Young Adult Life Stage - 1412 Words

The Young Adult Life Stage | Adult Development amp; Aging, BSHS 371 | Roxanne Arballo September, 2011 | THE YOUNG ADULT LIFE STAGE Stress in the young adult life stage seems more prevalent in todays society. One very important point is that kids are growing up much faster, taking on more responsibilities that years ago might not have been faced for another 5, 10, and 20 years later. Culture has a very big part in the onset of adult roles at varied ages. The transition to and through this stage can involve, as this writer personally went through in this period, one of looking at and at times being traumatized by who we are becoming. There might be the doubt we are going in the direction we want to go.†¦show more content†¦Unless it’s family things.† Almita- 21 year-old young female adult, lives with female roommate at UCSantaCruz, hours north of San Diego- a) What’s most important to Almita is her mom and her mom’s physical (post-cancer/currently in remission) and mental/emotional condition, Alma living away from home and mom for the first time in h er life (â€Å"father† never part of Almita’s life). School comes second to how her mom is doing; b) Life, to interviewee, has been a fluid succession of changes, preventing a real conscious awareness of change in stages. Obvious changes include her living away from her mom and out of the city. That’s major, the two living alone up to now. Taking care of myself, everything without mom, has taken getting used to since it didn’t come from the innate desire to become independent; c) It seems, she feels, the only difference is the age number, the digits. Noted also is that if she were still home, the main change since adolescence is that she can drive. Since that was 5 years ago, she feels no noticeable changes have happened; (She humbly makes no mention of her physical changes, which are, to this writer, are a beautiful example of girl-into-young woman growth) e) Worries~ She acknowledges she is scared about her mom’s getting sick again and that she i sShow MoreRelatedEriksons Psychosocial Theory of Development: Young Adults Essay1494 Words   |  6 PagesDevelopment: Young Adults The young adult has numerous stresses placed upon them through the route of development. Erikson has theorised developmental stages of growth into tasks. Of Eriksons theoretical tasks, one task describes the theory of intimacy versus isolation. This task theory can be examined using the normative crisis model. The knowledge of developmental tasks of the young adult can be beneficial to the nurse especially associated with their ability to relate to the young adult. One ofRead MoreYoung Adulthood Stage Essay1490 Words   |  6 Pagesperson passes through different stages of life as they develop from childhood to adulthood. Every stage comes with unique needs and challenges that have to be met and addressed if the involved person is to develop as effectively as expected. It has been identified that the adolescent and young adulthood stages are among the most critical stages of development in the life of a person. It is in the two stages a person acquires the ability to understand the realities of life in the societies in which theyRead MoreMgg201W1188 Words   |  5 Pages2. INTRODUCTION TO THE FAMILY 3. OUTLINE OF THE FAMILY LIFE CYCLE MODEL 4. IDENTIFY THE STAGE OF THE FAMILY LIFE CYCLE THAT THE COUPLE IS CURRENTLY EXPERIENCING 5. KEY PRINCIPLES AND SECOND ORDER CHANGES THE FAMILY IS EXPERIENCING 6. THE EXTEND TO WHICH THE COUPLES FAMILY LIFE CYCLE ADHERES TO CARTER AND McCOLDRICKS MODEL (1989) 7. THE COUPLES EXPERIENCES PERTAINING TO THE PRECEDING DEVELOPMENT STAGE OF THE FAMILY LIFE CYCLE 8. VERTICAL STRESSORS 9. HORIZONTAL STRESSORS Read MoreAdolescence Is The Most Important Stages Of Human Development1282 Words   |  6 PagesThere are many stages that take part during human development; adolescence is one of the most important stages because it is the period that follows humans’ development from child to adult. According to Clause (2013), adolescence is broken up into biological, cognitive, and emotional stages. These aspects of adolescence are individually important because, it defines one’s personality and character as an individual and, it affects their future. Most people do not realize how big of an impact adolescenceRead MoreErik Erickson Was A Man Who Made A Huge Contribution In884 Words   |  4 Pagesof what he came up with to be called the developmental theory. â€Å"Each stage brings a psychosocial crisis involving transitions in important social relationships† (Weiten 350). According to Erickson, every person must go through a