Dell’s Business Ethics

Dell Inc’s Business Ethics Gwynedd-Mercy College Abstract Business Ethics is a very important part of having and running a successful business. Your business ethics consist of the behavior that a business adheres to in daily dealings within the world. There are a few key components that are covered under the business ethical umbrella within the Dell Computer Corporation they are as follows: Corporate Social Responsibility, Corporate Governance, Environmental Responsibility and Corporate Accountability. These key components are what make Dell Inc. successful company within the computer industry. Dell Inc’s Business Ethics. Dell Inc. is one of the largest computer manufactures in the world and they have grown tremendously over the years. Their evolving business strategy combines their revolutionary direct customer model with new distribution channels to reach commercial customers and individual consumers around the world. Dell’s Direct Model business approach is la rgely responsible for the success of the company, it provides a fast cost-efficient and customer friendly means of production and distribution (Dell, 2009). Since this market is ever changing, competitors are challenging Dell with new and unique products in effort to overcome the superiority of the Direct Model. The growth and development of the laptop computers is a primary area in which Dell Inc. can work for continued success, despite the threat posed by its competitors. Dell initiates the latest and appropriate technology much more promptly and efficiently than any other computer company (Dell, 2010). Also, Dell’s refined strategy to building an adequate infrastructure establishes market creditability against its better-known rivals. Their approach to the computer industry had two advantages: First they wanted to bypass distributors and retail dealers which will eliminate markups of resellers, and second building to order greatly reduced to the cost and risks associated with carrying large stocks of parts, components and finished goods (Dell, 2009). Business Ethics Business ethics is a personal moral manner where people try to decipher right and wrong within their daily and organizational lives. With the terms â€Å"business† and â€Å"ethics† put together can create a more powerful influential understanding of cultural beliefs of what is important to you on the judgments that are made of good or bad behavior. Dell Inc’s business ethics consist of its Global Ethics and Compliance Team (Dell, 2010). This team initiates education and awareness to all of Dell’s employees on highlighted issues such as privacy and data protection, workplace conduct, and gifts and entertainment. This team also delivers consistent training to prepare all the employees for effectively, legally and safely performing their jobs on a daily bases. Dell has two mandatory training courses for all employees: Winning with Integrity which is the Code of Conduct overview of the company and Information Security Polices and Standards. Employees are also encouraged to complete three additional global ethics courses: Dell Corporate Governance, Records Management, and the newly developed Privacy and Data Protection Awareness. Dell’s code of conduct adheres to the values and beliefs of the Soul of Dell. The Soul of Dell is accompanied by five core elements Customers, The Dell Team, Direct Relationship, Global Citizenship and Winning. These core elements/values define what kind of company they are and have become. Ethically Dell is indeed committed to understanding and respecting the laws, values and cultures wherever they do business. Profitability growing in all markets while promoting a healthy business climate globally contributes positively in every community that they call home both personally and organizationally. Ethical Umbrella Corporate Social Responsibility Corporate Social Responsibility also known as CSR is the actions of an organization that are targeted toward achieving a social benefit over and above maximizing profits for its shareholders and meeting all its legal obligations (Ghillyer, 2010, p. 78). It can also be referred to operating a business in a manner that accounts for social and environmental impact created by the business. Corporate Social Responsibility at Dell Inc. s about demonstrating through action their values of corporate citizenship. In the itinerary of the integration of economic, social and environmental responsibility into everything they do and ensuring diversity remains a Dell cornerstone. Dell has a full-time commitment to being a responsible corporate citizen. It’s a commitment driven by the types of goals, strategies and accountabilities that characterize every part our business. And it’s one that persists through all business cycles (Dell, 20 10). Dell focuses on the ideals of environmental responsibility, corporate responsibility and the social responsibility to further strengthen the beliefs of addressing issues will support the realization of financial goals and can be critical to their long-term corporate achievement. Dell must continue to grow responsibly protecting their natural resources and practicing sustainability in all its forms and improve the communities where they live and work through their financial and volunteer efforts. Their commitment to social responsibility is about making a meaningful difference and seeking innovative ways to help others through their technology resources and employees by partnering with non-governmental organizations to address some of the key issues facing our world today. Corporate Accountability Integrity to inspire trust is Dell’s corporate accountability. They succeed when they earn the utmost trust and respect from their customers through the actions and innovations of the company. Ethics and integrity is built into their key corporate growth, which encourages people to accept the responsibility and enables then to take actions. The undisclosed key to Dell’s corporate accountability is the pride that the employees take in the company. Within that it is more than just simple meeting all the compliance requirements and following the rules it is about creating a culture that people can simply act with integrity. Corporate Governance The Board of Directors and management team have jointly responsibility, thics and integrity at Dell Inc. In that regard, the Board expects each director, as well as each member of the senior management, to lead by example in a culture that emphasizes trust, integrity, honesty, judgment, respect managerial courage and responsibility. Moreover, the Board also expects each director and each member of senior management to ac ethically at all times and adheres to polices as well as the spirit, expressed in Dell’s Code of Condu ct. The Board will not permit any waiver of any ethics for any director of executive officer. Corporate governance is also the commitment to the achievement of business success and the enhancement of long-term stockholder value with the highest standards of integrity and ethics. Primarily the success is an approach to corporate governance that will extend beyond simple compliance with the authorized necessities. Environmental Responsibility Dell Inc. aspires to be the greenest technology company on the planet. They dare to motivate by engaging with others and sharing what they have learned. They strive to innovate by improving the efficiency and design of their products. Dell’s greatest innovation is their leadership. They realized that a top-notch management strategy would not fulfill Michael Dell’s goal. In addition, it would propel Dell’s vision into everyday workings of their business. S. W. O. T. Analysis One of Dell’s greatest strengths in targeting the business executive category is that roughly 75% of all sales revenue comes from large businesses and government organizations. Dell has already established relationships with large companies, and this provides most of their business. These companies pass the relationship on through their employees, providing them with Dell products. Dell has a considerable weakness in targeting the college student segment of the market. This is due to the fact that only 5% of Dell’s total sales revenue currently comes from educational institutions such as colleges. Unlike Dell’s business customers, Dell lacks a large amount of relationships with educational institutions. Many students purchase their PC’s through their schools, Dell is clearly not in a position to take advantage of the college at this time. Their greatest weakness is that buyers can not physically touch or see the product that they want to purchase. The Direct Model provides many great opportunities, however the disadvantage is that customer cannot go to retailers and try a few different products and go home with a computer all in one visit. The thing that differentiates Dell from its competitors is customization. Many computer buyers are suspicious of a product that they can’t personally examine before purchasing. Moreover, an anxious buyer would have to wait a number of days before their computer was delivered. Personal computers are being purchases and used more than ever before. The market for laptops, in particular, is growing much faster than that of the desktop computers. This general trend lends itself as a great opportunity for Dell’s laptop business to grow in all segments. Another opportunity for a; the targeted segments relates to the first trend that was mentioned. Customers are becoming more educated about personal computers, as an increasing number of them are second-time buyers. Consumers who have purchased computers in the past know what they want, and Dell can cater to them. The Direct Model can provide the framework for customers to make truly personalized computers in a qualified hassle-free environment. Increased communication and technological integration also create great opportunities for Dell. Customers can now go on the Internet to personalize their computer, place an order, or just simply get information. This is more efficient and effective for both Dell and the customer, and its benefits are many. In such a volatile market as personal computers, threats are great and many. Because of the ever changing nature of the computer industry, companies are constantly being challenged to produce higher quality, lower priced products, and do it faster and more efficiently than the competition. One to Dell primary external threats is that the prices between brands are getting smaller all the time. Dell’s Direct Model benefits the consumer in many ways, one of which is cost savings. Now that other companies are finding ways to combat the low costs of Dell, they can to pass along savings to their customers. As a result, price differential is becoming less of an issue, if not nonexistent, for buyers. Many of Dell’s competitors are therefore becoming closer substitutes. Another serious threat is simply that the growth rate of the computer industry is slowing. At this current time, Dell owns a greater market share than any of its competitors throughout the world. However, as the market slows down, competition for market shares will intensify. Companies will have to work harder than ever before to distinguish their brand from substitutes. If a company has trouble differentiating its brand from its competitors, they will find it hard to hold a significant market share. Finally, the face pace of technological advancement, while being a tremendous opportunity, is also a great threat. The newest, fastest, most efficient technology and most durable, user-friendly products are going to sell. If the company fails to keep up-to-date with innovations in technology, they will quickly see decline in performance. Conclusion With the competitive advantage that Dell Inc. has they have a product that every consumer and organization wants. Besides the fact that Dell is the preferred desktop and laptop of enterprises in the United States and Europe and winning more than 400 product awards in 2007, Dell is a company that believes in what they are doing and will stop at nothing to become the best in the computer industry. The current market trends in the personal computer industry, for laptops in particular, are being driven by ever changing consumer needs, wants, and demands. As a result, companies like Dell Computer Corporation are forced into constant state of adaption in order to satisfy their customers. By taking full advantage of their strengths, paying close attention to their weaknesses, and identifying both opportunities and threats from the macro-environment, this company can position themselves as significant shareholders in an intensely competitive market. References About Dell. (n. d. ). Retrieved June 29, 2010, from http://content. dell. com/us/en/corp/about-dell. aspx? c=us&l=en&s=corp Corporate Responsibility. (n. d. ). Retrieved June 29, 2010, from http://content. dell. com/us/en/corp/cr. aspx Ghillyer, A. W. , (2010) Business Ethics: A Real World Approach. New York, NY: The McGraw-Hill Companies. Sliver, R. , (2002) the 21st Century Executive: Innovative practices for building leadership at the top, San Francisco, Jossey Bass.

