Simple Pendulum Lab

The Simple Pendulum Objective and Background Objective: The Objective of this experiment is to examine the simple harmonic motion and to determine the value of the acceleration due to gravity from the analysis of the period of the simple pendulum. [1] Background: There are three equations that will be used to calculate the period of motion of the simple pendulum. They are the slope of the line of the graph of T? against L, and the gravity of the pendulum motion.The period of the motion is the time needed for one complete cycle that a pendulum bob swing from the initial position to the other end, and then back to the initial position. [1] The equation to calculate period is, T = 2? Lg Where, T = Period of the motion, measured in s. L = Length of the pendulum, measured in cm. g = Acceleration due to gravity, measured in m/s2. The slope of the line in the graph of T? against L can be used to determine the gravity of the pendulum motion. It is because, y = mx m = T? L= 4 g = Slope of the line in the graph T? /L. Therefore, to find the gravity of the pendulum motion, we can use the slope of the graph.The slope of the graph is given by the formula, g = 4 m g = Acceleration due to gravity, measured in m/s?. Procedure and Observations Materials: * String * Metre Stick * Stop watch * Stand * Pendulum bob Procedure: 1) Materials listed above were taken for the experiment. 2) The pendulum bob was tied tightly with the string. 3) The string with the pendulum bob was hung on the stand. ) A meter stick was used to measure the distance between the centre of mass of the bob and the top of the string. 5) The distance was recorded in the observation table. 6) The pendulum ball was held at a distance from the centre and it was released. 8) A stop watch was used to time the time needed to complete ten cycles. 9) The time was recorded in the observation table. 10) Steps 4-7 were repeated four more times with different lengths. Observations: L (m)| 10T (s)| 0. 185| 9. 01| 0. 39| 14. 13| 0. 595| 15. 04| 0. 79| 17. 58| 1| 19. 67|Diagram of the Pendulum Figure [ 1 ] Calculations and Results Method 1 – Graph of T2 vs. L Data collected L(m)| T2(s2)| 0. 18| 0. 81| 0. 39| 1. 99| 0. 59| 2. 37| 0. 79| 3. 09| 1| 3. 86| Hand drawn graph ?x ?y Figure [ 2 ] The slope can be determined by m=? x? y. So, by taking a value for x x = 0. 4 cm y must then be y = 1. 4 cm m= 1. 4 cm0. 4 cm m=3. 5 The error would be given by ?mm= ? x1x12+ ? x2x22 ?m= m 0. 051. 42+ 0. 050. 42 ?m= 3. 5 0. 051. 42+ 0. 050. 42 ?m=0. 45 The acceleration due to gravity is given by g=4? 2m g=4? 23. 5 g=4? 23. 5 g=11. m/s2 Calculating the error for g would yield ?gg= ? mm2 ?g= g 0. 453. 52 ?g= 11. 30. 453. 52 ?g= 1. 45 m/s2 g=11. 3 m/s2 Â ± 1. 45 m/s2 Solving for the percentage deviation would give % deviation= Actual value-Expected valueExpected value* 100% Expected value=9. 8 m/s2 % deviation= 11. 3 m/s2-9. 8 m/s29. 8 m/s2*100% % deviation= 11. 3 m/s2-9. 8 m/s29. 8 m/s2*100% % deviation= 15. 3% Me thod 2 – Linear Regression Excel graph Figure [ 3 ]The equation of the line is given by T2 = 3. 53L + 0. 33 Where m=3. 53 The acceleration due to gravity is given by =4? 2m g=4? 23. 53 g=4? 23. 53 g=11. 1 m/s2 Solving for the percentage deviation would give % deviation= Actual value-Expected valueExpected value* 100% Expected value=9. 8 m/s2 % deviation= 11. 1 m/s2-9. 8 m/s29. 8 m/s2*100% % deviation= 11. 1 m/s2-9. 8 m/s29. 8 m/s2*100% % deviation= 13. 2% Conclusion By comparing these two methods of calculating the acceleration due to gravity it is clearly noticeable that there is a difference between the two, when it comes to the accuracy. When calculating g using the hand drawn graph method it yielded =11. m/s2 Â ± 1. 45 m/s2. However, when using the linear regression method on excel, it yielded g=11. 1 m/s2. This is clearly closer to the expected value of 9. 8 m/s2. There are several reasons contributing to the conclusion that linear regression is more accurate, than meas uring calculating the slope off of a hand drawn graph. First of all, computers are much more accurate than humans. There is no denying the fact that humans are not perfect and no hand drawn graph will be as precise as a computer drawn graph.A ruler was being used, which may lead to believe that the line is perfectly straight, whereas it is actually not. This is clearly noticeable when one zooms in on a hand drawn graph. Another problem with the ruler is that no matter how hard one tries to measure the distance between two different points, one will never be able to get the exact distance. Computers however, Excel in this case, draw perfectly straight lines. Also the location of line of best fit line, in the hand drawn part of the experiment, was estimated, which obviously leads to an inaccurate result.Excel however, uses the calculation of linear regression to draw the line of best fit and this is extremely accurate, since the exact slope is being calculated by Excel. It is clear th at the method of linear regression is more accurate by looking at the percentage deviations for each method. The % deviation for the hand drawn graph yielded 15. 3%, whereas the percentage deviation for the linear regression method only was 13. 2% Even though the linear regression method was more accurate than the hand drawn method, there was still a pretty significant difference, between that value, namely g=11. m/s2, and the expected value of 9. 8 m/s2. This is due to a few sources of error when this experiment was conducted. One of the errors that contributed to this difference was that the length of the string was not exactly measured. Thus, the relation between the length and the period was wrong, leading to false results. Another reason that contributed to the inaccuracy was the fact that when the bob was not swinging the way it was supposed to. It was only supposed to have a linear motion, but it had a slight circular motion, which of course lead to a longer period.This again resulted in a wrong relation between the period and the length, leading to a wrong result. There was another major aspect to the experiment that lead to this result. Namely the fact one could not tell where the bob actually started its swinging motion exactly; therefore the exact period could not be measured with the stopwatch. It is evident however, that if these errors could have been avoided, the acceleration due to gravity could have been calculated very accurately using the method of linear regression. References [1] PCS 125 Laboratory Manual, 2008

Find out the compounds that would get formed when heating copper carbonate

The colour of CuO and Cu2O are black and red respectively. Heating copper carbonate strongly will produce copper (ll) oxide and carbon dioxide that will be given off so basically the equation that results from this is: CuCO3 (s) ? CuO (s) + CO2 (g). By heating for about 3g of the green powder of copper carbonate, I should obtain a new compound with the black colour proving the presence of copper (ll) oxide. The volume of the carbon dioxide that will result from heating copper carbonate depends on the mass of copper carbonate. Actually, it is proportional to it: the bigger the mass of copper carbonate the bigger the volume of gas given off and the bigger the mass of the product formed. The time of heating is very important as well because the copper carbonate isn't completely burnt, it will affect the quantity of gas and the mass of the compound formed. In the preliminary experiment, I just identified which compound that was formed knowing the colours. Using the same apparatus as in the proper experiment, I heated 1.00gram of a green powder of copper carbonate and obtained 0.30gram of copper (ll) oxide. That experiment was limited in the fact that I couldn't measure directly the volume of gas that was given of in the reaction and, considering the accuracy of the chemical balance used, that mass used was small providing an error of ? 1% in the mass of copper carbonate. So, to improve this I used a much bigger mass in the proper experiment for the accuracy of the balance couldn't be improved. * Crucible and lid. * Pipe clay triangle. * Tripod. * Heatproof mat. * Bunsen burner. * Tongs * Chemical balance. * Green powder of copper carbonate. * Bell jar. (Eye protection required: WEAR SAFETY GOGGLES ?TAKE CARE TO AVOID BURNS. WEIGH (to the nearest 0.01g) EVERYTHING TWICE AT LEAST TO AVOID ERRORS. 1. Set the tripod, Bunsen burner (switched off), heatproof mat and pipe clay triangle as above. 2. Weigh the crucible and lid and record the measurement. 3. Letting the crucible on the balance, add the powder of copper carbonate for a little more than 3.00g. 4. Put the lid back and record the measurement. 5. Place the set onto the pipe clay triangle. 6. Switch the Bunsen burner on and heat the crucible strongly. 7. Using the tongs, lift the lid slightly from time to time to check whether the colour of the copper carbonate has completely changed or not. 8. When the colour has changed totally (after about 10 minutes), switch the Bunsen burner off and remove the crucible and lid using tongs form the pipe clay triangle. 9. Allow it to cool into a Bell jar. 10. Re-weigh the crucible and lid and copper (ll) oxide formed in and record the measurement. 11. Range the apparatus back. Mass of crucible + lid = 17.86g Mass of crucible + lid + copper carbonate = 21.58g Mass of copper carbonate = 3.72g Mass of crucible + lid + copper oxide formed = 20.45g CuCO3 (s) ? CuO (s) + CO2 (g). n CuCO3 (s) = n CO2 (g). M CuCO3 (s) = V CO2 (g). Mr Vm Mr = 63.5 + 12 + 3 x 16 = 123.5 gmol-1 M CuCO3 (s) = 3.72 g Vm = 24 dm-3 3.72 g = V CO2 (g). 123.5 gmol-1 24 dm-3 So V CO2 (g) = 0.723 dm-3 M CuO (s) = Mass of (crucible + lid + copper oxide formed) – Mass of (crucible + lid) so M CuO (s) = 2.59g. If my method and my results are right then the volume of CO2 given up was 0.723 dm-3 and the mass of CuO obtain was 2.59g. This method could only enable us to calculate the volume. The total uncertainties in that volume is the same of one of the mass of copper oxide formed for they depend quantitatively to the mass of copper carbonate used. The chemical balance was accurate to 0.01g. That error is [?(0.01/3.72) x 100] ? 0.27% then the order of proportionality of the results are: V CO2 (g) = (0.723 ? 0.0027) dm-3 and M CuO (s) = (2.59 ? 0.0027) g. If I had to repeat this experiment, I would use a gas inch well greased (to enable the pressure of gas to push it) by which I can just measure the volume of gas directly using a similar mass.

Is there anything we can do to save the environment Essay

Is there anything we can do to save the environment - Essay Example Various aspects of going green can be used in such an initiative. To begin with, the world should start by the initiative of planting trees. Over the last decade, the world has experienced massive deforestation, where many trees are used as a source of energy, raw materials, and other uses. This has had a dire effect on the climate change, especially when looking at the ratio of gases in the air. With massive deforestation, the numbers of trees that purify the air are reduced. As such, there will be excessive carbon in the air. This will pose a danger to environmental conservation, as the initiatives will not be optimized. To rectify such a situation, there is a need to reflect on the positivity of planting trees on large scale (Cook 140). For example, the late Professor Wangari Maathai initiated the Greenbelt movement. This was an initiative to help in conserving the environment from the forecasted climate change. Through the initiative, she was awarded a Nobel Prize. This shows tha t the world is appreciating such initiatives in ensuring the world is conserved to the highest limits. Secondly, there is a need to stop deforestation. Many countries across the globe have initiated strict penalties on deforestation, as it is a threat to the world’s ecosystems. Therefore, this initiative should be enhanced in the whole world, as it will be a prudent approach in conserving the environment. According to research, the population of trees in the world has been drastically reducing.

