Gravimetric Analysis Essay Example for Free

Gravimetric Analysis Essay The purpose of experiment 1, also named Gravimetric Analysis, is to study the use of analytical chemistry. Analytical chemistry is a branch of chemistry that involves determining what matter is and how much of it exists. It is the science of separating, identifying, and determining the components that make up a compound and determining a specific amount of that compound. There are two types of analytical chemistry: qualitative and quantitative. This experiment uses quantitative analysis to determine the amount of a substance, or several species, and measure it in numerical terms. More specifically, this experiment uses gravimetric analysis, a form of quantitative analysis that uses an analytical balance, an instrument that yields accurate and precise data, to measure the masses of several substances. Experiment 1 involves the precipitation of a complex compound called aluminum 8-hydroxyquinilinate, also called Alq3. In order for this precipitation to occur, an organic precipitating agent, 8-hydroxyquinilinate (abbreviated OxH) is used to react with aluminum ions to form this complex compound. For this reaction to take place, OxH must be deprotonated, so that its anion, Ox-, will bond with the aluminum ions (the OxH molecule itself will not react with aluminum ions). As a result, the pH of the solution has a major effect on the precipitation in this experiment. If the pH is too low and there is an excess of hydrogen ions, then by Le Chatelier’s principle, the equilibrium will shift to the left, creating more OxH molecules. Ox- will no longer be available and a precipitation will not occur. If the pH is too high and there is an excess of hydroxide ions, the aluminum ions will react with the hydroxide ions. There will be no aluminum to react in the precipitation. If the pH is neutral, OxH is not very soluble and may cause it to precipitate out itself. So in order for this precipitation in this experiment to take place, it is vital that a buffer solution of ammonium acetate is used to control the pH of the solution. Also, the less aluminum ions in the solution, the more it will precipitate. In order to do this, an excess of OxH is added to shift the reaction towards the precipitate form. However, OxH has a limited solubility in water, so too much of an excess cannot be added. In order for the precipitate to work best in this experiment, we would have to allow it to digest. This lets use filter the precipitate completely. We do this by drying the precipitate in an oven and letting it age overnight. This promotes the formation of fewer, larger, and more pure particles of the precipitate. In the end, we are trying to find the concentration of aluminum in the solution (millimole of aluminum per mililiter of solution). We do this by converting the mass of the precipitate into moles and using mole-to-mole ratio and stoichiometry; we find the moles of aluminum ions. We then divide this by the volume of the solution to find the molarity, or concentration, of the aluminum ions.

Power Sector Analysis: Porters Five Forces Model

Power Sector Analysis: Porters Five Forces Model More than 63% of Indias total installed capacity is contributed by thermal power. Western region accounts for largest share (30.09%) of the installed power in India followed by Southern region with 27.76%. Unbalanced growth remains the cause of concern for the Indian power sector. Only about 56% of households have access to electricity, with the rural access being 44% and urban access about 82%. Southern region remains the dominant region in renewable energy source accounting for more than 57% of the total renewable energy installed capacity. Indias power generation has grown with nominal rate at 0.65% in 2008 compared with 3.90% increased in 2007. Thermal, hydro and nuclear and wind are the major sources of power generation. Thermal power generation recorded positive growth at 3.25% in December 2008 however hydro and nuclear were recorded negative growth rate at 12.41% and 21.62% respectively in December 2008 compared with December 2007. In April-December 2008 power generation were recorded 2.57% growth compared with April-December 2007. There has been significant improvement in the growth in actual generation over the last few years. As compared to annual growth rate of about 3.1% at the end of 9th Plan and initial years of 10th Plan, the growth in generation during 2006-07 and 2007-08 was of the order of 7.3% and 6.33% respectively. Power Generation is primarily owned by the government (close to 90%) and the rest of the generation capacity is controlled by the private sector. Energy deficit in India has increased over the years. During the year 2007-2008, average energy shortage was 9.0 percent and peak energy shortage was 15.2 percent. As India develops, it is expected that energy demand will increase by more than 8 percent over the medium term. Factors that have been plaguing Indias power sector are capacity shortages, frequent power failures, poor reliability and deteriorating physical and financial conditions. Since majority of power generation is through thermal sources which are dependent on fossil fuels and cause environmental degradation through carbon emissions. Off late the government is laying more emphasis on using hydro and wind energy sources for power generation which are environment-friendly. An analysis of the Power sector using Porters Five Forces model Buyer Power Based on the following parameters it can be said that Overall the buyer has weak power. Low Switching Cost switching cost for the buyers is low as of now but is supposed to increase when new players come in the market as the product in not differentiable i.e. electricity. Buyer size Very small. Oligopoly Threat Very Low. Undifferentiated product As the product i.e. electricity is undifferentiated product, so this increases buyer power. Tendency to switch Buyers will switch to the supplier who is efficient and cost effective. Price sensitivity Not much price sensitive Financial muscle Nothing as compared to PSEs. Buyer independence Low as of now but if more suppliers come into picture as Govt. has sought competition in this market, the buyer power will increase. Product dispensability Very Low. Supplier Power Based on the following parameters it can be assessed that the supplier Power in High. Supplier size Very Large as the suppliers are Large PSEs. Oligopoly threat Small number of suppliers enjoy monopoly, thereby contributing to the supplier power. Switching costs Very high, as