Development of an Equation Essay Example for Free

Development of an Equation Essay Purpose: Investigate a chemical reaction using lab procedures and observations. Then, find a pattern of reactivity and explain the findings using a chemical equation and particle diagram. Procedure: Refer to: Department of Chemistry, The Ohio State University. Development of an Equation. General Chemistry 1210 Laboratory Manual. Vol. 2013-2014. Plymouth: Hayden-McNeil. 32-35. Data/Results: Part A: In the potassium iodide solution, I think there were potassium atoms as well as iodine atoms. In the lead nitrate solution, I think there were lead and nitrate ions. The potassium atoms and the lead atoms can be classified as cations, since they are metals. The iodine atoms and the nitrate ion can be classified as anions since they are nonmetals. Upon mixing, the solution turned into a cloudy yellow color. Evidence that a chemical reaction occurred was that the two solutions created a new color because the two solutions were originally colorless. There was no gas formed. Part B: (Testing the Anions) Iodide reaction with hydrogen peroxide observations- The precipitate at the bottom turned into a red solid and the liquid solution was a dirty yellow color. Nitrate reaction with hydrogen peroxide observations- A colorless precipitate formed at the bottom and looked like a bubble. It was a relatively large bubble. The liquid solution was colorless and cloudy/fizzy. Since the reaction resulted in some fizzing and bubbles, this is indication that a gas was formed. (Testing the Cations) Potassium reaction with thioacetamide observations – No reaction occurred. Lead reaction with thioacetamide observations A violet-black precipitate formed at the bottom of the test tube and the liquid solution was a cloudy grey color. It was about the same size precipitate as the nitrate reaction with hydrogen peroxide. Strong smell from the thioacetamide. Part C: Identification of ions in the precipitate that forms when lead nitrate solution is added to potassium iodide solution. (Testing for Anions) Reaction with hydrogen peroxide observations- A dark red precipitate formed at the bottom of the test tube and the liquid solution was colorless. There was not a large amount of precipitate formed and it sort of smeared along the inside of the test tube. Inferences: What anions are in the precipitate? -iodine (I-) When compared with results from part B to test anions, similar results were found. A dark red precipitate was formed in both. (Testing for cations) Reaction with hydrogen sulfide observations- A small, violet-black precipitate formed at the bottom of the test tube and the liquid solution was grey and cloudy. Inferences: What cations are in the precipitate? – lead (Pb2+) When compared with results from part B to test cations, similar results were found, A violet-black precipitate was formed in both tests. Exchange reaction- Positive potassium started off with negative iodine, and positive lead started off with negative nitrate. Potassium switched to combine with nitrate and lead switched to combine with iodine. Part D: Testing of Precipitate| Observations on Initial Precipitate Formed (relative amount, etc.)| Lead Nitrate: Potassium Iodide Ratio| Tube 1| Powdery, yellow precipitate formed at the bottom. Not very much precipitate. Little to no streaking. Clear liquid solution above precipitate. | 3:1| Tube 2| Powdery, yellow precipitate formed at the bottom. Equal to tube 1. Little to no streaking. Clear liquid solution above precipitate.| 2:1| Tube 3| Powdery, yellow precipitate formed at the bottom. A little more precipitate than tube 1 and 2. Little to no streaking. Clear liquid solution above precipitate.| 1:1| Tube 4| Powdery, yellow precipitate formed at the bottom. Much more than tube 3. Noticeable streaking of precipitate along sides of test tube. Clear liquid solution above precipitate.| 1:2| Tube 5| Powdery, yellow precipitate formed at the bottom. Most precipitate formed out of all test tubes. A lot of streaking of the precipitate along sides of the test tube. Clear liquid solution above precipitate. | 1:3| Testing of Supernatant| Observations| Inferences: Which ions were in the supernatant? List cations and anions.| Tube 1| The solution was clear with lead nitrate, but turned a yellow cloudy color with the potassium iodide. | Pb2+ (lead)-cationsNO3- (nitrate)-anions| Tube 2| The solution was clear with lead nitrate, but turned a yellow cloudy color with the potassium iodide.| Pb2+ (lead)-cationsNO3- (nitrate)-anions| Tube 3| The solution was clear with lead nitrate, but turned a yellow cloudy color with the potassium iodide.| Pb2+ (lead)-cationsNO3- (nitrate)-anions| Tube 4| The solution was clear with both the lead nitrate and the potassium iodide.| Pb2+ (lead)-cationsNO3- (nitrate)-anions| Tube 5| The solution was a little yellow with the lead nitrate, and a little less yellow with the potassium iodide.| K+ (potassium)I- (iodine)| Discussion/Conclusion: In part A, the first step was to obtain 5 drops of potassium iodine and 5 drops of lead nitrate and put them into a test tube and record observations. Then, to test the anions in part B, 5 drops of potassium iodine, 5 drops of nitric, 10 drops of dichloroethane, and 5 drops hydrogen peroxide to a new test tube. Then to a separate test tube, 5 drops of potassium nitrate, 5 drops of nitric acid, 10 drops of dichloroethane, and 5 hydrogen peroxide to a new test tube. Both should be stoppered and shook to produce two distinct layers. To test the cations, 2 test tubes would each get 20 drops of thioacetamide and 2 drops of nitric acid. One would get 5 drops of lead nitrate and the other 5 drops of potassium nitrite. Both test tubes were heated for 5 minutes and observations were recorded. In part C, the sample was used from part A and the test tube was centrifuged, then the clear aqueous layer was removed and discarded and the precipitate was washed with distilled w ater. This process was repeated once more. To test the anions, 5 drops of nitric acid, 10 drops of dichloroethane, and 5 drops of hydrogen peroxide were added to the solid precipitate and the test tube was stoppered and shook. These results were compared to the results from part B. To test for cations, the less colored aqueous layer was transferred to a clean test tube and the leftover layer was discarded. The solution was heated in a water bath until clear. 