Analysing Chemical Reactions in Combining Two Particles Essays

Analysing Chemical Reactions in Combining Two Particles Essays Analysing Chemical Reactions in Combining Two Particles Essay Analysing Chemical Reactions in Combining Two Particles Essay Introduction The procedure of fall ining two atoms ( reactants ) , in order to organize new product/products is called a reaction. The gait of a specific thing can be measured utilizing the rate i.e. , it describes how slow or fast a thing is. Rate is a measuring of the alteration that occurs in individual unit of clip, and its appropriate measurings are seconds, proceedingss, hours or even yearss. The gait with which the reactants react, is termed as the rate of the chemical reaction. Normally, for happening the rate of a reaction, either the sum of reactant used per unit of clip or the sum of merchandise produced per unit of clip should be calculated. During the procedure of reaction, the rate does non stay changeless and it varies throughout the procedure. It is higher in the initial phases and it gets reduced as the reactions advancements. In my position, the longer the procedure of reaction, the higher the reactions from the more reactants, Ieaving the fewer reactants with less opportunity o f responding My probe chiefly deals with a factor, which affects the rate of the reaction. The hit theory explains the rate of reaction. The cardinal thought behind this theory is that the hit among the atoms has to be difficult plenty for the reaction to take topographic point. The rate of reaction chiefly depends on how difficult the reacting atoms collide with each other. Collision theory When two chemicals react, their molecules have to clash with each other with sufficient energy for the reaction to take topographic point. This can be termed as the Collision Theory . The two molecules will respond merely if they have sufficient energy. Heating the mixture, will promote the energy degrees of the molecules involved in the reaction. Rising temperature denotes the faster motion of the molecules. This is termed as the Kinetic theory . Factors which affects the rate of reaction A accelerator changes the rate of a chemical reaction but it remains chemically unchanged throughout the procedure. It speeds up the chemical reactions. A accelerator plant by supplying the responding atoms a surface to lodge on, from where they can knock into each other. This increases the figure of successful hits. Merely really infinitesimal measures of the accelerator are required to bring forth a dramatic alteration in the rate of the reaction. This is true as the reaction returns in a different tract in the presence of a accelerator. An excess accelerator will perfectly do no difference. We could besides alter the size of the solid particle/surface country to increase hits by interrupting it into smaller pieces. This implies the atoms around it, in the solution will hold more country to work on so, there will be more utile hits. This produces a quicker reaction. If one of the reactants is a solid, the surface country of the solid will impact how fast the reaction goes. This is because the two types of molecule can merely knock into each other at the liquid solid interface, i.e. on the surface of the solid. So, the larger the surface country of the solid, the faster the reaction will be. Smaller atoms have a bigger surface country than larger atom for the same mass of solid. For case, masticating the nutrient increases the surface country and quickens the digestion. The concentration or force per unit area increases the figure of hits because if the solution is more concentrated, it implies there are more atoms of reactants strike harding between the H2O molecules, which make hits between the important atoms more likely. For gases, by increasing the force per unit area, you squeeze the molecules together and this will heighten the frequence of hits between them. This is besides described as the Collision Theory . Activation energy is the sum of energy required for the reactants to successfully respond. The reactants need a certain sum of energy, and any addition in excess energy, consequences in the successful hit. My Experiment I have chosen to look into, how the concentration of reactants affect the rate of reaction because it would be easier to mensurate and command the concentration variable. Temperature would hold been harder to command because it is difficult to mensurate it to a specific point and maintain it at that temperature because it s easy affected by the environment. Surface country would hold been harder to look into because the french friess were in varied sizes and forms. This made the measuring of the surface country hard, although if they were in a precise forms or sizes like regular hexahedrons, this would hold been possible. I found it difficult to believe of a suited accelerator to add in this reaction so, altering the rate of reaction by adding a accelerator would hold been hard for me. It was far easier to look into how concentration affects the rate of reaction. I will transport out this experiment by changing the concentration of hydrochloric acid added to a given sum of powdered m arble bit and mensurate the clip it takes to give off a certain sum of gas. The equation for this reaction is: CaCO3 ( s ) + 2HCl ( aq ) == gt ; CaCl2 ( aq ) + H2O ( cubic decimeter ) + CO2 ( g ) Apparatus Gas syringe Burette Conic flask Glass Delivery tubing Beaker Funnels Distilled H2O Top Pan Balance Stopwatch Hydrochloric Acid ( 1 Mole ) Land Marble french friess Thermometer Clamp Bung Prediction My hypothesis describes, the higher the concentration of hydrochloric acid, the faster the C dioxide will be given off. This is because as the concentration of the acid is increased, there are a greater figure of H+ ions ( produced by the acid ) in the same volume. Hence, there is a greater opportunity of the H+ ions clashing and hence responding with the atoms on the surface of the marble french friess. Here are some diagrams explicating this phenomenon: In the first diagram, there are a comparatively little figure of atoms and hence the opportunity that they collide will be reasonably low. They will clash less often. In the 2nd diagram, there are approximately twice every bit many atoms in the same volume. Therefore, the atoms will clash a batch more frequently. I besides predict that the gradient of the graph when I compare al the consequences will be a curve, get downing low, and so immersing really high at the terminal: Method Clamp gas syringe degree with a conelike flask and spile on a tabular array Weigh 6g of land marble french friess utilizing a top pan balance and topographic point it inside the conelike flask Use a burette to mensurate the volume of HCL and another to mensurate the volume of H2O. Decrease the measure by 10 % each clip ( 200ml of reactants ) Place both in a beaker, so pour it into the conelike flack catcher Ask a spouse to get down the halt ticker while you put the spile in topographic point Record how long it takes for the volume of gas to make 50ml Repeat experiment 3 times Calculate the norm it takes for the volume of gas to make 50ml Plot a graph to demo this To maintain my probe consistent and do certain there are no other factors, which could impact the rate of reaction, I will be utilizing the same equipments and same sum of grounded marble french friess in each experiment. I will utilize land marble french friess because it would give me a more accurate consequence than marble french friess. This is because, the surface country of the marble french friess would approximately be about the same where as larger pieces of marble french friess would hold different sum of surface country. This would impact the rate of reaction because there will be different sum of surface country for the reactants to work on. By doing the surface country approximately the same, the rate of reaction wo nt be affected by it. From my preliminary consequences, I conclude I would utilize 3g of marble french friess because after each reaction, there were some residuary marble french friess. If there was a deficit of marble french friess and the hydrochloric acid was nt used up, the volume of gas would nt be able to make 50ml so, in order to accomplish this, we need to mensurate the sum of marble french friess to be able to compare the consequences. We besides need to mensurate the sum of marble french friess to do the consequences more accurate. The measure of marble french friess would increase the rate of reaction because there would be more marble french friess to clash with the acid. To do the experiment less affected by other variables and do the consequences more precise, the measure on marble french friess demands to be consistent. I will utilize a top pan balance for mensurating the marble french friess because it measures to the nearest 0.01g. It will be more accurate than mensurating the marble french friess by the figure of spatulas I ve put in because the consequences would change. I will utilize a burette to mensurate the measure of hydrochloric acid and H2O because it would be more precise than utilizing a measurement cylinde r. This is because a burette measures to the nearest 0.1ml, where as a normal measurement cylinder merely measures to the nearest milliliter. This would do the consequences more accurate. I will utilize a gas syringe to mensurate the volume of gas because it is easier and more accurate than utilizing a H2O trough. This is because a H2O trough might allow some gases escape and it s difficult to command the volume of H2O inside the mensurating cylinder. This will do the consequences less accurate. Using a gas syringe will allow the gas flow