English Language Essay Example for Free

English Language Essay English is the universal language; thus, the need for its mastery is a must. Its diverse concepts need be learned in detail so that the communication between two conversing parties could be made in an efficient and effective manner. In achieving this end, my English writing teacher has greatly contributed to my learning of the intricacies of the English language.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This English writing class under my teacher was the best class I attended so far. It was a very engaging class where everyone had the chance to interact with each other academically; thus, everyone improved intellectually at the same pace. My teacher enthusiastically elaborates on certain aspects of a lesson which I had difficulty comprehending; the assignments were excellently explained as well as the giving of lecture instructions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some instructions in the writing class were complicated, but my teacher took meticulous efforts to simplify these into easily comprehensible lessons. I took great interest in writing essays because I knew that my teacher grades them honestly and fairly; hence, this enabled mo to appraise my standing in class and to improve on other facets of writing in which I am not particularly good at.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I learned a lot under my teacher’s tutelage; not only academically, but also on those that pertain to life outside the portals of the academic institution. A lesson that reverberates in my mind is that we should do our best in everything that we do. I learned this particular lesson when I wasn’t able to get a good grade for one of my essays; thus, I have to always do my best in every essay that I write. Eventually my perseverance paid off, I got good grades for my subsequent essays.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   English writing is not at all that complex if someone is there to assist you in your endeavor to learn the English language. The right person for the job is a first-rate English writing teacher.

Is an oligopolistic market structure an example of market failure?

Is an oligopolistic market structure an example of market failure? Introduction One constructive approach of categorizing a market is by dividing it in terms of the number of firms on the supply side of the market and the buyers concentration on the demand side. Oligopoly represents one of the market structure where there are a very few firms on the supply side and a huge concentration of buyers on the demand side. As the buyers cannot affect the market conditions, they are going to adopt it as such and the supplier will be busy in anticipating the rival behavior. Oligopoly looms large in industries of steel, petroleum, automobiles etc. Many industries can operate geographically as oligopolies. For example banking in a small town operate as oligopoly since there will be one or two banks in the area and the residents will be forced to take his business to the local banks.( Friedman, 1983) Oligopoly a complex market structure Oligopoly is virtually a big business. Under this market structure, the rivalry takes on its worst form. Product innovations, aggressive advertising and innovative marketing tactics are frequently applied to outweigh each other. Oligopolistic market structures are the most difficult to analyze as they are highly interdependent and interwoven, where moves and countermoves are taken rapidly. For example a simple action by Ford may lead to a reaction by General Motors, which in turn cause a readjustment in Fords plan, thereby modifying GMs response and so on. So anything can happen anytime in oligopoly. There are few models that highlight oligopolistic behavior. They are: Cartels A case arises in monopoly when all the firms attempt to promote interdependence and they all mutually agree to set price and output. The firms through their mutual coordination try to create a giant monopoly. OPEC (Organization of Petroleum Exporting Countries), is an example of a cartel platform. Price leadership and Tacit Collusion It is an arrangement in which one or two firms make an arrangement for the pricing for the entire firm. Other firms are forced to follow the same price pattern although no such agreement exists in the industry. For example: In the infant formula industry, Abbot laboratories, Bristol Myers Squibb and American Home Products deliberately set their prices closer to each other to dominate the industry. The Kinked Demand Curve This model elaborates the stickiness in pricing in an oligopolistic structure. It has been hypothesized in this model that if for example, a firm X lowers its price in an oligopolistic market, the rival will be forced to lower its price to in order to avoid the loss of its market base. The demand curve dd is thus the relevant curve in case of a price reduction. dHowever, if the firm X goes for a price increase, then the case wont be the same. The rivals will not imitate this time, and would continue to enjoy the customer support as they would flee the firm X products. In this case the demand curve would be DD. The firm then tries to remain in a segment of the elastic demand curve between dd and DD. The true demand curve is represented by DAd, known as the kinked demand curve which silently points out the fact heads you lose, tails you lose (Baumol and Blinder, 2009) D A Price 8 (Competitors prices are fixed) 7 D d (Competitors respond to price changes) 0 Quantity per year 1,400 1,100 1,000 Game theory and the Oligopoly Game theory has been formulated to understand the behavior of the firms in an oligopolistic market structure that do not work on a collaborated output and pricing. The underlying assumption is that the large bossy firms are like players in a game of poker. They make the moves of lowering or increasing the price, to advertise or not to advertise, to discount and so on, based on their rivals move. Understanding the payoffs can put a firm in a better position to compete with its rival and be in a profit maximizing and rational position. For example the game between two coffee shops is illustrated as below: C:Documents and SettingsAnumDesktop4th assignmentUnderstanding Oligopoly Behavior a Game Theory overview Economics in Plain English_filesgame-theory-1.jpeg Source: Welker, J. (2009).Understanding oligopoly behavior-A game theory overview. Available from: http://welkerswikinomics.com/blog/2009/12/15/understanding-oligopoly-behavior-a-game-theory-overview// According to the above figure, both San Francisco coffee and Starbucks is following a dominant strategy. They are working up to maximize their outcome through advertising, ignoring what their competitor does. If S.F advertises, Starbucks earns profit ($12 vs. $10) through advertising. This means the pay offs are the same. Since both firms are enjoying profit through advertising they will do so, though the total profits are less in case when both are advertising, as compared to when they are not advertising. But such a condition would be a condition of instability, as to advertise is likely to be beneficial for both. So we say that advertise/advertise is Nash equilibrium, as at