20 drops of thioacetamide were added, stirred then heated in a water bath and compared to the results from part B. In part D, to determine the ratio of  ions in the precipitate, 5 test tubes were labelled 1-5 and were filled according to table 3.1 on page 34 of the lab manual. The same medicine dropper was used for all drops and the test tubes were stoppered and shook, then centrifuged. The relative amounts and appearance of each precipitate were recorded. To test for potassium of iodide ions in the supernatant, 5 drops of lead nitrate were added to 5 separate test tubes with along with 5 drops from the appropriate test tube solution. The same was done to test for lead or nitrate ions, but potassium iodide was added instead. The perfect ratio for thi s lab was 2 potassium iodides for every lead nitrate. This ratio was found from balancing the equation and from comparing the results from part C to part B to match the observations of the precipitates. The ratio is the molar mass ratio of the balanced equation. The balanced equation was: 2KI(aq)+Pb(NO3)2(aq) 2KNO3(aq)+PbI2(s) and the formula of the precipitate was PbI2(s) based on the observations. In part B, the test for anions resulted in a dark red precipitate which was the iodide solution with hydrogen peroxide. In part C, the same results were found when lead nitrate and potassium iodide were added to hydrogen peroxide, therefore; the anions found were iodide ions because it has a negative 1 charge. In part B to test cations, the precipitate was a violet-black color for the lead solution reaction with thioacetamide. In part C, the same results were found when lead nitrate and potassium iodide were added to hydrogen sulfide. The cations found were lead ions since they have a positive 2 charge. Some inherent errors could have been while extracting the clear aqueous solution, some of the precipitate could have been extracted with the solution and transferred into another test tube. Upon heating, not all of the precipitate dissolved. Some of the drops with the micropipet varied also. The medicine dropper was more precise with the drops. Through this lab, a chemical reaction was used to find the pattern of reactivity which was an exchange reaction. This is known by finding the chemical equation and properly balancing it which is seen above. This lead to the ability to create a particle diagram and the findings of a perfect ratio of lead nitrate to potassium iodide.

How to Identify Different Types of Learners

How to Identify Different Types of Learners How does a teacher identify the different types of learners in a language classroom and how best plan for this afterwards? ‘†¦plan, teach / act, observe and reflect†¦Ã¢â‚¬â„¢ (Sue Davidoff and Owen van den Berg, 1990) The Observation My observation was undertaken at the British Council in Kuwait/Gulf Region[ej1]. The observation class was of mixed nationality Arabic Language speakers at Intermediate level. There were twenty students in total, 80% males to 20% females. The class comprises of 30% students, 60% working or professional people 10% homemakers others. The age range is between 20 to 55 years. The class is halfway through a 6 months language course. I observed and was involved in a 90 minute lesson focusing on vocabulary, reading and speaking. At the end the teacher answered my prepared questionnaire (see Appendix)[ej2]. The following essay consists of a brief theoretical, analytical and practical examination of learning styles and typologies in a language classroom and how best to plan for them. It includes an analysis of specific elements from the observed lesson (see Appendix for a transcript[ej3]) put in the context of theory and intended future practise. To support the lesson, the teacher used the white board, an overhead projector with one transparency and three handouts. Whole class work focused on provision of vocabulary and contextualisation of the material. The material was real and relevant to contemporary interests and cultures. The teacher used discussion starters to motivate and encourage student interest and involvement (as Allwright and Bailey advise, 1991) Responses were elicited from the class and supported through teacher modelling of pronunciation and writing on the white board. Individual work was limited. The teacher had established small groups (three to four students) aimed at balancing ethnic background and gender. Research shows the importance of understanding and catering for different learning styles and cognitive strategies. When a learning style is not catered for, the student can easily become ‘bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects’ (Zhenhui, 2001). Various parameters have been constructed for defining student’s preferred way of learning, such as Knowles (1982) concrete, analytical, communicative and authority-orientated learning styles (cited in Richards, 1994). Another defines the groups as auditory, visual and kinaesthetic learning styles (Krause et al, 2003, pp154-155) whilst figure 1 gives a representation of student and teacher inter-reactions dependent on learning styles. Some researchers such as Richards (1994, pp.59-77) consider an individuals culture as vital to understanding learning styles. Ladson-Billings (1995) advocates a method of Culturally Responsive Teachin g which integrates cultural points of reference through out the learning process. Others disagree (Kubes, 1998, cited in Krause) and cite more universal forms of learning. This class was both interested and engaged in its learning. However, during the interview, the teacher expressed a wish that there was more time for individual tailoring. The teacher acknowledged that this would better cater for the range of learning styles. More concrete resources (actual materials eg fruit, etc) and increased use of visual aids (magazines, more transparencies, laminated pictures) may also help to convey understanding and increase retention. Two ‘tests’ were used during the class one was a linking exercise and one a reading exercise. The teacher finished the lesson with each student expressing an opinion on an article using the lessons language. Whilst these were not formal tests, they involved assessment strategies. As Nunan points out (1990, p62) assessment contributes part of the information for student evaluation. As this infers, the tools for student assessment, be they observational, formative or summative, need to balance with an understanding of the ‘bigger picture’. For example, the goal may be to allow students to understand, practise and develop their own language and learning strategies (see Hismanoglu’s exploration of Language Learning Strategies, 2000) – be they direct or indirect strategies (Oxford, 1990, p9). Most students require clear and precise scaffolding (Vygotsky, in Krause, 2003, pp60-65) to develop their metacognitive practises for making meaning. Assessme nt can act as a benchmark to the success of the learning process and show the teacher areas that need to be covered again or in a different way. There is no space here to do full justice to the impact of the learning environment upon students yet it needs inclusion for a balanced understanding of students learning styles. Suffice it to say that, as Nunan and Lamb say (1996), the teacher needs to aim for a safe, positive and progressive environment that encourages student participation, thinking and risk-taking. Much as assessment is