My Summer Vacation

My Summer Vacation My summer vacation was really fun and I enjoyed every minute of it. The first day of my Summer vacation was boring, but I knew it would be because it was the first day. I spent Almost my entire summer vacation with Astrid and my cousin as well as my family. The first thing I wanted to do was to go to the beach. I ended up going to the beach, but it Was when Tania invited me to come out of a video for her fifteen and I of course I said Yes. As well as Astrid did too. I was really excited that I was finally going to the beach. When we got there the first thing I saw was the beautiful ocean. I wanted to get out of the Car already so that I could smell the fresh air of the ocean. But when I got out of the car It turned out that it was really cold and I was freezing. I had a great time though because I spend the day with my friends and I finally went to the beach. I also did lots of Shopping this past summer vacation. So there was a day that I decided that I was going to Go the mall and buy clothes. I called Astrid and said, â€Å"Hey Astrid lets go to the Mall† and she agreed on coming with me. Well then after a few weeks I went to the Movies with my sister and my cousins, we watched Green Lantern. And after a few more Days I went to the movies again but this time I saw three movies which were: Sucker Punch, Soul Sulfur, and Scream 4. There was a day where I really wanted to go bowling, But I had no idea who would I go with and who would take me . Then I called Astrid and Asked her if she wanted to go and later that day we went bowling and I was really happy Afterward. I had sleepovers with Astrid and my cousins and we would talk about so Many things. Then my cousin invited me to a party that I was really excited about. I also went swimming at my mom’s friend house; I enjoyed having the water on my face. While we were in the pool we played some volleyball, but I really wasn’t good at it so Team eventually lost and they weren’t very happy with that. When we got out from the Pool we went to see some movies with some chips and sodas. This summer was the best Summer vacation I ever had, I did so many things that I thought I wouldn’t do, but I did And I am very happy about that. My was goal was to have the best summer vacation and I achieved my goal. I had so many experiences and achievements. I hope I have another Great summer vacation that I won’t forget. My Summer Vacation My Summer Vacation My summer vacation was really fun and I enjoyed every minute of it. The first day of my Summer vacation was boring, but I knew it would be because it was the first day. I spent Almost my entire summer vacation with Astrid and my cousin as well as my family. The first thing I wanted to do was to go to the beach. I ended up going to the beach, but it Was when Tania invited me to come out of a video for her fifteen and I of course I said Yes. As well as Astrid did too. I was really excited that I was finally going to the beach. When we got there the first thing I saw was the beautiful ocean. I wanted to get out of the Car already so that I could smell the fresh air of the ocean. But when I got out of the car It turned out that it was really cold and I was freezing. I had a great time though because I spend the day with my friends and I finally went to the beach. I also did lots of Shopping this past summer vacation. So there was a day that I decided that I was going to Go the mall and buy clothes. I called Astrid and said, â€Å"Hey Astrid lets go to the Mall† and she agreed on coming with me. Well then after a few weeks I went to the Movies with my sister and my cousins, we watched Green Lantern. And after a few more Days I went to the movies again but this time I saw three movies which were: Sucker Punch, Soul Sulfur, and Scream 4. There was a day where I really wanted to go bowling, But I had no idea who would I go with and who would take me . Then I called Astrid and Asked her if she wanted to go and later that day we went bowling and I was really happy Afterward. I had sleepovers with Astrid and my cousins and we would talk about so Many things. Then my cousin invited me to a party that I was really excited about. I also went swimming at my mom’s friend house; I enjoyed having the water on my face. While we were in the pool we played some volleyball, but I really wasn’t good at it so Team eventually lost and they weren’t very happy with that. When we got out from the Pool we went to see some movies with some chips and sodas. This summer was the best Summer vacation I ever had, I did so many things that I thought I wouldn’t do, but I did And I am very happy about that. My was goal was to have the best summer vacation and I achieved my goal. I had so many experiences and achievements. I hope I have another Great summer vacation that I won’t forget. My Summer Vacation My Summer Vacation My summer vacation was really fun and I enjoyed every minute of it. The first day of my Summer vacation was boring, but I knew it would be because it was the first day. I spent Almost my entire summer vacation with Astrid and my cousin as well as my family. The first thing I wanted to do was to go to the beach. I ended up going to the beach, but it Was when Tania invited me to come out of a video for her fifteen and I of course I said Yes. As well as Astrid did too. I was really excited that I was finally going to the beach. When we got there the first thing I saw was the beautiful ocean. I wanted to get out of the Car already so that I could smell the fresh air of the ocean. But when I got out of the car It turned out that it was really cold and I was freezing. I had a great time though because I spend the day with my friends and I finally went to the beach. I also did lots of Shopping this past summer vacation. So there was a day that I decided that I was going to Go the mall and buy clothes. I called Astrid and said, â€Å"Hey Astrid lets go to the Mall† and she agreed on coming with me. Well then after a few weeks I went to the Movies with my sister and my cousins, we watched Green Lantern. And after a few more Days I went to the movies again but this time I saw three movies which were: Sucker Punch, Soul Sulfur, and Scream 4. There was a day where I really wanted to go bowling, But I had no idea who would I go with and who would take me . Then I called Astrid and Asked her if she wanted to go and later that day we went bowling and I was really happy Afterward. I had sleepovers with Astrid and my cousins and we would talk about so Many things. Then my cousin invited me to a party that I was really excited about. I also went swimming at my mom’s friend house; I enjoyed having the water on my face. While we were in the pool we played some volleyball, but I really wasn’t good at it so Team eventually lost and they weren’t very happy with that. When we got out from the Pool we went to see some movies with some chips and sodas. This summer was the best Summer vacation I ever had, I did so many things that I thought I wouldn’t do, but I did And I am very happy about that. My was goal was to have the best summer vacation and I achieved my goal. I had so many experiences and achievements. I hope I have another Great summer vacation that I won’t forget.

How does she achieve this? Essay

   It also shows us that Robert is a rather independent character considering he went, against his families wishes, to very remote part of the world. He is also, quite clearly indicated by his language, an educated man with ambitions beyond that of a normal being. Shelley also demonstrates Roberts’s ability to be an emotional person, ‘Hopes fluctuate and spirits are often depressed’, this shows his ambition is almost unreachable but he doesn’t want to give in. Walton’s emotions are highlighted to the reader in his opening letters and then remembered later when we hear Frankenstein’s story; they are both very similar. When we reach the 4th letter, the Gothic theme of the novel becomes ever more present. The reader gets the first sense of foreboding with the vivid description of the monster, and then the portrayal of the mysterious stranger in the distance. Walton, the Captain, is pleased to assist Victor, for he seems to be the answer to his prayers expressed in letter two, the quotes ‘I desire the company of a man who could sympathise with me’ and ‘I bitterly feel the want of a friend’ show us that he feels alone and miserable and that Victor provides a release from his loneliness. At last he has a kindred spirit. Of course, the reader is now intrigued by Victor’s story; there interest is then satisfied by this quote, â€Å"You may easily perceive, Captain Walton, that I have suffered great and unparalleled misfortunes. I had determined at one time that the memory of these evils should die with me, but you have won me to alter my determination. † Shelley is setting up a number of her themes in this clever introduction. One of which is Walton’s intense desire for discovery and the unknown, so far so that he would risk his life. His fateful meeting with Victor also provides us with a slight respite from the depressive language he is using to describe his journey, he found the companion he had longed for. Before the reader hears Victor’s story, many questions are raised, for example; what was he pursuing before they found him? And was it the mysterious, gigantic creature Walton and his crew say the day before? All will be revealed when Walton tells him off the figure they saw a few days ago, with those words ‘a new life animated his decaying frame’. A great effect used by Mary Shelley in this novel is the use of a Chinese box narrative, a kind of narration with two or more persons telling their own story. It starts of with Walter, an explorer, writing to his sister. His ship gets stuck and he goes outside only to find Victor Frankenstein. Victor is in a bad way, dying in fact, and so tells Walton his story. Halfway through Victor’s narrative, he creates the creature, which comes in, and tells his account. Then Victor comes back to conclude his tale, and the book finishes with Walton summing up, adding his own opinions, and writing to his sister again. This gives us different perspectives on each character and an idea of how each character feels about one other. Mary Shelley also uses pathetic fallacy in the novel to emphasise the gothic theme, the fact Walton journeys towards the desolate and barren North Pole which has connotations of being a harsh and unwelcoming place. This is typical of the Gothic theme as it exploits the stereotype of an undesirable and horrendous place to be. The fact she uses words such as ‘rawness’ and ‘vast’ tells us that the weather is almost uninhabitable. This makes the reader feel sympathy for the ship and its crew. In chapter 5, Shelley uses pathetic fallacy once again by beginning the chapter with ‘It was on a dreary night in November’. The chapter is actually a monologue describing how Victor (after months of labour), has finally completed his creation. But when the moment comes to give it life, its hideous appearance repulses him. His decision is to rush to the next room and try to sleep, but his mind was troubled. He throws himself onto to his bed in an attempt to forget about the monstrosity. But his mind is plagued by nightmares about Elizabeth and his mother’s corpse. When he awakes, he discovers the monster leaning over him with a friendly but terrifying smile and quickly bolts out of the house. He spends the night pacing in his courtyard and when next morning comes he goes walking in the town of Ingolstadt. As he walks by the town inn, Victor runs into his friend Henry Clerval, who has just arrived to begin studying at the university. Ecstatic to see Henry, a breath of fresh air and a reminder of his family after so many months of isolation and ill health, the ecstasy increased by the feeling of friendship after his recent experience of terror. Although the thought of crossing paths with monster terrifies Victor, he brings Clerval back to his apartment. Victor enters first and is relieved to find no sign of the monster. But, weakened by months of work and shock at the horrific being he has created, he immediately falls ill with a nervous fever that lasts several months. Henry nurses him back to health and, when Victor has recovered, gives him a letter from Elizabeth that had arrived during his illness. In chapter 5, Shelley’s description implicates that the monster is a child trapped inside an ‘adults’ body. Victor rejects the monster as an animal might reject one of its litter. Victor describes the monster as ‘a demonical corpse to which i had so miserably given life’. The fact Victor hates ‘the wretch’ he has created makes the reader feel sympathy for the monster as he hasn’t choosing this life and all he wants is to be loved. Shelley uses many language techniques to create tension in her novel. Chapter five is a great example again. Before Victors ‘creation’ comes to life, Shelley describes it as a ‘lifeless thing. ‘ This gives the impression that the when the monster is brought to life it will be treated as nothing more when it is born, just an experiment rather than a person. Shelley also writes a long and extremely detailed description of the monster in chapter five, ‘his yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of lustrous black. and flowing; his teeth of pearly whiteness; but these luxuriance’s only formed a more horrid contrast with his watery eyes’ that seemed almost of the same colour as the dun white sockets in which they were set, his shrivelled complexion and his straight black lips. ‘ This description uses imagery to help create an image of monster inside the readers head which works to perfection as the reader is repulsed at the thought. In conclusion, many themes are often included in literature in order to provide more meaning and a better understanding for readers. But in Frankenstein Shelley conveys lots of different themes; some which are quite obvious and others that are more subtle. The novel also shows us how appearances are not always a clear representation of the person who’s underneath (the way the monster was judged solely by his looks). Also, the fact there are also many different narrative voices in the novel help the reader appeal to different characters, and also show how the character’s personalities evolve as the plot goes on. The fact the novel was written by a woman in a time when writing was almost solely dominated by men was enough but the fact it was such a huge success was down the way Shelley intrigued people and instilled fear. At the time it was written I personally feel that no-one would have been able to put it down. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

