry books. For this experiment it will emphasize the preliminary examination and solubility characteristics of some known organic compounds and unknown samples. Preliminary test is basically noting informations with lesser effort compared to the other tests the physical state, color, odor, and its ignition properties. Physical state of a substance can make a distinction among organic compounds for the reason that at room temperature most of organic compounds are in its liquid state. This is due to the intermolecular forces of attraction in the compound. The color is also informative because most pure organic compounds are white or colorless. Some discolorations of brown color are effect of oxidation reaction. The odor of many organic compounds, especially the ones that have lower molar mass are highly distinctive. Also, functional groups have its' own different smell particularly alcohols, ketones, esters, aliphatic and aromatic hydrocarbons. Caution must be observed while smelling the unknown sample because large amounts of organic vapors should never be inhaled because of toxicity. The ignition test involves a procedure in which a drop or two of a liquid or about 50-100 mg of a solid is heated gently on a crucible with a bunsen burner flame. Whether a solid melts at low temperature or only upon heating more strongly is then noted. The flammability and the nature of any flame from the sample are also recorded. A yellow, sooty flame is indicative of an aromatic or a highly unsaturated aliphatic compound; a yellow but non-sooty flame is characteristic of aliphatic hydrocarbons. The oxygen content of a substance makes its flame more colorless or blue; high oxygen content lowers or prevents flammability, as does halogen content. The unmistakable and unpleasant odor of sulfur dioxide indicates the presence of sulfur in the compound. If a white, nonvolatile residue is left after ignition, a drop of water is added and the resulting aqueous solution is tested with litmus or pHydrion paper; a metallic salt is indicated if the solution is alkaline. Solubility of an organic compound in different solvents can present useful but not efficient information about the presence or absence of certain functional groups. It is because the basic principle in solubility is â€Å"like dissolves like†. In order to have a more distinct result a systematic approach can be considered and it is by solubility classification. First is to test the solubility of the unknown in water. Several structural features of the unknown can be deduced if it is water-soluble. It must be of low molar mass and will usually contain no more than four to five carbon atoms, unless it is polyfunctional. Also, it must contain a polar group that will form a hydrogen bond with water, such as the hydroxy group of an alcohol or a carboxylic acid, the amino functionality of an amine, or the carbonyl group of aldehydes or ketones. Esters, amides, and nitriles dissolve to a lesser extent, and acid. chlorides or anhydrides react with water rather than simply dissolving in it. Test in ether for water soluble compounds are also observed this is to identify further the functional groups in ther unknown. On the other hand, alkanes, alkenes, alkynes, and alkyl halides are water-insoluble. Supplementary test such as solubility in hydrochloric acid, then sodium hydroxide, sodium bicarbonate, and finally tested in sulfuric acid must be done accordingly. Solubility in one or more of these acids and bases is defined in terms of the compound being more soluble in base or acid than in water and reflects the presence of an acidic or basic functional group in the water-insoluble unknown compound. Methodology The experiment was divided into two parts and the group was given three unknowns. The first part was for the preliminary test. Data were recorded according to the physical state, color, and odor of the compound. Small amount of the test compounds, copper nitrate, acetic acid also the unknowns were placed in separate porcelain crucible. It was then heated and covered. Observations were noted. If residues were sighted it was tested for acidity or basicity using a drop of distilled water and a litmus paper. Also, a drop of 15% HCl was added to determine if there was formation of gas. Lastly, flame test using a nichrome wire was also observed in order to determine if metals were present. For the second part of the experiment, solubility class test. 1mL of the solvents; water, ether, HCl, NaOH, NaHCO3, and H2SO4, were placed on separate micro test tubes. A drop or pinch of the test compounds; butyl bromide, ethanol, sucrose, butyraldeyde, ethanoic acid, methylamine, nitrophenol, diethyl ether, benzoic acid, propanone, and the unknowns, were added to the solvent. It was then mixed and observed if it dissolved or not, miscible or not, or if there are discoloration present. The solubility flow chart was used in order to classify the compounds. Results and Discussion Preliminary test determines the physical state, color, odor, and the combustion reaction of the compound during ignition. It is shown in Table 1. That copper nitrate which is blue liquid has an odorless smell while it produces a green flame when it is ignited. On the other hand, an organic compound, acetic acid, is liquid and is colorless. It has a sour smell and it produces no residue when it is ignited. With respect with our group samples, all are in liquid state while differs in odor. A1 has a very foul odor, while A2 possess an alcohol like then A3 have a strong odor. A1 and A3 does not have a residue after it was heated it only evaporated and evolution of smelly (unpleasant) gas was also observed. In the case of A2 there were close to black residue and after ignition, a red flame was observed. Table 1 Preliminary Examination Data X| Cu(NO3)2| C2H4O2| A1| A2| A3| A| Liquid| Liquid| Liquid| Liquid| Liquid| B| Blue| Colorless| Colorless| Colorless| Colorless| C| odorless| sour| foul| Alcohol like| Strong| D| Green flame| orange| No residue| red| orange| X – compounds, A – physical state, B – color, C – odor, D – ignition test| Copper nitrate and acetic acid are both in liquid phase. Normally, an organic compound such as acetic acid is a colorless liquid. Copper nitrate, on the other hand, is in aqueous form. Although they are in the same phase, it doesn’t mean that they have the same volatility and solubility. Upon ignition , their volatility differences are noticed. The presence of ash is observed in copper nitrate while on acetic acid there is no present. It is an indication that there was solid present in copper nitrate solution. Since a solid is not volatile, we can easily identify the presence of solid upon ignition. Thus, it is an indication that the physical state of copper nitrate is actually solid. Finally, copper nitrate has color while acetic acid has none. It is because of the presence of metal in the aqueous copper nitrate. While for our unknowns, it was all in liquid form which has an ammonia-like smell A1, alcohol like smell A2 and strong smell A3. By that, the one will know that A1 is already an amine. When it is ignited, it produces no ash and no soot. It is an indication that there is no metal present. Also, we found out that it was an organic compound because the observation was similar with acetic acid. By all obtained observation, it is possible that A1 is an amine. For A2, it was observed that it contains metal, for the reason that when it ignited the flame was red with that we could say that it is a salt. Unknown A3, was found out to be an organic compound because the observation was similar with acetic acid. We can't determine the compound with just preliminary test due to the insufficient data. Table 2. 1 Solubility Test Data Y| C4H9Br| C2H5OH| C12H22O11| C4H8O| C2H4O2| A| | | | | | B| | | | | | C| | | | | | D| | | | | | E| | | | | | F| | | | | | G| -| | | -| -| | | | H| -| colorless| -| -| colorless| I| X| Sn| S| N| Sa| Y – Compounds, A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4, G – Litmus Paper, H – Phenolphthalein, I – Solubility Class| Table 2. 