an end result of reflection upon what one wants to define, the learning environment should be based upon a thorough understanding of theoretical aspects. For example, traditional teaching methods tended towards a unitary approach to intelligence. Contemporary theories, such as Gardner’s work on multiple intelligences (cited in Krause et al, 2003) allow for the inclusion of variable factors that define a student’s strengths and weaknesses. Many agree with Wilson’s (1998) assertion that Gardner’s MI theory helps teachers createâ€Å"†¦more personalized and diversifi ed instructional experiences† and develops â€Å"empowered learners† (http://www.newhorizons.org/strategies/mi/wilson1.htm) Figure 2. Adapted from Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html This holistic approach agrees with an understanding of other influences upon learning, Maslow’s hierarchy of needs for example (see Figure 2), or Bronfenbrenner’s (1979) ecological systems theory. These ‘ecological’ factors encourage more integrated forms of assessment and are particularly useful in understanding various forms of ‘washback’ (see Cushing Weigle, 2002) that may result. Other more structured tests such as the Myers-Briggs Type Indications Survey, (Myers McCaulley, 1985) may also have their place. The teacher used gender and ethnic background to balance the groups. The groups worked well together in a pro-social manner. However, Woods encourages conscious examination of an educators own attitudes, especially when the may cause subconscious actions and opinions to form (Woods, 1996). Should the two parameters of gender and ethnicity become constraints, then they are not valid means of group construction. Sometimes is appeared that not all group members contribute in their cooperative learning. However, research has shown that even those who do not appear to be so communicative do benefit to a degree from the listening and processing that this format provides. It may be that they are better at working individually and as such should have the opportunity to do so. The teacher used elements of the 3 P’s approach presentation, practise, production. However, as the lesson transcript shows, the language was expanded in what became more of a Harmer-style engage – study – activate method. I would like to list the implications for my own teaching under the following points: Use a wide range of teaching strategies and styles to ensure comprehension eg support spoken material with writing on the white board, leave the transparency up on the overhead projector, bring in concrete materials, provide visual clues, model your required responses, â€Å"set short, realistic goals and review and recycle often.† (Antonaros, 2005 ), role play, use song. Use methods according to the area you wish to cover, the materials you have prepared and present concisely and precisely. If the area is suited best to direct instruction then use it, if student-centred instruction or co-operative groups then vary accordingly. Motivation and interest are paramount, but sound understanding is the goal. Prepare your materials so that they are interesting, real, relevant, encourage thinking whilst supporting language development. Take an action research approach to (for example Wright’s, 1987, 2005) to develop a thorough understanding of my students learning and cognitive styles and my own attitudes. Use active listening to understand, modelling to improve and discussion to encourage communication Use teacher modelling strategies to develop the student’s autonomous language learning skills as exemplified by Lowes and Target (1998) in Helping Students to Learn. Providing a positive learning environment where mistakes are not derided Assign homework that re-caps and therefore re-enforces the issues covered in the lesson. Ensure equity in communication – make sure everyone has a chance to speak. â€Å"Every teacher who has taught a group of grown-ups knows that some individuals may be reluctant to speak, especially when they realize or assume that other students are more fluent.† (Turula, 2002) References Allwright, D. Bailey, K. (1991). Focus on the Language Classroom. Cambridge, UK: Cambridge University Press. Antonaros, S. (no date) Looking Inside and Out for the Answer to Motivating Our Learners http://www.tesolgreece.com/nl/75/7505.html) Accessed 7th February 2006 Davidoff, S., Van Den Berg, O. (1990) Changing Your Teaching. The challenge of the classroom. Pietermaritzburg: Centaur Publications Gardner, H. (1983) Frames of Mind. New York: Basic Books, Harmer, J (1998) How to Teach English. Harlow, UK: Longman Hismanoglu, M. (2000) ‘Language Learning Strategies in Foreign Language Learning and Teaching’, The Internet TESL Journal, Vol. VI, No. 8, August 2000 Knowles, L (1982) Teaching and Reading. London, UK: National Council on Industrial Language Training. Krause, K., Bochner, S., Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria: Thomson. Kubes, M (1998) Adaptors and innovators in Slovakia: Cognitive style and social culture. European Journal of Personality, 12(3), pp.187-198 Ladson-Billings, G. (1995). But thats just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. Lowes, R. Target, F. (1998). Helping Students to Learn. London: Richmond. Malamah-Thomas, A. (987). Classroom Interaction. Oxford, UK: Oxford University Press. Nunan, D., Lamb, C. (1996). The Self-Directed Teacher. Cambridge, UK : Cambridge University Press. Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York, USA: Newbury House Publishers. Richards, J.C., Lockhart, C.L. (1994). Reflective Teaching in Second Language Classrooms. Cambridge, UK: Cambridge University Press. Richards, J.C. Nunan, D. (eds.). Second Language Teacher Education. Cambridge, UK: Cambridge University Press. Turula, A (2002) Language Anxiety and Classroom Dynamics: A Study of Adult Learners. Forum English Teaching Online, US Dept of State, Vol. 40 (2). http://exchanges.state.gov/forum/vols/vol40/no2/p28.htm#top Wilson, L (1998). Whats the big attraction? Why teachers are drawn to using Multiple Intelligence Theory in their classrooms? http://www.newhorizons.org/strategies/mi/wilson1.htm Accessed 7 February 2006 Woods, D. (1996) Teacher Cognition in Language Education. Cambridge, UK: Cambridge University Press Wright, T. (1987). Classroom Management in Language Education. Hampshire, UK: Palgrave Macmillan Wright, T. (1987). Roles of Teachers and Learners. Oxford, UK: Oxford University Press. Zhenhui, R. (2001) ‘Matching Teaching Styles with Learning Styles in East Asian Contexts’, The Internet TESL Journal, Vol. VII, No. 7, July 2001 Websites Matching teaching styles: http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html accessed 3 February 2006. Language Learning Strategies: http://iteslj.org/Articles/Hismanoglu-Strategies.html accessed 3 February 2006 Maslow’s Heirarchy of Needs, Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html. Accessed 7 February 2006 Language Teaching http://www.ittmfl.org.uk/modules/effective/6a/paper6a4.pdf accessed 5 February 2006 [ej1]Where exactly, or does this remain hypothetical? [ej2]Need to verify and add number [ej3]Need to verify and add number