Confectionery Market Assignment Example | Topics and Well Written Essays - 2000 words

Confectionery Market - Assignment Example This is a comprehensive statement by MINTEL a marketing intelligence company. This explains the sudden exceptional performance of Cadbury as an impact if the overall chocolate confectionary industry sector. However, questions to be asked at this juncture are: The issue at this pointy in time for Cadbury is to sustain this growth.pattern. However, according to statistics, on one hand it would be able to match tis growth on the other hand other segments are offering greater returns. According to Industry Reports on 2006 Product Announcements and Sales "In 2006, thousands of new confectionery and snack products debuted tempting taste buds of consumers everywhere. 2,910 new confectionery products debuted, and Chocolate: 1,478 "Confectionery sales continue to cluster around major holidays, with Halloween leading sales in 2006 and Easter a close second. Halloween secured its lead with a 2.8 percent growth overall, while Easter stood out in 2006 posting a 7 percent sales increase thanks to a late April celebration. Also making gains, the winter holiday season and Valentine's Day both posted a 1 percent increase in 2006 and ranked third and fourth in overall holiday sales respectively."- www.whatsnewiningredients.com The above statement depicts a new trend in marketing that is of event marketing. All over the world companies are finding events the best way to market their products to the right audience. As for confectionaries, these are impulse products most consumed after reminder advertising, brand awareness on special occasions and events. It is thus no surprise that then sales increase by 1% due to Valentines day. New Product Development "Top trends driving product releases of 2007/08 include flavor fusions, international influences, artisan palate, sweet benefits, simply sugar-free, originally organic, reinventing classics, the dark side and child's play" (www.whatsnewiningredients.com) "Focussed attention in the premium and dark chocolate sectors of the market, which is providing strong growth opportunities. In April, Cadbury Schweppes relaunched the Old Gold dark chocolate brand and added a 70% cocoa variant. As a result, the brand grew 36% in Australia and by over 80% in New Zealand" (www.scoop.co.nz) Dark Chocolate segment: " In July, a new premium chocolate range was launched under the Cadbury Eden brand, positioning the business to tap into this fast growing segment of the market Our second half innovation program continues to build momentum with the exciting launch of Cadbury Eden into the premium chocolate segment"(www.snoop.co.nz, National Confectioners Association) It can be seen from the above statistics that the dark chocolate segment is an upcoming segment for Cadbury. Another segment that has a high potential is the organic food segment. Segmentation The various market segments that Cadbury brands are catering to are: - Cadbury gift boxes- for valentine gifts and for special occasions -priced higher. Cadbury Freddo-sells at a low price for kids to afford it. Cadbury 500 g bar with 10% more chocolate is for families with many

Entrepreneurship Initiation Essay Example | Topics and Well Written Essays - 3000 words

Entrepreneurship Initiation - Essay Example To begin with, it is vital to make some reasonable refinements and settle on decisions going to which particular piece of the new administration advancement hypothesis this study wishes to make a commitment. The typology contrived by Goldstein et al. (2002) closed to have an extensive level of functional significance and is accordingly the most evident one to utilize. This administration typology recognizes four administration sorts by utilizing two qualities. These traits, (1) Contact power, and (2) Variety were uncovered to be the basic typology traits by variable examination (Goldstein et al., 2002). While contact power is seen as the measure of interrelationships between workers furthermore clients, mixture is seen as the aggregate sum of decided appearances of the services. Rosen, (2002), claim that the contrast between these service sorts is that service sorts with a generally low mixed bag have a tendency to utilize conventional new product improvement apparatuses to create services. Because of constrained introduction to client changes, the attributes of these services look like, all things considered, the qualities of physical merchandise. By force is altogether different (Mathis, 2002). Considering the distinction in service advancement and instruments effectively accessible to service firms with low contact power, a more noteworthy commitment can be made to service advancement for firms with a high contact force and mixture, particularly when considering the little collection of writing covering this subject in this specific portion (Minkoff and Cline, 2003).

Coke and Pepsi in India Essay Example | Topics and Well Written Essays - 1500 words - 1

Coke and Pepsi in India - Essay Example As the paper highlights Indian customers had a little choice of products or brands and sometimes they were forced to purchase products regardless of quality and reliability. In addition, Indian government mandated that the companies Pepsi and Coca Cola must be promoted in India under the names ‘Lehar Pepsi’ and ‘Coca-Cola India’. Boycotts of American goods and water contamination issues were some other aspects of Indian political spectrum, which influenced operations of both Pepsi and Coca-Cola in the country. The company management could have anticipated some of the Indian market issues particularly corruption within the Indian governmental settings. By forecasting this, the Coca-Cola could have avoided its hardships in the past. However, it was not possible for the company to anticipate the ongoing water contamination issues. In other words, each company could have handled the unexpected developments in Indian political arena better, if its management had been flexible enough to adapt to the developments emerged. From this paper it is clear that Pepsi entered the Indian market early in 1986. During that time, the Pepsi had not to compete with other multinational companies once it was the initial stage of Indian soft drink market. Therefore, the early entry assisted the company to attain a significant foothold in the market while it was still working with its product positioning operations. In addition, the Pepsi acquired 26% market share by 1993 as a result of its early market entry. At the same time, the early entry forced the company to change its name to Lehar Pepsi and additionally Pepsi had to struggle with other local issues. The Indian government restricted Pepsi’s soft drink sales to less than 25% of total sales. Likewise, the late entry of Coca-Cola in Indian market in 1993 aided it buying four bottling plants from the industry leader Parle.

MASTER IN INTERNATIONAL TRADE LAW AND ECONOMIC DEVELOPMENT Essay

MASTER IN INTERNATIONAL TRADE LAW AND ECONOMIC DEVELOPMENT - Essay Example Aid for Trade may influence the balance in trade negotiations and thereby further compromise the already tenuous relationship between developed and developing nations within the WTO.3 This paper critically examines the Aid for Trade mandate of the WTO and looks at its potential advantages and predictable challenges. Ultimately, it will be argued that the WTO as it is currently constructed does not have the legal and political frameworks conducive to an Aid for Trade remit. The most obvious advantages of the Aid for Trade aspirations of the WTO are found in its rationale for introducing this system trade. Accordingly, the WTO states that its rationale for introducing the Aid for Trade remit is for: Ideally, the WTO’s rationale for introducing the Aid for Trade mandate makes sense. It is certainly true that involvement in international trade has the capacity to reduce poverty of many millions as evidenced by China and India.5 Unfortunately, not all countries have been able to benefit from world trade as a result of declining participation in the global markets.6 Obviously, the WTO perceives that Aid for Trade is a means by which those countries with minimal access to global markets may become more active participants. Aid for Trade is perceived as a method for assisting developing countries with meeting the cost necessarily incurred in gaining access to global market opportunities. The fact is, many developing countries do not have the requisite infrastructure necessary for export. For instance they are sorely lacking in â€Å"efficient ports, adequate roads, reliable electricity and communications† as well as technology and skills to comport with the â€Å"product standards† of the â€Å"high value markets†.7 Obviously, Aid for Trade is viewed as one method for providing the necessary funds or opportunities for improving these infrastructure shortfalls. In this regard, Aid for Trade can be seen as a means for providing support in respect of the recipient

Analysis of Bahrain's Economy's strength and weakness Essay

Analysis of Bahrain's Economy's strength and weakness - Essay Example Crude oil derivatives produced from imported crude oil form a significant part of exports. Many industrial projects are under way. Unemployment {mainly among young Bahrainis}, declining oil reserves and decreasing underground water resources comprise Bahrain’s three main problems with long term implications (Wikipedia.org). The first strength is the realization of the need for maximum oil conservation. It has stabilized its oil production at 6,400 m3 or 40,000 barrels per day with the aim of stretching its oil reserves to 15 years (Wikipedia.org). Secondly, it has realized it cannot depend on oil for long and should diversify its economy. It has made commendable progress in this direction. It is utilizing its idle oil refineries to refine crude oil imported from its giant oil producer neighbors, particularly Saudi Arabia. Its ‘Persian Gulf Petrochemical Company’ is operating as a joint venture between Bahrain, Kuwait and Saudi Arabia, to produce petroleum derivatives methanol and ammonia. ‘Aluminium Bahrain’ is the largest factory of its kind in the world that produces 525,000 metric tons yearly. ‘The Arab Iron and Steel Company’ produces 4 million tons of iron ore pellets. Bahrain has a giant shipbuilding and repair yard that gets lucrative business from the hundreds of oil tankers and commercial ships plying to and from the Gulf nations. Its most commendable diversification is in financing: its impediment-free regulations have attracted more than 100 offshore banking institutions in ad dition to many onshore institutions (Wikipedia.org). Thirdly, it has provided an attractive setting to attract multinational firms. It has a modern infrastructure. Its airport serves 22 international carriers. Its seaports provide direct and regular links to Europe, the Far East and the U.S. It has a state-of-the-art communication network. These facilities have attracted a large number of banks and multinational

Statement of purpose study abroad (USA) Essay Example | Topics and Well Written Essays - 500 words

Statement of purpose study abroad (USA) - Essay Example Multi national companies are diversifying their operations globally across various countries. The diversified working environments and regulations persisting in the respective countries require very versatile skills to cope with. I would like to enhance these diversified knowledge requirements by pursuing exchange program in management studies at the most renowned universities of the USA. Unites states with the mammoth volume of the economy and the kind of financial firms present, would present a perfect learning platform about various intricacies of finance and accounting practices that could serve as key learning principles for an accounting professional like me. My international exposure at Australian university has boosted my intention of acquiring global knowledge of Accounting and finance. I would like to take a deep dive into the accounting concepts in my stint with "University of California" to elevate my expertise in my core field of accounting and finance. United States houses the most well established accounting and financial institutions of the world with great career prospects. These companies provide unique working ambience and diversified working culture. As an international student I would like to explore the rich culture and knowledge base of America.

Public Health Essay Example | Topics and Well Written Essays - 1000 words - 2

Public Health - Essay Example Its objective is to offer conditions in which citizens can be fit and its focal point is one the complete populations (Chin, 2000). Therefore, public wellbeing is concerned with the whole organization and not only the abolition of particular illnesses. Mission: the task of the public wellbeing scheme comprises its objective at every point in moments and how, at the theoretical stage, these goals are prepared. At the start of the 21st era, the duty of community wellbeing is to guarantee situations that populaces can be fit. This task is conceptualized as being approved via the recital of the core purposes of evaluation, policy growth, and the declaration (Rugglero, 2007). The functions have come to symbolize the universal conducts in which civic wellbeing difficulties are known and tackled via planned, communal labors. Structure: the structural ability of the public welfare organization is the increasing capital and relations essential to take the vital processes of community fitness. Structural capacity comprises of the following basics: organizational resources, information resources, fiscal, human and physical resources. Process: the practice of community fitness can be considered in terms of primary processes via which practitioners look for to identify, prioritize, and address society heath difficulties. Also, it seeks to recognize resources and productivity of the basic operations, policies, public health involvements, services, programs, and regulations. The means of general fitness are those that recognize and tackle health difficulties. In addition, the methods also identify and attend to agendas and services reliable to community priorities and mandates (Chin, 2000). Outcome: an organization’s outcomes are the immediate and lasting change knowledgeable by communities, families, providers, inhabitants and individuals. It is also the cumulative consequence of the contact of the communal wellbeing system’s process and structural capacity given

Curtis Cobbins Essay Example for Free

Curtis Cobbins Essay Dear Ms. Robbins: Im writing to thank you for the December 4th interview for the District Manager position. I am still very much interested in the position and it was especially useful to meet with you and discuss the saes and marketing processes you have in place. As District Manager on the team, I look forward to forming optimal alliances with customers, investors, franchisees and vendors as well as your internal teams. I came away from our discussion with ideas I look forward to applying at Deen Companies. Specifically, I would like to get your reaction on my thinking regarding marketing research methods in your company. I am confident you will find my comments useful in this crucial area. You evaluate many people in the course of hiring, so let me recap my qualifications: †¢ Over five years record as Top Sales Producer, generating approximately $1. 5 million in annual sales †¢ Proven experience developing and managing major commercial accounts †¢ Extensive experience in sales management, contract negotiation and account administration †¢ Positive work ethic and deep commitment to providing excellent results †¢ Excellent management and communication skills If I can further substantiate my ability to meet your needs at Deen Companies, please email me at [emailprotected] com Thank you again for your time. I look forward to hearing from you. Sincerely, Curtis Cobbins Enclosure