2 Solubility Test Data (Known) It is found out in Table 2. 1 and 2. 2 that ethanol, sucrose, nitrophenol, ethanoic acid, methyl amine, diethyl ether and propanone are soluble in water while butyl bromide, butyraldehyde, and benzoic acid are not. (Table 2. can identify the intermolecular forces of attraction and polarity from the structure and the functional group) Since water is a polar compound (possesses hydrogen bond) it is a poor solvent for saturated hydrocarbons. As we all know, saturated hydrocarbons are not polar because they only posses Van der Waals intermolecular force. Due to long chains (or high molecular weights) do not affect by polarity greatly; unsaturated hydrocarbons such as aromatic hydrocarbons have similar solubility with saturated hydrocarbons. The introduction of halogen atoms does not alter the polarity appreciably. It does no increase the molecular weight, and for this reason, the water solubility falls off. On the other hand, salts are extremely polar, the ones encountered in this work generally being water soluble. Y| CH5N| C6H5NO3| C4H10O| C6H5COOH| C3H6O| A| | | | | | B| | | | | | C| | | | | | D| | | | | | E| | | | | | F| | | | | | G| | | -| -| | | -| | H| pink| colorless| -| -| colorless| I| Sb| S| N| A1| Sn| Y – Compounds, A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4, G – Litmus Paper, H – Phenolphthalein, I – Solubility Class| As might expected, acids and amines generally are more soluble than neutral compounds. The amines probably owe their abnormally high solubility to their tendency to form hydrogen-bonded complexes with water molecules. This theory is also linked with the fact that the solubility of amines diminishes as the basicity decreases. It also explains the observation that many tertiary amines are more soluble in cold than hot water. Apparently at lower temperatures, the solubility of the hydrate is involved whereas at higher temperatures the hydrate is unstable and the solubility measures are that of the free amine. Ethers, esters, ketones, aldehydes, alcohols, nitriles, amines, acids and amines may be considered together with respect to water solubility. Due to their similarity in structure with water, their solubility is high. For that, the solute-solvent interaction is strong because of their compatibility made possible by their common polarity. Because of the polar nature of water; compounds owe their solubility in it almost entirely to the polar groups which they may contain. The functional groups stated above are hydrophilic. As the hydrocarbon percentage increases, the hydrophobic part also increases. As a result, the solubility in water of these compounds containing functional groups, decreases as the hydrocarbon chain is getting longer or the ring is present. The tendency of certain oxygen-containing compounds to form hydrates also contributes to water solubility. The stability of this hydrate is therefore, a factor in determining water and ether solubility. These compounds have great solubility in water because of their capability to form hydrates. It is the reason why diethyl ether and propanone are soluble in water. On the other hand, although generally, aldehydes are soluble in water, butyraldehyde is not. It is due to long chain of the butyl hydrocarbon. For the same reason as for long chains of amines, aromatic alcohols and aromatic carboxylic acid do not exhibit solubility in water. Greater number carbon chains due to ring decreases the effect of polarity. For propanone, it doesn’t just dissolve in water. It undergo reaction which is a nucleophilic addition reaction. As a consequence, it yields a diol. As for the compounds that are water soluble, we can still further classify them through their solubility in ether. It is obtained that ethanol, ethanoic acid, methyl amine, propanone are soluble while insoluble compound are sucrose and nitrophenol. Since dipole bond is present on ether groups, it can differentiate short chain ethers, alcohols, carboxylic acid, ketone and amines from carbohydrates. Ethers cannot dissolve carbohydrates, such as sucrose. Thus, it can be classified as class S. Table 2. 3 Structure and Functional Groups of Known Compounds| Compound| Structure| Functional group| Butyl bromide, C4H9Br| | Alkyl halides| Ethanol, C2H5OH| | alcohols| Sucrose, C12H22O11| | Carbohyd-rates| Butyraldehyde| | Aldehydes| Ethanoic acid| | Carboxylic acid| Methyl amine| | Amines| Nitrophenol| | Alcohols| Diethyl ether| | Ethers| Benzoic acid| | Carboxylic acid| Propanone| | Ketone| The water soluble organic compounds that are also soluble in ether are monofunctional group compounds. We can classify their functional group base on their acidity and basicity and it is done with the use of litmus paper. When the blue litmus paper is dropped in the test compounds, only at ethanoic acid the litmus paper changes its color to red while at ethanol, methyl amine, diethyl ether and propanone. On the other hand, when red litmus paper is dropped on the test compounds, only methyl amine turned the R. L. P to blue while it remained at red for ethanol, diethyl ether and propanone. By that, we concluded that, ethanoic acid is an acid, methyl amine is a base while ethanol, diethyl ether and propanone are neutral. In the other realm, water-insoluble compounds such as butyl bromide, butyraldehyde, nitrophenol and benzoic acid are further tested with 5% HCl. It is obtained that none of these compounds are soluble in the dilute HCl. The explanation for this is that the acid can only dissolve are basic amines. Aliphatic amines (of any class) forms salts (a polar compound) when it is mixed with the dilute acid because of its basicity. 5% hydrochloric acid is also polar so they are soluble. Those compounds that dissolve in 5% HCl will probably fall under class B, which are amines. Compounds that are insoluble in 5% HCl (all compounds) are then tested with 5% NaOH. It is observed that only benzoic acid is the only soluble compound. Compounds dissolve in aqueous base solutions because they form sodium salts hat are soluble in aqueous medium. Probably, it is the only compound which is sufficiently acidic to form salt with the dilute base. Upon comparison, carboxylic acid is the functional group which is the most acidic among all organic functional group aside from sulfonic and sulfinic acids. To prove it, we can compare the acid constant of the functional group of each compound tested. The soluble benzoic acid can sti ll be classified as either a strong organic acid and as a weak organic acid. Upon mixing, it is found that it is a strong organic acid because it dissolves with the reagent. Thus, benzoic acid will fall under class A1 The compounds insoluble with 5% NaOH which are the butyraldehyde and butyl bromide and diethyl ether are further categorized. Upon mixing those compounds with the concentrated sulfuric acid, only butyraldehyde dissolves. So, butyraldehyde is on class X, while butyl bromide and diethyl ether are on class N. As we all know, butyraldehyde contains a functional group with oxygen (aldehyde), so it can undergo sulfonation with the concentrated acid. On the other hand, butyl bromide is saturated and has no functional group with O atom so it can’t undergo sulfonation. Thus it is not soluble. Table 3. 1 Solubility Test Data (Unknown) unknown| A | B | C | D | E | F | 1| | | | | | | 2| | | | | | | 3| | | | | | | A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4 For solubility test of the 3 unknowns of the group, it is on Table 3. 1 and 3. 