A Perfect Response to an Imperfect Storm

A perfect response to an Imperfect storm Twelve days. That’s how long it took for Mississippi power to restore electric power to the heavily damaged areas of southern Mississippi after hurricane Katrina slammed into the Mississippi gulf coast on august 29, 2005, with 145-mph winds and pounding rain. That’s remarkable, given the devastation that news photos and television newscasts so graphically displayed. It’s something that even the federal and state governments could not accomplish. How bad was the damage company employees dealt with? One hundred percent of the company’s customers were without power.Sixty-five percent of its transmission and distribution facilities were destroyed. And yet, this organization of 1,250 employees did what it had to do, despite the horrible circumstances and despite the fact that more than half of its employees suffered substantial damage to their own homes. It speaks volumes about the cultural climate that the managers of Mississippi power had created. As a corporate subsidiary of utility holding company southern company, Mississippi power provides electric services to more than 190,000 customers in the Magnolia state. When Hurricane Katrina turned toward Mississippi. Managers at Mississippi power swung into action with a swift and ambitious disaster plan. After Katrina land fall, Mississippi power management team responded,† with a style designed for speed and flexibility, forget thing done amid confusion and chaos. † David Ratcliffe, senior executive of southern company said, â€Å"I could not be prouder of our response. † What factors led to the company’s ability to respond as efficiently and effectively and effectively as it did?Imagine this is your second day at work as a manager supervising a team of financial analysts in the major technology corporation. Your boss the chief financial officer, calls you in and asks you to have your team find â€Å"creative† ways of improving sales figures. Look back at the framework in exhibit 3-8 and think about the potential consequences as you decide which of the following option you will choose, and why. Option A: Call a meeting of your analyst team and present the boss’s request as a hypothetical challenge designed to sharpen their skills. Present the results to your boss without telling the team. Option B:Work by yourself to dream up a few outlandish, impractical ideas so you can avoid being seen as someone who is not committed to your company’s success. Option C: Privately discuss the situation with the human resources manager who hired you (or another manager you trust) and explain why you are concerned about your boss’s request. One key element is the company’s can-do organizational culture, which is evidenced by important values inscribed on employees’ identification tags â€Å"Unquestionable trust, Superior performance, Total commitment. † Because the values were visible daily, employees knew their importance.They knew what was expected of them, in a disaster response or in just doing their everyday work. In addition, through employee training and managerial example, the organization had, â€Å"steeped its culture† in Stephen covey’s book, The 7 habits of highly effective people. (The company’s training building – the covey Center-flooded during the storm. ) These ingrained habits-be proactive; begin with the end in mind; put first things first; think win/win; seek first to understand then to be understand; synergize; and sharpen the saw-also guided employee decisions and actions.Another important element in the company’s successful post-storm response was the clear lines of responsibility of the 20 â€Å"storm directors,† who had clear responsibility and authority for whatever task they had been assigned. These directors had the power to do what needed to be done backed by unquestionable trust from their bosses. Said one, †I don’t have to ask permission. † Finally the company’s decentralized decision making approach to contribute to the way in which employees were able to accomplish what they did. The old approach of responding to a disaster with topdown decision making had been replaced by decision making being push further down to the electrical substation level, a distribution point that serves some 5,000 people. Crews working to restore power reported to these substations and had a simple mission – get the power back on, â€Å"Even out –of –state line crews, hired on contract and working unsupervised, were empowered to engineer to there solutions. † What the crews often did to â€Å"get the power back on† was quite innovative and entrepreneurial.Would these stack holder change if there was a disaster to which company had to respond? Answer: Stakeholders are the groups and individuals who affect and are affected by the achievement of the organization’s mission, goals and strategies. Providing electric services to more than 190,000 customers in the Magnolia state is important to Mississippi power and stake holder. To provide electric services, to more than 190,000 customers in the Magnolia state; trust among stack holder is very important. Unquestionable trust, Superior performance, Total commitment will be the concern among the stake holders. Another important element is, clear lines of responsibility in case of stake holder. Yes, these stack holder change if there was a disaster to which the company had to respond. The reason behind it is, they learn a lot during the disaster and learn the importance of togetherness and planning. 2. What could other organization learn from Mississippi power about the importance of organization culture? Answer: There are so many lessons learned from the case of Mississippi power to all the organizations and individuals as well. The important learned is, to maintain the good culture of organization.Along with that, respect each other is one of the aspect all the organization can learn from Mississippi power case. Since, values were visible daily, employees knew their importance. Another point is, we should be ready with the disaster recovery plan and we should keep on working on that. One more point the other organization learn is, decentralized decision making approach to contribute to the way in which employees were able to accomplish what they did. Avoid responding to disaster with top down- decision making, instead; decision making being push further down ground level.

The Changing Role of HRM in the NHS Dissertation

The Changing Role of HRM in the NHS - Dissertation Example Since the inception of these new changes, the HRM practices have played some significant part in the national health services. There has been a remarkable change in HRM, which has reduced the challenges faced when the HRM is discharging their services to the citizens. One of the changes realized is transparency between the servants of HRM and the other government bodies. This has been realized through enhanced talks and auditing. The Officials of the HRM are also accountable to other higher government agencies as they act as a link between workforces and the managerial teams. There is also a public interview whenever new officials are recruited; this helps to bring about equality in employment (Goyal 229). Whenever there is a complaint against the practices of HRM, it has to undergo procedural steps for proper scrutinizing. This has helped to do away with propaganda and it enables proper representation of each party that is involved. There is also installation of safety measures to g uard the wellbeing of both the staff and the citizens. This contributes to high motivation among the staff because they feel secure while undertaking the activities of discharging their services to the people (Goyal 237). They are also entitled to a compensation, which enable them get some benefits. For instance, better policies are formalized, such as statutory benefits and insurance schemes. The HRM, aiming at achieving a better healthcare, conducts all these services and they have been pivotal in the development of a better image in the healthcare sector. The HR management is thus undertaking a new role of bringing a new understanding and flexibility in the delivery of health services, which results to the healthcare efficiency. The information system was appropriate as it used a common service center. For instance, there is the usage of human labor force in keeping records of sickness absence and the internal auditing of repots, which hinders accountability. Consequently, there is a problem of comprehensive evaluation of staff sickness absence. Evidently, a better information system needs to be implemented in order to improve the efficiency of line managers in order to deal with sickness absence accordingly. Sources have revealed that the formulation of proper policies, systematic procedures, and innovations in the key target areas are key in its accomplishment. For example, there is the provision of better terms and creation of a welfare unit to deal with the wellbeing of the staff .The sick staff has also been entitled to a full pay leave of six months and a half pay for the additional six months. Additionally, there is the development of a plan for purposes of catering for the needs of the emerging issues. Therefore, this has ensured the sufficient delivery of health services. A performance appraisal is conducted to evaluate each work and then a reward is given. Budgetary allocation of health services in the national budget has enabled creation of commi ssions and authorities that ensure that there is justice and equality in the administration of national health services through the HR management (Goyal 19). There is also the development of a similar treatment for all departments to ensure that equality prevails in all the represented