more easy and will non allow any gases flight. I will clamp the gas syringe so it s non tilted and is flat with the conelike flask. This manner, the gas syringe will be less affected by gravitation and the gas will flux at a steady rate. If it was non in topographic point, gravitation would draw the terminal down so the timing it takes for the volume of gas to make 50ml would be altered and the consequences would non be right. I will take aid from person to assist me add the solution of acid and H2O into the conelike flask with the marble french friess, while I place the cork into the conelike flask. This is because I can get down the halt ticker when the reaction starts quicker. If I were to make this alone, by the clip I placed the solution and so get down the halt ticker, some of the reaction would hold already started so the clip it takes for the gas to make 50ml would be wrong. I will maintain the temperature the same each clip because it has a important consequence on the rate of reaction. To do certain temperature does non impact the probe, I will utilize a thermometer to mensurate the temperature of the acid and H2O because it will be the quickest. I have chosen the temperature of the acid and H2O to be 22 A ; deg ; because it was the temperature of the room at that clip and the temperature is less likely to alter this manner. If the solution it higher or lower than this temperature, we will put the beaker of H2O and acid into a larger container of hot or cold H2O to convey the temperature to 22 A ; deg ; . This will be easier than utilizing a Bunsen burner because that would alter the temperature excessively dramatically. From my preliminary consequences, I found mensurating the clip it takes for the gas to make 50ml would be best. This is because every reaction reached 50ml with the different per centum of concentration used. Using measurings below 50ml would be harder because the clip it takes to make it will be excessively speedy so, I will non be able to halt the stop watch exactly on clip. This would do the consequences more likely to be wrong. I will reiterate this experiment thrice in order to acquire accurate consequences. This is because we can compare our consequences with two others and do an norm. It will besides do it easier to descry any outliers. I have chosen to alter the concentration of acid by 20ml each clip because when I tried to alter by 10ml, the clip it took for the gas to make 50ml was excessively long. From preliminary consequences, I found that by doing the solution 100ml besides takes excessively long or the reaction to happen, so now I will do the solution 200ml. Now, the fury of consequences will be less and will be easier to compare. Safety I will be utilizing acerb, so at all times I must be really careful and MUST wear goggles. If any spills onto the tegument, it should be washed off instantly. Other Methods I could hold carried out this experiment in different ways. First I could respond the marble french friess with hydrochloric acid and utilizing a top pan balance, and step the weight of the reactants at the beginning of the reaction and step the weight at the terminal of the reaction for a certain period of clip and detect the measure of gas given off utilizing different concentration of acid. The method is acceptable for reactions bring forthing C dioxide or O, but non really accurate for reactions giving H ( excessively low a mass loss for truth ) . The reaction rate is expressed as the rate of loss in mass from the flask in e.g. g/min based on the initial gradient Second, I could hold used Sodium Thiosulphate and hydrochloric acid and see how the concentration of acid affected the clip taken for the reactants to bring forth a cloudy precipitate. The experiment involves watching a black grade disappear through the cloudy sulfur and clocking how long it takes to vanish. How the concentration of acid is measured The unit for concentration is moles per decimeter cubed or mol/dm? . One dm? is one liter so in other words it is how many moles per liter. A mole is 6.023 ten 1023 atoms and is called the Avogadro invariable. It is the figure of atoms which are found in a mass of 12 gms of carbons: How many moles of atoms would at that place be in 7 gms of N? The reply would be mass divided by the R.A.M. or 7 divided by 14 which is 0.5 moles. Table demoing how to thin hydrochloric acid to the desired concentration Concentration of acid ( M ) Amount of 2M acid ( milliliter ) Sum of H2O ( milliliter ) 0 0 200 0.1 10 190 0.2 20 180 0.3 30 170 0.4 40 160 0.5 50 150 0.6 60 140 0.7 70 130 0.8 80 120 0.9 90 110 1.0 100 100 Consequences By and large, the graph shows the higher the concentration of acid, the less clip it takes for gas to give off, which means, the faster it reacts. I drew a line of best tantrum which in fact proved to get down reasonably directly but so swerve upwards. The gradient of the lines starts increasing easy, so curves really steep. From 200ml-60ml of hydrochloric acid, the clip increases from 1.13s-10.63. The clip span additions by 9.5seconds. The mean rate of reaction increased here by -5.2ml/s. From 60ml-20ml of hydrochloric acid, the clip soared from 10.63s- 379.89. The clip increased by 369.26s. The clip increased by -123ml/s. Overall, the mean rate of reaction was rate of reaction decreased by 37.9ml/s. The ground why the line of best fit curves at the terminal is due to the fact that with the lower concentrations, as the HCl is used by responding with the marble french friess, the sum of H+ lessenings and hence it is less likely that the H+ ion collide with the marble french friess. T his explains why the line is so much flatter at the beginning compared to with higher concentrations. If a batch larger measures were used in the experiment, so we could hold got over this job and the curve would non demo up. The ground why the rate of reaction additions with the concentration is because when the concentration of the acid is increased, there are a greater figure of H+ ( aq ) ions in the same volume and hence there is a greater opportunity of the H+ ( aq ) colliding and hence responding with the atoms on the surface of the marble french friess. All the points on my graph are reasonably near to the line of best tantrum and there are no anomalousnesss, which in bend mean that my consequences are reasonably accurate. Evaluation: To measure, I am traveling to measure how good I carried out my probe and whether any betterments are necessary. My method was reasonably accurate. However, the fact that I used an linear thermometer to mensurate the temperature of the hydrochloric acid in my method besides means that I could hold made an mistake in mensurating the right temperature and it may hold been better to utilize a digital thermometer. Additionally, I could hold heated the H2O in a hot H2O bath to do certain that the H2O was at the right temperature. One major defect in the method I was utilizing included the remotion and application of the cork on to the conelike flask incorporating the reaction. When I started the reaction by adding the Ca carbonate french friess into the hydrochloric acid, I had to set the cork on consecutive off. However, this is non physically possible and it is inevitable that there will hold been some clip lost and even more significantly some gas would hold escaped before I would hold put the cork on. To work around this job, I could divide the marble french friess from the hydrochloric acid even in the conelike flask by infixing a division between the two reactants. This will let me the clip to set the cork on and so I can take the divider. One more job with my method is the clip when I am supposed to take a reading. When I said to my spouse when to halt, she might hold stopped after 50ml gas was given off. To do it more precise, informations logging equipment could hold been used, which would hold carried the same undertaking out automatically. However, I do believe that my experiment was conducted really good, as I had taken all the safety safeguards ( wore goggles, cleared the country etc. ) and checked all of my equipment prior to transporting it out. After each clip I had completed the method, I washed the needed equipment exhaustively to guarantee that no extra Ca carbonate was left over for the following clip I carried out the method. My consequences are besides dependable because I have got adequate points ( 10 ) to set on my graphs that I can pull a steadfast decision from ) . Yet, I still obtained some anomalous consequences. I found a few anomalousnesss in my consequences, which are circled on my graphs on the old pages. I believe these may hold occurred due to a little job with the gas syringe, where the syringe may hold been a spot stuck and therefore resulted in a slower reaction clip for when the gas is collected. Another ground for the anomalous points could include me taking wrong readings, where the syringe may hold been traveling excessively fast and to the bare oculus, the reading may look different to what it really is. I believe, to make a fairer and overall more dependable experiment, utilizing the experiment where you mark a black cross under a conelike flask and delay for precipitation to organize and do the cross disappear would be a more appropriate technique. Besides, I could mensurate the velocity of this reac tion by utilizing a light gate to observe the precipitate formation. The system consists of a light beam emitter and detector connected to computing machine and the reaction vas is placed between the emitter and detector. The light reading falls as the sulfur precipitate signifiers. This would be more accurate because it would diminish human mistake compared with the experiment I carried.