this stage none of the firm is going to change its strategy since it is bringing incentive to both (Jason Welker, 2009). Market failure due to Oligopoly Keeping in view the above theories that tries to explain oligopolistic behavior, the market failure due to oligopoly can be attributed to a various causes. Inefficiency, instability and indeterminacy brought about by oligopoly may result in a market crash. The firms supremacy is established as the capacity is established more and more, but little is produced in order to create artificial barrier to entry. The competitors compete on the basis of non pricing factors such as heavy advertising, which gives more hold up to the artificial barrier to entry. Prices are well above cost and price discrimination prevails. Some of the firms also engage in self-regulation to preserve their own profits and market share that further detoriate the situation (Grewal and Kumnick, 2006). Oligopolistic firms output and prices substantially differ from what is socially accepted from them. It is also believed that the misleading advertisement by the large firms also misleads the consumers and compels them to buy products that they do not want. They impose political and economic power and hover over the mind of the consumers working like an invisible hand. Market Form Number of firms in the market Frequency in Reality Entry Barriers Public Interest Results Long Run Profit Equilibrium Conditions Oligopoly Few Produces Large share of GDP Varies Varies Varies Varies Source: Economics: Principles and Policy By William J. Baumol, Alan S. Blinder MC=MR applies for a profit maximizing firm, under equilibrium. However, in oligopoly, MC is usually unequal than MR mainly because in oligopoly the firms are seeking to adopt strategies in accordance with the game theory, or they look for techniques such as increasing sales for profit maximization as their ultimate goal. Conclusion In a perfectively competitive market place the behavior of the firms automatically lead to a maximization of consumer benefits through an efficient allocation of resources. In oligopoly however, resource allocation is usually is not well set, more focused is paid on restricting output in an attempt to maneuver prices and profits. In an oligopoly everything is possible, can happen anytime anywhere, so the economists are still unable to clearly predict its behavior. Besides, its ability to lead the market down, some economists are of the belief that oligopoly has made a significant contribution towards the economic growth in the past two decades resulting in an increase in the average income of the rich countries.(Baumol and Blinder, 2009). Question two What are the implications for management of businesses in such structures? Introduction Oligopoly is a market characterized by few firms. Managers of a firm in such a structure know that their firm enjoys a market power. But the other players also have their share of power too. If the managers take the right course of action, properly assessing the behavior of their rivals in the industry, they are likely to make a profit. Strategic behavior Strategic behavior refers to the firms ability of proper consideration of their market power and awareness of their rivals move. Strategic behavior occurs in oligopolistic structures where there is less product differentiation and a competitive industry exists (Taylor and Weerapana, 2009) Implication for the managers The most important implication for the managers regarding oligopoly is the pricing practice on the basis of mutual interdependence. In case of monopoly, the absence of competition enables the managers to follow the MR=MC role to maximize its profit. Simply following the MR=MC isnt just enough. Example Consider, for example the case of proctor and gamble, where the manager hires a consultant for the thorough analysis of the cost, structure and demand. After a detailed analysis of the structure of the body soap products, the manager follows the MC=MR rule and set the retail price at $1.99.In a sudden move, the competitors Colgate-Palmolive , Lever brothers etc set the price of the comparable product 10 to 15 below to that of proctor and gamble. What the manager is likely to do? Either he can go for advertising and heavy promotion to compete against the lower prices of the competitors or can lower its prices down. Or he can simple do nothing if he is confident enough of the strong loyalty that his brand enjoys among consumers. The point is that, that pricing in oligopolistic structure cannot be done without taking into account your competitor. This is the essence of mutual interdependence (Young and McAuley,1994) The second implication for the managers is to understand that it can be extremely difficult to make money in a competitive market. Firms are required to be as much cost efficient as possible because they cannot control the prices. The managers are supposed to be vigilant enough to be able to spot opportunities and enter the market before the others could enter. They should be able to make their place before the demand gets high enough to support an above normal price. A situation could arise in oligopoly, where the managers in a firm become so successful in beating up the competition that the firm turns into a monopoly, or the one that can exercise monopolistic power. Such a case happened with IBM when In 1969, the firm dominated the computer market so much so, that the department of Justice had to issue an antitrust suit against it (Keat, Young and Benerjee, 2009) Global implication for managers The managers should keep in mind that the process of benchmarking in an oligopolistic structure strategy formulation should be done keeping in view both domestic as well as the global competitors. For example AT T communications not only took into account Northern telecom but also Siemens, Ericsson and NEC and Fujitsu. Many of the firms that refuse to take challenge from the foreign firms are likely to face consequences. Like many American firms got a serious blow from their Japanese competitors in the past 20 years. Companies like IBM and Caterpillar enjoys success because they established a strong hold in the Japanese market well before time. The oligopolistic structure also highlighted the importance of alliance for the managers. Alliances enable the firm to acquire technology from the rival firm. Whilst the acquisition of the technology can be a source of benefit for the firm, the firm giving up the technology can face causalities ( Yoffie,1993) Conclusion The managers of an oligopolistic market structure have to take into account several aspects in their decision making. The managers are plunged into complex pricing decision. They take into consideration the three Cs of Cost, customers and competition in their decision making. Price wars were common in an oligopolistic market, but they are becoming less frequent with the passage of time, mainly due to the realization of the managers. Managers have understood, through their bitter experiences, that the price wars are costly and do not bring any benefits. They chose to compete on the advertising and on product variations. So they have chosen not to compete on prices and have found for themselves a path of mutual advantage.