series of eight interr elated stages over their entire life cycle. â€Å"Each stage is presented as two opposing statements representing the challenges a person faces at a particular age† (Erickson’s Eight Stages of Development 1). Erickson was influenced greatly by psychologistRead MoreDevelopmental Stages Of Development1344 Words   |  6 PagesOverview According to Erikson stages of development, human development occurs in 8 Stages from infancy to late adulthood. In each stage of development, individual’s transition through each stage and each individual come into conflict transitioning under different developmental task. Developmental Stages vary between ages, gender and life experiences. Sarah is a young, white, single 25 year old female that lives with her parents and I. Sarah is the oldest sibling of 2 and her interests are work, schoolRead MorePsy 230 Week 8 Ass. Erikson Timeline987 Words   |  4 Pagespsychosocial developmental, along with explaining what stage my friend and I are currently in within his timeline. Erik Erikson (1902-1994) was a German born American developmental psychologist and psychoanalyst, whom formed a theory of psychosocial development on the human life cycle. Erikson’s major innovation was to take Freud’s psychosexual stages of the libido and transform them into a developmental m odel of psychosocial tasks, which identified eight stages of human development and their correspondingRead MoreErik Erikson s Development Theory1603 Words   |  7 PagesErikson’s theory was a bit bias and generalized groups of people whose cultures, genders and environments did not apply to his theory. This paper will focus on Erikson’s last four stages of development, and discuss how each stage may be impacted by these various factors. Identity vs. Role Confusion The adolescence stage of development in Erikson’s theory was labeled as identity vs. role confusion. Teenagers begin developing a sense of who they are in the world by testing different roles and formingRead MoreErik Erikson Essay example1571 Words   |  7 Pagesthe of a childs early life, Erikson concentrated on broader issues of peer culture, school environment, and cultural values and ideals. This led him to study the period of adolescence, in which he documented the interaction of a persons inner feelings and impulses with the world that surrounds the person. Erikson developed eight stages of human development. Briefly I would describe all eight my I will concentrate on stages five and six which are adolescence and young adulthood. Myer describesRead MoreErik Erikson s Theory Of Psychosocial Development Essay1366 Words   |  6 Pages Abstract Erik Erikson (1902-1994) provided a new perspective of psychosocial behavior and development while expanding on the works of other theorists. Erikson believed there to be eight stages of psychosocial development which a person transitions through. These stages start at birth and end with old age/death. Erikson’s work is used throughout many outlets of social work. Social workers use this information to help them figure out what is going on with clients and how best to help them. Erikson

Security Of Database Systems Has Become Very Important Now...

DATABASE SECURITY Abstract: Security of database systems has become very important Now-a-days. As many of the operations now-a-days depend on the database systems, security became a problem because of increase in the number of web applications. If the data is affected in an application, it not only affects that single application but it affects the entire applications present in that system. Data may be damaged not only from the outside damages but may be also from inside damages. Hence, we are using some of the data security techniques like encryption of the data and decryption of the data for keeping the data safe. Introduction for security of DB: Security of data mainly concerned with the factors like observation of any of the†¦show more content†¦So, information control is required for the correct flow of data. For the encryption of the data, we use the cryptographic control. There are different types of components which provide the data protection in the DBMS. Some such components are access control and semantic correctness. Secrecy of data is maintained by the access control. If a person wants to make changes to the data, then it checks for whether the person trying to change the data is the appropriate user or not by using some of the security points. By these security points we can say that whether the person can use the data or not. Secrecy of data can also be maintained by the use of some techniques like encryption which is