Vocabulary :: essays research papers fc

Introduction One of the most fascinating aspects of words is that they all have a past. Some words in English, for example, can be shown to have been in place for more than 5000 years (P. Baldi, 1999). Ordinarily we pay little attention to the words we articulate; we concentrate instead on the meaning we intend to express and we are seldom conscious of how we express that meaning. Only if we make a mistake and we have to correct it or we have difficulty remembering a word we become conscious of our word. This means that most of us do not know where the word we use come from and how they come to have the meaning they do. English words come from several different sources. They developed naturally over the course of centuries from ancestral languages, they are also borrowed from other languages and we create many of them by various means of word vocabulary available to us today. History and morphology of the word Mother The idea of the mother goddess was invented in early ice age, some 25,000-30,000 years ago. She and her life giving breasts were called omma from which we have the words akin to maternal, matter, and mother. By the late ice age the Semites had shortened omma to om. The Dravidians of India are Semites who migrated to India after the ice age. They still call mother goddess omm. Om is also the present day Arabic word for female and mother. Omma became ma among the Iranians, meaning the female breast. From ma we have the Iranian maman. Also, we have the Iranian ma-Dar (earlier ma-tar) meaning breast which became mater in Latin, modor in Old English (725), madre in modern Italian, and mother in modern English (1425), (R.K.Barnhant, 2000). Collocation There are several words that fit together with the word mother.  Mother Country  Mother Nature  Mother Figure  Mother Tongue  Mother Board Connotation The word mother has a positive connotation as it describes maternal tenderness and affection although in American English mother could also mean motherfucker which carry a negative and vulgar meaning (Chambers, 1994). Semantic field relation The following are some semantic field relations to the word mother.  Father  Son  Daughter Semantic usage   Ã‚  Ã‚  Ã‚  Ã‚  REGISTER Mother  Ã‚  Ã‚  Ã‚  Ã‚  Very Formal British English Mum  Ã‚  Ã‚  Ã‚  Ã‚  Informal British English Mummy  Ã‚  Ã‚  Ã‚  Ã‚  Informal British English mainly used by children Mom  Ã‚  Ã‚  Ã‚  Ã‚  Informal American English Mommy  Ã‚  Ã‚  Ã‚  Ã‚  Informal American English mainly used by children Ma  Ã‚  Ã‚  Ã‚  Ã‚  Informal expression American and British English working class (often used with any much older woman)

Use of Cellular Phones While Driving Essay -- Telephones Communication

Use of Cellular Phones While Driving Cellular phone is a wireless and hand-held device that is well known to the public. It is very common to have a cellular phone now a day since cell phone was introduced to the United States in 1983. According to the wireless industryfs trade association, Cellular Communications & Internet Association, there are over 135 million subscribers in the United States at the time of this writing. It estimates that there will be over 200 million cellular phone subscribers in world wide by the year of 2005. The use of cellular phone has skyrocketed since low-price phones and services plans became widely available to the general public in the recent years. As cellular phone is getting more and more popular among us, the way of how people communicate has been changed quite a bit. This increase of cell phone users has been accompanied by an increase in the number of people talking on the phone concurrently with driving. For instance, according to David Strayer and William Johnston, recent surveys indicate that 85% of cell phone owners use their phone at least occasionally while driving, and 27% report using their phones on half of their trips. Is it dangerous to talk on a cellular phone when someone is driving? This issue is still being debated all over the world. We all have seen people talking on their cell phone and driving at the same time. Can they really do that talking in the phone and being concentrated on driving? Can a phone conversation be dangerous while driving? There are some governments looking at this safety problem and some of governments even have set some restrictions to use cell phone as driving. According to Tenisha Mercer, Brooklyn Heights, Ohio, was the fi... ... his/her hands widely, s/he is not drunk but talking on a cell phone. l You never take your eyes off the road to dial or answer your cellular phone when driving. l Donft talk on your cellular phone when you are on the road unless there is an emergency occurred. Turn off your phone when you are in your car if it is possible. References: David L. Strayer and William A. Johnston (2001). Driven to Distraction: Dual-Task Studies of Simulated Driving and Conversing on a Cellular Telephone Psychological Science, Nov2001, Vol. 12 Issue 6, p462 http://www.womanmotorist.com/ftrs/tm-cell-phones-and-driving-2k1-01.shtml 2/19/2003 http://www.mrtraffic.com/cellular.htm 