What is Civil Engineering? :: essays research papers

Historically, Civil Engineering is the oldest branch of engineering and dates back at least 5,000 years to the profession of "master builder" involving pyramids, temples and irrigation projects. Engineering has changed greatly since those days but the fundamental principles have stayed the same. Engineers solve peoples problems with applied science and innovation. Today's problems are more complex and the needs of current and future societies have created challenges for engineering unparalleled in our history. The use of electronic data collection methods and the application of computers has revolutionized the practice of Civil Engineering. To interpret and satisfy these needs, Civil Engineers currently direct the spending of more than one tenth of Canada's gross national product, more than any other professional group. The Civil Engineer must deal with the human impact of engineering. Social, moral and legal issues concern us to a far greater degree than ever before. Civil Engineering has become an extremely diverse field with many areas of application. A summary of the major fields follow: Structural Engineering Structural Engineering deals with the design and construction of all types of structures including buildings and bridges. Emphasis is placed on mechanics and the behaviour of materials. Infrastructure Management and Construction Infrastructure Management and Construction deals with project management, construction materials, construction engineering and building engineering. Water and Waste Management Engineering Water and Waste Management Engineering addresses water and waste water treatment, surface and ground water pollution and control, solid and hazardous waste management, contaminant transport and behaviour in the environment. Support areas involving aquatic chemistry, computer modeling, simulation and laboratory experimentation as examples are also stressed. Transportation Engineering Transportation Engineering deals with the planning, design, construction, traffic operation and evaluation of streets, highways, airports, and transit systems. Geotechnical Engineering Geotechnical Engineering covers the engineering properties of soils, the fundamentals of soil mechanics, and the application of geotechnical data and fundamentals to the design of foundation elements, earth-retaining structures, excavations, earth embankments and highway pavements. Engineering Mechanics Engineering Mechanics deals with the rigorous study of mechanics, applied mathematics and related fields. This leads to an understanding of advanced analysis and leads to study in structural engineering, hydraulics, mechanics of solids and fluids, or properties of materials. Experimental Mechanics Experimental Mechanics involves the experimental investigations of the static and dynamic response of structures and machines, and in the development of improved techniques to obtain and analyze experimental data. Water Resources Engineering Water Resources Engineering covers the planning,

How Much Control Should The Us :: essays research papers

Why does the government think they need to regulate private businesses? When it comes to working conditions, employers must be responsible to create fair standards of how businesses should operate. Business owners must be able to make independent decisions regarding wages, hours, and safety to allow one’s business to be successful. During President Regan’s years in office, he initiated a policy to deregulate businesses. He eliminated as many restrictions as possible, to let the businesses regulate themselves. This means that these companies can pay employees any amount desired, so long as they meet federal minimum wage standard. A special salary for employees working overtime is unnecessary. Successful businesses will choose to pay extra anyway, as this will create a competition between businesses for quality employees. The hours an employee works need not be regulated so long as the employee is compensated for the time worked. An example of how regulations can be counterproductive is in France. Currently employees are not allowed to work more than 35 hours per week. As of the 1st of January, that work week will be further reduced. Companies are fined if employees work more than 35 hours. This is causing a problem because the companies’ production is lower and so is the quality of the products. With reduced quality and quantity of the product, these companies could be forced out of business, leaving the government less to regulate. Safety is another key issue that the government likes to regulate. Because of the reduced work week in France, it will be interesting to see if safety becomes a problem for overnment regulators or private businesses. In the United States, most business owners are aware that a safe work environment is a must. How Much Control Should The Us :: essays research papers Why does the government think they need to regulate private businesses? When it comes to working conditions, employers must be responsible to create fair standards of how businesses should operate. Business owners must be able to make independent decisions regarding wages, hours, and safety to allow one’s business to be successful. During President Regan’s years in office, he initiated a policy to deregulate businesses. He eliminated as many restrictions as possible, to let the businesses regulate themselves. This means that these companies can pay employees any amount desired, so long as they meet federal minimum wage standard. A special salary for employees working overtime is unnecessary. Successful businesses will choose to pay extra anyway, as this will create a competition between businesses for quality employees. The hours an employee works need not be regulated so long as the employee is compensated for the time worked. An example of how regulations can be counterproductive is in France. Currently employees are not allowed to work more than 35 hours per week. As of the 1st of January, that work week will be further reduced. Companies are fined if employees work more than 35 hours. This is causing a problem because the companies’ production is lower and so is the quality of the products. With reduced quality and quantity of the product, these companies could be forced out of business, leaving the government less to regulate. Safety is another key issue that the government likes to regulate. Because of the reduced work week in France, it will be interesting to see if safety becomes a problem for overnment regulators or private businesses. In the United States, most business owners are aware that a safe work environment is a must.