Morality and ethics in international laws

Morality and ethics in international laws Introduction All of international laws put great emphasis on morality and use of ethics. Morality is one of main criterions in foreign affairs. Many schools at international level provide an account of international relations, which focus on the interplay between power and morality. International level morality captures a holistic framework to analyze the main question to normative theories, namely some of moral values that are attributed to particular political activities against humanity as a whole, or may be the claims of any individual human being. This important question is at the heart of international level morality relations being one of most challenging moral questions. Recently, the international community comes up with great strides. It widely accepted the moral responsibility to protect in most of the situations where the state could not fulfill its obligations of protecting its own people. Morality and ethics are increasingly becoming fashionable and discussed on different levels of international education as well. Morality issues run throughout the lives of people, without making any division between their personal and professional identities. The foremost goal of national education policies is the character building and encouraging students to learn moral values of honesty, respectfulness, tolerance, sympathy, and truthfulness. The content of textbooks should mainly focus on these moral values. If the content is effective and delivered in an effective and efficient way to students, only then they are capable of increasing the internalization of moral knowledge. In order to minimize the gap between student’s moral information and practice, it is necessary to develop such a policy that involve moral content to significant extent in the textbooks of middle and secondary classes. National education policies aim to include moral reasoning and moral information as an essential curricular component of the school experience. Moral education is the main part of an educational backdrop throughout the history of any country. The 21st century is not able to afford any exception. Education policies at national level must embed the curriculum of primary and secondary schools into the moral content areas like Social Studies and Islamic Studies. With the subjects such as English, Urdu, Islamic Studies, Social Studies, Science, and other elective and compulsory subjects, schools can easily facilitate moral reasoning without any need to create an additional course depicting moral content. Introducing a moral reasoning and moral information curriculum through content-integrated curriculum facilitates the moral development of the students. Traditionally, people take moral education through different perspectives. Interpretation of student’s moral knowledge should be developed by taking into account the cultural influences. However, not all the cultures depict same moral values. Therefore, it is necessary to make culture-free the future direction in moral reasoning. Embedding moral content in the content of school textbooks encourages many students to develop their moral character. The moral standard of new curriculum in primary and secondary schools intends to lay such a foundation for students that gives them moral knowledge, develops moral character, responsibility, truthfulness, honesty, and high standards of personality and behavior. Moral values implied in the moral content of textbooks can be divided into several other categories of respectfulness, tolerance, kindness, awareness of rights, and sense of responsibility. Size of Moral Content The school textbooks provide comprehensive knowledge about morality. It covers a wide range of moral content including culture, social life, geography, politics, and environment. Through the moral content, students are able to make their own decisions and moral judgments. They are capable of understanding the importance of moral values that are taught in their primary and secondary curriculum. Moreover, moral education is not only possible through instructing the student on how to behave in the moral domain. The process should also cover the development of moral reasoning of individuals as well as dealing with different moral issues. The primary goal of the schools is not only promoting the academic achievements. However, the schools are in real need to promote moral character and moral development of students as well. Therefore, major part of the content in school textbooks is the moral content that focused on different moral values. With the help of such moral content, students learn many skills on resolving conflicts peacefully. They practice pro-social behaviors and engage themselves in services that result in less incidence of violence. The students master the basic moral knowledge and develop self-innovation skills and their own learning. The purpose of moral education is to develop moral virtues and personal character development of students. It helps in improving learning environment, promoting student achievements, building student character, and reducing disciplinary problems. Studying the moral content in school textbooks turns the students into good and responsible citizen, who are capable of cultivating their moral values efficiently. By studying the different facts of their own lives, they correct their moral orientation and achieve correct moral values. It taught the students ideological, civil, traditional, and moral education. Incorporating a wide range of moral content in the content of textbooks is important for all schools. Teaching moral education to students of primary and secondary schools is all about giving them enough skills to fight with several moral dilemmas that they may face in their daily lives. Moral education is no longer the teachings of religious morality rather it is about the basic character education. Students are able to resolve moral dilemmas peacefully without creating any violence. An effective moral education may revolve around specific strategies that help students in dealing with disillusionment and focusing on creation of a culture that would support the emotional and moral growth of the teachers. It is imperative to include large portion of moral content in education for the moral development of the students throughout their lives. Moral education in schools is effective for building character, sense of responsibilities, and moral values in students. The primary and secondary curriculum over time included it along with mathematics, reading, and writing. In some schools, moral education is a new concept and in many others, it is just a constant thread that has been seen throughout the history and facilitating the growth through levels of moral development. Developing moral reasoning The content of school textbooks on moral reasoning covers much of the social studies and arts curriculum. The content provided developing moral reasoning successfully implements it in daily lives of students. The incorporation of content about moral reasoning in curriculum is sufficient to move the students through stages of moral reasoning in efficient manner. Shared leadership and discussion are necessary curricular components of all schools. Schools teach morality inherently by conveying to students what one expects of them regarding what is right and wrong. Teachers help them to reflect on moral reasoning efficiently. Moral reasoning comprises of abstract concepts that students can examine and evaluate through dilemma-based discussions in their schools. It lets the students to present and discuss open-based scenarios. The content about moral reasoning makes the students to think contextually and analytically, who are then able to make informed decisions based on social and historical context. Therefore, it is best to embed moral reasoning in content areas of language arts and social studies specifically for dilemma-based discussions. Embedding the moral reasoning content into the core content parts of school textbooks allows both the teachers and their students to participate in integrated discussions throughout the school year and at different times rather in isolation. The pressure on students to share their decision-making roles provides such situations where moral reasoning can be applied. It is important to apply it in conjunction with dilemma-based discussions. Moral reasoning allows the students to practice it through their abstract thoughts and discussions. Moral reasoning helps the students to cover quickly the stages of moral development. It allows the schools to reach their mission of an educated citizenry through content-integrated and dilemma-based discussions. Allowing for student ownership in the school is an important aspect of moral education approach. Schools must implement this approach programmatically to achieve goal of an educated citizenry. The school administration needs to model it in order for students, who can internalize it. This approach depends on principles of fairness and justice in society. The contents about moral reasoning in school textbooks depend largely on the moral concepts that include student’s intention and understanding in relation to their actions. Using this approach, teachers are responsible for engaging students