2/19/2003 http://www.wave-guide.org/archives/emf-l/Jul2000/Use-of-cellular-phone-while-driving-- a-columnist--eats-crow--.html Use of Cellular Phones While Driving Essay -- Telephones Communication Use of Cellular Phones While Driving Cellular phone is a wireless and hand-held device that is well known to the public. It is very common to have a cellular phone now a day since cell phone was introduced to the United States in 1983. According to the wireless industryfs trade association, Cellular Communications & Internet Association, there are over 135 million subscribers in the United States at the time of this writing. It estimates that there will be over 200 million cellular phone subscribers in world wide by the year of 2005. The use of cellular phone has skyrocketed since low-price phones and services plans became widely available to the general public in the recent years. As cellular phone is getting more and more popular among us, the way of how people communicate has been changed quite a bit. This increase of cell phone users has been accompanied by an increase in the number of people talking on the phone concurrently with driving. For instance, according to David Strayer and William Johnston, recent surveys indicate that 85% of cell phone owners use their phone at least occasionally while driving, and 27% report using their phones on half of their trips. Is it dangerous to talk on a cellular phone when someone is driving? This issue is still being debated all over the world. We all have seen people talking on their cell phone and driving at the same time. Can they really do that talking in the phone and being concentrated on driving? Can a phone conversation be dangerous while driving? There are some governments looking at this safety problem and some of governments even have set some restrictions to use cell phone as driving. According to Tenisha Mercer, Brooklyn Heights, Ohio, was the fi... ... his/her hands widely, s/he is not drunk but talking on a cell phone. l You never take your eyes off the road to dial or answer your cellular phone when driving. l Donft talk on your cellular phone when you are on the road unless there is an emergency occurred. Turn off your phone when you are in your car if it is possible. References: David L. Strayer and William A. Johnston (2001). Driven to Distraction: Dual-Task Studies of Simulated Driving and Conversing on a Cellular Telephone Psychological Science, Nov2001, Vol. 12 Issue 6, p462 http://www.womanmotorist.com/ftrs/tm-cell-phones-and-driving-2k1-01.shtml 2/19/2003 http://www.mrtraffic.com/cellular.htm 2/19/2003 http://www.wave-guide.org/archives/emf-l/Jul2000/Use-of-cellular-phone-while-driving-- a-columnist--eats-crow--.html

Domus Aurea, Golden House Of N :: essays research papers fc

The Domus Aurea, Golden House of Nero In AD 64, Nero set fire to the city of Rome. The exact reasons he did it are not fully known. It is thought that he partly did for poetic or artistic purposes, or for the purpose of clearing away a city that had currently dissatisfied him. In its place however he did rebuild a better Rome, for the most part that is. A large portion, and arguably too large of a portion, was expropriated for the use of his own residence to be called the Domus Aurea. This is translated: The Golden House, and so, the residence is called: The Golden House of Nero. While the Domus Aurea had rather unjustified reasoning behind it, it is one of the greatest architectural achievements of the ancient world. Nero’s residence before his Golden House, was the Domus Transitoria. This was by now means any small living space. It was considered to be a mansion in itself. This palace linked to the Imperial Gardens of Maecenas on the Esquiline hill. It also spanned up the Velian slope beside the Forum (Grant 164). However this structure was not destroyed in the fire of 64. However it did clear out a valley behind it making room for Nero’s future house. Promptly after the fire construction was begun on Nero’s Golden House. It would continue until AD 68 (Wheeler 142). In fact the Domus Transitoria would soon become part of the new Domus Aurea. The architects of this great project were more engineers than they were architects. Their names were Severus and Celer (Picard 116). They were more like Italian bosses heading up a team of technicians who came to Rome in hordes due to their recent fire. However, these engineers main goal was to make the estate look bigger and be bigger without actually expanding. They accomplished by working on it from the inside out, utilizing paintings on walls that gave the impression of going on for infinity. It is an under statement to refer to these buildings as houses at all though. They were clearly much more than this, in even their smallest proportions. The Domus Aurea itself was a series of buildings and landscapes designed to give the impression of a vast park in a relatively small area for such a thing (Picard 116). The idea behind this was that you would create something more beautiful for the beholder if your creation was beautiful for how you used the earth.