Theoretical Mass of Ethyl-p Aminohenzoic Acid | Experiment

Theoretical Mass of Ethyl-p Aminohenzoic Acid | Experiment The yield obtained through this experiment is 63 of the theoretical mass of ethyl-p aminohenzoic acid. There are few events that could be improved in order to issue the amount of yield obtained. First of all, the quality of reagent used is relatively small to acquire a good percentage of the product. In order for a greater percentage yield to be attainted this experiment, a great amount of reagent should be used. Beside s, that the product is transferred into too many containers repeatedly. This causes a lost in product between the transfers. Therefore, fewer transfer of product should be done in this experiment to obtain higher percentage of yield. Moreover,. Even though it was only a small portion, it is still decrease the amount of purified yield obtained.. Furthermore, more precautions should be taken while performing recrystallization such as adding as little methanol as possible. The yield can be improved by maximizing the formation of crystals. More crystals can be formed by s cratching the bottom of the Erlenmeyer flask with a glass rod and adding a crystals seed into the solution. To add on, it should be given enough time for crystals to be found while the flask is placed in the ice water bath. Through this, more yields can be acquired. What is the advantage of using absolute ethanol rather than using 95% ethanol in this experiment? If the 95% ethanol was used the little amount of water present in the diluted ethanol can prevent ester formation. This is because easter the presence of water could drive the reaction to the left. i.e. instead of acids becoming esters from the Alkyl group, the esters can become acids because of the hydrogen from the water. Therefore, the use of absolute ethanol is preferred which will drive the reaction to right, rather than using any forms of diluted ethanol that could only negatively influence reaction for ester formation. Why it is important to add the sulfuric acid drop wise to the ethanolic solution of p-aminobenzoic acid? Sulfuric acid has been proven to be the most efficient catalyst for esterification. Water is a product of the esterification reaction, where increase in water quantity would the reverse reaction and decrease the yield of the reaction. But when the reaction is performed in the presence of a concentrated sulfuric acid (hydrophyllic), it will perform as a dehydration agent that will absorb the water molecules by produced from the reaction. So in the presence of a sulfuric acid catalyst, the reaction will be driven towards the right side, which is preferable to yield more ester. The reason for adding this concentric acid in drop wise is mainly to avoid the extreme reaction of the acid with the water. Because, if excessive water was produced from the ethanolic solution of p-aminobenzoic acid, the sudden addition of large quantity of concentrated sulfuric acid could lead to extreme reaction with this excessive water, and result to a large amount of heat(exothermic). This is not safe and harmful in particular due to the use of concentrated sulphuric acid. In contrast, if acid was added as drops, the reaction will be still happening in the solution though will be limited only to a smaller extent. Therefore such procedure is preferable to maintain better control. Another advantage of using drop wise adding of the acid would permit us to control the acidity of the final resultant. Because, if the acid content is increased in the final solution the subsequent neutralization process happens in the presence of an alkaline would lead to an extreme reaction. Therefore adding drop wise acid is essential to control the acidity of the solution, so the stability of the reaction can be maintained throughout. The structure of the solid formed when the concentrated sulphuric acid is added to the solution of p-aminobenzoic acid Fischer esterification mechanism Why it is important that all of the solids dissolve during the reflux period for a good yield of product? The solid precipitate after cooling down could be unreached benzoic acid. i.e, not all the solvents are participated in the reaction to produce Benzocaine. This could happen if the amount of the ethanol is too low. But most of occasions this will be mainly due to the lack reaction between the available methanol. This can be however avoided by stirring the mixture to swift the reaction. Thus, in order to get good yield of ester, all the precipitants of the mixture have to be dissolved in the first place. However, this is not possible in most of the occasions. Why is it important to neutralize the reaction mixture during the work-up When acid is added to the reaction mixture after refluxing, the amino group is protonated, making it soluble in water. When the Na2CO3 is added, the proton is removed and makes the benzocaine is no longer soluble. Thus it begins to precipitate out of solution when the reaction mixture is neutralized. Thus it is important neutralize the moisture in order to filter out the ester from the mixture, which otherwise will be in a dissolved state hence would not be recoverable. Assuming it was necessary to add an additional portion of concentrated sulfuric acid, calculate about how much 10% aqueous sodium carbonate would be required to neutralize the reaction mixture. While the experiment 28.6 ml of sodium carbonate need to neutralized the 18M sulfuric acid. So the add of the other potion 0.5 ml of sulfuric acid What is the gas evolved during the neutralization? In presence of sulfuric acid p-amino benzoic acid reacts with ethanol to form ethyl p-aminobenzoate. The reaction medium contains the sulfuric acid and this was neutralized with sodium bicarbonate. Thus the gas evolved during the reaction between the acid and base is carbon dioxide (CO2).

The dissociative identity disorder diagnosis controversy

The dissociative identity disorder diagnosis controversy Dissociative Identity Disorder (DID), formerly known as Multiple Personality Disorder (MPD), has been widely recognized and studied over the years. Although Dissociative Identity Disorder was officially accepted by the DSM-IV as a valid psychiatric diagnosis, intense debate about its validity is still common. There are two basic positions that dominate the controversy of DID. There are some who believe that it is a valid diagnosis. Proponents of DID argue that those who resist to diagnose their patients with DID and fail to recognize the disorder are not well trained. While others argue that DID is not a valid psychiatric diagnosis. These people argue that DID is caused by misguided individuals who look continuously searches for the right therapist until they receive the diagnosis that they wanted. In addition to that, these people believe that DID is an iatrogenic phenomenon brought on by incompetent therapists through hypnosis and suggestions. For those who argue that DID is a valid diagnosis they point out that the diagnosis of Dissociative Identity Disorder is extremely complex. One of the reasons that its complex to diagnose is because of how difficult it is to differentiate from many other syndromes. In addition to that, DID can even coexist with more familiar and less controversial syndromes. In 1984, Coons stated that DID can be confused with other dissociative disorders such as psychogenic amnesia and fugue, and depersonalization disorder. Furthermore, DID can also be confused with atypical dissociative disorder experience by those who were in prisoner or hostage situations and dissociates from the stress such as physical and emotional abuse that they endure caused by their captors. Since phobias, mood swings and conversion reactions like pseudo seizures, paralysis, and blindness are common with anxiety, affective, and somatoform disorder they may also co-exist with multiple personality disorder. In order to obtain more evidence that a patient has DID, Coons suggested that information from external sources such as family members, friends, coworkers, and hospital staff is important. When asking these people, a clinician should ask about evidence of personality changes, persistent lying, use of third person, handwriting changes, and many others subtle signs that may provide evidence of DID (Coons, 1984). In addition to Coons, in a study conducted by Horevitz and Braun (1984), they found that DID can co-exist with borderline personality. They studied 93 patients with confirmed diagnoses of DID. During the study they were only to evaluate 33 of the 93 cases. They found that 23 of the 33 or 70% of their sample also qualified for the diagnosis of borderline personality (Horevitz Braun 1984). Similar to the studies conducted by Horevitz and Braun, and Coons, Clary, Burstin, and Carpenter concluded that DID has a lot in common with borderline personality. They drew their conclusions from 11 patients who were poor and referred through public agencies and womens shelter. On their study, Clary et al. noted the difference between their findings and Richard Klufts (1982) findings. Kluft found borderline characteristics in only 22.8% of his 70 subjects. 45% of them were described as neurotic mixtures and 32% were described as hysterical-depressive. Clary et al. assumed that their results were different from Kluft because Klufts patients were from a private psychoanalytic practice. Because of this, their functioning is better because of the demands intensive psychoanalytic psychotherapy entails (Clary, Burstin, Carpenter, 1984). Proponents of DID like Carol North, Jo-Ellyn Ryall, Daniel Ricci, and Richard Wetzel point out documented physiologic differences between personalities of patients with DID. These claims were then supported by the argument that these symptoms could not be replicated by normal people or professional actors. This is because, there are distinctive patterns among the different personalities that a patient with DID has. These differences can be detected through the positron emission tomography (PET) scans, evoked potentials, voice prints, visual acuity, eye muscle balance, visual field size, galvanic skin response, electroencephalographic patterns, electromyography, and cerebral blood flow (North et al., 1993, pg. 29). Proponents argue that DID patients are quiet, unassuming, and shy individuals who do not seek public attention. According to Kluft (1985), DID patients try to disguise their conditions because they are worried about the reactions that theyre going to get from reluctant therapists. In different studies conducted by Kluft, he found multiple times the reluctance that DID patients feel when seeing a therapist. In one of his studies, he found that only 40% of patients with DID showed subtle hints of the disorder while 40% showed no overt signs at all. In that study he found that the diagnosis of DID was an inverse relationship to how clear the symptoms were in the patient. During this study he also found that multiples who enter treatment do because of affective, psychotic-like, or somatoform symptoms as opposed to classical DID symptoms. Since the presentation of the disorder is often subtle, Kluft points out that it is important for clinicians to work very hard to elicit a history compa tible with DID. Similar to Coons, Kluft specifically mentioned that its important for clinicians to use indirect inquiries for patients who show the symptoms of DID (Kluft, 1984). In 1986 he found that 50% of DID patients withheld evidence of DID during their first assessment, and 90% said that at one point in their lives they tried to hide the manifestations of DID. Kluft also found that there are some cases where the symptoms of DID are not voluntarily provided to the therapist because patients are unaware that they have the disorder (Kluft, 1986). In spite of a lack of consensus that DID is a valid psychiatric disorder, proponents of DID, like Kluft, have divided DID into subtypes. Later Kluft (1991) described the typology of DID presentation that includes the following types: Classic MPD, latent MPD, posttraumatic MPD, extremely complex of fragmented MPD, Epochal or sequential MPD, isomorphic MPD, coconscious MPD, possessioniform MPD, reincarnation/mediumistic MPD, atypical MPD, secret MPD, ostensible imaginary companionship MPD, covert MPD, phenocopy MPD, somatoform MPD, Orphan symptom MPD, switch-dominated MPD, ad hoc MPD, modular MPD, quasi-roleplaying MPD, and pseudo-false positive MPD (North et. al, 1993, pg. 30). Another person who believes that DID is a valid psychiatric disorder is Brad Foote. Foote (1999) wrote a paper that features why DID can easily be mistaken for hysterical phenomena. One of the main critiques that other people have is that DID does not occur naturally. Instead, its symptoms are a modern version of hysteria. In this view, many believe that patients may create or report dissociative symptoms both intentionally and unintentionally in order to assume the sick role. Opponents believe that this sick role is advantageous because of the attention that they get from friends, family, and their therapist. In addition to that, some proponents believe that the therapist has a big influence on the patients pathology and thus contributes to this phenomenon. According to this view, patients did not have any symptoms of DID present prior to seeing a therapist. On the other hand, those who treat DID patients argue that: 1. There is a naturally occurring presentation of DID, prior to th erapist suggestions; 2. Patients do not embrace the DID diagnosis willingly, and in fact usually fight at least as hard to reject as, for extremely ego-dystonic; 3. DID symptoms do not disappear when ignored; and 4. The disorder actually begins in childhood, in the context of overwhelming trauma, and there could not possibly be caused by the adult therapist together with the patient (Foote, 1999, pg. 321). Foote describes that for a typical DID patient, powerlessness takes place in a severe level. He states that it is common for a DID patient to have a long history of abuse, usually including sexual abuse. When it comes to diagnosing DID, Foote explains a situation in which a typical DID patient will find herself in. If the therapists bias that the DID patient is creating her symptoms to seek attention, this bias will only be confirmed by all of the drama and attention that the patient will have. Whether or not the patient does anything dramatic depends on the therapist. Subsequentl y, if the patient is talking to a skeptical listener, the patient will feel powerless and will cause her to give up, or become hysterical and desperate in her communications in order to explain to her therapist her symptoms. Furthermore, if the therapist has a strong bias that switching from one personality to another is feigned, there are no data that could falsify this statement. If the patients switch is subtle the observer would think that there is no big deal and it doesnt seem like the patient has a different personality. Similarly, if the patient has a dramatic switch the therapist would believe that her actions are exaggerated and obviously unreal. With this said, however, Foote wanted to clarify that DID diagnosis is not immune from factitious presentations for the purpose of attention-seeking. However, skepticism can become a barrier to the possibility of the diagnosis to be perceived. To conclude, Foote wanted to point out that first, DID by its nature is unavoidably dram atic and that this causes clinicians to be unconvinced before they have ever seen a DID patient. Because of this, he encourages clinicians to be open-minded and be aware of how complicated DID can be. He believes that if a clinician takes their time to patiently immerse him/herself in the world of DID, they will discover the possibilities of DID that are not readily available superficially. Second, Foote points out that its important for clinicians to, Hopefully, we can call upon our own internal resources of calmness and confidence that if a story is true it will ultimately be heard, and proceed to communicate accordingly (pg. 342). According to Frank Putnam (1996), There are three basic criticism when it comes to the validity of DID. The first one is that DID is an iatrogenic disorder caused by the psychiatrist. Second, critics say that DID is produced by the media. Finally, critics say that DID case numbers are increasing exponentially over the years. For the first argument on DID being caused by a psychiatrist, Putnam points out that there are at least two clinical studies that have shown that there are no distinct differences between those who are diagnosed with DID and was treated with or without hypnosis. Also, many patients who have never been treated using hypnosis was diagnosed with DID. This shows that the accusation that the misuse of hypnosis is responsible for the disorder is not accurate. Second, by looking at decades worth of research on the media effects on behavior, Putnam says that it is clear that exposure to specific media is not a sure cause of a certain behavior. He points out that the port rayal of violence in the media is more common than the depiction of DID. Yet, critics say that the small amount DID portrayals in the media is significantly responsible for the increase in diagnosed cases. Finally regarding DID cases increasing exponentially; Putnam says that its common for critics to inflate their numbers without any evidence supporting their figures. According to him, after plotting the numbers of published cases of DID he found that they have increased but not as dramatic as critics make it sound. In fact, over the same period of time other disorders such as Lyme disease, obsessive-compulsive disorder, and chronic fatigue syndrome have shown an equal or faster increase in published cases compared to DID. These results reflect the results of basic advancement in the medical field. Disorders increase in published cases may be due to the new discoveries of symptoms that used to be unrelated. As new symptoms are found to be related to certain disorders, the more the physicians can identify the condition. Ultimately, Putnam believes that DID meets the standards of content validity criterion, criterion-related validity, and construct validity considered necessary for the validity of a psychiatric diagnosis (pg. 263). One of the controversial topics about DID and its diagnosis is that hypnosis elicit DID. Richard Kluft, a Clinical of Professor of Psychiatry in Temple University School of Medicine believes that hypnosis or suggestion may be the reason some patients have alternate personalities. However, he believes that iatrogenesis or hypnosis do not explain DID. While Putnam (1986) did not detect and differences in clinical presentation, symptoms, or past history between patients who were hypnotized and those who werent. Furthermore, Ross et al. (1989) conducted a study where they studied 236 patients who were diagnosed with DID. They found that only a third of these patients had been hypnotized prior to being actually diagnosed with DID. In addition to this study, Ross conducted another study where he compared DID patients of psychiatrists who specialize in DID and patients of psychiatrists who did not specialize in this disorder. They concluded that DID is not iatrogenic. The idea of iatrogenes is has been continuously disputed. The study that Ross et al. (1989) found compelling evidence that shows that DID is a genuine disorder with consistent core features with compelling evidence. Nicholas Spanos, a Professor of Psychology at Ottawas Carelton University conducted two experiments which explores DID. He argues that DID patients are not passive victims. Instead, they are patients who do things to purposefully be diagnosed with the disorder. He also argued that therapists assist these patients achieve their goals. The therapists provide encouragement, information, and validation for the different identities. For his first experiment in 1984, he had forty-eight undergraduate volunteers as his subjects. They were asked to role-play an accuse multiple murder named Henry or Betty whose lawyer decided to enter a not guilty plea. They were told that a psychiatrist would interview them and might even use hypnosis. If hypnosis was used they were asked to also role-play being hypnotized. The subjects were not told anything about DID. There were three possible conditions that eight men and eight women were randomly assigned to. In the first condition, the subjects were aske d if the felt the same thing as Harry or Betty or if they felt any different. In the second condition, subjects were told that they had complex personalities but hypnosis would allow the therapist to get behind the wall that hid their inner thoughts from awareness. Furthermore, the hypnotist would be able to talk to their other personality under hypnosis. In the third, which was the control group, subjects were told that personality was complex and included walled-off thoughts and feelings. Spanos also administered a five-item sentence completion and a differential test to all subjects (it included all their different roles, where a second personality was enacted). After the psychiatrist told the subjects their personality, they asked the same four questions to each subject. The responses were rated by judges who didnt know the subjects treatment groups. The results showed that 81% of the subjects who were asked if they felt the same thing as harry or Betty or are they different and 31% of subjects in hidden-part treatment adopted a new name. 70% of those subjects who adopted a new name had two different identities. 63% of subjects in the hypnotic treatments displayed spontaneous amnesia. While, none of the control subjects used a different name or had amnesia. In his discussion Spanos makes four points. First, only the subjects who were hypnotized used another name, reported two different identities, and amnesia. Second, all but one subject who had multiple personalities admitted guilt on the second administration. Those who had no multiple personalities continuously denied guilt. Third, Spanos points out how easy it is to fake multiple personality even without the knowledge of DID. Finally, Spanos points out that multiple typically show contrasting personalities. Spanos believes that the amnesia of his subjects was a strategic way to control the subjects ability to recall a memory in response to the situation at hand (Spanos 1984). Another point that opponents want to make is that DID is well suited for providing patients a way to avoid being responsible for their actions. Kluft (1985) described some DID patients who value their disorder. In hospital wards, other patients complain that DID patients avoid accountability and responsibility. DID may also be accounted for the failures that a person with DID wants to avoid facing. DID patients use this disorder as an excuse for their difficulties or failures to explain why they were in the situation that they were in. According to Bliss, another way that DID can be beneficial to others is that it shows an outlet to express behaviors that are deemed unacceptable, such as sexual behaviors, physical aggressions, or substance abuse. An alternate personality may abuse substances or rape, while the host personality would never do such a thing. This fits the descriptions that alternate personalities are usually irresponsible and likes to act out with the host personality a s proper. Alternate personalities are also created to manage unpleasant emotions that the patient wants to avoid. Specific emotions are assigned to a personality as a way to avoid having to acknowledge strong or painful emotions. (Kluft, 1985). Since the case of Eve Black became famous Thigpen and Cleckley wrote a paper where they showed concern for the epidemic of DID cases. There were thousands of patients who travelled thousands of miles to see different therapists until they received the diagnosis that they wanted. Not only that, but they go through great lengths such as talking on the phone in different voices, sending photographs of different selves, and writing letters with different handwritings for every paragraph. When it comes to these people, these desperate actions would not stop until they were diagnosed with DID. Another category of patients wrongly diagnoses with DID were attention-seeking hysterics who are affected by the labeling process. While, the last category that they described are groups of individuals who arent satisfied with their self-concept so they use dissociation to allow the unacceptable aspects of their personalities to be expressed (Thigpen Cleckley, 1984). Proponents of DID assert that DID is a genuine disorder that has a valid diagnosis, whereas skeptics argue that DID is an iatrogenic or faked condition. These two different arguments may both be persuasive but neither of them does not answer the question of the validity of DID. It is important to evaluate these arguments to determine the extent of the diagnosis of DID. Current knowledge of the clinical phenomenology of DID cannot be considered as either proof or disproof that DID is a valid diagnostic entity. Kluft calls for active research rather than fruitless debate (pg. 3). Future studies on DID will have many opportunities to address the challenges that both proponents and opponents of DID diagnosis validity pose.

