Solar Winds and Lightning Strikes

Solar Winds and Lightning Strikes When you go outdoors for play or work, it probably never occurs to you that the lovely yellow Sun that heats and warms our planet is also responsible for a whole raft of other actions that affect us and our planet. Its true - and without the Sun we wouldnt have the beauty of the northern and southern lights, or - as it turns out - some of the lightning strikes that come during thunderstorms. Lightning strikes?   Really? Lets take a look at how that might be a solar effect. The Sun-Earth Connection The Sun is a somewhat active star. It regularly sends out giant outbursts called solar flares and coronal mass ejections. The material from these events rides out from the Sun on the solar wind, which is a constant stream of energetic particles called electrons and protons. When those charged particles get to Earth, some interesting things can happen.   First, they encounter Earths magnetic field, which protects the surface and lower atmosphere from the solar wind by deflecting the energetic particles around the planet. Those particles DO interact with the topmost layers of the atmosphere, often creating northern and southern lights. If the solar storm is strong enough, our technology can be affected - telecommunications, GPS satellites, and electrical grids - can be disrupted or even shut down.   What About the Lightning? When these charged particles   have enough energy to penetrate down into the cloud-forming regions of the Earths atmosphere, they can affect our weather.  Scientists found evidence that some lightning strikes on Earth may well be triggered by energetic particles from the Sun that reach our planet via the solar wind. They measured significant increases in lightning rates across Europe (for example) that occurred for up to 40 days after the arrival of particles carried by high-speed solar winds.   Nobodys quite sure how this works, but scientists are working to understand the interactions. Their data show that electrical properties of the air are somehow changed as the incoming charged particles collide with the atmosphere. Can Solar Activity Help Weather Prediction? If you could predict an increase in lightning strikes by using solar wind streams, that would be a real boon to weather forecasters. Since the solar wind can be tracked by spacecraft, having advance knowledge of solar wind storms would give weather forecasters a significant  chance to warn people about upcoming thunder and lightning storms and their severity. It turns out that astronomers have long known that cosmic rays, which are tiny high-speed particles from across the universe have been thought to play a part in severe weather on Earth. The ongoing studies of charged particles and lightning shows that lower-energy particles created by our own Sun also affect lightning. This is related to a phenomenon called space weather which is defined as geomagnetic disturbances caused by solar activity.   It can affect us here on Earth and in near-Earth space.  This new edition of the Sun-Earth connection, lets astronomers and weather forecasters learn more about both space weather and Earth weather. How Did Scientists Figure This Out? The record lightning strikes over Europe was compared with data from NASAs Advanced Composition Explorer (ACE) spacecraft, which lies between the Sun and the Earth and measures the characteristics of solar winds. It is one of NASAs workhorse space weather and solar activity observatories. After the arrival of the  solar wind at the Earth, the researchers showed there was an average of 422 lightning strikes across the UK in the following 40 days, compared to an average of 321 lightning strikes in the 40 days before the solar winds arrival. They noted that the rate of lightning strikes peaked between 12 and 18 days after the arrival of the solar wind. Long-term studies of the connection between the Suns activity and Earthly thunderstorms should give scientists useful tools not just for understanding the Sun, but also to help predict storms here at home.

3 Types of Sentence Errors Resulting from Missing Articles

3 Types of Sentence Errors Resulting from Missing Articles 3 Types of Sentence Errors Resulting from Missing Articles 3 Types of Sentence Errors Resulting from Missing Articles By Mark Nichol In each of the following sentences, lack of an article (a, and, or the) results in a grammatically flawed sentence. Discussion after each example, followed by a revision, identifies the problem. 1. In 2006, The Simpsons television show paid tribute to the 1974 Oakland A’s in an episode. The first instance of the article the, as an element of a composition title, cannot do double duty as an article that performs a grammatical function in the sentence, and the statement must be revised so that it includes such an article: â€Å"In 2006, an episode of the television show The Simpsons paid tribute to the 1974 Oakland A’s.† (However, if â€Å"television show† were omitted from the original sentence, no further revision would be necessary.) 2. During our discussion, we’ll hear insights from a chief financial officer, investment banker, and others. â€Å"Chief financial officer† requires the article that precedes it, while the plural pronoun others does not need one. But â€Å"investment banker† is left in the lurch; it cannot share the article that precedes the first item in the list: â€Å"During our discussion, we’ll hear insights from a chief financial officer, an investment banker, and others.† (Even if a specific designation were to replace others, an article would have to precede each item: â€Å"During our discussion, we’ll hear insights from a chief financial officer, investment banker, and chief risk officer† implies that one person with three roles, rather than three people who each have one role, is being identified.) 3. Live Nation bought a majority stake in Austin City Limits Music Festival, Bonnaroo, BottleRock, Lollapalooza, Governor’s Ball, and Electric Daisy Carnival. Here, some of the listed event names do not require an article, but those that end with a word describing a type of event do: â€Å"Live Nation bought a majority stake in the Austin City Limits Music Festival, Bonnaroo, BottleRock, Lollapalooza, the Governors Ball, and the Electric Daisy Carnival.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Cost-Effective vs. Cost-EfficientHow to spell "in lieu of"Types of Plots