Emotional and Moral Development

Developmental psychologists recognized that when an individual begins life, we are all amoral or in other words, an individual do not yet have the rudiments of moral judgment.   By the time an individual becomes adults, however, he/she may possess a complex notion of morality.   Morality is defined by most psychology books is a system of personal values and judgments about the fundamental rightness or wrongness of acts, and of an individual’s obligations to behave in just ways that do not interfere with the rights of others. Moral development on the other hand, is the acquisition of moral standards and the ability to make judgments.   But how do an individual evolve from amoral to moral, from a total lack of understanding on responsibilities to a complex perception of right and wrong? This question has occupied the attention of many developmental psychologists.   The two most influential psychological researchers on moral development were Lawrence Kohlberg and Piaget as Kohlberg’s research on moral development was heavily influenced by Piaget`s cognitive development. According to Kohlberg, people progress through stages in the development of moral reasoning. I would like to choose the children, adolescence, and adulthood emotional and moral-related life events and apply understanding of emotional and moral development. Moral development in Children.   Piaget (1975) called the first period in a child’s moral development as moral realism. Before the age of seven or eight, the child has little concern for the reason that specific behaviors are allowed or forbidden; he is a self-centered creature, and his mind does not seem flexible enough to fully comprehend the violation of rules as an interference with others (which theoretically, provides the basis for morality). Another label for the early moral realism period is the rules stage, a term that suggests that a child blindly follows rules without reason or unreasoning adherence to authority.  Ã‚  Ã‚  Ã‚   For Kohlberg, this stage of moral development is known as preconventional morality that is exemplified by most children at the preschool years (Fischer, 1993). Preconventional morality is a kind of self-serving approach to right and wrong where children tend to behave in certain ways in order to avoid being punished and in certain ways to obtain rewards.   In his longitudinal study of moral judgment, Kohlberg (1976) reinterviewed several children at different points in time.   At age 8, John, one of the participants, was asked, â€Å"Why shouldn’t you steal from a store?† John’s preconventional response was:   It’s not good to steal from the store.   It’s against the law.   Someone could see you and call the police† (Kohlberg, 1976). At this lowest level of moral development, children have not internalized a personal code of morality.   Rather, they are molded by the standards of adult caregivers and the consequences of adhering to or rejecting these rules. Moral development during Adolescence.   It is during early adolescence stage that a person’s sense of right and wrong typically matures to the level of conventional morality as Kohlberg calls it.   Conventional morality is the level shown by most adolescents and some adults (Colby et al., 1983). Maintaining conventional expectations has a moral value in its own right.   From Kohlberg`s (1976) study; at age 17, John’s conventional-level response to the question about stealing from a store was:   â€Å" It’s a matter of law.   It’s one of our rules that were trying to help to protect everyone. It’s something that’s needed in our society.   If we didn’t have these laws, people would steal, they wouldn’t have to work for a living.  Ã‚   Here, the motivating force behind behaving in a just or moral fashion is the desire either to help others and gain their approval or to help maintain the social order.   Individuals at the conventional level make moral judgments on the basis of expectations – those of the family, the social group, or the nation at large. As young adolescents progress through these stages, they begin to internalize the moral standards of valued adult or role models. Moral development in Adulthood.  Ã‚   The next level of moral judgment is postconventional level and only a few individuals may progress to this final level. Though a person may progress from conventional to postconventional level any time during adolescence, Kohlberg maintained that only about 25 percent of adults in the world progress beyond the conventional level, and most of these individuals do so sometime during their adult years. Moral judgments at the postconventional level transcend the authority of persons or conformity to groups.   Now, values and principles guide moral judgments.   Individuals at this level may understand and accept society’s rules and laws but tend to view them in terms of the underlying principles.   Postconventional morality affirms people’s agreed-upon rights and exhibited in such statements as; â€Å"People have a right to live†, â€Å"If you steal the drug, you won’t lived up to your own ideals†. Hence it affirms values agreed on by society, including individual’s rights and the need for democratically determined rules and guided by universal ethical principles in which they do what they think is right as a matter of conscience, even if their acts conflict with society’s rules.   As stated, not many people reach this level of moral reasoning. Only those who develop the abstract reasoning of formal operational thought may come to this level. Hence the exact nature of the stages and their sequence in moral development of an individual remain an open question. But one thing is clear though, that moral development is not fixed at adolescence, but rather continues throughout adulthood.   