Dream Therapy Essay -- Psychology Essays

Dream Therapy Dreams have been considered and debated since people have existed. Research on dreams began in the 19th and 20th centuries. However, nothing has proven why dreams happen or what they do. Freud suggested that dreams are an expression of subconscious desires, from which all sorts of strange animal impulses come. He believed that he would be able to find out what bothered people by analyzing their dreams. While dreams reveal troubles much older than Freud, he was the first to try and rationalize dream therapy (Dreaming of a better life). According to American Health (April 1997) about three-quarters of people who use dream therapy are women. They speculate this is due to hormonal differences. Other reasons to speculate that women are more inclined to use dream therapy are because they seem more connected to the dreaming world than men, women dream more often than other times during their menstrual cycle (which helps them recall their dreams more clearly at those times) and women tend to dream more during pregnancy (Waking). People who suffer from frequent nightmares also use dream therapy. Dream therapy may help those who suffer from frequent nightmares find underlying signs of other illnesses or perhaps drug reactions (Dream Therapy: Nightmare). Danya C. MacKean, student at Augustana University College, stated in a paper for a psychology paper that dream therapy is used by patients who are treated for post traumatic stress syndrome These patients use dream therapy to make his or herself aware that they are dreaming to lessen the resistance of confrontation with the figures or situation in which they are dreaming (MacKean). Dream therapy can b... ...oing on in my life. I had fun doing this paper and will more than likely start my journal again. SOURCES Colors in Dreams & Their Meanings. From journal: Dreams Obscure. Common Dream Symbols. Infotrac at Concord Library. http://www.dooyoo.com 7 February 2001. Dreaming of a better life. Pearson, Bryn. http://www.dooyoo.com 10 August 2001. Dreams are the language of the soul†¦ Whitehorse. http://www.garynull.com/Documents/spectrum/waking_up_to_dream_therapy.htm Waking Up To Dream Therapy. http://www.iris-publishing.com/sleep/sleep_help/nightmare_reduc.html 12 November 2003. Dream Therapy: Nightmare Reduction Training. http://ma.essortments.com/dreamstherapya_rfrf.htm 12 November 2003. Dream therapy & alternative psychology. http://www.sawka.com/spiritwatch/mackean/htm. April 1997. MacKean, Danya C. Symbols. Infotrac at Concord Library.

Transgender Students and the Learning Process Essay -- Essays Papers

Transgender Students and the Learning Process Introduction Identity is a key factor of an individual in the society. Identity often is skewed despite the rhetorical statement: â€Å"You are who you are.† However, many times a society unconsciously attempts to mold the identities of individuals into homogenous products. The important thing is not to let yourself prejudge individuals or acts of people because this creates an assumption that brings a stigma against the individual. Transgender people face the difficult challenge of being accepted into society because they either do not fit a traditional gender assignment to their sex, or they are not willing to specify a particular gender recognized by society. The court case that I will use to explore transgender identity is Doe v. Yunits. The case of Pat Doe v. John Yunits involves a young, transgender student disciplined by school authorities. The school deems to be an authority on a person’s dress attire while attending school. The court goes through a series of deductio ns testing the freedom of expression, liberty in appearance, and the application of sex-class discrimination. While the ruling of the case brings awareness of the existence of transgendered people, it is stigmatized by a dominant culture whose basis of the legal system protects proscribed gender identities rather than the protection of freedom of choosing multiple identities. Additionally, the court deemed that Pat Doe has a medical condition that requires her to wear women’s garments. The medical condition called Gender Identity Disorder speaks volumes about how society treats unrecognized differences when it comes to diagnosing a gender expression. The information of the court case allows you to get em... ...aggy jeans and a white-beater is day he fails to uphold her true gender identity. Judith Butler in Stein’s article best describes this as â€Å"[D]rawing upon the queer practices of drag, cross-dressing, and butch-femme, she [Butler] develops a conception of gender as performance, and of gender parodies as subversive acts†(Stein 181). My question that comes out of queer analysis and the Doe v. Yunits, Why do people need to perform a gender act? Is it to assert a type of sexuality, sexual orientation, and or rather stereotyped one? Is a transgender person better to perform a gender act that is understood? If the transgender person performs an act contrary to gender they choose, is the person a hypocrite? Is my gender controlling me or I am taking charge of my gender? I hope have attempted to rock your thoughts and perceptions, and perhaps even fuck with your gender.