To what degree are these representation positive,negative, or Essay

To what degree are these representation positive,negative, or politically mixed - Essay Example Television is embedded into culture and therefore significantly explains the observed gradual transformation of the social order through centuries. In respect of the Sex and The City (2003), â€Å"A Woman’s Right To Shoes† (season 6, episode 9) it is evident that the television technology is one of the greatest players when it comes to social reorganization that has been experienced over the years. It is imperative that some of the terms in this topic of gender under television media analysis are defined to give an insight into the underlying supportive ideas over the subject. Cultural forum is one of the concepts that need clear definition in respect of the existing relationship between television and media. In respect of television technology, the contemporary cultural system of the world undergoes continuous examination by the work of art. Television coverage explores various issues around the world and the aggregate role of this media therefore sums up as either inf ormative or entertaining. The outstanding function of television is its exemplary recognition of the female gender, the minority group and children in the social framework. By transmitting various scenes of socio-political issues across the world, television has significantly opened up the society and is almost initiating a gradual convergence in culture which promotes awareness of women rights and affirmative action. Television discussions are also giving men consideration in terms of fair treatment from the fairer sex as cast by this episode. Sex is represented as a biological concept that distinguishes anatomy of humanity in the society while gender is derived from the social definition. The television has been instrumental in exploring the gender biasness that exists between women and men. In respect of the program line up in the television channels, it is common to find that the timing and planning is strategically formulated in a way that it befits the various audiences. The e merging reorganization of the television content including the soaps, live shows, talks are targeting a given audience with a hint on the work and leisure relationship. The widespread cases of housewives that were common gave the television program managers incentive to come up with family chores related discussions. The concepts highlighted in the episode above gives an extensive family issues twists and the contemporary change of events as far as the gender roles are concerned. Television has been one of the political tools for helping women get their voice heard in the cycle of politics in the society. This is achieved through debates that expose women as the equals of men in terms of political leadership. Social constructionism has played a vital role in helping research remold the grounded theory in social research. The social constructionists have been on the view that knowledge is not created by constructed. The media have the in-depth psychological concepts of its audience a nd this has been an advantage at their disposal in constructing various issues which when passed to the people they perceive as true. Television causes a lot of illusion that cannot be avoided by any person due to the uncensored explanations they provide to support their findings. This has been the force behind the outcry on the unfair gender disparity in terms of various decision making institutions. Political scene around the world has greatly been influenced by

Civil War between 1848 to 1861 Essay Example | Topics and Well Written Essays - 1250 words

Civil War between 1848 to 1861 - Essay Example The American civil war erupted in 1861, following the election of Abraham Lincoln; a republican who opposed slavery. There are major events, which took place between 1848 and 1861 leading to the war. One of the major events is the end of the Mexican war in 1848, which meant that America was to surrender the western territories. As a result, new territories became states and the congress passed the â€Å"Compromise of 1850† that made California free to decide whether it would allow slavery or not (Boritt, 1996 p9) Another factor that triggered the civil war was the passing of the fugitive slave act in 1850 to strengthen the compromises act. Under this act, a federal official who failed to arresta runaway slave was liable to fine. Many abolitionists criticized this act and they increased their efforts to fight against slavery.A book entitled Uncle Tom’s cabin, authored by Harriet Beecher Stowe in 1852 is triggered the civil war. The book portrayed the evils of slavery and it changed the perception of northerners on the issue of slavery(McPherson, 1988 p11). The Kansas-Nebraska Act passed in 1854 was one of the issues that led to the civil war. This act gave Kansas and Nebraska the mandate to decide to continue with slavery or end it. As a result, there was violence in Kansas as the people who were opposed to slavery and the ones supporting it fought to control the state. This violence influenced the civil war to come. The Lecompton Constitution created in 1857 also caused the civil war. The constitution allowed Kansas to be free from slavery as most of the voters from the stated rejected it(Ray, 1990 p7). John Brown, an abolitionist together with seventeen others who included five black Americans, raided the Harper Ferry on October 1859. Their plan was to seize weapons and start an uprising against slavery. Unfortunately, they were

Arts and Humanties Assignment Example | Topics and Well Written Essays - 500 words

Arts and Humanties - Assignment Example Of many options, a decision that yields the maximum net happiness is considered justified from the perspective of utilitarian ethics. Utilitarian ethics denies gay marriages to be legalized because the only happiness generated by the legalization of gay marriages is the happiness of the gay couple while its negative implications on the society are numerous including lack of the gay couple to produce babies in the society with an already negative rate of birth, drop in the number of men available to women for marriage, transgression of the limits imposed by religion, spread of such dreadful diseases as AIDS in the society, and dissatisfaction of the families of the gay couple in a vast majority of cases. So utilitarian ethics provides an answer to the question; should gay marriages be legalized? Arts and Humanities are worth-studying not only because they are distinct fields of study with their respective significances but also because they have the tendency to sharpen an individual’s skills in other fields of science including social sciences and mathematics. For example, looking at a painting showing the architecture of classical Rome speaks volumes about the classical Roman culture, social perceptions and values knowledge of which facilitates drawing a connection between their present and past and understanding their history. Likewise evaluating different solutions to a problem with the help of ethical theories enhances an individual’s critical analysis skills which in turn improve his/her performance in research and other fields of science. Quran or Bible must not be categorized as literature because they were not written as literature in the first place (Winters, 2011). Literature, by definition, is a kind of art of writing that gets published. There is an author who writes text and gets it published. Neither Quran nor Bible was created by a human being. Both Quran and Bible are a compilation of the verses created by God Almighty and recited by the  Holy Prophets.  

A 2,500 3,000 word individual report Essay Example | Topics and Well Written Essays - 1750 words

A 2,500 3,000 word individual report - Essay Example Finally, we look into how we can implement Performance Management to improve the company to better achieving its long term goals. The purpose of this section is to define Performance Appraisal and Performance Management, as well as to distinguish between the two. Both Performance Appraisal and Performance Management lead to increase in organisational productivity (Thomson 2003). Performance Appraisal is one of the tools used for implementing Performance Management. Performance Appraisal is the process of setting job standards, measuring and evaluating employee performance, and giving relevant feedback to the employees (Thomson 2003). Performance appraisals are an important part of performance management, particularly in the Feedback Stage of Performance Management (Farrington 2007). Currently, our company is relying on Performance Appraisal in order to improve employee performance. However, Performance Appraisal is not enough to maximize and maintain good employee performance for the following reasons. Performance Appraisal, when used alone, is demotivating, it takes a lot of time to implement and get results back, it creates a legal liability, and it flies in the face of team rewards and accountability (Brull 1997). Furthermore, Cook discusses that the focus of Performance Appraisal is too much on the individual, instead of developing the employee. Appraisal is inconsistent and only useful in the extremes of performance (1993). In itself, it is therefore not enough to maximize organisational productivity. This section defines Performance Management, its two foci which are development and reward driven, and details the process of performance management. This section then explains how and why Performance Management improves organisational productivity. Performance Management is the process used by managers to enable the employees to perform effectively and efficiently

Case Study and Assignment (easy work) Research Paper

Case Study and Assignment (easy work) - Research Paper Example By the end of 2011, the Kenyan Shilling had experienced a major fall from trading to a cost of 80.09 to 110.12 to the Dollar. This depreciation affected negatively on savings and investments. Kenyan people are concentrating on food stuffs more which were on the rise since man cannot live without food. However, Central Bank of Kenya tried to raise interest rates to tackle the devaluation of the Shilling and inflation. The governor was put on notice regarding the sharp fall of the currency but no critical answer was given by him. Kenya is to hold elections in 2012, so devaluation of the Shilling was directly and indirectly involved. Big fish in the political arena were assumed to best benefit from the high exchange rate by selling off the amount of dollars that one was possessing, thus campaign money availability to them. That is an indirect involvement. Central Bank reaction was a bit slow since they believed it was an external force which was hitting the Shilling. Noticing that speculative effects were also coming in, and external sources were neither slowing down, it reacted by its governor stating that he was determined to see exchange rates being propelled by the market. Generally the Shillings confidence would be undermined if decisive action was to be taken against external forces. In regards to this, the exporters are the major beneficial of this happening while importers cry foul. Also the risk takers of foreign currency loans had a bad financial end year. Central Bank was indeed, able to control th e Shilling due to its application of banking principles on top of its objectives. While banks form a major backbone to any country, the Central Bank is the overall boss. Incompetence projected by some of the individuals who run them sees political interference, which indeed, is a major setback in the banking sector of any

The Effect of World War and other World Events on the Development of Sport Essay Example for Free

