The Cumulative Cost Of Additional Wakefulness Dose...

For Article Critique one I chose the article â€Å"The Cumulative Cost of Additional Wakefulness: Dose-Response Effects on Neurobehavioral Functions and Sleep Physiology From Chronic Sleep Restriction and Total Sleep Deprivation (P.A., H., Greg, M., Janet M., M., David F., D. (2003)†. This article was written and submitted for publication in 2003. I found this article very interesting due to the fact that I myself, work off a very unusual work schedule and feel that I am a victim of sleep deprivation personally. For example, I find that I maintain from 4-7.5 hours of sleep a night. This has become very taxing on me not only mentally but psychically. This is why I chose this article, it is personally relatable. This study was conducted using randomization of experimental groups. The participants were randomly chosen for each group, the 4 hour, 6 hour and 8 hour group (P.A., H., Greg, M., Janet M., M., David F., D. (2003). This was not a blind study, both the participants and the researchers knew which group they would be in and what they were being monitored for at all times. Participants also had full consent at all times, meaning they knew what was going to happen and when it was going to happen at all times. Of this specific study I do not think that these parameters, experimental and fully consensual, had any effect on the study itself or the given results. I believe that these results, which I am about to share with you, are valid and that this study can be replicated

To Kill a Mockingbird Essay Free Essays

Many people don’t realize it, but our world matures with age, and the people along with it. Society’s attitudes towards things, its moral education, and its general opinion on the world have all changed to adapt to the problems of today. In Harper’s Lee, To Kill A Mockingbird, Lee shows how the world was before our moral development, and the evilness that the world once lived in. We will write a custom essay sample on To Kill a Mockingbird Essay or any similar topic only for you Order Now To Kill A Mockingbird shows the causes and effects of injustice through oppression of the innocent, racism, and existence of social inequality. Throughout the novel, a symbol of â€Å"mockingbird† appears. The title â€Å"To Kill a Mockingbird† has a true meaning to it, and that is: the oppression of the innocent. Miss Maudie explains in the novel that, â€Å"’Mockingbirds don’t do one thing, but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird. ‘† In the novel, the mockingbirds are innocent people who are harmed by injustice, and in unnecessary ways. Several times in the novel, the oppression of the innocent is displayed. Jem for one, is a mockingbird. He is innocent, but assaulted by Bob Ewell, purely on vengeance, only because Atticus defended Tom Robinson, and he wanted to get pay back. Boo Radley is also a mockingbird. He is emotionally damaged by his cruel father as a child, but everyone leads to believe that he is a creepy maniac. Scout mentions near the end of the book, â€Å"’Well it’d be sort of like shootin’ a mockingbird, wouldn’t it? ‘† (page 370) This refers to Boo Radley and how Scout feels if they were to hurt Boo Radley anymore; he has suffered enough from their injustice community. Another mockingbird is Tom Robinson. He was charged guilty of raping May Ewell, even though he was likely to be not guilty. There was not enough evidence against him, but he was still convicted. After his death, Mr. Underwood compares his murder to â€Å"the senseless slaughter of songbirds†. This is once again, referring to mockingbirds, and the oppression of the innocent. In the town of Maycomb, the existence of social inequality is very, very vibrant. Everyone is Maycomb is on a social standing pyramid. Depending where you are on the pyramid determines how much respect you’ll receive from the towns folk. For example, in the novel, Aunt Alexandra forbids Scout to invite Walter Cunningham over for dinner. The following quote from Aunt Alexandra describes why: â€Å"’Jean Lousie, there is no doubt in my mind that they’re good folks. But they’re not our kind of folks. ‘† (page 299) This represents that Aunt Alexandra and the Finches are higher up on the social standings, therefore making the Cunningham’s lower, and not in he same social class. The Finches are on pretty much the top of the social standings, with the towns people below them. The farmers, like the Cunningham’s are lower than the towns people. Below them are the Ewells, disrespectful and inferior. And even farther below them are the Negroes or coloured folk. During the day of the trial, people sat in the square to eat lunch. Only the people in the same social class would sit together. This quote from Scout represents just that: â€Å"In a far corner of the square, the Negroes sat quietly in the sun. † (page 214) This shows that the Negroes sat together because they are in the same social class, which is indeed the lowest in Maycomb. With that in mind, people like Bob Ewell, can take advantage of that. He picks on those who are below him because he wants to make himself feel more powerful, like bullies do. This shows the effects of inequality of social classes in Maycomb. Racism is also a factor of social inequality, and is a huge element in To Kill A Mockingbird. It is displayed by almost every character in the book with racial slurs, and derogatory terms, many of which refer to Tom Robinson. For example, this quote from Cecil Jacobs verbally harasses Tom Robinson: â€Å"’My folks said your daddy was a disgrace an’ that nigger oughta hang from the water tank. ‘† (page 102) Although it may seem like only the white people are being racist to the coloured folk, it’s also the other way around as well. Jem and Scout experience this first hand. When they go to the First Purchase Church with Calpurnia, the people there did not accept them because of their different skin colour. So just like the expression, â€Å"what’s go around comes around. † Although, this does not happen often between the two skin colours because there is a huge segregation between them. They live in completely different areas of Maycomb because the coloured folk are isolated from the white people, unless you work for a white person. That brings us to how coloured folk are not aloud to be employed to anything they want. They’re basically slaves to the white people, and do not have the choice to do what they heart desires. Although we have matured from this stage, there is still quite a bit of racism in today’s world. To Kill A Mocking has taught many of the past generation and even the new generation many lessons about injustice. This novel shows the causes and effects of injustice through oppression of the innocent, racism, and existence of social inequality. Harper Lee’s, To Kill A Mockingbird, made many people realize how unjust the world was and still is in some countries. With one step at a time, there will soon be a day without any injustice or crime in the world thanks to moral messages like this novel. How to cite To Kill a Mockingbird Essay, Essays To Kill a Mockingbird Essay Free Essays Over the course of three years, a seemingly quiet town faced the unexpected. A fruitless trial was held, innocence was lost, blood was shed, and an unlikely friend emerged. Written by Harper Lee, To Kill a Mockingbird takes place in the city of Macomb during the sass. We will write a custom essay sample on To Kill a Mockingbird Essay or any similar topic only for you Order Now The book tells the story through the childish views of Jean Louse Finch (Scout), as she and her brother Gem face Instances of human evil. Alongside the two is their father Tactics, who gradually teaches the two to fight against their own well-being and do what they feel is right. In the story, Lee demonstrates Scout’s personality growth through her newfound morals, ability to look past misconceptions morals, and rejection of gender stereotypes. Scout gradually acquires moral values by learning how to reduce her urge to resort to unnecessary violence. Concerned, Tactics lectures Scout about her tendency of fighting with classmates: â€Å"†¦ You Just hold your head high and keep those fists down. No matter what anybody says to you, don’t let ‘me get your goat† (Lee 76). Tactics disapproves of Scout’s quick decisions of resorting to violence and asks her to earn to control her temper. Due to Scout being young, Tactics is worried about the consequences that come with getting into fights frequently and because he worries that Scout will follow a wrong path. After the talk, Scout does in fact obey his advice about controlling her temper and walks away from a fight: â€Å"l drew bead on him, remembered what Tactics had said, then dropped my fists and walked away, ‘Scout’s a coward! ‘ ringing in my ears. It was the first time I had ever walked away from a fight. Somehow, if I fought Cecil I would let Tactics down. Tactics so rarely asked Gem and me to do something for him, I could take being called a coward for him† (Lee 76). Scout, for the first time In her inure life, walked away from a fight all because of what Tactics had said earlier. She showed that she is growing up by being able to keep herself under control of her emotions. Finch’s thought of personal honor is shifted from flitting being a solution to being able to not cause an uproar for no reason. Though It seems to be the right decision at the time, unnecessary violence only makes matters worse. As the story progresses, Scout realizes that the stereotypical image of a lady isn’t what being a woman is about. Thinking over gender stereotypes, Scout talks to herself about not being handle the huge shift: â€Å"l felt the starched walls of a pink cotton penitentiary closing in on me, and for the second time in my life I thought of running away† (Lee 