Physical Security †Essay Essay

In the United States everyone is concerned about safety in their homes and in his or her workplace. Individuals go to great lengths to ensure that all their possessions that they own could not be stolen from them. According to the 1999 FBI Uniform Crime Reports, nationwide 408,217 robberies were committed with the estimated amount of losses being reported at $508 million in losses. Many measures can be put in place to prevent such losses. This paper will discuss physical security and other components such as building security, grounds security, access control systems, perimeter security, information systems, and technology security. Physical Security According to Search Security (2011), Physical security is â€Å"Physical security is the protection of personnel, hardware, programs, networks, and data from physical circumstances and events that could cause serious losses or damage to an enterprise, agency, or institution. This includes protection from fire, natural disasters, burglary, theft, vandalism, and terrorism.† Physical security can be described as measures taken to prevent and to deter intruders or attackers from gaining access to facilities, resources, or information stored on physical media. Physical security also provides guidance on ways to design structures to resist various hostile acts. As physical security can have seemed to be this elaborate task, but can be a simple act of locking a home or business door and not given an easy access to an intruder. To keep individuals, families, or employees safe one has to think about the things that are important to them and the things one also wants to protect. Ground Security Ground security can be looked at as ways to protect areas around airports. Since September 11, 2001, airports have gone through many changes to ensure that their passengers are safe and all bags and equipment are safe before the leave the ground and enter the airplane. Before that tragic event there were no major security measures in place except screenings but people could just come and go as they please. As a result of the hijackings security was  beefed up tremendously. Passengers are screened more closely. People are not allowed to carry liquids into the airport and not like before only passengers with boarding passes may enter the terminal. According to USAToday reporter Blake Morrison (2002), Flight attendants report that many ground workers such as airport mechanics, caterers and ramp workers still have access to planes without going through any checkpoints as long as the have their swipe cards. Access Control Systems Access control systems are highly used at most businesses to keep unauthorized people out of places they do not belong. Access control systems are thought of as electronic card readers were badges are needed to unlock a doors, lets individuals gain access to an elevator, or garage. Access control systems also can be as simple as possessing a security guard to stop people from entering a certain area. There are levels of access controls there is the basic system that allows systems to respond to a pin or a card number, there is an intelligent system that controls access to doors locks and also has the capability to store information. The most common breach of this system is that people allow individuals without badges to slip in behind them. For example, nowadays many apartment building or condo complexes have main entrances were they must badge in or have a key to unlock the door. There is always someone waiting at the door to gain entry, and most people will just open the door and let him or her in never thinking that this person should not have access. The person who is let in could be an intruder there to do harm. For this reason many companies/residence complexes stress that authorize users should not let anyone enter unless he or she have followed the appropriate procedure for visitors. Access cards have been proven to have some vulnerability. Hackers are very intelligent and have found ways to copy the cards information. Hackers have become so accomplished that they have created portable readers t hat can capture the card number. No security method can ever be listed as 100% effective. Perimeter Security Perimeter Security can be described as a boundary that separates an area from the rest of the world. The purpose of the perimeter security is to deter,  detect, delay and deny unauthorized access to a perimeter without the owner’s consent to avoid theft, vandalism, or other criminal acts. Many things are used to prevent individual from gaining access to his or her property. Fences or gates are good starting points to protect property. Gates that are high enough and locked keeps intruders out. Another line of defense is security lights. Having an area with good lighting is critical to a security system because people are less likely to commit a crime in a place if they feel they can be seen by someone. Most criminals look for an area that does not have good lighting and is away from by passers. Good lights around a home and an area not hidden by overgrown trees and shrubs provides some protection. Lighting can protect a home or a business from intruder because it provides trickery. Many homes have installed motion sensor lights that come on when someone walks or moves in a certain perimeter around his or her home or business. If the intruder were to set off the sensor and lights come on they will most likely run away as they are not sure if someone is watching either from the home he or she is intruding or from the neighbor’s house. Criminals are also deterred from homes or businesses with outside lighting because they think that if you took the time to install good lighting, this home also has the potential of having an alarm system. Also if it is a business that is being intruded good lighting also helps the use security cameras, if the lighting is good clearer images could be captured. Information Systems and Technology Security Information security means protecting information from unauthorized access, use, disclosure, disruption, modification, perusal, inspection, recording, or destruction. Most companies and homes have intrusion detection systems on their computers. Intrusion detection systems allow companies to monitor unwanted attempts to gain access to their systems. According to Webopedia (2010) these detection devices allow managers to see all activity incoming and outgoing. Intrusion detection is important to keep information systems safe from hackers, disgruntled employees, and others who may want to cause the company trouble or damage their IT systems. Safety Net uses a Reactive Intrusion Detection system. The reason the passive system is used because it logs all activities and then sounds an alert. A reactive system not only  logs the traffic and suspicious use then alerts administrators, but it also logs off a user after suspicious activity is detected (Net Security, 2010). Safety Net feels the passive method is just not protective enough in monitoring suspicious activity. Allowing managers to know who has conducted such activity is great but Reactive stops the activity. The detection system utilized by Safety Net is a Host Intrusion Detection System rather than the Network Intrusion Detection System. Conclusion Physical security is the protection of personnel, hardware, programs, networks, and data from physical circumstances and events that could cause serious losses or damage to an enterprise, agency, or institution. Individuals have the responsibility to make sure that they protect themselves from harm. All measures have to be weighed and applied to ensure that security cannot be breached. References Robbery. (2011). Retrieved fromhttp://www2.fbi.gov/ucr/cius2009/offenses/violent_crime/robbery.html | | | Morrison, Blake. (2002) Attendants question ground security. Retrieved on January 7,2011 from http://www.usatoday.com/news/nation/2002/04/04/ground-security.htm Intrusion Detection. (2012). Retrieved on January 7, 2011 From http://www.webopedia.com/DidYouKnow/Computer_Science/2005 Net Security. (2011). Retrieved on January 7, 2011 From http://netsecurity.about.com/cs/hackertools/a/aa030504_2.htm

Genogram: Family and Paper Social Work Essay

1. I grew up with a strong and helpful family that was always there for me. I did get into a lot of fights with my siblings, but now that I am an adult and living my own life, I realize how much I really care and love them. Thinking back on my childhood, I was raised a good life and my parents told me to be the best person I could possibly be. They showed me how to pursue a good work ethic, and how to treat others the way I want to be treated. As a child I was taught to respect my parents, teachers, and adults. To respect someone is not to agree with someone but show regard to. I was always told treat people like you would want to be treated. And showing respect is one of them. I believe respect is something that is not given its earned through the course of time. My family was what made me who I am today. 2. While reflecting on the different cultural elements that have influenced my life, it is hard to determine which would be classified as the most significant or the most influential because at different stages of my life, that priority has changed. For simplicities sake, the first influence I will discuss will be that of my parents. I was born to a Caucasian, middle class husband and wife in July of 1974. Due to being â€Å"middle class† I was taught the values of hard work, responsibility, honesty, and accountability. With two parents who felt one does not deserve what one hasn’t worked for, it was instilled in me that laziness was truly one of the worst characteristics one could possible hold. This programming has led me to be hyper-vigilant in my quest to prove my lack of â€Å"laziness.† This can be established by the fact that I am currently raising 3 children, work one full-time job, and attend college full-time. In addition to my parents influence, the fa ct that I had 1 sibling also played a significant role in my cultural programming. Having a sibling has taught me to negotiate, participate and compromise. 3. I was raised in a very safe and secure environment for most of my life. I am Caucasian, straight and a female. I was raised in the Methodist church which puts me in another dominant classification, Christian. My dad worked very long hours when I was growing up to provide for the family. While my upbringing is relatively idyllic, there are experiences and influences that have shaped my life and made me a more tolerant, understanding and yet critical person than the stereotype of people from my socio-cultural upbringing. I was taught to see others as individuals as opposed to stereotypes. I was also taught to value an individual’s right to pursue happiness. 4. A family event that we participate in is sled riding and skiing. These events have impacted our family in a positive way. It is something that everybody enjoys participating in. 5. Our holiday traditions were really helpful during my life. On New Years Eve we all would gather together to say good bye to the old year and welcome in the new upcoming year. My children and I still observe this tradition. We eat dinner together every night. Each Sunday morning we have a big family breakfast. Our family has a family night every Monday night. Where we get together, play games, and eat treats. We also eat pizza and watch a movie together every Friday night. Every year we have a family reunion. Each Halloween we go to the pumpkin patch and pick out pumpkins. 6. Every Christmas Eve we watch a Christmas movie then each child gets to open one present. On Easter we would search for hidden Easter baskets and collect the eggs that are hiding around the room. In our family our kids plan a birthday party with friends every year. We always decorate with streamers and balloons. The birthday child gets to choose his or her own birthday cake. They also get to choose whatever they want for their birthday dinner. 7. In my family we were taught that the role of the child in the family is to: go to school, learn, and grow up to be successful, listen to their parents, and go to church. 8. My mother had the most significant influence on me. She is the strongest woman that I have ever met. Her life inspired me with confidence and great motivation. Most of my mother’s life is full of misfortunes and unexpected troubles. Although she went through many hardships, she never gave up. The thing that I admire my mother most is she always kept in her mind the positive thoughts. In spite of the hard work that she does day by day, she always has a smile on her face. 9. By attending a college with a diverse student body I believe this can prepare me for my future work with families. I will be able to meet people and gain new insights on language and experience from another culture. 10. I believe growing up as a Caucasian, straight female will place a barrier in working with diverse families. I feel there will be limits to my experience but I would like to overcome them by taking classes on diversity and culture.