9 Common Types of Fantasy Characters (With Examples)

9 Common Types of Fantasy Characters (With Examples) 9 Common Types of Fantasy Characters (With Examples) When you think of fantasy, your mind might drift to enchanted settings and the magical systems that govern them. And while it’s hard not to marvel at the brand-new worlds that authors are able to conjure, it’s the people and creatures that inhabit those worlds who claim readers’ emotional investment.This list covers nine of the most common types of fantasy characters. Don’t forget to scope out the 80+ examples of our favorite fantasy characters from popular books and movies. From the hero to the mentor, these characters are staples of the #fantasy genre 1. The HeroThere is no fantasy story without a Hero and a quest that needs undertaking. This is their fantasy world, and we’re just living in it (for a time). While people often think of Joseph Campbell’s popular Hero’s Journey when it comes to fantasy story structures, the Hero can take many different forms (they can even be an anti-hero!), whether or not the story resembles Campbell’s model. The Hero might relish in their role, like Conan the Barbarian, or they may be a reluctant leader in the story’s narrative, like Bilbo Baggins (initially). Indeed, the nature of the Hero will largely depend on the particular subgenre of fantasy you're reading/writing.(image: HBO)Example:Tyrion Lannister is an interesting character because of his grey shades. He is part of a family of villains, and out of familial obligation, he spends the first few books acting in the best interest of Lannister House. However, acting in their best interest often requires commit ting villainous deeds. So while readers might be able to empathize with Tyrion’s desire to protect - and fit in with - his family, they still recognize many of his actions as â€Å"bad.†More Reluctant Villains:Draco Malfoy (the Harry Potter series)Regent (Worm)The Henchman (Coraline)Jeremiah Colt (The Zombie Knight)The Angarak people (The Belgariad)Theon Greyjoy (Game of Thrones)Count Dracula (Blood for Dracula) 9 common types of #fantasy characters - and 80 examples of the best And that's a wrap on the nine most common types of fantasy character archetypes that you'll encounter in every book! If you'd like to read more about the genre, check out some of the following magical posts:Best Fantasy Writing Prompts13 Kick-Ass Tips For Writing FantasyA Century of Fantasy: How the Genre's Changed Since the 1920sYou can also find all these characters in the following fantasy books, lists courtesy of the Reedsy Discovery blog:The 100 Best Fantasy Series of All TimeThe 30 Best YA Fantasy Books for Teens60 Best Fantasy Books of All Time20 Addictive Urban Fantasy BooksThe 12 Best Epic Fantasy Books Like Game of ThronesWho are some of your all-time favorite fantasy characters? Let us know in the comments below!

George H.W Bush the first Essay Example | Topics and Well Written Essays - 2250 words

George H.W Bush the first - Essay Example Providence was much kinder to the eighth aviator. The eighth aviator was rescued by an American submarine, and this lone survivor among the ill-fated aviators went on to become the forty-first President of the United States of America. His name was George Herbert Walker Bush. (1) President George H.W. Bush was born on June 12, 1924. He was in his teens and a student, when the Second World War broke out. As soon as he was eighteen he enlisted in the armed forces, and was the youngest pilot, when he received his flying wings. He saw action in the Pacific Ocean as the pilot of a torpedo bomber a torpedo before he was shot down. His bravery in combat mission s earned him the Distinguished Flying Cross. Returning from action in the Second World War George H.W. Bush re-started his education. He married Barbara Pierce in 1945. The couple had six children. He graduated from Yale University, and initially he chose to seek career prospects in the oil industry of West Texas. George H. W. Bush hailed from a family with traditional links to politics and public service. His father Prescott Bush had served as a Senator from Connecticut in 1952. Thus it was natural that George H.W. Bush would have an inclination for politics and public service. This inclination saw him enter politics and he served as Representative to the Congress from Texas for two terms. He next turned his attention to the Senate and contested twice. On both occasions he was unsuccessful. Though George H. W. Bush was unsuccessful in becoming a Senator, he was given the opportunity to serve the people of the United States of America through several high level postings. These postings included becoming the Ambassador to the United Nations, Chairman of the Republican National Committee, Chief of the U. S. Liaison Office in the Peoples Republic of China, and Director of the Central Intelligence Agency. Ambition was to drive George H.W. Bush to try

The Importance of Linux Creator Linus Torvalds Contribution to Term Paper

The Importance of Linux Creator Linus Torvalds Contribution to Computing - Term Paper Example He was named Linus as a result of his parents’ inspiration with the chemist Linus Pauling who had won the Nobel Prize. Linux success as a desktop operating system is not a one-time story. Several accounts of its success and fame can be found in the literature that emerged since 1991 to date. In the year 2003, when Linux was only 12 years old, an analyst said, â€Å"Twelve years on, the operating system is robust enough to run the world's most powerful supercomputers yet sleek and versatile enough to run inside consumer toys like TiVo, as well as television set-top boxes and portable devices such as cell phones and handhelds† (Rivlin, 2003). In 2008, Torvalds’s contribution to the computing world was appreciated by awarding him the CHM Fellow Award. Torvalds supervised the creation of the Linux operating system and the Linux kernel. Torvalds resolved to develop an altogether new operating system which would be based on UNIX as well as MINIX. It can not be said wit h extreme surety that Torvalds was totally aware of the effort and time that would go into the achievement of this goal or the influence this development would have both upon the word of computing and his personal life. This can be estimated from the fact that for Torvalds, developing such an operating system was nothing more than a project that he planned to do in the break he took while doing the four-year graduation course he was doing in a university in Finland. In the beginning, Linus was not more than an operating system but it became much more as Torvalds studied and meddled with MINIX, which was another operating system like UNIX. Originally, the operating system was named Linux. This name was derived from the combination of Linus and MINIX, though Torvalds planned to change the name to Freax which came from free, freak and MINIX’s combination. Nevertheless, the name Linux became popular among the users as a result of the development of a directory by Lemmke in which he had called the operating system, Linux upon the file transfer protocol (FTP) server (The Linux Information Project, 2006). In an attempt to gain reviews, Torvalds posted Linux in one of the MINIX forums, and the feedback was hilarious. Torvalds found that the users had become fanatic in their love for Linux. Despite the individualistic originality of Linux, it is, to much an extent, a product of collaboration. Within few years, Linux gained a wide fan-base many of whom were trying to play their role in the improvement of its features. Acknowledging their contribution and appreciating their efforts, Torvalds said, â€Å"They always volunteered. I wouldn't even want to work with people who don't feel passionately about what they do because searching for people to do something doesn't work†¦ It started out slow and on a very small scale. But it was a natural progression† (Tang, 2010). Internet has played a fundamental role in helping the Linux spur the movement of Open S ource. When he reflected upon the whole experience of creating the Linux, Torvalds realized that one of the most informed decisions that he made along the way was of not releasing Linux under the restrictive license that he had originally planned for, but under the GNU General Public License (GPL). GPL is the most frequently used free software license which enables people â€Å"to study, use, modify, extend and redistribute the software as long as they make the source code freely

Advantages of Americans and British during war Essay Example for Free

Advantages of Americans and British during war Essay What advantages did the colonies have in the war for independence? What advantages did Britain have? The Revolutionary War was one of the most important events in history for America and Britain. The war, in a way, helped America become its own nation and declare independence from Britain. At the time of the Revolutionary War, the English were in control of the Americans. Both sides had crucial advantages over each other that decided the outcome of the war. Let’s start with colonists; one of the biggest advantages they had over Britain was they had a major cause for wanting to fight. They were fighting for their independence, pride, liberty and the rights they deserved. They had a desire to win which was probably stronger than England’s desire because they were fighting for their own cause. Another major advantage America had was how far away from home the British were. They were over 3,000 miles from home, leading to poor communication with supply lines and their leaders. America was unfamiliar territory for the English which was another major advantage the colonists had. It was difficult for the British to capture and hold territory because of how large America was. America knew the ins and outs of their own land, including where to hide and shortcuts. Another reason America had an advantage over Britain was that the English citizens were tired of war. The war had begun to turn into years and citizens were getting tired of paying taxes and just the war in general. In my opinion one of the biggest advantages the colonists had was how great a leader George Washington was. American soldiers were outnumbered and not as well trained as the English soldiers, but because of Washington’s brilliance and strategy it helped the colonists prevail over Britain. On the other hand Britain also had many advantages over the Americans. A major advantage the British had was they were very wealthy and could pay their soldiers to fight. They also had much more supplies for their troops then the Americans did. Not only were they wealthier, but their military leaders were also more experienced then Washington which is another advantage they had. Washington may have been a great leader for the American military but the British were far superior in experience. The biggest advantage the English had was the strength of their military. Not only was their military much stronger and bigger than America’s but it was the strongest military in the world. Most American soldiers were farmers, sailors and merchants with very little experience in  fighting. Another major advantage England had was that many of the colonists in America were still loyal to Britain. Many colonists were brought up to believe that they should stay loyal to their king and saw him as a protector. In conclusion, both the colonists and British had many advantages over each other. Even though the British had a far more superior Navy and more experienced military leaders, George Washington’s strategy helped the colonists prevail. In my opinion, I think one of the biggest reasons the Americans won the war was their pride to fight for their independence. They were fighting for a cause, to free themselves from a country that had been controlling their laws and the way they lived their lives. Both sides used their advantages against each other which is what made the war so interesting and why it lasted so many years.