136). Scout takes Aunt Alexandra actions against her pants as being against her freedom. For Scout, being a lady-in-training means giving up all the things she Likes to do and replacing them with what others expect her to do, and he’ll have none of it. When Aunt Alexandra returns to her tea party with a serious look after hearing about Tom’s death, Scout sets her as a new example: â€Å"After all, if Aunt could be a lady at a time like this, so could l† (Lee 237). Looking at Aunt Alexandra, Scout took pride In following her lead. Though she still Isn’t comfortable with the guidelines that ladies must follow, Scout does pick up on the examples of the strong women in her life. Scout doesn’t ever abandon her tomboyish ways, but 1 OFF also acquires the ability to look past misconceptions. Speaking to herself, Scout thinks about how terrifying Arthur Raddled (Boo) must be: â€Å"Every night-sound I heard from my cot on the back porch was magnified three-fold; every scratch of feet on gravel was Boo Raddled seeking revenge, every passing Negro laughing in the night was Boo Raddled loose and after us; insects splashing against the screen were Boo Reader’s insane fingers picking the wire to pieces; the chicanery trees were malignant, hovering, alive† (Lee 55). Though Scout has never seen Boo before, she is quick to hint that he must be a frightening, violent person. Scout unknowingly connects something that she doesn’t know as ominous, and in Scout’s mind the whole world becomes dangerous-?every sound signaling a threat. After she met Boo, Scout looks back on how she previously treated Boo and regrets her actions: â€Å"Neighbors bring food with death and flowers with sickness and little things in between. Boo was our neighbor. He gave us two soap dolls, a broken watch and chain, a pair of good-luck pennies, and our lives. But neighbors give in return. We never put back into the tree what we took out of it: we had given him nothing, and it made me sad† (Lee 278). Once Scout realizes all of the things that Boo has done for her, she regrets not giving anything in return. As Scout begins to grow up, she is able to look at things in a new light. A part of maturing is learning to not Judge people at first glance, because the brightest of people could be found in the dark. Through To Kill a Mockingbird, Jean Louise Finch learned to avoid trouble, Just by following Attic’s orders on not causing n uproar with her fists. Through To Kill a Mockingbird, Jean Louise Finch learned that being a lady isn’t all about tea parties and frolicking in dresses, but it’s also about standing up for your own opinions. Above all, Jean Louise Finch learned that the unknown may not end up being such a scary thing after all. Maturity has a variety of definitions, but Scout learned hers as many others have-?through experience. She has matured immensely compared to how she was in the beginning of the story, but she is still only a mockingbird that has Just begun to sing. How to cite To Kill a Mockingbird Essay, Essays To Kill a Mockingbird Essay Free Essays Reading How To Kill A Mockingbird Anywhere you go in life you should always follow the moral of having to see things from others perspectives. This is a topic in a scene from Harper Lee’s To Kill a Mockingbird. Scout, the main character, talks to her father Atticus about her teacher, Miss Caroline, telling her about how Scout needs to stop reading at home. We will write a custom essay sample on To Kill a Mockingbird Essay or any similar topic only for you Order Now Harper Lee uses this scene to have Scout learn an important lesson which has to look at other people’s points of views in order to understand them. In To Kill a Mockingbird, Harper Lee uses setting to show one of the major themes of the novel which is one cannot understand another until he looks at things from a different perspective. For example, Atticus tells Scout she will â€Å"get along better with all kinds of folk if she can consider things from his point of view- climb into his skin and walk around in it,† after Scout comes home from school which is where Miss Caroline had spoken to her about not having her read with Atticus. This creates the author’s effect because it helps Scout think about Miss Caroline’s point of view. The author may use this to develop the theme of racism because it shows that you should think about what other people may be thinking. This scene has an importance in characterization because it leads to having Scout learn coming of age. For example, â€Å"She had learned not to hand something to a Cunningham, for one thing, but if Walter and I had put ourselves in her shoes we’d have seen it was an honest mistake on her part. † We realize Scout is learning about Miss Caroline and why she would want her to stop reading at home. This creates the author’s effect because it shows Scout is growing up and she is thinking of other people’s point of view. The author may use this to develop the theme of coming of age because it shows that Scout had realized that she should think about the other person’s perspective. In To Kill a Mockingbird, Harper Lee uses conflict to have Scout realize to understand a person’s choices. For example, â€Å"Bit by bit, I told him the day’s misfortunes,† Scout had said. â€Å"If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view. † Atticus had informed Scout. This creates the author’s effect because it shows Scout conflict resulted in her learning about other people’s point of views. The author may use this to develop the theme of coming of age because it shows Scout realizing about Miss Caroline’s point of view. Harper Lee used setting, characterization and conflict to develop one of the major themes of the novel: in order to understand a person, you must look through their eyes. This important theme is shown throughout the whole novel. How to cite To Kill a Mockingbird Essay, Essay examples To Kill a Mockingbird Essay Free Essays To Kill a Mockingbird In Harper Lee’s To Kill a Mockingbird Calpurnia has become the motherly figure in Scout’s life by teaching her lessons, morals and values. Calpurnia taught Scout to write when she was bored on a rainy day â€Å"Calpurnia was to blame for this†¦then copying out a chapter of the bible beneath† (p24). This shows Calpurnia is not just cooking and cleaning; she entertains her and has a special connection with her. We will write a custom essay sample on To Kill a Mockingbird Essay or any similar topic only for you Order Now Another thing Calpurnia is doing for Scout is teaching her manners and mannerisms â€Å"†¦that boy’s yo’ comp’ny and if he wants to eat up the table cloth you let him, you hear† (p32). Here Calpurnia shows Scout that she needs to be polite when they have company in their home. Calpurnia is more to Scout than a nanny: she is more like a mother to her. â€Å"Perhaps Calpurnia sensed that my day had been a grim one†¦ she knew I loved crackling bread† (p38). Cal has a motherly instinct with the Finch children and she knows when something is wrong in their lives just like a mother. Throughout the novel Harper Lee’s To Kill a Mockingbird it shows that Calpurnia is a major part of both Jem and Scouts life. She has taught them both so much from how to write to how they should be acting as they mature and if things were any different Jem and Scout probably would have turned out different due to the massive influence that Calpurnia has had on them. How to cite To Kill a Mockingbird Essay, Essay examples To Kill a Mockingbird Essay Free Essays Even though he is quite huh amble about his integrity and claims taking Tom’s case was just like taking any other case, it ha d to of taken courage to do such a thing. Tactics broke away from the mainstream by sticks Eng to his gut and did what was right. Following Tactics’ footsteps is Scout, Scout learns very quickly from her faith err the idea of courage and integrity. We will write a custom essay sample on To Kill a Mockingbird Essay or any similar topic only for you Order Now SCOUt learns these things at a very young age, although h she might not realize that her open mindedness takes a vast amount of courage. To truly u understand and give people a chance while being so young is inspiring. When Scout stands up for Walter Cunningham in class she knows she could get in trouble but does it anyway. This is the exact idea of Tactics’ definition of courage. Another character with plenty of brave examples is Tom Robinson, Tactics’ clip .NET. When Tom spoke in court about pitying the white girl (Male) he knew that it would nag err the others but he spoke his true feelings anyway. At the end of it all Tom gets sent to prison, he tries to escape hill knowing full well that he had a very small chance in succeeding but once e again he does it anyway. Tom knew he was â€Å"licked† but saw it through till the end. The Finch’s neighbor, mysterious Boo Raddled, does several unexpected acts of kindness that took a pretty good amount of courage. Boo doesn’t like going outside and bee Eng around a lot of people, but he makes some decisions that risk being outside and being by MO re people than usual. For example, Boo sees Scout, Jam, and Dill snooping around his proper TTY so he puts some resents in the hole off big tree for the children to have. Boo also saves Soc UT from a scalding fire by giving her a thick blanket, Boo could’ve badly hurt himself but he risks t hat to save an innocent child’s life. Not everyone would risk their own life for another’s, but Boo does just that which shows his amazing amount of courage and integrity. So, what is your definition of courage? Make it your goal to fulfill that define Zion multiple times just like Tactics, Scout, Tom, and Boo have. Harper Lee’s â€Å"To Kill a Mock inning† sis book about courage, and to aspire to be a good person. How to cite To Kill a Mockingbird Essay, Essays