The Effect of World War and other World Events on the Development of Sport Essay World War 2 effected the development of sport more dramatically than any previous world event/war, simply because it was a totally different war, civilians were in danger as well as the soldiers, due to the new style of fighting. WW2 was a much more mobile war then any other war as it was the first time when bombing was really introduced on a large scale; meaning that even if you were a civilian hundreds of miles away from the brunt of the fighting you could still be attacked from the air. This meant that you could never play sport out in the open in complete safety as bombing raids could come at any time; civilians had other more pressing matters no their mind other than playing and developing sport. Also PE in schools was set back considerably due to many PE teachers being enlisted into the army and many were used to train military personnel. Any PE that was taught in school was mainly based around individual initiative and survival rather than the concepts on sport. PE taught during the Second World War is very different to the conventional PE that we know now, although it had educative intentions, the practical side of it was predominantly physical training, rather than learning how to play particular sports. Four things mainly effected the changes that occurred in the inter-war syllabuses. The first influence being F.J.C Marshal and E. Major who published several books, they wanted to increase the importance of skill learning and the use of apparatus (possibly to make practical PE lessons more like the army style of training, i.e. assault courses etc). The next influence was the publication of female physical educationists. Veronica Tyndale-Biscoe (1945) described modern dance as using the body as a medium of expression. Similarly a gymnast Ruth Clark (1946) suggested that working on apparatus at his own value has particular value to the timid child, who gains courage through the discovery for himself of his own capabilities. So they also believed that apparatus should be used, but in such a way that children would learn about their sporting strengths and weaknesses themselves. The third influence was C.E. Cooke who extended F.J.C. Marshall and E. Majors views, by actually bringing new army apparatus into schools after seeing them in use by commandos in the Northern Command Physical Training School; she believed the children would enjoy the skill and adventure provided by the apparatus. Even though she thought the children would enjoy the skill it was still mainly aimed at physical training rather than the skills of playing sport. The last main influence of the inter-war syllabus was a woman named Miss Dudgeon, who was working at a children rehabilitation clinic. PE had always been aimed at making children react to a set task. But she believed in setting open tasks where children could respond in their own time. So sport at a PE level was affected significantly by the Second World War, but sports them selves were affected by the war as well. There was a 12-year gap between the 1938 World Cup in France and the 1950 World Cup in Brazil. The Olympics also had to be cancelled due to the Second World War as in July of 1939, just one year before the Games were to be held, The IOC awarded the Games to Helsinki, Finland. Helsinkis organizing committee prepared for the Games, but when Finland was attacked by the Soviet Union in November, they had to withdraw. The IOC (International Olympic Committee), realizing the futility of trying to find a venue for the Olympics during what would come to be known as World War II, abandoned the idea of holding the Summer Games in 1940. The 1936 Olympics were also affected by the up and coming war as the games were manipulated by the Nazi government to promote the countries political ideals. Many Germans were imprisoned so they couldnt disrupt the games. Only Germans of Hitlers so call Aryan race were allowed to compete for Germany. This had a huge affect on the game as other Germans were banned from taking part. Not only did the war effect sporting competitions that were going to happen, but also many sports players were enlisted into the army and died in battle, and therefore crippling many sports of their star players and teams. Other events have also affected sport in quite a large way; the most recent being the terrorist acts that happened on September 11th 2001. As a result of this the 2001 Ryder Cup, which was due to be played at The Belfry in England was called off, and rescheduled with the same teams and players for September 2002, again at The Belfry. All Champions League and UEFA Cup games were postponed and the Davis Cup tie between USA and India was played 12-14 October instead of its original date. The tragedy of September 11th had a big affect on sport and the athletes competing just as all other past world events have. Foot and mouth was a disease which hit England quite badly in terms of sport, as not only did it postpone professional sports but even more so amateur sports, for example most Sunday football leagues were basically stopped because of the disease spreading so rapidly. The team I played for at the time had half of their season cancelled due to our home ground being next to a farm. Also all inter school competitions were cancelled due o the outbreak. Foot and mouth effected professional bowls when the British Isles International indoor series was postponed, and the World Indoor Championships were also postponed by foot and mouth. Nearly all sport fixtures in Ireland were postponed due to the outbreak of foot and mouth, in particular games during the 6 nations cup had to be postponed, for example international matches between England and Ireland were rescheduled. There have been many events which have hindered the development of sport but it seems the societies want to play them and to play them in competition has kept sport alive, in such a way that governing bodies have been formed to increase the level at which we play. Even games like darts and snooker which might be consider as pub games have become into professions for some people. References B Davis, R Bull, J Roscoe, D Roscoe 199 Pyhsical Education and Mosby the Study of Sport Forth Edition http://www.olympic.org/uk/index_uk.asp http://news.bbc.co.uk/sport1/hi/other_sports/1207132.stm http://www.jenk1ns7.freeserve.co.uk/6nationsquotes.htm