Adam Aircraft Essay Example | Topics and Well Written Essays - 2500 words

Adam Aircraft - Essay Example The strategies of the company were typically customer oriented that were endeavored towards producing light, comfortable, affordable and fast aircrafts. Findings The company faced many severe challenges. One of the prime challenges faced by the company was the availability of limited fund. The aspects of inadequate time and lack of skilled workforce were the other vital challenges for the company. At the same time, the company realized that in order to succeed in aircraft industry, it must develop new and innovative products. Recommendations Addressing the challenges faced by the company, certain recommendation have been given. In this regard, the company must cautiously utilize the available time and funds. Any kind of wastage within the company should be quickly curtailed. Further, it should seriously consider the rules and regulation prescribed by FAA in order to prevent any delays during the work process. Table of Contents Memo 2 Table of Contents 4 Introduction 5 Thesis Statemen t 5 Identification and Evaluation of the Company’s Existing Mission, Objectives and Strategies 5 Identification of the Key Strategic Issues (Problem Statement) 7 The Causes of the Problem 8 Identification of the Key Inferences and Assumptions 9 Alternative Solutions 10 Recommendations 12 Conclusion 15 Works Cited 16 Introduction Rick Adam, a successful entrepreneur who had a passion for flying, founded Adam Aircraft Company in the year 1998. Adam identified the market needs and conducted an efficient market research as well as analysis; as the result of his efforts, Adam Aircraft was founded. Rick Adam’s passion for flying has developed since his childhood - he got inspiration from his father, George Adam Sr who had served as an Air Force Officer during the World War II (Hedberg and Hamilton, â€Å"Adam Aircraft†). Thesis Statement This paper is all about making a thorough analysis of the case study relating to Adam Aircraft Company by concerning certain signifi cant aspects. In this regard, the aspects include the identification as well as the evaluation of the company’s existing mission, objectives and recognition of chief strategic issues along with the reasons for the problems. Various aspects such as the identification of the key facts and the assumptions drawn from the aforementioned aspects, proposition of alternative solutions and specific recommendations for action will also be portrayed in the paper. Identification and Evaluation of the Company’s Existing Mission, Objectives and Strategies During the period of the establishment of Adam Aircraft, it has been viewed that the airplane market possessed high entry barriers and required to invest huge capital in order to formulate as well as to implement effective business strategies. In this similar context, Rick identified the pitfalls associated with aircraft manufacturers that included the problems relating to aircraft designing, building and certifying new aircraft. F urthermore, he also identified the prime reasons behind the success and the failure of those companies who had entered the aircraft manufacturing industry with high enthusiasm. The detailed analysis of these significant factors ultimately led him towards recognizing new as well as innovative ways for entering into the aircraft industry. Rick founded the company with the purposeful mission of delivering quality and efficient products or services to its potential customers and ensuring greater customer satisfaction by meting their respective expectations and needs. At the same time, the objectives of the company were to manufacture and deliver advanced aircraft support structure sin the finest way to its valuable

A study was conducted and an introduction (lit review) section needs Research Paper

A study was conducted and an introduction (lit review) section needs to be done - Research Paper Example f-concept also gives people an opportunity to compare their personal attributes, abilities, and reactions to those of others (Harter & Bukowski, 2012). On the other hand, self-esteem refers to the respect that a person has for himself or herself. Self-esteem is an extremely vital concept since it affects functional behavior, motivation, as well as life satisfaction (Bordens & Horowitz, 2002). Individuals who have high self-concept about themselves normally have positive thoughts. In this regard, they have high self-esteem of themselves. Having high self-esteem is a critical component in one’s life since it gives one confidence about his or her self-worth. In this regard, an individual can compare himself to be attractive. Being attractive entails several components, and personal hygiene is one of the components (Harter & Bukowski, 2012). Therefore, one must assess his or her personal hygiene in the wake of evaluating

Wider Professional Practice Essay Example | Topics and Well Written Essays - 2500 words

Wider Professional Practice - Essay Example LLS refers to relevant social and political reforms and national policies while devising its own guidelines and procedures. As the sector that exists to support and deliver lifelong learning, government policy in a range of areas plays a considerable role in influencing the future development and the demand for skills within the LLS workforce. One of the most important government green papers that it refers to is Every Child Matters (ECM). Every Child Matters is a reform that has reshaped the overall behaviour in Britain towards child welfare, care and education. Where the lifelong learning sector intends to introduce education from the grass roots level, it adheres strongly to the ECM policy structure. As ECM covers various aspects of child welfare and care relating to health, safety, enjoyment, achievement, positive contribution in society and achievement of economic well being, it relates closely to LLS since lifelong learning is an attempt at achieving a better quality of life (Francis and Gould, 2012). However, this correlation gives rise to a need to evaluate if ECM provides an effective framework for institutions and professionals in LLS to follow and also if the LLS framework and policies of institutions working for and within LLS actually adhere to the framework devised by ECM. LLS practice is strongly governed by a Professional Code of Conduct that was introduced by IfL as guidelines for teachers working in LLS (Francis and Gould, 2012). This Professional Code of Conduct ensures that teachers working within the LLS must provide personalised care to children and young people, be alert to signs and symptoms that children may be at risk of harm and expedient in reporting them. It is important to note that educational institutions where special or vulnerable children are being tutored, reforms introduced by LLS have played a major role ensuring children’s

Peer reviewed journal related to the key foods Article

Peer reviewed journal related to the key foods - Article Example Alternatively the starch and stew combination are redred and Tubman or moimoi mainly based on vegetable protein. Cassava is classified as a perennial plant that grows well under tropical climate, moist fertile and well-drained soils. A complete mature full grown plant reaches a height of about 2-4 meters. Under the cultivation fields, cut stem sections are planted like sugar canes each tube weighs one to several pounds depending upon the cultural type. A cassava is a gray-brown, rough woody textured skin, with a white color starch rich sweet-flavored meat that should be eaten only after cooking. Cassava is used to prepare different king of dishes which include Akple which is fermented cassava and corn dough, fufu which is a pounded cassava and Konkonte which is primarily dried peeled cassava powder. Cassava is the world third source of carbohydrates but a poor source of protein. Additionally, it has a nearly twice the calories than potatoes, in a 100g root it provides 160 calories, which comes from sucrose forming the bulk of the sugars in tubers. Cassava has very low fats and protein content than in cereals and pulses (Wagner, 2010) Young tender cassava leaves are a rich source of dietary, copper, magnesium and vitamin K which is vital in bone construction promoting Osteotrophic activity in the bones. It has medicinal value of treating Alzheimer’s disease patients by limiting neuronal damages in the brain. Fufu is prepared by boiling the peeled cassava and pounding into a dough-like consistency and later served with a soup. Cassava is a rich source of carbohydrates which acts as fuel for energy; bodies require energy for their functionality and day to day activity. Cassava being a fiber food, it reduces the risk of heart diseases and cancer also helps in diabetic and constipation reduction. In conduction, since it is a source of saponins, it helps reduce cholesterol levels and reduce acidic levels in the body

Discuss the rationale behind recent changes in the design and delivery Essay

Discuss the rationale behind recent changes in the design and delivery of labour market programmes in the UK. Consider a range of theory and international experience in your answer - Essay Example The major economic downfall of 2007 to 2009 led to scarcity of jobs for new people in the labor market. Ten years before the major economic crisis, that is, early 2000s many developed countries had steady achievement in terms of economic growth including large growth in job opportunities, but due to the economic crisis all these achievements have stalled. Millions of people have no place to work in the current tough economy. The crises have severely affected the public financial gains. The financial crisis has created many challenges to the European countries in the labor market and especially the issue of unemployment. Another challenge brought by the economic crisis include attempts to meet the European Union targets of economic growth, which may require the countries to retrench people to cope with the economic recession (Pattison, 2012, p. 466). The discussion paper involves the use of existing academic materials to determine the effects of the 2007/2009 financial crisis. It explains the actions that the governments in some countries such as USA, Australia and the UK have taken to reduce the effects of the financial crisis on the labor market. The strategies adopted and their rationales to assist the unemployed population are also discussed in the paper. Performance based contracting, which is a method same as payment by results, was used in the United States. The strategy led to development of new policies that decentralized funding and purchasing power to network of private companies. The policies emphasized on performance outcomes through financial incentives that motivated the staff of the agencies. The Department of Labor set the performance targets to achieve annually and the outcomes determined the funds saved from the investment. The outcomes also included delivery of employment services with contract periods of more than six months. It also emphasized on training the employees on work skills, which helped

Government Contracts Essay Example | Topics and Well Written Essays - 500 words

Government Contracts - Essay Example The topics in this process include the persons who will be involved, how the process will be structured and where the real negotiations will take place. In the same way, the business has to outline the whole process of government contracting and come up with an effective way on how to approach it (Stein, 2011). It is normally realized that participating in government contracts involves a lot of bureaucracy and a lot of procedures which must always be adhered to by the business. All these factors must be known beforehand in order for the process to be effective. In any case, government contracts normally attract several parties and competition is therefore very stiff. The organization therefore needs to get acquainted with all the operations of the government relating to contracting. In the same way, every government contract comes with a series of rules and regulations which must be well understood. As a result, it is important to conduct the pre-negotiation in order to ensure that everything is taken into account and nothing remains unattended. Without conducting pre-negotiations, it is normally seen that negotiations are bound to fail or become counterproductive. The process helps in reducing much of the conflicts that are normally realized in the actual negotiations process (Alston, 200 5). Considering the importance of pre-negotiations prior to engaging in government contracts, it is normally viewed as part of the negotiations. Like the actual negotiation, pre-negotiation is normally conducted in specific stages in order to realize the objectives. The first stage involves definition of the problem; the second stage involves showing commitment to the negotiation while the third stage involves arrangement of the negotiation process. The participants of the actual negotiations are selected in the pre-negotiation stages and the boundaries of the actual negotiations are also effectively demarcated in the process. Most importantly, the agenda for the

Key Problems Facing the World Essay Example for Free

Key Problems Facing the World Essay Almost half the worlds population now live in urban areas and, as cities grow even larger, conditions for civil cities are likely to get worse. This continuously swelling population, if not properly addressed, will lead to several very serious problems. Three of the most critical key problems are increasing pollution, global warming, and worsening social conditions. Firstly, pollution is abundant in cities due to dangerous gases being released into the atmosphere and toxic effluents being dumped daily into streams and rivers. These cause significant pollution of air and water. This sorry scenario is the result of billions of selfish decisions made by millions of uncaring individuals. Next, cutting down of trees and forests to make way for agriculture and human habitation causes destructive floods to occur, animals to be deprived of their habitat and become extinct, and temperatures to rise. Ironically, the participation and support of governments and corporations in the name of development is like adding salt to the wound. Thirdly, having to leave homes for education and/or work in cities is tearing apart family relationships. Gone are the traditional family values like filial piety and closeness of blood relations. Such great increases in the urban population numbers lead to related problems like insufficient homes, lack of schools and poor health and sewerage facilities. Finally, immigration to cities can be likened to fire. If used well, it can spread warmness, Otherwise, destruction of lives and property would result. There must be proactive programmes so that the population, like fire, can be harnessed positively.

