Elasticity of Demand

In the current world, education has become a necessity that individuals strive to acquire. The degree to which the demand and supply for education react to changes in fees is what defines elasticity. Each product has a different elasticity depending with the level of its necessity.Advertising We will write a custom case study sample on Elasticity of Demand specifically for you for only $16.05 $11/page Learn More Products which are essential to the consumer tend to have an inelastic demand, such that change in price does not result in an equal change in demand. This is because consumers will continue to purchase the product even at higher prices since it is a necessity. In contrast, a product that is less essential will have an inelastic demand whereby a slight increase in price will affect the demand downwards. It is apparent from the case study that the demand for students applying to universities is elastic. This is reflected from the big change in the number of student applicant to English University due to the changes in fee charges. The demand for applicants fell when the fee charges went up by a relatively high margin. There are three key factors that influence the elasticity of demand for students applying to university. These factors are availability of substitute institutions and the level of income available to spend on university education and time. Dividing the percentage change in number of applicants by the percentage change in fee charges is used as the measure for elasticity of student’s application. In this case, there are substitute universities, which are the Scottish and the Welsh Universities. Demand for applicants in English university decreased when they initiated the scheme of increasing their fees up to a maximum of  £3000 from  £1175. Scottish and Welsh University did not adopt the scheme and experienced an increase in the number of applicants. This means that when students realized that English University was charging more fees than Scottish and Welsh University, they opted for the cheaper institutions which offered similar courses. The other factor that affects applicant elasticity is the availability of income to be spent on university fees. When the amount of income is high, an increase in fee charges will not result in a significant change in demand.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Similarly, when the amount of income is limited, an increase in fee charges will result in a significant downfall in demand. In this case, the amount of income spent on university services is small, that is why an increase in fee charges by English University resulted in a fall in a demand for applicants. Time is also another factor that affects elasticity of demand for students applying to university. Students may find university education to be a beneficial thing in life and, therefore, decide to take it even at high fee charges. With time, they may find it too expensive and opt for other ways of acquiring the same services from other intuitions like collages or personal tutorial at home. In the long run, there will be an elastic demand for applicants in university. A university can make the demand for its own courses price inelastic by being keen when altering fee charges. In this case, English University could have increased the fee charges and increase the quality of their courses as well as efficiency in their services. This could have raised the university’s level above all the others, hence, no effect in the number of applicants. Offering the best courses and services will make demand for courses more price inelastic. Businesses that might be affected by a decrease in demand for university applicants are those that supply food and transport to the university student. In conclusion, universities should ensure that they hold their fee charges at the lowest level possible to ensure maximum applicants as the demand for universities is elastic. References Jain, T., Ohri, V. (2010). Introductory Microeconomics and Macroeconomics. Daryaganj New Delh: FK Publications. Mankiw, N. G. (2011). Principles of Economics. Florence, KY: Cengage Learning.Advertising We will write a custom case study sample on Elasticity of Demand specifically for you for only $16.05 $11/page Learn More This case study on Elasticity of Demand was written and submitted by user Zachary Park to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Elasticity of Demand

Free Essays on The Temple And The Holy Sepulchre How They Were Made Sacred Using Eliade’s’ Terms.

The Temple and the Holy Sepulchre how they were made sacred using Eliade’s’ terms. â€Å" Those ancient sages who sought to secure the presence of divine beings by the erection of shrines and statues showed insight into the nature of all; they perceived that, though the soul is everywhere traceable, its presence will be secured all the more readily when an appropriate receptacle is elaborated†¦ serving like a mirror to catch an image of it† - Plotinus (205-270ce) The followers of the Abrahamic traditions embraced Plotinus’ concept by erecting buildings in locations of great spiritual significance. The Temple and Holy Sepulchre are two of the most significant shrines in Judaism and Christianity respectively. According to Eliade who wrote, The Sacred and Profane, both these places are real, holy and eternal and therefore are sacred, even though they are of two different traditions. Looking through Eliade‘s eyes at these two buildings one can trace the aspects and moments that led to them to being made sacred. From their location to the acts that occurred within their walls, there are numerous examples to illustrate Eliade’s concepts. By looking closely at a couple of examples for the Temple and the Church of the Holy Sepulchre it will show how these two buildings would be made sacred. By comparing both buildings we will see how by using Eliade’s concepts of sacred we can define the Jewish Temple and the Christians Ho ly Sepulchre as sacred. It is in the pages of the Old Testament that we learn a lot of the Temple’s history. Though modern archaeologists have never proven it to exist; for the Jewish people it not only existed but holds great importance as well. The Temple is an axis mundi, a sacred place â€Å"which at once connects and supports heaven and earth and whose base are fixed in the world below†. This connection â€Å"ensures communication with the world of [God].† It was built by Solomon on the top of Mt... Free Essays on The Temple And The Holy Sepulchre How They Were Made Sacred Using Eliade’s’ Terms. Free Essays on The Temple And The Holy Sepulchre How They Were Made Sacred Using Eliade’s’ Terms. The Temple and the Holy Sepulchre how they were made sacred using Eliade’s’ terms. â€Å" Those ancient sages who sought to secure the presence of divine beings by the erection of shrines and statues showed insight into the nature of all; they perceived that, though the soul is everywhere traceable, its presence will be secured all the more readily when an appropriate receptacle is elaborated†¦ serving like a mirror to catch an image of it† - Plotinus (205-270ce) The followers of the Abrahamic traditions embraced Plotinus’ concept by erecting buildings in locations of great spiritual significance. The Temple and Holy Sepulchre are two of the most significant shrines in Judaism and Christianity respectively. According to Eliade who wrote, The Sacred and Profane, both these places are real, holy and eternal and therefore are sacred, even though they are of two different traditions. Looking through Eliade‘s eyes at these two buildings one can trace the aspects and moments that led to them to being made sacred. From their location to the acts that occurred within their walls, there are numerous examples to illustrate Eliade’s concepts. By looking closely at a couple of examples for the Temple and the Church of the Holy Sepulchre it will show how these two buildings would be made sacred. By comparing both buildings we will see how by using Eliade’s concepts of sacred we can define the Jewish Temple and the Christians Ho ly Sepulchre as sacred. It is in the pages of the Old Testament that we learn a lot of the Temple’s history. Though modern archaeologists have never proven it to exist; for the Jewish people it not only existed but holds great importance as well. The Temple is an axis mundi, a sacred place â€Å"which at once connects and supports heaven and earth and whose base are fixed in the world below†. This connection â€Å"ensures communication with the world of [God].† It was built by Solomon on the top of Mt...