only large govt. companies are the suppliers. Player independence Low Substitute inputs As no substitute inputs, so the firms have no choice. Player dispensability High Differentiated input- Inputs are same i.e. electricity in case of company buying electricity from wholesale market and selling to the end-users, and coal or gas in case the company is in power generation field. Threat of New Entrants The Threat of new entrants is moderate based on the following parameters. Low Switching Cost Switching cost for the end-user is low, so it increases opportunity for the new entrants. Undifferentiated product Product is not differentiable i.e. electricity, so the users have the incentive to switch to the low cost supplier. This increases the opportunity for the new efficient entrants. Fixed costs High fixed cost acts as a barrier to entry for new entrants. Little regulation Delicensed generation and multiple licenses in the distribution in the same area of supply acts as an opportunity for the new entrants. Distribution accessible Increasing the threat of new entrants. Suppliers accessible Increasing the threat of new entrants. Market growth High, leading to great opportunities for new entrants. Threat of Substitutes The Threat of substitutes is Weak as per the following parameters. Low Switching Cost The cost of switching to substitutes like gas, solar penal, etc. is high. Rivalry among existing firms The rivalry among existing firms is low as per the following parameters. Competitor size Very Few companies very large in size like NTPC, NLC, NHPC, NPCIL, PGCIL etc. Number of players Very few. Hard to exit Ease of expansion Difficult because of lack of investment and resources. Why should weather derivatives be introduced in India? Estimates suggest that the unutilized hydro power potential of India is in excess of 0.15 Million MW. This figure indicates that there is growing importance of weather dependent hydro and wind based power projects in India. Power generation through hydro and wind depends on a number of critical weather factors such as rainfall, snowfall, wind speed etc. Already weather derivative products based on these indices is being used in a number of countries. With the introduction of availability based tariff the spot market for electricity trading has come up where electricity is bought and sold by market participants like producers, consumers and intermediaries. These developments have taken the market for electricity closer to other normal markets in the economy where derivative trading has been successfully going on. Indian electricity market is still very much controlled by the government unlike the US market which is highly competitive. The Indian government offers a number of subsidies to the consumers thereby absorbing the cost of production and transmission and increasing the fiscal deficit. Introduction of weather derivatives will help in passing the cost to the consumer thereby reducing the burden on the government. Continuous supply of energy to agriculture and industrial sector is essential for the rapid growth of the economy. The government cannot afford to overlook this issue as this would act as a major deterrent to the foreign direct investment. Introduction of weather derivatives would bring in a lot of private participation in energy sector thereby making it more competitive, efficient and robust. Introduction of weather derivatives would serve as an effective risk hedging mechanism for Indian power sector in comparison to other alternatives such as long-term power purchasing agreements. Electricity Derivatives and long term power purchasing agreements: All commodities are being successfully traded on Indian stock exchanges but derivatives trading in power sector has not begun yet. Weather derivatives would be traded soon once the parliament approves the amendment in Forward Contract Regulation Act. Although the electricity derivatives market have not done that well worldwide analysts suggest that unless the spot market for the underlying commodity is well functioning, it is very difficult to have a feasible derivatives market. It would be a difficult task to promote electricity derivatives in India as the spot market in electricity is still in its growing stage and private participation is almost nil. Some of the requirements that should be met for a viable electricity derivative market: An active and competitive spot market with a large number of private participants Government should reduce its control over generation, transmission and distribution of power Availability of adequate number of power exchanges that would cater to the need of each of the geographically segmented electricity market. There should be sufficient surplus power generation capacity available so that power may be transmitted to desired destination without any loss of time. The above features are nonexistent in the Indian market with the majority of the control lying with the government thereby making the electricity market in India highly non-competitive. As per reports it is suggested that in a non-competitive market demand for power should be met by long term power purchasing agreements and a very small percentage should be traded in the spot market because of price volatility. Such agreements hedge the risk of power producing companies but the risk is transferred to the purchasing companies who have to pay the contracted rates. Most of the state electricity boards in India are purchasing power through long term contracts and continue to be in a state of financial bankruptcy. This long term agreements simply shift the price risk to the consumer. In India as of now there are no power exchanges where electricity derivatives are being traded. The above arguments indicate that risk hedging in Indian power sector through electricity derivatives and long term power purchasing agreements may not be a long term solution. Weather Derivatives and their effectiveness for Indian Power sector Weather derivatives are instruments used to hedge the weather dependent risk, which could be termed as financial gain or loss due to variability in daily climatic conditions. In the power sector the weather risk is huge both on demand and supply side as they are dependent on weather related factors. On the demand side the amount of energy required for both heating and cooling depends on the weather. Similarly on the supply side the hydro based power plants are dependent on annual rainfall and snowfall. If the rainfall is insufficient there would be less production and in that case the producers will have