Psychological Factors of Bilingualism

Psychological Factors of Bilingualism Table of Contents (Jump to) Introduction Psychological factors of bilingualism – Cognitive, Executive and Perception Based Challenges towards adopting bilingual learning in UAE and Recommendations Conclusion References Introduction Bilingualism is primarily concerned with use of twin languages in a country. This paper discusses the use of English and Arabic languages in UAE and how it related to the individual identity and psychology of people in UAE. This paper analyses the impact of bilingual habits and identity of an individual and the psychological adjustments that a person must make to a-fit himself or herself in a bicultural environment. In an environment where individuals have to adjust to more than one cultures and deal in more than one language, it has a very positive implication on the psychology of an individual leading to benefits such as multiple group loyalties, bilingual competence learning to impressive personalities and beneficial outcomes at work or career places through better mingling (Appel, 1987). Psychological factors of bilingualism – Cognitive, Executive and Perception Based In a study conducted by Worall, children of age groups between four-six and six-nine were studied have monolingual and bilingual backgrounds of learning for their choices of phonetic and semantic words. It was observed during the study that the children, who had a bilingual approach, had a better understanding of semantic words in comparison to children who had a single language approach. The children with bilingual background reached at a semantic language learning advantage at least 2-3 years early than then singular language counterparts. This clearly states that bilingualism enhances language developmental aspects in an individual’s personality. It has also been established by Ellen and Hatuka in their study that the individuals who have a bilingual approach have a better thinking pattern and can think and work on more than one direction than the people who speak and understand only one language. So, the people in UAE who can understand and think in both languages, English and Arabic have a stronger chance of excelling as individuals in their own fields rather than people who can speak only Arabic. These people are able to control their mind better and work according to the grammatical as well as syntax requirements of the languages – English and Arabic. This better understanding of languages leads to better awareness and increased power to control structures in an individual. Such people can better understand and control uncertainty and arbitrary aspects of objects (Hakuta, 1985). The people of UAE who observe the immersion and study of both languages – English and Arabic – from an early stage, are better able to think and act according to instructions in both languages and have a higher degree of cognitive development than their counterparts who have studied only in native language i.e. Arabic. Such individuals have a better understanding of concepts as a part of their personality and are able to better map the words and labels towards the concepts of life (Bialystok, 1987). These individuals also have a better functioning and understanding of executive functions and skills such a problem solving capabilities, mentally flex and control the individual attention, enhances inhibitory control and effectively switching between the tasks. The individuals who can also control their language power while dealing in English, besides the native language, Arabic have better cognitive and executive functions understanding. Not only they have an understanding of executive functions, but also prevent the decline of cognitive functions when the old age arrives. Bilingual factors also influence the perception based psychological factors. This includes the creative power and psychological flex to assume situations. The individuals who have an ability to perceive and understand both English and Arabic languages, have a better conceptualization and imaginary power leading to a psychology pertaining to better understanding of life situations. They are able to better manipulate the life and work situations to work in accordance with expectations and favorable situations. This advantage is of extreme importance in comparison to their colleagues who have a monolingual approach towards work and life situations (Emmorey, 2008). Also it has been noticed that bilingual individuals have a better understanding of mathematical concepts that even immerse into real life challenges and calculations – thus, leading to beneficial and profitable situations and decision making power. They have a better understanding of mathematical concepts, say, for example, logically placing the objectives and issues in accordance with profit making or loss based studies. Such perception based advantage also percolate into non mathematical situations, for example, understanding a problem based upon depiction through pictures. Thus, it can be established that individuals have a better understanding of life and work concepts as well as cognitive, executive and perception based problem solving psychological factors if they are bilinguals, over their monolingual counterparts (MacSwan, 2008). Challenges towards adopting bilingual learning in UAE and Recommendations The poor quality of education pertaining to Arabic language learning is the major challenge in UAE. Both in private and public schools, the language which is the native of UAE, does not observe adequate teaching skills or learning resources, as there must be. This is in no match to the global English language learning resources. The teachers fail to match the global standards of learning. It is highly recommended that the educational authorities realize the benefits of bilingual teaching and develop resources for Emiratis for adopting both English and Arabic language that matches the global aspects of learning. Specific focus must be laid on bringing Arabic language at par of English standard. Also, Arabic and English languages must be immersed with each other in learning at a very early level for appropriate development of cognitive and executive functions of individuals. It is thus recommended that the English and Arabic languages must be immersed at a very early level. Conclusion It is very important to introduce and continue bilingual approach for the corporate, government and educational institutions of UAE. English language must be introduced and Arabic language must be preserved. It is important to consider that bilingual approach can be challenging for the psychology of individuals due to the differences in language basics and the ambiguity that is associated with adopting these languages at all levels such as schooling, corporate etcNeedless to mention, that before the emphasis can be laid on learning of English language and finding places for this foreign language in the lives and identity of UAE people, prominence has to be given to Arabic language learning from a very early stage. A bilingual language approach for Emiratis means higher degree of cognitive, perception and executive skills development in students as well corporate people. References Appel, R. Muysken, P. (1987). Language contact and bilingualism. London: Edward Arnold. Hakuta K., Diaz R. M. (1985). The relationship between degree of bilingualism and cognitive ability: a critical discussion and some new longitudinal data.. In Nelson K. E. Childrens Language, vol.5. Erlbaum. pp. 320–344. Bialystok E. (1987). Influences of bilingualism on metalinguistic development. Second Language Research 3: 154–166. Emmorey K., Luk G., Pyers J. E., Bialystok E. (2008). The Source of Enhanced Cognitive Control in Bilinguals: Evidence From Bimodal Bilinguals. MacSwan, J. (February, 2000). The threshold hypothesis, semilingualism, and other contributions to a deficit view of linguistic minorities. Hispanic Journal of Behavioral Science, 22(1), 3-45. Newspaper Resource: http://www.thenational.ae/opinion/editorial/solid-bilingual-system-would-bolster-arabic-in-the-uae