2, we initially confirm its solubility in water. It is found that A1 and A2 are soluble. From that, we can anticipate that our sample can be a monofunctional group compound with short chain or a carbohydrate or salts. So, the next steps for the water-soluble compounds were to check its solubility with ether. When we mixed ether and our samples were immiscible dissolves. From that, we may say that one is a salt. From the smell of the unknown A1 we already know that it will fall under amine that has a short chain so we stll tested it with litmus paper because amine are basic. It is observed that when red L. P. is exposed in the sample, it turned to blue, whereas the blue L. P. have no color change when it is exposed. It is an indication that our sample is basic. Thus, our assumptions are correct that it is a short-carbon chain, monofunctional amine and it falls under class SB. Table 3. Solubility Test Data (Unknown) unknown| 1| 2| 3| a| | | -| | | b| Pink| -| colorless| c| Sb| S| X| Possible compounds| Monofunctional alcohols, aldehydes, ketones, amides, esters, aromatic amines, nitriles, and amides with five or fewer carbons. | Salts of organic acids; amine hydrochlorides, amino acids, polyfunctional compounds with hydrophilic functional groups, carbohydrates, polyhydroxy compounds, polyb asic acids, etc. | Saturated hydrocarbons, haloalkanes, arylhalides, other deactivated aromatic compounds, diaryl ethers| a – Litmus Paper, b – Phenolphthalein, c – Solubility Class| For A3, being immiscible to water it was tested with HCl, NaOH, NaHCO3, and H2SO4 for its acidity or basicity. Unfortunately, it failed the entire tests so sum it up to a class X compound. Conclusion The objectives of the experiment were obtained. We were able to examine compounds by using the preliminary test. We were able to recognize the solubility class of each known compound given to us with the aid of solubility test. Finally, we were also able to classify organic compounds based on their solubility in some other compounds and on their acidity and basicity. The analysis and identification of organic compound for this particular experiment consists of two parts which are probably adopted from common schemes. This systematic approach enables us to have a precise analysis without spending much reagents, thus it is useful and efficient tool of identifying organic compounds. Both preliminary test and solubility test are considered. We concluded that preliminary test and solubility test are effective ways of classifying organic compounds. In preliminary test, we had seen the different properties of different compound by its physical state, color, odor and ignition test. We had compared the result of our unknown sample with the known ones, and upon comparison, we concluded that our sample is an organic compound which contains no metal. We had differentiated an organic compound from a non organic compound. An organic compound may be in a form of a solid or liquid, may be colored or not depending on the degree of conjugation, produces odor and has no ash during ignition because of the absence of metal. For our unknown sample, the significant observation is that its fishy, ammonia-like smell. Since it is an organic compound, we can say that it is an amine. By the study of solubility data it has been found possible to lay down certain generalizations which often enable one to predict the solubility behavior of a compound merely by inspection of its structural formula. In the solubility test, we found out the different class of the different organic compound. It is obtained that water soluble compounds are compounds which have a short-carbon chain compounds with monofunctional group and are carbohydrates. For ether, it is capable dissolving short-carbon chain compounds due to their common polarity. It is a way of differentiating carbohydrates from that. For those ether-soluble, their classifications are identified based on their acidity or basicity since they are monofunctional. Acidic groups are carboxylic acids, basic groups are amines while neutral groups are alcohols, aldehydes, ketones, and some carboxylic acid derivatives except the acid halides and anhydrides. For those insoluble compounds, a test for solubility with 5% HCl is made to identify strong bases such as amines that have longer chains or aromatic ring. The dilute acid can only form salt with strong bases, to dissolve. On the other hand, 5% NaOH is then used to check for the presence of acidic organic compounds. For acids, they can form salt with strong base such as NaOH, thus making it soluble. The 5% NaHCO3, which is a weak base is used to identify the degree of acidity of those obtained acidic organic compounds. Strong acidic acids are soluble with 5% NaHCO3 while weak organic acids are not. Lastly, neutral compounds with long chains or ring remained. The concentrated sulfuric acid is used in identifying functional group that has O and organic compounds that are unsaturated. Those compounds undergo sulfonation, making it soluble with the reagent. Solubility plays a major role in the identification and characterization of an organic compound. Through certain chemical tests, one can identify an organic compound. These concepts regarding the solubility of organic compounds are primarily applied in identifying the nature and properties of carbon-containing compounds as wells as predicting their behavior and reaction mechanism when allowed to be reacted with specific solvents during different chemical processes. References Baluyut John Y. G. , De Castro Kathlia A. Organic Chemistry Laboratory for Chemical Engineering Students Part 2, 2004 Klein, David (2012). Organic Chemistry. Danvers. John Wiley & Sons, Inc. , Gilbert, John. Experimental Organic Chemistry: A miniscale and Microscale Approach 5th Ed. Australia, Brooks/Cole Cengage Learning. http://www2. volstate. edu/chem/2020/Labs/classification. pdf http://www. sharjah. ac. ae/English/Academics/CentralLabs /asl/cl/Pages/IdentificationofOrganicCompounds. aspx http://www. wellesley. edu/Chemistry/chem211lab/Orgo_Lab_Manual/Appendix/ClassificationTests/index. html http://wwwchem. uwimona. edu. jm/lab_manuals/c10expt25. html

Sister Act Critical Review

Sister Act Critical Review The Production Overview Sister Act is the famous Broadway musical which could also be seen at the Fox Theatre during November nights. This fact is important because many people interested in musical and comedy should see Sister Act which can be discussed as the funny and impressing show.Advertising We will write a custom critical writing sample on Sister Act: Critical Review specifically for you for only $16.05 $11/page Learn More The show is based on the music by Alan Menken, and the variety of wonderful songs the lyrics to which is written by Glenn Slater is presented in the musical. The story written by Cheri Steinkellner and Bill Steinkellner is based round the person of Deloris Van Cartier who became the witness of a crime and should have been hidden in a convent where this diva changed her life and the life of Mother Superior and other sisters. The character of Deloris Van Cartier was played by Raven Simone. The Environment The musical show could be se en at the Fox Theatre which is the effectively arranged performing arts center. While discussing the settings, it is important to note that decorative elements were chosen carefully not to draw the audience’s attention from the persons of singers. On the contrary, the dresses of the singers were rather vivid when the elements of show were accentuated, and they were rather simple when the events in a convent were discussed. The most important and vivid factors were the observed behaviors of the singers who attracted the attention of the audience from the first second of the musical. The Music Sister Act is written and performed as the typical comedy musical developed according to the Broadway traditions and principles to focus on the show. The funny story presents Deloris Van Cartier, a singing diva. This woman has to hide in a convent in order to avoid the gangsters’ revenge. Mother Superior begins to supervise Deloris, and the young woman decides to help with improvin g the convent’s choir. Deloris succeeds in her activities, and the choir becomes really popular because of Deloris’s focus on the show. The events of the story are reflected in the songs which can be described as belonging to funk, soul, and disco music