Questions for Information Technology in the Business Environment Coursework

Questions for Information Technology in the Business Environment - Coursework Example [1 Mark] (b) For the legislation that you selected for 1(a) briefly describe what this legislation covers? Answer: The legislation covers false or misleading advertising, false or misleading representations about price and false or misleading sales techniques, finance agreements, and unfair prices. In basic terms, consumers cannot be pressured or misled and must be respected. As such, sales techniques must be upfront with no hidden fish hooks. [4 Marks] (c) For the legislation that you selected for 1(a) briefly why and for what reasons this legislation is relevant to IT Professionals? Answer: This legislation is relevant to IT professionals. Being professionals, it means that they have an in-depth knowledge on IT-related matters including products. Therefore, at times they might be tempted to mislead the customers who might not be so aware of these products. This legislation prohibits such a practice. [3 Marks] P L E A S E T U R N O V E R F O R A D D I T I O N A L S P A C E Question 2 Ethical Theory including the New Zealand Computer Society Code of Ethics 13 Marks Fill In the Gaps in the sentences below: [1 Mark per word] The New Zealand Computer Society Code of Ethics is based upon the principles of: interests of the community Respect_____________ for the individual interests of the client and supported by the values of: _________Competence_____________________________ ________Truth______________________________ social justice and _______________Ethical______________________ behaviour Members shall act in the execution of their profession with________integrity_____________, ___dignity_______________and _____honour_______________to merit the trust of the community and the profession, and apply honesty, ______skill_________________, judgement and initiative to contribute positively to the well-being of society; Members shall not__________misrepresent__________________ the qualifications and ______competencies______________ of themselves or those in their employ or under their supervision; P L E A S E T U R N O V E R The capabilities of the computer often lend a special character to problems of computer ethics, however. For instance, the computer often allows people to perform unethical actions_____faster_____________ or to perform actions that were too ____difficult___________ or impossible using manual methods. Now that computers are so common, organisations and individuals are increasingly ____vulnerable_______________ to their unethical use. Question 3 Treaty of Waitangi 13 Marks During ITB6210, the background and the current relevance of the Treaty of Waitangi was discussed (a) Summarise the British Crown’s reasons for entering into the Treaty of Waitangi Answer: The treaty of Watangi was an agreement between the British Crown and 540 Maori chiefs. It was a political statement of principles to found a nation state and build a government. There was an exchange of promises. The Maori conceded the sovereignty of New Zealand to Bri tish. In return, they were guaranteed rights of land, forests, fisheries and other undisturbed possessions.

Strategic Marketing Essay Example | Topics and Well Written Essays - 3250 words - 1

Strategic Marketing - Essay Example In the race to capture the lead in India for the most popular sportswear, Reebok has created the strongest showing in the market using their popularity to create new avenues of profit. Critically evaluate the strategic role of a sportswear manufacturer marketing function in achieving competitive advantage for the organisation. Support your answer with examples from the Reebok vs Nike case study. Nike and Reebok have entered into the sportswear manufacturing market through creating strong, identifiable brands that promote more than just the goods that they sell. Through powerful branding and globalization of their brand, they have made a mark on the industry as representative of lifestyles that include health and athletics. While both brands are distinctive, the Nike name and the iconic swoosh has outdistanced its competitors in recognizability. Through branding that creates attractive lifestyles, both brands have made their mark in the sportswear manufacturing industry. Nike’s most powerful advertising weapon is its brand. The Nike swoosh is a powerful pop culture icon. Slaughter and Rhodes suggest that â€Å"the effect of contemporary branding strategies is to push the ’host’ or sponsored culture into the background so that the brand emerges as the ’star’ (Slaughter and Rhoades, 2004, p. 261). In order to support the brand, the swoosh is on every piece of product that is put out into the market. The founder of Nike, Phil Knight, suggested that it wasn’t the mission of Nike to sell shoes, but to make peoples lives better through sports and fitness. The image became so powerful that by the decade of the 90‘s the name of the company was no longer needed in order to create recognition (Slaughter and Rhoades, 2004, p. 261). Nike has had some problems with proven claims of human rights violations in the factories that are subcontracted to produce their product. At the height of this, the Nike company decided to get ri d of the swoosh in order to allay the associations that the public was making to their problems in social responsibility issues. However, as Le Pla (2002) suggests â€Å"Changing an image in response to criticism makes sense. Dropping or reducing the visibility of a highly successful association does not† (p. 49). The brand icon has such a high recognition rate that it is foolish to abandon the brand icon, but to repair the image of the brand so that the associations are sanitized. In conjunction with their high visibility in branding, phrases have been associated with Nike in promoting their belief that every person is an athlete, therefore every person has the potential to be a consumer of their goods. A simple, yet powerful message was erected within the Nike mythology when the â€Å"Just Do It† campaign created a concept of the power of the athlete within everyone. The phrase suggested that no excuses would be allowed, that all goals should be achieved. The stateme nt had the power of a command, bringing an association of power to the athletic wear. The advertising premise, according to Nike, was â€Å" If you have a body, you are an athlete† (Nikeid 2011). The target audience for the Nike marketing concept is everyone without regard to age, health level, body shape, or sex. The original market was geared towards young athletes, but in this age the marketing has been