Managerialist model of management and leadership

Managerialist model of management and leadership Explore to what extent the managerialist model of management and leadership adopted in England and Wales has influenced management culture in one other country and the impact that this may have on your own management and leadership style. Introduction Managerialism has become the predominant ideology in educational management. It has been a stably indispensable ingredient in the policy of government in order to operate public school, in contrast to the traditional bureaucratic ideals, it provide high priority to management and leadership (Pollitt 1993). Leadership, is a complex social phenomenon, and has been studied and developed over many years. Leadership is a process in which an individual influences the group of individuals to accomplish the common goals and targets. Leadership is born in a organization context, that is to say no organization or group then there can be no leadership. Leadership includes attention to goals, which means leadership has impacts in contexts where everybody is moving toward a goal. So leadership seems like a power relationship existing between leader and followers (Northouse ,2007). Management is defined realistically in the context of an organization. That is to say that management is a process which enables organizations to set and achieve their objective by planning organizing and controlling their recourses, including gaining motivation from their employees. Although it is being argued that the application of some managerialist approaches cause problems. In England and Wales, education is overseen by the department for education and department for business, innovation and skills. Almost all state-funded school are maintained schools funded by the government in which the local authority, Ofsted and the TDA are influential partners. In China Education is a state-run system of public education run by the Ministry of Education. In the basic education, the Chinese government, government established a uniform standard for basic education, to control the national curriculum, the system of enrollment examinations, and teacher qualifications level. Chinese education system is reforming, through studying advanced educational counties and excessive government control is being reduced. In relation, to this assignment, I want to explore to what extent management and leadership approaches adopted in England, and Wales have influenced management culture in the China and the impact trends on development of management and leadership style. I am particularly interested in exploring to what extent western approaches can be implemented in China. For example, which theories adopted in British might be applied in China and any weaknesses it might have minimized. I will explore what theories exert impact either positively or negatively in management system in British school. Taking it as a higher revelation ,which will give me consideration about my leadership and management styles. Specifically, through studying managerialism and bureau professionalism, organizational culture, leadership style (trait, style and transformation leadership theory), I will focus on the following: To explore how managerialism has been introduced to England and Wales and how it has impacted upon education management. To explore how government policy in China controls education and influences the actions of head teachers and school organizations Compare what happened in China with what happened in England The impact of that government controls have on head teachers in china and its implications for my own management style. Literature review 2.1)Managerialism in English Education (definition)Managerialism is a set of belief and practices, and it assumes that a better management can solve the various problem existing in public sectors(Pollitt,1993) Although there are different definitions of managerialism, as a fads and buzzwords, it has been given various names including, New public Management, New Managerialism, Entrepreneurial Governance and Neo-Taylorism (Power 1997 cide in McGrah. 2004) (Traits)Managerialism is introduced to England education for couple of decades. In fact it has been as a belief that effective leadership and management is considered as the most important element for operating successful schools and colleges (Bush 2004 cited in McGrath). Its traits were summarised by (Bush 2004) as followed: manaerialism , First, it empowers manager right to manage, which is rising the process of management above that which is to be managed. Secondly, it seems like cost centres and devolved budgets to achieve greater financial control. Thirdly, managerialism uses the contracts instead of the high-trust relationship to clear sub-units in order to atomising of large-scale organisation. Fourthly, managerialism use performance assessment to link the individuals aim and the objectives of organisation. The last but not least, a virtual-market environment is created , it promotes competition and transforms students into customers. As features of managerialism mentioned before, the better management and leadership have become requirement and a trend. Pollitt ( 1993, p49) stated that managerilaism is a the acceptable face of new-right thinking concerning the state. It is an ingredient in the pot pouring which can attract support beyond the new right itself. During the last two decades, Bush (1986, 1995,1999, 2004) also consistently claimed that effective leadership and management play a crucial role for the successful operation of schools and colleges. He (2004,p 2)suggested successful management requires a clear link between aims, strategy and operational management. In his view there are three aspects should be clear, that is: formal aims, organizational or individual aims and the determination of aims. Gunter (1997) accepted the same conception that managerialism has to emphasise the managerial efficiency rather than the direction at the achievement of educational objectives. Although the opposition to managerialism has never stopped, the government continually emphasise the effective management and leadership in school, college and universities as the means by which governmental and organisational goals may be achieved (Simkins 1999). However,a fact that managerialism have affected the development of education and society and the trend have shown that it will continue to play an important role in education system. 2.2 Leadership theories in common use in England schools Undoubtedly, managerialism needs high quality management or leadership and policy maker have placed great emphasis on the good leadership. So the model of leadership has been promoting. Although there is no unified definition of leadership at present, clearly, it is different with the management. Yukl(2002) and Northhouse (2007) described that leadership is an influenced process where individual influences a group or organization through his or her action and motivation. Bush(2004) clarified it used by three dimension to define the leadership which is a basis for develop a working definition. That is, leadership as influence, leadership and values , and leadership and vision . Because the significance of effective leadership has been increasingly acknowledged, researchers never stop to study and analyse leadership theories. In consequence, there are many leadership theories according to different concerns the style approach emphasized on and various social context. However, in England, every leader has their own leadership style which very often can be analysed using trait, style and transformational leadership. Trait theory is one of most important theories. It originated in the 19th century, is based on the Great Man theory of leadership. The Great man theory believes that a successful leader should have certain innate characteristics that make them special and concentrate on their success. Trait theory developed the Great man theory and emphasise on the identification and analysis of the superior qualities of leaders. This theory concentrate on the personality which are innate traits that leader requires. (Power 1997 cide in McGrah. 2004) As a theory, the traits leaders should be held have been studied since its birth. Although no one has been able to provide the definitive list of traits which are different between leaders and non-leaders, there are seven traits that have been considered important over the years. That is: self-confidence, intelligence, helicopter effect, persistence, integrity, motivation and responsibility, which emphasis on what qualities a leader should have is useful. (Power 1997 cide in McGrah. 2004) For the reason that trait theory is still important at present, two strengths should be mentioned. The greatest one is that it is very easy to understand, people likely think about what their leaders is and what their leaders should be like. Another great function of trait theory is that trait theory can be used to identify potential leadership candidate as a first sieve. These strengths also effect following new theories, but as a theory, the greatest weaknesses are also constrict its development. The greatest weakness is that the definitive list of traits has been argued. That is to say, if a new list is identified the recognized leader should be in dilemma, because they likely do not have all the traits specified. (Power 1997 cide in McGrah. 2004) Compared with trait theory that focus on the personality, style theory concerned with the behaviour. Northouse (2007) comment that In common, there are two general kinds of behaviour should be considered. One is task aids goal achievement and other is relational assists interpersonal support. Style theory seeks a way to help leader to effectively combine these two behaviours. As a theory, the greatest strength is that it established the idea that the leaders style is composed of two major components- task and relationship, more importantly, the key to good readership is finding the right balance, which changes the focus of research to what leaders do and how they act while it provides leaders with an insight into how others see them. However there are three doubts about this theory. First, how does style of leadership impacts on performance and attitude of staff. Secondly, whether is there a style that is effective in all situations? Thirdly, it does not take account of the context o r situation in which leadership is exercised. (Northouse 2007) Currently, the Transformation Leadership theory (TL) has become popularised in the educational leadership field. Transformation Leadership theory focuses on values, ethics standards and long-term goals. A connection leaders create is characterized, it is to raise the level of motivation and morality in both the leader and followers. Caldwell and Spinks (1992) commended that transformation leadership theory is crucial for self-manage schools. As opposite to them, Bennett et al(2003) argued that because this theory put too much on the top leader as a heroic figure and encourage manipulation of followers, it gave rise to overemphasis on conception of distributed leadership. Similarly, Bush(2004) discussed that transformational model is popular in the literature but the contemporary policy climate cannot provide enough condition for its growth, because the English system increasingly requires school leaders to adhere to government prescriptions which affect aims, curriculum, content and pedagogy as well as values(Bush 2004,p78). As a same opinion, Bottery (2001) gave a the same view that the more centralized , more directed, and more controlled educational system that has dramatically reduced the possibility of realising a genuinely transformational education and leadership. However, transformational leadership theory is consistent with the collegial model in which a challenge should be faced is that leaders and staffs have shared values and common interests. 2.3) government control of education in China. Whenever, just like most countries, education is a Long-Term Priority in China, it has never been ignored by Chinese government Since the founding of New China, the Chinese government has always attached great importance to education, It is establishing the worlds largest education system.(Basic Education in China(2010)). The Ministry of Education (2009) stated that in the last 3 decades of reform and opening up, China has been unremitting efforts to explore a path of educational development with Chinese characteristics. It is well-known that education system is controlled by central government. Centrol government was in charge of basic education and high education before the market economy replaced the planning economy in 1985. That is to say, the curriculum and leaders and teachers management were all administrated by government. Accordingly, the leadership and management in school were driven by government and its policy at that time. After 1985, educational system was no longer compatible with the prevailing economic system and social needs, there was a transition happened in the highly centralized administrative system of education.(Su 2004). National Conference on Education implemented policy The reforms were intended to expand their management and decision-making powers, this policy gave administrators the necessary encouragement and authority to ensure smooth progress in educational reform. Lee (2006)gave a clear explanation that the local governments were given some administrative powers. The basic education was mainly the responsibility of local governments. In higher education and vocational education, colleges and universities were more independent decisions-making power. Furthermore, the investment system underwent a gradual change under which the state made unified development plans and provided budgetary appropriations for education. The second great changes taken place in Chinese education in 1993 after the speech of the making ones rounds austral Deng Xiaoping is published. Education Law of the Peoples Republic of China states that the Ministry of Education is responsible for formulating guiding principles for education, establishing regulations, planning the progress of educational projects with expanded administrative scope and power and it is co-ordinating the educational programs of different departments, and standardization educational reforms. In short, The Ministry of Education is highest power of education in China. Despite that the new Ministry assumed a central role in the administration of education, the reform decentralized much of the power it previously wielded and its constituent offices and bureaus, which had established curriculum and admissions policies in response to the State Planning Commissions requirements. In summary, Location management is running in basic education and excessive government control over colleges and universities was reduced ( the Ministry of education) than before. there are considerable autonomy and variations in and among the autonomous regions, provinces, and special municipalities. Management and leadership approaches used in China Due to a fact that some managerialism in china is borrowed from westerns, so some parallels can be drawn between the Chinese case and its Western counterparts in terms of the public management including educational management. For example, Devolution of educational management from the central to the local level was the means chosen to improve the education system. Devolution refers to the transfer of authority to an autonomous unit that can act independently, or a unit that can act without first asking permission. (Bray, 1999) Lee and Lo( 2001 )agreed with the ideas from Massey (1993), Ferlie (1996) and continued to claim that In the west, the theme of reinventing government is ideologically embedded in the current of the new right. It promoted the three Es (efficiency, effectiveness, and economy) in the public management, and advocates profit, property rights and markets to substitute for the mechanisms of power in the restructuring of public administration. In the Chinese context, the remaking of public maintaining to the role of top policy makers, the assessment of the state capacity, the dilemma between the state hierarchy and market mechanisms and the controversy of property rights. During the reform ear, the top Chinese policy makers have been trying to gain not only a realistic policy making role for the party-state at the macro level, but also feasible approaches in the remaking of public management at the micro levels. Compare between in china and uk Despite a fact that critique to government control has existed, government control in education system has placed in differently level in Britain and China. China is country whose educational system is ran by state, before 1985, the government controlled over the education system since 1949, that is to say the Chinese government is the most powerful to manage education through all educational policies made by Chinese Communist Party. For instance, government monitored implementation of its policies at all educational institutions by its party committees. Almost every head teacher and senior management is member of Chinese communist party. The orientation of educational institution guided by policies made central government. Notably, there was a change happened in the national conference on education in 1985, the establishment of the ministry of education symbolised some coordination of education. Although State Council (central government) still played the central role in the adminis tration of education and the new ministry of education is in charge of all organisations, the decentralisation to constituent educational bureaus and local governments, as a rudiment, has established, which had power in different level to establish curriculum and admissions policies. Education law of the peoples republic of China (Article 14) state that: The State Council and all local Peoples government at different levels shall supervise and manage the educational work according to the principle of management by different levels and division of labour with individual responsibility. Secondary and lower education shall be managed by the local Peoples government under the leadership of the State Council. Higher education shall be managed by the State Council and the Peoples government of province, autonomous region or municipality directly under the central government. By contrast, in England and Wales, the school leaderships are reduced to implement the policies and values of government and its agencies (Bush 2004.p 4). The government is very appreciative of school leadership who continue to give their time and energy to the voluntary work of serving on school governing bodies.() Although governments have the constitutional power to impose their will but successful innovations require the commitment of those who have to implement these chances in the England and Wales (Bush 2004.p 4). He explained if the teachers and leaders believe the policies are not suitable for teaching and learning, which should give to rise to lack of passion and enthusiasm to implement an initiative. Therefore, government should appreciate school to have visionary leadership as long as the visions and values of school are closed with government imperatives. Bush argued that what extent the leadership is able to modify government policy depends on school-level values and vision. Similarly, Furlong (2002) claimed that professionals have been status of teachers because of increased government control of education. That is to say, in England and Wales, professionalism is allowed to exist only by the grace of central government due to the central monitoring of teacher performance. (Bush, 2004 p5) Governing bodies and individual governors should also review their effectiveness and carry out self evaluation of their own skills and evaluate the skill set possessed by the governing body as a whole so that any skills gaps can be met. Governors should also receive defined information to enable them to challenge and hold the school leadership team to account (Reflection- to what extent could that trait, style and transformational leadership used in china (500-750) Based on a fact, leadership theory , mostly, is copy from western leadership theory, so there are three phases. They are: trait, style and transformational leadership theory. Exactly, trait theory is the oldest theory either in western or in china, this theory is not solely copy of the Great Man theory, but it is based on Great Man theory, summarized the common traits of successful leaders. It is way it currently, is still useful. One reason is that it provide a ideal for us to look for a leader. On the other hand, want-to-be leaders can use it to identify their basic personality that they need to work on if they want to be considered a leader. In china, if you want to work as a leader in educational institution, the basic qualities as first sieve should be required, they are as followed: Intelligence: leaders should have professional knowledge and be intellect to deal with issues and problems. Self-confidence: it is quite different between leaders and their followers. No matter how hard the leaders confront with challenges, leaders should be confident to tackle them, it is not fake it but positive to seek effective way due to a believe you can deal with them. Helicopter effect and motivation: China is a country whose thought is more collective, as a leader, she or he should be able to encourage everyones aim to be same with organization. leaders need to motivate not only themselves but also staff. Persistence: as good quality, the leader must have it. As leaders in education, they should meet challenges, obstacles and results that are not expected. Never giving up and keeping forward are ever objectives. Integrity: helicopter effect come from respect and trust and integrity is foot of respect and trust. Responsibility: leaders should put responsibility before accountability. As time goes by, the trait theory has not content to leadership needs, style theory,as supplement, is used at educational system. China is a country who requires good relationship. The style theory provides a way to find the right balance for task and relationship. Task aids goal achievement while relational assists interpersonal support. With popularity of transformational leadership theory in western, this theory is permeating to China. It is part of the new leadership paradigm that give more attention to the charismatic and effective elements of leadership. It meet the needs of todays work groups who want to be inspired and empowered to succeed in times of uncertainty, because this theory focus on the intrinsic motivates and followers development. It provide easier way for leaders to combine the aim of organization and individuals targets. It is more humanism, and it consider emotions, values, ethics, standards and long-term goals and includes assessing followers motives, satisfying their needs and treating as full human beings. That is why this theory is broad researched and applied in China. These three theories have their own strengths and weaknesses, how to exert their advantages and avoid their disadvantages is strategy and tactic. Conclusion :500sieve three most important things you have learn In conclusion, therefore, it can be seen that despite widespread opposition to managerialism, like everything in the world, there are two sides, the dark side of managerialism is overstate. managerialism has become a dominant ideology in educational management either in England and Wales or in China. It is a production of development of society. Notably, as we can see, the application of managerialist approach can cause some problem. However, managerialism emphasizes on managers right to manage. It is typified by a set of practice including the assumptions, techniques, ideas and behaviours, so the practice of management is raised above importance of the function being managed. So the introduction of manageriamlism led to a greater emphasis being place on management and leadership as these skills were necessary to meet the new requirements. According managerialism, government needs the good management and leadership to control education. However, the government policy cannot be change d by leaderships who develop alternative approaches based on school-level. In other words, governments in England and Wales have the constitutional power to impose their will but successful innovations require the commitment of those who have to implement these changes; while in China, central government control and management at different level, on the one hand, kept stable of educational development; on the other hand, it led to limitation of innovation. Management and leadership As a predominant ideology in educational management, managerialism needs the effective management and leadership that also are required by governmenal and organizational goals. Management is of mind. It is important. As a science, it is concerned with now and here, which means manager need to do things right; while leadership is concerned with future, as a art, leadership is sole and heart, it need to do right things. So management and leadership, in most time, could not be divided. Indeed, leadership theories have provide a dramatically different view of the driving forces behind leadership. As is mentioned before that in England the trait, style and transformational leadership are very often analysed by most leaders even if they have their own leadership style. During the process of development of leadership theory, the researchers and leaders have been looking for the best way to obtain the sense and avoid their weakness. This is why some good strengths of old theory (traits and style theory) are still important for today. With the development of leadership theory, the new theories always fit requirement of age in order to fit effective management and leadership. Areas of weakness in what you have done I have done my best to show in this essay that management and leadership in educational system in England and Wales and China. Because the aims of education are more diffuse and contested. As is known that aims are tied up with peoples values and beliefs. So management and leadership in education should be different with other public areas. In addition, because of the differences of context and tradition in different countries, management and leadership in China and England are in different way, although it is in very subtle, implicit ways. The analysis and discussion have been showen, some of these were somewhat out of date. although it is not clear which leadership style is the best for England and China, at least, the strengths and weakness mentioned before are meaningful for further research. if it is merely reflecting the way for me to see my own leadership style. However, in the long run, negative effect of managerialiam and leadership theories should be attractive my eyes. As we know that things will change, but only slowly. research in these areas is important, the eventual solution would identify the better way to manage schools, colleges and universities in other words, a greater respect for aims of education to look for a fittest management method.