Essay --

Freedom of Speech is what this country’s constitution gives its people. Even so, we have to be conscious that putting into effect these right require sense of duty. For that reason, the media is a essential element in today culture and has turn out to be the primary impact and it has an outcome on our nations’ future, viewpoint, and the globe’s view of us. As a result, the media are responsible for mainstream America ideals and the familiarity of the image based on the impact from the media. The media are fundamental of social influence and political decisions. Additionally the media has the responsibility to give readers, viewers and listeners accuracy and accountable. Nonetheless, the media should uphold fairness and meticulousness (Pulliam, 1996-2012). For this purpose, the media has assembled into the most crucial aspect of our era, influencing every citizen settling the unease relating to media responsibility today, but also challenging to characterize t he importance of the responsibility. The media are what we read, listen to and watch; the foremost impact is psychological, intellectual and share commercial implications. A utilitarian purpose can be proficient only through an endeavor to add diverse ethical standards established by the social order to improve our society. â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances â€Å" (Bhagwat, 2011). Hence, the media is responsible for the way we perceive and build our own personal views of the world and the way it operates. Thereupon ... ...ia to make sure the information is presented in a fair, balanced and truthful manner (Voakes, 2004). As journalists and the media itself we all have the responsibility to seek truth and report it, minimize harm, and act independently (Pulliam, 1996-2012). Hence, the Media has the responsibility to give readers, viewers and listeners’ accuracy and accountability of information. In addition the media has built into for the most part crucial aspect of our era, influencing every citizen rather it is politics, the law, or other social issues. As a future journalist the media has three roles of responsibilities of regarding the media. They must act as a mirror of society to inform the people. Furthermore to help bridge the communication gaps between different sections of society. Lastly, also critically analyze public policies, social and cultural issues in the society.

Saul Bass

Saul Bass: The Game Changer Vicente Mendez | Saul bass: The Game Changer Designers are always influential to the world in their works. Saul Bass was one designer who stood out. He took his talents to their limits and redefined design with his works. Not only was he a great graphic designer, but the reigning master of film title design. He changed and redefined the art of graphic design. Saul had many innovations, breakthroughs and discoveries, and theories and philosophies. Movies often have strong messages to send or certain things that they want the audience to catch.Saul reinvented the film posters and picture title sequences and did it in ways that intrigued and redefined what it meant to be a graphic designer (Thatcher). His innovation and creativity brought him his fame and superiority in the design industry. The Man With the Golden Arm was the movie that brought him recognition when he designed the film poster and title sequence to depict the arm of a heroin addicts arm which was the message of the film (Thatcher). In the mid 50’s heroin was a taboo subject and the movie depicted a jazz musician who works to overcome his heroin addiction.Just as Saul wanted, the iconic arm got people talking and gave the movie some recognition as well as Saul Bass. Bass was an inventor and provided effect, memorable titles sequences, inventing a new type of kinetic typography (Thatcher). He brought many new ideas to life; his innovations were his key to success and recognizable as a revered designer. Saul redefined what it meant to be a graphic designer for movies. His works for movie titles and sequences changed how many perceived the title screens to be (Brown).The point of a title sequence and film posters are to catch the audience’s attention, but keep it simple so it is easier to understand. Must also allow the audience to have their own interpretation too, it will bring more attention and light to the film (Brown). When the audience themselves have an emotional connection, it will more than likely that they will come and see the movie. Saul’s breakthrough with the movie The Man With The Golden Arm brought the movie success because he kept the imagery of the film poster simple, yet will conveyed a strong enough message to get the audience riled up about the nature of the movie.The way a designer looks at life, can be seen through their work. Saul believed in the philosophy â€Å"try to reach for a simple, visual phrase that tells you what the picture is all about and evokes the essence of the story,† which can be seen in his film logo for The Man with the Golden Arm (Thatcher). Other works like the AT&T logo are examples of his simplicity yet it captures the minds of those who see the designs. Another philosophy of his was to make the ordinary extraordinary (Thatcher).Saul wanted the audience to see the simplexes in his work, yet see it in an complex way that they may not completely understand but they will still be mesmerized by it. Saul’s designs really influenced many people, and many other designers influenced him. The audience can always be sure that when Bass designed something, there was always a message behind the design. He really influenced the film industry and Hollywood changed forever with their designs. His works also influenced other designers to start seeing graphic designing in a whole new light.The time period that Saul Bass was a designer really had a lot of influence on his work. He worked during the time of the Civil Rights Movements, which really helped influence his work and his effort in really bringing motion picture to life. Saul Bass was an innovator, an amazing graphic artist of his time and stood out in what he did. His breakthroughs led the film industries into a new better direction when it came to film posters and title sequence design. His philosophies influenced many other designers and can be seen through his works as well as his lifestyle.He influence d other designers and really changed the way people see motion film. His artistic abilities combined with his unique style really drove motion picture and made it a big name in film industries especially with catching the audience’s attention. Works Cited Thatcher, Lisa. â€Å"Saul Bass: The Film Posters You Know Better than AnyA other. † Lisa Thatcher. N. p. , 16 Feb. 2012. Web. 18 Nov. 2012. . Brown, D. (1982). Aiga. Retrieved from http://www. aiga. org/medalist-saulbass/