styles. As a result, the leading singers change their singing styles according to the concrete song, contributing to the music’s variety. The use of the chorus performing soul songs is necessary to accentuate the significant and solemn events demonstrated in the musical. The used music is different in relation to genres and their combination because it is necessary to represent the nature and mood of the discussed moment. Thus, disco emphasizes funny moments, when soul is used to depict the characters’ feelings. The songs are performed in English, and the audience has the opportunity to understand the great lyrics by Glenn Slater. This musical can exist without the music, but only in the form of a movie.Ad vertising Looking for critical writing on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is also necessary to describe the lighting, sets, and acting. The show is organized carefully, and the lighting is used to emphasize the leading singers whose acting is rather perfect because they reflect the characters’ emotions through music and singing styles. Thus, musical can be discussed as more interesting than the movie because the mix of dancing and singing provides the necessary focus on the characters’ emotions to produce the definite atmosphere rather than on the aspects of acting, as it is in movies. Performance The leading singers perform such beautiful songs as â€Å"Take Me to Heaven†, â€Å"Sunday Morning Fever†, and â€Å"Raise Your Voice† among the others. The fact that the actors represented all the emotions hidden in the songs perfectly supports the idea that the singers were prepared carefully. The music was rather balanced in relation to loudness or softness in order to emphasize the definite moments in the songs. Furthermore, it is important to pay attention to the vocal quality of singers who demonstrated the impressing easiness while shifting from one genre to another or one singing style to another to address the character of the songs. The audience reacted to the performers positively because this musical can be discussed as unusual in relation to all its elements. The focus on the soft narration is changed with the vivid show, and these extremes are rather pleasant for the public because they are reflected in the music’s variety. Thus, the funky music with the elements of disco and soul based on the vivid show was the strongest feature of the musical. Moreover, the musical is effective because the audience can enjoy switching moods and tempos in the songs in order to accentuate the characters’ emotions. General Reactions Seein g Sister Act can add to the audience’s understanding of the genre of musical because this comedy reflects many typical features characteristic for musicals. However, this experience can be rather unique because this musical exaggerates the element of comedy in it and combines comedy with the vivid show. Thus, it is possible to recommend attending Sister Act because the variety of songs and actions can contribute to the person’s understanding of the musical genre and to raising the moods significantly. Sister Act supports the idea that musicals are often vivid shows.Advertising We will write a custom critical writing sample on Sister Act: Critical Review specifically for you for only $16.05 $11/page Learn More

Helpful Examples of Intrapersonal Intelligence

Helpful Examples of Intrapersonal Intelligence Intrapersonal intelligence is one example of developmental psychologist Howard Gardners nine multiple intelligences. It explores how skillful people are at understanding themselves. Individuals who excel in this intelligence typically are introspective and can use this knowledge to solve personal problems. Psychologists, writers, philosophers, and poets are among those that Gardner views as having high intrapersonal intelligence. Howard Gardners Inspiration Howard Gardner is a professor of cognition and education at the Harvard Graduate School of Education. He uses the late English writer Virginia Woolf as an example of a person with a  high level of intrapersonal intelligence. He has noted how in her essay, A Sketch of the Past, Woolf discusses  the cotton wool of existence, or the various mundane events of life. She contrasts this cotton wool with three specific poignant childhood memories. The key point is not simply that Woolf is talking about her childhood; its that she is able to look inward, examine her innermost feelings, and articulate them. Many people struggle to identify their deepest feelings, let alone discuss them in a way that others can understand. Intrapersonal Intelligence Dates Back to Antiquity The Greek philosopher Aristotle, born 384 BC, was an example. He is widely credited as the first scholar to study logic. Along with Plato and Socrates, Aristotle was one of the founders of Western philosophy. His dedication to the study of reason required him to examine his own internal motivations, giving him great intrapersonal intelligence. Aristotles work would go on to make an impact on the 19th-century German philosopher Friedrich Nietzsche. He was an existentialist who exemplified Gardners theory on existential intelligence. However, Nietzche also wrote about the forms of spiritual metamorphoses necessary to lead a meaningful life. His work would influence the novelist Franz Kafka, who wrote The Metamorphosis. This 1915 story is about  traveling salesman Gregor Samsa, who awakens to find himself transformed into an insect. But the story is really about Samsas deep, internal introspection. Another 19th-century thinker gifted with self-awareness is Walt Whitman, poet  and author of Leaves of Grass. Whitman and other writers, including Ralph Waldo Emerson, and Henry David Thoreau, were transcendentalists. Transcendentalism was a social and philosophical movement that surfaced during the 1800s. It emphasized the importance of the individual and was influenced by Plato. Intrapersonal Intelligence: The 1900s Socrates, Plato, and Aristotle are celebrated as some of the greatest minds ever. But during the 20th century, that honor went to theoretical physicist Albert Einstein. One of historys greatest scientists, Einstein liked to spend time thinking during long walks. On these strolls, he thought deeply and formulated his mathematical theories about the cosmos and the way the universe works. His deep thinking sharpened his intrapersonal intelligence. Like Einstein, people with high intrapersonal intelligence are self-motivated, introverted, spend lots of time alone, and work independently. They also tend to enjoy writing in journals, which Anne Frank did during tragic circumstances. Before her 1945 death at age 15 during the Holocaust, she spent much of World War II hidden in an attic with her family. While in hiding, Anne wrote a diary detailing her hopes, desires, and fears in such a moving way that the journal remains one of the worlds most widely known books.   How to Enhance Intrapersonal Intelligence While some people seem to have an innate knack for intrapersonal intelligence, this skill can also be taught. Teachers can help students enhance and strengthen their intrapersonal intelligence by having them journal regularly and write reflections on the topics covered in class. They can also assign students independent projects and incorporate graphics like mind maps to help them organize their thoughts. Finally, just having students imagine themselves as an individual from a different time period can help them focus inward. Teachers and caretakers should take advantage of any opportunity available to inspire students to reflect on their feelings, what theyve learned, or how they might act in different contexts. All of these practices will help them to increase their intrapersonal intelligence. Sources Kafka, Franz. The Metamorphosis. Paperback, CreateSpace Independent Publishing Platform, November 6, 2018. Whitman, Walt. Leaves of Grass: The Original 1855 Edition. Dover Thrift Editions, Paperback, 1 edition, Dover Publications, February 27, 2007.