to buy from the costly spot markets to meet up the contractual obligation. This is highly risky and hence the hydro based power producers need a hedge against the weather risk. Variation in temperature, rainfall etc means that it would affect the power consumption. Indian electricity market is highly regulated with majority of control related to buying and selling of power is rested with the government therefore price risk in Indian context is not an issue but the volume risk is a major threat. Weather derivatives offer a feasible solution to overcome the volume related risk in Indian power sector as it can be implemented without disturbing the market structure or by making huge infrastructural investments. An essential requirement for trading weather derivatives is the availability of accurate historical and current weather data which is available at the Indian Meteorological Department. The financial market is well developed in India. One important requirement could be developing appropriate weather based indices, designing pricing mechanism for weather derivative contracts and educating the participants about the concept. Once regulatory roadblocks are cleared these contracts could be listed on major stock and commodity exchanges of the country where users, producers and other participants may trade them. State electricity boards and government owned power p roducers would benefit from weather derivatives. Trading in weather derivatives would also bring in a lot of foreign direct investment in power sector as this would be an effective way to hedge volume related risk in power sector. The government needs to open the power distribution to private players to bring in more liquidity and improve efficiency. From above argument it is evident that the weather derivatives are a much better risk hedging alternative as compared to electricity derivatives and long term power purchasing contracts. Selection of Appropriate Weather Derivative Contract A suitable weather derivative contract depends upon the risk tolerance of buyer and the seller weather they are risk averse or risk loving and what their expectations are about the future. Few basic rules before selecting a weather derivative contract: If the parties are risk averse and wish to avoid paying contract premium then variable weather risk can be fixed with a swap contract. If the parties are willing to take risk by paying a moderate to high premium and the probability of price hike is very high then a cap contract can be considered.. If the parties prefer protection from losses due to price decline or lower production more than the benefits from the price rise or increased production then a collar contract is the most suitable one. Swap Contract A weather swap can be constructed for a hypothetical power producer Hydel ltd. if it wants earnings stability from lower rainfall, but would also like to benefit from cold winter conditions without paying a premium. Swap payout structure Cap Contract Assume that a power starves state electricity board wishes to hedge peak load requirement during the summer season. Further, it is assumed that past 20 years data reveals that during the five-month summer season there are 5,000 cumulative cooling degree days (CDDs), on average. After analyzing the relationship between power consumption and historical weather conditions, it is determined that for each CDD above 5,020, SEBs earnings are affected by Rs. 50,000. Therefore, a weather cap contract is structured with a strike value of 5,020 and premium of Rs. 5 million. Cap Contract payout structure Collar Contract Collar contract restricts the natural outcome to upper and lower put boundaries. It is a combination of put and call options. Consider the case of a hypothetical Counterparty Hydel Ltd. The possible payout profile would be: Counterparty: Hydel Ltd. Term: June 2005-May 2006. Index: cumulative inches of rainfall per year, as measured at Station X. Put strike: 40 inches (Hydel Ltd. receives below). Call strike: 60 inches (Hydel Ltd. pays above). Payment: Rs. 10,000 per 1/10 inch. Put limit: 25 inches. Call limit: 80 inches. Premium: No premium. Collar payout structure

The beliefs of Childrens Learning

The beliefs of Childrens Learning Identifying the beliefs of Childrens Learning, Development, and the Social Influences that shaped them. A childs learning and development begins from the moment they are born, the early years from birth to five are an important milestone in a persons life, what a child experiences in the early years has a major impact on their future chances in life. A safe, secure and happy childhood is important in its own right. We can shape a childs learning from an early age, children learn through experience and adult involvement, therefore interaction with babies and young children is fundamentally important, it helps to build ideas, creates thinking and helps them develop as learners. Babies are born with an interest in people and a drive to find out about their world. Observing and assessing babies and young children is an important basis in their learning and development. Watching children learn can open our eyes to the capacity of how they learn (Pugh, 2001, p. 66), and this shows us the i mportance of these first few years in a childs life. Over the decades early education, policies and practices have seen significant changes. We still use many of the earlier theories and methods through the Early Years Foundation Stage (EYFS) in our early education settings today. The EYFS is part of a ten year Childcare Strategy introduced in 2008, it relates to the Childcare Act 2006, and its aim is to give young children the best start in life, it sets standards to enable early years providers to implement the rich and personalised experience many parents give their children at home. It provides legal requirements relating to learning, development, assessments and welfare. The EYFS principles which guide all practitioners consists of four themes; a Unique Child, Positive Relationships, Enabling Environments, Learning And Development. It implies that all children from birth to five will acquire the same skills and knowledge in preparation for school while at the same time recognising that all children are individuals that require ind ividual learning strategies. The construction of early education and care of children and young people dates back many years, as early as the 17th century. Friedrich Froebel a major theorist was born in 1782 in Thuringia what is now Germany and was well known for saying play is a childs work, he formulated