applied to the data when transmitted or when stored. Now the problem is how to change or access the encrypted data. There is a technique called semantic correctness which verifies the semantics of data. If the semantics are correct data can be accessed. The data is stored in the form of symbols. At the end we can recover the data and can make sure whether the data is correct and it is available by using of the recovery system and concurrency control. Now the research areas are also included in the database security. There are some special techniques involved in the research part which are order preserving and privacy preserving. The applications mainly based on the privacy and the correctness of order. Layers at organization for security: To implement the security of database

Chapter 7 The Boggart in the Wardrobe Free Essays

Malfoy didn’t reappear in classes until late on Thursday morning, when the Slytherins and Gryffindors were halfway through double Potions. He swaggered into the dungeon, his right arm covered in bandages and bound up in a sling, acting, in Harry’s opinion, as though he were the heroic survivor of some dreadful battle. â€Å"How is it, Draco?† simpered Pansy Parkinson. We will write a custom essay sample on Chapter 7 The Boggart in the Wardrobe or any similar topic only for you Order Now â€Å"Does it hurt much?† â€Å"Yeah,† said Malfoy, putting on a brave sort of grimace. But Harry saw him wink at Crabbe and Goyle when Pansy had looked away. â€Å"Settle down, settle down,† said Professor Snape idly. Harry and Ron scowled at each other; Snape wouldn’t have said ‘settle down’ if they’d walked in late, he’d have given them detention. But Malfoy had always been able to get away with anything in Snape’s classes; Snape was head of Slytherin House, and generally favored his own students above all others. They were making a new potion today, a Shrinking Solution. Malfoy set up his cauldron right next to Harry and Ron, so that they were preparing their ingredients on the same table. â€Å"Sir,† Malfoy called, â€Å"sir, I’ll need help cutting up these daisy roots, because of my arm –â€Å" â€Å"Weasley, cut up Malfoy’s roots for him,† said Snape without looking up. Ron went brick red. â€Å"There’s nothing wrong with your arm,† he hissed at Malfoy. Malfoy smirked across the table. â€Å"Weasley, you heard Professor Snape; cut up these roots.† Ron seized his knife, pulled Malfoy’s roots toward him, and began to chop them roughly, so that they were all different sizes. â€Å"Professor,† drawled Malfoy, â€Å"Weasley’s mutilating my roots, sir.† Snape approached their table, stared down his hooked nose at the roots, then gave Ron an unpleasant smile from beneath his long, greasy black hair. â€Å"Change roots with Malfoy, Weasley.† â€Å"But, sir –!† Ron had spent the last quarter of an hour carefully shredding his own roots into exactly equal pieces. â€Å"Now,† said Snape in his most dangerous voice. Ron shoved his own beautifully cut roots across the table at Malfoy, then took up the knife again. â€Å"And, sir, I’ll need this shrivelfig skinned,† said Malfoy, his voice full of malicious laughter. â€Å"Potter, you can skin Malfoy’s shrivelfig,† said Snape, giving Harry the look of loathing he always reserved just for him. Harry took Malfoy’s shrivelfig as Ron began trying to repair the damage to the roots he now had to use. Harry skinned the shrivelfig as fast as he could and flung it back across the table at Malfoy without speaking. Malfoy was smirking more broadly than ever. â€Å"Seen your pal Hagrid lately?† he asked them quietly. â€Å"None of your business,† said Ron jerkily, without looking up. â€Å"I’m afraid he won’t be a teacher much longer,† said Malfoy in a tone of mock sorrow. â€Å"Father’s not very happy about my injury –â€Å" â€Å"Keep talking, Malfoy, and I’ll give you a real injury,† snarled Ron. â€Å"?C he’s complained to the school governors. And to the Ministry of Magic. Father’s got a lot of influence, you know. And a lasting injury like this† — he gave a huge, fake sigh — â€Å"who knows if my arm’ll ever be the same again?† â€Å"So that’s why you’re putting it on,† said Harry, accidentally beheading a dead caterpillar because his hand was shaking in anger, â€Å"To try to get Hagrid fired.† â€Å"Well,† said Malfoy, lowering his voice to a whisper, â€Å"partly, Potter. But there are other benefits too. Weasley, slice my caterpillars for me.