Free Essays - William Gibsons Neuromancer :: Neuromancer Essays

Neuromancer Neuromancer revolutionized the way people look at technology. Many people were scared of "cyberspace". They felt it would change the way the world was run. Some even thought that meals would begin to be served in pill form, and the world be ruled by darn dirty primates. Throughout Neuromancer we see a very vivid dystopia. We see our first sign of the dystopia in chapter one. It begins with Case, whose name fits him very appropriately. He treats his body as an object. He uses it just to log onto cyberspace. Case has been injected with a poison that keeps him from surfing through cyberspace. This has created a dystopia within Case. He used to make his living through cyberspace. He now injects himself with drugs in an attempt to try and find a cure. Another way we see the dystopia through Case is the room he lives in. They are called coffins, which is a very appropriate name. These rooms are extremely small. Another sign of dystopia is when Case goes to Japan in hopes of finding a cure on Japan's black market. They have a big supplier of organs there. This demonstrates the struggle in Japan. In Case's time there is such a high demand for organs that they will sell them illegally over the black market. The black market most of the time represents the scum of society. There crime runs rampant. People will get killed for their organs, just so someone can make a few extra dollars. The next sign of this book being a dystopia is Ratz. He is supposed to represent the experiments that society is playing on the people. His body is composed of mostly artificial goods. Gibson named him Ratz too, because he represents the "lab rat" of the book. He is supposed to represent what society will do to you if you give in to it. He has no control over what he has become, just like the little "lab rat". Another sign of dystopia is the way the computers have changed everything. The computers run people's lives in Neuromancer. It seems no matter where Case goes there is always someone watching him. Wintermute has the phones ring one time when Case walks by. This demonstrates the power that the Ai's have in Neuromancer. The artificial intelligence is another example of the dystopia in Neuromancer.

Experiment is to investigate the rate of reaction between hydrochloric acid and calcium carbonate :: GCSE Chemistry Coursework Investigation

Experiment is to investigate the rate of reaction between hydrochloric acid and calcium carbonate Hydrochloric acid + Calcium Carbonate Þ Calcium Chloride + Water + Carbon Dioxide 2HCl (aq) CaCo3 (s) CaCl2(s) H2O (aq) CO2 (g) There are a number of variables in this experiment and these are listed below as input variables and outcome variables. The input variables are the ones that I can change in order to affect the experiment and the outcome variables are the ones I will measure to see how the input variable has affected it. Input Variables --------------- Amount of calcium carbonate Amount of hydrochloric acid Surface area of calcium carbonate Concentration of hydrochloric acid Temperature of hydrochloric acid Introduction of a catalyst Outcome variables ----------------- Amount of calcium chloride released Amount of water released Amount of carbon dioxide released Change in weight Out of these variables I will use concentration as my input variable and amount of carbon dioxide released as my outcome variable. You can see how I will use and measure these variables in the method section of this investigation. My preliminary results can be found in appendix 1. These show what measurements of the input variables I decided to use and why I decided this. Prediction ========== I predict that as the concentration of the hydrochloric acid decreases the rate of reaction will decrease and therefore the time taken for 75ml of gas to be released will increase. The reason I believe this is that chemical reactions occur when particles of the reacting substances collide. Increasing the number of the particles increases the number of collisions per second and this increases the reaction rate. In the reaction between hydrochloric acid and calcium carbonate you can increase the number of particles in two ways. The first of these is to increase the surface area of the calcium carbonate. Although this does not directly increase the number of particles, it does increase the number of particles that are available for the H+ ions to react with. This is shown in diagram 1 of appendix 2. The second way to increase the concentration in my experiment is to increase the concentration of the hydrochloric acid. By doing this you increase the number of H+ ions available to react with the calcium carbonate and therefore the number of collisions per second between the two increase. If the number of collisions per second increases then the reaction rate will increase. This is demonstrated in diagram 2 of appendix 2. In order to gain perfect results I would have to use the following weights of each component of the formula and introduce nothing else into the equation. All of the weights are in grams CaCO3 + 2HCl Þ CaCl2 + H2O + CO2