Describe three methods that have been proposed for valuing minority Essay

Describe three methods that have been proposed for valuing minority interest and goodwill in the consolidated balance sheet of a parent company and it's partially owned subsidiary - Essay Example intangible assets that come from the business connections or reputation of the company gained through several variables including competent management, customer acceptance, favourability of location, efficient production systems, among others (Ammar et al., 2001). The similarity here is that in both cases, the parent company does not have direct control of what the asset manoeuvring of these two but the two are reported on the consolidated balance sheet of the parent company as a means of reflecting the claim of assets to the company and other non-controlling shareholders (Chaney, Mead & Schermann, 2002). Because of the place of these two in the consolidated balance sheet of the parent company and the subsidiary, the methods that go into the valuation of these two have often been an area of interest to stakeholders. The paper discusses three methods that have been proposed as part of the valuation of minority interest and goodwill. The average profit method has often been used to value the goodwill of the company as reported in the balance sheet but this calculation could be done to incorporate the minority interest as well. For example in calculating goodwill based on this method, an average profit is found with an agreed number of past years’ profits. The average is then multiplied by the agreed number of years to know the goodwill in a very simple mood (Gauthier, 2007). Horrigan (1968) however noted that the issue of minority interest comes in ahead of the utilisation of the formulation given above since any abnormal profits are expected to be deducted from the net profits of the various years. Again, abnormal losses are also expected to be deducted, as well as non operating incomes such as those incomes made from non-accruing investments (Sohl et al., 2009). In all three deductions, minority interest plays a major role because even though consolidated balance sheets are prepared to appear as though the parent company fully owned the partially owned

Evaluating Learning Curve for Kitchen Renovation Research Paper

Evaluating Learning Curve for Kitchen Renovation - Research Paper Example The objective of incorporating learning curves technique is to avoid steep learning curves and learn kitchen remodeling skills in a small amount of time.   The cumulative average curve is used to measure the learning curve and determines the efficiency of learning in quantified format. For the kitchen renovation project of 30 square feet of space, the rate of improvement was found to be 20%, which gives the learning percent of 80 in quantifiable terms (100 - 20 = 80). Learning efficiency was significant even for the purchased parts for which the efficiency remains in the region 80%-85% (Cyr, 2007). Kitchen remodels budgeting was the critical factor in determining the magnitude of the cumulative average curve. The general contractor was hired for the budgeting portion and over $500 was spent on budgeting alone. This cost was added to the total cost and then the learning efficiency was calculated. For installing ducts and plumbing, the learning curve remained above 70%, consuming 80 hours each. On the other hand, the learning curve for rewiring and installing lights was higher than plumbing. Due to proficiency in these tasks, less labor and time was consumed which instantly increased the learning efficiency and pushed it in the range of 85%-90%. Both of these tasks (lighting and rewiring) consumed 55-60 hours each. Follow-up on orders It is extremely crucial for a project manager to follow up on its products and services. Finishing and selling the product is one part of the battle, providing assistance after selling is another part of the job and constitutes as the backbone of customer retention. For the kitchen remodeling project, there are various aspects that need following up. Maintenance of various items is the necessary part of this project. The paint and varnish on the walls take some careful supervision after applying and needs following up. Enhancement and ongoing support are very important for a good customer feedback. Electric wiring system needs a l ot of care after installing. Follow up on the electric circuit as well as kitchen appliances counts as a regular follow up for the kitchen renovation. For this project, repairing drywalls of the kitchen required maintenance and follow up with the drywall contractor. This follow-up didn’t require any additional costs. There was also some problem in kitchen cabinets, which was discovered after installing them. Immediate replacement cabinets were called for from the contractor as he was responsible for all follow-ups. Finish carpenter was an independent contractor and the services he provided were not included in the initial contract. Therefore for tasks like Trim Molding, no follow-up service was available. For maintenance of the molding, the same carpenter was hired again at additional charges to take care of the moldings. The similar case was with the Laminate flooring, as a contractor was rehired to take care of the new flooring tiles. Another item which demands attention af ter purchase and installment is the Kitchen oven. Installment and the actual price of the oven were included in the contract price but maintenance and follow up was for one year only.  Ã‚  