emotionally and intellectually through several discussions and solving moral dilemmas and issues. It helps the students to reach at high stage of moral thinking. Since moral thoughts goes through sequence of development stages, teachers must assist students throughout this process. Teachers play a vital role by closely listening to students in order to have better understanding of their reasoning and helping them in moving to next level of reasoning. Kohlberg’s stages of moral development as a theoretical framework facilitate the development of moral reasoning. During the stage of universal principles, the moral reasoning of individuals is beyond the strict rules of the society. Despite, it is beyond the social norms founded on abstract principles. Kohlberg believed that very few people achieve this stage where moral reasoning is guided by those internal universal standards, which supersede laws. The content provided developing moral reasoning exhibits its varying degrees from explicit religiosity to the secular overtones throughout students’ life. Content about moral information A large proportion of the contents of school textbooks explore the moral information and examine whether these contents properly address the content about moral information and knowledge of the students. Moral information is an important curriculum in education that targets in guiding students to live comfortable life and to become responsible citizen. Morality causes them to integrate into their community and learn how to solve problems of their lives. The most important responsibility and purpose of the content about moral information is to make students of primary and secondary classes to learn to live a healthy and civilized life. The moral content guides them in developing high standards of moral values. It encourages them to develop and explore the innovative spirit of science and civic virtues as well. Moreover, moral information leads to a good moral character and behavior habits of the students that enable them to live happy lives. Through moral knowledge and information, they learn about the development of their own in an effective way. Students of early grades are capable of learning skills more than the students in higher grades of education learn. Moral content of the school textbooks provides them such learning skills to face the challenges of life with confidence and solve daily life problems peacefully. They learn to develop their own life skills and avoid disasters and risks in their lives. Moral education guides them about the correct moral orientation and facts regarding their own lives. They analyze and adopt the moral values that play important role in the moral development of their own caring character. Such moral content successfully addresses the principles regarding psychology and physical development of the students. The content of school textbooks about moral information comprises of different categories. These revolve around making the students to love their motherland and their hometown. It guides them kindness to others, sense of participation in society, sense of responsibility, awareness of rights, traditional virtues, national unity, trustworthiness, respect for teachers, and love for younger individuals. It helps in developing mental health of students, their occupational satisfaction, consciousness of peace, and global consciousness. Moral information in curriculum aims to make students productive and contributing social members of the community. It provides them with basic knowledge about cultural literacy and introduces them to the cultural traditions while shaping their moral identity. Living in a liberal environment, the main objective of moral education is to provide intellectual skills to students that help them in making responsible and informed decisions about the problems considered being of moral importance. It intends to promote deep sense of concern in students for the well-being and betterment of the nation. Educating students provided the moral content and information in school textbooks is a challenge largely due to the reason that it does not provide a guarantee that the students would become just persons morally through the principles of common good. One of the major challenges that come up with moral education is that what schools teach children may differ a great deal, to what parents prefer their children to learn. Provided different understanding of morality and moral information, the subject offered different forms depending upon the country where it is taught. Human rights education, character education, personal education, social, and civic education are some of the forms of moral education. Content addressing each moral value different at different level of learning Some of the problems remain there in the moral content of school textbooks. The moral content provides a comprehensive knowledge. However, each moral value addressed is different at different level of learning. For example, the moral content on respectfulness of teachers, parents, and elders vary in large proportion to the moral content on sense of democracy, responsibility, and equality in society. Analysis of school textbooks shows addressing each moral value in different way at different level of understanding. Each moral value of truthfulness, honesty, sympathy, and tolerance presents ratios of different values. Furthermore, the school textbooks content is closer to the experiences of students in cities and lacks the content related to the experiences of rural students. No doubt, a great deal of historical and geographical knowledge is available as compared to the moral knowledge. The content of these textbooks need to include good proportion of each moral value as the moral and character building is important aim of education. Different conceptions of moral education exist to answer various questions regarding the extent to which moral education should comprise of. Some focus on the learning and teaching of moral virtues while others promote the moral practice. Some still consider development of moral reasoning and education as an emotional upbringing. Whichever these of conceptions about moral education in textbooks is right, it is not wrong saying that all conceptions strive towards the same objective. Despite addressing moral education different at different level of learning, its only objective is the education of mature individuals who have the abilities of independent action moral reasoning. Estimation of content addressing moral virtues among students School textbooks content address moral virtues among students to great extent. Some of the exercises and practical activities given in the textbooks encourage students to participate in moral development of their character. The main objective of these activities is to offer moral education for students and develop clear understanding of different aspects of real world. However, the internal moral education of students is considered to be abstract. Teaching learning methods for carrying out the activities and resolving problems provided in textbooks develop creative capabilities in students and help them in understanding and experiencing the problems in real life. The key problem of whether a student changes attitudes, and fills the gap between moral knowledge and moral practice along with forming good habits is not much paid attention or examined in detail. Improving the moral content of curriculum is necessary in some schools. Each student must set clear objectives based on cognitive and physical development in every grade. Teachers are responsible for knowing what the students require to achieve in each of their grades in school. They should force students to participate excessively in such activities that plays important role in the moral development. The responsibility for moral education sometimes lies with parents and followed by other social organizations and institutions, among which primary and secondary schools lead the way certainly. Although moral education is not considered as a subject course, it is clear that it is central part of any educational process. Conclusion/Recommendations The moral content should be capable of penetrating the past and connecting with the future. Therefore, the students can develop clear understanding of each moral virtue and its practice. The teaching staff should be trained about the content of morality. Understanding of the morality standards is essential for teachers for improving the multi-disciplinary knowledge and moral information. Policy makers are in need of empowering moral education teachers through organizing various workshops that stress on relevant approaches. The recommendation that teachers Moral education and development stimulates the students to high level of moral understanding. Embedding large ratio of moral content in the school textbooks content is considered much relevant and important because of the decline in social capital. Another reason is the lack of interest in some national issues, weak community bonds, loosening of family, and decline in sense of trust among most of people. One form of moral education is based on liberal thinking that targets to educate both heart and mind. Students can learn and internalize logical moral thinking for analyzing moral issues in logical and consistent ways.