Also, how quickly and how far people progress in moral development depends on a number of factors, including their cognitive development.   One thing is certain though, that moral judgment and moral behavior are important aspects of an individual’s personality development. References Colby, A., Kohlberg, L.,Gibbs, J., & Lieberman, M. (1983).   A longitudinal study of moral development.   Monographs of the Society for Research in Child Development, 48 (1-2, Serial No. 200). Fisher, K.W. (1993).   Commentary:   Illuminating the processes of moral development. Monographs of the Society for Research in Child Development, 48 (1-2, Serial No. 200). Kohlberg, L. (1976).   Moral stages and moralization:   The cognitive-developmental approach.   In T. Lickona (Ed.), Moral development and behavior:   Theory, research and social issues. New York:   Holt, Rinehart, Winston. Piaget, J. (1975). The moral judgment of the child.   New York:   The Free Press.                                                                           

Cognitive and psychodynamic approach to psychology

The Difference Between The Cognitive Approach And The Psychodynamic Approach To PsychologyPsychologists introduced a figure of diverse attacks in order to understand human nature and behavior. There are different ways of explicating phenomena, which is why there are different attacks. These different attacks include Cognitive and Psychodynamic. The Cognitive attack began to revolutionize psychological science in the late fiftiess and early 1960s.Piaget is the best known cognitive development research worker who suggested that, believing progressed through qualitative alterations due to the increasing adulthood of encephalon. He is remembered for his surveies of cognitive development in kids ( 1896-1980 ) . The cyberspace site, quotes.net quotation marks Jean Piaget as stating â€Å"The chief end of instruction is to make work forces who are capable of making new things, non merely of reiterating what other coevalss have done† Cognitive psychologists are interested in how people understand, diagnose and work out jobs. Cognitive research chiefly focuses on how our encephalons procedure information and the research tends to take topographic point in the research lab than in real-life scenes. The cognitive attack provinces that cognitive upsets have been learned, and so can be unlearned. Harmonizing to Albert Ellis, when we think positively and do determinations based on grounds, we behave rationally, and as a consequence we are happy, competent and effectual. On the other manus, prolonged irrational thought can take to psychological jobs and unnatural behavior. Attribution theory suggests that when we are disguised with person ‘s behavior, we try to work out in our heads why the individual is moving Wyrd. Harmonizing to Kelley ( 1967, 1973 ) , when we are doing these ascriptions, we work out in phases, First, we try to make up one's mind whether the person is to be blamed for his actions, secondly, whether person else is responsible and thirdly, whether the state of affairs itself has influenced the individual to act in such a manner. Unlike cognitive attack, the psychodynamic attack focuses on the three parts of head which are witting, unconscious and preconscious and the three constituents of personality which are id, self-importance and superego. Conscious are ideas and perceptual experiences while unconscious are wants and desires formed in childhood. It was chiefly initiated by Sigmund Freud, a Viennese physician who specialised in neurology. All psychodynamic theories stem from depth psychology. Freud foremost developed the basic thought that understanding behavior requires insight into the ideas and feelings which influence our actions. Hill ( 2001 p.72 ) quotes Sigmund Freud as stating â€Å"I set myself the undertaking of conveying to illume what human existences maintain hidden within them† . Freud ‘s apprehension of the head was mostly based on interpretative methods. Freud argued that, childhood experiences play a important portion in grownup development including the development of grownup personality. Every kid must go through through the alleged psycho-sexual phases ; how a kid experiences these phases plays a important function in the development of his/her personality.Methods Of ProbeCognitive developmental psychologists have used methods such as observation eg Piaget day-to-day observation of kids playing and experimentation eg experiments comparing the ability of two different age groups to go through preservation trials. Piaget was looking at the sort of errors that kids of different age group make. Piaget ‘s theory provides elaborate description of development but does non truly explicate decently. By concentrating on the kid ‘s errors, he might hold overlooked more of import abilities that kids do possess. Psychodynamic psychologists nevertheless used clinical instance surveies, dream analysis and free association to research their theory. Freud used to look into his patients in item and deeply analyse and interpreted all they said and did. Carl Gustav Jung ( 1875-1961 ) was the first favorite adherent of Freud. Jung disagreed with Freud that dreams are ever disguised wish fulfillment ensuing from the past fortunes alternatively Jung suggested that dreams reflect current pre-occupations.Strengths And Failings Of Psychodynamic ApproachStrengths:Psychodynamic attack reminds us that, early childhood experience can hold an impact on people throughout their live