Will the Protests known as the Arab Spring bring Democracy to the Research Paper

Will the Protests known as the Arab Spring bring Democracy to the Middle East - Research Paper Example These countries are Yemen, Tunisia, Libya and Egypt. These protests have shared methods of civil resistance in campaigns involving demonstrations, rallies, marches, strikes, and use of the social media. The Arab spring protestors comprise of youths (Mair, 45). Most demonstrations of the Arab Spring have met violent responses from the authorities in power and counter-demonstrators. Arab Spring protestors desired to bring down regimes of corruption and dictatorship so as to build regimes of democracy that are corruption free (Manhire, 23). This assignment will discuss whether the Arab Spring protestors will bring democracy to the Middle East through looking at the pros and cons of the protests. Pros of the Protests The protests have helped in clarification of what Middle East scholars have discovered about principal political schism in the Middle East. The protests have made the voice of the mass, which was irrelevant before, vital in the state politics. The leaders of the protests com prise of young, skilled individuals, who appreciate the use of technology and social media in conveyance of messages and arrangement of rallies. The protestors involved in the protests and demonstrations use relevantly little violence to make their demands heard by those in power (Pollack, 89). Bringing down of at least four dictatorship political governments has adhered to their policy of bringing down regimes and promoting democracy, which can be emulated by the counter-demonstrators. Cons of the Protests There is uncertainty about the extent to which these protests will continue, spread or be sustained in the Middle East countries. Youths lead the protests and although they are pushing for democracy, youth movements are void of organization leadership and policy platforms which will continue to press their agenda. The protests have had profound impacts on the political settlements in assorted nations of the Middle East and North Africa (MENA) region but they have failed in bringi ng out any key change in the regional power structures (Prashad, 87). Formulation and lack of economic reforms are considerable challenges to the group; given their agenda of bringing down regimes. The protests pose a new security challenge to the region; the threat of sectarian conflicts remains at large in the region. The protests have assisted in clarifying what the Middle East scholars have understood for a remarkably long time. According to the scholars, the principal political schism in the Middle East is not between the Anti-Western and Pro-Western forces or between Arabs and Jews but it is the vast gulf which separates authoritarian regimes from the people that they rule. Hence, the protests have promoted this understanding to all nations. Initially, the voice of the people in the Middle East region did not matter in the western policy, but with the protests, the voice of the people can now be listened to by the policy makers. Although the voice seemed too fractured and poli tically immature, it has become relevant through the protests, which is an indication of democracy. The skillful, youth leaders who lead the protests appreciate the use of collective media and expertise in their communication. Use of the social media and technology helps in reaching a vast number of people within a remarkably short time. This helps the protestors in informing and educating the mass on the need to have these protests, in gaining democracy. Through these communication tools, the protestors can organize individuals to fight for democracy within a short time. The protests involve the use of relatively little violence. Through the protestors using relatively less violence, they show a high level of maturity for fighting corrupt and dictatorial regimes. This increases