Challenges Faced By Abbasid

Challenges Faced By Abbasid The Abbasid Caliphate ruled over the Islamic world, making it one of the influential and longest Islamic dynasties. During the rule of Umayyad, the Abbasids came in a rebellion with the help of coalition of various forces which were unhappy with the rule of Umayyad. Once the Abbasids were in power they continued with many policies that were built by Umayyad. One thing that made unique the Abbasids than the Umayyads was that the Abbasids embrace Persian culture and moved the capital to the new city to the Baghdad while the Abbasid had grown and faced rise as well as fall in the caliphate that are linked to diversity in terms of ethnicities and culture as their openness to Non Muslims also. This period is considered as the most successful and golden age for the Islamic culture. Challenges Faced: In context of fall or challenges faced by Abbasid, author Nigel D. Furlong states that With Kharijite tensions in the government, the rise of the Saffarids, Shiite enemies, and the emerging Qarmatiyyuns, the Abbasid state could not devote the resources necessary to deal with the Zanj revolt until ten years after the Zanj began their military and economic campaign (Rise and Fall, 2008). Under the influence of Abbasids, Baghdad was developed and became the most cultured and the leading city in the world. The literature, art and science were developed under the sponsorship of Caliph Harun al- Rashid and his son, Al-Mamun that created the House of Wisdom. The House of Wisdom was accountable for the translation of knowledge in Arabic from all around the world. With the implementation of such policies, the Abbasids oversaw an Islamic golden age where the learning of many civilizations was expanded and preserved upon. A number of practical innovations took place in different fields such as art, culture, and technical but major improvement was noticed in the field of agriculture. Many new techniques and methods were implemented in order to reduce the labor needs. At the same time, import and export trade process was enhanced and such Islamic innovation continued even as the government of Abbasid fell into the confusion. Gradually, under the governorship of Emirs and of mil itary that controlled the caliphs, Abbasid power became weakened and began to face several challenges (The Abbasid Dynasty: The Golden Age of Islamic Civilization). During the period of early ninth century, by the time of Caliph Al-Radi, the Abbasid Caliphate was succeeded and thrived despite of having multiethnic and massive empire because of several capable advisors and caliphs. So, the major challenge the Abbasid faced was the multiethnic and massive empire. At the same time, Abbasid faced challenges of revolts from the North Africa and Persia and Harun Al- Rashid was removed from power by the Persian Barmakid family which was supposed to be source of many great advisors. After this event his son Al- Mamun continued with the caliphate (The Abbasid Dynasty: The Golden Age of Islamic Civilization). Al- Mamun tested and adopted mihna and Mutazili technology in their caliphate which was influenced by the Greek philosophy. It was compulsory to follow the theory or else they could be imprisoned or killed. It leads to the divisions between the Islamic people and Islamic sovereign that was exacerbate by his creation of his army only. The Persian governor ruled as a king and set up his own dynasty however he continued to identify the Abbasid. This continuation of trend of impendent governors as well as the cost of running massive empire and maintaining a large bureaucracy became major challenges for the Abbasid caliphate (The Abbasid Dynasty: The Golden Age of Islamic Civilization). To overcome with all such challenges, the caliphs granted tax-farms to military commanders and governors and Al-Mutasim expanded its own army called Ghilman. These slaves tried to rule over the people of Baghdad that resulted in the riots and anger of the citizens. Instead of trying to solve the situation, the caliphate moved capital from Baghdad to Samarra. This step was not accurate and the capital moved back to Baghdad by Caliph Al-Muwaffaq who guided the caliphate to new prosperity and hence, Abbasid power gained a new lease on life (The Abbasid Dynasty: The Golden Age of Islamic Civilization). Impact Of Their Rise To Power: The rise of Abbasid was very impactful not only to Muslims but also to neighboring Non-Muslim states. The major important factor in their caliphate was its openness to the people; previously which was subject to the rejection by the Umayyad Caliphate. The rise of the Abbasid Caliphate greatly enriched every field such as agriculture, trade, natural science, literature, astronomy, chemistry as well as mathematics (Rise and Fall, 2008). In context of the cultural values Amira K. Bennison states in his book The Golden Age of the Abbasid Empire that the rulers of Abbasids nurtured the civilized values in their caliphate which western civilizations so often claim to represent and inculcated (Bennison, 2009). During that period, Abbasids were trying to advance all sectors of the economy mostly due to the efforts of Muslim Persians working in those respective fields. In the beginning of their rule many different aspects of Quran were also flourished because of the new idea proposed by the Muslims as well as Non Muslims of the state. The openness strategy of their community lead to the innovation in technology with the implementation of new methods and ideas so that they overcome with their Arabian and Non Arabian counterparts and it reshaped industries into more effective and wealth producing industries (Rise and Fall, 2008). Under the rule of Harun al- Rashid, Baghdad became the most important centre for philosophy, science, education, medicine and the literature. It share contacts and borders with many distant empires to collect, migrate, expand and translate knowledge of other civilizations like Indians, Persians, Greeks, Chinese and Romans. The Indian numerals which have become standard in the western world and in the Islamic were aided in the scientific discoveries and mathematics. Other Scholars such as Al- Biruni and Abu Nasar Mansur made contribution in the development of the astronomy and geometry while Al-Kindi synthesized Greek philosophy and revolutionized mathematics with Islamic thought. Many important innovations were taken place in the region which was important reason for the growth and development and hence, today this period is known as the Islamic Golden Age. This impacted innovation and development in the Muslim as well as in the Non Muslim states. The process of imports and exports w ere enhanced with new ideas, rules, laws and policies. Literatures were developed with the contribution of many scholars and writers in all subjects such as mathematics, astronomy, economics or science. Similarly, improved method of agriculture, advanced farming and crop techniques was implemented that reduced the need for labor and increased the productivity that ultimately enhanced economic situation of the region and also of the neighboring region (The Abbasid Dynasty: The Golden Age of Islamic Civilization).

Quentins Struggle in The Sound and the Fury Essay -- Sound and the Fu

Quentin's Struggle in The Sound and the Fury      Ã‚  Ã‚   Too much happens...Man performs, engenders so much more than he can or should have to bear.   That's how he finds that he can bear anything.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   William Faulkner (Fitzhenry   12) In Faulkner's The Sound and the Fury, we are given a character known as Quentin, one who helps us more fully understand the words of the author when delivering his Nobel Prize acceptance speech "The young man or woman writing today has forgotten the problems of the human heart in conflict with itself" (The Faulkner Reader   3).   Quentin engenders so much more than he can or should have to bear, as the opening quote by Faulkner suggests is the fate of all humans, but he does not discover he can bear anything.   Instead, Quentin's heart is so in conflict with itself, a condition Faulkner argues many overlook in his speech excerpt above, that he commits suicide.    There are three kinds of struggles in life.   There is man versus the universe, man versus man, and man versus himself.   Quentin's conflict is with himself.   In fact, despite his imagining otherwise, Quentin is completely locked within himself, unable to cope with external reality.   Internal reality is the only reality which he entertains.   Like Hamlet, he tries to live up to the internalized idealized image of nature and himself that he imagines should be external reality.   As noted in Thompson and Vickery (224) "Psychologically unbalanced by his own inner and outer conflicts, Quentin is represented as being partly responsible not only for what has happened to himself but also for what has happened to some other members of his family.   He has permitted his warped and warping ego to invert exactly those basic and primit... ...   87)    Thus, we can see that Quentin's internal fictions of what he would like reality to be are too much for him to endure in the face of existential realities that are all too often not aesthetic.   He cannot endure because he cannot bear the distance between his internal fictions of reality and reality as it truly exists outside those fictions.    WORKS   CITED The Faulkner Reader:   Selections from the Works of William Faulkner.   New York, Random House, 1954. Faulkner, W.   The Sound and the Fury.   New York, Random House, 1956. Fitzhenry, R. I. (ed.).   The Barnes & Noble Book of Quotations.   New York, Barnes & Noble Books, 1987. Hoffman, F. J. and Vickery, O. W.   William Faulkner:   Three Decades of Criticism.   New York, Harbinger, 1960. Polk, N.   New Essays On:   The Sound and the Fury.   Cambridge, Cambridge University Press, 1993.  

Movie Response: Boys Don’t Cry Essay example -- Film Movie Boys Dont

Movie Response: Boys Don’t Cry   Ã‚  Ã‚  Ã‚  Ã‚  First I just want to say that if I didn’t have to watch this movie for class, then it wouldn’t normally appeal for me to watch it. I didn’t have anything against this movie; I just personally do not like watching movies that have a negative vibe like it did at the end of this movie. I know that this movie was supposed to be based on the true story of Teena Brandon, however, after watching this movie, I looked up the true story and it turned out that the movie was really faithful to the actual real life events that occurred.   Ã‚  Ã‚  Ã‚  Ã‚  At first, as I was watching the movie, I was confused as to why Teena wanted to dress up at as a man and be called Brandon. I thought that maybe she was just lesbian that didn’t like dressing like a girl and wanted more of the masculine look. But then I found out that she was just having issues with not feeling right being a woman. She felt that she was stuck inside the wrong body. That’s why she wanted to dress up as a man, and later on actually be able to get the operation that would make her a man physically.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the movie, I really wanted her to go back home and leave those people she met at the bar. Personally, I could tell that those people were not, â€Å"good people.† They seemed like they didn’t have their life straight. It seemed like Teena/Brandon wanted to leave, but for some reason, she decided to stay. I think it was mainly because she felt that she was accepted by them, mainly becau...