without them being cognizant that it is go oning. Therefore, the attack accepts that everyone can endure mental unwellness through no mistake of their ain. It besides offers a ‘cure ‘ for abnormalcy through depth psychology by explicating the implicit in causes in the unconscious, doing them witting, and let go ofing the patient from the emotional hurting caused by the childhood injury. Many people would hold that, unconscious procedures do hold an consequence on human behavior, and Freud ‘s work on how defense mechanism mechanisms protect the self-importance is particularly utile. Freud instance surveies like `Little Hans` and `Anna O` detailed aggregation of informations provided scientific support for his theory and depth psychology has tremendous explanatory power and has something to state on a immense assortment of of import subjects. The failings of psychodynamic attack are that, it can non be scientifically observed or tested. In fact, it has ne'er been disproved by any trial. There is no manner of showing if the unconscious really exists and verify if a pent-up memory is a existent or false memory unless independent grounds is available, in that context, most of psychodynamic theories are taken on religion. Freud over emphatic sexual causes and harmonizing to Breuer, Freud was prone to â€Å"excessive generalisation† . A healer must analyze and construe any grounds recovered by a psychoanalyst from a patient, this leaves open the possibility of serious misunderstanding or prejudice because two healers may construe the same grounds in wholly different ways. Finally, the psychodynamic attack ignores possible account of unnatural behavior by other psychological attacks. As for the cognitive attack, it concentrates on current information-processing by the encephalon, it does non depend on the past history of the client, and for illustration, retrieving pent-up memories from the unconscious. It besides had practical applications and deductions for the society. Cognitive research workers normally conduct scientific and nonsubjective research to back up their theories, nevertheless, it has been accused that the cognitive psychologists ignored the immense complexness of human operation by comparing to computing machine working. It besides ignores the emotional life of worlds.ComparisonThe psychodynamic attack provinces that, behaviour is non learned but caused by forces in the unconscious unlike the cognitive attack which states that behavior is learned as we process information and mental alterations in of import ways over clip. Psychodynamic attack considers behaviour as predetermined. They point out that different parts of the head are in changeless d ynamic battle with each other, so persons have no control over their behaviors but the cognitive attack see behavior as non predetermined. It states that we ever have power to alter knowledge. Psychodynamic attack is regarded as unscientific because it can non be measured or manipulated, whereas cognitive attack is regarded as scientific since it considers the encephalon is similar to a computing machine where information can be manipulated. Unlike cognitive attack, psychodynamic attack chiefly focuses on early childhood behaviors. The chief differences are the attack in which each theory takes in finding the cause of mental unwellness or mal adjusted behaviour eg psychodynamic position focuses more so on unconscious procedure while cognitive position focuses more so on mental procedures.SimilaritiesEach theory is used to specify the outlook of work forces, explain mental unwellness and find a manner to command if necessary. Each theory on its ain manner focuses on the human head and its reaction to its environment. They both have trouble in corroborating their research.Mentions · Hill G. 2001 As Level Psychology through Diagrams Oxford University imperativeness. hypertext transfer protocol: //en.wikipedia.org/wiki/Psychology hypertext transfer protocol: //www.associatedcontent.com/article/21688/psychodynamic_humanistic_and_cognitive.html? cat=58 hypertext transfer protocol: //www.ngfl-cymru.org.uk/vtc/ngfl/psychology/psy_1.doc â€Å" Jean Piaget. † Quotes.net. STANDS4 LLC, 2009. 14 November. 2009. hypertext transfer protocol: //www.quotes.net/quote/16376

High School Biology Lesson Plan – Properties of Water

Name:|Hailey Griffin| Lesson Plan Title:|Properties of Water| Grade Level: |10| Content Area:|Biology I| Sunshine State Standards or Common Core Standards:|Sunshine State Standards – SC. 912. L. 18. 12 – Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Behavior Objectives:|(Three parts: Condition, action, and measurement)Given a model of a water molecule, students will identify the oxygen and hydrogen atoms, the partial positive and negative areas of the molecule, and covalent bonds within the molecule. The learner will correctly identify the 4 main properties of water and give examples of each within 1 minute. Materials (including technology):|Students: Textbook, Pencil/Pen, PaperTeacher: Classroom board, markers, computer, Powerpoint presentation, Word processor, multiple copies of worksheets to pass out, Warm up :10 -15 Pennies, 10-15 Eye Droppers, Cups, Water Mini Labs: plastic petri dishes, paper clips, ethanol, water in eye droppers, glass slides, water, red food coloring, capillary tubes, straws, ice cubes, NaCl, salad oil in eye droppers, hot platesClosure: Koosh Ball| Hook/Anticipatory Set/Lead-In:Total Time: 15- 20 minutes|Prior to class, the instructor should gather the following supplies: Pennies, Eye droppers, Cups, Water.As students come into class, they should form groups of 3-4 people and pick up a one