Theravadan Buddhism Essay -- essays research papers

Theravadan Buddhism Throughout history there have been numerous religions and theologies that men and women have entrusted their lives and ways of living to. One of the most intriguing is that of Buddhism. The great Buddha referred to his way as the middle way, and he, as the "Enlightened One" began the teachings of the religion with his first five Ascetics who he shows his middle way. This great occasion is the start to what will be known as Theravadan Buddhism. Although Theravadan Buddhism would later be seen as the "small vehicle," it provides the first idea of the doctrine anatman or having no-self that shapes the ideas of every Buddhist today. Theravadan Buddhism which means "The teaching of the elders," is the teaching of the Buddha in its true traditional form. After attaining enlightenment under the Bohdi tree, the Buddha returns to five ascetic monks he had been associated with previously. He taught them the essential parts of Buddhism which include the vital Four Noble Truths. These teachings were taught by monks, and they give the fundamental truths on which the religion was founded. These are the Four Noble Truths: (1) all life is inevitably filled with sorrow; (2) sorrow is directly due to craving; (3) sorrow can only be stopped by stopping the craving; and (4) this can be done only by disciplined and moral conduct with meditation led by the Buddhist monk. These truths show that the Buddhists saw all things as transient, and being transient there is no eternal Self or soul, hence anatman or no true self. While the Theravadan Buddhist practiced the idea of anatman, there were other movements that practiced the idea of atman or true self. The Upanishadic movement, which started about 300 years before the Theravadan practice, revolves around a story of a boy who Yama tells there is a self in everyone. This true self or atman is covered up by the illusion of an individual. As this way of thinking was being taught, people began to uprise and question if religion is worth it. This leads to many ascetic movements in which people leave their homes to be scavengers. Because this could be done by any it began to get very popular. The many ascetic movements gave rise to many different individual movements... ...low, I feel that all of these ways of life are flawed. In most of the religions only the higher classes can reach the supreme way of life. The regular people are stuck, and they can only help the monks or Brahmans to attain their goal. This seems very unfair even if they are producing good karma. In the Vedic religion the Shudras don't even have the option of studying the holy text. They have no chance of gaining entrance to another level of being until their next life. Theravadan belief of the being no true self is all together mind boggling. If there was no self then how can karma pass from one existence to another. It can't. Each period in time has new ways of thinking and viewing the world. India has been a place of many movements in the field of religion. These early ideas and practices of Theravadan monks can be seen as one of the many religious ideas of the past, that has in some places lasted to the present day. As is the case with all religion, it will be subject to scrutiny, questioning, and slander. While many may not see the Theravadan way of anatman as being right or even sane, it is their way of life and they should be respected for it.