Neutral tones by Thomas Hardy and Sonnet XVIII by William Shakespeare Essay Example For Students

Neutral tones by Thomas Hardy and Sonnet XVIII by William Shakespeare Essay William Shakespeares poem Shall I compare thee to a summers day? or Sonnet XVIII as it is commonly referred to was composed at the end of the sixteenth century in the renaissance period. It is an Elizabethan love sonnet. In this era, the people had a taste for witty poems with a common stance for the lover to woo his mistress. Thomas Hardys poem Neutral Tones was in contrast written on a later date during the Victorian era. Although the poems were written in very different time periods, they both share a similar relevance to their conception of love. Both poems are focused on love as their subject matter throughout, although this does not mean that they are alike in structure, form or style. In fact the opposite is true as the two poems contrast in their portrayal of love. Shakespeares poem Sonnet XVIII is in fact a sonnet comprising of fourteen iambic pentameter decasyllabic lines which are divided into three quatrains and one rhyming couplet. Hardys poem, in contrast, is written in four by four line stanzas. However both poems have a regular rhyming scheme, Shakespeares quatrains have alternate coupling rhymes contrasted to ABBA rhyming scheme, which has a definite end to each stanza, just like the end to the relationship. Sonnet XVIII uses positive language and is principally based around summer imagery, which gives a sense of a flourishing, prosperous relationship, in contrast with Neutral Tones which uses negative tones and winter imagery for Hardy to discuss his love affair with his mistress that appears to be a more than static relationship. The vowels used by both authors are somewhat significant to their portrayal of how their relationships unfolded. Shakespeare uses majorily sharp vowels -e, i, as an indication to his perfect love whereas Hardy uses softer, more dragging vowels -a, o, u, along with soft feminine rhymes, which provides a mood of melancholy and wistfulness and tells the reader that the love has gone from his mistress and he. A very interesting point in comparing these two poems is that Shakespeares poem is written in the present tense and is a poetic argument unfolding in front of us, whereas Hardys poem is in the past tense and is merely explaining what happened in the break up of the relationship. Shakespeares Sonnet XVIII opens with a witty, light-hearted tone- Shall I compare thee to a summers day? This first line is a rhetorical question, and shows the mistress as a woman full of charisma and allure. The rhetorical question gives a facetious and playful beginning to the sonnet and gives the impression of a thriving, loving, passionate relationship. The way, in which the opening line uses summer imagery, -Summers day- suggests the loving, amorous, ardent relationship, which Shakespeare intended to present to the readers. The speaker continues to express this love he feels for his mistress in the next line- Thou art more lovely and more temperate; gives the reader a sense of Shakespeare illustrating his mistress as a woman full of physical beauty, which is an analogy of how he feels intimately for her. All the language used here is positive, it is suggestive of how the mistress is more beautiful than a blossoming summers day. Following the theme of beauty and affectionateness, Shakespeare uses the phrase, Darling buds of May to tell her how much he cares about her, and this gives an indication of Shakespeares belief that their love has the potential to blossom, grow and develop: And summers lease hath all too short a date This line tells the reader how Shakespeare thinks that perhaps his mistress life is too short to fulfil the real potential of their love. This shows how Shakespeare loves her and expresses sadness at the thought that their love must one day come to an end. The quote -summers lease- is used to refer to his mistress being as gorgeous as summer and that her lease, a binding contract with an agreed date, is too short for him and their love. Throughout the following four lines the imagery of summer is shown to be fading away and turning dull all the time. Personification of the sun and the sky is used to signify this experience- Sometime too hot the eye of heaven shines, And often is his gold complexion dimmd The imagery eye of heaven is used to represent the sun. These two lines show how the sun is so beautiful with its gold complexion but although it is extremely attractive (too hot) it will die down and hide away from sight inevitably: And every fair from fair some-time declines The repetition of fair shows the happiness of both the season of summer and the woman talked about in the poem. This quote says that all good things however must come to an end some time. Shakespeare shows how he believes that their love could possibly end one day by chance despite how much they care for each other and feel for each other now- Metaphorical importance in the poem EssayHardy shows his readers how he failed to fully understand the relationship he was involved in through the next line- Over tedious riddles of years ago; This line is suggestive of the two people standing and talking about how their relationship went wrong. riddles of years ago implies that the relationship was a complicated one which ended a long time ago. The use of the word tedious implies that the relationship had become dull and burdensome upon the speaker. The line: And some words played between us to and fro is a symbolic line through it showing how the relationship was one argument. to and fro implies that the two could not talk as though in love but instead were constantly fighting in contrast to Shakespeares poem which gives a loving relationship. Again this is another hint as to why the relationship was destined to corruption. The final line in the second stanza is one of a paradoxical nature: -On which lost the more by our love it shows how the relationship was not to be a successful one from the outset. In the third stanza, enjambment is used to indicate the continuation of the speakers feelings after the relationship is over. The use of- The smile on your mouth was the deadest thing is suggestive of how the speaker could see through the mistress false face and see the forced, unreal smile. This forced smile is a sign that the mistress was not interested in the speaker, and that the zest had gone from the relationship so an end was the only option. Alive enough to have strength to die Again Hardy uses paradoxical language here as he does with the following line- And a grin of bitterness swept thereby A relationship is supposed to be a happy, joyful thing. The use of grin of bitterness here shows the narrators real feelings and exemplifies how the narrator is aware of the untrue smile. The stanza finishes with leader dots at the end of: Like an ominous bird a-wing This phrase suggests that something of a bad nature is about to happen. The grin of bitterness is an omen to the narrator that the relationship is over. Personification is used: bird a-wing The forth stanza revives the first stanza and the landscape illustrated earlier in the poem. It is the relationship viewed in retrospect. The last stanza opens with Since then The use of a semicolon here shows the narrator looking back over the relationship and thinking about what has happened: Since then keen lessons hat love deceives edged with grayish leaves. The whole verse is a continuous rhyme with the last word of each line. This gives the verse a list-like quality showing the anger in the narrator. The use of alliteration in the second line of this stanza: And wrings with wrong -also gives it a list-like quality. This style creates a sense of bitterness in the speaker, which is contradictory to the narrators feelings at the start. The language used here is also symbolic of the bitterness felt by the narrator. Keen lessons that love deceives is an ambiguous phrase. The narrator is talking about other relationships he has learned from or possibly the lesson he has learnt from this woman. The tone of this stanza reflects his discontent and shows how, with the passing of time, his resentment has intensified. The final two lines of the poem present a very paradoxical idea of the relationship, as they imply that the more they talk, the less fond of each other they grow. The third line suggests that the narrator has become somewhat hateful towards the mistress. He refers to the mistress using God-curst sun which is a use of negative imagery. The poem finishes on a very definite note. Hardy uses pathetic fallacy to show how everything is dead. The poem ends where it began, at the side of a pond, and as a sign of the end, the pond is edged with grayish leaves implying that their relationship is dead. Although both writers use very similar methods to show their experiences of love, the two methods contrast in relation to style and imagery. Both poems share the same topic and are very closely related in terms of form and meaning but a clear comparison can be made to distinguish the two different attitudes towards love and relationships. My preference is Hardys poem, as I prefer the four by four line stanzas. I find this breaks up the poem better. The language describing this failed attempt at love compared to Shakespeares poem of a thriving love, is to the point and creates a sense of pity towards the speaker.

Purpose The Purpose Of This Lab Is To Yield Isoamyl Acetate, A Banana

Purpose: The purpose of this lab is to yield isoamyl acetate, a banana fragrance, by reacting acetic acid and isoamyl alcohol. By reacting a carboxylic acid with an alcohol we synthesize an ester, in this case isoamyl acetate. Procedure: 1) Obtain 8.5 mL of isoamyl alcohol and 15.0 mL of acetic acid in a 100-mL round-bottomed flask. 2) Add dropwise 5 mL of concentrated sulfuric acid with boiling chips and reflux for one hour. 3) At the end of the reflux cool the round-bottomed flask in a cold water bath. 4) Pour the contents of the flask into a beaker with 40mL of ice water. 5) Pour the beaker contents into a separatory funnel and mix with occasional venting. If the two layers do not separate add 2-3 g of solid sodium chloride to increase the density of the aqueous layer which will separate the two layers. 6) Separate the organic layer and wash with 15 mL sodium bicarbonate. Keep washing with sodium bicarbonate until it is neutral or slightly basic. This might take 1 to 2 more washings. 7) After the last washing, wash again with 15 mL of distilled water. 8) Transfer the organic layer to a dry flask and add 1-2 g of anhydrous magnesium sulfate. Stopper the flask and occasionally stir. 9) Gravity filter the solution into a 100 mL round-bottomed flask and perform a simple distillation. Collect the portion that distills between 130oC and 145oC into a pre-weighed vial. 10) Record the refractive index, mass, and percent yield. Data: Percent Yield: Hypothetical 8.5 mL isoamyl alcohol x .81g/mL = 6.9 g isoamyl alcohol 6.9 g x 1 mol isoamyl alcohol/88 g = .0781 mol isoamyl alcohol 1 mol isoamyl alcohol : 1 mol isoamyl acetate .0781 mol isoamyl acetate x 130 g/ 1mol = 10.1530 g isoamyl acetate Actual 12.4344 g 6.6333 g 5.8011 g Percent Yield = Actual / Hypothetical = 5.8011 g/ 10.1530 g = 57.14 % Refractive Index: Measured refractive index: 1.400 at 20oC Merck Index refractive index: 1.405 at 20oC Discussion: The reaction that took place, carboxylic acid with an alcohol forming an ester, can be done two different ways: The one used in this lab was method A. The R group in this case is a methyl group and the R' is the (CH3) 2CH(CH2)2 group. The acid used is sulfuric acid. This method does not present as high yields as method B. The reason for this is that the reaction is reversible. To help increase yield in this method an excess of one of the primary reactants is used. In this case the acetic acid. The isoamyl alcohol is a limiting reactant and is used to calculate the percent yield. The first step in the reaction mechanism is that the carboxylic acid is protonated. The double bonded O is reacted with the acid H+ and the double bond between the carbon and the oxygen goes to the oxygen molecule to a pair of electrons and with the acid H+ ion, an OH+ forms. In the same step the O from the OH group on the alcohol attaches to the C atom of the carboxylic acid giving the carbon atom 4 bonds after it lost one by giving the other oxygen an electron pair. The H+, from the newly added alcohol, is then separated with the oxygen taking the electron pair. Then the H+ attaches to the side OH group forming H2O. This H2O is then removed, leaving one OH group, which in turn returns to its primary state by losing an H+ and forming the double bond again (giving carbon 4 bonds). Research: The product has many uses. These uses include being a component in pear oil and banana oil, and pear flavor in mineral water, syrups, and lacquers. Isoamyl Acetate is also used in photography, bronzing, and dyeing of artificial silk. It aids in the manufacturing of artificial silk. The product is one of many ingredients used in cigarettes, and it also is used as a pheromone. Its characteristics make it a very popular compound. Its smell has been argued to be that of pear, apple, or banana, yet most popularly banana. It also has gives flavor of pear. These characteristics make it popular to be used as a fragrance, and flavor additives. It can be found naturally in pears, apples, and