Decline of the Ottoman Empire

Decline of the Ottoman Empire The history of the Ottoman Empire in the nineteenth century is one of increasing internal weakness and deterioration. Once a super power, the Ottoman Empire fell because of a combination of internal degeneration and external pressures. Loss of economic vitality resulted as Europe went to Africa for trade and relied on the Americas rather than the Ottoman middleman. Industrialized Europe soon surpassed outdated Ottoman traditions. Poor leadership gave way to loss of centralized control, and ultimately, its collapse.Ottoman decline occurred due to economic difficulties, military issues, and demise of political structure (corruption in government). One of the main causes of the decline of the Ottoman Empire was the decline in losses due to trade, along with many stifling economic issues. At one point, the Ottoman Empire was the center of trade, due to its location. As technology advanced, and explorers discovered new parts of the world, the Ottoman Empire b ecame less of an influence in trade.This trend started as early as the 1580s, when Omer Talib, an Ottoman geographer, warned the Sultan of the threat. He said, â€Å"Now the Europeans have learnt to know the whole world; they send their ships everywhere and seize important ports. Formerly the goods†¦. used to come to Suez and were distributed by Muslims to the entire world. But now these goods are carried on Portuguese, Dutch, and English ships†¦the Ottomans must seize the shores of Yemen and the passing trade†¦otherwise Europeans will Rule† (Bernard Lewis, The Emergence of Modern Turkey, page 28).Exactly as predicted, the world trade, which used to flow through the Ottoman Empire, decreased sharply in the 17th Century. The Europeans traded directly with Asia leaving the Ottomans in the middle. The Dutch and British completely closed the old international trade routes through the Middle East. The lack of trade was not the only economic issue that brought the de cline of the Ottoman influence. Inflation played a huge role in the destabilization of central Ottoman powers, along causing unrest among the population.The Ottomans had a silver based monetary system and with the newfound metals from the Americas, it caused the sudden flow of cheap and plentiful silver, which had a catastrophic financial impact. The price of silver fell, bringing an imbalance of trade between the East and West. Eventually, guilds were unable to provide quality goods at prices low enough to compete with the cheap European manufactured goods that entered the empire without restriction due to trade agreements. This continued inflation caused prices to quadruple and the devaluation of the coin.Adding to that, much of the states’ revenue was stuck to the hands of the local elites which shows how decentralized the system had become. Although economic issues affected the Ottoman Empire greatly, they weren’t the only cause for the decline of the empire. The O ttoman Empire was known as one of the most powerful empires, but as technology advanced, their influence of power decreased. The Ottoman Empire witnessed substantial loss in their military power, as a result of the Janissaries diminishing loyalty, which was the essence of the military.These janissaries were a highly regarded military group. Although they represented and defended the Ottoman Empire, they were not of Ottoman decent, but Europeans who were trained to be loyal to the Empire. The janissaries were generally boys between the ages of 8 to 16 who came from European and Christian rural families, who had been taken to Istanbul, the capital of the empire, where they were converted to Islam. They were the glue which kept the military system together, and which made it so strong.However, starting in the mid 1600s, the Janissaries began to slowly divide amongst themselves, which caused the military system to slowly weaken. They began dividing old versus young, and reformers versus anti-reformers. The Sultans who were trying to implement reforms lost control over the Janissaries who resisted these changes because they would have meant a loss or decrease in many of their privileges. After numerous revolts, realizing that there was no chance in correcting the situation, the Sultans abolished Janissaries in 1826.This caused extreme military weakness within the Empire, and essentially caused the military system to fall in disarray and chaos. This weakening of their military made it an ideal environment for external military conflicts, allowing European powers to take over parts of the Ottoman Empire. Much of the Ottoman military demise can be blamed on the corrupt administration within the Empire. The Sultans had discovered a quick and easy way of making money by selling jobs such as tax collectors positions to the highest bidder.Government officials known as Viziers were appointed through manipulation and palace favors, as opposed to the honest being promoted up the administrative ladder through experience and ability. These viziers were responsible for the city and the affairs of the province they governed. They problem with giving someone a high position based on how much they paid is that they did not have the skills or experience to properly perform the Job. Learning from the Sultan, this trend of officials selling their position spread throughout the empire.These corrupt and unqualified officials would use their authority to squeeze more taxes from the populace. The taxes that were collected hardly went back to the state. In most cases, these viziers would just keep the revenue for themselves. The corruption started at the highest level, and worked its way down the administrative system, weakening and disrupting the Government, which caused the entire Empire to feel the consequences. The Ottoman Empire was at one point on of the vastest empires in history. Unable to keep up with the advancing global market, it became less of an influe ntial trading region.Along with an unstable economy and a high inflation on their currency, they suffered from collapse of their military. Even if the Janissaries had not revolted, and actually accepted moves toward advancing the Empires military, the industrial revolution and the shift in global trade would have starved the empire from the financial means to survive. Political corruption was a less direct cause of decline, as it took many years for the entire system to become flawed by it, however, the combination of all 3 factors brought the demise of the Ottoman EmpireWorks Cited â€Å"History of the Ottoman Empire – Decline and Fall. † History of the Ottoman Empire – Decline and Fall. N. p. , n. d. Web. 15 Nov. 2012. . Lewis, Bernard. The Emergence of Modern Turkey. London: Issued under the Auspices of the Royal Institute of International Affairs [by] Oxford U. P. , 1968. Print. Inalc? k, Halil. The Ottoman Empire; the Classical Age, 1300-1600. New York: Pra eger, 1973. Print.

Does Your PSAT Score Qualify for National Merit

Does Your PSAT Score Qualify for National Merit SAT / ACT Prep Online Guides and Tips Are you gearing up to rock the PSAT this fall and wondering what score you need to qualify for National Merit? This guide will give you 51 different answers to that question. Don't worry, it's not a complicated response. It's just that the National Merit Scholarship Corporation (NMSC) compares test takers on a state-by-state basis. To become a National Merit Semifinalist, you have to score in the top 1% of students in your state. This guide will fill you in on all qualifying cutoff scores from coast to coast (plus Alaska and Hawaii)for the PSAT. But first, let's review exactly who qualifies for National Merit. Who Is Awarded National Merit? Students who are US citizens, who plan to go to college, and who take the PSAT/NMSQT in their junior year are eligible to receive National Merit distinctions and scholarships. They also have to do really, really well on the PSAT. The top 3-4% of scorers arenamed Commended Scholars- an impressive distinction to put on college applications. The top 1%, or about 16,000 students across the country, are named National Merit Semifinalists. This is an honorin itself, and it also means you couldgo on to be named a Finalist and receive scholarship money. Some colleges also award their own merit scholarships to National Merit Semifinalists. To determine who qualifies for National Merit, NMSC uses a scale called the Selection Index. To get this, NMSC adds your Math, Reading, and Writing section scores, which each fall between 8 and 38, and then multiplies that sum by 2. Thus,the PSAT NMSC Selection Index ranges from 48 to 228. Using reports from individuals around the country who took the 2017 PSAT, we've compiled a full list of National Merit qualifying scores.(Note that since National Merit cutoffs don't vary much from year to year, this list should still be fairly accurate for those who take the 2018 PSAT!) Students who take the PSAT in their junior year are eligible for National Merit distinction. PSAT NMSQT Qualifying Scores for 2018 and 2019 Selection Indexcutoffs compare the scores of test takers in each state. You'll probably get national percentiles on your PSAT score report, butstate percentiles are the ones NMSC uses to award students. The chart below shows the National Merit Selection Index cutoffs for students who took the PSAT in October 2017 and were named Semifinalists in the fall of 2018: State Selection Index Alabama 216 Alaska 215 Arizona 220 Arkansas 214 California 223 Colorado 221 Connecticut 222 Delaware 222 DC 223 Florida 219 Georgia 220 Hawaii 220 Idaho 214 Illinois 221 Indiana 219 Iowa 216 Kansas 218 Kentucky 218 Louisiana 217 Maine 217 Maryland 223 Massachusetts 223 Michigan 219 Minnesota 220 Mississippi 215 Missouri 217 Montana 214 Nebraska 216 Nevada 218 New Hampshire 219 New Jersey 223 New Mexico 215 New York 221 North Carolina 220 North Dakota 212 Ohio 219 Oklahoma 215 Oregon 221 Pennsylvania 220 Rhode Island 220 South Carolina 216 South Dakota 215 Tennessee 219 Texas 221 Utah 215 Vermont 216 Virginia 222 Washington 222 West Virginia 212 Wisconsin 216 Wyoming 212 Average Score 218 The average of all the PSAT NMSQT qualifying scores is 218. Sorry to those students in California, Maryland, Massachusetts, New Jersey and Washington, DC: you'll have to aim significantly higher and get a Selection Index of at least 223. Any American students studying in international schools abroad will also have to meet whatever the highest state's cutoff score is. As for boarding school attendees? You'll be measured against a regional cutoff; it usually equals the highest cutoff of the state within your regional grouping. Again, these Selection Index cutoffs are estimates, and there's some fluctuation from year to year. To account for this, you should aim at least 2-5 points higher than your state's cutoff score. Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Stellar PSAT scoresdon't happen by accident, and the PSAT requires a good deal of preparation to master. If you're aiming for National Merit, how can you achieve the top PSAT scores you need to qualify? How Can You Achieve PSAT Scores in the Top 1%? Like with the SAT, anyone can improve their scores on the PSAT with dedicated and effective preparation. Besides helping you qualify for National Merit, studying for the PSAT will prepare you for the SAT! The three steps below lay the groundwork needed to qualify for National Merit. Step 1: Know Your State's (Approximate) Cutoff Score It's important to find your state's cutoff, figure out what scores you need, and aim even higher in case the qualifying score increases (remember, there is slight variation year to year). Before you even begin studying for the PSAT, look at the chart above to find your state's cutoff score. For example, let's say you're taking the test in Ohio. According to our chart, Ohio's Selection Index cutoff is 219, which roughly translates to a PSAT score of 1460. Since the cutoff score could rise slightly, adjust your goal score to be a little higher as well- let's say 1490 instead of 1460. After, write down your PSAT target score as well as your goal of being named a National Merit Scholar on a piece of paper. Tack this sheet up on your wall and look at it as you study to help youstay motivated. Step 2: Read PrepScholar PSAT Study Guides Once you've figured out your goal score, spend some time learning about the test by reading our various PSAT study guides. Our articles offer expert help with designing your study schedule and making the most of your prep. One of our most helpful guides talks about gettinga perfect PSAT scoreandgoes into detail about how you can analyze and drill your mistakesto make big score improvements. Step 3: Take Official Practice Tests Finally, you'll want to take official practice tests to help you prepare for test day. The College Board offerstwo PSAT/NMSQT practice tests, along withonline practice questionsfor each section on the PSAT. Two tests isn't that many, though, so I also suggest takingofficial SAT practice testsor usingKhan Academy's SAT prep program. Since thePSAT and SAT are such similar tests, you'll get a ton of extra help by taking SAT practice tests (though expect them to be slightly harder). In addition, you can useold PSAT practice tests, as long as you focus on relevant question types and ignore the ones no longer on the test, such as sentence completions. A lot of the fundamental skills and knowledge on the PSAT didn't change much during the2015 revision, so you can still use older practice tests and materials to practice effectively if you familiarize yourself with the changes andadapt your approach accordingly. National Merit might be hard to get but the distinction is well worth it and could lead you to some handy scholarship money. Plus, it communicates a lot about your academic commitment on your college applications! What's Next? What should you do once you get your PSAT scores? This guide fills you in on your next steps. Not only is the PSAT important for National Merit, but it can also predict how you'll score on the SAT.Learn how touse your PSAT scores to predict, and plan to improve, your SAT scores. Are you wondering how to divide up your time most effectively to prep for the SAT? This six-step guide answers your questions about how long you should study for the SAT. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How to Open and Read a GEDCOM File