Electric fish in danger Essay Example | Topics and Well Written Essays - 2500 words

Electric fish in danger - Essay Example The Greeks have referred to electric fish as "narke" which means "numbness" and the ancient Greeks were aware of the numbing power of the electric fish. There are evidences from ancient history to prove that the people of the past have effectively used the numbing properties electric fish in medical treatment. (Moller, 584) Thus, the electric fish has long enthralled human beings through its specific nature and capabilities and it continues to arouse crucial interest among the scholars of the contemporary world. The electric fish species can be found in the sea as well as in the freshwater rivers of certain regions such as South America and Africa. It is important to comprehend that the electric fish are generally divided into three categories: the strongly electric, the weakly electric and fish that can detect electricity but do not generate electricity. The most significant fishes in the first category, i.e. strongly electric fish, are electric eel, electric catfish, and electric r ays, while knife fish and elephant nose are categorized as weakly electric fish. However, many fishes such as sharks, rays, paddle fish, and catfishes can detect electric fields, whereas they cannot generate electric fields, and therefore they belong to the third category of electric fish. ... organ discharge, its means of communication, the various distinctions of electric fish in ecology, the different types of dangers encountered by the species, the potential pollutants affecting its existence, and how ecological factors influence the pattern and frequency ranges occupied by male and female fishes. Whereas the strongly electric fish produce several hundreds of volts of electricity, in the weakly electric fish the voltage generally does not exceed one volt. Electric fish has been the center of attraction in various scholarly discussions due to its diverse characteristics and the dangers confronting the existence of this species have offered a new area of researches. It is important to comprehend how the electric fish produce very strong electricity to shock large animals. According to the Columbia Encyclopedia, electric fish is the name for various fish which produce electricity by way of organs generally developed from modified muscle tissue. Significantly, the electric fish produce electricity at different levels and they mainly use this electric discharge to stun the prey. It is also found that the electric eel, otherwise called electrophorus electricus, which is a South American freshwater fish related to the carp, has organs along the ventral surface competent enough to produce from 450 to 600 volts of electricity. Another important electric fish, the electric ray, or torpedo, which is a freshwater electric catfish with a jellylike subcutaneous electric organ (probably of epidermal origin) that extends over the whole body, also produces several volts of electricity. There are also various species of stargazer fish which produce high volts of electricity and attract the curiosity of humans. There have been significant researches into the

Strategic Human Resource Management Master Assignment

Strategic Human Resource Management Master - Assignment Example Stakeholders include employees, customers and the communities in which the organisation operates. Employees, customers and communities therefore have a significant impact on the success of the organisation and thus on the corporate strategy of the organisation. In formulating corporate strategy, organisations need to identify and priorities strategic issues, which involves scanning, selecting, interpreting and validating information. (Schneider, 1989) To properly formulate its corporate strategy, an organisation must assess its organisational strengths and weaknesses, as well as its environmental threats and opportunities, which will enable it choose among alternative courses of action. (Hofer and Schendel, 1984) cited in Schneider, (1998). This indicates that an organisation must perform a SWOT (strengths, weaknesses, opportunities and threats) analysis prior to formulating corporate strategy. ... A number of factors have been identified as having an effect on corporate strategy formulation: for example, Kets de Vries and Miller (1984) suggest that managerial personality and experience is an important determinant of the strategy formulation process; Janis (1972) considers group dynamics as an important factor affecting the formulation of corporate strategy while Frederickson (1984); Lyles and Mitroff (1985) suggest that organisational structure plays an important role in strategy formulation. Schneider (1998) citing Schein (1985) notes that National culture could play an important role in strategy formulation as it derives from assumptions regarding relationships with the environment as well as relationships among people. Schneider (1998) argues that these assumptions will influence how information is gathered and how that information is interpreted within the organization. The strategy formulation process can therefore not be considered 'culture-free' because information is embedded in social norms and acquires symbolic value as a function of a particular set of beliefs in a particular set of cultures. (Feldman and March, 1981). There are considerable differences in cultures across countries. Culture is defined as "a system of shared assumptions that has developed over time to solve problems of environmental adaptation and internal integration". (Schneider,, 1998: p. 152) citing Schein (1985); Van Maanen and Barley (1983). Culture is expected to affect the process by which the environment is known and responded to because it is thought to influence the way people perceive, think, feel and evaluate. (Schneider,, 1998). There are two sets of cultural assumptions that are thought to be specifically relevant to the

Cell phones. How have they changed us socially Research Paper - 1

Cell phones. How have they changed us socially - Research Paper Example Within less matter of time, people started buying cell phone widely as a communicating tool. No matter what people comment on cell phone usage, the place this has on our life is beyond expression. Initially only business persons and top most officials used to use a cell phone but now every person on the planet more or less owns it.In his journal (Banjo â€Å"Cell phone usage can be defined as any application of the cell phone as a tool, including talking, text messaging, game playing or the sheer accessibility of the instrument†. From a business tool, cell phone step into the hands of common people in a short time. Once people understood the advantages of cell phone, then it took a special place in the heart of people. From old to young understood the use of cell phone and invited it into their life and till now it holds a premium place in the hearts of men and women around the globe. Nowadays everybody owns a cell phone and it is the use of cell phone which has made it a universal electronic Gadget. All people use cell phone to get their things done in less time. When there is an emergency or casualty, cell phone, enables people to communicate with each other in one moment of time. According to (Roberts 127-35)â€Å"Fully 74% of Americans who own mobile phones say they have used their hand-held device in an emergency and gained valuable help†. In such cases, people use cell phone without a second thought. A couple of decades ago, the ordinary phone could only use from houses or phone booth but now anywhere and everywhere people can use the phone. Mostly the young generation is brainwashed by the use of cell phone as they can message their friends in less time span. Two decades ago, telephone was a communication tool at home and it was a medium to reach each other at times of emergency (PEW 2006).But now phone travels everywhere with the owner and give him an unlimited power and the ability to communicate with his kith and kin in no matter of time.

Globalisation and the Concept of Global Citizenship

Globalisation and the Concept of Global Citizenship â€Å"As globalisation promotes a free-flow of people, ideas and products across national boundaries, individuals will be more identified as global citizens and less prone to xenophobic attitudes.† Discuss. While globalisation promotes a free-flow of people, ideas, and products across national boundaries, it provides opportunities to individuals to become global citizens. However, while this essay will argue that this has made them less prone to xenophobic attitudes, globalisation has also had other impacts which may have only provoked xenophobic attitudes. This essay will examine the impact which globalisation has had on individuals in the workplace, focusing on how Multinational Corporations have increased the need for globally mobile employees, therefore increasing their cultural intelligence along the way. The essay will also explore employees working within global organisations who are not globally mobile, and the impact which globalisation has had on them. The importance of cultural intelligence will also be discussed alongside the growing focus of scholars on cosmopolitan or global citizens, and finally, the essay will examine xenophobia and the impact which globalisation has had upon xenophobic views. Globalisation is the introduction and growth of products, people, information, and money across borders and is an important impact on the shape of national identities and relationships (Ariely, 2011).   