What Is Statistical Significance How Is It Calculated

What Is Statistical Significance How Is It Calculated SAT / ACT Prep Online Guides and Tips If you've ever read a wild headline like, "Study Shows Chewing Rocks Prevents Cancer," you've probably wondered how that could be possible. If you look closer at this type of article you may find that the sample size for the study was a mere handful of people. If one person in a group of five chewed rocks and didn't get cancer, does that mean chewing rocks prevented cancer? Definitely not. The study for such a conclusion doesn't have statistical significance- though the study was performed, its conclusions don't really mean anything because the sample size was small. So what is statistical significance, and how do you calculate it? In this article, we'll cover what it is, when it's used, and go step-by-step through the process of determining if an experiment is statistically significant on your own. What Is Statistical Significance? As I mentioned above, the fake study about chewing rocks isn't statistically significant. What that means is that the conclusion reached in it isn't valid, because there's not enough evidence that what happened was not random chance. A statistically significant result would be one where, after rigorous testing, you reach a certain degree of confidence in the results. We call that degree of confidence our confidence level, which demonstrates how sure we are that our data was not skewed by random chance. More specifically, the confidence level is the likelihood that an interval will contain values for the parameter we're testing. There are three major ways of determining statistical significance: If you run an experiment and your p-value is less than your alpha (significance) level, your test is statistically significant If your confidence interval doesn't contain your null hypothesis value, your test is statistically significant If your p-value is less than your alpha, your confidence interval will not contain your null hypothesis value, and will therefore be statistically significant This info probably doesn't make a whole lot of sense if you're not already acquainted with the terms involved in calculating statistical significance, so let's take a look at what it means in practice. Say, for example, that we want to determine the average typing speed of 12-year-olds in America. We'll confirm our results using the second method, our confidence interval, as it's the simplest to explain quickly. First, we'll need to set our p-value, which tells us the probability of our results being at least as extreme as they were in our sample data if our null hypothesis (a statement that there is no difference between tested information), such as that all 12-year-old students type at the same speed) is true. A typical p-value is 5 percent, or 0.05, which is appropriate for many situations but can be adjusted for more sensitive experiments, such as in building airplanes. For our experiment, 5 percent is fine. If our p-value is 5 percent, our confidence level is 95 percent- it's always the inverse of your p-value. Our confidence level expresses how sure we are that, if we were to repeat our experiment with another sample, we would get the same averages- it is not a representation of the likelihood that the entire population will fall within this range. Testing the typing speed of every 12-year-old in America is unfeasible, so we'll take a sample- 100 12-year-olds from a variety of places and backgrounds within the US. Once we average all that data, we determine the average typing speed of our sample is 45 words per minute, with a standard deviation of five words per minute. From there, we can extrapolate that the average typing speed of 12-year-olds in America is somewhere between $45 - 5z$ words per minute and $45 + 5z$ words per minute. That's our confidence interval- a range of numbers we can be confident contain our true value, in this case the real average of the typing speed of 12-year-old Americans. Our z-score, ‘z,' is determined by our confidence value. In our case, given our confidence value, that would look like $45 - 5(1.96)$ and $45 + 5(1.96)$, making our confidence interval 35.2 to 54.8. A wider confidence interval, say with a standard deviation of 15 words per minute, would give us more confidence that the true average of the entire population would fall in that range ($45Â ± \bo{15}(1.96)$), but would be less accurate. More importantly for our purposes, if your confidence interval doesn't include the null hypothesis, your result is statistically significant. Since our results demonstrate that not all 12-year-olds type the same speed, our results are significant. One reason you might set your confidence rating lower is if you are concerned about sampling errors. A sampling error, which is a common cause for skewed data, is what happens when your study is based on flawed data. For example, if you polled a group of people at McDonald's about their favorite foods, you'd probably get a good amount of people saying hamburgers. If you polled the people at a vegan restaurant, you'd be unlikely to get the same results, so if your conclusion from the first study is that most peoples' favorite food is hamburgers, you're relying on a sampling error. It's important to remember that statistical significance is not necessarily a guarantee that something is objectively true. Statistical significance can be strong or weak, and researchers can factor in bias or variances to figure out how valid the conclusion is. Any rigorous study will have numerous phases of testing- one person chewing rocks and not getting cancer is not a rigorous study. Essentially, statistical significance tells you that your hypothesis has basis and is worth studying further. For example, say you have a suspicion that a quarter might be weighted unevenly. If you flip it 100 times and get 75 heads and 25 tails, that might suggest that the coin is rigged. That result, which deviates from expectations by over 5 percent, is statistically significant. Because each coin flip has a 50/50 chance of being heads or tails, these results would tell you to look deeper into it, not that your coin is definitely rigged to flip heads over tails. The results are statistically significant in that there is a clear tendency to flip heads over tails, but that itself is not an indication that the coin is flawed. What Is Statistical Significance Used For? Statistical significance is important in a variety of fields- any time you need to test whether something is effective, statistical significance plays a role. This can be very simple, like determining whether the dice produced for a tabletop role-playing game are well-balanced, or it can be very complex, like determining whether a new medicine that sometimes causes an unpleasant side effect is still worth releasing. Statistical significance is also frequently used in business to determine whether one thing is more effective than another. This is called A/B testing- two variants, one A and one B, are tested to see which is more successful. In school, you're most likely to learn about statistical significance in a science or statistics context, but it can be applied in a great number of fields. Any time you need to determine whether something is demonstrably true or just up to chance, you can use statistical significance! How to Calculate Statistical Significance Calculating statistical significance is complex- most people use calculators rather than try to solve equations by hand. Z-test calculators and t-test calculators are two ways you can drastically slim down the amount of work you have to do. However, learning how to calculate statistical significance by hand is a great way to ensure you really understand how each piece works. Let's go through the process step by step! Step 1: Set a Null Hypothesis To set up calculating statistical significance, first designate your null hypothesis, or H0. Your null hypothesis should state that there is no difference between your data sets. For example, let's say we're testing the effectiveness of a fertilizer by taking half of a group of 20 plants and treating half of them with fertilizer. Our null hypothesis will be something like, "This fertilizer will have no effect on the plant's growth." Step 2: Set an Alternative Hypothesis Next, you need an alternative hypothesis, Ha. Your alternative hypothesis is generally the opposite of your null hypothesis, so in this case it would be something like, "This fertilizer will cause the plants who get treated with it to grow faster." Step 3: Determine Your Alpha Third, you'll want to set the significance level, also known as alpha, or ÃŽ ±. The alpha is the probability of rejecting a null hypothesis when that hypothesis is true. In the case of our fertilizer example, the alpha is the probability of concluding that the fertilizer does make plants treated with it grow more when the fertilizer does not actually have an effect. An alpha of 0.05, or 5 percent, is standard, but if you're running a particularly sensitive experiment, such as testing a medicine or building an airplane, 0.01 may be more appropriate. For our fertilizer experiment, a 0.05 alpha is fine. Your confidence level is $1 - ÃŽ ±(100%)$, so if your alpha is 0.05, that makes your confidence level 95%. Again, your alpha can be changed depending on the sensitivity of the experiment, but most will use 0.05. Step 4: One- or Two-Tailed Test Fourth, you'll need to decide whether a one- or two-tailed test is more appropriate. One-tailed tests examine the relationship between two things in one direction, such as if the fertilizer makes the plant grow. A two-tailed test measures in two directions, such as if the fertilizer makes the plant grow or shrink. Since in our example we don't want to know if the plant shrinks, we'd choose a one-tailed test. But if we were testing something more complex, like whether a particular ad placement made customers more likely to click on it or less likely to click on it, a two-tailed test would be more appropriate. A two-tailed test is also appropriate if you're not sure which direction the results will go, just that you think there will be an effect. For example, if you wanted to test whether or not adding salt to boiling water while making pasta made a difference to taste, but weren't sure if it would have a positive or negative effect, you'd probably want to go with a two-tailed test. Step 5: Sample Size Next, determine your sample size. To do so, you'll conduct a power analysis, which gives you the probability of seeing your hypothesis demonstrated given a particular sample size. Statistical power tells us the probability of us accepting an alternative, true hypothesis over the null hypothesis. A higher statistical power gives lowers our probability of getting a false negative response for our experiment. In the case of our fertilizer experiment, a higher statistical power means that we will be less likely to accept that there is no effect from fertilizer when there is, in fact, an effect. A power analysis consists of four major pieces: The effect size, which tells us the magnitude of a result within the population The sample size, which tells us how many observations we have within the sample The significance level, which is our alpha The statistical power, which is the probability that we accept an alternative hypothesis if it is true Many experiments are run with a typical power, or ÃŽ ², of 80 percent. Because these calculations are complex, it's not recommended to try to calculate them by hand- instead, most people will use a calculator like this one to figure out their sample size. Conducting a power analysis lets you know how big of a sample size you'll need to determine statistical significance. If you only test on a handful of samples, you may end up with a result that's inaccurate- it may give you a false positive or a false negative. Doing an accurate power analysis helps ensure that your results are legitimate. Step 6: Find Standard Deviation Sixth, you'll be calculating the standard deviation, $s$ (also sometimes written as $ÏÆ'$). This is where the formula gets particularly complex, as this tells you how spread out your data is. The formula for standard deviation of a sample is: $$s = √{{∑(x_i – Â µ)^2}/(N – 1)}$$ In this equation, $s$ is the standard deviation $∑$ tells you to sum all the data you collected $x_i$ is each individual data $Â µ$ is the mean of your data for each group $N$ is your total sample So, to work this out, let's go with our preliminary fertilizer test on ten plants, which might give us data something like this: Plant Growth (inches) 1 2 2 1 3 4 4 5 5 3 6 1 7 5 8 4 9 4 10 4 We need to average that data, so we add it all together and divide by the total sample number. $(2 + 1 + 4 + 5 + 3 + 1 + 5 + 4 + 4 + 4) / 10 = 3.3$ Next, we subtract each sample from the average $(x_i – Â µ)$, which will look like this: Plant Growth (inches) $x_i – Â µ$ 1 2 1.3 2 1 2.3 3 4 -0.7 4 5 -1.7 5 3 0.3 6 1 2.3 7 5 -1.7 8 4 -0.7 9 4 -0.7 10 4 -0.7 Now we square all of those numbers and add them together. $1.32 + 2.32 + -0.72 + -1.72 + 0.32 + 2.32 + -1.72 + -0.72 + -0.72 + -0.72 = 20.1$ Next, we'll divide that number by the total sample number, N, minus 1. $20.1/9 = 2.23$ And finally, to find the standard deviation, we'll take the square root of that number. $√2.23=1.4933184523$ But that's not the end. We also need to calculate the variance between sample groups, if we have more than one sample group. In our case, let's say that we did a second experiment where we didn't add fertilizer so we could see what the growth looked like on its own, and these were our results: Plant Growth (inches) 1 1 2 1 3 2 4 1 5 3 6 1 7 1 8 2 9 1 10 1 So let's run through the standard deviation calculation again. #1: Average Data $1 + 1 + 2+ 1 + 3 + 1 + 1 + 2 + 1 + 1 = 14$ $14/10 = 1.4$ #2: Subtract each sample from the average $(x_i – Â µ)$. $0.4 + 0.4 + (-0.4) + 0.4 + (-1.6) + 0.4 + 0.4 + (-0.4) + 0.4 + 0.4 = 0.4$ #3: Divide the last number by the total sample number, N, minus 1. $0.4/9=0.0444$ #4: Take the square root of the previous number. $√0.0444 = 0.2107130751$ Step 7: Run Standard Error Formula Okay, now we have our two standard deviations (one for the group with fertilizer, one for the group without). Next, we need to run through the standard error formula, which is: $$s_d = √((s_1/N_1) + (s_2/N_2))$$ In this equation: $s_d$ is the standard error $s_1$ is the standard deviation of group one $N_1$ is the sample size of group one $s_2$ is the standard deviation of group two $N_2$ is the sample size of group two So let's work through this. First, let's figure out $s_1/N_1$. With our numbers, that becomes $1.4933184523/10$, or 0.14933184523. Next, let's do $s_2/N_2$. With our numbers, that becomes $0.2107130751/10$, or 0.02107130751. Next, we need to add those two numbers together. $0.14933184523 + 0.02107130751 = 0.17040315274$ And finally, we'll take the square root: $√0.17040315274 = 0.41279916756$ So our standard error $s_d$, is 0.41279916756. Step 8: Find t-Score But we're still not done! Now you're probably seeing why most people use a calculator for this. Next up: t-score. Your t-score is what allows you to compare your data to other data, which tells you the probability of the two groups being significantly different. The formula for t-score is $$t = (Â µ_1 – Â µ_2)/s_d$$ where: $t$ is the t-score $Â µ_1$ is the average of group one $Â µ_2$ is the average of group two $s_d$ is the standard error So for our numbers, this equation would look like: $t = (3.3 - 1.4)/0.41279916756$ $t = 4.60272246001$ Step 9: Find Degrees of Freedom We're almost there! Next, we'll find our degrees of freedom ($df$), which tells you how many values in a calculation can vary acceptably. To calculate this, we add the number of samples in each group and subtract two. In our case, that looks like this: $$(10 + 10) - 2 = 18$$ Step 10: Use a T-Table to Find Statistical Significance And now we'll use a t-table to figure out whether our conclusions are significant. To use the t-table, we first look on the left-hand side for our $df$, which in this case is 18. Next, scan along that row of variances until you find ours, which we'll round to 4.603. Whoa! We're off the chart! Scan upward until you see the p-values at the top of the chart and you'll find that our p-value is something smaller than 0.0005, which is well below our significance level. So is our study on whether our fertilizer makes plants grow taller valid? The final stage of determining statistical significance is comparing your p-value to your alpha. In this case, our alpha is 0.05, and our p-value is well below 0.05. Since one of the methods of determining statistical significance is to demonstrate that your p-value is less than your alpha level, we've succeeded! The data seems to suggest that our fertilizer does make plants grow, and with a p-value of 0.0005 at a significance level of 0.05, it's definitely significant! Now, if we're doing a rigorous study, we should test again on a larger scale to verify that the results can be replicated and that there weren't any other variables at work to make the plants taller. Tools to Use For Statistical Significance Calculators make calculating statistical significance a lot easier. Most people will do their calculations this way instead of by hand, as doing them without tools is more likely to introduce errors in an already sensitive process. To get you started, here are some calculators you can use to make your work simpler: How to Calculate T-Score on a TI-83 Find Sample Size and Confidence Interval T-Test Calculator T-Test Formula for Excel Find P-Value with Excel What's Next? Need to brush up on AP Stats? These free AP Statistics practice tests are exactly what you need! If you're struggling with statistics on the SAT Math section, check out this guide to strategies for mean, median, and mode! This formula sheet for AP Statistics covers all the formulas you'll need to know for a great score on your AP test!