Examining The Philosophers Mahatma Gandhi And Socrates Religion Essay

Examining The Philosophers Mahatma Gandhi And Socrates Religion Essay As philosophers Mahatma Gandhi and Socrates have approached a moral life differently because of different perceptions held by each. Socrates was one of the great Athenian philosophers. In childhood he worked as a sculptor because he did not belong to a rich family. He is described as an ugly, poor, and unwashed man who was more concerned with moral purity than external appearance. Some of the characteristics of Socrates include ignorance, and thoughtful. Socrates was one of the influential thinkers in the fifth century whose enthusiasm to careful reasoning changed the entire enterprise. Socrates in his forties, tried to answer some of the difficult questions about the world around him. Some of the questions he asked such as what is virtue? What is justice? and what is truth? Socrates looked at these questions with a different perspective compared to other people. Socrates believed in civil obedience. On the other hand, Mahatma Gandhi believed in civil disobedience. Mahatma Karamchand Gandhi was from a small state in western India Porbandar, also known as Sudamapuri. Due to the sacrifices Gandhi made for Indians the people in India called him Mahatma Gandhi. Mahatma means great soul and Gandhi means grocer. Grocer was Gandhis family occupation in the early days. Gandhi belonged to the religion Hinduism. Some of the characteristics of Mahatma Gandhi include patience, tolerance, and honesty. He was a shy person and never talked to anybody in his school. He was an honest person, as exemplified by a school incident. One day, the educator inspector came to his school to inspect the students education. He gave some spelling words to write down on paper. Since Gandhi misspelled the word the instructor asked him to copy the right answer from someone else. However, Gandhi did not like to copy. He never did copying in his life; these incidents represented his honest and truthful nature. Socrates and Mahatma Gandhi not only differed in personal characteristics but they als o have a different perspective in trying to answer difficult question about the world around them. For instance, in order to gain rights Socrates follows civil obedience and in contrast Mahatma Gandhi follows Civil disobedience. In comparison to Mahatma Gandhi Socrates tried to answer the difficult questions about the world in different ways. Socrates questioned people about the world around them and on the other hand Gandhi made some philosophical quotes in order to help Indian people gain their rights in India. For instance, Socrates has a foundational place in the history of ideas in spite of not having written anything. He is considered one of the philosophers who have altered how the philosophy itself is envisaged. Socrates did not write anything because he believed that knowledge is something which is living and a thing that can be shared by interacting with people. The method of Socratic philosophical inquiry consisted in questioning people and proving to them that their original assertion is wrong and making them work through questions into a contradiction on the positions they have asserted. Plato was the student of Socrates who has written the book The Apology of Socrates. In Greek the title is cal led Apologia Socratous. It is the oldest existent document of Greek Philosophy. With the title, many readers refer to it as an apology however the title is ambiguous because in Greek apologia means defense. Socrates simply defends the way he lived his life but does not apologize for anything he has done during his lifetime. In the text The Apology of Socrates the Socrates says First, then, its right for me to make my defense, Athenians, against the first of the false accusations made against me and against my first accusers, and then against the later ones and the later accusers. Many have accused me before you, and have done so for a long time now, though they didnt say anything thats true (43b). In 399 BC Socrates was charged of refusing to recognize the gods which was recognized by the state and for corrupting the young Athenians. In other words, people believed that Socrates was trying to corrupt young Athenians about god. He was stood before a jury which consisted of five hundred people of his fellow Athenians. In the text, he is defending himself in front of 500 Athenians saying that many people have accused me, but no one said anything which was true. With the Socratic Method he offended many great powerful Athenians. Since he created a lot of powerful enemies they brought him to trial thinking that they could make him beg for mercy. It did not work out but instead Socrates ended up insulting the jury by elucidating how ignorant they are, Socrates was mean, ugly, and outspoken but like Mahatma Gandhi he always wanted to be truthful. Socrates looked at the things in the world differently compared to other people. In the trial for the life of Socrates he astounded the listeners by being found guilty and destined to death in spite of his energetic defense. In the text The Apology of Socrates the Socrates says And so, members of the jury, you should be optimistic about death and think about this one truth, that no harm comes to a good man in life or in death, and his problems are not neglected by the gods (65d). Since Socrates held different perceptions about the world. He says that nothing can harm a good man neither in life and death. After hearing both sides the jury asked the members to vote on the guilt of Socrates. Since a lot of people voted for him that he was guilty he was sentenced to death. Socrates was given a chance to determine his penalty but Socrates wanted to be punished for his actions. Therefore, the jury sentenced him to death. According to Athenian law, they prescribed him to drink a cup of hemlock. Hemlock is like poison. While dying he believed that dying now and escaping from the problems was good for him. On the other hand, Gandhi was not like Socrates. He was calm, thoughtful, and observant. After finishing his studies, he returned to India for a short period of time. Again he went to South Africa because he was unable to obtain a job in India. At first, he traveled in the train, because he was not prepared for the racial intolerance. Since his color was black he was thrown out of the train. An incident in the train shaped his actions for years. During that period of time British controlled South Africa. He was abused, and all Indians suffered similar treatment. Gandhi stayed in South Africa for twenty one years to fight for his civil rights and won many concessions for his fellow Indians. He believed that if they can gain rights with nonviolence then why be violent and harm others and ourselves. In order to fight for truth and gain rights he gave rise to Satyagraha. Satyagraha is divided into two words which Satya and agraha. Satya means truth and agraha means to follow the principl es of truth. Satyagraha was a tool used for nonviolence and civil rebelliousness which is the appropriate methods for obtaining political and social goals. In the text Mahatma Gandhi- Selected Political Writings the Gandhi says Satyagrahi does not inflict pain on the adversary; he does not seek his destruction. A Satyagrahi never resorts to firearms. In the use of Satyagraha, there is no ill-will whatever. Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called Satyagraha (52). According to Mahatma Gandhi a person who is Satyagrahi does not harm the opponent with violence. Since Mahatma Gandhi believed in non-violence he gave rise to satyagraha and ahimsa. In the book Mahatma Gandhi-Selected Political Writings Mahatma Gandhi also says Our shastras seems to teach that a man who really practices ahimsa in its fullness has the world at his feet, he so affects his surroundings that even the snakes and other venomous reptiles do him no harm (40). The word Ahimsa symbolizes non-violence. In the soul of every human being there are many things that we have to fight against such as fear, ignorance, anxieties, and stress. But according to Gandhi the outer fight should be avoided. In the Bhagavad-Gita the holy book which belong to the religion of Hinduism. Lord Krishna asked Arjuna to fight in order to deracinate ignorance. However, fighting is necessary only on some occasions when it is the explicit will of god. According to the text any person who practices ahimsa w ith truthfulness nothing can harm them not even harmful creatures such as snakes and reptiles. If a person is a follower of ahimsa then the person should love their enemy. Ahimsa is non-violence but also includes truth and courage. During the lifetime of Socrates he questioned people about the world around them and died because of his ignorant behavior. Socrates chose death because he did not wanted to break the law of the city and also held a belief that since he was a good man nothing can harm him. On the other hand, Mahatma Gandhi fought for the rights of Indian people without spreading violence and practicing Satyagraha and Ahimsa. He did not die of ignorance instead he was assassinated by Nathuram Godse. He killed Gandhi because according to him Gandhi was betraying India by negotiations with Pakistan to stop the war which was going on. He was the great soul that will live among Indians. Both Socrates and Mahatma Gandhi not only differed in personal characteristics but also they have a different perspective in trying to answer difficult question about the world around them. Socrates was ignorant but he always believed in truthfulness as Mahatma Gandhi. Both philosophers approached a different moral life. Gandhi died for the people and Socrates died because he wanted to without breaking the law of the city.