† A few cauldrons away, Neville was in trouble. Neville regularly went to pieces in Potions lessons; it was his worst subject, and his great fear of Professor Snape made things ten times worse. His potion, which was supposed to be a bright, acid green, had turned — â€Å"Orange, Longbottom,† said Snape, ladling some up and allowing to splash back into the cauldron, so that everyone could see. â€Å"Orange. Tell me, boy, does anything penetrate that thick skull of yours? Didn’t you hear me say, quite clearly, that only one cat spleen was needed? Didn’t I state plainly that a dash of leech juice would suffice? What do I have to do to make you understand, Longbottom?† Neville was pink and trembling. He looked as though he was on the verge of tears. â€Å"Please, sir,† said Hermione, â€Å"please, I could help Neville put it right –â€Å" â€Å"I don’t remember asking you to show off, Miss Granger,† said Snape coldly, and Hermione went as pink as Neville. â€Å"Longbottom, at the end of this lesson we will feed a few drops of this potion to your toad and see what happens. Perhaps that will encourage you to do it properly.† Snape moved away, leaving Neville breathless with fear. â€Å"Help me!† he moaned to Hermione. â€Å"Hey, Harry,† said Seamus Finnigan, leaning over to borrow Harry’s brass scales, â€Å"have you heard? Daily Prophet this morning — they reckon Sirius Black’s been sighted.† â€Å"Where?† said Harry and Ron quickly. On the other side of the table, Malfoy looked up, listening closely. â€Å"Not too far from here,† said Seamus, who looked excited. â€Å"It was a Muggle who saw him. ‘Course, she didn’t really understand. The Muggles think he’s just an ordinary criminal, don’t they? So she phoned the telephone hot line. By the time the Ministry of Magic got there, he was gone.† â€Å"Not too far from here †¦Ã¢â‚¬  Ron repeated, looking significantly at Harry. He turned around and saw Malfoy watching closely. â€Å"What, Malfoy? Need something else skinned?† But Malfoy’s eyes were shining malevolently, and they were fixed Harry. He leaned across the table. â€Å"Thinking of trying to catch Black single-handed, Potter?† â€Å"Yeah, that’s right,† said Harry offhandedly. Malfoy’s thin mouth was curving in a mean smile. â€Å"Of course, if it was me,† he said quietly, â€Å"I’d have done something before now. I wouldn’t be staying in school like a good boy, I’d be out there looking for him.† â€Å"What are you talking about, Malfoy?† said Ron roughly. â€Å"Don’t you know, Potter?† breathed Malfoy, his pale eyes narrowed. â€Å"Know what?† Malfoy let out a low, sneering laugh. â€Å"Maybe you’d rather not risk your neck,† he said. â€Å"Want to leave it to the Dementors, do you? But if it was me, I’d want revenge. I’d hunt him down myself.† â€Å"What are you talking about?† said Harry angrily, but at that moment Snape called, â€Å"You should have finished adding your ingredients by now; this potion needs to stew before it can be drunk, so clear away while it simmers and then we’ll test Longbottom’s†¦Ã¢â‚¬  Crabbe and Goyle laughed openly, watching Neville sweat as he stirred his potion feverishly. Hermione was muttering instructions to him out of the corner of her mouth, so that Snape wouldn’t see. Harry and Ron packed away their unused ingredients and went to wash their hands and ladles in the stone basin in the corner. â€Å"What did Malfoy mean?† Harry muttered to Ron as he stuck his hands under the icy jet that poured from the gargoyle’s mouth â€Å"Why would I want revenge on Black? He hasn’t done anything to me — yet.† â€Å"He’s making it up,† said Ron savagely. â€Å"He’s trying to make you do something stupid†¦Ã¢â‚¬  The end of the lesson in sight, Snape strode over to Neville, who was cowering by his cauldron. â€Å"Everyone gather ’round,† said Snape, his black eyes glittering, â€Å"and watch what happens to Longbottom’s toad. If he has managed to produce a Shrinking Solution, it will shrink to a tadpole. If, as I don’t doubt, he has done it wrong, his toad is likely to be poisoned.† The Gryffindors watched fearfully. The Slytherins looked excited. Snape picked up Trevor the toad in his left hand and dipped a small spoon into Neville’s potion, which was now green. He trickled a few drops down Trevor’s throat. There was a moment of hushed silence, in which Trevor gulped; then there was a small pop, and Trevor the tadpole was wriggling in Snape’s palm. The Gryffindors burst into applause. Snape, looking sour, pulled a small bottle from the pocket of his robe, poured a few drops on top of Trevor, and he reappeared suddenly, fully grown. â€Å"Five points from Gryffindor,† said Snape, which wiped the smiles from every face. â€Å"I told you not to help him, Miss Granger. Class dismissed.† Harry, Ron, and Hermione climbed the steps to the entrance hall. Harry was still thinking about what Malfoy had said, while Ron was seething about Snape. â€Å"Five points from Gryffindor because the potion was all right! Why didn’t you lie, Hermione? You should’ve said Neville did it all by himself!