How to Open and Read a GEDCOM File One of the most common methods used to exchange genealogical information is a GEDCOM file, an acronym for GEnealogical Data COMmunication. In simple terms, GEDCOM is a method of formatting your family tree data into a text file which can be easily read and converted by any genealogy software program. The GEDCOM specification was originally developed in 1985 and is owned and managed by the Family History Department of the Church of Jesus Christ of Latter-Day Saints. GEDCOM is 5.5 and 5.5.1 (legacy GEDCOM) are no longer maintained as development continues on GEDCOM X.   Using GEDCOM Almost all major genealogy software packages and websites - including Reunion, Ancestral Quest, My Family Tree, and others - both read and write to the GEDCOM standard, although most of those tools also have their own proprietary formats. Depending on the GEDCOM version and the version of any given genealogy software program, you might encounter some standards problems that lead to imperfect interoperability. For example, Program X might not support a few tags that Program Y supports, so some data loss might occur. Youll want to check each programs technical specifications to see if and how it differs from the GEDCOM standard. Anatomy of a Genealogy GEDCOM File If you open a GEDCOM file using your word  processor, youll see a jumble of numbers, abbreviations, and bits and pieces of data. There are no blank lines and no indentations in a GEDCOM file. Thats because it is a specification for exchanging information from one computer to another and was never intended to be read as a text file. GEDCOMs basically take your family information and translate it into an outline format. Records in a GEDCOM file are arranged in groups of lines that hold information about one individual (INDI) or one family (FAM) and each line in an individual record has a level number. The first line of every record is numbered zero to show that it is the beginning of a new record. Within that record, different level numbers are subdivisions of the next level above it. For example, the birth of an individual may be given level No. 1 and further information about the birth (date, place, etc.) would be given level No. 2. After the level number, you will see a descriptive tag, which refers to the type of data contained in that line. Most tags are obvious - BIRT for birth and PLAC for place - but some are a little more obscure, such as BARM for Bar Mitzvah. A simple example of GEDCOM records: 0 I2 INDI 1 NAME Charles Phillip /Ingalls/ 1 SEX M1 BIRT2 DATE 10 JAN 18362 PLAC Cuba, Allegheny, NY1 DEAT2 DATE 08 JUN 19022 PLAC De Smet, Kingsbury, Dakota Territory1 FAMC F21 FAMS F30 I3 INDI1 NAME Caroline Lake /Quiner/1 SEX F1 BIRT2 DATE 12 DEC 18392 PLAC Milwaukee Co., WI1 DEAT2 DATE 20 APR 19232 PLAC De Smet, Kingsbury, Dakota Territory1 FAMC F211 FAMS F3 Tags can also serve as pointers - for example, I2 - which indicate a related individual, family or source within the same GEDCOM file. For example, a family record (FAM) will contain pointers to the individual records (INDI) for the husband, wife, and children. Here is the family record that contains Charles and Caroline, the two individuals discussed above: 0 F3 FAM1 HUSB I21 WIFE I31 MARR2 DATE 01 FEB 18602 PLAC Concord, Jefferson, WI1 CHIL I11 CHIL I421 CHIL I441 CHIL I451 CHIL I47 A GEDCOM is basically a connected web of records with pointers that keep all of the relationships straight. While you should now be able to decipher a GEDCOM with a text editor, you will still find it much easier to read with the appropriate software. GEDCOMs contain two additional pieces: A header section (led by the line  0 HEAD) with metadata about the file; the header is the very first section of the file. The final line - called a  trailer - indicates the end of the file. It simply reads  0 TRLR. How to Open and Read a GEDCOM File Opening a GEDCOM file is usually straightforward. Begin by ensuring that the file is truly a genealogy GEDCOM file and not a family tree file created in some proprietary format by a  genealogy software program. A file is in GEDCOM format when it ends in the extension .ged. If the file ends with the extension .zip then it has been zipped (compressed) and needs to be unzipped first.   Back up your existing genealogy databases, then open the file (or import it) with your software. How to Save Your Family Tree as a GEDCOM File All major family tree software programs support the creation of GEDCOM files. Creating a GEDCOM file does not overwrite your existing data or change your existing file in any way. Instead, a new file is generated by a process called exporting. Exporting a GEDCOM file is easy to do with any family tree software by following the basic instructions offered in the software help tool. Remove private information such as birth dates and  Social Security numbers  for people in your family tree who are still living in order to protect their privacy.   List of Tags The GEDCOM 5.5 standard supports quite a few different tags and indicators: ABBR  {ABBREVIATION} A short name of a title, description or name. ADDR  {ADDRESS} The contemporary place, usually required for postal purposes, of an individual, a submitter of information, a repository, a business, a school or a company. ADR1  {ADDRESS1} The first line of an address. ADR2  {ADDRESS2} The second line of an address. ADOP  {ADOPTION} Pertaining to the creation of a child-parent relationship that does not exist biologically. AFN  {AFN} A unique permanent record file number of an individual record stored in Ancestral File. AGE  {AGE} The age of the individual at the time an event occurred or the age listed in the document. AGNC  {AGENCY} The institution or individual having the authority or responsibility to manage or govern ALIA  {ALIAS} An indicator to link different record descriptions of a person who may be the same person. ANCE  {ANCESTORS} Pertaining to forbearers of an individual. ANCI  {ANCES_INTEREST} Indicates an interest in additional research for ancestors of this individual. (See also DESI) ANUL  {ANNULMENT} Declaring a marriage void from the beginning (never existed). ASSO  {ASSOCIATES} An indicator to link friends, neighbors, relatives, or associates of an individual. AUTH  {AUTHOR} The name of the individual who created or compiled information. BAPL  {BAPTISM-LDS} The event of baptism performed at age eight or later by priesthood authority of the LDS Church. (See also BAPM, next) BAPM  {BAPTISM} The event of baptism (not LDS), performed in infancy or later. (See also  BAPL, above, and CHR.) BARM  {BAR_MITZVAH} The ceremonial event held when a Jewish boy reaches age 13. BASM  {BAS_MITZVAH} The ceremonial event held when a Jewish girl reaches age 13, also known as Bat Mitzvah. BIRT  {BIRTH} The event of entering into life. BLES  {BLESSING} A religious event of bestowing divine care or intercession. Sometimes given in connection with a naming ceremony. BLOB  {BINARY_OBJECT} A grouping of data used as input to a multimedia system that processes binary data to represent images, sound, and video. BURI  {BURIAL} The event of the proper disposing of the mortal remains of a deceased person. CALN  {CALL_NUMBER} The number used by a repository to identify the specific items in its collections. CAST  {CASTE} The name of an individuals rank or status in society, based on racial or religious differences, or differences in wealth, inherited rank, profession, occupation, etc. CAUS  {CAUSE} A description of the cause of the associated event or fact, such as the cause of death. CENS  {CENSUS} The event of the periodic count of the population for a designated locality, such as a  national or state  census. CHAN  {CHANGE} Indicates a change, correction or modification. Typically used in connection with a DATE to specify when a change in information occurred. CHAR  {CHARACTER} An indicator of the character set used in writing this automated information. CHIL  {CHILD} The natural, adopted or sealed (LDS) child of a father and a mother. CHR  {CHRISTENING} The religious event (not LDS) of baptizing or naming a child. CHRA  {ADULT_CHRISTENING} The religious event (not LDS) of baptizing or naming an adult person. CITY  {CITY} A lower level jurisdictional unit. Normally an incorporated municipal unit. CONC  {CONCATENATION} An indicator that additional data belongs to the superior value. The information from the CONC value is to be connected to the value of the superior preceding line without a space and without a carriage return or newline character. Values that are split for a CONC tag must always be split at a non-space. If the value is split on a space the space will be lost when concatenation takes place. This is because of the treatment that spaces get as a GEDCOM delimiter, many GEDCOM values are trimmed of trailing spaces and some systems look for the first non-space starting after the tag to determine the beginning of the value. CONF  {CONFIRMATION} The religious event (not LDS) of conferring the gift of the Holy Ghost and, among protestants, full church membership. CONL  {CONFIRMATION_L} The religious event by which a person receives membership in the LDS Church. CONT  {CONTINUED} An indicator that additional data belongs to the superior value. The information from the CONT value is to be connected to the value of the superior preceding line with a carriage return or newline character. Leading spaces could be important to the formatting of the resultant text. When importing values from CONT lines the reader should assume only one delimiter character following the CONT tag. Assume that the rest of the leading spaces are to be a part of the value. COPR  {COPYRIGHT} A statement that accompanies data to protect it from unlawful duplication and distribution. CORP  {CORPORATE} A name of an