A Bloody Night :: essays research papers

William Shakespeare once said, â€Å"For I have sworn thee fair, and thought thee bright, who art as black as hell, as dark as night.† Deception plays a big part in the play Macbeth. The play is about a king who is murdered by one of his most trusted men trying to gain power. During the play Shakespeare heightens the mood by using various accounts of imagery. The blood and night imagery that Shakespeare uses adds to the evil, darkness and deception surrounding the play. Night has a role of great importance during the play. Lady Macbeth beckons, â€Å"Come, thick night, And pall thee in the dunnest smoke of hell, That my keen knife see not the wound it makes, Nor heaven peep through the blanket of the dark, To cry "Hold, hold!" Without the obscurity of night, she would not have urged Macbeth to kill the king as she did. The night, however, gives her the impression that Macbeth can indeed kill King Duncan with no one uncovering his contemptible crime, the same idea that Macbeth had when he said, "Stars, hide your fires; Let not light see my black and deep desires" It seems as if the whole plot revolves around the night and the many roles it holds throughout the play. Shakespeare often uses darkness and storms to depict that evil happenings are occurring or are about to take place. There are at least three examples of this in Macbeth. Most of the evil things that Macbeth does in the story occurs in the nighttime. Lennox states, "... the obscure bird Clamored the livelong night. Some say, the earth Was feverous and did shake," in reaction to Macbeth's first evil act, killing the king of Scotland. "The night has been unruly: where we lay, Our chimneys were blown down; and, as they say, Lamentings heard i’ the air; strange screams of death,..." "Three score and ten I can remember well; Within the volume of which time I have seen Hours of dreadful and things strange, but this sore night Hath trifled former knowings." Both these quotes are talking about the night of Duncan’s death. They are showing the comparisons between the natural unruliness and the unusual disaster. In the play, the word â€Å"blood† is mentioned numerous times. Shakespeare’s use of this particular word is significant; he uses it to develop the character of Macbeth and the unfolding events of the drama.

Breaking Up Essay -- Personal Narrative, essay about myself

It should have been raining. It almost always rains in the movies when girls get their hearts broken. When that young man with a bittersweet smile and â€Å"I’m sorry† eyes shows up on the doorstep; telling his sweetheart that he is going off to war or beginning a battle with a fatal disease. Instead here I am: the blundering heroine of my own crazy film, with a script that seems to have a few gaping holes where all the witty lines are supposed to be. In the hot, sticky passenger seat of a black ’02 Grand Am, subconsciously capping and uncapping an Ice Mountain water bottle, listening to my boyfriend jumble up a bunch of words that eventually translate into: it’s over. C’est fini. He stops talking and takes a deep, shuddering breath and I realize that it’s my cue to talk. He’s waiting for me to say something along the lines of: â€Å"Sure Matt, I totally agree with you. I think it’s a great idea to end this relationship that I have put my whole being into for two years. I’m so relieved that you brought it up first, seeya around and good luck with all your future chicks.† I look out the...

Cbse Chemistry Notes for 11 and 12

Supplementary Textual Material in Chemistry for Class XI & Class XII 1 Acknowledgements CBSE ADVISORS Shri Vineet Joshi, I. A. S. , Chairman, CBSE Shri Shashi Bhushan, Director (Acad. ), CBSE CONVENOR & EDITOR Prof. A. K. Bakhshi Department of Chemistry, University of Delhi. DEVELOPMENT TEAM Prof. A. K. Bakhshi Department of Chemistry, University of Delhi. Dr. Anju Srivastava Hindu College, University of Delhi. Dr. Vimal Rarh S. G. T. B. Khalsa College, University of Delhi. Dr. Geetika Bhalla Hindu College, University of Delhi. Ms. Anupama Sharma Modern School, Vasant Vihar, New Delhi. MEMBER COORDINATOR Dr.Srijata Das, Education Officer, CBSE 2 TABLE OF CONTENTS Class XI Unit 5 : States of Matter 5. 7. 1 Kinetic Energy and Molecular Speeds 5. 7. 2 Maxwell-Boltzmann distribution of molecular speeds Unit 6 : Thermodynamics 6. 6. 1. Second Law of Thermodynamics 6. 8. Third Law of Thermodynamics Unit 7 : Equilibrium 7. 12. 1 pH of Buffer Solutions Class XII Unit 16 : Chemistry in Everyd ay Life 16. 4. 2. 1 Antioxidants 3 Unit 5: States of Matter 5. 7. 1 KINETIC ENERGY AND MOLECULAR SPEEDS As you have studied in the previous section the molecules of a gas are always in motion and are colliding with each other and with the walls of the container.Due to these collisions the speeds and the kinetic energies of the individual molecules keep on changing. However at a given temperature, the average kinetic energy of the gas molecules remains constant. If at a given temperature, n1 molecules have speed v1, n2 molecules have speed v2, n3 molecules have speed v3, and so on. Then, the total kinetic energy (EK) of the gas at this temperature is given by where m is the mass of the molecule. The corresponding average kinetic energy ( If the following term Then the average kinetic energy is given by where c is given by 4 ) of the gas will beThis ‘c’ is known as root-mean-square speed. As the name implies, to calculate c, first take the squares of the individual speeds , then their mean and finally the square root of the mean. It can be shown that c is related to temperature by The average kinetic energy depends only on absolute temperature and is related to absolute temperature by the expression where k = Boltzmann constant = 1. 38 x 10-23 J K-1 In the case of gases, one also talks of two other speeds, namely, average speed and most-probable speed. The average speed ( ) at a given temperature is the arithmetic mean of the speeds of different molecules of the gas. . e, where n1 molecules have speed v1, n2 molecules have speed v2, n3 molecules have speed v3, and so on. The relationship between average speed and temperature T is given by The most probable speed ( ) of a gas at a given temperature is the speed possessed by the maximum number of molecules at that temperature. Unlike average speed and root mean square speed, the most probable speed cannot be expressed in terms of the individual molecular speeds. The most probable speed ( ) is related t o absolute temperature (T) by the expression 5 Relationship between different types of molecular speedsThe three types of molecular speeds, namely, most probable speed ( ), average speed ( ) and root mean square speed (c) of a gas at a given temperature are related to each other as follows: For a particular gas, at a particular temperature, It follows from the above relationships that Example: Calculate the root mean square, average and most probable speeds of oxygen molecules at 27 oC. Solution: Given data: Molar mass of oxygen, M = 32 g mol-1 = 0. 