The Halayeb Triangle

The Halayeb Triangle The Halayeb Triangle (map), also sometimes called the Hala’ib Triangle is an area of disputed land located on the border between Egypt and Sudan. The land covers an area of 7,945 square miles (20,580 square kilometers) and is named for the town of Hala’ib which is located there. The presence of the Halayeb Triangle is caused by the different locations of the Egypt-Sudan border. There is a political boundary that was set in 1899 that runs along the 22nd parallel and an administrative boundary that was set by the British in 1902. The Halayeb Triangle is located in the difference between the two and since the mid-1990s Egypt has had de facto control of the area. History of the Halayeb Triangle The first border between Egypt and Sudan  was set in 1899 when the United Kingdom  had control over the area. At that time the Anglo-Egyptian Agreement for Sudan set a political boundary between the two at 22nd parallel or along the line of 22ÌŠ N latitude. Later, in 1902 the British drew a new administrative boundary between Egypt and Sudan which gave control of the Ababda territory that was south of the 22nd parallel to Egypt. The new administrative boundary gave Sudan control of land that was north of the 22nd parallel. At that time, Sudan controlled about 18,000 square miles (46,620 sq km) of land and the villages of Hala’ib and Abu Ramad. In 1956, Sudan became independent and the disagreement over the control of the Halayeb Triangle between Sudan and Egypt began. Egypt  considered the border between the two as the 1899 political boundary, while Sudan claimed that the border was the 1902 administrative boundary. This led to both Egypt and Sudan claiming sovereignty over the region. In addition, a small area south of the 22nd parallel called Bir Tawil that was formerly administered by Egypt was claimed by neither Egypt nor Sudan at this time. As a result of this border disagreement, there have been several periods of hostility in the Halayeb Triangle since the 1950s. For example in 1958, Sudan planned to hold elections in the region and Egypt sent troops into the area. Despite these hostilities, however, both countries exercised joint control of the Halayeb Triangle until 1992 when Egypt objected to Sudan allowing exploration of the region’s coastal areas by a Canadian oil company. This led to further hostilities and an unsuccessful assassination attempt on Egypt’s then-president Hosni Mubarak. As a result, Egypt strengthened control of the Halayeb Triangle and forced all Sudanese officials out. By 1998 Egypt and Sudan  agreed to begin working on a compromise as to which country would control the Halayeb Triangle. In January 2000, Sudan withdrew all forces from the Halayeb Triangle and ceded control of the region to Egypt. Since Sudan’s withdrawal from the Halayeb Triangle in 2000, there are often still conflicts between Egypt and Sudan over control of the region. In addition, the Eastern Front, a coalition of Sudanese rebels, states that it claims the Halayeb Triangle as Sudanese because the people there are more ethnically related to Sudan. In 2010 the Sudanese President Omer Hassan Al-Bashir said, â€Å"Halayeb is Sudanese and will stay Sudanese† (Sudan Tribune, 2010). In April 2013 there were rumors that Egypt’s President Mohamed Morsi and Sudan’s President Al-Bashir had met to discuss a compromise of control over the Halayeb Triangle and the possibility of giving control of the region back to Sudan (Sanchez, 2013). Egypt denied those rumors however and claimed that the meeting was simply to strengthen cooperation between the two nations. Thus, the Halayeb Triangle still remains in Egypt’s control while Sudan claims territorial rights over the region. Geography, Climate, and Ecology of the Halayeb Triangle The Halayeb Triangle is located on the southern border of Egypt and the northern border of Sudan. It covers an area of 7,945 square miles (20,580 square kilometers) and has coastlines on the Red Sea. The area is called the Halayeb Triangle because Hala’ib is a large city within the region and the area is shaped roughly like a triangle. The southern border, about 180 miles (290 km) follows the 22nd parallel. In addition to the main, disputed portion of the Halayeb Triangle there is a small area of land called Bir Tawil that is located south of the 22nd parallel at the triangle’s westernmost tip. Bir Tawil has an area of 795 square miles (2,060 sq km) and is not claimed by Egypt or Sudan. The climate of the Halayeb Triangle is similar to that of northern Sudan. It is normally very hot and receives little precipitation outside of a rainy season. Near the Red Sea, the climate is milder and there is more precipitation. The Halayeb Triangle has a varied topography. The highest peak in the region is Mount Shendib at 6,270 feet (1,911 m). In addition, the Gebel Elba mountain area is a nature reserve that is home to Elba Mountain. This peak has an elevation of 4,708 feet (1,435 m) and is unique because its summit is considered a mist oasis because of intense dew, mist and high levels of precipitation (Wikipedia.org). This mist oasis creates a unique ecosystem in the region and also makes it a biodiversity hotspot with over 458 plant species. Settlements and People of the Halayeb Triangle The two major towns within the Halayeb Triangle are Hala’ib and Abu Ramad. Both of these towns are located on the Red Sea coast and Abu Ramad is the last stop for buses bound for Cairo and other Egyptian cities. Osief is the closest Sudanese town to the Halayeb Triangle (Wikipedia.org).Because of its lack of development, most of the people living within the Halayeb Triangle are nomads and the region has little economic activity. The Halayeb Triangle is however said to be rich in manganese. This is an element that is significant in the production of iron and steel but it is also used as an additive for gasoline and is used in alkaline batteries (Abu-Fadil, 2010). Egypt has currently been working to export ferromanganese bars to produce steel (Abu-Fadil, 2010). Due to the ongoing conflict between Egypt and Sudan over control of the Halayeb Triangle it is clear that this is an important world region and it will be interesting to observe whether it will remain in Egyptian control.

Academic writing and discourse functions Essay Example | Topics and Well Written Essays - 1000 words

Academic writing and discourse functions - Essay Example A potential argument maker takes into account all possible causes and factors of objection the critiques may come up with, and replies them in the same document. This adds a lot to the writer’s strength of argument. Language used in building up an argument is significantly different from that employed in essays and research papers. Arguments are particularly, narratives of the writer. So the writer frequently makes use of â€Å"I† and â€Å"we†, use of which is discouraged in general essays and other forms of literature. Because of the freedom of using first form, argumentative essays provide the reader with a very sound understanding of the language. Needs of effective communication can be readily met in an argumentative paper (Alo, 2010, p. 55). Particularly, the second speakers of a particular language benefit a lot from the argumentative essays in that they get a chance to learn through reading the language just the way it is commonly spoken in the every day life by the first speakers. For example, argumentation frequently involves use of phrases like â€Å"I grant that†¦., still I maintain that†¦Ã¢â‚¬  and â€Å"not even†¦, what to talk of†¦Ã¢â‚¬ . Suc h phrases not only convey the reader correct usage of phrases, but also deliver a sense of the language they form part of. Such phrases are a product of the psychology, beliefs and ideology of the native speakers of a language. That is the reason why, language is often considered as one of the best means of comprehending a nation’s culture. Academic language usually sounds very formal and organized as compared to the language we use in our daily life to communicate with one another. It lacks freedom of expression. Sentiments and proverbs are usually restrained by the level of formality expected from the writing. Although there is no point denying the fact that even argumentative language in academic writing is much formal than the