Sodium thiosulphate and Acid Essay Example for Free

Sodium thiosulphate and Acid Essay For our investigation we will be looking at how the temperature affects the rate of reaction between sodium thiosulphate and an acid. To make sure the experiment is a fair test we must first see which other factors may effect the investigation and how we can control them. The temperature, concentration of the two solutions, the light intensity, the depth of the solution and the person judging whether they can still see the cross are all factors which may affect the rate of the reaction. Description of reaction: When sodium thiusulphate are added together they react as shown below: HCL + sodium thiosulphate sodium chloride + sulphur dioxide + sulphur + water. HCL(aq) + Na2S2O3(aq) NaCl(aq) + SO2(g) + S(s) + H2O(l) The sulphur produced is held in suspension turning what was a colourless solution into a clouded one. This is what causes the cross to disappear. When we are measuring the time for the cross to disappear we are also measuring the time for a set amount of sulphur to be produced. The rate: The rate of reaction is the speed at which the reaction takes place. Speed are measured as distance over time such as metres a second (m/s) and miles per hour (mph). A speed could also be the speed at which someone works out at, say a factory worker makes 5 footballs per hour so there work speed would be number of footballs over hours so in this case 5 footballs/hour. The speed (rate) at which a reaction happens at is written in the same way but in stead of a distance over time or footballs over time it is the point of the reaction you are measuring upto over time. The point you measure upto in this experiment isTheoretical background and prediction: Since starting chemistry in year 7 we have performed and been shown experiment and demonstrations which involve reactions. The speed and how vigorously these reactions take place have been shown to vary greatly. The reaction between a strong acid and a strong alkali can happen in a few seconds and they react together extremely vigorously while the rusting (oxidising) of a metal statue can take years. Reactions occur as described in the collision theory when two molecules collide (intermolecular collision); this is shown in the diagram below: In our experiment we will be measuring the rate of the reaction by measuring the time taken for the reaction between the hydrochloric acid and the sodium thiosulphate to reach a set point (when we could no longer see the cross). The time taken to reach this point could be changed by increasing or decreasing the number of reactions, which took place every second. This could be done in two ways: a) Increasing the number of molecules of the two reactants (increasing concentration) in a given volume of the solution b) Increasing the speed of the molecules by increasing the temperature of the reactant. Both of these increase the chance of collisions occurring. Kinetic theory tells us that the higher the temperature then the more energy the molecules have and the faster they move around. A basic rule followed by most chemists is that for every 10 Kelvins the temperature is raised through the rate of reaction is doubled therefore for each 1 Kelvin raised the rate of reaction increases by about 10 percent. However experiments using the kinetic theory show however that the increase in total number of intermolecular collisions is only about 2 per cent for each 1 Kelvin rise in temperature. Only a certain proportion of collisions actually produce a reaction. This proportion rises more rapidly with increase in temperature than the total number of collisions. It was first suggested in 1889 by a man named Arrhenius that a molecule would only react on collision if it had higher than the average energy i. e. a necessary amount of energy is required for the reaction to occur. If they do not have this minimum amount of energy they will just bounce off each other and no reaction will occur. The minimum amount of energy required for the reaction to take place is called the activation energy (Eact). Light intensity will affect how long it takes before the person judging cannot see the cross anymore. As if there is a higher light intensity it will be a lot easier to see the cross. Also the person who is judging whether or not they can see the cross makes a difference as we all have different eyesights and judgement. If two different beakers are used and both filled with the same volume of water then if one has a small surface area then there will be a greater depth of solution. The greater the depth then the quicker the time taken before the cross can no longer be seen as the light would have to pass through a greater amount of sulphur. I predict that the higher the temperature is the quicker the time will be for the reaction to take place and that the higher the temperature the higher the rate of reaction. I predict this because as I have stated above that the more energy the molecules are given by heating them the faster they move thus more collisions occur with a greater force. This results in more reactions taking place in a shorter space of time. If more reactions are taking place in a shorter space of time as the temperature increases then more sulphur will be produced per second as you raise the Temperature. This means that the more you raise the temperature the quicker the amount of sulphur required for the person judging the experiment to be unable to see the cross. When two liquids of different temperatures are mixed together the solution produced will have a new resultant temperature. The formula used to tell us what this resultant temperature will be is: V1T 1 + V2T2 V1 + V2 T3 =Resultant Temperature This formula can be rearranged so that the temperature the sodium thiosulphate needs to be heated to can be worked out so that the desired resultant temperature is achieved when the HCL is added which is at room temperature. The formula is rearranged to: T3 (V1 + V2) V2T2 V1 Throughout the experiment T1 and T3 are the only parts of the experiment, which will be changed, all the others will remain constant. V1 and T 1 are the volume and temperature of the water and sodium thiosulphate solution, the volume will be 50 ml for the whole experiment and the temperature will vary. V2 and T2 are the volume and temperature of the HCL acid, the volume will be 5 ml throughout and the temperature will be room temperature (around 20 degrees Celsius). T3 is the temperature of the sodium thiosulphate and water solution after the HCL has been added and is the temperature, at which the reaction takes place, the temperature will either be 20, 30, 40, 50, 60 or 70 degrees Celsius. T3 ( C) T1 ( C) 20 20 30 31 40 42 50 53 60 64 70 75 The table above shows the temperatures the sodium thiosulphate and water solution will need to be at for the desired resultant temperature to be achieved when the HCL is added. Trial experiments: Before we could start the experiment we needed to run some trial experiments to see if our method was correct and to decide what concentration to use. Previously we had performed a similar experiment to see how concentration affected the rate of reaction. This gave us a starting concentration of around 40 ml of distilled water to 10 ml of Sodium thiosulphate. This concentration proved to be slightly to fast when doing it at 70 degrees celcius. So we tried using 42 ml of distilled water to 8 ml of sodium Thiosulphate. This concentration was fine. Water (ml) Thiosulphate (ml) Concentration (g/dm) Time at 20 C (s) Time at 70 C (s) 40 10 8 42 8 6. 