032 kg mol-1 Temperature, t = 27 oC T = (27 + 273) K = 300 K 6 Expressions to be used: Root mean square speed, Average speed, Most probable speed, Actual calculationsRoot mean square speed, Average speed, Most probable speed, 5. 7. 2 MAXWELL-BOLTZMANN DISTRIBUTION OF MOLECULAR SPEEDS The speeds of the individual molecules of a gas do not remain constant. They keep on changing due to inter molecular collisions and due to collisions with t he walls of the container. However, at a given temperature, the distribution of molecular speeds remains constant. This distribution of molecular speeds is given by Maxwell-Boltzmann distribution law. 7 For a given gas, at a given temperature, the distribution curve of molecular speeds is shown in Figure 5. 7. 1 Figure 5. 7. 1.Maxwell Boltzmann distribution curve You can see from the distribution curve that it is the plot of molecular speed vs the fraction of molecules. The important features of this distribution curve are: (i) The fraction of molecules having too low or too high speeds is very small. (ii) There is a certain speed for which the fraction of molecules is maximum. This speed is known as most probable speed. (iii) The most probable speed of a gas, is the speed possessed by the maximum number of molecules of the gas at a given temperature and it corresponds to the peak of the curve. Since the most probable speed ( xpression ) is related to absolute temperature T by the I t means that at the same temperature, lighter gases shall move faster than heavier gases as is evident from the distribution curves of chlorine and nitrogen gases in Figure 5. 7. 2. 8 Figure 5. 7. 2. Maxwell Boltzmann distribution curves for chlorine and nitrogen gases at 300K Effect of temperature In Figure 5. 7. 3. are given the Maxwell Boltzmann distribution curves of a gas at three different temperatures T1, T2 and T3 such that T1>T2>T3. Figure 5. 7. 3. Maxwell Boltzmann distribution curves for a gas at three different temperatures 9It can be seen from these distribution curves that as the temperature increases 1. The entire curve shifts towards right. 2. The most probable speed increases. 3. The fraction of molecules having most probable speed decreases. 4. The curve becomes broader in the middle range indicating that more molecules have speeds near to the most probable speed. 5. The fraction of molecules having higher speeds increases. 6. The fraction of molecules having lower speed decreases. It may be noted that the total area under each of the curves remains the same as the sum of fractions of molecules remains unaltered on changing the temperature. 0 EXERCISE 1. Calculate (i) root mean square speed (ii) average speed and (iii) most probable speed of CO2 molecules at 700 K . 2. A sample of a gas contains 15 molecules with a speed of 3 m s-1, 25 molecules with a speed of 5 m s-1 and 30 molecules with a speed of 8 m s-1. Calculate root mean square speed of these molecules. 3. Calculate the temperature at which the average speed of oxygen equals that of hydrogen at 20 K. 4. Calculate the temperatures at which the root mean square speed, average speed and the most probable speed of oxygen gas are all equal to 1500 m s-1. Answers 1. i. 629. 92, m s-1 ii. 80. 50 m s-1 iii. 514. 33 m s-1 2. 6. 187 m s-1 3. 320 K 4. T for root mean square speed= 2886 K, T for the average speed = 3399 K, T for most probable speed = 4330 K 11 12 Unit 6 : Thermodynamics 6. 6. 1 SECOND LAW OF THERMODYNAMICS You have already studied in the previous sections that the first law of thermodynamics deals only with the law of conservation of energy and it gives no information about the criteria for feasibility of a given physical or chemical process. This law is always obeyed whether a given process occurs on its own or is made to occur with the help of an external agency.In any case the first law is valid in both the forward and reverse direction of the process. You have also learnt about the concept of entropy which is a measure of the randomness or the disorder in a system. This concept helps in explaining the spontaneity of the irreversible processes. For an irreversible process, the entropy of the system and surroundings taken together i. e. of the universe increases, while for a process at equilibrium it remains constant. This conclusion is of great importance as it helps us to predict whether a given process can take place spontaneously or not.Since a ll processes in nature occur spontaneously i. e. irreversibly, it follows that the entropy of the universe is increasing continuously. This important statement i. e. â€Å"in any spontaneous process, the entropy of the universe (system and surroundings) always increases† is also known as the second law of thermodynamics. ?SUniverse = ? Ssystem + ? Ssurroundings Specifically it means that If ? SUniverse > 0, the reaction is spontaneous If ? SUniverse < 0, the reaction is non-spontaneous If ? SUniverse = 0, the reaction is at equilibriumSince chemists are generally more interested in the system (reaction mixture) than the surroundings, it is therefore more convenient to restate the second law in terms of the thermodynamic properties of the system, without regard to the surroundings. As already described in the previous section, this is possible through the Gibbs free energy G which for a system is defined as G = H – TS. In terms of this thermodynamic property, the second law of thermodynamics can be restated as in any spontaneous process at 13 constant temperature and pressure, the free energy of the system (? Gsystem) always decreases.According to this definition If ? Gsystem < 0, the reaction is spontaneous If ? Gsystem > 0, the reaction is non-spontaneous If ?Gsystem = 0, the reaction is at equilibrium 6. 