Realistic Writing Cormier :: Essays Paper

Realistic Writing Cormier Realistic Writing Every day across the world people are put in situations where their morals are questioned. It isn’t easy for one to say no to something when there is peer pressure or a reward coming, even if what they are going to do is against their morals. I have been in situations where I had to choose to either go along with my friends, in an illegal act, or try to talk them out of it. I chose to try to talk with them and it worked, but this won’t always be the case. When I read novels by Robert Cormier they talk about the society we live in. Most of the topics Cormier writes about deal with what my friends and I are going through. These topics or problems deal with a wide range of subjects, the most common are sibling’s death or illness, teen drinking, and parental divorce. When Robert Cormier writes a novel he doesn’t pretend that humans are perfect. Instead Cormier confronts the evil in our society and world. He shows this style of writing in most of his books. Throughout Cormier’s novels he writes with a very strong sense of realism. Cormier’s realistic style of writing ranges from evil events to family problems. The following four novels by Robert Cormier show this realistic style of writing best: The Chocolate War, We all Fall Down, and Tunes for Bears to Dance to. The Chocolate War is full of evil actions that occur in our world. In this novel there is a gang that bosses other students around. Although our school might not have a gang with a lot of control we do have clicks that perform some of the same acts. Archie’s gang, the Vigils, singles people out just because they aren’t cool enough or because they aren’t in the gang and don’t have high status among the students. One of Archie’s members had a notebook full of everyone who attended Trinity; it contained information on their parents, birth dates, and other personal information that the Vigils use to single out who they want. After some of the members of the gang looked at Jerry’s file Archie said, â€Å"He’s just a skinny kid†¦Ã¢â‚¬ (16). Some don’t want to pick on him because he is skinny and others just want to more.

Corporate Social Responsibility Essay

Corporate Social Responsibility and Corporate Governance are the two important inevitable corporate practices all over the world today. Once voluntary acts, these practices have now been made mandatory in the wake of various corporate scandals that shook the corporate world in the past decade. 1. 1 Aims and Objectives With the above background, it is proposed enquire into the corporate practices in the realms of Corporate Social Responsibility and Corporate Governance that are prevalent in the U. K. and to ascertain how effective the practices are in achieving the objectives behind the said concepts and finally conclude whether U. K has established standards of these practices or still lagging behind. This paper shall be a proposal to determine feasibility of such an exercise. 1. 2 Problem Statement As the term suggests Corporate Social Responsibility is an obligation of the corporate entity in addition to the duties owed to its shareholders. Maximising profit for the shareholders is not the only goal of a company. It owes responsibility to all the stake holders in the company. The group of stake holders are share holders, employees, suppliers, customers, Government agencies, and Environment. It implies that while maximising the value of the firm for the sake of shareholders, interests of these stake holders should not be sacrificed in the process. Hence ensuring the social responsibility of a corporate entity is part of Corporate Governance. Corporate Governance is a wider term encompassing the corporate social responsibility also. Hence the managers of the companies must establish sound standards of corporate governance based on the combined code of corporate financial reporting. A corporate entity must comply with code or explain why it has not, in its annual reports as per the guideline set out by Cadbury report. Prior to the Cadbury report, there was no requirement as such on the part of the U. K. Corporates. It was only after the surfacing of corporate scandals in U. K, that the Cadbury report was required to be made by the Government. This proposal therefore gains significance to make a study on the practices of UK companies complying with their social responsibility and other aspects of corporate governance. That there is a Minister in the U. K. for corporate social responsibility would show the importance attached to it by the Government. The two aspects of CSR and Corporate Governance are part of business ethics. Chapter2 Literature Review Literature review is an exercise to justify this research proposal. This involves examining the literature available on the subject of this proposal which will form part of secondary data for the study. 2. 1 Corporate Governance It is a system by which the corporate entities are directed and controlled. Thus accountability is required on the part of the board to make sure that te corporates are managed in the best interests of their shareholders. (Higgs 2003) There must be an effective board which while providing for entrepreneurial leadership should also at the same time control the incumbents of the board. To achieve this, the board must consist of a balanced structure of directorship with executive, non-executive, independent non-executive in right proportion to ensure against concentration of power and at the same time ensure balanced decision making. Where there are conflicts of interests likely, the board should appoint sub-committees for nomination and remuneration of directors and auditors to make proposal to the board for approval. The board is expected to deal with shareholders effectively ensuring transparency and accountability. The combined code issued by the Financial Reporting Council and revised from time to time prescribes general principles and procedures of Corporate Governance for listed companies. (CSR) However Corporate governance is not a new concept. Adam Smith’s(1776) ‘An Enquiry into the Nature and Causes of Wealth of Nations’ gave rise to Berle and Means’(1932) agency theory which enunciated separation of corporate ownership from control. Corporate Governance is precisely that. Bruce (2006) states that it is a myth that concentration of power improves firm value. Rather dispersed ownership enhances firm performance. This warrants corporate governance. 