4 We will use 42 ml of water and 8ml of Sodium thiosulphate which gives us a concentration of 6.4 g/dm for our experiment as if we use a concentration which is any higher it will react to quickly for us to record accurately when the experiment is done at 70 degrees celcius. If the concentration was any lower then it takes too long when the temperature is at 20 degrees Celsius. Aparatatus: Apparatus: 2 x 150ml Beakers. 1 x 100ml measuring cylinder, 1 x 25ml measuring cylinder, 1x 10 ml measuring cylinder.   1 x stopwatch   1 x alcohol thermometer (1 degree Celsius graduations)   1 x Bunsen Burner   5 x piece of paper with a Large cross computer printed on it   1 x Tripod  1 x Gauze   96 ml of Sodium Thiosulphate   60ml of Acid 504 ml of distilled water 1 x Petra dish Method: 1. Measure out 8ml of 40g/dm Sodium Thiosulphate into a beaker using a 10ml measuring cylinder. Measure out 5ml of Acid into a beaker using a 10ml measuring cylinder and Measure out 42ml of distilled water into a beaker using a 100ml measuring cylinder. 2. Pour the sodium disulphate into the same beaker as the distilled water. 3. Heat the solution to 30 degrees Celsius using a Bunsen burner Place a pertri dish on top of the beaker to stop the solution evaporating out of the beaker. 4. Place the beaker containing the Sodium Thiosulphate on top of the cross, which should be in a plastic Esselte. 5. Pour the acid into the beaker containing the Sodium Thiosulphate and start the stopwatch. 6. When you judge that you can no longer see the cross stop the stopwatch and record the time taken for this to happen. 7. The temperature is taken at the end of the experiment. 8. Clean out the beakers and repeat the experiment again varying the temperature to 20, 40, 50, 60 and 70 degrees Celsius. Do every experiment twice. Fair test: All variables except temperature will be kept constant so that the experiment will be a fair test. The concentration will be kept the same by using acid and Sodium Thiosulphate from the same batch each time. The sodium thiosulphate and water solution will be mixed in bulk so that the concentration will remain the same through out even if an error is made on the part of the person creating the solution. The same person will be judging when the cross cannot be seen anymore as different people have different eyesights. The light intensity will be kept constant by only using natural sunlight and keeping classroom lights off. The same cross will be used each time and will be printed by computer so if something happens to the original there is an exact duplicate of it to take its place. The same Beaker will be used every time so that the person doing the experiment will have to look through the same depth of solution each time. Each experiment will be repeated to avoid anomalous results. If the repeat experiment isnt within a reasonable range of the first experiment then it will be repeated once more. The temperature will be taken at the beginning and end of the experiment to make sure that the temperature didnt drop too significantly throughout the experiment. The stopwatch will be started as soon as the first drop of acid touches the sodium thiosulphate every experiment. Safety: Goggles will be worn at all times during the experiment, as safety is paramount. As acids are being handled there is the off chance that some could well be splashed into the experimenters eyes which is goggles are warn will reduce the risk are any making contact with the eye itself. As the acid is very weak and watered down lab coats are not compulsory but if any if spilt on ones hand or other areas of bare skin it should be washed immediately. Once we have completed our experiment we will wash our hands as we will have been handling acids which are corrosive so we will need to wash any which has managed to get onto our skin off. Treatment of results: When the results have been collected they will be put in a table of results showing both the recorded times taken for each experiment and the average of these two. Anomalous results will be highlighted in the table and will not have been taken into account when the graphs are drawn. The results will be used to produce two graphs, the first of which will have temperature plotted against time and the Second will have temperature plotted against one over time taken, which is the same as the rate of reaction. A line of best fit will be drawn for both graphs. Method: The apparatus was set-up as shown in the diagram. 8 ml of 8g/dm sodium thiosulphate was measured into a 10 ml measuring cylinder and 42 ml of distilled water was measured out into a 100 ml measuring cylinder. Both the 8 ml of sodium thiosulphate and the 42 ml of distilled water were poured into a 250 ml beaker together. A thermometer was then put in the beaker and a petri was placed over the top of the beaker to stop the solution evaporating when it was heated up. The beaker was then placed on top of a tripod and gauze and heated using a Bunsen burner. Heating was stopped just before the temperature reached 30 degrees Celsius, as the temperature would keep on rising for a short time after the Bunsen burner was taken away. The Beaker was placed on top of a piece of paper with a black cross-drawn on it. When the temperature cooled down to 31 degrees Celsius the HCL was added as the fact that the HCL would lower the temperature had to be taken into account. As soon as the HCL was added the stopwatch was started. The stopwatch was stopped as soon as the person judging could no longer see the cross. The time taken was recorded and the apparatus was clean thoroughly. The same experiment was then repeated again a second time and at 40 C, 50 C, 60 C and 70 C, it was repeated for these temperatures a second time as well. The experiment was also done at room temperature so no heating was therefore involved. Results: Temperature ( C ) Time 1 (secs) Time 2 (secs) Average Time (secs) Rate (1/time) Room temperature had changed by 1 C when the experiment was repeated for room temperature so both results have been shown and will both be plotted on the graph at there respective time and temperatures. Calculating the rates: 17 C: Time taken for cross to disappear = 307 seconds Rate of  30 C: Average Time taken for cross to disappear. Anomalous results: The graphs showed that there were no anomalous results as it produced a smooth curve. As I used room temperature which subsequently went up a degree from 19 degrees Celsius to 20 degrees Celsius is was unable to repeat it at 19 degrees as I had no way of cooling the solution down. As these results were not done a second time we cannot be sure they are not anomalous but they appeared to be fine and were included in the graph. All the results were within a reasonable range of each other. The only results, which appeared dubious, were the pair for 70 degrees Celsius as there was such a big difference between the two. We would have done the experiment for a third time except we had run out of time. If we were to do the experiment again I would obtain a third set of result for every temperature to make certain none of the results were anomalous. Though on the graph it appeared that none were anomalous as the results produced such a smooth curve. Conclusion: As I predicted the graph of temperature against time showed that the higher the temperature is the lower the time taken for the cross to disappear. Unlike I predicted the time does not double with an increase of 10 degrees Celsius. My results show that as the temperature increases the percentage difference between that temperatures time and the time taken for 10 degrees Celsius less than that temperature decreases. At 20 degrees Celsius it took 238 seconds for the cross to disappear while at 30 degrees it took 123 seconds. 