8. THIRD LAW OF THERMODYNAMICS The third law of thermodynamics is concerned with determination of entropy. It states that a substance which is perfectly crystalline at absolute zero of temperature has an entropy of zero. In a perfect crystal at absolute zero of temperature, each constituent of the crystal (atom, molecule or ion) is at the proper crystal lattice site and it therefore has the lowest energy.This means that this particular state is of perfect order, i. e, has zero disorder and hence zero entropy. Using zero value of entropy at absolute zero for a perfectly crystalline substance as the reference point (initial state), on e can calculate absolute value of entropy of the substance in any state (solid, liquid or gas) at any temperature by calculating ? S for the process/es in going from the initial state to the state of the substance for which entropy is to be calculated. However there are certain substances which possess certain entropy even at absolute zero.This entropy is known as residual entropy. The origin of residual entropy can be explained on the basis of the disorder which remains at absolute zero in certain crystals composed of AB types of molecules where A and B are similar atoms (as in CO). In such substances, there is a very little energy difference between â€Å"†¦AB AB AB†¦Ã¢â‚¬  and â€Å".. †¦AB BA BA AB†¦.. † and other arrangements so that the molecules adopt the orientations AB and BA at random in the solid. This gives rise to some disorder, also known as frozen disorder, and consequently residual entropy.For example in case of CO, the measured residual entropy is 5 J K-1 mol-1 which is close to the value expected for a random structure Figure 1 (B) of the form â€Å"†¦Ã¢â‚¬ ¦CO CO OC CO CO OC OC†¦Ã¢â‚¬ . 14 Figure 1. Alternative molecular arrangements for CO (A) Perfect crystal (B) Actual crystal EXERCISE 1. State Second Law of Thermodynamics. 2. Write the conditions in terms of ? H and ? S when a reaction would be always spontaneous. 3. When ? H > 0 and ? S < 0, a reaction is never spontaneous. Explain. 4. Comment on the spontaneity of a reaction at constant temperature and pressure in the following cases i) ? H < 0 and ? S > 0 (ii) ? H > 0 and ? S < 0 (iii) ? H < 0 and ? S < 0 (iv) ? H > 0 and ? S > 0 5. State third law of thermodynamics. 6. Explain the term residual entropy. 15 Unit 7: Equilibrium 7. 12. 1 pH OF BUFFER SOLUTIONS : HENDERSON – HASSELBALCH EQUATION As you have already learnt in the previous section a buffer solution is a solution which resists change in its pH on t he addition of small amount of acid or a base. Most of the important buffer solutions generally consist of mixtures of weak acids and their salts or weak bases and their salts.These buffer solutions are known as acidic buffers and basic buffers respectively. If the pH of the buffer solution is less than 7, it is called an acidic buffer and if the pH of the buffer solution is greater than 7 it is called a basic buffer. Examples of some acidic and basic buffers are as given below Acidic buffer Basic buffer 1) Acetic acid and sodium acetate 1) Ammonium hydroxide and ammonium chloride 2) Formic acid and sodium formate 2) Ammonium hydroxide and ammonium nitrate pH of an acidic buffer A very common example of an acidic buffer is a mixture of acetic acid and sodium acetate.Acetic acid, being a weak acid, is very slightly dissociated, while sodium acetate being a salt is completely dissociated. The mixture thus contains acetic acid molecules as well acetate ions and sodium ions. At equilibr ium: CH3COOH(aq) H+ (aq) + CH3COO-(aq) Taking the negative logarithm on both the sides, we get 16 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(7. 39) In general, †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(7. 40) It may be noted that the concentration of the acetate ions is taken to be almost equal to the concentration of the salt because the acetate ions coming from fully dissociated salt (here sodium acetate) suppress the ionization of the weak acid (acetic acid). This equation (7. 0) is called Henderson- Hasselbalch equation. According to this equation, the pH of an acidic buffer consisting of a mixture of a weak acid and its salt depends on the pKa of the acid, and the concentrations of the salt and acid in the mixture. If concentration of the salt is equal to that of the acid, then Buffer action of Acidic buffer The buffer action of an acidic buffer consisting of a mixture of acetic acid and sodium acetate can be explained in the following way. If we add small amount of HCl to the buffer solution it will ionise to give H+ ions. These combine with CH3COO- ions to form weakly ionized acetic acid.CH3COO-(aq) + H+(aq) ? CH3COOH(aq) + H2O(l) Since H+ ions get neutralised by CH3COO- ions, there will be no change in pH. On the other hand, if we add a few drops of NaOH to the buffer solution, it provides OH- ions which are neutralized by the acetic acid present in the mixture. 17 OH-(aq) + CH3COOH(aq) ? CH3COO-(aq) + H2O(l) Therefore the pH of the solution remains unchanged. pH of a Basic Buffer A very common example of a basic buffer is a mixture of ammonium hydroxide and ammonium chloride. Ammonium hydroxide being a weak base is very slightly dissociated, while ammonium chloride being a salt is completely dissociated.The mixture thus contains ammonium hydroxide molecules as well as ammonium ions and chloride ions. At equilibrium, NH4OH(aq) NH4+(aq) + OH-(aq) Taking the negative logarithm on both the sides, we get †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(7. 41) In general, †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(7. 42) 18 It may be noted that the concentration of the ammonium ions is taken to be almost equal to the concentration of the salt because ammonium ions coming from the fully dissociated salt (here ammonium chloride) suppress the ionization of the weak base ammonium hydroxide. This equation (7. 42) is called Henderson- Hasselblach equation. Further, pH can be calculated easily from pOH using Hence,It may be noted that pKa + pKb = 14 Buffer action of basic buffer The buffer action of a basic buffer consisting of a mixture of ammonium hydroxide and ammonium chloride can be explained in the following way. If a few drops of HCl are added to the buffer solution, it will ionise to give H+ ion which will combine with OH- ions to form H2O. H+(aq) + OH- (aq) ? H2O(l) Therefore, the addition of HCl will not change the pH. On the other hand, when a few drops of NaOH solution are added to the buffer solution, it would give OH- ions. These OH- ions combine with NH4+ ions present in the solution to form NH4OH, which is only slightly ionised.OH-(aq) + NH4+ (aq) ? NH4OH(aq) Hence, the addition of a base also will not change the pH. 19 EXERCISE 1. A certain buffer is made by mixing sodium formate and formic acid in water. With the help of equations explain how this buffer neutralizes addition of a small amount of an acid or a base. 2. A basic buffer is made by mixing ammonium hydroxide and ammonium nitrate in water. Explain how this buffer resists change in its pH on addition of a small amount of an acid or a base. 3. What would be the pH of a solution obtained by mixing 10 g of acetic acid and 15 g of sodium acetate and making the volume equal to 1 L.Dissociation constant of acetic acid at 25oC is 1. 75 x 10-5. 4. A buffer solution contains 0. 40 mol of ammonium hydroxide and 0. 