† Hermione didn’t answer. Ron looked around. â€Å"Where is she?† Harry turned too. They were at the top of the steps now, watching the rest of the class pass them, heading for the Great Hall and lunch. â€Å"She was right behind us,† said Ron, frowning. Malfoy passed them, walking between Crabbe and Goyle. He smirked at Harry and disappeared. â€Å"There she is,† said Harry. Hermione was panting slightly, hurrying up the stairs; one hand clutched her bag, the other seemed to be tucking something down the front of her robes. â€Å"How did you do that?† said Ron. â€Å"What?† said Hermione, joining them. â€Å"One minute you were right behind us, the next moment, you were back at the bottom of the stairs again.† â€Å"What?† Hermione looked slightly confused. â€Å"Oh — I had to go back for something. Oh no –â€Å" A seam had split on Hermione’s bag. Harry wasn’t surprised; he could see that it was crammed with at least a dozen large and heavy books. â€Å"Why are you carrying all these around with you?† Ron asked her. â€Å"You know how many subjects I’m taking,† said Hermione breathlessly. â€Å"Couldn’t hold these for me, could you?† â€Å"But –† Ron was turning over the books she had handed him, looking at the covers. â€Å"You haven’t got any of these subjects today. It’s only Defense Against the Dark Arts this afternoon.† â€Å"Oh yes,† said Hermione vaguely, but she packed all the books back into her bag just the same. â€Å"I hope there’s something good for lunch, I’m starving,† she added, and she marched off toward the Great Hall. â€Å"D’you get the feeling Hermione’s not telling us something?† Ron asked Harry. ****** Professor Lupin wasn’t there when they arrived at his first Defense Against the Dark Arts lesson. They all sat down, took out their books, quills, and parchment, and were talking when he finally entered the room. Lupin smiled vaguely and placed his tatty old briefcase on the teacher’s desk. He was as shabby as ever but looked healthier than he had on the train, as though he had had a few square meals. â€Å"Good afternoon,† he said. â€Å"Would you please put all your books back in your bags. Today’s will be a practical lesson. You will need only your wands.† A few curious looks were exchanged as the class put away their books. They had never had a practical Defense Against the Dark Arts class before, unless you counted the memorable class last year when their old teacher had brought a cageful of pixies to class and set them loose. â€Å"Right then,† said Professor Lupin, when everyone was ready. â€Å"If you’d follow me.† Puzzled but interested, the class got to its feet and followed Professor Lupin out of the classroom. He led them along the deserted corridor and around a corner, where the first thing they saw was Peeves the Poltergeist, who was floating upside down in midair and stuffing the nearest keyhole with chewing gum. Peeves didn’t look up until Professor Lupin was two feet away; then he wiggled his curly-toed feet and broke into song. â€Å"Loony, loopy Lupin,† Peeves sang. â€Å"Loony, loopy Lupin, loony, loopy Lupin –â€Å" Rude and unmanageable as he almost always was, Peeves usually showed some respect toward the teachers. Everyone looked quickly at Professor Lupin to see how he would take this; to their surprise, he was still smiling. â€Å"I’d take that gum out of the keyhole if I were you, Peeves,† he said pleasantly. â€Å"Mr. Filch won’t be able to get in to his brooms.† Filch was the Hogwarts caretaker, a bad-tempered, failed wizard who waged a constant war against the students and, indeed, Peeves. However, Peeves paid no attention to Professor Lupin’s words, except to blow a loud wet raspberry. Professor Lupin gave a small sigh and took out his wand. â€Å"This is a useful little spell,† he told the class over his shoulder. â€Å"Please watch closely.† He raised the wand to shoulder height, said, â€Å"Waddiwasi!† and pointed it at Peeves. With the force of a bullet, the wad of chewing gum shot out of the keyhole and straight down Peeves’s left nostril; he whirled upright and zoomed away, cursing. â€Å"Cool, sir!† said Dean Thomas in amazement. â€Å"Thank you, Dean,† said Professor Lupin, putting his wand away again. â€Å"Shall we proceed?† They set off again, the class looking at shabby Professor Lupin with increased respect. He led them down a second corridor and stopped, right outside the staffroom door. â€Å"Inside, please,† said Professor Lupin, opening it and standing back. The staffroom, a long, paneled room full of old, mismatched chairs, was empty except for one teacher. Professor Snape was sitting in a low armchair, and he looked around as the class filed in. His eyes were glittering and there was a nasty sneer playing around his mouth. As Professor Lupin came in and made to close the door behind him, Snape said, â€Å"Leave it open, Lupin. I’d rather not witness this.