Herbert George Wells :: essays papers

Herbert George Wells Herbert George Wells was one of the world's most talented writers. He was able to write in many styles, whether it be science-fiction or nonfiction. Although talented in many areas and genres of the literary world, it is for his contribution to the realm of science-fiction that he will always be remembered. H. G. Wells is known as "The Shakespeare of Science-Fiction." He is one of the writers that gave credibility to a rising new genre of science-fiction, or Scientific Romance as it was first called in the late 19th century (the genre was not called science-fiction until 1929, (Wells, H. G. The War of the Worlds: viii)). Herbert George Wells was born on September 21, 1866, in a "shabby home," as Wells himself once called it, in Bromley, Kent, England to Joseph Wells and Sarah Neal Wells (Borrello, Alfred: 2). He had two older brothers, Frank and Fred. His family was poor but "shabby-genteel" (H. G. Wells: A Collection of Critical Essays: 3). Wells's father sold china and played professional cricket, and his mother was a housekeeper to the gentry, Sir Harry Featherstonhaugh. Though devoted to his parents, he viewed them as "willing victims of society" (Borrello, Alfred: 2). He was angry at their refusal to take effective measures to improve their place in life. And it was because of this that he did not care for the working class and envied the solidly established middle class. As a boy H. G. Wells had always been physically active, but after he broke his leg at the age of 8 in 1874, he couldn't do too much. During his period of convalescence he turned to books for the first time. When Herbert's mother went to work at the gentry's house, she took Herbert with her (his older brothers were apprenticed into the drapery trade). Sir Harry Featherstonhaugh had a large variety and number of books. With this large availability of new books, Wells's reading broadened. From 1884-1887 he was a student at Normal School of Science, London. There he studied biology unde r the well-known Thomas H. Huxley. In the early 1890s, Wells started teaching science classes, which led him to write a biology textbook. He also started writing articles in the popular magazines that were beginning to pop up everywhere. At the invitation of one of the editors, he began writing science-fiction stories in the mid 1890s.

Management and Planning

Tyco Company is a multinational group of companies that are destined to providing manufacturing services based on telecommunications as well as electronics.   It also provides services on security and healthcare.   The corporation of Tyco Electronics has experienced quite a rapid growth for the past few years, and it is today ranked as the world’s largest manufacturer of components. Management planning is a broad concept that ideally entails definition of the process of engaging all the resources and stakeholders of a particular business enterprise in order to accomplish the set goals of the business, which include success and long-term prosperity.   Planning is very crucial to management because having a plan on how all the business resources are managed is the first step to success of the business. Tyco Company has exercised a very high degree of planning for its management.   Planning has enabled the company to wisely and economically manage its process assets.   These assets include the stipulated standards as well as policies that govern the Tyco Company.   These process assets that have been well managed through proper planning within the Tyco Company are risk categories, whereby risk management planning has been emphasized roles as well as responsibilities of each member of the company that is the workforce, the management team and the stakeholders, and finally processes of decision making within the company. Tyco Company has also been able to plan for managing the company’s environmental factors.   These factors disclose tolerance that whole company organization and the stakeholders’ experience.   Understanding of these factors have enabled the whole Tyco Company organization and the stakeholders to be satisfied with decisions that reward the level as well as the density of risk management that is applied in the company.   Budgeting is also very important in any organization.   Therefore planning on how to manage budgeting has been a key issue in Tyco Company and this has contributed to even distribution of resources within the different branches of the company organizations.   Planning has also ensured that such overlooked issues in many companies such as risk management are considered and budgeted for. Time is always a constraint and time management is a very important aspect that should be stressed on by every organization that seeks to succeed.   Tyco Company has a well plan for time management, something that has ensured coherence among the various companies’ departments (Drucker,Harper & Row,1954).Planning for time management has also helped Tyco Company in fast manufacture, and supply of its products such electronics in time and as well, time service provision. This has highly boosted the company’s credibility and reliability, while at the same time rising to the higher levels of success. There are legal issues that arise within the Tyco Company. The fact that Tyco Company is a multinational Company means that it has several business operations in different states of countries. Each country is bound to have a different scale for tax payment.  Ã‚   In some countries, therefore, Tyco Company meets a lot of expenses through tax payment and this affects planning for budgeting management.   Planning is hence affected on the basis of budgeting due to this legal issue. Ethics deals with good relations towards others or the moral standards that are expected in the society.   Tyco Company has been able to maintain high ethical practices by understanding that, ethics as far as a business is concerned, begins right from the top.   The top managers in the Tyco Company therefore have been able to observe high critical standards hence setting a good example for the employees at the lower level to emulate.   This has enhanced management planning through establishment of a strong relationship and trust among the company’s staff, and the entire society. Drucker, Harper & Row, 1954). The company also exercised quite high social responsibility standards. It identifies and work s towards mentioning its customers through establishing good employee customer relations.   This has affected the management planning for Tyco Company since the company’s reliability is heightened and the customers are assures for the companies time management. Tyco Company has also laid down strategic contingency, operational as well as tactical plans.   Strategic planning is a process though which a company’s goal that are long term are determined at also involves identification of the most appropriate approach though which these goals can be achieved. Contingency planning involves putting into place long-term measures that are aimed at responding to any unlikely disaster that is bound to occur.   It involves planning for the unexpected. Operational planning involves all the activities that are short term and are geared to operating together towards success of the company while tactical planning involves planning for immediate future. All these plans are influence by various factors in any company.   In Tyco Company, lack of adequate resources such as funds and time has entirely affected perfect strategic, contingence, operational and tactical planning.   Most of the funds and available time is committed to expanding the business networks and technology as well as providing in service training to the companies workforce. (Thompson & Sheldon, 2003). Lack of qualified personnel who can deliver reliable plans has been another factor that has influenced the company’s strategic, tactical, operational and contingency planning.   This has led to increased chances of for instance, future risks since there are no firm laid grounds for risk management plans.   Unqualified personnel have also led to a problem of not documenting all the research and activities that the plans establish. This planning is also influenced by credibility which is created by representative participation, clear documentation as well as adhering to the rules of achieving the complete process. References. Drucker P. F. Harper & Row. (1954).The Practice of Management.