How does Harper Lee Manage to Draw Together the Stories of Boo Radley E

How does Harper Lee Manage to Draw Together the Stories of Boo Radley and Tom Robinson? Do you find her Way of doing this Effective? There is a strong literary motif running through Harper Lee's novel 'To Kill a Mockingbird'. The stories of Boo Radley and Tom Robinson are drawn together by the way they are both mockingbirds in their own way. Both men are on the outskirts of society and are misunderstood by the predominantly white population of Maycomb. In the first part of the novel, there is a very important quote used: "Shoot all the Bluejays you want if you can hit 'em, but remember it's a sin to kill a mockingbird." 'To Kill a Mockingbird' is a novel about a young girl named Jean Louise Finch or Scout growing up in a very prejudiced American town in the 1930's. Her life is fairly normal until her father, a lawyer named Atticus, is asked to defend a black man charged with the rape of a white girl, Mayella Ewell. Atticus knows there is no chance he can win because his defendant, Tom Robinson is black and therefore guilty but as Atticus said himself: "Just because we were licked a hundred years before we started is no reason for us not to try to win." The jury persecutes Tom Robinson in his trial. It would have been impossible for him to abuse Mayella because he cannot use his left arm. Mr Heck-Tate said that she had a black right eye, suggesting her attacker was left-handed. Her father, Bob Ewell, was, suggesting that he beat her up. Because Tom couldn't punch Mayella with his left fist, it couldn't have been him. Tom Robinson is an admirable character and very brave. He showed these qualities in the trial by speaking his mind and saying the truth, but this still was not enough to sway the ju... ...or example he leaves two dolls carved out of soap in the likeness of Jem and Scout. A lot of effort and thought would have gone into those dolls, just to please the children. He has done nothing but try to make the children happy but they are still unkind towards him. Harper Lee's way of making both Boo Radley and Tom Robinson mockingbirds is very effective. It gives the reader a parallel to compare each two. Both men are on the outskirts of society and are misunderstood by the predominantly white population of Maycomb. Harper Lee draws the two stories together to give out a very powerful message: you shouldn't judge people on the colour of their skin or their lifestyle. You never know exactly how that person's feeling until you climb inside their skin and walk around in it. This is summarised in a quote made by Atticus: "Were you ever a turtle huh?"