† He got to his feet and strode past the class, his black robes billowing behind him. At the doorway he turned on his heel and said, â€Å"Possibly no one’s warned you, Lupin, but this class contains Neville Longbottom. I would advise you not to entrust him with anything difficult. Not unless Miss Granger is hissing instructions in his ear.† Neville went scarlet. Harry glared at Snape; it was bad enough that he bullied Neville in his own classes, let alone doing it in front of other teachers. Professor Lupin had raised his eyebrows. â€Å"I was hoping that Neville would assist me with the first stage of the operation,† he said, â€Å"and I am sure he will perform it admirably.† Neville’s face went, if possible, even redder. Snape’s lip curled, but he left, shutting the door with a snap. â€Å"Now, then,† said Professor Lupin, beckoning the class toward the end of the room, where there was nothing but an old wardrobe where the teachers kept their spare robes. As Professor Lupin went to stand next to it, the wardrobe gave a sudden wobble, banging off the wall. â€Å"Nothing to worry about,† said Professor Lupin calmly because a few people had jumped backward in alarm. â€Å"There’s a Boggart in there.† Most people seemed to feel that this was something to worry about. Neville gave Professor Lupin a look of pure terror, and Seamus Finnigan eyed the now rattling doorknob apprehensively. â€Å"Boggarts like dark, enclosed spaces,† said Professor Lupin. â€Å"Wardrobes, the gap beneath beds, the cupboards under sinks — I’ve even met one that had lodged itself in a grandfather clock. This one moved in yesterday afternoon, and I asked the headmaster if the staff would leave it to give my third years some practice.† â€Å"So, the first question we must ask ourselves is, what is a Boggart?† Hermione put up her hand. â€Å"It’s a shape-shifter,† she said. â€Å"It can take the shape of whatever it thinks will frighten us most.† â€Å"Couldn’t have put it better myself,† said Professor Lupin, and Hermione glowed. â€Å"So the Boggart sitting in the darkness within has not yet assumed a form. He does not yet know what will frighten the person on the other side of the door. Nobody knows what a Boggart looks like when he is alone, but when I let him out, he will immediately become whatever each of us most fears. â€Å"This means,† said Professor Lupin, choosing to ignore Neville’s small sputter of terror, â€Å"that we have a huge advantage over the Boggart before we begin. Have you spotted it, Harry?† Trying to answer a question with Hermione next to him, bobbing up and down on the balls of her feet with her hand in the air, was very off-putting, but Harry had a go. â€Å"Er — because there are so many of us, it won’t know what shape it should be?† â€Å"Precisely,† said Professor Lupin, and Hermione put her hand down, looking a little disappointed. â€Å"It’s always best to have company when you’re dealing with a Boggart. He becomes confused. Which should he become, a headless corpse or a flesh-eating slug? I once saw a Boggart make that very mistake — tried to frighten two people at once and turned himself into half a slug. Not remotely frightening. ‘The charm that repels a Boggart is simple, yet it requires force of mind. You see, the thing that really finishes a Boggart is laughter. What you need to do is force it to assume a shape that you find amusing. â€Å"We will practice the charm without wands first. After me, please†¦riddikulus!† â€Å"Riddikulus!† said the class together. â€Å"Good,† said Professor Lupin. â€Å"Very good. But that was the easy part, I’m afraid. You see, the word alone is not enough. And this is where you come in, Neville.† The wardrobe shook again, though not as much as Neville, who walked forward as though he were heading for the gallows. â€Å"Right, Neville,† said Professor Lupin. â€Å"First things first: what would you say is the thing that frightens you most in the world?† Neville’s lips moved, but no noise came out. â€Å"I didn’t catch that, Neville, sorry,† said Professor Lupin cheerfully. Neville looked around rather wildly, as though begging someone to help him, then said, in barely more than a whisper, â€Å"Professor Snape.† Nearly everyone laughed. Even Neville grinned apologetically. Professor Lupin, however, looked thoughtful. â€Å"Professor Snape†¦hmmm†¦Neville, I believe you live with your grandmother?