Is the Successful Reform of the United Nations Security

Reform of the United Nations Security Council has the support of the majority of the member states; theoretically, there is consensus on the issue. Ideas for reform include expansion of the number of permanent members of the Security Council and extending the veto powers currently held by the permanent members. However, this consensus has so far proved illusory, because agreement only exists in a vague form. When the debate is teased out it emerges that there is a lot of differing views on what reforms should take place and which states they should include. This essay aims to argue that UNSC reform is not possible because no consensus exists on who enlargement should include and whether the P-5 should remain the only veto holders. It is the intention of this essay to tiptoe through this political minefield and ultimately to argue that the Security Council must become more representative – that more members should be admitted to better reflect the world and the diverse opinions therein. The purpose of the United Nations is to bring the states of the world together in one place to resolve international issues and there can be no greater issue than that of security; it is imperative that the UNSC reflects world opinion not a minority of states. The proposed ideas for reform are mainly concerning expansion of the UNSC’s membership. It is argued by many that the power wielded by the P-5 is disproportionate and that this does not fairly reflect the world. As Kofi Annan stated: â€Å"in the eyes of much of the world, the size and composition of the Security Council appear insufficiently representative. (Annan 2002, quoted by Fassbender 2004, p. 341). Latin America, Africa and large parts of Asia and the Caribbean all lack a permanent member and that leaves these regions underrepresented in terms of UNSC security policy. It is felt that permanent membership and crucially the veto should be extended to states from these regions of the world. That no longer should the P-5 have such a crucial say in the security of the world, that these powers should be opened up to other states in other parts of the world. The other criticisms of the UNSC P-5 are that although they were the preminent powers in 1945 this is no longer the case. This criticism largely falls upon the UK and France and Russia who in 1945 were global empires but now longer are nowhere near as powerful and influential as they used to be. That there are now many states in the world that can equal the economic and military powers of the UK, France and Russia. It is argued that the UNSC should better represent the great powers of today rather than those of over sixty years ago. There is some consensus and support for the idea of expansion. However, many states put forward provisos with their messages of support. The United States is concerned that new members should be economically powerful with a large population and has a solid history in terms of democracy and human rights. The joint British-French statement argued the need for representation for Africa and quizzically did not put forward an African candidate and instead named their choices; Germany, Brazil, India and Japan (Joint UK- France Declaration, 2008). India expressed the need for the UNSC to also include developing states and that increase of permanent and non-permanent members was necessary. (India and the United Nations; UN Reform. ) Brazil argued that the UNSC does not represent today’s world and the limited number of states in its current composition was not a multilateral approach. The debate about veto reform is a non event as none of the P-5 will accept any reform to their veto rights (Rath, 2006, p. 59). There does not seem any way the P-5 could be stripped off the veto without their compliance and without a fundamental change in attitude, veto reform is impossible. The question of who should become new members of an enlarged Security Council is a very divisive issue. For every likely candidate there are several detractors as well as supporters. The most prominent candidates for becoming permanent members are the G-4 consisting of Japan, Germany, India and Brazil. These four are all seen as contributing generously to the UN and all have either large populations or economies. However, the most fundamental criticism of the G-4 is that it although it does expand the Council it still neglects a permanent seat for an African state. It also further weighs the Security Council with more industrialised rich countries (Bourantonis, 2005, p. 69). The group Uniting for Consensus actively argues against the accession of the G-4 to the UNSC and instead argues for an increase of non-permanent members. Uniting for Consensus is often seen as being driven by member states regional rivalries; Italy’s opposition to Germany’s bid is one example. Indeed, all of the G-4 have opponents, in South American it is argued primarily by Argentina that Portuguese speaking Brazil can not represent the rest of the Spanish speaking continent. Not all the criticisms of these candidates are to do with regional rivalries; the US was publicly supportive of Germany’s bid but the souring of relations over Iraq prompted Washington to change policy (Fassbender, 2004, p. 342). The issue of who supports who and why is a complicated issue but these examples stand to show that there is very little consensus amongst states about who might join a reformed UNSC and is the reason reform debate is so deadlocked. Reform of the Security Council is possible but will be very difficult; selecting members for expansion will prove divisive in international politics. The desirability of reform has been covered to some extent above with the need to better represent the world in the Security Council but the main issue for debate in this regard is the effect expansion could have on the workings of the UNSC. The argument against expansion conceptually posits that a Security Council with too many members loses its executive function. That the whole idea of this tier of the UN system is to have a few powerful and influential states to act together decisively. Thus enlargement -particularly of the veto- would cause more division among UNSC members and render the Council prone to deadlock, based on the simple logic that it is easier to get a smaller group to agree collectively than it is a larger group. The oft cited example is the failings of the League of Nations which was constantly paralysed by the need for unanimity among members to act (Weiss, 2003, p. 148). Although conceptually it is easy to argue this case, it does require some qualification with examples and there is an argument to be made that the UNSC is not at the moment a decisive body which has little to do with its size (Lund, 2010). Whether enlargement would make the UNSC more or less efficient depends upon whether we consider the current incarnation to be so. A better argument for enlargement not making the Council a committee was made by the German diplomat Dr. Gunter Pleuger, stating that enlargement of NATO had not made that body less effective which now include one more state, 26 than the proposed UNSC increase to 25 (Pleuger, 2005). This is a good example of an international body being able to act in concert whilst having a large membership, but NATO and the UN are very different. NATO members all share sympathetic policy goals and to some extent would consider themselves allies. However, the present P-5 alone or with the G-4 are not allies in great sense and although they might all support the idea of international peace and security they would have a much larger difference of viewpoint on conflicts than NATO. In conclusion, reform of the Security Council would require substantial work to be achieved and does risk souring of relations around the world. The prospect that the veto will be abolished seems very remote, whether new permanent members might have the veto extended to them is tied up with the question of the possibility of enlargement. So many factors remain to be agreed over reform, expansion is not possible without widespread consensus over the shape and size of a new Security Council. If those debates were resolved then the world could look to deciding candidates, another set of hard choices. To definitively state that reform is possible or is not possible is in itself impossible. There are arguments to be made for and against reform, we will have to wait and see what happens. Perhaps the more important part of the question is the desirability of reform, this in its vague sense does have some consensus in international politics. There does need to be a widening of the members of the Security Council; it does need to better represent the world. How this can be effectively implemented is where the debate really starts. The prospect of a deadlocked Security Council, paralysed by a lack of consensus among members is not desirable. Certainly, the simple solution to this would be to abolish the veto and rely upon a majority vote to pass resolutions, however this is not even vaguely a possibility. It is quite possible that an enlarged Security Council could be able to act decisively but it would certainly be a risky experiment and is therefore too much of a risk to take seriously. Desirable reform of the Security Council would require an overhaul and rethink of the whole system. Bibliography http://www.globalpolicy.org/component/content/article/228-topics/48674-pros-and-cons-of-security-council-reform.html

Giving Kids Candy Is Anything But Sweet Essay

Children are attracted to sweets as much as ants are attracted to them. They prefer to eat chocolates, candies, or ice creams than healthy sandwiches or snacks. This is the reason why majority of the companies target their products to young children. They know children simply cannot resist sweets. The author in the article states that it has become very hard for him to limit his kid’s access to candies and other sweets because everybody else is doing the exact opposite of what he is doing. People see sweets as something to give to children as a reward when they do something good. They do not see the unhealthy effect it brings to children’s way of thinking and health, as the article also suggests. It is not very hard to find candies and other kinds of sweet foods. Groceries, convenience stores, and even the dentist’s offices have them in varieties. Any parent who wants their children to have a healthy eating lifestyle might as well forget about doing this because it seems impossible with all the sources that kids can easily get their sweets from. The media also does not help because of the commercials and advertising of these unhealthy food products. This makes it even harder for parents to get their child to eat better and healthier foods. Fruits and vegetables are definitely out of the question, which threatens the health of these young children and brings the discussion to the second idea of the article. Kids nowadays are very much up to date when it comes to technology. They spend countless of hours in front of the Internet to play games, chat with their friends, and check their emails and personal webpages. They are also addicted to video games because they find them fun with or without playing with their friends. Watching television is also one of the things that young people spend their time on. Because of these things, they have become accustomed to an inactive lifestyle. The author states that â€Å"there are many bigger issues facing our world today than candy consumption† but what he is concerned about is the health of these young children (Beasley, 2005). I agree that this kind of lifestyle and the promotion of the public that eating sweets is okay are not helping teach children that being healthy is important. The sedentary lifestyle they have developed and the availability of sweet foods everywhere can lead to serious conditions including obesity, hypertension, or diabetes. These kids do not take health issues seriously because they feel that they are â€Å"too young† to develop them. It is never too early to be concerned about one’s health. Parents need to stand their ground with regard to their children’s health no matter what the media says or how available are the resources for sweet food products. They also need to take time and educate their kids the dangers of getting used to a sedentary lifestyle, as well as the different diseases that can be developed from inactivity and unhealthy eating habits. The public also has to do their part and realize that what they are promoting such as giving candies as a reward or a making kids believe that they can never have too much candy are not helping the parents who want the best for their children. Reference Beasley, D. (2005, April 18). Giving Kids Candy Is Anything But Sweet. Newsweek.