penny, one dropper, a small cup of water and return to their seats. They will also need a pencil/pen. Once every group has the proper materials, the instructor will hand out the accompanying worksheet (Appendix A). They should explain that each group is going to count how many drops of water will fit onto the top of a penny. The team with the most drops of water on their penny â€Å"wins†. As one student is dropping the water onto the penny, another should be count ing and recording the results.The other members of the group should be working on the worksheet, consulting their textbook for answers; this worksheet can be completed at home and is not to be turned in. | Procedures:Lecture: ~25 minutesWorksheet: Remaining class timeMini labs – Day 2, 45 minutes. |After the Penny Lab, the teacher should transition into a Powerpoint lecture on the properties of water (Powerpoint attached to lesson plan). The lecture should last for 25 minutes, enough time to get in the necessary information yet short enough to hold students’ attention.The following topics should be covered in the Powerpoint: the physical structure of a water molecule, states of matter, polarity, hydrophobic/hydrophilic substances, high heat capacity, cohesion/adhesion and surface tension, density and solubility. Once lecture is over, students will receive the Properties of Water worksheet (Appendix B) to work on during the rest of class and to complete as homework if n ot finished. This assignment will be due the following class period at the end of class and will be graded. The following class period, the teacher will set up the class into 6 â€Å"centers†.Each center is a mini lab and will focus on a certain property of water, the students should be able to use the knowledge they gained from the previous lesson to effectively answer questions about the properties of water. Each station will have a single worksheet (Appendix C) listing the procedure for the lab and 3-4 questions about the lab and property covered. Students must provide their own paper and copy down the questions and then respond; they can work together but must have their own answers. The work completed during lab time will be turned in a graded on the day of the test. minutes before class is over, the instructor should pass out a study guide and let students know that there will be a test the next class period, topics from both lecture and lab will be covered. | Guided an d Independent Practice: |On day 1, students will work together on the penny lab, and during lecture, students should be paying attention to the teacher. Finally, once the worksheet is handed out, students should be working independently. On day 2, students will be working in groups, rotating between centers; the teacher should be walking around class helping students when needed.On day 3 students will be working independently on the test. | Adaptations for ELL & ESE students|ELL students will have the opportunity to work with partners to receive peer support and help with complex concepts. Extra tutoring is available during lunch and afterschool. Vocabulary lists are available for pick up; students are encouraged to create flash cards to help them learn new vocabulary words. ELL students will also be given extended time to take tests. ESE students will be given extra time to complete assignments and complete tests.Complex directions will be clarified so the student is confident in w hat he/she is supposed to be doing. Students will be allowed to take short breaks during class and tests. | Closure Activity: |â€Å"Whip Around† Students quickly and verbally share one thing they learned in the class during the lesson. Students will pass around a koosh ball (or similar item) and whoever has the ball must give a short description of something they have learned. This could include topics from lecture, lab, or homework and could be an interesting fact, definition or short explanation of a concept.The teacher should be the first participant and will give an example of a good response, for example â€Å"Today I learned that solid water, or ice, forms a lattice structure which causes it to be less dense than liquid water, which makes it float. † This activity will end once everyone has shared their thoughts. If there is ample time and enough willing participants, this activity could also be used for students to gain extra credit points. Students who wanted to talk about additional concepts could earn up to 2 points extra credit towards their test.The previous day’s assignment should be collected. | Assessment/Evaluation:|On the start of the day 3, students will come into class and prepare for their exam. Once everyone is seated quietly the instructor should pass out the test in which students have approximately 40 minutes to complete (ESE and ELL students have more time). Once a student completes the test he/she should read quietly or work on other classwork. The lab assignment from day 2 should also be turned in for grading. | Appendix A Properties of Water: Penny LabTake a Guess: How many drops of water do you think will fit onto a penny? __________ Cohesion, adhesion, and surface tension are attractive forces between molecules and very important properties of water. Cohesion is the ability of water to â€Å"stick† to itself; it is a result of intramolecular forces (intra- inside, so this is adhesion within the molecul e). An example of cohesion is when you over fill a glass with water, the liquid rises above the rim of the glass but does not fall off the side; instead it bubbles up, which is also caused by surface tension.Surface tension is a special type of cohesion; it can be described as the â€Å"skin† on