123 is 51. 68% of 238, which equates to a percentage decrease of 48. 32%. At 30 degrees Celsius it took 123 seconds for the cross to disappear while at 40 degrees it took 70 seconds. 70 is 56. 91% of 123, which equates to a percentage decrease of 43%. This decreasing trend continues as the temperature increases as shown in the table below. Temperature 1 ( C) Time 1 (secs) Temperature 2 ( C) Time 2 (secs) Calculation Percentage Decrease The amount the percentage decreases does not decrease evenly. As the percentage differences are so marginal they cannot be clearly seen on the graph. The graph showing time over temperature showed that the higher the temperature the quicker it took for the cross to disappear and the lower the temperature the longer it took. This was shown by the graph having a monotonically decreasing smooth curve. The graph plotting rate of reaction (1/time) against temperature showed that the lower the temperature the lower the rate and the higher the temperature the higher the rate. This was shown by a monotonically increasing smooth curve. The reason the rate of reaction is increased as the temperature increases is due to the sodium thiosulphate and HCL molecules being given more energy, which they convert into kinetic energy. This causes them to move faster which enables more collisions to take place and reactions occur when two molecules collide. Not only does the higher temperature increase the number of collisions but it also causes the collisions to happen with more energy. This increases the number of collisions, which actually produce a reaction. This is because for a collision to actually trigger a reaction it must happen with a certain amount of energy (activation energy). The higher temperature increases the average amount of energy each molecule has so more reactions will occur with enough energy. Errors: Measurement errors: The water, sodium thiosulphate and HCL were all measure out using measuring cylinders. A 100ml measuring cylinder was used for measuring out the water which could only be read to the nearest ml. It is reasonable to estimate we could read it to +/- 0. 5 ml. The HCL and Sodium thiosulphate were measured out using a 10 ml measuring cylinder which could be read to the nearest half a ml. So it is fair to say we could read it to +/- 0. 25 ml. These errors can be used to decide the percentage error in our final results. Error in reading the HCL measuring cylinder: +/- 0. 25 ml. Error in reading the Sodium thiosulpate measuring cylinder: +/- 0.25 ml Error in reading the water-measuring cylinder: +/- 0. 5 ml % error = +/- estimated error Reading So for the HCL % error = +/- 0. 25/5 x 100% = 5 % So for the Sodium thiosulphate % error = +/- 0. 25/8 x 100% = 3. 125 % So for the water % error = +/- 0. 5/42 x 100% = 1. 19 % Total percentage error = 9. 135 % The percent deciding when to stop the stopwatch may have not stopped it at the same time every experiment the 70 degrees Celsius experiment was extremely hard to judge as the experiment took place so quickly. Method errors: The temperatures did not remain constant while the reaction was taking place, as the experiment could not be heated once it had started to react. The concentration of the HCL and the Sodium thiosulphate was supposed to be 1 mole and 40 g/dm respectively but there must have been errors involved when these solutions were originally made so there will be errors in there concentrations. Improvements: If I had another chance to redo the experiment there would be several things Id change. Firstly rather than allowing a human being to judge when they cannot see a cross I would use a data-logger and light sensor. The beaker would be encapsulated in a container blocking out external light and a lamp would be placed shining up from underneath it and a light sensor would be placed above it. The light sensor and data logger would be able to record how long it took for the reaction to only allow say 20% of light through to the light sensor. I would also use a water bath to heat the solution up with to allow more even heating. As the temperature would carry on increasing after the Bunsen was taken away. I would allow more time to carry out the experiment so I could repeat each experiment around 4 times so make sure I had no anomalous results. I would also the same experiment varying the temperature with a couple of different concentrations to observe how greatly the temperature affected the rate at a higher temperature. I would try the experiment over a greater temperature. Range using intervals of five degrees Celsius rather than ten, which we were unable to do due to time. I would not use room temperature as it went up by a degree during the experiment and I had no way of cooling down the solution to allow me to do the experiment again at 19 degrees Celsius. I would investigate how exactly concentration affects the reaction. A method for an improved version is shown below: Diagram: Method: The apparatus was set-up as shown in the diagram. 8 ml of 8g/dm sodium thiosulphate was measured into a 10 ml measuring cylinder and 42 ml of distilled water was measured out into a 100 ml measuring cylinder. Both the 8 ml of sodium thiosulphate and the 42 ml of distilled water were poured into a 250 ml beaker together. A thermometer was then put in the beaker and a petri was placed over the top of the beaker to stop the solution evaporating when it was heated up. The beaker was then placed in a water bath and heated. Heating was stopped when the temperature reached 30 degrees Celsius. The Beaker was placed in the sealed container and the data logger was started as soon as the HCL was added. The lid was place on top of the container as soon the HCL was added. The light sensor measured the percentage of light passing through the solution and the data logger logs how long it takes for the solution to only allow 20% of the light pass through. The time the Logger showed would be recorded. The time taken was recorded and the apparatus was clean thoroughly. The same experiment was then repeated again a second time and at 40 C, 50 C, 60 C and 70 C, it was repeated for these temperatures a second time as well. Bibliography: Diagram and information on collision theory from Chemistry explained by j. r. palmer, B. A. J Shaw pg 219 www. gcsechemistry. com/rc1. html G. I Brown Physical Cemistry Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