Korean College Students Reading Strategies Essay

1. INTRODUCTION Korean universities take a variety of different approaches to ensure college students obtain a strong level of English proficiency during their education. This is why many university English classes use authentic literature written for native English speakers. There are a variety of used resources; journal articles, research reports, thesis, online catalogues, databases, and internet materials. The number of English professors and universities that prefer to use authentic material is increasing. Reading authentic English text can be a burden for EFL learners. Kern (1994) mentioned that understanding texts written in a foreign language is a significant challenge for most students. To understand texts,a majority of readers not only translate a foreign language into their mother tongue, but also use translation to grasp the whole meaning of the content, and content related to their prior knowledge. When learners encounter authentictext, they tend to take the text for granted, not questioning the text or thinking about it in other ways. Many college students have previously been taught to read in order to solve the question without understanding the deeper meaning of the textand what influences the writer. In English education in Korea, reading is regarded as decoding the meaning of a written text to get knowledge and information. Thus, it is natural that reading activities in English textbooks focus on just getting information and grasping the content of the textbooks. That is why instructions from the teacher, reading strategies, and the classroom English reading textbook play important roles in training the learner how to read critically and gaining a full comprehension of what they read. Many studies in second or foreign language reading have investigated how second or foreign language readers deal with texts when reading in the target language (Block, 1996; Sheorey&Mokhtari, 2001). Meanwhile, the cognitive processes involved in reading comprehension in a second or foreign language are equivalent to those in the first language (Cummins, 1994), though constructing meaning in the second language is more demanding. While second language (L2) readers may think cognitively in reading, they generally face more difficulties in L2 reading because of their lack of grammar knowledge, limited vocabulary, or different cultural backgrounds, all of which impede comprehension. Many researchers like Chesla (1998), Cunningham and Stavonich (1997), Eskey (2005), and Hudson (2007) are interested the cognitive ocessesinvolved in reading comprehension, and have conducted a lot of research on effective reading lessons, reading materials, and students’ reading attitude. Ko (2005)found that students need to employ certain kinds of strategies in order to improve their reading skills: (1) They need to improve reading through extensive reading; (2) they need to find interesting content for motivation; (3) they need to enhance content knowledge in various areas; (4) they are willing to improve their spoken skills; (5) they want to improve their general writing skills; and (6) they need to increase their vocabulary knowledge. In this research, I will analyze whether Ko’s (2005) strategies and activities that teachers think are effective can be applied to gain reading comprehension. Reading strategies are referred to as the mental operations that are involved when readers approach a text effectively and make sense of what they read as well as what they do when they are lost while reading (Barnett, 1998; Block, 1986). As a part of helping readers to better comprehend L2 texts, some techniques or skills associated with reading proficiency have been examined. Many researchers have been making experiments about reading strategies. Some of these reading strategies range from skimming, scanning, contextual guessing, activating schemata, and identifying text structure, all of which are considered to be effective in enhancing comprehension (Block, 1986; Kern, 1994). Moreover, the Survey of Reading Strategies,known as SORS, introduced by Mokhtari and Sheorey (2002) will be adapted for use in this research project. This SORS has three major strategies: global reading strategies, problem solving strategies, and support strategies. For the students’ reading strategies, Korean college students tend to use the support reading strategy when they read; the global reading strategy is least preferred.However, research findings do not find a substantial gap among the three major strategies of SORS. This indicates that Korean students are not afraid of using different reading strategies, and do not limit themselves from receiving other perspectives. Teachers, who teach reading strategies, prefer one of the three main SORS strategies more. They use the global reading strategy most; meanwhile, they areunlikely to use the support reading strategy in the classroom, or even to recommend it to students. In this study, the researcherfocuses on Korean college students’ attitudes and preferences for using reading strategies, and the native English teachers’ attitude towards teaching reading, and the teacher’s preferences of reading strategies for teaching reading. Moreover, the researcher also investigates student’s reading difficulties and their expectations. The main research questions are as follows: For Korean college students: 1. Which reading strategies do Korean college students like to useand think effective in helping them to improve their reading comprehension skill? 2. What are the difficulties and problems that inhibit their effective reading comprehension? For native English teachers: 3. Which reading strategies do native English teachers like to teach and think are effective in helping students to improve their reading comprehension skill? 4. What are the difficulties and problems that inhibit you from teaching reading strategies effectively? 2. LITERATURE REVIEW Reading is an all-important language skill that is now in more demand than in any time in our history. With the exposure of the Internet in a global arena, students need to master reading in order to understand the vast knowledge the world embraces them with. It has been said that the literate adult today is reading more in one week than their great-grandfather did in a whole year (Swalmand Kling, 1973). This fact places pressures on the student to perform reading at a higher level than the student before them.Reading is the best way to absorb content materials and to increase critical thinking skills. It is also a hidden process that often goes unnoticed in the language classroom. In addition, reading is also a complex activity, where the goal is ‘to construct text meaning based on visually encoded information’(Anderson andNunan, 2007). In the first language (L1) reading, readers use only one language, whereas in the second language (L2) reading, learners have at least two languages to deal with. On the contrary, readingin a first or second language contextinvolves the reader, the text, and interaction between the reader and the text (Rumelhart, 1977). Although reading in the L1 shares numerous important basic elements with reading in a second or foreign language, the process also differs greatly. Intriguing questions involve whether there are two parallel cognitive processes at work, or whether there are processing strategies that accommodate both first and second language. Although on the surface first language and second language are different, readers can apply visual linguistic and cognitive strategies that they readily use in their first language reading to assist in their L2 reading. Whether the readers are reading in their first or second language the reading strategy operates in the same way: the readers look at the page and the print, then use their knowledge of sound or symbol relationships, order, grammar, and meaning to predict and confirm the meaning. In short, when readers have well-developed first language reading strategies, they can learn a second language more easily and rapidly.Students should have effective reading skills in their first language to assist their reading comprehension in a second language. 2.1. L1 Reading L1 reading is reading in the reader’s mother tongue. Reading contexts in general require knowledge of content; formal and linguistic schema. Reading is also a meaning-making process which involves an interaction between the reader and the text. Recent theories in second language reading stress that the L2 learners’ first language skills are very important when they learn a second language (Hakuta, 1986; Krashen, 1982). One of the main reasons supporting this claim is that when students have well-developed first language skills, they can acquire second language skills more rapidly. Concepts which were readily and strongly developed in their first language acquisition become accessible skills to learn a second language. This process is what is known as common underlying proficiency as described by Cummins, 1994. Although on the surface the two languages are different, readers can apply visual linguistic and cognitive strategies that they also use in their first language reading, to read in an L2 (Ovando, 2005). This means in both languages readers look at the page and the print, and then they use their knowledge of sound or symbol relationships, order, grammar, and meaning to predict and confirm meaning. There are four elements that are important in reading comprehension in either in L1 or L2: (1) whether the readerreads a lot and is familiar with reading in another language; (2) the length, type, and language difficulty of the text; (3) whether the reader uses the global reading, problem solving, or support strategies; and (4) fluency. In L1 reading, researchers have emphasized two factors potentially influencing readers’ processing strategies: the type of material that will be read and the purpose or goal for which a text will be read. 2.2. L2 Reading Second language reading is one of the four skills in mastering a foreign language. Seond language reading is gathering the syntatic and semantic processes as well as vocabulary, which include speed of letter naming, phonological processes, orthographic processes, and working memory. In addition, background knowledge also takes part in L2 reading comprehension (Malley, 1990). Moreover, based on Bernhard and Kamil (1995), second language reading comprehension processes have two main crucial variables; they are L2 vocabulary and L2 grammatical skills. In addition, there are six elements that intereact and blend together in forging the construct of L2 comprehension. The six elements are the phonemic/graphemic features, syntatic feature cognition (grammatical ability), word recognition, vocabulary, prior knowledge, and metacognition. Reading in an L2 is different from reading in an L1, in that L2 reading is influenced by a variety of factors that are normally not considered in L1 reading (Bernhardt andKamil, 1995). Among these factors, the two most frequently used ones to explain L2 reading fluency are readers’ L1 reading ability and L2 language proficiency. According to Teillefer (1996), these two factors significantly affect L2 reading comprehension, but to a different extent depending on different reading styles. With regard to importance and actual contribution of the above-mentioned two factors to L2 reading, there are two conflicting hypotheses: The Linguistic Threshold Hypothesis and the Linguistic Interdependence Hypothesis. The first hypothesis, also known as the Short-Circuit Hypothesis (Clarke, 1979), states that in order to read in an L2, a certain level of L2 linguistic ability is required. In another definition, the L1 reading ability can be transferred to L2 reading only when L2 proficiency is higher than the linguistic threshold. Therefore, a certain amount of linguistic ability is a prerequisite for the transfer to take place. That is, a certain amount of knowledge of L2 grammatical or linguistic skills is necessary in order to allow L1 reading knowledge to assist L2 reading (Bernhardt andKamil, 1995). Based on this hypothesis, it is assumed that without some L2 skills, the L2 readers’ limited language proficiency prevents their good L1 reading skills from being transferr ed to L2 reading (Lee, 2000). The second hypothesis is the Linguistic Interdependence Hypothesis, also known as Common Underlying Proficiency (Lee, 2007 and Cummins, 1994),which states that the reading performance in L2 is largely influenced by L1 reading ability, so L1 reading ability transfers to L2 reading. Therefore language skills such as reading and writing in the L1 are interconnected and transferable to L2. This hypothesis proposes that L1 skills and L2 skills are not so different, but at some fundamental core they are interdependent or even the same (Bernhardt andKamil, 1995). Hence, once a set of language skills has been acquired, it can be adapted to enhance reading in the L2 context. Despite the conflict of the two hypotheses, it has been acknowledged that each hypothesis is accurate to some extent that both L1 reading ability and L2 language proficiency are important factors to increase L2 reading fluency, and that the product of reading refers to the level of understanding, which is considered to be achieved by one’s reading ability and various reading strategies that the reader uses. Another finding from August (2006) states that learning to read in a second language is an entirely different process from learning to read in the first language, and the methods used to teach adult second language learners should be somewhat different from those that are used to teach children. August also mentions that L2 readers can build reading proficiency by using previously developed L1 reading skills and knowledge to support newly developing L2 language skills. So, in effect, L2 readers need less academic training to advance their skills in L2 reading. In other word s, the adult L2 learner needs to acquire most of the requisite academic skills from L2 instruction itself rather than from the transfer of the skills. Although some degree of skill transfer occurs from L1 to L2 for all second language readers, the academic goals of an individual with a weak L2 background are more dependent upon the newly acquired L2 language skills. Therefore, the L2 leaner requires a curriculum which provides a highly intensive focus on L2 language and reading skills. Transfer of L1 skills has a very powerful influence on the acquisition of L2 skills, but many adult second language readers need a great deal more thantransferred skills to achieve their academic goals. A well-developed L1 reading skill can be automatically transferred to L2 reading, and L2 readers as well as L1 readers contribute to the reading process in a constructive manner. However, there are other aspects that can limit the L2 readers’ contribution in reading second language material or text, which are language misinterpretation, lack of both background knowledge, and limited resources (Berhardt andKamil, 1995; Block, 1992; Koda, 1989). Therefore, one cannot simply assume that L2 readers will be able to interpret text in the same manner as competent L1 readers do (Gass, 1987). 2.2.1. Process of Reading Reading processes such as bottom-up, top-down, and interactive, can be used before, during, and after reading (Goodman, 1976; Rumelhart, 1977; Smith, 1971). According to Carell andGrabe (2002), L2 readers use different reading processesthan L1 readers do because (1) they are limited in their linguistic knowledge; (2) they do not have enough cultural and social knowledge that is common in the English content; (3) they do not necessarily retrain prior knowledge, which is the basis of understanding English materials; (4) they study English for a variety of reasons, including making themselves familiar with English speaking countries, and (5) they use both their first and second language. That is why knowingL2 learners’L2 reading ability and the type of texts will help in choosing reading processes which can make the text better understood. 2.2.2.1. Bottom-up processing Bottom-up processing is a type of reading process where reading comprehension starts with the fundamental basics of letter and sound recognition, then later builds up to letters, letter clusters, words, phrases, sentences, and longer text, and finally meaning in the order to achieve comprehension. Beginner learners need a strong bottom-up component, which includes phonics instruction. In bottom up reading, students start with the basics of letter and sound recognition, move from morpheme recognition to word recognition, grammatical structures, and sentences in order to achieve basic comprehension. According to Iwai (2007), in bottom-up processing readers focus on letters, sounds, syllables, words, phrases, sentences, and paragraphs. The process of constructing the meaning begins with written words. These learners view reading as beginning with the printed page, proceeding linearly from visual data to meaning by a series of processing stages. The most typical type that applies to bottom-up processing is intensive reading. Intensive reading involves a short reading passage followed by textbook activities to develop comprehension and/ or a particular reading skill. In an English lesson or in an English language course, this type of reading is often applied for sharpening students’ L2 knowledge and ability. 2.2.2.2. Top-down processing Top-down processing is a reading process where readers use background knowledge to predict meaning of the text. They search text to confirm or reject the predictions that they made. Within the top-down processing, the teacher should focus on meaning-based activities rather than on mastery of word recognition. By using this process, the reader builds comprehension skills by first applying general information already learned (larger elements) and moving down towards the specifics of the language (smaller elements). In top-down processing, readers make and evaluate experience and background knowledge. Coady (1979) wrote that the top-down processing model makes readers use their background knowledge schema and connects the schema with conceptual abilities and processing strategies to accomplish comprehension. University students have to do lots of research which requires lots of reading. This requires extensive reading and top-down reading processing. Extensive reading is also called pleasure reading, free voluntary reading, sustained silent reading, and supplementary reading (Bamford and Day, 2004; Nunan, 2003). In extensive reading, readers read as many books as they can outside of the classroom, to broaden their comprehension skills in order to get the main ideas or key points they need to imply top-down reading processing. The primary purpose of using extensive reading as a tool is to encourage students to enjoy reading in English, and thereby increase their motivation to improve their English skills by focusing on the understanding of broader and longer texts rather than the processing of a particular academic text. 2.2.1.3. Interactive Processing Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. This strategy is known as interactive processing; it is a combination of bottom-up and top-down processing which assumes that ‘a pattern is synthesized based on information provided simultaneously from several knowledge sources’ (Nunan, 2003), and it would include aspects of both intensiveand extensive reading. When put into practice, it is assumed that knowledge acquired from one strategy can compensate for the lack of knowledge from the other strategy. Fluent readers are considered to be those who can efficiently integrate both bottom-up and top-down strategies (Dubin, 1986; Grabe 1991; Murtagh, 1989). Aspects of interactive reading that help readers to interpret the author’s meaning are: 1) u sing their prior knowledge, 2) having a purpose for reading, 3) monitoring their understanding, and 4) working within the constraints of the situational context (Walker, 2001). The first aspect is that readers combine what they already know with the information from the text to figure out the author’s meaning (JohnandPrice, 2001). This textual information is comprised of pictures, letters in words, and headings, and the structure of sentences is used combined with prior knowledge (Kerringan, 1979). The second aspect is that readers tend to elaborate on what they read. They make connections using previous knowledge or experience to help them remember and interpret what they are reading. These new connections become part of thereaders’s knowledge base. The third aspect of interactive reading is that readers will continually monitor their understanding to see if it makes sense. These readers actively monitor their understanding through self-questions and various fix-up strategies to repair their comprehension. The fourth aspect is that readers use the situational context (elements given at a present time) to form ideas and adjust their purpose to each reading. 2.2.1.4. Interactive-compensatory model The interactive-compensatory model of reading was mainly developed to show how word recognition during reading can be affected by developmental and individual differences in the use of context (Stanovich, 1980). It is different from the bottom-up or top-down model in that in this model, readers process information simultaneously, not step by step. So, it seems that understanding of written and spoken language relies on a balanced combination of top-down and bottom-up processing. The readers have to pay attention to features in the text, orthographic knowledge, semantics, syntax, and lexical (vocabulary) knowledge when reading (Nutall, 2000). Thus, the perceptual-automatic recognition skill noted by Grabe (1992) seems psychologically real and theoretically possible, both in terms of Stanovich’s statement. Underwood (1982) asserted that when learners have achieved comprehension through practice, attention can be deviated. This interactive-compensatory theory states that all read ing skills develop independent of each other and in a different span of time. The purpose of the interactive-compensatory model is to provide a framework for understanding and improving L2 reading. The interactive-compensatory model includes 5 main components: cognitive abilities, knowledge, strategies, meta-cognition, and motivation. Knowledge and regulatory skills such as strategies and meta-cognition are combined into one category because of their close relationship among the components. There are three interrelated components within the model: cognitive ability, knowledge and regulation, and motivation (Underwood, 1982). Each of these components could be divided into further subcomponents. For example, the motivation component would include self-efficacy and attribution beliefs. It is assumed in the model that each of the components leads either directly or indirectly to learning.Since all components lead to learning, if a student is lacking in a particular skill (for example, knowledge) it could be compensated by greater strengths in other areas.