50 mol of ammonium chloride to make a buffer solution of 1 L. Calculate the pH of the resulting buffer s olution. Dissociation constant of ammonium hydroxide at 25oC is 1. 81 x 10-5. Answers 3. pH = 4. 80 4. 9. 161 20 Class XII Unit 16: Chemistry in Everyday Life 16. 4. 2. 1. ANTIOXIDANTS Antioxidants are one of the important and necessary food additives. These compounds retard the action of oxygen on food thus reducing its speed of decomposition by oxidation. Hence they help in the preservation of food.These act as sacrificial materials, i. e. these are more reactive towards oxygen than are the materials they are protecting. They also reduce the rate of involvement of free radicals in the aging process. Examples: The two most familiar antioxidants used are butylated hydroxy toluene (BHT) and butylated hydroxy anisole (BHA) (Figure 1). These phenolic compounds are added to preserve fats in packaged food. Oxygen reacts preferentially with BHA or BHT rather than oxidizing fats or oils, thereby protecting them from spoilage. The addition of BHA to butter increases its storage life from mo nths to years.Sometimes, BHT and BHA are added in combination with citric or ascorbic acids to produce a more active synergetic effect. Figure 1: Butylated hydroxy toluene (BHT) and butylated hydroxy anisole (BHA) Sulphur dioxide and sulphites ( such as sodium sulphite, sodium bisulphite and sodium metabisulphite) are useful antioxidants for wine and beers, sugars syrups and cut, peeled or dried fruits and vegetables. They prevent or reduce their discoloration. 21 EXERCISE 1. Name one antioxidant commonly used to increase the storage life of butter. 2. Name one antioxidant used in wine and beers. 22a

Impact of Digital Marketing on Sales Essay

Embracing emerging trends and technologies helps marketers create a sustainable competitive advantage for their business. Emerging marketing trends and technology, such as big data, social media mobile, context-aware computing and the Internet of Things, create unprecedented opportunities to engage customers, fuel growth and take market share. As a digital marketer, you can be overwhelmed by how quickly new technologies become mainstream. A Facebook yesterday is a Pinterest today and a socially enabled, real-time, mobile personal assistant tomorrow. The objective of this paper is to look at the impact digital marketing has on sales especially in emerging markets. The major aspects of digital marketing that would be covered are as mentioned below: Digital Marketing Essentials Multichannel Marketing Data-Driven Marketing Mobile Marketing Monetized Digital Marketing through Commerce Social Marketing Evaluating the impact of digital strategy: Evaluation of the ‘true impact’ of the digital marketing strategy & spend, is a multi-phase journey. It could be broken down into five distinct phases: Datawarehousing & Reporting Dashboarding Statistical Analysis Predictive Analysis Optimization The research paper analyzes the current situation with respect to developing countries in the digital environment. It would also study the â€Å"digital divide† and the differential pattern of developing and least developed countries in take-up of the new technologies, the changing nature and demographics of Internet use as well as the role of innovation and creativity in making digital marketing a success. The Evolution of Digital Marketing in Developing markets The Digital Divide Access & Participation in the Digital Economy Opportunities & Challenges The paper studies and analyzes the influence on the 4Ps of Marketing by the onset of the Digital Revolution and the dominance of accessible information through the Internet. It has changed the way consumers spend their money and the way they shop for products and seek services. Like the Industrial Revolution, today’s Digital Revolution has changed the ways in which people live their daily lives and the manners in which companies practice business. In marketing, strategy has greatly shifted away from material and into more liquid avenues and flexible ways of reaching consumers. Because people have altered their spending habits, so too have marketers changed the ways of reaching their customers and creating products focused on the new needs of the consumer today. Advertisement and sales have shifted away from tangible methods of reaching people such as print ads and newspaper and into digitized networks that offer to target a larger audience at a fraction of the cost. The impact of the Digital Revolution on marketing cannot be ignored as indeed, it has completely changed the industry in a way never previously conceived. INTRODUCTION: â€Å"The Internet is becoming the town square for the global village of tomorrow† -Bill Gates Emerging markets are countries experiencing relatively recent industrial, political and technological change resulting in rapid economic growth. Emerging markets cover more than the BRICs (Brazil, Russia, India, China, South Africa), however; these countries are amongst the buoyant emerging giants. Large populations generally characterise these markets, as is obvious with China and India. They tend to be dominated by young populations and rising middle classes. As business revenues plateau in saturated, developed markets, expansion into emerging markets is a popular means for reaching new growth targets. Although these countries are affected by the global recession, many remain in robust growth positions. The endeavour of international business involves uncertainty and risk, however; this can be mitigated by the internet. How the Global Digital Era and Emerging Market Growth is Transforming the Marketing Agenda? Senior executives in developing economies, working in organizations, small and large, are asking the following questions: How can we get ahead of competitors in emerging markets? How can our business mitigate risks when we enter risky, high-growth emerging markets? How can we measure marketing activities and sales-related results in these markets? The increasing mobility of the consumer is a good development for any business. Marketing to a constantly on-the-go consumer is like trying to hit a moving target. Direct digital marketing is an addressable marketing method where relevant marketing communications are delivered to individuals through the e-mail, Web, and mobile channels using an e-mail address, a Web browser cookie, and a mobile phone number. The principles of direct digital marketing—addressability, message relevance, and personalization—are ideal for restaurant marketers and their customers. Leveraging the full value of direct digital marketing requires going beyond the tried and true e-mail marketing strategies that have been used for the last 10 years and building a strong relationship with a consumer at each touch-point they value.