institution, agency, corporation or company. CREM  {CREMATION} Disposal of the remains of a persons body by fire. CTRY  {COUNTRY} The name or code of the country. DATA  {DATA} Pertaining to stored automated information. DATE  {DATE} The time of an event in a calendar format. DEAT  {DEATH} The event when mortal life terminates. DESC  {DESCENDANTS} Pertaining to the offspring of an individual. DESI  {DESCENDANT_INT} Indicates an interest in research to identify additional descendants of this individual. (See also ANCI) DEST  {DESTINATION} A system receiving data. DIV  {DIVORCE} An event of dissolving a marriage through civil action. DIVF  {DIVORCE_FILED} An event of filing for a divorce by a spouse. DSCR  {PHY_DESCRIPTION} The physical characteristics of a person, place or thing. EDUC  {EDUCATION} Indicator of a level of education attained. EMIG  {EMIGRATION} An event of leaving ones homeland with the intent of residing elsewhere. ENDL  {ENDOWMENT} A religious event where an endowment ordinance for an individual was performed by priesthood authority in an LDS temple. ENGA  {ENGAGEMENT} An event of recording or announcing an agreement between two people to become married. EVEN  {EVENT} A noteworthy happening related to an individual, a group or an organization. FAM  {FAMILY} Identifies a legal, common law or other customary relationship of man and woman and their children, if any, or a family created by virtue of the birth of a child to its biological father and mother. FAMC  {FAMILY_CHILD} Identifies the family in which an individual appears as a child. FAMF  {FAMILY_FILE} Pertaining to, or the name of, a family file. Names stored in a file that is assigned to a family for doing temple ordinance work. FAMS  {FAMILY_SPOUSE} Identifies the family in which an individual appears as a spouse. FCOM  {FIRST_COMMUNION} A religious rite, the first act of sharing in the Lords supper as part of church worship. FILE  {FILE} An information storage place that is ordered and arranged for preservation and reference. FORM  {FORMAT} An assigned name given to a consistent format in which information can be conveyed. GEDC  {GEDCOM} Information about the use of GEDCOM in a transmission. GIVN  {GIVEN_NAME} A given or earned name used for official identification of a person. GRAD  {GRADUATION} An event of awarding educational diplomas or degrees to individuals. HEAD  {HEADER} Identifies information pertaining to an entire GEDCOM transmission. HUSB  {HUSBAND} An individual in the family role of a married man or father. IDNO  {IDENT_NUMBER} A number assigned to identify a person within some significant external system. IMMI  {IMMIGRATION} An event of entering into a new locality with the intent of residing there. INDI  {INDIVIDUAL} A person. INFL  {TempleReady} Indicates if an INFANT- data is Y (or N). LANG  {LANGUAGE} The name of the language used in a communication or transmission of information. LEGA  {LEGATEE} A role of an individual acting as a person receiving a bequest or legal devise. MARB  {MARRIAGE_BANN} An event of an official public notice given that two people intend to marry. MARC  {MARR_CONTRACT} An event of recording a formal agreement of marriage, including the prenuptial agreement in which marriage partners reach an agreement about the property rights of one or both, securing property to their children. MARL  {MARR_LICENSE} An event of obtaining a legal license to marry. MARR  {MARRIAGE} A legal, common-law or customary event of creating a family unit of a man and a woman as husband and wife. MARS  {MARR_SETTLEMENT} An event of creating an agreement between two people contemplating  marriage, at which time they agree to release or modify property rights that would otherwise arise from the marriage. MEDI  {MEDIA} Identifies information about the media or having to do with the medium in which information is stored. NAME  {NAME} A word or combination of words used to help identify an individual, title or other items. More than one NAME line should be used for people who were known by multiple names. NATI  {NATIONALITY} The national heritage of an individual. NATU  {NATURALIZATION} The event of obtaining  citizenship. NCHI  {CHILDREN_COUNT} The number of children that this person is known to be the parent of (all marriages) when subordinate to an individual, or that belong to this family when subordinate to a FAM_RECORD. NICK  {NICKNAME} A descriptive or familiar that is used instead of, or in addition to, ones proper name. NMR  {MARRIAGE_COUNT} The number of times this person has participated in a family as a spouse or parent. NOTE  {NOTE} Additional information provided by the submitter for understanding the enclosing data. NPFX  {NAME_PREFIX} Text which appears on a name line before the given and surname parts of a name. i.e. (Lt. Cmndr.) Joseph /Allen/ jr. NSFX  {NAME_SUFFIX} Text which appears on a name line after or behind the given and surname parts of a name. i.e. Lt. Cmndr. Joseph /Allen/ (jr.) In this example jr. is considered as the name suffix portion OBJE  {OBJECT} Pertaining to a grouping of attributes used in describing something. Usually referring to the data required to represent a multimedia object, such as an audio recording, a photograph of a person or an image of a document. OCCU  {OCCUPATION} The type of work or profession of an individual. ORDI  {ORDINANCE} Pertaining to a religious ordinance in general. ORDN  {ORDINATION} A religious event of receiving authority to act in religious matters. PAGE  {PAGE} A number or description to identify where information can be found in a referenced work. PEDI  {PEDIGREE} Information pertaining to an individual to parent lineage chart. PHON  {PHONE} A unique number assigned to access a specific telephone. PLAC  {PLACE} A jurisdictional name to identify the place or location of an event. POST  {POSTAL_CODE} A code used by a postal service to identify an area to facilitate mail handling. PROB  {PROBATE} An event of judicial determination of the  validity of a will. May indicate several related court activities over several dates. PROP  {PROPERTY} Pertaining to possessions such as real estate or other property of interest. PUBL  {PUBLICATION} Refers to when or where a work was published or created. QUAY  {QUALITY_OF_DATA} An assessment of the certainty of the evidence to support the conclusion drawn from evidence. Values: [0|1|2|3] REFN  {REFERENCE} A description or number used to identify an item for filing, storage or other reference purposes. RELA  {RELATIONSHIP} A relationship value between the indicated contexts. RELI  {RELIGION} A religious denomination to which a person is affiliated or for which a record applies. REPO  {REPOSITORY} An institution or person that has the specified item as part of their collection(s) RESI  {RESIDENCE} The act of dwelling at an address for a period of time. RESN  {RESTRICTION} A processing indicator signifying access to information has been denied or otherwise restricted. RETI  {RETIREMENT} An event of exiting an occupational relationship with an employer after a qualifying time period. RFN  {REC_FILE_NUMBER} A permanent number assigned to a record that uniquely identifies it within a known file. RIN  {REC_ID_NUMBER} A number assigned to a record by an originating automated system that can be used by a receiving system to report results pertaining to that record. ROLE  {ROLE} A name given to a role played by an individual in connection with an event. SEX  {SEX} Indicates the sex of an individual - male or female. SLGC  {SEALING_CHILD} A religious event pertaining to the sealing of a child to his or her parents in an LDS temple ceremony. SLGS  {SEALING_SPOUSE} A religious event pertaining to the sealing of a husband and wife in an LDS temple ceremony. SOUR  {SOURCE} The initial or original material from which information was obtained. SPFX  {SURN_PREFIX} A name piece used as a non-indexing pre-part of a surname. SSN  {SOC_SEC_NUMBER} A number assigned by the United States Social Security Administration. Used for tax identification purposes. STAE  {STATE} A geographical division of a larger jurisdictional area, such as a state within the United States of America. STAT  {STATUS} An assessment of the state or condition of something. SUBM  {SUBMITTER} An individual or organization who contributes genealogical data to a file or transfers it to someone else. SUBN  {SUBMISSION} Pertains to a collection of data issued for processing. SURN  {SURNAME} A family name passed on or used by members of a family. TEMP  {TEMPLE} The name or code that represents the name of a temple of the LDS Church. TEXT  {TEXT} The exact wording found in an original source document. TIME  {TIME} A time value in a 24-hour clock format, including hours, minutes, and optional seconds, separated by a colon (:). Fractions of seconds are shown in decimal notation. TITL  {TITLE} A description of a specific writing or other work, such as the title of a book when used in a source context, or a formal designation used by an individual in connection with positions of royalty or another social status, such as Grand Duke. TRLR  {TRAILER} At level 0, specifies the end of a GEDCOM transmission. TYPE  {TYPE} A further qualification to the meaning of the associated superior tag. The value does not have any computer processing reliability. It is more in the form of a short one- or two-word note that should be displayed any time the associated data is displayed. VERS  {VERSION} Indicates which version of a product, item, or publication is being used or referenced. WIFE  {WIFE} An individual in the role as a mother or married woman. WILL  {WILL} A legal document treated as an event, by which a person disposes of his or her estate, to take effect after death. The event date is the date the  will  was signed while the person was alive. (See also PROB)