the idea of kindergarten meaning childrens garden as a means of educating young children. Play and the outdoor environment were important in Froebelian kindergartens. His approach emphasized that children are able to develop their capacity for learning through play, and that active learning is essential with guidance and appropriate direction. He believed that training of workers within the early years was essential, and the importance of parents as partners in the education of young children. The influence of Froebels methods are well established in early years settings to date, his work was one of the theories that made the basis of early education. Many recent theorists based t heir work on these early findings, and say, he was ahead of his time as one of the EYFS themes and commitments, of today states active learning. Active learning it is implemented through the learning and development principle of the EYFS, it provides physical and mental involvement, decision-making and personalised learning, and it occurs when children are keen to learn and are interested in finding things out for themselves. Play is a dynamic process that develops and changes, it provides children with opportunities for developing cognitive, social, emotional and physical skills. Froebelian kindergartens were seen to be middle class; despite this his methods were adapted for use with disadvantaged children and families within developing 20th century nursery and infant schools. (Pound, 2008, p. 16). The first nursery school opened in Scotland in1816 by Robert Owen(1771-1858), he was a mill owner who refused to employ children less than 10 years of age, he believed that education should be a common right for all children, and that children are passive, contrived and by due preparation and accurate attention can be formed into any human character. He managed their behaviour through kindness, which in the19th century was unusual, children as young as 2 years attended his school. The opening of his nursery school influenced changing attitudes on child labour, and set the basis of early education for young children. The start of the curriculum method was one of Owenss ideas, his vision on education-inspired generations of activist; he recognised the link between social welfare and early education this is an important part of practice in modern day settings. His commitments to education were radical as were his ideas on the importance of equality, although his policies were a bold ste p forward, he was criticised as being rooted in his desire for profit. (Pound, 2008, p. 13) In the UK the development of early education was very slow compared to Europe, it was In 1870 that publicly funded education became compulsory for children age 5, the need to understand these early childhood services is important as they laid down the foundations of our education system (Pugh, 2001, p. 8) During the 1960s the voluntary playgroup movement emerged. A letter sent to the Guardian by Belle Tutaev, a young mother of a four-year-old expressing concern to the lack of appropriate nursery provision within our education system. For many years the main means of early education was state primary schools, and this was aimed at children over 5 years, after campaigning to the authorities to no avail she opened her own playgroup, this progressed and by the seventies playgroups became a recognised form of pre-school provision. Over the next 2 decades the changing family patterns and employment patterns meant early years provision were a much needed source, this saw the growth of private nurseries. Only after a review in 1988 on early childhood and education services, (The Education Reform Act) did the government realise there was a growing problem. It found flaws, in uncoordinated services, which varied between different parts of the country, compared to the rest of Europe there were low levels of public funding. It had different services ran by a diversity of different organisations, this meant a wide range of clients used them, all with different aims and purposes. The education system needed the government to intervene. A number of national reports was to be published, one of them the Rumbold report published in 1990, expressed concerns about education and the lack of access to Early Years services. It highlighted the need for the development of good quality provision in the early years, and believed it to be vital that all that work, or are involved with young children recognise the importance of their educational role and fulfil it. She urged those who make provision recognise the growing demand for and the expansion of high quality services to meet children and parents needs (rumbold, 1990). The report also highlighted the way in which young children learn are as important as what they learn, and argued against the introduction of formal learning. At the time, this report was ignored but it is now used as a basis for best practice in todays Early Years settings. The establishment of the Early Childhood Education forum in 1993 meant bringing together all national agencies working in the field, (Pugh, 2001, p. 11) it clarified that an early years policy is needed, and an expansion in services, the forum gathered strength with over 45 national organisations by 1998. Its aims were to champion childrens rights and entitlements, support the training development and education of early childhood practitioners, and all those who work with children and their families. The government took action and in 1995, funding for the education of 4 year olds was introduced this was in the form of vouchers that could be redeemed in private, voluntary, or local authority nurseries, the vouchers were extremely criticised at the time and was abolished in 1997 when Labour Government was elected. The election of the Labour Government brought big changes in the way our whole Education System was run, especially Early Education; its key issue is to eradicate child poverty, and provide more family friendly policies and childrens centres. The Sure Start initiative, launched in 1999 under the National Childcare Strategy plays a major role in doing this, by helping families in local communities of need with children under 4years old. The government pledged 1.4 billion pounds over 6 years. This meant that parents had access to a multi agency of services within the Sure Start Childrens Centres. They are now a key influence within our communities helping children, families and society, by learning and developing life skills in the early years so that young children grow up to