Arnett (2002) argues that globalisation is not just a historical process but is also a change in mind-set of citizens around the world and has positively and sometimes negatively redefined national identity and culture. In effect, globalisation defines the world in which we live, and has changed the way in which citizens identify themselves (Ariely, 2011 & Arnett, 2002). However, some researchers have argued that in the process globalisation has undermined national cultures and identity – creating what is moving towards a single identity for all global citizens (Smith, 2007 & Held, McGrew & Perraton, 1999). Effectively, globalisation has been guided by â€Å"economic forces† (Sideri, 1997. Pg.38) with the actions and growth of Multinational Corporations (MNC’s) furthering globalisation (Buckley & Ghauri, 2004). With MNC’s comes the need for the retention and transfer of knowledge between operating units and countries (Elenkov & Manev, 2009). Expatriates (Expats) are used by MNC’s for three main reasons; to fill positions where no suitable candidate exists in the host country, as an opportunity to develop the expatriate’s skills, and most importantly; to transfer important knowledge and corporate culture from home to host countries (Collings et al, 2007). Within MNC’s expats will work with people of many different nationalities, and globalisation is only expediting the mobility required of expatriates, therefore, the number of cultures in which expatriates are working in and becoming accustomed to is increasing (Lee, 2014). Lee (2014) argues that this is exposure to new cultures has increased the number of people which identify as learned bi-culturals, and who feel accustomed to 2 or more cultures after experiencing the identity negotiation process. The knowledge and understanding of different cultures that being bi-cultural brings allows these individuals to adapt quickly and become more adept to different situations (Hong et al, 2000 & Lee, 2014). While individuals will generally undergo an identity negotiation process when entering employment with a new organisation, international experience adds to this further (Lee, 2014). Sanchez et al (2000) explain that during the adjustment process to working within a different culture, an individual may become more attached to their home unit, or alternatively, become more attached to their host unit. This acculturation is essentially a process leading to cultural changes within the individual after interacting with members of different cultures (Lee, 2014), and can be portrayed in a number of strategies by the individual when operating in different cultures. This impacts their identification and adaptation with their home and host country and can lead to positive outcomes – however, two of the outcomes of acculturation can be marginalisation or separation, where an individual does not identify with the host country (Lee, 2014 & Berry, 2005). Another theory of culture acquisition is the identity negotiation process, where when individuals encounter a new culture question their values and beliefs leading to a renegotiation of their own identity through experimentation and reflection (Lee, 2014). While expats seem to have the most experience with operating within different cultures, globalisation has meant that even individuals working within their home country can experience different cultures too (Lee, 2014). Lee (2014) argues that individuals working in organisations undergoing international mergers and acquisitions, as well as those with international subsidiaries can develop an understanding of different cultures. Experience of work within different international contexts may lead individuals to develop a greater understanding of their own as well as different ways of undertaking work (Lee, 2014). It is important to note however, that an individual who is globally mobile may not automatically expose themselves to the culture of the country in which they are working. As mentioned previously, outcomes of acculturation such as marginalisation or separation can mean that the expatriate exhibits low attachment to the society in which they are working. It could therefore be argued that both expatriation and working within a culturally diverse and international organisation could develop an individual’s global identity. Gupta and Govindarajan (2002) explain that a global identity is the awareness of different cultures and the openness to the integration of these cultures to create a competitive advantage. Lee (2018) argues that this competence and adaptability is gained through 3 steps; the understanding of the individuals own culture and cultural lens, acquiring knowledge of other cultures, and improving one’s cultural intelligence. The exposure to different cultures through international assignments and working within a global organisation can assist with the gaining of knowledge of different norms and values (Crowne, 2008). This exposure to different cultures needn’t just be through work either, Crowne (2008) argues that globalisation has allowed for exposure to different cultures through travel, study, and media such as television and film. While some of these methods may have a greater impact, they are all important to the development of an understanding of different cultures. Crowne (2008) argues that any exposure to different cultures is directly associated with an individual’s cultural intelligence, yet some methods of exposure such as expatriation, international education and travel have a greater impact. Cultural intelligence is defined as an individual’s ability to effectively adapt to new cultures and has been found to have a positive impact on integration into multicultural teams (Earley, 2002). Furthermore, employees with higher cultural intelligence are able to adjust more easily to new cultures and show greater performance within multicultural teams and tasks (Templer et al, 2006). Cultural intelligence is born through 4 main dimensions; Cognitive – gaining the knowledge of values and norms of different cultures, Motivational – the commitment to acquiring new knowledge and learn, Behavioural – the ability to adapt to new cultural situations, and Metacognitive – the ability to monitor one’s self, and to adjust based on new experiences (Lee, 2018 & Ang et al, 2007). The importance of cultural intelligence cannot be underestimated, as it assists individuals with seeing past the stereotypes and perhaps xenophobic views of other cultures (Lee, 2018). Furthermore, it stops an individual from casting judgement until all of the facts are known and available (Triandis, 2006 & Elenkov & Manev, 2009). Interestingly, cultural intelligence is directly linked to cross-cultural competence, which reduces the pressure that may be associated with handling difficult decisions in culturally different environments and can increases effectiveness (Elenkov & Manev, 2009). Of course, the cultural intelligence of the majority of individuals will increase through international assignments and working within a global organisation. Elenkov & Manev (2009) further this argument and explain that cultural intelligence is vital for managers within organisations. The GLOBE project found that the leadership styles favoured or expected from country to country vary depending on the cultural variables found in that context (Dorfman et al, 2002), and it can be seen that the cultural intelligence and adaptability of managers and individuals is vital to their performance and effectiveness in different cultures (Elenkov & Manev, 2009). It can therefore be argued that the greater the cultural intelligence of an individual, the more understanding, aware and open they should be to different cultures and therefore less prone to xenophobic attitudes (Lee, 2014). The emerging concept of cosmopolitan global citizens is one still in debate. In its early conception, cosmopolitanism was seen to be an outlook which transcended national boundaries and complemented cultural intelligence (Woodward et al, 2008). The concept has now been developed to incorporate institutional, political, and cultural dimensions (Woodward et al, 2008). From a cultural perspective, most researchers have agreed that cosmopolitanism can be seen as an openness to different cultures as well as the values and beliefs that they may hold. Woodward et al (2008) argue that while an individual does not need to be globally mobile to hold cosmopolitan values, the cultural exposure that expatriates experience may assist them with gaining the attitudes and values associated with cosmopolitanism (Lee, 2014). Furthermore, cosmopolitan citizens are seen to be more engaged with others that identify as cosmopolitan citizens and hold similar worldviews (Lee, 2014). The concept therefore of a cosmopolitan is that of an individual who defines themselves less as part of a single national or cultural identity, and more as a global citizen – who should be less prone to xenophobic attitudes (Lee, 2014). This is supported by Ariely (2017) who showed that identifying as a cosmopolitan reduces xenophobic attitudes, a relationship which is moderated by the level of globalisation in the individuals home country, with those exhibiting higher levels of globalisation demonstrating a stronger negative relation between cosmopolitanism and xenophobic attitudes. The dictionary definition of xenophobia is the fear or hatred of strangers or foreigners, it is usually thought that the term overlaps with racism, however, xenophobic behaviour is based on the idea that an individual is different due to being a member of a different nation or social group (UNESCO, 2018). Ariely (2011) argues that the idea of xenophobia can be based on social identity theory which defines social identity as the differences between social groups with members feeling more strongly associated to the group in which they belong. Xenophobic views are therefore the result of social groups – such as nations and culture, being different from one another (Ariely, 2011). Interestingly, the results of globalisation such as the development of cosmopolitan citizens, bi-culturals and individuals showing a strong cultural intelligence seems to show that globalisation is causing to move