2. 2 Corporate Social Responsibility (CSR) Rather than shareholder interests, CSR principle requires companies to have a wide range of stakeholder interests. In pursuit of its business activities, a company should keep in mind the interests of the stake holders as well so that maximisation of firm value in the long run is consolidated. In the process, key relationships with consumers, employees, and other stakeholders are improved. Interaction with consumers results in better understanding of their needs and improvement in the quality of the products besides becoming more competitive in the market. Efficiency increases through cost minimisation. Corporates such as BT and Cooperative Bank are in the practice of giving feed back on their competitiveness as a result of their CSR initiatives. Similarly showing the company’s concern towards its employees in whatever ways possible including facilitating their work-life balance and giving of additional benefits to physically challenged employees would result in increased productivity and over all improvement in the company’s image. Company’s environmental concern also is demonstrated through its practice of energy saving , participation in greening projects, compliance with pollution control requirements, minimising carbon consumption and taking part in carbon credit programs. Desisting from giving bribes to Government officials is also considered a part of CSR. 2. 3 Corporate Governance Practices in UK The Corporate governance gained more significance in the U. K. ever since the collapse of BCCI bank and the Robert Maxwell pension funds during 1991. In order to put its own house in order, Government set up a committee under the chairmanship Sir Adrian Cadbury which gave a report known as Cadbury Report with ‘comply or explain’ directives. It was later followed by Greenburg Report in 1995 concerning remuneration to directors. And both the reports together were integrated to make a combined code in the year 1998. And this has been twice updated once in 2003 after Enron and World com scandals of the U. S. and again in 2006. The Financial Reporting Council enlists the following as key aspects of corporate governance in the U. K. There is a single board of directors with collective responsibility to the company’s success. A balancing act is achieved by a separate chief executive and chairman. A right proportion of executive and non-executive directors to ensure balanced decision making in the affairs of the company. Presence of independent audit and remuneration committee. Evaluation annually by the board of its own performance. Maintaining transparency in the matters of appointments and fixation of remuneration. ‘Comply or explain’ are the basic guidelines when making annual reports for compliance or failure to comply any of the codes recommended by the financial reporting council as regards corporate governance. As a result, the U. K. is the leading country with best standards of corporate governance as per the report by FISE ISS in 2005. National Association of pension funds as also certified in the same year that 94% of the U. K. pension funds complied with corporate governance measures in more efficient manner. Compliance cost for companies is also reported to be lower than in other countries. This positive corporate governance makes investors to prefer the U. K. for listing their companies in preference to the U. S stock exchange as per the Oxera report of 2006 (FRC 2006) As a part of its corporate social responsibility, the company Procter & Gamble has introduced a product ‘turn to 30’ as a substitute to its own ‘Ariel’ in order to reduce carbon consumption while people washed clothes. This is as part of their commitment towards removing carbon foot print in their product. The company was awarded with Ethical Marketing Prize by the U. K. marketing society. The company found that rather than the presence of carbon foot print in their product, the carbon emission took place when people washed clothes in hot water. So the company developed ‘turn to 30’ which could be used for washing in cold water without giving rise to emission of carbon while washing. As a result the percentage of population using cold water for washing rose from 2 percent to 17 percent. This could amount to a great deal in terms of carbon emissions that were saved. (Baker 2008) Chapter 3 Methodology The methodology for the research chosen will be qualitative. The literature review will be the major contributor for arriving at conclusions though about 25 companies will also be randomly selected for the sake of primary data to gain first hand knowledge of the subject of research. And to corroborate the findings in the secondary data gathered through literature review. Chapter 4 Conclusion The Brief literature review above proves to be of immense value as an indicator of practices in the U. K. as regards Corporate Social Responsibility and Corporate Governance. Commitment of the companies and the Government in the U. K. towards the CSR and Corporate Government encourages further detailed research in the discipline so as to understand the implications fully and suggest measures to increase the present compliance rate in the U. K. by identifying bottle necks still faced by the corporates in that connection. With this in view, the researcher hopes to make a substantial contribution to the field through this proposed research. References Baker, Mallen. 2008 How to make friend and influence customers: Buisness Respect issue 129 June 10 Berle, A. A, & Means, G. C. (1932) The Modern Corporation and Private Property, Larcourt, Brace & World Inc. , New York, N. Y. Bruce N Douglas. , 2006 Corporate Governance, Capacity Utilisation and Growth CSR Corporate Social Responsibility: A government update. Accessed 17 June 2008 FRC 2006 Financial Reporting Council: The UK Approach to Corporate Governance Higgs, Derek. 2003 Review of the role and effectiveness of non-executive directors. Accessed 17 June 2008

Essay on Star Wars