It is important to preserve the rule of law in Hong Kong but somehow Essay

It is important to preserve the rule of law in Hong Kong but somehow its existence in Hong Kong is more of a myth than a real - Essay Example One can hence derive the idea that the legality and equality form the roots of Hong Kong’s legislature and every other principle revolves around it. To promote equality, the country’s legislature involves a ruling system specially designed to restrict the discretionary powers of the government. It provides the courts with a guideline for ensuring that constitutional powers are not exploited in any way by the government officials. So, any unreasonable decision or any attempt of exercising excessive power is always made invalid or futile by the court orders. The rule of law holds an important place in the Hong Kong system of legislature. It most certainly, is one of its greatest strengths. It is something that ensures the country’s status as a leading centre in the financial market in terms of finance and commerce and provides a secure environment for the businessmen to work in. Thus, it is the defining ideology upon which the people of the country put their trust and faith. They are proud of possessing an independent judiciary and are very concerned about upholding the integrity of their legal system. Any threats or criticism against the rule of law is severely dealt with. It is very important to realize the rule of law actually needs a very transparent legislation to work effectively. Without a clearly defined set of laws that are justified and comfortable for every citizen of the country and an independent and strong judicial and enforcement bodies, it is impossible to govern a country by the rule of law. Hence, the rule of law resembles the British legislation as it was proposed when Hong Kong was under the British colonial rule. Although, there was much concern that the rule of law would be compromised when Hong Kong was remerged with its motherland, it did not happen so and it still remains fair and just. For those who say that the rule of law is a myth are certainly very wrong in my personal opinion. Hong Kong has always preserved the core values of its legislature that involves freedom of speech and defending the human rights. The justice department works free from any outside interference or pressures and is responsible for maintaining law and order and defining the working principles for different matters in the society. Moreover, the responsibility of giving the government legal advices is handed over to the Secretary of Justice. Not to forget the fact that the country’s legal system consists of about 5000 lawyers and about 700 law firms. Through all such measures, the judiciary of the country has been improved to quite a great extent. The courts in Hong Kong are mainly operated by its judiciary which is independent of both the executive and the legislative councils as mentioned earlier as well. The word ‘independent’ is highly stressed upon because it holds the true essence of the rule of law. The legal body in Hong Kong enjoys a lot of protective measures and cannot be questioned by the government. This allows the system to be utterly transparent and just. The highest post in Hong Kong’s judicial council is that of Chief Justice, who is then assisted by other officials of different ranks and responsibilities. To ensure that the system remains profound, the rule of law r

Immigrant Children and U.S Education Essay Example for Free

Immigrant Children and U.S Education Essay Aware of the free education provided by the United States government to any school age children, immigrants both legal and illegal continue to be attracted to the United States, migrating in an attempt to provide better opportunities for their families and themselves. As the number of illegal immigrants living in the United states continues to rise and the percentage of illegal immigrant households which consist of children also continues to rise, it is important for the American government to examine the effect that these illegal children are having on the United States public education system. How educators and policymakers address the increasing diversification of the population will ultimately determine the stability of communities in the future.In order to produce a more effective public education system for students as a whole, it is important for the government examine the effects of the influx of immigrant students and learn to address the issues in a more productive way.Americans must ask themselves and answer the question, â€Å"How should the government better manage the influx of undocumented immigrant children in the public education system?† In 1982, the supreme court case Plyler v. Doe, ruled â€Å"that public schools were prohibited from denying immigrant students access to a public education. The Court stated that undocumented children have the same right to a free public education as U.S. citizens and permanent residents. Undocumented immigrant students are obligated, as are all other students, to attend school until they reach the age mandated by state law (Olivas).† As an american citizen, it is crucial for our society to realize the effects of allowing illegal immigrants the right to free public education because the effects affect us as individuals and future generations in the american society. It is important for us to see if the benefits of allowing immigrants free education outweighs the strain it puts on our public education system. Researching and answering the question â€Å"How should the government better manage the influx of undocumented immigrant children in the public education system?†, will help americans realize what laws and policies need to be edited, reformed, or added, to greater benefit our society. Answering this question will show us if we need more laws promoting and protecting immigrants rights which would bring in more immigrants or if we should create laws restricting the rights of immigrant children. As immigration continues to increase, and the children of immigrants fill more of the schools, educators will have to recognize and address the social, cultural, political, psychological, and economic complexity that is immigrant education in the twenty-first century. â€Å"Despite several decades of reform, public education in the United States is criticized by some as not teaching all children effectively† (Koehler). Due to poor test results and low graduation rates, many taxpayers criticize public schools and want to see better results. Among many of the issues creating discontent with the public educational system, inequality of opportunity ranks high among citizens. Despite the historical promise of quality education for all children regardless of race, ethnicity, or income, many americans feel that many children do not have equal opportunities to learn and are not likely to attend a quality school. â€Å"Data from the National Assessment of Educational Progress (NAEP) reports that 63 percent of fourth graders perform at only basic, or below basic, levels in reading. Sixty-nine percent perform at these levels in mathematics. African-American, Hispanic, and Native American fourth graders perform consistently lower than their white coun terparts†(Koehler). These statistics show that over half of the students in the American educational system fail to learn high thinking skills. â€Å"And once again, this bottom half comprises primarily the poor and ethnic minorities†(Koehler). Majority of immigrants live in poverty.†The poverty rate for immigrants and their U.S.-born children (under 18) is two-thirds higher than that of natives and their children, immigrants and their minor children now account for almost one in four persons living in poverty†(Camarota). The high percentage of immigrants that live in poverty causes majority of their children to attend an underachieving school adding to struggles they already face as an immigrant and effecting their educational success.â€Å"The percentage of immigrants without a high school diploma is 30 percent, more than 3.5 times the rate for natives.†(Camarota). with out proper management of immigrant children in the school system, these underachieving schools will take th e blunt force of the student population increase and due to lack of resources and funding the schools have, the schools will continue to strip the students of their equality to opportunity. As the immigration population continues to increase â€Å"immigration has become the determinate factor in population growth. The arrival of 1.5 million immigrants each year, coupled with 750,000 births to immigrant women annually, means that immigration policy is adding over two million people to the U.S. population each year, accounting for at least two-thirds of U.S. population growth†(Camarota), it is important that the government learn how better manage the influx of undocumented immigrant children in the public education system to ensure equality of opportunity to american and immigrant students. As taxpayers, citizens should especially be concerned with the amount of their money that is used to educate immigrants. In January 2011, it was estimated that 11.5 million unauthorized immigrants are currently living in the United States. Of these it is estimated that 1.5 million children attend a public school costing the government an estimated six thousand dollars a year per student. In addition to the six thousands per student the government also pays about $1.5 billion annually to pay the bi-lingual teachers which are necessary to teach and attempt to provide an equal opportunity to immigrant children. All together, the total cost of educating the children of illegal immigrants is around $52,000,000,000. Educating the children of illegal immigrants is by far the single largest cost to American taxpayers. Even though americans are paying large sums of money to educate children of illegal immigrants, â€Å"foreign-born students ages 16-24 had a drop out rate of 29% while students ages 16-24 of foreign born parents had a high school drop out rate of 38.7%†(Illegal immigration statistics). This drop out percentage shows that despite the large amounts of money being spent, the government needs to find a way to better manage the influx of undocumented immigrant children in the public education system. Due to the large number and rising percentage of immigrants in our school system, the immigrants educational success will influence our nations future success. Works Cited Camarota, Steven. Immigrants in the United States: A Snapshot of Americas Foreign-Born. Center for Immigration Studies. Nov. 2002. Web. 03 Apr. 2012. . Website TagsEditDelete Hernandez, Donald J. Demographic Change and the Life of Immigrant Families. Publication. New York: Foundation for Child Development, 2004. Future of Children. Web. . Report TagsEditDelete Illegal Immigration Statistics. Illegal Immigration Statistics. Web. 03 Apr. 2012. . Website TagsEditDelete Immigration Statistics. DHS. Web. 03 Apr. 2012. . Website TagsEditDelete Koehler, Paul, and Joy W. Lewis. Criticism of Public Education. Encyclopedia of Education. 2nd ed. Vol. 5. New York: Macmillan Reference USA, 2002. 1948-952. Print. Encyclopedia Article TagsEditDelete Olivas, Michael A. No Undocumented Child Left Behind: Plyler v. Doe and the Education of Undocumented Schoolchildren. New York: New York UP, 2012. Print. Book TagsEditDelete Schoorman, Diyls. Immigrant Education: Contemporary Issues. Encyclopedia of the Social and Cultural Foundations of Education. Vol. 2. Thousand Oaks, CA: Sage Publications, 2009. 433-35. Print.

The Accumulation of Slack :: Slacking Slack Slacker papers

The Accumulation of Slack I want to begin with an apology. This paper may be little more than a tissue of puns punctuated by obscure cultural texts. It was composed quickly: after a late cancellation from this panel, I volunteered to pick up the slack. (Yes, that was the first pun.) Now, in proper Freudian fashion, I will follow that apology with an accusation: in 2003, the topic of "slacker culture" sounds dangerously close to out of date, or at least out of fashion. We critics must have become slackers ourselves, content to re-analyze stale fads when we ought to be braving untrammeled new ground with the gender politics of Eminem, or the fetish scene of "American Idol." But fortunately things are not so simple. There is an advantage to a certain historical distance taken from one's subject, as it is especially easy for cultural criticism to get caught up in fad-chasing. Rather than striving for a tauter, tighter connection to the current moment, then, let's enjoy the historical slack that has already accumulated between "slacker culture" and ourselves. If we wish to create "more a description of men than manners" (35), then for us as newly outdated slacker scholars the same doctrine applies that Sir Walter Scott famously gave about the setting of his Waverley: "Considering the disadvantages inseparable from this part of my subject, I must be understood to have resolved to avoid them as much as possible" (35). Unlike Scott we may not do this "by throwing the force of my narrative upon the characters and passions of the actors" (35) as Scott did. Instead, let's fix for a moment on a question. What is "slack"? What is this substance that those devilishly ironic slackers so earnestly want to accumulate? What are the structural characteristics of slack, considered as a substance circulated in a metaphorical or real economy? Should we seek slack, or avoid it? It seems to me that this set of questions is the best way to approach a political and economic evaluation of the slacker phenomenon. I want to suggest a few answers by reading different representations of the economy of slack, along with some familiar Marxist cultural criticism. The question of the political economy of slack is an excellent example of a broader dynamic in cultural studies, in that the initially tempting, apparently orthodox cultural-studies reading of slack (which I am about to construct) will turn out to be precisely wrong in its zeal to construe slack as a form of liberation.