Creating a Democratic School Essay

The current educational set up is based on a curriculum that is centered on adults and their feelings towards educating their young’s or the younger generation. Most often, their sentiments, aspirations and aims do not coincide with what the younger generation wants or feels like doing by creating or providing a curriculum which, though sometimes child centered, muzzle with the individual freedom of the young learners. There is a need to change the present set up of the school in order to effectively respond to the demands of globalization by giving back to the learners and to their parents the needed voice regarding the things they want to learn or do in school. Deborah Meier (2005) opined that the changes in school structures should be pursued by a convinced and involved faculty who believes that there is a need to change the system although being involved is not an easy task but a very taxing one. The Herculean task involves changing an embedded lifetime habit on the way schools should be run and the way parents and students expect education to be delivered. This task should be performed by all the participants in a climate of self-governance. According to Garrison (2003) John Dewey defined education in a technical sense as the â€Å"reconstruction or reorganization of experience which adds to the meaning of experience and which increases the ability to direct the course of subsequent experience† (p. 527) This paper will examine how to create a democratic school and the factors involved in it as well as the modalities of its existence. Components of a Democratic School Democracy As the central tenet of social and political relations, democracy is American’s basis of self governance (Beane & Apple, 2002). As a tool of measuring wisdom and the worth of social policies as well as any shift in the current paradigm, democracy is the ethical anchor that holds the system of government in place. According to Beane and Apple (2002) it is through â€Å"democracy† that Americans measure their political progress and trade status with the other countries. People were taught that democracy is working in various ways of political governance’s social dimensions involving the consent of the people and the equal opportunities given to them. Beane and Apple (2002, p 6-7) added that â€Å"[l]ess explicitly taught were the conditions on which a democracy depends, the foundations of democratic way of life. The stated conditions and extensions even extend to education, to wit: [t]he open flow of ideas, regardless of their popularity, that enable people to be as fully informed as possible; [f]aith in the individual and collective capacity of people to create possibilities for resolving problems; [t]he use of critical reflection and analysis to evaluate ideas, problems, and policies; [c]oncern for the welfare of others and â€Å"the common good;† [c]oncern for the dignity and rights of individuals and minorities; [a]n understanding that democracy is not so much an ‘ideal† to be pursued as an â€Å"idealized† set of values that we must live and must guide our life as a people; and [t]he organization of social institutions to promote and extend the democratic way of life. † In Citing Dewey’s works, Beane and Apple (2002) theorizes that in order for the people to maintain its security and the blessing of democracy in their daily lives, they should be gi ven an opportunity of knowing the real meaning of life and how or where it might led to. Though with objections, followers of democratic ways in school firmly believed that the democratic way of life hinges on the learning opportunities and its dimensions on how to lead it. For them the school has the moral obligation to educate the students and allow them to experience and taste the true meaning of democracy because it is not solely for the benefit of the adults but for the young generation as well. The democratic system’s leaders fully consider the consequences of their visions. Having a democratic school is not purely actively involving the young but extend to the establishment of a democratic place where democratic ideals flourishes to the various adult’s roles played in schools. Thus, various educational partners and stakeholders such as teachers, school leaders, parents, community activist, and other citizens should be fully informed about their critical role and participation in enacting school policies and guidelines as well as programs for maximum utilization of the young people. There are painful contradictions and tensions in establishing a democratic school. These factors revealed that enjoying the fruits of democracy in life is always a privilege but coupled with a struggle. But above and beyond these struggles, creating a democratic school is a hope for a possibility for professional educators and citizens to work together in creating a sound and flexible but enjoyable democratic schools which will cater to the ideals of the common good of the whole community (Beane & Apple, 2002). The Democratic School’s Structure A democratic school’s structure provides a venue for an active participation of all stakeholders especially those who are directly involved in the school management, including young people, have the right to participate in the decision making process, including professional educators, young people, their parents, and other school community members. The democratic planning at the school and classroom level is a genuine attempt to honor the people’s right to participate in the decision making process affecting their lives as it adheres to the democratic values (Beane & Apple, 2002). The right of the participants to be heard is coupled with responsibility as it opens a door on how the opposing views will fit into the delicate equation of balancing special personal interest with a larger common good of the democratic community (Beane & Apple, 2002). The learning activities in a democratic school are characterized by cooperation and collaboration rather than competition among the young people as it emphasizes structural equity of the young people’s right of access to all programs in the school as well as the outcomes of its school values. This structural equity assures the public and the entire stakeholders that the school has no institutional barriers against the young people by doing away with the school’s eliminating tracking, biased testing, and providing equal opportunities to everyone regardless of race, gender, and socioeconomic status. Likewise, the school structure adheres to the improvement of school climate and enhances student self-esteem as well as reducing social inequities resulting to the total overhauling the immediate environment that affects them. What distinguished democratic schools from the other kinds of progressive schools—humanistic or child centered school even if in both or many ways shared the same visions with the democratic school’s visions, it extends beyond by improving the school climate or enhancing student’s self-esteem. Democratic educators seek not simply to lessen the harshness of social inequities in school, but to improve the environment and the living conditions that affects them. Democratic Curriculum The curriculum of the democratic school allows its participants’ views to be heard as an educator in this system has the moral responsibility to help young people develop their ideas by actually voicing them for the benefit and critic of the others. The curriculum moves beyond selective norm of the dominant culture’s endorsed knowledge and meaning to a wider range of views and voices as it considers not just adults perception but also the youth’s question about themselves and their worlds by inviting young people to assume the active role in the search of meaning to their world rather than just being mere spectators only(Beane & Apple, 2002, p 13). The democratic way of life is seeking dynamic paths by which the values of democracy extend and expands. The curriculum developed both the intelligent and reflective component of a child or leaner in solving problems, events, and issues that crop up in the course of their collective lives. For Beane and Apple (2002), the curriculum is a discipline of knowledge and not simply categories of educated children to absorb and accumulate but a source of insight and information that will serve as living lenses through which to look at those issues that confront society. Thus, a democratic curriculum is â€Å"helping the students become knowledgeable and skilled in many ways, including those required by gatekeepers of socio-economic access. â€Å"Simply, democratic educators live with constant tension of seeking a more significant education for young people while still attending to the knowledge and skills expected by powerful educational forces whose interest are anything but democratic† (Beane and Apple, 2002, p 16-17). Finally, as a mover of change, a teacher in a democratic community has the right to have their voices be counted in curriculum planning and development. This is in line with the idea that since they are the one’s who interact with the child, they should be heard the most for they are more knowledgeable of the child’s nature. Beane and Apple (2002) revealed that the current set up in a non democratic school is that all curriculum planning and design is located at or centralized in the state or district offices of education. Tensions Inherent In the Concept There are factors that need to be resolved and look into in order to have a fuller understanding of the open tensions inherent in any democratic school. Community is a number one area and source of tensions undermining this system’s success. In order for any school system to be successful, complete overhaul of the community should be given a paramount importance and preferential attention in order to act as a democratic school’s partner in creating a democratic youth’s institution (Furman & Starrat, 2002). Furman and Starratt’s (2002, p. 106) give the following â€Å"nature or character of a democratic community. This concept was derived from Dewey’s progressivism. The following: [d]emocratic community is based on open inquiry, the full and free interplay of ideas as suggested by Dewey; [d]emocratic community members work for the common good; [i]n a democratic community, the rights of all, including the less powerful, are respected; and [c]reating democratic community in schools is a systemic challenge, involving structures, process and curriculum. † Problematizing Community Furman & Starrat’s study revealed the two â€Å"prevailing attitudes for better understanding the community in education. These are: the understanding of the anachronistic attitudes of community in education in assuming that social conditions underpinning earlier theories of community can be recreated in contemporary schools and societies; and that the rendition of community in education tend to create an impression of the school as an isolated, â€Å"stand alone† community, in which heroic educators strive for cohesion amidst a sea of chaotic outside forces that threaten the school’s educational; values† (2002, p. 108-109). First, exercising difference and otherness concept in community building provides a matrix that accepts differences with respect to justice and appreciation and peaceful cooperation with differences. Second, the prevailing attitudes provide for a sense of interconnectedness and cultural capital exchange between community and schools needs to be recognized and nurtured (Furman & Starrat, 2002). Above and beyond these two issues is the fact that for a democratic school to succeed â€Å"community† needs to be redefined and this redefinition will then form part of the idea of a democratic community. For Furman & Starratt, the community’s new understanding â€Å"must be based on acceptance and celebration of difference rather than a futile and nostalgic striving for sameness and homogeneity which will focus on the integral linkages between the school, the surrounding community, and the larger global community rather on the isolated community within the school walls. The key to answer this novel undertaking is to understand that community works on interdependence and the common good† (2002, p. 110-111). Finally, the diversified school population of a democratic community in school, provides for an interdependent relationship in order to achieve the common good of the school; â€Å"that the school and surrounding community are also interdependent—culturally and economically—with the school being a key contributor to the community’s cultural capital and common good; and that ultimately, all people, and the school communities to which that belong are interdependent and interconnected in contributing to the common good of human kind† (Furman & Starratt, 2002, p. 110-111). Problematizing Democracy As in the case of the community, the school’s democratic practices have two dimensional issues needed for a democratic school system’s consideration. The first issue is that the school’s democratic practice is minimal as the freedom of choice and expressions are seldom experienced in schools; and that a democratic tenets emphasizes the individual freedom to pursue its self-interest, â€Å"with citizen participation in government reduced to electing representatives who will promote policies that serve the pursuit of that self-interest† (Furman & Starratt, 2002, p. 110-111). The present issue led to democracy’s reconceptualization as there is a pressing need for cross-cultural, cross-national dialogue and understanding of common good in school. Thus, â€Å"democracy needs to incorporate the values of post modern liberalism, or civic republicanism, or deep democracy and civic participation. These values are: [t]he worth and dignity of individuals and the value of their participation; [r]everence for free and open inquiry and critique; [t]he responsibility of individuals to participate in open inquiry, collective choices and actions in the interest of the common good; and [t]he recognition that post modern democratic participation transcends understanding of democratic principles associated with specific nation-states. † (Furman & Starratt, 2002, p. 111-112). Democratic Minimalism in Schools Furham and Starratt (2002) cited Maxcy’s 1995 study which revealed that â€Å"American public education has been dominated by democratic ‘minimalism’ both within the school and in regard to local control and governance because the scope of democratic decisions making and freedom of choice and expression has been extremely narrow. † Minimalism is prevalent in American public school due to educator’s fear that democratic practices carries with it some risk like chaos and loss of control once democracy is released to the classrooms. Thus, there is a need to conform with the hierarchical structure in place regarding decision making on the various aspects of learning (p. 112). Finally, as a community of differences, democratic community’s difference is recognizing the interdependence and the common good, as the local and global glue. Also, the democratic community is â€Å"informed by a deep or thick version of democratic participation in which all citizens have a respected voice, and communal action is determined through high levels participation in free and open inquiry† (p. 112-113). Democratic Participation’s Process In a democratic school the structures and procedures allow all school’s members to participate and have a respected voice in decision making and policies affecting them. Though recognizing school’s interdependence, surrounding community, and the assets that any community offers, these structures and procedures includes community members and is open to community-initiated participation (Furman & Starratt, 2002, p. 117-118). There is a collaborative planning by the student and teachers in reaching decision that respond to their concerns, aspirations, and interests. In Brodhagen’s (2002) article entitled â€Å"The situation made us special† wrote that at the start of her class they made a written constitution (p. 87) that will serve as their guide. This constituent embodies the pledge of every participant and signatories that they will observe respect for individual differences in opinions and individuality as well as enjoined themselves into formation of collaborative learning experiences, listening to others and resolving conflicts which may divide them in the future. Also in the same study, Brodhagen’ students were involved in curriculum planning (p. 87-89) as they try to unravel the mysteries of their individual differences and their unique world they live in. In the case Rosenstock & Steinberg’s (2002) paper entitled â€Å"Beyond the shop: Reinventing vocational education† revealed that in her case they have a common planning time wherein the teachers and counselor who signed for the program sits together and plan, review revise, and proposed curriculum activities and most especially to get to know each other as well as they explore collaborative work (p. 49). For Furham and Starratt (2002) the student and teacher’s activities planning are guided by a four-stage â€Å"process of democratic deliberations: information sharing; reaction; ideas and strategy developments; and debriefing. † The meeting held is not confined only with the â€Å"instructional/curricular decision but also to varied subject matters that concerns the participants. † The above process may be used by the teachers in their meeting with their fellow educators. â€Å"Significance parent involvement and broad based community participation also need to be nurture[d] through creative ideas in regard to shared governance, communication and meeting structures that are equitable and inviting and promot[ing] understanding across groups and individuals who might clash in their values. Democratic participation requires more than forums. It requires the ability to listen, understand, empathize, negotiate, speak, debate and resolve conflicts in a spirit of interdependence and working for the common good† (p. 118). The Morality of the System There is also a moral dimension that is a ground for conflict in a democratic school. Furham & Starratt (2002) provided a moral dimension of a democratic community. The following: â€Å"[a] social morality that values sociality itself, that is, that values coming together in the communicative spaces under which dialogue can occur in the interest of the common good; [a] reverence for open inquiry and critique within these common space, in pursuit of the common good; [a] respect for individuals and for the assets they bring to communities, with a view toward celebrating difference; and [a] sense of responsibility that acknowledges the interdependence of all in achieving the common good† (p. 120). School educators in a democratic community promotes the above mentioned values through modeling and discussions pertaining to behaviors such as respect, sociality, empathy, compassion, acceptance of difference, forgiveness, generosity, and teamwork. The older student could be a great model for their younger school mates helping them to develop the basic habits of caring for fellow members of the school community. The interdependence will be the mor al foundation of the school as a community (Furham & Starratt, 2002, p. 121). Curriculum and Instruction The processual and moral dimension of a democratic school is the basis of democratic school’s curriculum which is characterized by openness to multiple ideas and sources of information and to critique this information. â€Å"A democratic curriculum would be based on interdependence as a theme. History, science, and government’s presentation in a democratic school, the curriculum would help students understand the fundamental ecological interconnectedness of human life across culture and nature† (Furham & Starratt, 2002, p. 120-121). The fundamental approach in a democratic community is the process of democratic deliberation. In a democratic community, classroom management had prior discussion among class members and consensus about appropriate behavior and sanction for violations. Furham & Starratt’s (2002) study is consistent with the Brodhagen (2002) and Rosenstock & Steinberg’s (2002) paper whish espoused collaborative learning atmosphere in creating curriculum and design. For Furham & Starratt’s (2002) ‘peer teaching and coaching would become more common. Classroom debates of differing perspectives would teach respect for different points of view as well as provide for learning how to conduct such debates in public following rules of civility and respect, as well as logic and evidence gathering [which the ] systemic nature and challenges of enacting democratic community in schools† (p. 122-123). Leadership Processes Leadership in Democratic community in Schools After establishing a dynamic and democratic curriculum based on the fundamental tenets of democratic practices in the community, leadership is needed to fill the void that will implement the curriculum and run the democratic community in school In Furham & Starratt’s erudition of a democratic school entitled â€Å"Leadership for Democratic Community in School† describes the role of leadership in a democratic community with emphasis on school. Furham & Starratt describes the leadership as being democratic and communal and is not reposed on any specific administrative function â€Å"but on a communal responsibility shared by all participants at a particular school grounds. † As processual, democratic community’s leadership practices attends to the creation and maintenance of democratic process and structures that nurtures thinking aloud together; thus, the leadership practice is both intentional and opportunistic. All decisions and issues affecting the school community and its members is open to democratic deliberations. Thus, leaders need to attend with sensitivity in mind to the continuous flow of concerns and `the opportunity for decisions in the school life as well as the surrounding community affecting it. The leadership in this regard does invite democratic deliberation on all issues and concerns brought before it as well as the decision making process and making it clear that participation is open, welcome and appreciated. They need to work to institutionalize structures, forums, and communication process that promote participation and act as a model by providing continuous training in deliberative process such as dialogue (p. 123). In a democratic community in school, leaders should possess the moral resolve to â€Å"promote democracy, empowerment, and social justice;† thus, should work on what he can contribute to the system rather than promote his self interest alone. Consistent with critical-humanist perspective of being a leader, and working in a democratic community in school, the leadership should commit in transforming society to its prominence in order to minimize, if not overthrow, the existing structures, process and power relationship that tend to minimize democratic practices (Furham & Starratt, 2002, p. 126). According to Furham & Starratt (2002), the constructivist leadership’s perspective work for the manifestation of the leadership practices within the relationship of a community and from the set up emerges to being real and vulnerable for each other thus engaging the participants into a real conversation. Finally, leadership in a democratic community in school is an art which the leaders engage in aesthetic and experimental behavior in designing a new school order. The conglomeration of these four leadership concepts—moral, critical-humanist, constructionist, and artistic—are the essence leadership behavior and roles in a democratic community in school. But above and beyond the four concepts, it is the art that â€Å"facilitates the construction of meaning within diversity aimed at the moral purpose of transforming schools into democratic communities† (p. 126-127). Finally, Furham and Starratt while considering democratic community as the center for educational leadership, gave the following claims: â€Å"[d]emocratic community is not a marginalizing center for the field because it is based on acceptance and appreciation of differences; [d]emocratic community recultures the profession by focusing on what leadership is for—serving the common good in multicultural society and world; and [d]emocratic community is the most appropriate focus for school leadership in the postmodern world of diversity, fragmentation and cross-nationalism† (p. 129). Societal and Community Barriers There are societal barriers and personal characteristics of leaders affecting the creation of a democratic community in school. The societal barriers and personal factors are hindrances that block a free exercise of the freedoms of choice and expression in the school set up leading to minimalist tendencies of democratic practices. The most apparent and strong force that hinder the democratic community in school’s effectiveness is the rules of business interest. Even if society’s concept of democracy does emphasize cooperation among its people, a lot of school has created an atmosphere of competition from grades, status, resources, programs, etc. Thus, even if these democratic educational institutions commit itself to credo more often than not they are aligned in a position of conflict with the dominant traditions of schooling. The democratic community in school’s ideas and efforts are resisted by institutions that benefit school’s inequities and those who are more interested in efficiency and hierarchical power than in the difficult work of transforming schools from the bottom up (Beane & Apple, 2002). The Realpolitik The revelation revealed by Furham and Starratt (2002) send a chill in the spine. According to them, the practice of democracy in schools and society â€Å"is governed by the rules of business interest† resulting to the shaping of school politics and curriculum leading to difficulty in enacting a â€Å"school that adheres to a democratic practice for to do so one has to overcome the rational/technical/instrumental assumption about schooling and learning shaped by business interest† over the last decades. They gave business assumptions about schooling, in the following: [t]he purpose of schools is instrumental—that is to serve national economic interest by preparing student for the work force; [t]he success of school in achieving this instrumental purpose can be rationally determined by measurable student achievement; [t]he individual’s motivation for learning in schools is instrumental—to succeed on individual measures of student achievement, in competition with other students, to secure financial prosperity; and [t]eaching is a technical problem and teachers/schools can be held accountable for measurable student achievement. As a result of the prevailing assumptions â€Å"about schooling, coupled with hierarchical, authoritarian traditions of school leadership, leadership for democratic community in schools requires opportunistic action at the local level as well as intentional and proactive leadership on the part of state and national leaders to affect policy directions† (p. 128) In the case of Brodhagen (2002), the challenge of creating a democratic community in school comes from her peers and from the prevalent system that operates in various schools. Her colleagues were the source of stress due to their lack of support and complete understanding to the visions and goals of having a democratic community in school. Opposition was centered on the fact that students were given freedom to choose their curriculum as well as the freedom of expression. Her colleagues were cautious in giving children these fundamental freedoms because they believe that only adults could exercise them; otherwise, it will lead to chaos and abuses. Though not setting up â€Å"roadblocks,† the leadership showed little support for the system by not inviting others to join. Finally, due to lack of textbooks and established curriculum, the initial curriculum planning was a â€Å"messy process† (p. 99) Ethical Rationale for Democratic School Leadership As a process, democratic leadership is a professional necessity for effective school governance due to a high diversified cultural communities and a new world order as a result of new technology and the forces of globalization. The professionalizing school’s democratic leadership should be made within the school leadership role’s nature, communities’ social context and the ideological social mandate. Begley & Johansson (2005) admits of the difficulty in many communities of achieving a democratic consensus on educational issues among even traditional educational stakeholders. The present social confusion along with diverse character stakeholders in the communities led to a perplexed attitude that in developing a prescriptive guide to ethical or value-added leadership there should be a list of standard norms for a school administrator to adopt without question. This quick fix method is not enough to respond to the demand needed in school leadership. A school leader must practice reflection and become an authentic in their leadership practices and the first step towards achieving this step is, predictably enough, to engage in personal reflection. The values perspective of school leadership is a tool that facilitate the reflection process as it transform a vague advice into a concrete thing for the school administrator to act upon. The process does not stop in reflection alone. Once the leader attained the required degree of improved self-knowledge via personal reflection, he must work towards an authentic leadership. That is, the leader must strive in developing his sensitivity to the values orientation of others (Begley & Johansson, 2005). The school leader’s ideas translated through his skills in transferring new pedagogical ideas and educational reforms to the teacher, teams of teachers and other key personnel among the staff. This transformation can be done through an organizational and leadership dialogue creating an understanding about the different reforms that will improve children’s learning on democratic society as well as the subject knowledge. An authentic professional leader shows active participatory dialogue with other school personnel including the school improvement agenda (Begley & Johansson, 2005). Begley & Johansson’s (2005) study listed down the different democratic and ethical vision of school leaders they need. The following: â€Å"a democratic and ethical leader sees a clear connection between work assignments, the national and local political goals, and the school’s operational philosophy. † In this area, the leader effectively communicates school goals and operational philosophy and â€Å"exercises leadership by translating operational philosophy into practical education tasks and by motivating the personnel and students to work towards the completion of these tasks. A democratic and ethical leaders also develops a value-informed sophistication in their practices to move beyond what Greenfield (1999) describes as the rhetoric of moral leadership. The new reality of school leadership is responding to value conflicts. This has become the defining characteristic of school leadership much like instructional leadership which was the dominant metaphor of school leadership during the 1980s. A number of implications are implied, including: understanding the problem of value articulation versus actual value commitment by individuals; the tendency towards ritual rationality in administration; the cultural isomorphs that are apparent in leadership practices; and finally the critical role dialogue plays in deepening an individual’s understanding of value position and motivational intentions, as well as ensuring genuinely democratic practice. At the very least, dialogical interactions have the potential to promote the thoughtful critique of current practices and better support the equitable and ethical resolution of value conflicts in education† (p. 16). After having listed the different visions and ethical dimensions of a leader, it is proper for us to review and examine the responsibilities attached to a leader in educational sector. In Starrat’s (2005) essay on â€Å"Responsible Leadership† advanced the concept that after having explored the wide terrain of ethical dimension of educational leaders â€Å"various domains of ethical responsibility are found. The term â€Å"domain† is used to refer to a constructed cluster of ethical concerns around common th