Effects of the Attention Deficit Hyperactivity Disorder Research Paper

Effects of the Attention Deficit Hyperactivity Disorder - Research Paper Example With regard to healing and treatment, ADHD is primarily treated by using appropriate drug therapy or psychiatric guidance and counseling. Several controversies on ADHD are largely based on whether it is over or under diagnosed and treated. ADHD is a chronic mental health problem that is disturbing, and which may affect several aspects of a person’s life. It causes academic problems, affects an individual’s social skills, and can negatively affect the parent-child relationships. It also affects an individual’s overactivity by reducing it such that an individual is inactive, impulsiveness, inattention, and internally restless.   ADHD has an effect of distorting an individual’s self-perception and self-image (Nigg, 2006). It disrupts an individual’s self-development as well as making one be antisocial and extremely aggressive. According to Nigg (2006), individuals with ADHD portray extremely oppositional defiant disorder (ODD) that is characterized by the existence of strikingly defiant, provocative behavior, disobedient, and by the lack of harsher dissocial or violent acts that infringe the law or the constitutional rights of others. Attention-deficit/hyperactivity disorder (ADHD) might impact on all the aspects of a child’s life. Certainly, it also affects parents and siblings hence causing trouble for most families and it has impacted on the marital functioning. The undesirable effects of ADHD on families and children change from the period of preschool years and it continues throughout primary school and to adolescence, with varying characteristics of the disorder becoming outstanding at diverse stages. ADHD may also continue into adulthood causing disturbance to both personal and professional life. ADHD has been also related to a high cost in health care for the sick and their family members. Attention-deficit/hyperactivity disorder (ADHD) is a chronic, devastating disorder which can result in too many effects in various aspects of a person’s life. This includes difficulties in academics, stressed parent-child relationships, social skills problems and, reduced parenting efficacy, especially when ADHD is comorbid with behavior problems.

Psychological Effects of Consumption Essay Example | Topics and Well Written Essays - 1250 words

Psychological Effects of Consumption - Essay Example The dynamics of consumerism in modern social life partially indicates a collapse of other narratives of progress like religious, ideological and other traditional community values which no longer occupy such a central place in the public priorities as they did a few decades before. In their absence, the only markers of progress are the relentless accumulation of market-based assets like stock market indices, property prices and disposable income. Now, even professional and educational qualifications, are subject to obsessive interest as clues to an individuals status in the society. Benjamin R Barber in his book Jihad vs. MacWorld aptly puts it by saying "Just beyond the horizon of current events lie two possible political futures-both bleak, neither democratic. The first is a retribalization of large swaths of humankind by war and bloodshed: a threatened Lebanonization of national states in which culture is pitted against culture, people against people, tribe against tribe-a Jihad in the name of a hundred narrowly conceived faiths against every kind of interdependence, every kind of artificial social cooperation and civic mutuality. The second is being borne in on us by the onrush of economic and ecological forces that demand integration and uniformity and that mesmerize the world with fast music, fast computers, and fast food-with MTV, Macintosh, and McDonald's, pressing nations into one commercially homogenous global network: one MacWorld tied together by technology, ecology, communications, and commerce. The planet is falling precipitantly apart AND coming reluctantly together at the very same moment" The growth of market freedom has not only produced mass participation in ever increasing frenzy in shopping trends; it has also fuelled the birth of new moral energies and social revolutions ranging from environmentalism to anti-sweatshop campaigns. A growing proportion of the present population would like to participate in 'ethical' consumption choices. The route to this synthesis lies in re- evaluating the basis of the self, and the practical meaning of 'choice' in the many different settings where the modern individual now has to exercise it. Hitherto, the debate has attempted to make a distinction of principle between 'consumers' and 'citizens' in order to demonstrate that consumerism is compatible with fair outcomes, or that 'citizenship' is an alternative to the market model which can provide excellent services fairly, depending on your social and financial position. Nevertheless, the distinction between consumer and citizen is seldom put to practice despite its meaningfulness. People and markets are embedded in social and civic contexts (Kay, 2003). As a result, our everyday consumption decisions are a ripple of myriad effects, not just on the price and availability of what we are consuming, but also on the public context in which we consume it. The dominant models of choice and progress currently do not allow us to evaluate individual acts of consumption for their widespread contribution to the social, public or environmental context. Choice is interpreted as a representation of expression of private freedom and fixed preferences and not as an act of participation amid imperfect information in a socially contingent setting. Likewise, the collective models of progress in which we are conditioned to believe tend