Black plague

The Black Death During the fourteenth century there were some major disasters that plagued Europe and would result in everlasting changes. War caused by peasant revolts, French and English battle for throne, religious conflicts, famine caused from flooding by heavy rains and devastating arctic weather, were some of the massive dilemmas that Europe faced. â€Å"But the cruelest blow of all was the Black Death. This was the name given In Europe to a pandemic (universal) outbreak of a deadly disease, the bubonic plague. † (Lewis, 247).This disease was nothing new for Europe, during the sixth century Europe, the plague had already caused massive damage. But this time around it effected more people's lives than ever before. (Lewis, 246-247). Human resistance to disease was lowered from the famine and malnutrition. The spike in Rupee's population during the agricultural boom finally came to an end. â€Å"By about 1347, the plague reached the Black Sea region; from there, merchants from the city of Genoa brought it to Italy; and In about four years, It spread across Europe. (Lewis, 247). All people from the bottom of the social latter such as the peasants' right up to he top with the nobility such as lords and princes, had to deal with the drastic changes. No man, woman, nor child were safe from this tragic outbreak. The social effects that the Black Death that changed the most were that of the serfs and peasants who worked the fields to keep the agriculture flowing–significantly decreased. The members of the Church thinned along with the royal members of European kingdoms had also reduced their numbers.The clergy now needed to find new members but because of the decrease In population this left an opening to get more corrupt Individuals Involved. Many people Interpreted the plague as a punishment from God that called for severe personal penitence; some thought the end of the world was at hand. (Lewis, 247). The psychological effects alone were enough t o change Europe forever. The change in the economy eventually led to a new form of an economic system, capitalism.The need to make more money off the goods that needed to be sold or traded, caused more lengthy travel. These travels led to the contact with many new people more specifically, International merchants. â€Å"Independent craftspeople, in trouble because of trade stoppages, might become employees of wealthy merchants who were better able to survive until times improved; kings fighting expensive wars, and popes moving money to Rome, both needed services of bankers. † (Lewis, 253).The rise of bankers and a new method of transferring currency by the usage of paper money also started in the aftermath of the depopulation of Europe. The success of these International bankers, contributed to them augmenting both political and social Influence. Technology progressed due to the rise of capitalism, and because of the contact between Arabs, Chinese, and the Europeans, all new innovations were forming a new lifestyle for any people. â€Å"Sea transport, warfare, book production, the measurement of time–all were revolutionized by the Europe of the late Middle Ages. Lewis, 256). The invention of gunpowder by the Chinese and the improvement with it by the Europeans would and technical change enabled rulers to gain more control of their governments and armed forces than before. † (Lewis, 258). The central government treasury no longer paid the officials, causing more taxes to be collected from the public. This did open the gates for more corruption and fraud in the European societies. With all of the inheritance from the dead that the living received, most likely fueled some of the changes.The peasants also wanted higher wages for the work they had to do, which can cause all new problems. This plague also left many towns and villages abandoned and never to be rebuilt again. In a sense the Black Plague contributed to the end of feudal rule and no w rulers had a little more direct control over their lands. With all things considered, the Black Plague was not the only reason for all the changes that occurred in Europe, but it was one of the larger contributors. The league killed perhaps a quarter of all the inhabitants of Europe during the fourteenth century (25 million out of a population of 100 million). (Lewis, 247). The political, religious, economic, and social changes of European society after the Black Plague have had everlasting effects, with the reformation of Europe, in which some of the changes are still seen in present day. The humanism movement and Renaissance era in Europe were also about to surface. It's very interesting to think about, that everybody alive today have had the lucky ancestors that survived the horrors of the fourteenth century. Black Plague DBQ-Black Plague During mid-fourteen century, a terrible plague hit Europe and wiped out a third of the population, 25,000,000 people of Western Europe. This plague was named the Black Plague since when people got the disease they got bumps that oozed black liquid and different body parts would turn black. The plague was spread by infected fleas on rats that bit humans. Since the Europeans lacked medical knowledge, the Plague caused hysteria and hopelessness to spread across Europe. Therefore the Europeans turned to the one stable unit in their lives, the Church. The Europeans lack of medical knowledge really hurt them.They had all types of perceived causes and treatments that they thought would work. People just kept dying and they couldn’t find a cure for something that they didn’t know the cause. According to Heinrich Truchess von Diessenhoven, Jewish people were one perceived cause that the Europeans believed. They spread a rumor that the Jews poisoned the wells and rivers for people had â€Å"confessed† to the crime. The Report of the Paris Medical Faculty states another perceived cause to be the configurations of the heavens and the major conjunction of three plants in Aquarius to be blamed.Another excerpt states that an earthquake that occurred on St. Paul’s day in 1347 corrupted and infected the air above the earth and killed people in various parts of the world. In the excerpt from an anonymous poem, the vices rule is indicted as a cause. The Europeans tried many treatments in which most of them failed. However, Lisavetta Centenni wrote that her husband, Ottavio, had a fatal fever. She believed he would die but Sister Angelica sent her a little piece of bread that had touched the body of St. Domencia. Her husband was a lucky one and his fever broke.Other methods didn’t work so well and patients died anyway. For example, H. de Rochas, a French physician states that patients would hang toads around their neck either dea d or alive, in which they believed the venom would draw out the poison of the disease. Furthermore William Zouche, an Archibishop of York, wrote to his official that he believes the plague was surely caused by the sins of men so in order to stop the plague they should pray to the Almighty God and ask him to drive away the infection. In addition Dom Theophilus of Milan, a priest, suggests a few things to do if a person is struck by the plague.First let him gather as much as he can of bitter hatred towards the sins he committed, and the same quantity of true sorrow of heart, and mix the two into an ointment with tears. That is just one example of his unrealistic treatments. As you can see now this is why the plague had spread and killed so many people. The lack of medical knowledge led to hysteria in Europe as well. The first example is a letter from a schoolmaster saying the plague had taken twenty of the boys and this kept people from coming to them at all.The plague affected the ed ucation of the people as well. The hysteria only got worse. Heinrich von Laden stated that people were dying in their own houses of starvation for they were so afraid to leave and get food, and if a person had died within their home they were buried there. Imagine being as afraid as to leave your home, children must’ve been terrified. Then people started turning to more murderous options. According to the ‘Motto of Giovan Filippo, Sicilian physician of Palermo,’ gold, fire, and the gallows were being used.The gold was used for income for the pest houses to quarantine the sick, the gallows to punish those who violated the health regulations and bonfires to eliminate the infected. People were just turning to anything to try and get rid of this horrid plague. In an English Puritan’s diary, the father Nehemiah Wallington writes, â€Å"Who would I be willing to give up to the disease? Then would I say the maid. Who next? My son John. Who next? My daughter Eliz abeth. Who next? Myself. People were going mad in their homes, and willing to give up anyone but themselves.I don’t even know if I’d be able to keep my head either. The document from Heinrich Truchess von Diessenhoven comes up again for the hysteria was causing people to spread rumors that really hurt the Jew’s reputation and caused a huge decline in their population. Even some people confessed to it because they were starting to actually believe the untrue rumors. Some Christians confessed that the Jews had induced them to carry out the deeds. Even though an excerpt from an anonymous poem argues that everyone should rejoice with each other.People were obviously not listening to that poem if they were pointing out certain people who â€Å"caused† the plague. I already spoke about Dom Theophilus’ ridiculous methods of getting rid of the plague but I just wanted to bring it up again to show how hysterical people were getting by making up absurd remed ies like that. Therefore, Europeans suffered greatly from this plague and lost a third of their population which is 25 million people. I would’ve liked to see a death chart rate over the years in Europe. With all of this death and exposure education and centralization was very hard to recover.Even through all of this havoc the people always turned to the church in their time of need. An example is Lisavetta Centenni, an Italian housewife, whose husband survived from the blessed piece of bread from St. Domencia. It was probably out of luck, or good immune system that helped him survive, but people looked at this in a very serious and reliable manner. Furthermore, Father Dragoni states he has accompanied danger with compassion and charity and paid guards and gravediggers with alms the lordships sent him.They depended a lot on alms and holy charities would help. The Church not only had a religious role but a secular one as well. Peasants were taught how to farm and how to use to ols. Noble’s daughters were taught to farm as well. As I mentioned before, William Zouche said that people believed that if they prayed to the Almighty One, he would stop the spread of the plague and go to church every Wednesday and Friday. Once again, the document with Dom Theophilus of Milan appears for he believed if you used these remedies you could save yourself.Overall, you could see how important the Church was to the people. The lack of medical knowledge really didn’t help the Europeans against the plague. It led to hysteria and all kinds of disasters. The people turned to the Church in a time of need, but even the Church was little help in this catastrophe. The Bubonic Plague still exists in countries today but with our advanced medical knowledge, people can get the right medical attention and medication they need. Doctors never want to have a repeat in history like the Black Plague in Europe and lose millions of people again.