Rose :: Personal Narrative Drawing Art Papers

Rose I am accustomed, now, to being in a room with seven men who are drawing my pubic hair. I have been on the other side of the drawing board, and I know that bodies are reduced to shape, distance, and shadow: hold up the pencil. This is how far the nipple is from the armpit. Squint. It is not even a nipple anymore, not to them, though my nipple has not changed any since I took off my clothing. The first time I posed naked in the basement of the man whose ad I answered there were only two artists. The host would grimace and then relax his face in quick succession like a broken smile doll while he sketched. The other rubbed my shoulders over the thick blue robe during a break. The music was incredible: blues, and old music from 1940's Japan. Bad luck for the band, my host comments, because then Hiroshima happened. I found something to focus on so my body would hold still and steady. One time it was a finished drawing. Something about the light on the woman's breast made it look like the shape bread dough takes before rising. When I arrived I asked for the bathroom. Perhaps because I come from a place where basements and attics are rare I love them, and his basement smelled pleasant and damp, pastel and cardboard everywhere, with a cat who wound round the artist's legs. But the kitchen and bathroom betrayed the smell of the five cats who live there total. I have five cats also, but they spend their time outside accruing foxtails. The wife had headphones on and didn't look at me as she hurried into the car he had taken to pick me up from campus. He spoke to her as if he didn't know she had tuned him out. I stood bare under the hot lamp unsure of whether I was welcome, holding onto the curtain so my arm would catch the light, staring into the face of the clock until it became an object representative of nothing important, bread, an elbow, skin, scattered records. I do not know why there are no women in this group. I wonder sometimes if I would feel differently about shedding my clothing for a woman. I do no t think I would; though I am using my naked body in a way a man dictates, I have sanctioned this and am making forty dollars in three hours.

Most Politically and economically stable country

What country do you believe is the most politically and economically stable country to live in and why? Personally, I believe that the most politically and economically stable country to live in the world is Finland. The country is an ideal place to live in as it very few political concerns and few economic problems. Basically, for any country to be politically stable, it first has to learn discipline and adhere to moral standards. In this regard, Finland has consistently maintained very low levels of corruption. In the country, there are almost no reported corruption cases such as abuse of power while in public office, nepotism, bribery, extortion, graft, embezzlement, and cronyism. As a result, based on the Transparency International Corruption Perception Index, the survey which determines the level of corruption all countries in the world, Finland has consistently ranked number one, along with Denmark and New Zealand, among the least corrupt countries in the world. In other words, people living in Finland take comfort in knowing that all the taxes that they pay are put into good use since there is almost no corruption in the country. In addition, low corruption levels could also mean that the budget allocation for every department is free from kickbacks, which are usually illegally taken by public officials, and can lead to favorable gains such as road constructions, establishment of infrastructures, and improvement of public transportation, among others. Moreover, considering the low levels of corruption, it is safe to say that the country is lead by officials who have a genuine concern for the welfare of their people and who place the nation’s interest above anything else. In addition, these leaders can also serve as good examples other countries around the world. Furthermore, another notable aspect of the country is its relatively powerful economy. Basically Finland is a country that is highly-industrialized and has a free market economy, which rival that of other European economic powerhouses such as Germany and the United Kingdom. The country is also a key player in foreign trade as it also has large manufacturing companies of vehicles, machinery, chemicals, forestry products, and electronics. Moreover, the country has also been cited as the most competitive country from 2003 to 2005 and in 2006 for its research, development, and innovation, particularly on information technology. This is best shown in the success of Nokia, the leading mobile phone company, which has greatly contributed to Finland’s economic success. Other companies that are major contributors to the country’s economy include Akey Finnyards, which manufactures the largest cruise ships in the world, and Store Enso, which is the largest manufacturer of paper in the world. However, aside from contributing to Finland’s economic growth, these companies in the industry have also generated more jobs for the people living in the country. In addition, the low levels of corruption have also lead to more investors in the country, and as a result, the prices of goods have not dramatically increased. In short, I believe that Finland’s stable economy and progressive economy have made it one of the world’s most ideal countries to live in. Â  