Physical & Chemical Properties

Physical and Chemical Properties Pre Lab Questions: (4pts. ) 1. What are the learning goals of this experiment? The goals are to investigate the chemical properties of pure chemical substance and to investigate the physical properties of pure substances. 2. Write two examples each of physical and chemical properties. Physical –Color, Odor, hardness, density, melting point, boiling point Chemical- heat of combustion, reactivity, ph, 3. What happens if you heat a solution of chemicals in test tube facing towards you?How would you avoid inhalation of chemical vapor during heating in a test tube? It could splat on face and burn you. The best way to avoid inhaling vapor is to either where a mast or don’t breathe directly in the vapors while the substances is burning. 4. How would you take care of itching eyelids or body parts caused by the contamination of 6M HCl? Wash your eyes with cold water immediately and if get any worse call 911. Date:______10/28/12___________________ _ Name:____Daniel Asonye _____________________ . Title: Physical and Chemical Properties 2. Procedure: (3pts. ) 1. The first thing that must be done is to half fill one well of 24-well plate with 6M HCL and half filled a second well of the 24-well plate with 6M NaOH. 2 – The second thing to do is to place 4 smalls’ test tubes into wells of the 24 well plate. Than place a small amounts of the substances into the tube that needs to be tested in each of the four micro test tube. 3 In the first tube, watch and record color and odorThe next thing lights the burner and grab the test tube with the holder. Next heat the sample by slowly moving it just above the flame. Watch the effect of the substance by the heat. Allow cooling before storing. 4 For the second tube 1. Add enough cold water at least ? about the sample and stir with the rod and watch what happens. Light the burner and grasp the test tube with the holder and heat the sample by slowly moving the tube about the fla me. Use the ? cm of red and blue litmus paper.Allow the solution to cool and stir with the rod and transfer a drop of the solution onto a piece of litmus paper. 5 For the third tube Just add a few pipet drops of HCL to the sample and stir. 6. Fourth test tube- just add a few piped drops of NaOH to the sample. Stir and record 7. Clean up all four test tube and repeat steps 2 through 6. 3. Data Collection: Fill up the table as shown in procedure (12pts. ) |Color |Odor |Effect of heat |Cold H2O |Hot H2O |Litmus Test |Dilute HCL |DiluteNaOH | |Mg |silver |nc | |– |— |– |– |– | |Cu |gold |nc |Dissolves quickly |Dissolves slowly |Slighty cloudy |Blue-white color appears Red -none |– |– | |Zn |silver |none |– |– |– |– |Starts boiling |— | |Mgo |white |none |– |— |– |— |— |White precipate forms | |CuCO3 |gray |gas-like smell |Started dissolving |Starts looking slightly clou dy |Becomes a little darker |Blue formed some white color while red didnt |Boiling, white precipitate increase |Neutralize the solution and is a lot clear | |Cu (NO)3 |blue |Gas-like smell |Started dissolving and boiling |A lighter blue is formed |Becomes a little darker |Blue-formed some redish color while red had no change |Ultraviolent color is formed on the top of the solution |A large substrate has been formed between the two colors. Violent on top and blue on bottom | |NaCl |White |none |Started to dissolved |A tad cloudy |Becomes a little darker |No reaction |No reaction |No reaction | | 4. Attach your picture showing your work on step 4d. The picture should also show the results as appears in the experiment. [pic] [pic] [pic] [pic] 5. Result: Write the results of your litmus paper test (2pts. ) The cooper formed a white precipitate. The CuCo3 blue formed some white color while red didn’t.The Cu(NO)3 blue-formed some reddish color while red did not. NaCl had no reactio n. ________________________________________________________________________ ____________________________________________________ 6. Questions: Answer the questions briefly as shown in page 110 (3pts. ) A. Yes I did. I saw heat of combustion in about every chemical I test today. B. The evidence I saw was mainly copper. It had the highest reactivity out of any substance I used. C. Reactivity of any substance with cooper and heat combustion of substrates. D. Physical, physical, physical, and chemical E. physical, chemical, physical, physical , physical , chemical F. I would re heat the solution to give me a physical change.