Essay on Star Wars â€Å"Aren’t you a little short for a storm trooper? † (Lucas New Hope 40). Rings a bell, doesn't it? This is one of the many quotes and a memorable one from Princess Leia in George Lucas’s saga Star Wars. Lucas had created an all American myth and was the first to do it. His movie saga used every archetype known to man and was inspired by the book The Hero with a Thousand Faces by Joseph Campbell. Campbell’s book also had every archetype known to man in it. It affected an innumerable amount of people around the world.Lucas’s Star Wars saga even went further than the big screen by inspiring comics, video games, toys, and other merchandise making Lucas a billionaire. His first three movies he made in the saga are New Hope, Empire Strikes Back, and Return of The Jedi. In this Star Wars trilogy, George Lucas illustrates that the hero must be wounded either physically or emotionally to be open to spiritual knowledge and transformation . Leia’s wounds open her to love, Luke’s wounds open him to becoming a Jedi Knight, and Anakin Skywalker’s wounds open him to redemption.These transformations are marked by physical and emotional wounds. In George Lucas’s Star Wars, Leia’s physical and emotional wounds open her up to love. First, Leia is wounded emotionally by the Death Star destroying her home planet of Alderaan. â€Å"A button is pressed which switches on a panel of lights. A hooded imperial soldier reaches overhead and pulls a lever. Another lever is pulled. Vader reaches for still another lever and a back of lights on a panel and wall light up. A huge beam of light emanates from within a cone-shaped area and converges into a single laser beam out toward Alderaan.The small green planet of Alderaan is blown into space dust† (Lucas New Hope 44). Princess Leia has been captured from the consoler’s ship and is being interrogated by General Tarkin. He is asking her abou t the whereabouts of the rebel base and if she doesn't comply he will destroy her home planet of Alderaan. She finally decides to lie so her home planet will be spared except they thank her for her cooperation, throw her in the detention level, and destroy Alderaan anyway. Leia is wounded emotionally by this because that was her home planet the Empire just destroyed using the Death Star.That means her family and all her friends and loved ones were on Alderaan and they all got completely destroyed. Everything that was her past and childhood memories was just destroyed right before her eyes. Lucas included this wounding because it is a very strong one. Leia just basically lost everything in one quick moment. He uses it also to show her strength in being able to control her emotions. Next, Leia is wounded emotionally by watching Han get frozen in the carbon freezing chamber. â€Å"Tears roll down Leia’s face as she watches the dashing pirate walk to the hydraulic platform† (Lucas Empire Strikes Back 70).Darth Vader uses Han as a sort of test dummy to test the carbon-freezing chamber on. He is testing to see if it will keep the person inside alive because Vader plans to use it on Luke later on. It is also a trap to attract Luke to Cloud City so Vader can capture him. This shows that Leia’s heart is completely open to love because she tells Han she loves him and even gets emotional when he gets ready to be frozen. Han responds with â€Å"I know† (Lucas Empire Strikes Back 70) showing the love between the two and without a doubt proving that Leia is now balanced between head and heart.Lucas has Han get frozen in carbon to reveal Leia’s true emotions and show that her heart is finally open to love. She shows it by telling him she loves him and tearing up about it. It shows that she does care and truly does love Han. Last, Leia is wounded physically by becoming a slave to Jabba the Hut. â€Å"Threepio is standing behind the grotesqu e gangster as he strokes Leia like a pet cat. Several of the guards, including Lando bring Luke from the other side of the room. Boba is standing behind Jabba† (Lucas Return of the Jedi 18).After trying to rescue Han from Jabba’s palace, Leia gets captured by Jabba and he uses her as his personal slave. He keeps her by him held by a chain. By becoming a slave to Jabba it opens Leia’s heart to even more emotions of love because her lover, Han, rescues her. Lucas has Leia get captured because it will drive Han even more to rescue her. This proves his love for Leia because he risks his own life by protecting her. By the end of all of these experiences, Leia’s heart is completely open to love showing her full emotions. In George Lucas’s trilogy Star Wars, Luke’s wounds open him to becoming a Jedi Knight.First, Luke is wounded emotionally by having his known family killed. â€Å"Luke stumbles around in a daze looking for his aunt and uncle. Sudde nly he comes upon their smoldering remains. He is stunned, and cannot speak. Hate replaces fear and a new resolve comes over him† (Lucas New Hope 19). Luke sees that the Imperial Troops have slaughtered the Jawas and then realized that they probably traced them back to Luke’s aunt and uncle’s house. He then speeds back to his house in his speeder and finds their remains and the remains of their dwelling.This greatly wounds Luke emotionally because the Empire has just destroyed his family and all he's ever had and known. Uncle Owen and Aunt Beru was the only family he thought he had left so this just devastated him emotionally. His fear is replaced by hate for the Empire. This also helps him make his decision on following Obi-Wan and training to become a Jedi Knight because he has no other options now that he has lost everything. Lucas had Luke's known family destroyed to place anger in him making him follow in his father’s footsteps unconsciously.It also h elps him make the decision to travel with Obi-Wan and train to be a Jedi Knight because now there is nothing left for him on Tatooine. Next, Luke is wounded physically by having his right hand cut off by Darth Vader. â€Å"Luke glances at the instrument complex floating away. At that instant, Vader's sword comes down across Luke's right forearm, cutting off his hand and sending his sword flying. In great pain, Luke squeezes his forearm under his left armpit and moves back along the gantry to its extreme end. Vader follows. The wind subsides. Luke holds on.There is nowhere else to go† (Lucas Empire Strikes Back 77). Luke is in Cloud City fighting Darth Vader after he escapes his carbon-freezing trap. Vader finally beats him down and cuts off Luke's right hand with his light saber. Luke is driven by anger and hate which in the end ultimately causes him to lose this battle. Vader cuts off Luke's right hand. That is the hand in which he wields his light saber. This represents his power hand and