Determination of the Concentration of Acetic Acid in Vinegar

Determination of the Concentration of Acetic Acid in Vinegar Lab Exercise 4 CHEM 1106 9/19/12 Purpose: Standardize a sodium hydroxide solution using a primary standard acid. Determine the molarity and the percent by mass of acetic acid in vinegar by titration with the standardized sodium hydroxide solution. Introduction: Vinegar is a dilute solution containing acetic acid. Since vinegar has a low pH, it can be titrated with a base.Titration is a method used in order to ascertain the amount of a constituent in a solution by measuring the volume of a known concentration of a reagent required to complete a reaction with it, typically using a burette. The equivalence point of a titration occurs when chemically equivalent amounts of acid and base are present. In this experiment, the equivalence point occurs when the moles of acid in the solution equals the moles of base added in the titration. A rapid change in pH with the small addition of acid or base is the indicator for acid-base equi valency. Accompanying material: Vinegar Battery Statement of the ProblemUsing a pH meter and a graph of pH plotted versus the volume of base added, the equivalence point can be accurately found by finding the point that is in the middle of the vertical part of the curve. Once the equivalence point of the titration is known, the concentration of the sodium hydroxide can be determined. Sodium hydroxide is used to titrate vinegar so that the concentration of the vinegar is determined. The percentage of acetic acid in solution can be determined from the concentration of the vinegar. Procedure: Part A – Standardization of a Sodium Hydroxide Solution 1. Prepare 150 mL of approximately 0. M sodium hydroxide solution from solid NaOH. The solution can be prepared in a beaker, it is not necessary to use a graduated cylinder or a volumetric flask because the NaOH solution will be standardized. 2. Weigh a 150-mL beaker and record the mass to the nearest 0. 001 g. Add approximately 0. 5 grams of po tassium hydrogen phthalate (KHP) to the beaker. Record the mass of the beaker and KHP to the nearest 0. 001 g. Calculate the mass of KHP by difference and record it. Add approximately 50 mL of distilled water to the beaker. Stir the solution until the KHP has dissolved completely. 3.Record a titration curve using the MeasureNet pH probe and drop counter. (See Appendix F) 4. Repeat steps 2 and 3. 5. From the plots, determine the volume of NaOH required to neutralize the KHP solution in each titration. Record the volumes. 6. Calculate the molarity of sodium hydroxide. Part B – Determination of Acetic Acid Concentration in Vinegar 7. Transfer 2. 0 mL of vinegar to a clean, dry 150 mL beaker using a 10-mL volumetric pipet. Add sufficient water, 50 mL, to cover the pH electrode tip during the titration. 8. Record a titration curve using the MeasureNet pH probe and drop counter. See Appendix F) 9. From the plots, determine the volume of NaOH required to neutralize vinegar in each t itration. Record the volumes. 10. Calculate the molarity of acetic acid in vinegar. 11. Calculate the percent by mass of acetic acid in vinegar. Data: Part A – Standardization of a Sodium Hydroxide Solution Mass of beaker97. 47 g Mass of beaker + KHP97. 99 g Mass of KHP0. 52 g Volume of NaOH to neutralize the KHP solution7. 755 mL Molarity of sodium hydroxide 0. 535 M NaOH Part B – Determination of the Concentration of Acetic Acid in Vinegar Volume of NaOH required to neutralize vinegar3. 18 mL Molarity of acetic acid in vinegar0. 8515 M CH3COOH Percent by mass of acetic acid in vinegar5. 115% Equations: (1) Molarity (M) = moles of solute/liter of solution (2) Percent solute= (grams of solute/grams of solution) x 100% (3) NaOH (aq) + CH3COOH (aq) NaCH3CO2 (aq) + H2O (l) (4) pH = -log[H3O+] (5) KHC8H4O4 (aq) + NaOH (aq) KNaC8H4O (aq) + H2O (l) Calculations: Part A – Standardization of a Sodium Hydroxide Solution Calculate the mass of KHP: (Mass of Beaker + KHP) à ¢â‚¬â€œ Mass of Beaker = Mass of KHP 97. 99g – 97. 47g = 0. 52g Calculate the molarity of sodium hydroxide:Moles of KHP = g/MW = 0. 52g/204. 22g = 0. 002546 mol KHP Equation 5 = 1:1 ratio 0. 002546 mol KHP x 1 mol NaOH/1mol KHP = 0. 002546 mol NaOH Equation 1 = 0. 002546 mol/0. 004755 L = 0. 535 M NaOH Part B – Determination of the Concentration of Acetic Acid in Vinegar Calculate the molarity of acetic acid in vinegar: 3. 318 mL/1000 = 0. 00318 L NaOH 0. 00318 L NaOH x 0. 535 mol/1L NaOH = 0. 001703 mol NaOH Equation 3 = 1:1 ratio 0. 001703 mol NaOH x 1 mol CH3COOH/1 mol NaOH = 0. 001703 mol CH3COOH 2. 0 mL CH3COOH/1000 = 0. 0020 L CH3COOH Equation 1 = 0. 01703 mol CH3COOH/0. 0020 L soln. = 0. 8515 M CH3COOH Calculate the percent by mass of acetic acid in vinegar: 0. 0020 L CH3COOH x 0. 8515/1 L soln. = 0. 001703 mol CH3COOH 0. 001703 mol CH3COOH x (60. 06g CH3COOH/1 mol CH3COOH) = 0. 1023g CH3COOH 2. 0 mL CH3COOH x (1g CH3COOH/1 mol CH3COOH) = 2. 0 mL CH3COOH soln. E quation 2 of CH3COOH = (0. 1023 g CH3COOH/2. 0g CH3COOH) x 100% = 5. 115% Final Answer: Molarity of vinegar:0. 8515 M CH3COOH Percent mass:5. 115% CH3COOH From the plots determine the volume of NaOH required to neutralize the KHP solution in each titration.