be happy, healthy and are able to achieve their goals in life. The centres are at the Heart of the Every Child Matters Change for Children 2004. The green paper Every Child Matters was published in 2003, in response to a report by Lord Laming in 2001, into the death of Victoria Climbie. Victoria was a young girl who was horrifically abused, tortured and killed by her great aunt, Marie-Therese Kouao and partner Carl Manning; they were the people who were supposed to be caring for her. Shameful failings within a number of systems meant on 12 occasions over 10 months the chances to save Victoria were missed. Evidence from this Inquiry demonstrated the dangers of staff from different agencies not fulfilling their separate and distinctive responsibilities. The death of Victoria showed a fundamental need for an integrated service that would be part of a political agenda for many years, despite the Children Act 1989 provisions, child protection strategies and services stayed within the social service system, and the level of communication and co-operation between these and other services in health and education were variable. The Ev ery Child Matters agenda is recognised by five outcomes; be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic wellbeing; these outcomes are a universal ambition for the government, and form a strong basis for the EYFS curriculum used in Early Education Settings to date. The transfer of responsibility for children under 8-years-old were made from the Department of Health, to the Department of Education and Skills and from 2001, an integrated inspection service was introduced, bringing together all the services, enabling multi-agency working, which was an important step forward. The Early Years Development and Childcare Partnership in local authorities were also introduced, helping to increase levels of provision in Childcare. Working in partnership with the Local Education Authority, each authority completed an audit, with a plan to reach the governments targets for early education places for all 3- and-4year-olds. This was made easier in the change of policy earlier, that allowed non maintained sectors to apply for nursery grants, children in private day nurseries, pre-schools and some childminders could now access their free half-day nursery provision. In this way the strategy started to tackle the long-term split between Early Years education serv ices and the childcare services. (Macelod- Brundenell,and Kay 2nd edition 2008 pg 352 ). It has been without doubt that Early Education has come a long way since Froebel in the 17th century, and the opening of Owens nursery school in 1816, but not many things have changed, it was evident then that children learn through play and exploration, and early learning is important in the first five years. Maybe many generations of children have missed out the chances given to young children of today. The EYFS has been an important milestone for early education and young children, and is now the way forward in preparing a child for school, but its existance is still in the primary stages, and many small nursery settings may find adapting to these changes and sustaining them quiet difficult as the standards and welfare requirements set are extremly high.

Interview with a Barber Shop Owner Essays -- Business Management Inter

Have you ever wonder what it is like to be the owner of a barbershop? Well Raymond Jackson, owner and operator of Your Barbershop, is the one you should learn from. Not only do you get to work for yourself in this recession-resistant growth industry, you get to revive an American tradition while serving upscale clientele with your staff of professionally-trained employees, all with the support of the latest technology, proven operating philosophy, and an experienced management team at your disposal. In a two-hour interview, Mr. Jackson was asked a series of questions pertaining to his work atmosphere, personal goals, and personal thoughts about his establishment. This report will illustrate the necessities of running an established business. When asked, â€Å"What, in your own opinion, would make another successful in this position?† he said, â€Å"You need a lot of people skills.† He believes in order to run a barbershop; you need to be able to meet the needs of the customer. If the customer is not satisfied, you will lose their business. You must be patient. If not, the customer will not return for more service. It’s all about keeping the customer satisfied. This led him to the topic of supply and demand. Most of his profit is dependent on what the customer wants. For example, if the customers come in and want to purchase a bottle of water, you have to provide the water at their convenience. This will keep the customer satisfied and ensure their return for more business. Sometimes business gets slow. He feels the need to bring in more customers. To achieve this goal, he offers various incentives such as discounts. The discounts allow more people to come in and e... ... in its current state, and consumers directing more of their resources on fuel costs, have your business felt a slowdown? a. No, due to the fact that customers still tend to keep up their appearance 13. As a small business owner, how do you plan your budget for your business? a. By paying attention to the supply and demand of the customer i. He buys what is needed 14. What does your company do to retain existing customers? a. Consistency i. Keeping up with what the customers want 15. What is your number one source of new business and how do you get it? a. Siblings/families/friends i. Referrals ii. Growth of family 16. What is competition’s biggest advantage over you and how do you intend on fixing this problem? a. Advantage i. Technology 1. Computers 2. Accessories b. Intentions i. Add these things and more in the near future

A Comparison of Love in Annabel Lee and La Belle Dame sans Merci Essay