A Feminist Perspective

Ice-Candy-Man: A Feminist Perspective * Summary In Ice-Candy-Man the women characters cannot be easily subjugated. Lenny, her Ayah Shanta, her mother and Godmother are capable of new roles and responsibilities. It is the second novel by a woman writer dealing with the theme of Partition of India. It is likely to be a more neutral on account of the traumatic event of Partition which caused divisiveness, disharmony, mutual suspicion, hardening. Writer depicts the events overtaking the Partition in their naked cruelty and ruthlessness.She choose a theme which is different from the traditional issues—the issues of romantic involvements and the sentimental stuff. In Pakistan the measure of freedom for women is considerably less than it exists in India. In this novel feminine psyche and experiences are presented with a unique freshness. Bapsi Sidhwa uses the structural device and turns the female protagonists into the moral centre, while most of the male characters either remain apa thetic or indulge in destructive violence. In patriarchal social set up masculinity means superiority while femininity means inferiority.Masculinity implies strength, action, self-assertion and domination, femininity implies weakness, passivity, docility, obedience and self-negation. Through narrator Lenny the Bapsi Sidhwa lends weight and validity to the feminine perspective on the nature of surrounding reality. In a feminist text woman performs and controls and promotes the action by her active involvement and concern and in the process it is she who acquires the attributes of heroism and glory. In Ice-Candy-Man, Lenny’s relationship with her cousin upholds the principle of equality Ayah is a flame of sensuousness and female vitality.Lenny's mother and Lenny's aunt play the humanitarian and heroic role of fighting for the lives and property of Hindus. These two women undertake the risky job of saving lives in danger. Godmother’s sense of humor, her deer-like agility, in spite of her old age, and her power to mould, modify and order not only individuals but even the system, when she so desires, earn her respect and admiration of people around her. But besides these qualities she is endowed with profound understanding of human existence and her wisdom is revealed when she consoles the Ayah, in the aftermath of what has been done to her.Godmother concentrates in her character what the feminists feel is very important for a woman to realize her individuality the feeling of self-worth. Khushwant Singh's Train to Pakistan is manifestly a male discourse the focus is on the hero, Juggut Singh though he is portrayed as a devil, the writer's sympathy and admiration are obviously for him his jauntiness, his physical stature and for his moral stature. Ice-Candy-Man becomes a feminist text in the true sense of the term, successfully attempting to bring to the centre-stage the female protagonists who come alive on account of their realistic presentation.As L iterature is a powerful tool with the help of which creative writer modulate and change the society. Sidhwa depict the theme in which he discusses those determined women for whom the traditional role is inadequate, women who wish to affirm their independence and autonomy and are perfectly capable of assuming new roles and responsibilities. Writers always wish to build a world which is free of dominance and hierarchy, a world that rests on the principles of justice and equality and is truly human.