Tezuka Osamu - Biography of Anime and Manga Artist

Tezuka Osamu - Biography of Anime and Manga Artist Depending on where you look or whos talking, youll see Tezuka referred to as the God, Father, Godfather, Grandfather, Emperor and/or King of both manga and anime. (Manga and anime, then - remember those two types of art.) Whichever of these titles you wish to give the man, it is wholly deserved. He didnt merely change the future of manga and create anime as we know it, he worked ceaselessly. Over the course of his career, Tezuka created and wrote more than 700 manga series containing an estimated 170,000 pages of drawings, and another 200,000 pages of anime storyboards and scripts. Date and Place of Birth: November 3, 1928, Toyonaka, Osaka Prefecture, Japan Early Life: The eldest of three children, Osamu was born into a family of doctors, lawyers, and military men. His father was an engineer, but had drawn manga prior to marriage, kept a large library of manga and bought a movie projector that would introduce Osamu to two major artistic influences: the animators Walt Disney and Max Fleischer. According to family accounts, his parents were strict disciplinarians but also supportive and encouraging of their childrens interests. When young Osamu showed an affinity for drawing, they kept him supplied with sketchbooks. His parents were also forward-thinking and, as a result, Osamu attended a progressive school where classes were co-ed. He was a bright student who excelled in composition and won popularity with his classmates for his manga sketches and picture cards (which they circulated amongst themselves). When he was nine, Osamu used his drawing and newly-formed writing skills to produce his first multi-page manga. By age eleven, he was wearing his trademark black-rimmed glasses and had solidified a lifelong interest in insects. He also began using the pen name Osamushi, a play on words between his name and an insects. Dr. Tezuka: Despite many other activities (acting and playing the piano, for two examples) he pursued through school and beyond, Tezuka continued to draw. After nearly losing both arms to an infection as a teenager, though, he decided to also study medicine. Due to a severe shortage of doctors in occupied Japan, Tezuka, then 17, was admitted to the medical school of Osaka University in 1945. He was qualified to practice medicine by 1952 and successfully defended his doctoral thesis in 1961. These were noble goals and testify to his keen intelligence. Tezukas heart, however, was more given to visual art than it was to science. The Making of a Manga-ka: Shortly after entering medical school Tezuka sold his first comic strip, a four-panel serial called Diary of Ma-chan to an Osaka childrens newspaper. Though it appeared in limited circulation, the strip proved popular enough to generate publisher interest in the artist. In short order, he sold the manga The New Treasure Island, the first in a long line of his adaptations from Western literature. Treasure Island made Tezuka nationally famous and proved to be the tipping point in his career. Even while completing medical school, he published manga at a furious clip, graduating to larger newspapers and reader numbers. From 1950 until his death, Tezuka worked non-stop. It seemed natural to him to transition his manga characters into the animation he so loved, and thus a genre was born. Even he could not have foreseen that his Astro Boy would take anime global and offer Tezuka international fame. Ever the workaholic, he produced nearly 500 anime episodes and this while continuing to conceive, write and draw volumes of some 700 different manga titles. Tezukas enduring impact on Japanese popular culture - indeed, on world popular culture - is nearly impossible to overstate. He was truly an exceptionally influential artist. Best Known for Today: Introducing the big-eyed characters that are omnipresent in anime and manga (his influences: Bambi and Betty Boop).Incorporating cinematic action into manga, which had been a static art form prior to Tezukas handling.Popularizing manga in Post-war Japan.Creating anime. (Two short words that now represent a multi-billion dollar global industry. Yearly.)Influencing new generations of manga-ka and animators.Making becoming a manga-ka or animator as lofty a goal as, say, becoming a physician. Perhaps even more lofty as goals and, thanks to Tezuka, highly respected and financially rewarding ones. Important Works: Jungle Taitei (Jungle Emperor), 1950-54. Later released as the animated series Kimba the White Lion in the U.S.Tetsuwan ATOM (Astro Boy), 1952-68Ribon no Kishi (Princess Knight), 1953-56Hi no Tori (The Phoenix), 1956-89. Tezukas personal favorite and the series he worked on continuously from its inception until his death.Black Jack, 1973-83Buddha, 1974-84The Stories of Three Adolfs, 1983-85 See pictures of Tezuka Osamus work in the Special Exhibition Gallery Tezuka: The Marvel of Manga. Date and Place of Death: February 9, 1989, Tokyo, Japan; of stomach cancer. His posthumous Buddhist name is Hakugeiin Denkakuenju Shodaikoji. How to Pronounce Tezuka Osamu: tezz ·oo ·kah oss ·ah ·moo (Note: This is the Japanese styling, family name first and given name second. If youd prefer to say the artists name Western-style, simply switch the order of the two words.) Quotes From Tezuka Osamu: I felt [after the war] that existing comics were limiting. Most were drawn as if seated in an audience viewing from a stage, where the actors emerge from the wings and interact. This made it impossible to create dramatic or psychological effects, so I began to use cinematic techniques. French and German movies that I had seen as a schoolboy became my model. I experimented with close-ups and different angles, and instead of using only one frame for an action scene or the climax (as was customary), I made a point of depicting a movement or facial expression with many frames, even many pages. The result was a super-long comic that ran to 500, 600, even 1,000 pages. I also believed that comics were capable of more than just making people laugh. So in my themes, I incorporated tears, grief, anger, and hate, and I created stories where the ending was not always happy.Manga is virtual. Manga is sentiment. Manga is resistance. Manga is bizarre. Manga is pathos. Manga is destruction. Manga is arrogance. Manga is love. Manga is kitsch. Manga is a sense of wonder. Manga is †¦ there is no conclusion yet. Im begging you, let me work! - reported by both his wife of nearly thirty years, Etsuko and Takayuki Matsutani, president of Mushi Productions (Tezukas studio), to have been the artists last words. Sources and Further Reading Gravett, Paul. Manga: 60 Years of Japanese Comics.New York: Collins Design, 2004.Gresh, Lois; Robert Weinberg The Science of Anime: Mecha-Noids and AI-Super-Bots.New York: Thunders Mouth Press, 2005.Hornyak, Timothy N. Loving the Machine: The Art and Science of Japanese Robots.Tokyo: Kodansha International, 2006.Schodt, Frederik L. Astro Boy Essays: Osamu Tezuka, Mighty Atom, and the Manga/Anime Revolution.Berkeley: Stone Bridge Press, 2007.Schodt, Frederik L. Dreamland Japan: Writings on Modern Manga.Berkeley: Stone Bridge Press, 1996.