Healthy Eating Plan Comparison Essay

I have learned throughout this course thus far that an individual’s diet can have great impacts on how well their body is functioning both mentally and physically. The saying, â€Å"you are what we eat†, can now practically be proven, especially when considering that the foods that are being consumed into our body’s play a vital role to our energy, calorie, and nutrient needs. With that said, not all the foods that we choose to eat are said to be the right choices or even healthy for our bodies. In addition, this would be the main reason that eating a well balanced diet that includes variety, balance, and moderation are key to choosing a diet that promotes a longer and healthier life. Moreover, after providing a food intake diary, I was better able to understand my daily intake compared to the recommended daily allowances for my age, gender, weight, and height. After reviewing my daily food intakes for the first time I was better able to analyze what I eat and make more appropriate steps to improving my diet and meeting the daily recommendations for my calorie and nutrient intake needs. After implementing the information that I received from the food pyramid tracker, I made plans to meet my daily food pyramid recommendations where my diet was lacking. The following will provide a comparison of my diet before implementing changes, and a summary of what changes have been made in my diet. Also, an evaluation of my awareness of food choices will be covered. During the first week of class my eating habits as documented in the Food Diary Checkpoint, were considered poor in certain areas and were even lacking in the adequate amount of nutrients for a healthy and appropriate diet. In addition my eating habits that were documented were not meeting all of my daily food pyramid recommendations as well as lacking considerably in milk intake, fruit intake, and vegetable intake. Since the first week of class my nutritional habits have made some small changes, including some improvements. The following provides a brief overview of my daily intakes during the first week of class with the food pyramid recommendations compared to my current daily intakes with the implemented diet changes: Week 1 Week 7 (changes in diet) * Milk intake: 0. cup Milk intake: 3 cups * Food pyramid recommendation: 3 cups Food pyramid recommendation: 3 cups * * Meat and beans intake: 4. 5 oz Meat and beans intake: 5. 5 oz * Food pyramid recommendation: 5. 5 oz Food pyramid recommendation: 5. 5oz * * Vegetables intake: 0. 4 cup Vegetables intake: 2. 4 cup * Food pyramid recommendation: 2. 5 cup Food pyramid recommendation: 2. 5 cup * * Fruits intake: 0 cup Fruits intake: 2 cup * Food pyramid recommendation: 2 cup Food pyramid recommendation: 2 cup * * Grains intake: 5. 9 oz Grains intake: 5. 9 oz * Food pyramid recommendation: 6oz Food pyramid recommendation: 6oz Before making any changes to my regular diet, I was not receiving the adequate amount of nutrients from my milk intake and lacking a total of 2. 9 cups daily. Also I was lacking in the required fruits and vegetables intake considerably. After evaluating my diet, I planned to make some changes to improve these intake levels, so that my body could receive the nutrients it needs to stay healthy and alive. A few steps that I took to make these changes in my diet was first documenting what I eat daily and also adding the recommended amounts from each food group into my daily meals. I accomplished this by measuring out my servings, and by adding a more variety and nutrient dense meal plan. Some examples would include a variety of fruits during breakfast to increase my fruit intake, a variety of nutrient-dense vegetables during dinner time to increase my vegetable intake. And to increase my milk intake I chose to add more milk products in my diet to acquire three total cups daily, these types of foods would include cheese, yogurts, and milk. Another few changes I made in my diet were drinking more water during meals to increase my diets water intake and decrease my diets sugar intake. Another change to my diet resulted from increasing my milk intake, vegetable intake, and fruit intake is an increase in calcium and other nutrients and minerals needed to keep my body functioning healthy. For example, accordingly the the pyramid tracker website, has shown a significant increase in my calorie intake and it is closer to the recommended calorie intake of 2000/day for my body type and energy needs. Also my protein levels have been increased and my assessment for protein is no longer at a low status, but likely adequate. After implementing these changes in my diet I definitely feel healthier both physically and mentally. Some things that I am more aware of now when making food choices would be whether or not I am receiving the recommended servings of each food group marked in the food guide pyramid. Additionally, I am a lot more knowledgeable and aware of the health effects that result in making bad food choices, which motivates me to promote a healthier life style. For instance, the diseases related to poor food choices, and also the damage done to your body as a result of lack of physical exercise and lack of a well balanced diet that includes variety, moderation, and balance can not only lead to many unwanted diseases but also can be life threatening. In conclusion, I have accurately accomplished meeting all of my dietary allowances according to the food guide pyramid recommendations, by making changes to my diet and by choosing more nutrient dense foods with variety and moderation. Moreover, being aware of the types of foods that should be included and increased in my diet as helped me to plan meals that are well balanced and has also made the much needed improvements to my diet by reaching the appropriate amount in each food group. The following has also provided some changes seen in my diet referenced from the food diary checkpoint and the my-pyramid tracker including a comparison of my week one food intake and current. Included with this comparison was my evaluation on my diet changes and how my awareness when making food choices has allowed for me to provide not only myself, but my family with a more healthier life style.

european union expansion essays

european union expansion essays Since the creation of the European Union its purpose has been to unite the European continent into one cohesive organization. In order for this goal to be fully realized all European nations must be included under this conglomeration of states. Unfortunately the process is not quite so simple. It takes years of careful evaluation of numerous factors most importantly including economic status, respect for international law and basic human rights, and military status amongst other numerous yet equally important facts. Before a state can be admitted it must first be determined that by admitting the state that it will have a generally good affect on the community as a whole and not simply benefit any single nation. Political orientation also plays a large role in deciding whether or not to accept a nation, since the organization was partially founded on the idea of self determination. After taking into consideration all these facts it is easy to see why it takes so long to approve a sta te for membership within the EU. Any hastily made decisions could quite easily have long lasting socio-economic impacts on other members of the union and make them weary to admit new members. Now with the 2002 deadline to convert all funds to one European currency (the eurodollar), it is seen as being more important than ever before to be 100% sure of a nations stability. Another question before the committee is whether or not a given nation will be able to perform the duties, which it is required to under the European Union. The EU has shown through numerous meetings and treaties that in order to most efficiently integrate all European nations into one European community that the tasks for applicant nations be made clear from the start of negotiations. That is why the Copenhagen European Council defined the criteria, which applicants would have to meet before they could join the Community. These criteria concern, the stability of inst...