Love in Poe’s Annabel Lee and Keats’s La Belle Dame sans Merci  Ã‚     Ã‚   Poe’s â€Å"Annabel Lee" and Keats’s "La Belle Dame sans Merci" depict the destructive effects that women exercise upon men. In both poems, women, by death and deception, harm their adoring lovers. In "Annabel Lee," Annabel dies and leaves the speaker in isolation; in "La Belle Dame Sans Merci," the fairy, "La Belle Dame," captures the speaker’s heart, and then deserts him. The common theme of both poems, that love generates harmful effects, is a reflection of both poets’ upsetting and harmful childhood experiences. Poetry, Keats purports, "comes from the ferment of an unhappy childhood working through a noble imagination" (Keats 16). The "lesson of [Keat’s] boyhood" was that "the intensity of the beauty, the joy, the pleasure, and the bitterness of their loss" is "necessary for a poem" (Keats 17). The deaths of [Poe’s] parents, foster mother, and wife develop a similar intensity in the form of a "lingering pity and sorrow for the dead" (Whitman 61). The implied malevolence in "Annabel Lee" and "La Belle Dame sans Merci" echoes these poets’ pasts; the poems’ speakers are unable to live sanely or comfortably after experiencing and then losing the objects of their exquisite affection. Furthermore, the speaker’s names are concealed, stressing the importance of the women over the speakers. While both poets believe that love creates destructive situations, they differ about most damaging kind of love. Poe believed that an innocent and sexless love hurt the greatest: his speaker went insane from "love that was more than love," while he and his lover were "child[ren]." Poe’s "aesthetic religion" was a "worship of the beautiful†¦in all noble thoughts, in all ho... ...a Belle Dame sans Merci" through their "fascination with the doomed nature of love" (De Reyes 107).    Works Cited Allen, Hervey. Israfel: The Life and Times of Edgar Allan Poe. New York: Holt, 1934 De Reyes, Mary. "John Keats." Poetry Reviews. 3 vols. 1913 Keats, John. "La Belle Dame sans Merci." The Poetical Works of John Keats. London: Macmillan, 1884. Moise, Edwin. "Keats's ‘La Belle Dame sans Merci’." The Explicator. Washington DC: Heldref, 1992 Poe, Edgar. "Annabel Lee." 15 Aug. 1997. Stefan Gmoser Online. Online. America Online. 12 Jan. 1998 Saintsbury, George. "Edgar Allan Poe." Prefaces and Essays. Virginia: Macmillan, 1933 Whitman, Sarah. Edgar Poe and His Critics. New York: Haskell House, 1972 Wilbur, Richard. "Poe and the Art of Suggestion." Critical Essays on Edgar Allan Poe. New York: G. K. Hall, 1987      

Ethics In Education Essay

Abstract Education has ever been considered as one of the strongest foundations for any civilized society. The success of any Nation is largely attributed the way in which education system is built up. There is growing importance the world over these days to incorporate importance of ethical standards in education. Ethical standards in education contain basic principles, procedures and behavior patterns based on commitment to core values that are deeply rooted in education. An ethical education will pave a way to uplift educational standards which in turn will instill right values among students who will certainly create landmark in their career as well as life. ETHICS IN EDUCATION The Concept Of Ethics The definition of ethics is shaped by personal, societal and professional values, all of which are difficult to specify. Some stress the importance of society’s interests and others stress the interests of the individual. These conflicting viewpoints have dominated the discussion of ethics for a long time and may remain in the future as well. Thus, the term ‘ethics’ will have to be defined in this context. The word ‘ethics’ is derived from the Greek word ‘ethos’ (character) and Latin word ‘moras’ (customs). Taken together these two words define how individuals choose to interact with one another. Thus, ethics is about choices. It signifies how people act in order to make the ‘right’ choice and produce ‘good’ behavior. It encompasses the examination of principles, values and norms, the consideration of available choices to make the right decision and the strength of character to act in accordance with the decision. Hence, ethics, as a practical discipline, demands the acquisition of moral knowledge and the skills to properly apply such knowledge to the problems of daily life. Philosophical Theories of Ethics Decision making based on intuition or personal feeling does not always lead to the right course of action. Therefore, ethical decision making requires a criterion to ensure good judgment. The philosophical theories of ethics provide different and distinct criteria for good, right or moral judgment. Three prominent philosophical theories of ethics are utilitarianism, rights and justice. They are normative theories of ethics, which provide a principle or standard on how a person ought to behave towards others by considering the right and wrong of an action. These normative theories are divided into two broad classifications, consequential and non-consequential. Consequential theories define ‘good’ in terms of its consequences, and a best known example is theory of utilitarianism. In contrast, non-consequential theories define ‘good’ not by its consequences but by its intrinsic value and the best known examples are the rights and justice theories. These theories are described below. (a) The theory of utilitarianism According to this theory, the ethical alternative is the one that maximises good consequences over bad consequences. Jeremy Bentham, who is considered as the father of utilitarian ethics, defines utilitarianism as the greatest happiness principle (the principle of utility), which measures good and bad consequences in terms of happiness and pain. He wrote as follows in his book ‘An Introduction to the Principles of Morals and Legislation’: â€Å"Nature has placed mankind under the governance of two sovereign masters, pain and pleasure. It is for them alone to point out what we ought to do, as well as to determine what we shall do. On the one hand the standard of right and wrong, chain of causes and effects, are fastened to their throne. They govern us in all we do, in all we say, in all we think.