Maxis Essay

Introduction Maxis Communications Berhad is a leading mobile phone service provider in Malaysia. Maxis Communications Berhad was established in the early 1990s and commenced mobile telecommunications operation in August 1995. It was then listed under the first board in Kuala Lumpur Stock Exchange (KLSE). At present Maxis Communication Berhad is the biggest telecommunication provider in Malaysia. The company has total subscribers at 13.95 million as of December 2010. Maxis Communications Berhad, through its subsidiary, Maxis Berhad, engages in the provision of mobile, fixed line, and international telecommunications services in Malaysia. It also provides Internet and broadband services; and wireless multimedia related services, as well as owns, maintains, builds, and operates radio facilities and associated switches. The company was founded in 1995 and is based in Kuala Lumpur, Malaysia. Maxis Communications Berhad is a subsidiary of Binariang GSM Sdn Bhd. It uses the dialling prefix identifier of â€Å"012†, â€Å"017† and â€Å"0142†. In 2002, Maxis purchased TimeCell, a rival mobile service provider, from Time dotcom Berhad. Prior to the purchase, Maxis offered phone numbers beginning with 012, and TimeCell 017. Now, subscribers can choose between the two. Maxis provide a variety of mobile communication products and services. They offer prepaid call plans, monthly subscription plans, global roaming, MMS, WAP (over both GSM and GPRS), Residential Fixed Line services, Broadband Internet plans, and as of early 2005, 3G services to both prepaid and post-paid subscription customers. Maxis Broadband make consumer can enjoy internet access in outdoor or indoor. It can go online at speed over 15 times faster than traditional dial up and do more, much more over the internet. Profile Maxis Berhad, with its consolidated subsidiaries (together, ‘Maxis’), is the leading mobile communications service provider in Malaysia. Maxis were granted licences to operate a nationwide GSM900 mobile network, a domestic fixed network and an international gateway in 1993. It commenced its mobile operations in August 1995 and launched its fixed line and international gateway operations in early 1996. Since its establishment, Maxis has been providing a full suite of services on multiple platforms to fulfil the telecommunications needs of individual consumers, SMEs and large corporations in Malaysia. Maxis’ mobile service is offered on a post-paid basis under the Maxis brand and via a prepaid format under the Hotlink brand. The use of these two distinct brands, underpinned by synergistic values, has enabled Maxis to develop its prepaid business successfully while maintaining growth in its post-paid segment. Maxis has also pioneered and led the Malaysian market in delivering innovative mobile products and services. It was the first to launch 3G services in Malaysia — known as Maxis3G — in July 2005, and in September 2006, it became among the world’s first to use HSDPA, a high-speed upgrade of its 3G network, to provide wireless broadband services. It was the first operator to bring the BlackBerryâ„ ¢ and Apple iPhoneâ„ ¢ smart phones to Malaysia. The company in April 2009 unveiled the first commercial NFC-powered service in Malaysia. Maxis provide enhanced post-paid packages to corporate and SME customers, based on its highly successful consumer post-paid plans. These plans are custom-made to meet the needs of enterprises, especially improved communications within and beyond their compound. Maxis’ international gateway services include termination of traffic into Malaysia from international telecommunications companies, supporting Maxis’ own outbound international direct dial (IDD) traffic, collecting international transit traffic and bandwidth leasing services. Maxis presently maintain bilateral  connections with more than 95 carriers in 38 countries and have capital investments in a number of submarine cable systems to carry its international voice and data traffic. Maxis’ significant growth and strong track record of bringing innovation, excellent customer experience and value to stakeholders has won the company numerous awards over the years. The latest awards include: Malaysia’s Top Ten Companies: Ranked 1 – Asia’s 200 Most Admired Companies, The Wall Street Journal Asia, 2006 Asian Mobile Operator of the Year – Asian Mobile News Award, 2007 Fourth Most Valuable Brand in Malaysia – Brand Finance, 2008 and 2009 Service Provider of the Year (Malaysia) – Frost & Sullivan, 2008 Mobile Data Service Provider of the Year (Malaysia) – Frost & Sullivan, 2009 Recipient of the Asia Pacific Super Excellent Brand Award – Asia Pacific International Brands Summit Malaysia, 2009 Maxis’ vision is to bring advanced communications services to enrich its customers’ lives and businesses, in a manner that is simple and personalised, by efficiently and creatively harnessing leading edge technology, and delivering a brand of service experience that is reliable and enchanting. Analysis of Market Structure Market structure classifies some of the key traits of a market, including: Number of firms Similarity of the products sold Ease of entry into and exit from the market. Comparison of Market Structures Market Structure No. of Sellers Types of Product Entry Conditions Examples Perfect Competition Large Homogeneous Very Easy Small crops, International commodity markets Monopolistic Competition Large Differentiated Easy Boutiques, Restaurants, motels Oligopoly Few Usually differentiated but sometimes homogeneous Difficult Car Making, Tobacco Products, Oil Monopoly One Unique Extremely difficult Public utilities MAXIS TELECOMMUNICATION FIRM. Few Competitors like DIGI, CELCOM, TUNETALK etc.. Entry into Telecommunication is Difficult. It requires a large amount of capital. Perfect Competition Perfect Competition Market has very large number of small firms, which acts independently rather co-coordinating decisions centrally. Perfect Competition is Price takers due to Huge Competition. Perfect Competition mainly deals with Homogenous Products. Homogenous mean Goods from one firm cannot be differentiated from other. Comparing Maxis with Perfect Competition Perfect Competition Maxis 1. It has very large Number of firms. 2. Entry Requirement is very easy. 3. Very less amount of Capital is enough. 1. It has few Competitors in the Market like DIGI, CELCOM, OKTEL etc.. 2. Entry Requirement is Difficult. 3. It requires large amount of Capital. On Comparing Maxis with Perfect Competition market structure. Maxis do not come under Perfect Competition. Monopolistic Competition Monopolistic Competition Firm has many Small Sellers. They involves in differentiated Product. It is free from Price Competition. It has Easy Entry as well as Exit. Comparing Maxis with Monopolistic Competition Monopolistic Competition Maxis 1. It has many small sellers. 2. Entry requirement is easy. 3. It’s free from Price Competition. 1. It has a few Competitors in the Market. 2. Entry requirement is difficult. 3. It has competition in price with their competitor. On comparing Maxis with Monopolistic Competition market structure. Maxis do not come under Monopolistic Competition. Monopoly Monopoly is a Single Seller in the market. It deals with unique product. Entry Barriers is very difficult. Comparing Maxis with Monopoly Monopoly Maxis 1. It has Single Seller in the market (free from Competitors). 1. It has its Competitors in the market. On comparing Maxis with Monopoly market structure. Maxis do not come under Monopoly. Oligopoly It has very few seller (which is dominated by a few large firms).. It deals with Homogenous as well as Differentiated Product. Entry Barrier is difficult. Comparing Maxis with Oligopoly Oligopoly Maxis 1. It has few Sellers in the market. 2. Entry Barrier is difficult. 3. It requires a large amount of Capital. 1. Maxis have few Competitors in the Market. 2. Entry barrier is difficult. 3. It requires the large amount of Capital. On Comparing Maxis with Oligopoly market structure. We came to know that Maxis is an Oligopoly. Behaviour of Maxis The behaviour of Maxis can be identified by considering the number and size distribution of firms (market share in terms of subscribers and revenue) in the market; the extent to which products are differentiated; how easy it is for other firms to enter the market; and the extent to which firms are integrated or diversified. However, as there are only 3 large cellular communication firms (Maxis, Digi and Celcom), individual market shares are used to measure market power. The basic conditions faced by the cellular communication firms are: Demand conditions †¢Price is relatively elastic as seen by huge swings in net additions leadership quarters to quarters as different cellular communication firms took on price-leadership. Source : MALAYSIA TELECOMMUNICATIONS REPORT Q3 2011 Where the actions and the outcomes of these actions are interdependent among several agents and this interdependence is mutually recognized. Neoclassical economics assume perfectly rational agents, perfect information and zero transaction costs under perfect competition. However, due to limited cognitive capability and/or imperfect information, bounded rational agents experience limits in formulating and solving complex problems and in processing (receiving, storing, retrieving, transmitting) information. Routine standard procedures or heuristic approaches to decision-making are employed by bounded rational agents. The sum of the market shares of the n-largest firms. Maxis subscriber net addition dropped to a dismal 120,000 users in 3Q10 before regaining to 274,000 users in 4Q10. The relevant substitutes are provided by fixed-line Telco’s for local city calls (fixed-line rate of RM0.04/minute versus cellular rate of RM0.15/minute) and Voice-over-Internet-Protocol (VoIP) providers for IDD calls. However, these are not of major concerns currently as the mobile services are cannibalizing/substituting fixed-line services while the VoIP providers are competing in a value-conscious segment with an inferior product (i.e. poorer voice quality). Supply conditions The cellular technology adopted is the European GSM standards. However, due to constant technology changes, both Maxis and Celcom have launched 3G services earlier while Digi had its 2.75G (EDGE) services previously and recently added 3G services in order to be able to compete with both Maxis and Celcom. The market structure analysis summary of Maxis is as follows: Data Observations and/or Measurement Analysis/Comment No. of Firms 3 Regulated Oligopoly Market Share Cellular industry subscriber market share (overall) Cellular industry revenue market share (overall) Subscriber/Revenue market share: Celcom: 33% & 36.0% Digi: 25% & 25.3% Maxis: 41% & 42.1% There is no single dominant firm. However, Maxis is the leading firm in both revenue & subscriber market share, followed by Celcom and Digi. Product Differen-tiation Product differentiation based on calling plans and pricing structure to appeal to different customer segments. Value-added services (ring-tones, etc.) are quite homogenously provided by 3rd party provider. Minimal product differentiation as airtime is airtime and VAS contents are widely available across all 3 firms. Entry barriers Licensing and regulations Heavy capital investments & minimum efficient of scale required First-mover advantages: Network & Lock-in effects High entry barriers mainly due to government regulations Due to frequent technology changes, incumbents do incur substantial ongoing capital expenditures and face the dangers of being â€Å"leapfrogged† by potential entrants Numbers portability not implemented yet to counter the lock-in effects of personalized phone numbers. Exit barriers Huge sunk costs Bulk of capital investments are asset specific to Telco operations. Source : MALAYSIA TELECOMMUNICATIONS REPORT Q3 2011 Price competition Using game theoretic model, Telco’s are assumed to provide a homogenous product and have sufficient capacity to serve the market demand. It is a non-cooperative game as there weren’t any enforceable agreements between them as they compete in the marketplace. It is a repeated one-shot simultaneous game as they were driven by quarterly performance accountable to shareholders. As such, they would decide on their pricing strategies independently and aware of rivals’ prices in the market while forming certain expectations about rivals’ pricing strategies. Actions available are Maintain Price and Undercut Price. Payoffs are ranked in order of preference (higher number is preferred). The most preferred outcome by firms is where one undercuts price while its competitors maintains price, leading to market share gain at the expense of its rivals. When all firms maintain prices, there is no change in market-share and profitability. When all firms undercut prices, market-share remains with reduced profitability. The strategic-form representation in a simplified 2-player model is as follows: Telco2 Telco1 Maintain Price Undercut Price Maintain Price 3,3 1,4 Undercut Price 4,1 2,2 Example of Game Theory Solving for Nash equilibrium, both players have Undercut Price as their dominant strategy resulting in a Pareto-inefficient Dominant- Strategy-Equilibrium at (2,2). This is a repeated Prisoners’ Dilemma game and these interactions are witnessed in the current market through an escalating price-war resulting in reduced Average-Revenue-Per-User (ARPU). Example of Starter pack price wars involving Maxis and Digi Launch Date Maxis Hotlink 017 Digi Beyond Prepaid Sep 8, 2005 RM20 to RM10 Oct 27, 2005 RM18 to RM9.90 Nov 25, 2005 RM10 to RM8.80 Dec 10, 2005 RM9.90 to RM8.50 Average Revenue per User Source : Articles from 2009 to 2011, Press release 2009 to 2011, Maxis reports 2009 to 2011, Digi Reports 2009 to 2011, Celcom Reports 2009 to 2011. If this game is repeated infinitely, collusive behaviour through the use of Tit-For-Tat strategy may result in non-competitive/monopolistic-like pricing which reduces public welfare. Though Maxis had a higher ARPU previously according to the above data, Maxis always need to be proactive in monitoring firms’ behaviour to detect possible tacit collusion through price-signaling. Product differentiation The above game theoretic analysis suggests that if the price-war continues,  Maxis and the other two firms will eventually be forced to price at their marginal costs – similar to a perfectly competitive firm. Therefore, it is rational to expect Maxis or the similar firms to soften the intensity of the price competition through product differentiation and customer segmentation. It is important to note that traditional microeconomic theory treats all consumers as homogenous. In reality, this is not the case and these firms are thus offering different calling plans, pricing structures (ON-Net/Off-Net), pre-bundled minutes and services, etc. Due to bounded rationality and heterogeneous consumption, consumers find it difficult to make head-to head cost-benefits comparisons and thus make the products appear to be somewhat non-homogenous and not fully substitutable for one another. These firms are also competing and differentiating through demand stimulation (‘shifting’ the demand curve) by organizing SMS contests, sponsoring shows like ‘Malaysian Idol’ which encourage SMS voting, etc. where the SMS charges are priced much higher than normal SMS charges in order to drive higher non-voice revenue and profitability as illustrated by Maxis, Celcom and Digi’s 2010 announcements below. Source: DiGi AGM 2011 IRwebsite One has to take note that the marginal costs are almost negligible relative to the huge fixed-cost investments required. ON-Net refers to calls within the same provider’s network. OFF-Net refers to calls made from one provider to another provider’s network. Decision-making based on imperfect information (uncertainty about future, costly to acquire perfect information) and/or limited cognitive capability. Through product differentiation, each differentiated product is addressing its relevant market instead of addressing a large homogenous market, thus allowing Telco’s to raise price above marginal cost (and reduce consumer’s surplus) without losing its entire market share. Thus, product differentiation can soften price competition and create a degree of market  power. We find from the above data that Maxis currently have the highest market power and leading company with the highest revenue. However, these type of firms balance between the reductions in welfare caused by product differentiation pricing above marginal costs versus the increased in welfare by allowing disparate consumers’ preferences to be closely met. Each firm also ensure proper ethical behaviour on the part of the Telco’s to ensure that public welfare is protected in SMS contests, SMS voting, etc. to prevent undesirable negative consumption externalities such as encouraging the habit of ‘gambling’, excessive spending, etc. Advertising Maxis often use advertising to create brand and/or product differentiation in order to soften the price competition. To the extent that persuasive advertising create customer loyalty through perceived differentiation over essentially identical products, they create market power in the sense that consumers may be willing to pay more for preferred brands, thus allowing these type of firms to raise prices above marginal costs. Following the previous assumptions with payoffs ranked in order of preference (higher number is preferred), the most preferred outcome by firms is where one advertises while its competitors don’t, leading to market share and profitability gain at the expense of its rivals. When all firms don’t advertise, there is no change in market-share and profitability. When all firms advertise, market-share remains with reduced profitability. Maxis uses similar strategy by advertising less gaining market share and more profit at expense of its rivals which we can see below: Advertising Expense of 2005 by Malaysian cellular communications industry Communications Sector: Mobile Line Services RM (million) Communications Sector: Mobile Interactive Services RM (million) Total RM (million) Celcom 52.3 Celcom 6.6 58.9 DiGi 37.7 DiGi 5.1 42.8 Maxis 47.8 Maxis 1.9 49.7 Source : www.mcmc.gov.my, Reports by Maxis, Celcom and Digi 2005 Customer Satisfaction Source : SKMM Consumer Survey 2007 at www.mcmc.gov.my The Customer-Satisfaction-Index (CSI) for the three firms are almost similar. We find that Maxis’ performance is satisfactory in the market and can be considered as a leading oligopoly firm among the three. Conclusion Maxis is one of the Malaysian oligopoly cellular communications industry with high entry barriers, mainly due to government licensing restrictions; and high exit barriers due to huge capital investments (sunk costs). However, frequent technology changes could potentially allow â€Å"leapfrogging† by competitors or potential entrants. The market share is with intense price-competition as the market gets more saturated. Non-price competition  is also intense, mainly through advertising. However, as price-competition escalates, other cellular communication industries are pricing closer to marginal costs as evidenced by the steady drop in ARPU over the past few years. Consumer satisfaction is high for Maxis though consumers are seeking for even lower communications charges and greater geographic coverage. Maxis is currently doing a good job and should continue to push ahead with its plan to allow greater customer choice. Maxis should also monitor for deceptive advertising, SMS contests & voting, etc. and also possible tacit collusive behaviour through price-signaling. It is also recommended that Maxis conducts benchmarking against regional and international cellular communication industries on key areas like profitability and/or returns on equity to determine fair-returns, service quality, technical efficiency, etc. to determine the success of its policies in future. _______ References www.theedgedaily.com Digi gains market share†, The Edge Daily, 5 Dec 2005 www.osk188.com www.digi.com.my www.maxis.com.my www.celcom.com.my Maxis Quarterly 2009 Report Maxis Quarterly 2010 Report DiGi 2009 Report DiGi 2010 Report Celcom Annual Report 2010 Maxis Annual Report 2010 DiGi Annual Report 2010 www.mcmc.gov.my www.mobileworld.com.my/ Profit_expense_2005 www.boardroomlimited.com Dixit, A and Skeath, S (2004): Games of Strategy (2nd Ed), W.W.Norton www.wikipedia.org Rosenberg, E.A. and Clements, M.: â€Å"Evolving market structure, conduct and policy in local telecommunications†, The National Regulatory Research Institute. SKMM Consumer Survey 2007 at www.mcmc.gov.my www.boardroomlimited.com/irdigi/†¦/DiGiAGM2011IRwebsite www.theedgemalaysia.com/†¦/170320-digis-2q-profit-up-187-divide†¦ www.digi.my/aboutdigi/media/mr_press_det.do?id=5240†¦4†¦ www.mysarawak.org/2009/10/30/digi’s-subscriber-base-to-grow.html www.boardroomlimited.com/irdigi/irdigi/FA220709.pdf http://telcoblog.nst.com.my/2009/05/celcom-vs-digi-q1-2009.html http://biz.thestar.com.my/news/story.asp?file=/2008/8/29/business/1910200&sec=business http://biz.thestar.com.my/news/story.asp?file=/2008/11/29/business/2675455&sec=business http://telcoblog.nst.com.my/2009/05/celcom-vs-digi-q1-2009.html axiata.listedcompany.com/misc/axiata_presentation_2Q2011.pdf http://www.theedgemalaysia.com/insider-asia/180047-maxis-and-digi-offer-yields-at-fairly-low-risks.html www.maxis.com.my/†¦/Announcement_04_2009_Financial_Result_†¦ axiata.listedcompany.com/misc/axiata_presentation_1Q2011.pdf www.maxis.com.my/personal/†¦/1Q_2011_IR_Pack_(FINAL).pdf Maxis_4Q10_Presentation_FINAL_2 http://www.maxis.com.my/mmc/index.asp?fuseaction=press.view&recID=452 www.maxis.com.my/†¦/Announcement_02_2010_Press_Release.pdf www.maxis.com.my/personal/about_us/†¦/Anmt-PressRelease.pdf www.maxis.com.my/mmc/index.asp?fuseaction=press.view†¦499 www.maxis.com.my/†¦us/†¦/Maxis_4Q10_Presentation_FINAL.pdf http://www.theedgemalaysia.com/insider-asia/179310-mobile-subscriber-additions-surprisingly-robust.html http://www.thesundaily.my/news/business/celcom-may-pass-service-tax http://www.scribd.com/doc/39862337/Telecommunications-Sector-Update-Sizing-Up-The-Pure-Mobile-Domestic-Players-%E2%80%93-Maxis-vs-DiGi-22-10-2010 http://www.scribd.com/doc/60333044/EN for MALAYSIA TELECOMMUNICATIONS REPORT Q3 2011