Learning About Chinese Characters

Learning About Chinese Characters There are more than 80,000 Chinese characters, but most of them are seldom used today. So how many Chinese characters do you need to know? For basic reading and writing of modern Chinese, you only need a few thousand. Here are the coverage rates of the most frequently used Chinese characters: Most frequently used  1,000  characters:  ~90%  coverage rateMost frequently used  2,500  characters:  98.0%  coverage rateMost frequently used  3,500  characters:  99.5%  coverage rate Two or More Chinese Characters per English Word For an English word, the Chinese translation (or the Chinese word) often consists of two or more  Chinese characters. You should use them together and read them from left to right. If you want to arrange them vertically, the one on the leftmost should go to the top. See an example for the word English below: As you can see, there are two Chinese characters for English (the language), which are ying1 yu3 in Pinyin.  Pinyin  is the international standard romanization scheme for Chinese characters, which is useful for learning the phonetics of Mandarin. There are four tones in Pinyin and we use the numbers here, i.e., 1, 2, 3, and 4, to depict the four tones. If you want to learn Mandarin (or Pu3 Tong1 Hua4), you have to master the four tones of the language. However, one pinyin usually represents many Chinese characters. For example, han4 can depict the Chinese characters for sweet, drought, brave, Chinese, etc. Thus you have to learn the Chinese characters to master the language. Chinese  is not alphabetic, so the writing is not related to its phonetics. In Chinese, We dont translate the Western alphabet since the letters have no meaning, though we do use the letters in writings, especially in scientific writings. Styles of Chinese Writing There are many styles of Chinese writing. Some of the styles are more ancient than others. In general, there are large differences among the styles, even though some of the styles are quite close. Different styles of Chinese characters are naturally used according to the purposes of the writing, such as Xiaozhuan mainly used for seal carving now. Besides the different styles, there are also two forms of Chinese characters, the simplified and the traditional. The simplified is the standard writing form employed in the mainland of China and the traditional form is mainly used in Taiwan and Hong Kong. There are total 2,235 simplified characters contained in the Simplified Character Table published in 1964 by the Chinese government, so the majority of the Chinese characters are the same in the two forms, though the count of commonly-used Chinese characters is only about 3,500. All the Chinese characters on our site are Kaiti (the standard style) in the simplified form. Japanese Kanji are originally from China, so most of them are the same as their corresponding Chinese characters, but Japanese kanji only contains a small collection of Chinese characters. There are a lot more Chinese characters not included in Japanese Kanji. Kanji are used less and less now in Japan. You dont see a lot of Kanji in a modern Japanese book anymore.

Financial strategy Essay Example | Topics and Well Written Essays - 1500 words

Financial strategy - Essay Example It is however, critical to understand that such balancing act often depend upon the firm’s choice of the risk level which it attempts to undertake. (Walsh, 1996), As such the growing firms may be more risk loving and willing to take on higher level of risks and therefore all their decisions to expand and develop their markets will be based upon the higher degree of risk firm is willing to assume. Similarly, if a firm is more mature and risk averse in nature, its overall strategies will be relatively different as compared to a growing firm. (De Wit, & Meyer,1998). This paper will attempt to argue and explore that a firm’s overall risk consciousness governs the underlying strategies of the firm. The concept of Risk and firm The question of whether risk is the major factor behind the strategy formulation or not need to be discussed from the different perspectives. Each organization operates in an environment which is both internal and external to it and therefore develops its strategies in accordance with its environment. Firms, to a large extent, develop their capabilities to deal with the risks arising from their internal environment however; it’s the external competitive landscape of a firm which poses it significant and important risks because of the volatile and uncontrollable nature of the external environment. The overall development of the risk consciousness of the firm therefore largely depends upon the kind of external environment faced by the firm and how firm can actually utilize its strengths to withstands such external risks Risk as a concept therefore outlines that the outcome of any decisions or strategies of a firm may not be exactly according to what is perceived by the firm. As such it becomes critically important for the firms to account for and plan risks and develop strategies which can help them to counter risks arising from their internal as well as external environment. It is this uncertainty of the external environmen t which firms need to account for and prepare themselves through proper planning and strategy formulation process. It is also important to understand that the overall risk factors in an external environment can be diverse however; normally firms perform PESTLE Analysis to analyze their external environment. PESTLE Analysis allows the firms to actually evaluate the impact which political, economic, social, technological, legal and environmental factors could have on the firm. (Ellis, & Williams, 1993) If a firm has relatively high tolerance for the risk, it may choose to work in an environment which can be politically volatile and uncertain. For example, any firm willing to operate in Afghanistan now must have relatively higher tolerance for the risk because of volatile and extremely uncertain political environment. As such its policies and strategies will be driven by the volatility of the external environment within which it is operating or willing to operate. Risk and Return Risk and Return criteria serves as the basic premise under which all the economic decisions are made. Every investor as well as the firm attempts to decide and take actions based on their overall risk and return profile.