top of water, in the case of the overfilled glass, the surface tension caused the water to stick together and form the bubble over the rim, this property also allows some bugs to walk on water. Adhesion describes water sticking to other materials and is an intermolecular force (between neighboring molecules). Adhesion can be observed in the stem of a vascular plant; water molecules stick to the xylem tissue and â€Å"climb† up the plant. These properties occur because water is a polar molecule.A molecule of water is composed of 2 hydrogen atoms and 1 oxygen atom, because of the relationship shared between these atoms, one side become slightly more positive and the other slightl y more negative. These partial charges are symbolized by the Greek letter delta, or ?. The polarity of water molecules allows water to dissolve polar and charged substances, making water a good solvent. Molecules that are uncharged, such as fats and oils, usually do not dissolve in water and are called hydrophobic. Procedure: 1. Place a dry penny on a flat surface. 2.With the eye dropper, drip one drop of water onto the surface of the penny, one drop at a time. Have one student in your group keep track of the number of drops. 3. Observe the surface of the penny as the water builds up. 4. Once ANY amount of water has spilled over the edge of the penny record your final count of water drops. 5. Clean up your area and return materials to your teacher. Final Count: How many water droplets really fit onto the penny? ___________ Class Average ___________ Reflection: Explain your results in terms of cohesion and surface tension.What do you think would happen if we added soap, a hydrophobic substance, to the water before dropping it onto the penny? Explain your answer. Find a picture of a water molecule in your book, copy the drawing and label the following: oxygen molecule, hydrogen molecules, ? +, ? -, and draw the intramolecular bonds between the oxygen and hydrogen atoms. Appendix B Properties of Water 1. a. Draw the structure of water. Include the partial charges of each atom. b. Why is water considered to be a polar molecule? 2. a. What enables neighboring water molecules to hydrogen-bond to one another? b.How many hydrogen bonds can each water molecule form? 3. a. Explain the difference between adhesion and cohesion. Give an example of each. b. How do adhesion and cohesion explain capillary action? 4. What is surface tension? Give an example. 5. a. What is specific heat? b. Explain why water has such a high specific heat. c. Explain why it is cooler by the lake (or any body of water) in the summer and warmer by the lake in the winter. 6. a. Explain why ice is l ess dense as a solid than as a liquid. 7. a. Why is water called the universal solvent? What does polarity have to do with this? . How does water dissolve a substance like NaCl? Draw a picture illustrating this. 8. What do hydrophobic and hydrophilic mean? 9. List five special properties of water and give an example (other than ones from this worksheet) of each. Appendix C Center 1 – Can you float a paper clip? Procedure: Fill a plastic petri dish to overflowing with water. Without disturbing the surface of the water, start at the â€Å"lip† of the plastic bowl and slide the paper clip across onto the surface of the water. Observe the way the water â€Å"bends† under the paper clip. Record your observations.Repeat using ethanol in place of water. Questions: 1. What property (properties) of water is (are) demonstrated here? 2. How can the surface of water act this way? 3. Why did the paper clip not float on the ethanol? Center 2 – Can you overcome the attr action? Procedure: Using a dropper, place 2-3 drops of water on one glass slide. Lay the second glass slide over the first. Try to pull them apart. Record your observations. Repeat using dry slides. Questions: 1. What property (properties) of water is (are) at work here? 2. How are hydrogen bonds involved in this (these) property (properties)? . Explain why glass is described as hydrophilic. Center 3 – How does water move through plants? Procedure: Fill a capillary tube and then a straw with a red dye solution (red food coloring in water) and raise them to a vertical position. Record your observations. Questions: 1. What properties of water are at work here? How does water rise up the tube? 2. Why are these properties important to a plants survival? Center 4- Is a solid lighter than a liquid? Procedure: Put a cube of ice in a beaker labeled and filled with â€Å"alcohol† and another in a beaker labeled and filled with water.Observe where the ice cube is in relation to the surface of the solution. Quickly remove the ice cubes for the next group. Record your observations. Questions: 1. Why is the ice cube at the top or bottom of the alcohol? Water? 2. Why is frozen water less dense than liquid water? 3. Explain how this property of water is important to marine life. Center 5 – Like dissolves like Procedure: Place a spoonful of NaCl in a beaker of water and stir. Place 2 droppers full of salad oil in the beaker of water and stir. Record your observations. Questions: 1. Why does NaCl â€Å"dissolve† in the water? 2.Why is it essential for compounds like salt and glucose to be soluble in the water found in our body? 3. Does salad oil dissolve in water? Explain your answer. Center 6 – Does water boil sooner if salt is added? Procedure: Obtain 2 beakers, one labeled â€Å"deionized water† and the other â€Å"salt water†. Add 2 spoonfuls of salt to the beaker labeled â€Å"salt water† and stir to obtain a solutio n. Place each beaker, with a thermometer on it, on a hot plate and determine which beaker begins boiling first. Record your observations. Questions: 1. Does the addition of salt make the water boil faster or slower?Why? What does salt do to the boiling point of water? 