† The terms ‘happiness’ and ‘pain’ have broad meaning and encompass all aspects of human welfare, including pleasure and sadness, health and sickness, satisfaction and disappointment, positive and negative emotions, achievement and failure and knowledge and ignorance. Applying the utilitarian principle is a procedural process involving five steps: (1) Define the problem; (2) Identify the stakeholders affected by the problem; (3) List the alternative courses of action for resolving the problem; (4) Identify and calculate the short- and long- term costs and benefits (pain and happiness) for each alternative course of action and (5) Select the course of action that yields greatest sum of benefits over costs for the greatest number of people. Thus, ethical conduct by accountants based on this theory leads to consideration of all possible consequences of a decision for all parties affected by it. This theory takes a pragmatic and common sense approach to ethics. Actions are right to the extent that they benefit people (i.e. actions, which produce more benefit than harm are right and those that do not are wrong). Thus, the cognitive process required for utilitarian decision making appears similar to the cost-benefit analysis that is normally applied in business decisions. However, there are important distinctions between the two concepts in relation to the nature of consequences, the measurability of the consequences and stakeholder analysis. (b) The theory of rights The theory of rights stems from the belief that people have an inherent worth as human beings that must be respected. Therefore, according to this theory, a good decision is one that respects the rights of others. Conversely, a decision is wrong to the extent that it violates another person’s rights. In general, the rights can be divided into two categories: (1) natural rights (rights that exist independently of any legal structure) and (2) Legal rights and contractual rights (rights that are created by social agreement). The natural rights are commonly known as human rights or constitutional rights. Among many natural rights, the right to the truth is important to the function of accounting. The users of financial statements have the right to truthful and accurate financial information when making choices on alternative investment strategies. This right imposes a moral obligation on the accountant and the reporting entity to prepare and issue, true and fair financial statements. On the other hand, legal and contractual rights are important in the accountant-employer and the accountant-client relationships. These contractual relationships mean that employers and clients have a legal right to expect professional and competent service from the accountants. In turn, the accountants have a corresponding legal duty to perform their tasks to the best of their ability within the constraints of their expertise. (c) The theory of justice Understanding this theory requires understanding various notions of justice. Generally, justice is described as fairness, which refers to the correlation between contribution and reward. However, fairness alone cannot define the term justice. There are also other forms of justice, which include equality (assumes that all people have equal worth), procedural justice (concerns with due process) and compensatory justice (addressed the loss from a wrongful act). However, a comprehensive theory incorporating these various domains of justice has yet to be developed. Thus, the focus of this paper is on the theory of justice, which is based on the principle of distributive justice. It focuses on how fairly one’s decisions distribute benefits and burdens among members of the group. Unjust distribution of benefits and burdens is an unjust act and an unjust act is a morally wrong act. Hence, under this theory, an ethical decision is one that produces the fairest overall distribution of b enefits and burdens. Ethics In Education Basically there are three parties involved in ethical education system namely students, teachers and administrators. Teacher, being the most important facet of ethical education, is the torch bearer to the change the whole scenario of education system. He is the one who could exemplify his ethical behavior in front of students. Students most of the time learn their behavior from their teachers. Right approach of teacher to teach the students inside the class room will make ever lasting impact on the minds of students. It goes without saying that the principle of ethical conduct lie at the core of teaching profession. The whole society can be remolded by administering ethical practices. Secondly, the responsibility for promoting ethics in higher education lies with the leadership of colleges and universities. Like most efforts at organizational change, the energy, financing, and inspiration must start at the top and must anticipate and verbalize a long term commitment to ethical goals . â€Å"Bottom-up† schemes for change are seldom successful since they lack the organizational influence to create a sustained, well supported plan of action. Ethics issues permeate every aspect of university life from admissions to the classroom, from hiring to curriculum development and from research to the athletic field. To alter the ethics culture in an institution of higher education (or any organization) requires the highest level of commitment and realistic consequences for deviations. (a) Verbal and written commitment of the university president/chancellor, board of trustees, alumni association, faculty and staff to the implementation of an ethics plan of action; (b) Verbal and written commitment of departments heads overseeing student recruiting and admissions policy to an ethics plan of action for their areas of concern. Some possible action items might include advertising that the student body is governed by a â€Å"honor code†, the violation of which could lead to disenrollment. The hallmark of the admissions policy would focus on the ethical selection of students to include cultural difference, gender and racial equalities, socio-economic factors, as well as, academic excellence. (c) Faculty hiring guidelines that would include a thorough â€Å"vetting† of the applicant’s qualifications and background as well as a written commitment by the applicant to fully support the ethics initiative; (d) Faculty members to commit to and undertake curriculum revisions that would include the ethical aspects of their particular discipline; (e) Students to commit to a dormitory, fraternity/sorority, off-campus life-style code ethics; (f) Faculty members to commit to ethical guidelines for the research into the publication of scholarly materials; (g) Faculty members to commit to a faculty-faculty, faculty-student ethical relationships guideline. Lastly, students are also expected to contribute maximally by behaving honestly to their work, duties and responsibilities. They should never restore to any malpractices during examination or any class work. Conclusion The writer has reviewed just a fraction of the literature available on the subject of ethics in the workplace. The literature for the most part, supports the notion that the ethical behavior is good, that ethical behavior is needed in the workplace, and that progress is possible in raising men and women above their more prurient interests. Based on the writer’s experience and discussions with university leaders, however, the notion of total commitment by all stakeholders as outlined in the sample plan is probably unlikely. Cries