towards a more homogenous global citizen identity, instead of heterogeneous national identities (Ariely, 2011). Such â€Å"superordinate† identities could reduce or eliminate differences between national identities, and therefore reduce xenophobic views. It is also important to recognise that some research has shown globalisation to have the opposite effect, heightening nationalistic identities and in turn perhaps causing xenophobic views against those seen with a different social or national identity (Ariely, 2011). Interestingly, Ariely (2011) found that in certain countries, while globalisation may decrease xenophobic attitudes in some people, it can increase them in others. While this study was actually based on xenophobic views against immigrants it paints an interesting picture that globalisation can have many different impacts on different people within the same country, and that context is incredibly important (Ariely, 2011). There are also negative aspects to consider such as the accelerated flows of terrorism, which have only promoted xenophobic attitudes due to the placing of blame on the lack of national borders – which globalisation has had a hand in reducing (Heine & Thakur, 2011). This essay explored the impact which globalisation has had upon individuals around the world. Whether a cosmopolitan citizen, learned or born bi-cultural, or an individual that has developed a strong cultural intelligence, the ability to adapt and understand other cultures seems to reduce the ownership of xenophobic attitudes. The essay found that as individuals gain a greater cultural intelligence, or identify as cosmopolitan or global citizens, they tend to identify less with their national culture/identity and identify more with a global identity. Using social identity theory from Ariely (2011), it can therefore be argued that while xenophobia is usually based on the differences between social, cultural, or national groups – the fact that more people are identifying as global citizens is reducing the differences between these groups around the world, and therefore reducing xenophobic attitudes. References Ang, S., Van Dyne, L., Koh, C., Ng, K., Templer, K., Tay, C. and Chandrasekar, N. (2007). Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance. Management and Organization Review, 3(03), pp.335-371. Ariely, G. (2011). Globalization, immigration and national identity: How the level of globalization affects the relations between nationalism, constructive patriotism and attitudes toward immigrants? Group Processes & Intergroup Relations, 15(4), pp.539-557. Ariely, G. (2016). Global identification, xenophobia and globalisation: A cross-national exploration. International Journal of Psychology, 52, pp.87-96. Arnett, J. (2002). The psychology of globalization. American Psychologist, 57(10), pp.774-783. Berry, J. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), pp.697-712. Buckley, P. and Ghauri, P. (2004). Globalisation, economic geography and the strategy of multinational enterprises. Journal of International Business Studies, 35(2), pp.81-98. Collings, D., Scullion, H. and Morley, M. (2007). Changing patterns of global staffing in the multinational enterprise: Challenges to the conventional expatriate assignment and emerging alternatives. Journal of World Business, 42(2), pp.198-213. Crowne, K. (2008). What leads to cultural intelligence? Business Horizons, 51(5), pp.391-399. Dorfman, P. House, R., Javidan, M., and Hanges, P. (2002). Understanding cultures and implicit leadership theories across the globe: an introduction to project GLOBE. Journal of World Business, 37(1), pp.3-10. Earley, P. (2002). Redefining interactions across cultures and organizations: Moving forward with cultural intelligence. Research in Organizational Behavior, 24, pp.271-299. Elenkov, D. and Manev, I. (2009). Senior expatriate leaderships effects on innovation and the role of cultural intelligence. Journal of World Business, 44(4), pp.357-369. Gupta, A. and Govindarajan, V. (2002). Cultivating a global mindset. Academy of Management Executive, 16(1), pp.116-126. Heine, J. and Thakur, R. (2018). The dark side of globalisation. [online] Available at: https://www.cigionline.org/articles/dark-side-globalisation. Held, D. and McGrew, A. (1999). Global Transformations. Cambridge: Polity. Hong, Y., Morris, M., Chiu, C. and Benet-Martà ­nez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55(7), pp.709-720. Lee, H-J., (2018). Global Leadership and Cultural Intelligence. Lee, H-J., (2014) Global leadership practices: a cross-cultural management perspective, London: Palgrave Macmillan Sanchez, J., Spector, P. and Cooper, C. (2000). Adapting to a boundaryless world: A developmental expatriate model. Academy of Management Perspectives, 14(2), pp.96-106. Sideri, S. (1997). Globalisation and regional integration. The European Journal of Development Research, 9(1), pp.38-82. Smith, A. D. (2007). Nationalism in decline? In M. Young, E. Zuelow & A. Strum (Eds.), Nationalism in a global era (pp. 17–32). New York, NY: Routledge. Templer, K., Tay, C. and Chandrasekar, N. (2006). Motivational Cultural Intelligence, Realistic Job Preview, Realistic Living Conditions Preview, and Cross-Cultural Adjustment. Group & Organization Management, 31(1), pp.154-173. Triandis, H. (2006). Cultural Intelligence in Organizations. Group & Organization Management, 31(1), pp.20-26. UNESCO (2018). Xenophobia | United Nations Educational, Scientific and Cultural Organization. [online] Available at: http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/xenophobia/. Woodward, I., Skrbis, Z. and Bean, C. (2008). Attitudes towards globalization and cosmopolitanism: cultural diversity, personal consumption and the national economy. The British Journal of Sociology, 59(2), pp.207-226. Globalisation and the Concept of Global Citizenship Globalisation and the Concept of Global Citizenship â€Å"As globalisation promotes a free-flow of people, ideas and products across national boundaries, individuals will be more identified as global citizens and less prone to xenophobic attitudes.† Discuss. While globalisation promotes a free-flow of people, ideas, and products across national boundaries, it provides opportunities to individuals to become global citizens. However, while this essay will argue that this has made them less prone to xenophobic attitudes, globalisation has also had other impacts which may have only provoked xenophobic attitudes. This essay will examine the impact which globalisation has had on individuals in the workplace, focusing on how Multinational Corporations have increased the need for globally mobile employees, therefore increasing their cultural intelligence along the way. The essay will also explore employees working within global organisations who are not globally mobile, and the impact which globalisation has had on them. The importance of cultural intelligence will also be discussed alongside the growing focus of scholars on cosmopolitan or global citizens, and finally, the essay will examine xenophobia and the impact which globalisation has had upon xenophobic views. Globalisation is the introduction and growth of products, people, information, and money across borders and is an important impact on the shape of national identities and relationships (Ariely, 2011).   Arnett (2002) argues that globalisation is not just a historical process but is also a change in mind-set of citizens around the world and has positively and sometimes negatively redefined national identity and culture. In effect, globalisation defines the world in which we live, and has changed the way in which citizens identify themselves (Ariely, 2011 & Arnett, 2002). However, some researchers have argued that in the process globalisation has undermined national cultures and identity – creating what is moving towards a single identity for all global citizens (Smith, 2007 & Held, McGrew & Perraton, 1999). Effectively, globalisation has been guided by â€Å"economic forces† (Sideri, 1997. Pg.38) with the actions and growth of Multinational Corporations (MNC’s) furthering globalisation (Buckley & Ghauri, 2004). With MNC’s comes the need for the retention and transfer of knowledge between operating units and countries (Elenkov & Manev, 2009). Expatriates (Expats) are used by MNC’s for three main reasons; to fill positions where no suitable candidate exists in the host country, as an opportunity to develop the expatriate’s skills, and most importantly; to transfer important knowledge and corporate culture from home to host countries (Collings et al, 2007). Within MNC’s expats will work with people of many different nationalities, and globalisation is only expediting the mobility required of expatriates, therefore, the number of cultures in which expatriates are working in and becoming accustomed to is increasing (Lee, 2014). Lee (2014) argues that this is exposure to new cultures has increased the number of people which identify as learned bi-culturals, and who feel accustomed to 2 or more cultures after experiencing the identity negotiation process. The knowledge and understanding of different cultures that being bi-cultural brings allows these individuals to adapt quickly and become more adept to different situations (Hong et al, 2000 & Lee, 2014). While individuals will generally undergo an identity negotiation process when entering employment with a new organisation, international experience adds to this further (Lee, 2014). Sanchez et al (2000) explain that during the adjustment process to working within a different culture, an individual may become more attached to their home unit, or alternatively, become more attached to their host unit. This acculturation is essentially a process leading to cultural changes within the individual after interacting with members of different cultures (Lee, 2014), and can be portrayed in a number of strategies by the