Chemistry Extended Essay Essay

To investigate the effect of 2-bromo-2-methyl propane concentration and temperature of the system on the rate of reaction of solvolysis of 2-bromo-2-methyl propane in 90% ethyl alcohol Done by: Habib Iscandar Hinn Friend’s Boy’s School June 22, 2007 To investigate the effect of 2-bromo-2-methyl propane concentration and temperature of the system on the rate of reaction of solvolysis of 2-bromo-2-methyl propane in 90% ethyl alcohol Introduction: The major product of the solvolysis of t -butyl chloride in 70 % water – 30 % acetone is t-butyl alcohol, with a small amount of isobutylene being formed as a by product And this is with accordance of first order kinetic and suggests a two step mechanism in which the rate determining step consists of the ionization of t-butyl chloride, and in this mechanism a carbonium ion is formed as inter- mediate and this bonds immediately to near by nucleophile (in this case nucleophile is a neutral molecule) the initial product is t-butyl carbonium ion. â€Å"Note1: if the nucleophile is neutral the product will be charged since the leaving group takes both bonding electrons away with it† So chemists have proposed to general types of mechanism: 1- Nucleophilic substitution Sn1 The ionization step in a Sn1 reaction is endothermic and much slower than the exothermic neutralization of carbonium ion by a nucleophile. And so the rate determining step being the unimolecular ionization of the t-butyl chloride equation 4, and as a result, the overall rate of reaction is not affected by changes in the concentration or kinds of nucleophilic reagents present. â€Å"Note2: the factor which determines the mechanisms employed is typically the nature of the substrate it self and not the particular nucleophile† â€Å"Note3: if the sum of the energy of the product is lower than the energy of the reactant the reaction is exothermic, and if the product have higher energy than the reactant the reaction is endothermic.† 2- Elimination E1 (elimination unimolecular) And because t-butyl chloride acts as a Lewis acid (an electrophile) and combines with a nucleophile to give a substitution product, so the major product of the solvolysis of t-butyl chloride in water-acetone solvent is t-butyl alcohol. (â€Å"Note4†: electrophile: an electron deficient atom, ion or molecule that as affinity for an electron pair, and will bond to a base or nucleophile.) (â€Å"Note5 â€Å": nucleophile: and atom, ion , or molecule that has an electron pair that may be donated in forming covalent bond to an electerophile.) Evaluating the mechanism: The only reactant that is undergoing change in the rate determining step is t-butyl chloride and so such reactions is a unimolecular and follow a first order equation (Sn1, E1). â€Å"This means that the rate of the reaction varies directly with the concentration of t- butyl chloride†. And since nucleophilic only participate in the fast second step, so their relative molar concentrations rather than their nucleiophilities are the primary product – determining factor, and by using nucleophilic solvent like water, so its high concentration will assure that alcohols are the major product, and because water have a high dielectric constant (e=81) so water molecule tend to orient them-selves in such a way as to decrease the electrostatic forces between ions. And an important factor is the salvations which refer to water molecules ability stabilize ions by encasing them in a sheath of weakly bonded solvent molecules: 1- Anions are solvated by hydrogen – bonding, 2- Cations are solvated by nucleophilic sites on water molecule (oxygen). And in this case of t-butyl carbonium ion the nucleophiles form strong covalent bond to carbon and converting the intermediate to a substitution product. The reaction mechanism is a sequential account of each transition state and intermediate in a total reaction, the over all rate of reaction is determined by the transition state of highest energy in the sequence, so the rate determining step is the rate determining step for both the Sn1 and E1 for t – butyl chloride. (â€Å"Note 6†: the water soluble organic solvent acetone is used to keep a reasonable concentration of t-butyl chloride in solution) The balance equation for t-butyl chloride solvolysis in water-acetone solvent is: The effect of concentration on the solvolysis of t-butyl chloride in 70 %water – 30 %acetone solvent. As the reaction proceeds the solution becomes increasingly acidic until all of the t -butyl chloride has reacted and all HCl that can form has formed. So we will monitor the reaction by allowing HCl formed to neutralize a predetermined amount of NaOH. An indicator dye (bromo-phenol blue) will change color when the NaOH has been neutralized, and clocking of the reaction should begin at the instant. So according to kinetic measurements: Rate of reaction = K [t – butyl chloride] Where K is the specific rate constant in S -1 and [t – butyl chloride] is the concentration of t-butyl chloride in M. Our kinetic measurement will depend on the determination of the amount of HCl produced by the reaction, so by monitoring the color change of the acid – base indicator, we will determine the time required for 10% of t-butyl chloride to hydrolyze by having 10 % as much NaOH present as T-butyl chloride. Rate = – d [Rcl] dt ; Where Rcl = -dt [Rcl] = K [Rcl] dt Rearranging, d [Rcl] = -K dt [Rcl] And integrating for t=0 to t=t will give; = Ln [Rcl] t – Ln [Rcl] 0 = – Kt – 2.303 Log [Rcl] 0 = – Kt [Rcl] t 2.303 Log [Rcl] 0 = Kt [Rcl] t Where [Rcl] 0: is the molar concentration at time t = 0 [Rcl] t: is the molar concentration at time t = t Two methods to calculate K 1- since the equation Kt = 2.303 Log [Rcl] 0 [Rcl] t Is an equation of a straight line (y=mx+b) with slope k. and intercept =0, a plot of 2.303 log [Rcl] 0 / [Rcl] t versus t should yield a straight line with slope k. 2- if the solvolysis reaction run to 10% completion Then, [Rcl] = 0.90 [Rcl] 0 Kt = 2.303 Log [Rcl] 0 = 2.303 log (1.11) 0.90 [Rcl] 0 And therefore, K = 0.104 T So by finding the value of K and compensate it in the rate of reaction equation â€Å"Rate = K[Rcl]† where the concentration of Rcl is known we can calculate the value of the rate of reaction and we will see it’s effect on the solvolysis of t – butyl chloride in 70% water – 30 % acetone solution. The effect of temperature on the solvolysis of t -butyl chloride in 70%water – 30%acetone solvent. In nearly every instance an increase in temperature causes an increase in the rate of reaction, â€Å"because the total fraction of all of the t – butyl chloride 1molecules having energies equal to or greater than activation energy (Ea) Corresponds to the shaded portion of the area under the curve increases by increasing the temperature† and by comparing the area for two different temperature, we see that the total fraction of t- butyl chloride molecules with sufficient kinetic energy to undergo reaction increases with increasing temperature and consequently, so does the reaction rate. â€Å"Note7: changing the concentration affects the rate of reaction changing the temperature affects the rate constant as well as the rate.† By finding the values of reaction rate constant K for different concentration of t-butyl chloride and different reaction temperature, we will find the effect of temperature on the solvolysis of t-butyl chloride in water acetone solvent. Quantitatively, K (s-1) is related to Ea and T by the equation K1 = Ae-Ea/RT1 †¦Ã¢â‚¬ ¦1 Ea is the activation energy, in joule / mole. (Jmol-1) A is a proportionality constant, in s-1 R is the gas constant = 8.314 Jmol-1K-1 e is the base of the natural logarithms. T is temperature in Kelvin. This relation ship is known as Arrhenius equation We measure Ea by taking the natural logarithm of eq.1 Ln K = ln A – Ea RT Thus, a plot of ln k versus 1/T gives a straight line whose slope is equal to -Ea/R and whose intercept with coordinate is ln A â€Å"Note8: Ea is the activation energy, a constant characteristic of the reaction† We can calculate the rate constant at some specific temperature if Ea and K at some other temperature are known. For any temp. T1 (known), Ea (known), K1 (known) K1 = A e -Ea/RT1 For any other T2 (known); (K2 unknown) K2 = A e -Ea/RT2 By dividing K1 over K2 K1 = A e -Ea/RT1 K2 A e -Ea/RT2 Taking natural logarithm of both sides, we get Ln K1 = Ea (1/T2 – 1/T1). K2 R Or in common logarithms (base 10 logarithms) gives: Log K1 = Ea (1/T2 – 1/T1) K2 2.303 R And by finding the value of K2 we will be able to find the rate of reaction at T2 and we will find the effect of temperature on the rate of solvolysis of t – butyl chloride in 70 % water – 30 % acetone solution. By finding the values of reaction rate constant K for different concentration of t-butyl chloride and different reaction temperature, we will find the effect of concentration and temperature on the solvolysis of t-butyl chloride in water acetone solvent. Procedure: Part A: the effect of concentration on the rate of solvolysis of t – butyl chloride in 70%water – 30%acetone solvent. a- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at room temperature. A, a, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer and label it #2. 3- Using a burette take 30 ml of the solution in flask #1 and put it in another Erlenmeyer and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to an Erlenmeyer flask #4. 6- Add two drops of Bromo-phenol blue indicator to flask #4. A, a, II:- 1- Add quickly the solution in Erlenmeyer flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 2- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into Erlenmeyer flask #4 to minimize the errors in the results. 3- The color of the mixed solutions is blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow, then we stop the stopwatch and record the time. 4- Repeat the procedure at least three times and calculate the average. 5- Tabulate the results in record A. b- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.2 M concentration) in 70 % water – 30% acetone solvent at room temperature. A, b, I:- 1- Prepare 500 ml of 0.2 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1 and put it in another Erlenmeyer flask and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to an Erlenmeyer flask #4. 6- Add two drops of bromo-phenol blue indicator to Erlenmeyer flask #4. A, b, II:- 1- Add quickly the solution in an Erlenmeyer flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 2- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into an Erlenmeyer flask #4 to minimize the errors in the results. 3- The color of the mixed solutions is blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow, then we stop the stopwatch and record the time. 4- Repeat the procedure at least three times and calculate the average. 5- Tabulate the results in record A. Part B: the effect of temperature on the rate of solvolysis of t – butyl chloride in 70%water – 30%acetone solvent. a- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at zero Celsius degree. B, a, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1and put it in an Erlenmeyer flask and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to Erlenmeyer flask #4. 6- Add two drops of bromo-phenol blue indicator to Erlenmeyer flask #4. B, a, II:- 1- Suspend the Erlenmeyer flasks in a water bath full with ice and water, allowing the temperature of the Erlenmeyer flasks and their contents to equilibrate for ten minutes. 2- Adding quickly the solution in Erlenmeyer flask #4 to solution in Erlenmeyer flask #3 and start the stop watch to count for time in seconds. 3- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into Erlenmeyer flask #4 to minimize the errors in the results. 4- The color of the solution after that will become blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow we stop the stop watch and record the time 5- Repeat the procedure at least three times and calculate the average. 6- Tabulate the results in record B. b- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at a temperature greater than room temperature by ten degrees. B, b, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1 and put it in an Erlenmeyer flask and label it #3. 4- By a graduated pipette put 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to Erlenmeyer flask #4. 7- Add two drops of bromo-phenol blue indicator to flask #4. B, b, II:- 1- Suspend the flasks #3 and #4 in a water bath full with ice and water, allowing the temperature of the flasks and their contents to equilibrate for ten minutes.(to reach the temperature of the water bath) 2- Adding quickly the solution in flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 3- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into flask #4 to minimize the errors in the results. 4- The color of the mixed solutions is blue, so continue swirling the solution in flask #4 till the instant color of the solution start changing to yellow we stop the stopwatch and record the time 5- Repeat the procedure at least three times and calculate the average. 6- Tabulate the results in record B. Record A Run number Temperature Time of 10 % reaction Average time / seconds Record B Run number Temperature Time required for 10% reaction Average time/seconds Average time/ seconds References; * E. Brady, James. E. Humiston, Gerard., General Chemistry Principles and Structure, second edition, SI version, john Willy and sons, Inc. * Brewester, Vaderwerf and McEwen. â€Å"Unitized Experiments in Organic Chemistry†, 3rd Ed. * Streitwieser, Andrew. H. Heathcock, Clayton. Introduction to Organic Chemistry. * H. Reusch, William. An Introduction to Organic Chemistry. * J. Laidler, Keith. Chemical kinetics. 2nd ed. * Search engines that where used: o www.google.com o www.yahoo.com * Goldwhite, Harold. R. Spielman, John. College Chemistry, 1984