of academic freedom, unreasonable restraints and loss of flexibility would be echoed from the â€Å"bell towers† of academia in spite of the intrinsic â€Å"good† intentions of the plan. All this does not augur well for the â€Å"fast track† implementation of ethics at the university level or in the workplace. Instead, progress in changing individuals towards a more ethical vision of their personal and professional life will be a p lodding effort, characterized by small successes and small failures for a long time into the future. References American Institute of Certified Public Accountants (2010). The Code of Professional Conduct. Retrievedfromhttp://www.aicpa.org/research/standards/codeofconduct/downloadabledocuments/2010june1codeofprofessionalconduct.pdf Audi, R. (2007). Can utilitarianism be distributive? Maximization and distribution as criteria in managerial decisions. Business Ethics Quarterly, 17(4), 593-611. Baiman, S. & Lewis, B. (1989). An experiment testing the behavioral equivalence ofstrategically equivalent employment contracts. Journal of Accounting Research, (27)1, 1-20. Bazerman, M.H. & Banaji, M.R. (2004). The social psychology of ordinary ethical failures. Social Justice Research, 17, 111-15. Bentham, J. (1843). The works of Jeremy Bentham. Edinburgh, Scotland: John Bowring. Bird, F.B. & Walters, J.A. (1989). Moral muteness. Californian Management Review, 73-88. Brenkert, G.G. (2010). The limits and prospects of business ethics. Business Ethics Quarterly, 20(4), 703-9. Burton, B.K. & Goldsby, M.G. (2 009). The moral floor: A philosophical examination of the connection between ethics and business. Journal of Business Ethics, 91, 145-54. Caldwell, C. & Clapham, S. (2003). Organizational trustworthiness: An internationalperspective. Journal of Business Ethics, 47(4), 349-64. Caldwell, C., Hayes, L.A., & Long, D.T. (2010). Leadership, trustworthiness, and ethical stewardship. Journal of Business Ethics, 96(4), 497-512. ETHICS IN ACCOUNTING 30 Caldwell, C. & Karri, R. (2005). Organizational governance and ethical systems: A covenantal approach to building trust. Journal of Business Ethics, 58(1), 249-59. Calhoun, C. (1995). Standing for something. The Journal of Philosophy, 92(5), 235-60. Carlopio, J. (2002). The best articles about leadership from the last ten years. BOSS Financial Review, 71-4.

How Tension and Suspense Essay

There are many different ways in which HG Wells builds up tension and suspense in ‘The Red Room’. One way in which he does this is through the use of language. One of the main effective uses of language in ‘The Red Room’ is the use of personification; â€Å"made the shadows cower and quiver†. The shadow embeds fear into the reader, as they wonder if the shadow is alive, which creates tension as the reader wonders what will happen next. Furthermore, the fact that the phrase makes it seem that the shadows are scared of something, and the reader would normally associate shadows with blackness and fear, makes the reader feel uneasy and heightens tension. It is almost as if fear is afraid of fear itself. The setting of the story also creates tension and suspense; â€Å"the great red room of Lorraine Castle, in which the young duke died†. The fact that it is set in a castle is not only typical of a gothic genre, but it builds suspense by saying; â€Å"in which the young duke died†. This makes the reader feel that death is imminent. It heightens tension as it makes the reader feel as if the narrator will die at the end of the story. Dialogue is also used by the author to create tension. At first the narrator is sceptical and doubtful about the red room and its alleged supernatural powers; â€Å"I can assure you †¦ that it will take a very tangible ghost to frighten me†. His arrogant behaviour creates uneasiness in the reader’s mind as it is typical in a Gothic story for the smug, non-believer to be the first victim of the story. However, as the story continues, we see that there is very little dialogue in the later parts of the story. Conversely, the fact that the story is written in the first person compensates for the lack of dialogue in the later parts of the story. We can also see that where there is dialogue, it is the narrator speaking to himself; â€Å"‘Steady on! ‘ I said. ‘These candles are wanted'†. This creates tension as it makes it seem as though the narrator is reassuring himself that nothing bad is going to happen to him. Tension is also affected by sentence structure. H. G. Wells uses short sentences to build up pace when leading to a climax in the story; â€Å"I stood rigid for half a minute perhaps†. The fact that short sentences have been used, adds pace to the story which forces the reader to read on, creating tension. Furthermore, another way of creating tension is by using commas in long sentences; â€Å"The three of them made me feel uncomfortable, with their gaunt silences, their bent carriage, their evident unfriendliness to me and one another. â€Å"Commas have been used to compel the reader along to the end of the sentence, thus generating tension. Moreover, in areas where the author wants to reduce tension, after a climax preparing them for another tension point, the author uses long, descriptive passages; â€Å"A bronze group stood upon the landing, hidden from me by the corner of the wall†. This descriptive passage is an effective way to relieve tension and prepare the reader for another climax point. Another way in which the author creates tension and suspense is by withholding information. Immediately, we can see that the story begins mid-scene which creates suspense as it ambiguous and leaves the reader wanting to find out more; â€Å"I can assure you,†. We can also see this in the ending of the story. The ending of this story is an anticlimax as it does not provide all of the answers that are put in the readers mind throughout the story, which leaves the ending of the story open to speculation. Furthermore, the fact that we do not find out any of the names of the characters heightens tension from the start; â€Å"the old woman†, â€Å"the man with the shade†. This also creates suspense as ambiguity is created in the readers mind. The author also creates suspense and tension through describing the characters negatively; â€Å"the man with the withered arm†. The negative description of characters creates ambiguity, causes the reader to speculate and generates a completely negative, hazy image in the readers mind. It is also is emotionally troublesome for the reader. This creates tension for the reader as the reader is left with an uncomfortable feeling.