now he has no power because he has lost his right hand. This weakens Luke greatly. During this wounding he has the epiphany that Darth Vader is Anakin Skywalker, his father.During this wounding he is wounded both physically and emotionally. Physically because he loses his hand and emotionally because he learns that this evil man is indeed his father. Lucas had Vader cut off Luke's power hand showing now that Luke is weak and vulnerable. At this point Vader also tells Luke that he is his father because Luke cannot escape from the truth being physically wounded and defeated. Last, Luke is wounded emotionally by having his father die. â€Å"Darth Vader, Anakin Skywalker†¦Luke's father, dies† (Lucas Empire Strikes Back 88). Luke is on the Death Star to defeat the Emperor butDarth Vader gets in his way and starts fighting with Luke instead. Luke keeps backing down saying, â€Å"I will not fight you, father† (Lucas Empire Strikes Back 81). Luke then fina lly beats down Vader and cuts his hand off, just like Vader had done to him. The Emperor walks over to Luke and asks him to join the Dark Side but Luke refuses so the Emperor starts to electrocute him with his hands showing no mercy. â€Å"Vader grabs the Emperor from behind, fighting for control of the robed figure despite the Dark Lord’s weakened body and gravely weakened arm.The Emperor struggles in his embrace, his bolt-shooting hands now lifted high, away from Luke. Now the white lightning arcs back to strike at Vader. He stumbles with his load as the sparks rain off his helmet and flow down over his black cape. He holds his evil master high over his head and walks to the edge of the abyss at the central core of the throne room. With one final burst of his once awesome strength, Darth Vader hurls the Emperor’s body into the bottomless shaft† (Lucas Return of the Jedi 86). This emotionally wounds Luke because he finally has feelings of love towards his fathe r.His father, Anakin, just sacrificed himself for his son overcoming the evil within him letting his good side show. Luke feels sad and does not want to leave his father. His mother has already died so that was the last adult in his family and he finally felt that father to son connection. Sadly it only lasted a little bit because Anakin quickly dies. Lucas shows this as the final state of Luke becoming a true Jedi knight. This is shown by Luke saying, â€Å"Never! I’ll never turn to the dark side. You’ve failed, Your Highness. I am a Jedi, like my father before me† (Lucas Empire Strikes Back 84).In the trilogy Star Wars, by George Lucas, Anakin Skywalker’s wounds open him up to redemption. First, Anakin Skywalker gets emotionally wounded by the Sand People kill his mother. After the Sand People kill Shmi, Anakin's mother, he goes on a rage and kills an entire village of Tusken people including women and children. He does this out of anger. Anakin's mothe r Shmi gets captured by the Sand people. He then goes to free her and help her escape because of the love he has for his mother. As Anakin is walking her out of the village a Tusken raider shoots and kills Shmi.This puts Anakin in an outrage and he then massacres the entire village out of anger and hate with his light saber. This emotionally wounds Anakin greatly because the Sand people just killed his mother. Shmi was the woman he loved and cared about the most. He had always taken care of her and supported for her. Now that they just murdered her, it sent him on an unstoppable rage. Lucas has this happen to set Anakin on his course to becoming Darth Vader. All the hate and anger that came into him after this event turned him evil therefore setting him up for later redemption.Next, Anakin is physically wounded by falling into a burning lava pit. â€Å"Anakin's clothing blows into the lava river and ignites. Suddenly Anakin bursts into flames and starts screaming† (Lucas Reve nge of the Sith 89). Obi-Wan and Anakin are fighting on the volcanic planet of Mustafar. Obi-Wan cuts off Anakin's arm and greatly wounds him sending him falling close to the lava river in which his clothes ignite and his body is badly burned almost to the point of death. This greatly wounds Anakin and sets him on his way to being the mechanical more-machine-than-human Darth Vader.After he lies injured for a while he is finally spotted by Darth Sidious and what is left of him is put in a medical capsule. They then turn him into Darth Vader by replacing his injured parts with robotic parts making him more machine than human. Last, Anakin is wounded physically by saving his son Luke. â€Å"Vader grabs the Emperor from behind, fighting for control of the robed figure despite the Dark Lord’s weakened body and gravely weakened arm. The Emperor struggles in his embrace, his bolt-shooting hands now lifted high, away from Luke.Now the white lightning arcs back to strike at Vader. He stumbles with his load as the sparks rain off his helmet and flow down over his black cape. He holds his evil master high over his head and walks to the edge of the abyss at the central core of the throne room. With one final burst of his once awesome strength, Darth Vader hurls the Emperor’s body into the bottomless shaft† (Lucas Return of the Jedi 86). Then, â€Å"Vader's cape is whipped by the wind and he staggers, and collapses toward the bottomless hole.Luke crawls to his father’s side and pulls him away from the edge of the abyss to safety. Both the young Jedi and the giant warrior are too weak to move† (Lucas Return of the Jedi 86). In the Death Star, Anakin watches his son dying and then the good in him kicks in as Luke begs his father for help. Anakin steps in and sacrifices himself for his son. Anakin redeems himself here for all the evil he has done by sacrificing himself for the love of his son Luke. He just can’t bare it anymore to wat ch his son suffer so he acts on love and aves his son from the Emperor killing himself in the process. Lucas shows Anakin redeeming himself by sacrifice. He obtains redemption by giving into love and finding the good in him to save his son. In this Star Wars trilogy, George Lucas illustrates that the hero must be wounded either physically or emotionally to be open to spiritual knowledge and transformation. Leia’s wounds open her to love, Luke’s wounds open him to becoming a Jedi Knight, and Anakin Skywalker’s wounds open him to redemption. These transformations are marked by physical and emotional wounds.