Free Essays on Adam Smith

Adam Smith The purpose of this report is to educate the reader on a great man, the "Father of Economics", Adam Smith. His two unequal works, Theory of moral Sentiments and An Inquiry into the Nature and Causes of the Wealth of Nations laid the groundwork for several economists today. His concepts, such as the "invisible hand" and opinions are widely respected and integral to economic theory three centuries later. Adam Smith was born the son of the comptroller of customs at Kirkcaldy, Fife, Scotland in 1723, his father dying six months earlier. He studied at Glasgow University, then Oxford before moving on to deliver public lectures. In 1751 Smith was made a professor of Logic at Glasgow University, and then was promoted to the Chair of Logic, a post held until 1763, which he relinquished to become a tutor to the Duke of Buccleuch in France during 1764-66. Upon return, Smith is elected a Fellow of the Royal Society. In 1776 Smith published the Wealth of Nations; seven years later becoming a founding member of the Royal Society of Edinburgh. On July 17, 1790, Adam Smith dies after an illness. The Theory of Sentiments, published in 1759, was based on his Glasgow lectures. This work is concerned with the explanation of moral approval and disapproval. He bases his explanation on sympathy, focusing on the standards of ethical conduct that hold society together, emphasizing the general harmony of human motives and activities under a beneficent Providence. In 1776, while America was signing the Declaration of Independence, Smith moved to London and authored his world renowned Wealth of Nations, which examines the consequences of economic freedom. It covered the role of self-interest; the division of labor, the theory being if everyone does what he or she does best, the society as a whole would become more productive; the function of markets; and the international implications of a laissez-faire economy. At the time of publishing, there w... Free Essays on Adam Smith Free Essays on Adam Smith Adam Smith The purpose of this report is to educate the reader on a great man, the "Father of Economics", Adam Smith. His two unequal works, Theory of moral Sentiments and An Inquiry into the Nature and Causes of the Wealth of Nations laid the groundwork for several economists today. His concepts, such as the "invisible hand" and opinions are widely respected and integral to economic theory three centuries later. Adam Smith was born the son of the comptroller of customs at Kirkcaldy, Fife, Scotland in 1723, his father dying six months earlier. He studied at Glasgow University, then Oxford before moving on to deliver public lectures. In 1751 Smith was made a professor of Logic at Glasgow University, and then was promoted to the Chair of Logic, a post held until 1763, which he relinquished to become a tutor to the Duke of Buccleuch in France during 1764-66. Upon return, Smith is elected a Fellow of the Royal Society. In 1776 Smith published the Wealth of Nations; seven years later becoming a founding member of the Royal Society of Edinburgh. On July 17, 1790, Adam Smith dies after an illness. The Theory of Sentiments, published in 1759, was based on his Glasgow lectures. This work is concerned with the explanation of moral approval and disapproval. He bases his explanation on sympathy, focusing on the standards of ethical conduct that hold society together, emphasizing the general harmony of human motives and activities under a beneficent Providence. In 1776, while America was signing the Declaration of Independence, Smith moved to London and authored his world renowned Wealth of Nations, which examines the consequences of economic freedom. It covered the role of self-interest; the division of labor, the theory being if everyone does what he or she does best, the society as a whole would become more productive; the function of markets; and the international implications of a laissez-faire economy. At the time of publishing, there w...

Knowledge Management and Organizational Competencies Dissertation

Knowledge Management and Organizational Competencies - Dissertation Example This research is planned to be carried out from the perspective of our school, The Commonwealth Secondary School Singapore. Given that this is an educational institution, knowledge management forms the key business system for the school in delivering against learning & development objectives of the students of the school. The school has multiple knowledge elements – Teacher’s notes, modules & class lessons, books & journals, past researches & dissertations by ex-students, white papers, essays, etc. It would be very interesting to evaluate how they have been organized in the school’s library system and how useful the knowledge management system has been to the students of all levels taking various courses and also for the teachers for their reference material in preparing for the classes. An old theory by Jeremy Hope & Tony Hope presented the three waves of Economic Change - agriculture wave that strengthened global economies based on the green revolution, industr ial wave that strengthened global economies based on the industrial revolution and the Information wave (modern wave) that is in the process of strengthening the global economies based on knowledge revolution. In order to achieve the best of the third wave, organizations need to implement a management system for conversion of tacit knowledge to explicit and then sanitize, organize and present them for the benefits of the business. Conversion of tacit knowledge to explicit requires overcoming of cultural barriers.

The Princeton Review Research Paper Example | Topics and Well Written Essays - 500 words

The Princeton Review - Research Paper Example This method is so far the most effective method of inviting students to take part in the survey. For a student’s opinion to be included in the surveys data, it must be submitted through the prescribed medium like online. In addition, only one survey for each student per academic year per institution qualifies to be included in the sample data. In addition, the student must complete all sections of the survey, which include about yourself, the school academics, student and life at school. The results collected from the survey data may not be scientific. This is because the survey is conducted on a continuous basis and the results are used in subsequent rankings. This can affect the results because there can be differing answers due to the change in situations in the learning institutions. However, the main reason why the results can be said to be far from scientific is due to the process, which the data is collected. First, scientific data gathering is based on hypothesis and data driven science. In scientific survey, a hypothesis is formed, and the data collected to prove or disapprove the hypothesis. In addition, scientific surveys are data driven, and the data used to show patterns. They also involve observations such as field studies rather than surveys, which are used by Princeton review. In addition, in scientific surveys, there is use of calculations that are supported by physical laws in their fields but this cannot be relevant in surveys used by Princeton re view. Lastly, collection of results does not use non-random samples of the populations. For example, specific people are used to conduct such surveys, and this affects the findings relating to the entire population. This undermines objective surveys in the learning institutions and does not reflect the views of the whole population hence not being scientific. Selection bias occurs when the interviewer