individual when operating in different cultures. This impacts their identification and adaptation with their home and host country and can lead to positive outcomes – however, two of the outcomes of acculturation can be marginalisation or separation, where an individual does not identify with the host country (Lee, 2014 & Berry, 2005). Another theory of culture acquisition is the identity negotiation process, where when individuals encounter a new culture question their values and beliefs leading to a renegotiation of their own identity through experimentation and reflection (Lee, 2014). While expats seem to have the most experience with operating within different cultures, globalisation has meant that even individuals working within their home country can experience different cultures too (Lee, 2014). Lee (2014) argues that individuals working in organisations undergoing international mergers and acquisitions, as well as those with international subsidiaries can develop an understanding of different cultures. Experience of work within different international contexts may lead individuals to develop a greater understanding of their own as well as different ways of undertaking work (Lee, 2014). It is important to note however, that an individual who is globally mobile may not automatically expose themselves to the culture of the country in which they are working. As mentioned previously, outcomes of acculturation such as marginalisation or separation can mean that the expatriate exhibits low attachment to the society in which they are working. It could therefore be argued that both expatriation and working within a culturally diverse and international organisation could develop an individual’s global identity. Gupta and Govindarajan (2002) explain that a global identity is the awareness of different cultures and the openness to the integration of these cultures to create a competitive advantage. Lee (2018) argues that this competence and adaptability is gained through 3 steps; the understanding of the individuals own culture and cultural lens, acquiring knowledge of other cultures, and improving one’s cultural intelligence. The exposure to different cultures through international assignments and working within a global organisation can assist with the gaining of knowledge of different norms and values (Crowne, 2008). This exposure to different cultures needn’t just be through work either, Crowne (2008) argues that globalisation has allowed for exposure to different cultures through travel, study, and media such as television and film. While some of these methods may have a greater impact, they are all important to the development of an understanding of different cultures. Crowne (2008) argues that any exposure to different cultures is directly associated with an individual’s cultural intelligence, yet some methods of exposure such as expatriation, international education and travel have a greater impact. Cultural intelligence is defined as an individual’s ability to effectively adapt to new cultures and has been found to have a positive impact on integration into multicultural teams (Earley, 2002). Furthermore, employees with higher cultural intelligence are able to adjust more easily to new cultures and show greater performance within multicultural teams and tasks (Templer et al, 2006). Cultural intelligence is born through 4 main dimensions; Cognitive – gaining the knowledge of values and norms of different cultures, Motivational – the commitment to acquiring new knowledge and learn, Behavioural – the ability to adapt to new cultural situations, and Metacognitive – the ability to monitor one’s self, and to adjust based on new experiences (Lee, 2018 & Ang et al, 2007). The importance of cultural intelligence cannot be underestimated, as it assists individuals with seeing past the stereotypes and perhaps xenophobic views of other cultures (Lee, 2018). Furthermore, it stops an individual from casting judgement until all of the facts are known and available (Triandis, 2006 & Elenkov & Manev, 2009). Interestingly, cultural intelligence is directly linked to cross-cultural competence, which reduces the pressure that may be associated with handling difficult decisions in culturally different environments and can increases effectiveness (Elenkov & Manev, 2009). Of course, the cultural intelligence of the majority of individuals will increase through international assignments and working within a global organisation. Elenkov & Manev (2009) further this argument and explain that cultural intelligence is vital for managers within organisations. The GLOBE project found that the leadership styles favoured or expected from country to country vary depending on the cultural variables found in that context (Dorfman et al, 2002), and it can be seen that the cultural intelligence and adaptability of managers and individuals is vital to their performance and effectiveness in different cultures (Elenkov & Manev, 2009). It can therefore be argued that the greater the cultural intelligence of an individual, the more understanding, aware and open they should be to different cultures and therefore less prone to xenophobic attitudes (Lee, 2014). The emerging concept of cosmopolitan global citizens is one still in debate. In its early conception, cosmopolitanism was seen to be an outlook which transcended national boundaries and complemented cultural intelligence (Woodward et al, 2008). The concept has now been developed to incorporate institutional, political, and cultural dimensions (Woodward et al, 2008). From a cultural perspective, most researchers have agreed that cosmopolitanism can be seen as an openness to different cultures as well as the values and beliefs that they may hold. Woodward et al (2008) argue that while an individual does not need to be globally mobile to hold cosmopolitan values, the cultural exposure that expatriates experience may assist them with gaining the attitudes and values associated with cosmopolitanism (Lee, 2014). Furthermore, cosmopolitan citizens are seen to be more engaged with others that identify as cosmopolitan citizens and hold similar worldviews (Lee, 2014). The concept therefore of a cosmopolitan is that of an individual who defines themselves less as part of a single national or cultural identity, and more as a global citizen – who should be less prone to xenophobic attitudes (Lee, 2014). This is supported by Ariely (2017) who showed that identifying as a cosmopolitan reduces xenophobic attitudes, a relationship which is moderated by the level of globalisation in the individuals home country, with those exhibiting higher levels of globalisation demonstrating a stronger negative relation between cosmopolitanism and xenophobic attitudes. The dictionary definition of xenophobia is the fear or hatred of strangers or foreigners, it is usually thought that the term overlaps with racism, however, xenophobic behaviour is based on the idea that an individual is different due to being a member of a different nation or social group (UNESCO, 2018). Ariely (2011) argues that the idea of xenophobia can be based on social identity theory which defines social identity as the differences between social groups with members feeling more strongly associated to the group in which they belong. Xenophobic views are therefore the result of social groups – such as nations and culture, being different from one another (Ariely, 2011). Interestingly, the results of globalisation such as the development of cosmopolitan citizens, bi-culturals and individuals showing a strong cultural intelligence seems to show that globalisation is causing to move towards a more homogenous global citizen identity, instead of heterogeneous national identities (Ariely, 2011). Such â€Å"superordinate† identities could reduce or eliminate differences between national identities, and therefore reduce xenophobic views. It is also important to recognise that some research has shown globalisation to have the opposite effect, heightening nationalistic identities and in turn perhaps causing xenophobic views against those seen with a different social or national identity (Ariely, 2011). Interestingly, Ariely (2011) found that in certain countries, while globalisation may decrease xenophobic attitudes in some people, it can increase them in others. While this study was actually based on xenophobic views against immigrants it paints an interesting picture that globalisation can have many different impacts on different people within the same country, and that context is incredibly important (Ariely, 2011). There are also negative aspects to consider such as the accelerated flows of terrorism, which have only promoted xenophobic attitudes due to the placing of blame on the lack of national borders – which globalisation has had a hand in reducing (Heine & Thakur, 2011). This essay explored the impact which globalisation has had upon individuals around the world. Whether a cosmopolitan citizen, learned or born bi-cultural, or an individual that has developed a strong cultural intelligence, the ability to adapt and understand other cultures seems to reduce the ownership of xenophobic attitudes. The essay found that as individuals gain a greater cultural intelligence, or identify as cosmopolitan or global citizens, they tend to identify less with their national culture/identity and identify more with a global identity. Using social identity theory from Ariely (2011), it can therefore be argued that while xenophobia is usually based on the differences between social, cultural, or national groups – the fact that more people are identifying as global citizens is reducing the differences between these groups around the world, and therefore reducing xenophobic attitudes. References Ang, S., Van Dyne, L., Koh, C., Ng, K., Templer, K., Tay, C. and Chandrasekar, N. (2007). 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