Regulation and Criminal Liability Essay

Currently in the United States, the Americans continue to face unfair treatments of health care professionals within the work place. Regulates and laws have been created and set forth to help individuals’ feel protected and to know their rights as a victim of such criminal acts. People deserve to be treated with respect, especially in the care of health professionals. In this paper will contain information on criminal liabilities of health professionals and show people who may have been violated by health care providers the steps of filing a civil complaint. In addition, the paper will go into investigating allegations and disciplinary actions. Up-to-date regulatory policy regarding health care professionals is based on the speculation that the market for resources in health care is unsuccessful because consumers do not have complete facts about the nature of services these professionals offer. The outcome of some professionals possibly will exploit consumers on the condition lesser-quality services. The theory of economics proposes that in the absence of order, many health care professionals might offer minimum quality services at expensive quality prices to uneducated consumers. Therefore, the main justification for managing health professionals is to expand the quality of their services and to guard the interests of unaware health care consumers. Health care professional guidelines restrict access into the profession by setting the least possible measures of education and experience mandatory to practice. Furthermore, those regulations identify the legal acceptable boundaries of training for the health care provider or the permissible scope of health care professionals’ training and state the permitted business training of health care professionals. In the United States the federal system of government, regulates every states health care professional practice. Health professional training performances are statutory laws that create regulatory or licensing agencies or boarding to promote rules that order medical  practice. State licensing laws initiating the lesser level of education and experience needed to practice, explain the roles of the profession and bound the act of these roles to licensed individuals. State occupation practice limits restrictions on the services of professionals by for-profit firms, limitations on the operation of trade names, restrictions on the process of numerous workplaces, and boundaries on the place of health care professionals’ workplaces. Earlier in 1977 state companies practice limitations on frequently incorporated restrictions on marketing by professionals. Principles of Medical Ethics, the American Medical Association (AMA) declare a physician shall obey the law† and â€Å"record doctors’ insufficient in character or ability, or engaging in deception or fraud. AMA could refuse mem bership to doctors guilty of criminal activity, in addition to physicians charged with crimes in different countries. Reference to petition for licensure, the Federation of State Medical Boards, in connection of state medical boards’ responsibility for punishing physicians, suggests that every state medical board run criminal record review as part of licensure application practice and all candidates with a criminal background, comes before the committee for questioning to examine the candidates ability for licensure. AMA recognizes that doctors can be criminally arraigned merely to the degree of statue, and these regulations unlike state to state. Although illustrations from our data demonstrate the regular ordinary sanctions by state medical boards after the doctors have been criminally found guilty. According to AMA recent data less than 80 percent of doctors who carried out sexual acts offenses the physicians’ licenses would be revoked, suspended, or surrendered. Merely 53 % of doctors convicted of criminally possessing, using, or prescribing controlled substances and only 40% of doctors were guilty of criminal wrongdoing connected to the practice of medicine had their licenses surrendered, revoked, or suspended. The statistics show a system that permits questionable physicians to remain practicing medicine after displaying clear unethical and risky behavior. If an individual thinks that a health care provider, local or state government agency, has discriminated against he/she based on national origin, race, age, or disability, one can file a civil rights complaint. OCR can examine disability-based discrimination complaints against programs ran by HHS. Below certain regulations and statue, OCR has  slight authority to explore complaints of discrimination based on religion and sex. If an individual believe his/her health care provider moral safety rights have been breached, individuals can file a complaint with OCR. The Case Resolution Manual for Civil Rights Investigations (CRM) offers OCR managers and staff with the strategies and process designed to effectively and promptly investigate, evaluate and settle compliance and complaint evaluation, and to implement violation locations where guaranteed. When filling a complaint an individual have to follow the complaint requirements and that is followed by: (http://www.hhs.gov) Be filed in writing, either electronically via or paper the OCR Complaint Portal, by email, fax, or mail. Social service provider or health care provider involved, and describe the acts or omissions, that one believed over stepped the civil rights regulations or law. Must be filed in 180 days of when the omission complained of or act occurred. OCR could prolong the 180-day period if individual can provide a worthy reason. In conclusion individuals need to educate themselves on the laws which supposed to protect them from mistreatment of any health care provider and learn the appropriate ways to handle the situation in case of becoming a victim to any type of neglect or abuse. Physicians’ and nurses should follow the quality standards. Patients are treated with kindness, dignity, compassion, respect, honesty and understanding. References Article in Health Matrix: United States Physicians’ Disciplined for Criminal Activity, Retrieved on April 22, 2014 from: http://www.citizen.org/page.aspx?pid=696 Principles of Medical Ethics, Retrieved on April 22, 2014 from; http:// http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics/principles-medical-ethics.page United States Department of Health and Human Resources, Retrieved on April 22, 2014 from: http://www. hhs.gov/ocr/civilrights/complaints/index.html#file Wilson,D., The Regulation of Health Care professionals other than Physicians, Retrieved on April 22, 2014 from;

Analyzing the role of Strategic Entrepreneurship in forming temporary Competitive Advantage that leads to Value Creation The WritePass Journal

Analyzing the role of Strategic Entrepreneurship in forming temporary Competitive Advantage that leads to Value Creation Introduction Analyzing the role of Strategic Entrepreneurship in forming temporary Competitive Advantage that leads to Value Creation ). Strategic entrepreneurship essentially involves concurrent opportunity-seeking and advantage-seeking behaviors, which result in better performance of the firm (Ireland, Hitt Sirmon, 2003). This research is interested in conducting a similar investigation and seeks to analyze the role of strategic entrepreneurship in forming temporary competitive advantage, which leads to the creation of value for the firm. Research Questions This dissertation is interested in determining whether firms, which engage in strategic entrepreneurship, are able to establish temporal competitive advantage in a dynamic environment, especially whilst competing with other firms and within the context of creating value for the firm. Below are the specific questions to be addressed in this dissertation: What benefits would a firm obtain by successfully employing strategic entrepreneurship in the current competitive market? What temporary competitive advantage results from employing strategic entrepreneurship? Does strategic entrepreneurship create value? Aims and Objectives The primary aim of this research is to analyze the role of strategic entrepreneurship in building competitive advantage and creating value for the firm. Based on the research questions given above, the objectives of this dissertation are as follows: To find out the benefits of employing strategic entrepreneurship To understand what competitive advantages are the result of utilising strategic entrepreneurship To investigate whether strategic entrepreneurship creates value for the firm Rationale This dissertation will provide insights on the significance of strategic entrepreneurship, especially within the context of forming temporary competitive advantage, in pursuit of creating value for the firm. This research seeks to address some of the gaps in literature, such as understanding the balance between the opportunity-seeking behavior associated with entrepreneurship and the advantage-seeking behavior of strategic management (Hitt et al., 2011). Moreover, a Strategic Entrepreneurship Theoretical Tree will be utilized in order to analyze the various components of strategic entrepreneurship. The theoretical tree is created based from the different studies conducted on the subject. Literature Review (Preliminary) Strategic entrepreneurship is associated with firm’s objective of achieving superior performance through the simultaneous application of both opportunity-seeking and advantage-seeking activities (Ketchen, Ireland, Snow, 2007). Various researchers have identified different components of strategic entrepreneurship, which can lead to superior performance of the firm. Ireland, Hitt Sirmon (2003) proposes four dimensions for the successful implementation of strategic entrepreneurship: (a) entrepreneurial mindset; (b) entrepreneurial culture and leadership; (c) strategic management of resources; and (d) applying creativity to develop innovations. At the business level, value creation is usually reflected in the expansion and growth of a firm. Welter Smallbone (2004) found that Institutional Economic Theory highlights the institutional embeddedness and path dependence of entrepreneurial behavior. This, in turn, influences the degree and nature of value creation for the firm. A number of authors have identified the factors that influence value creation and competitive advantage. Pongpearchan (2011, p.5) found that ‘operational innovation efficiency and business practice effectiveness have a significant positive effect on value creation excellence.’ On the other hand, Rindova Fombrun (1999) argue that competitive advantage is a systemic outcome which develops as firms engage in processes that involve the use and exchange of resources, as well as the communication that occurs in these exchanges. Therefore, the fluctuations on the interpretations and evaluations of a firm affect its resources and its competitive advantage in the marketplace. Below is the model of the Strategic Entrepreneurship Theoretical Tree which will be used as the main theoretical framework of this research. Each of the components of this model is based on different studies. These will be discussed in more detail during the full dissertation document. Methodology This research will use quantitative research methodology in addressing the objectives of the study. Quantitative survey will be used in gathering data from respondents. Quantitative methodology is chosen for this study because it will allow the researcher to utilize the opinions of respondents in explaining the phenomena being studied. The survey will be administered to employees and managers of SMEs and large commercial firms in the UK to find out their views on the subject. The survey will asks questions such as how respondents perceive the role of strategic entrepreneurship in forming creative temporary competitive advantage; what are the benefits of strategic entrepreneurship; how can firms create value; etc. The target number of respondents for the survey is 100. In anticipation of the fact that some potential respondents might refuse to participate in the survey, around 175 to 200 questionnaires will be distributed to ensure that 100 responses will be gathered. The survey will be administered face-to-face, via post, though emails, and online. This is done to allow respondents to choose how they want to answer the survey. After data gathering is completed, statistical analysis will be used in analyzing the data. SPSS and Excel will be used as the primary software for analysis. References Hitt, M, Ireland, D, Sirman, G, Trahms, C. (2011). Strategic Entrepreneurship: Creating value for individuals, organizations and society. Academy of Management Perspective. p.57-75. Ireland, D, Hitt, M, Sirmon, D. (2003).   A Model of Strategic Entrepreneurship: The Construct and its Dimensions. Journal of Management. 29(6), p.963-989 Ketchen, D, Ireland, D, Snow, C. (2007). Strategic entrepreneurship, collaborative innovation, and wealth creation. Strategic Entrepreneurship Journal. 1(3-4), p.371-385. Olusola, A. (2012). Strategic Entrepreneurial Skills’ Influence on Small Businesses’ Performance in Oyo and Osun Western States-Nigeria. Research Journal in Organizational Psychology and Educational Studies.1 (6), p.345-352. Pongpearchan, P. (2011). Strategic entrepreneurship management competency and firm success: a comparative study of SMEs in auto and electronic parts in Thailand. International Journal of Business Strategy. 11(2). Rindova, V Fombrun, C. (1999). Constructing competitive advantage: the role of firm-constituent interactions. Strategic Management Journal. 20(8), p.691-710.