2. Obtain an ice cube and add salt to it. What happened to the area of ice where the salt is applied? Why is salt applied to icy sidewalks or roads in the winter? What does salt do to the freezing point of water? Appendix D Properties of Water Test Name: ____________________ Period: ______ Properties of Water Test Review 1. Define the following vocabulary: Cohesion Adhesion Surface Tension Capillary action Hydrophobic Hydrophilic 2. How does water density change†¦. a. as the temperature of water increases ____________ b. s the salinity of water increases ____________ c. as the temperature of water decreases ____________ d. as the salinity of water decreases ____________ 3. What is a polar molecule? 4. What type of bonds exist between the atoms of a water molecule? 5. What type of bonds exist between the adjacent water molecules? 6. Why is water called the universal solvent? 8. What happens to the volume of water as it freezes? What happens to its density? True/False True False Water contracts (gets smaller) when it freezes. True False Water has a high surface tension. True False Condensation is water coming out of the air.True False It takes more energy to heat water at room temperature to 212o F than it does to change 212o F water to steam. Why is water called the universal solvent? What does polarity have to do with this? How many hydrogen bonds can each water molecule form? Differentiate between the intramolecular forces and the intermolecular forces at work inside and between water molecules. Please draw a water molecule. Label the following: oxygen molecule, hydrogen molecules, ? +, ? -, and draw the intramolecular bonds between the oxygen and hydrogen atoms.

Globalizaiton esse

Balancing the Paradox of Localization and Globalization: Research and Analyze the Levels of Market Involvement for Multinational Carmakers in China's Market Authors: Chin June Jiao Gagging Tutors: Dry. Philippe UDDI, Dry. Mikhail Lundeberg Program: Master's Programmer in Leadership and Management in International Context Subject: Level and semester: Master's Thesis Masterly Spring 2008 Baltic Business School CHIN June ;JIAO Stating 16/05/2008 Acknowledgements Our Personal Thanks We want to thank the following people for their continued supports throughout this p Seagram and their help in writing this thesis.Without their help, this thesis would not have been possible. In the first place, we would like to give thanks to our professor, Dry. Philippe UDDI for his supervision, advice, and guidance all through this research. Above all and the most needed, he provided us great encouragement and support in various ways. We also sincerely appreciate Mr.. Mikhail Lundeberg for his encourageme nt, supervision, constructive suggestions and professional advices to us during the research. His crucial contribution to the thesis is of great significance. His involvement with his originality has rigged and nourished our intellectual maturity.Abstract Field: Master thesis in change management Number of Pages: Title: Chin June ; Jiao Gagging Supervisor: Mikhail Lundeberg, Baltic Business School, Kalmia, Sweden Submission Date: 16th May, 2008 3 Executive Summary: Multinational Corporations (Mans) are facing the paradox of globalization and localization in entering each new market. Generally, there are two perspectives which regard to how a NC configure its crossbred activities: The first is global convergence perspective, which focuses on leveraging corporate resources and attaining global synergies.The second is international diversity perspective, which lays more emphasis on local adaptation and harnessing diversities s. Both perspectives have their pros and cons, a balance betw een international standardization and local adaptation is vital. For the major Auto China market is as clear as day to everyone. This paper focuses on how the major Auto Giants balance the paradox of globalization and localization in the China market. In other words, how the Mans deal with the dilemma of globalization and localization under different strategic contexts?The eavesdropping auto market is one of the embodiments of that transfer process. So, our research on the major carmakers' activities in China's automobile industry lies in the current issue of the rise of China. The paradox of globalization and localization for multinational companies is not new anymore; however, it doesn't necessarily meaner that they are invalid or meaningless. Instead, it is a forever topic as the countries in the world is more and more economically interrelated.Moreover, the theory itself has been developing ever since. Nowadays, multinational companies are dominating the world economy, so is goi ng to be in China. Combined with the background of China's unique business environment, the theory could be further applied and developed. The free participate on of Mans in the China's market and their fierce competitions is the reason why ordinary Chinese customers are enjoying a great variety of commodities, comparing to 15 years ago when only limited types of inferior products were available.With regard to the choice of the industry, several industries were available for us to study the localization of Mans in the China market. Besides our personal interests on it, automobile industry is better than any others for researching Mans' global strategies. The automobile industry, due to its importance, is a popular topic in the academia. As a result, the accessibility of relevant literatures is high,