† â€Å"Er — yes,† said Neville nervously. â€Å"But — I don’t want the Boggart to turn into her either.† â€Å"No, no, you misunderstand me,† said Professor Lupin, now smiling. â€Å"I wonder, could you tell us what sort of clothes your grandmother usually wears?† Neville looked startled, but said, â€Å"Well†¦always the same hat. A tall one with a stuffed vulture on top. And a long dress†¦green, normally†¦and sometimes a fox-fur scarf.† â€Å"And a handbag?† prompted Professor Lupin. â€Å"A big red one,† said Neville. â€Å"Right then,† said Professor Lupin. â€Å"Can you picture those clothes very clearly, Neville? Can you see them in your mind’s eye?† â€Å"Yes,† said Neville uncertainty, plainly wondering what was coming next. â€Å"When the Boggart bursts out of this wardrobe, Neville, and sees you, it will assume the form of Professor Snape,† said Lupin. â€Å"And you will raise your wand — thus — and cry â€Å"Riddikulus† — and concentrate hard on your grandmother’s clothes. If all goes well, Professor Boggart Snape will be forced into that vulture-topped hat, and that green dress, with that big red handbag.† There was a great shout of laughter. The wardrobe wobbled more violently. â€Å"If Neville is successful, the Boggart is likely to shift his attention to each of us in turn,† said Professor Lupin. â€Å"I would like all of you to take a moment now to think of the thing that scares you most, and imagine how you might force it to look comical†¦Ã¢â‚¬  The room went quiet. Harry thought†¦What scared him most in the world? His first thought was Lord Voldemort — a Voldemort returned to full strength. But before he had even started to plan a possible counterattack on a Boggart-Voldemort, a horrible image came floating to the surface of his mind†¦. A rotting, glistening hand, slithering back beneath a black cloak†¦a long, rattling breath from an unseen mouth†¦then a cold so penetrating it felt like drowning†¦ Harry shivered, then looked around, hoping no one had noticed. Many people had their eyes shut tight. Ron was muttering to himself, â€Å"Take its legs off.† Harry was sure he knew what that was about. Ron’s greatest fear was spiders. â€Å"Everyone ready?† said Professor Lupin. Harry felt a lurch of fear. He wasn’t ready. How could you make a Dementor less frightening? But he didn’t want to ask for more time; everyone else was nodding and rolling up their sleeves. â€Å"Neville, we’re going to back away,† said Professor Lupin. â€Å"Let you have a clear field, all right? I’ll call the next person forward†¦Everyone back, now, so Neville can get a clear shot –â€Å" They all retreated, backed against the walls, leaving Neville alone beside the wardrobe. He looked pale and frightened, but he had pushed up the sleeves of his robes and was holding his wand ready. â€Å"On the count of three, Neville,† said Professor Lupin, who was pointing his own wand at the handle of the wardrobe. â€Å"One — two — three — now!† A jet of sparks shot from the end of Professor Lupin’s wand and hit the doorknob. The wardrobe burst open. Hook-nosed and menacing, Professor Snape stepped out, his eyes flashing at Neville. Neville backed away, his wand up, mouthing wordlessly. Snape was bearing down upon him, reaching inside his robes. â€Å"R — r — riddikulus! † squeaked Neville. There was a noise like a whip crack. Snape stumbled; he was wearing a long, lace-trimmed dress and a towering hat topped with a moth-eaten vulture, and he was swinging a huge crimson handbag. There was a roar of laughter; the Boggart paused, confused, and Professor Lupin shouted, â€Å"Parvati! Forward!† Parvati walked forward, her face set. Snape rounded on her. There was another crack, and where he had stood was a bloodstained, bandaged mummy; its sightless face was turned to Parvati and it began to walk toward her very slowly, dragging its feet, its stiff arms rising — â€Å"Riddikulus!† cried Parvati. A bandage unraveled at the mummy’s feet; it became entangled, fell face forward, and its head rolled off. â€Å"Seamus!† roared Professor Lupin. Seamus darted past Parvati. Crack! Where the mummy had been was a woman with floorlength black hair and a skeletal, green-tinged face — a banshee. She opened her mouth wide and an unearthly sound filled the room, a long, wailing shriek that made the hair on Harry’s head stand on end — â€Å"Riddikulus!† shouted Seamus. The banshee made a rasping noise and clutched her throat; her voice was gone. Crack! The banshee turned into a rat, which chased its tail in a circle, then — crack!- became a rattlesnake, which slithered and writhed before — crack! — becoming a single, bloody eyeball. â€Å"It’s confused!† shouted Lupin. â€Å"We’re getting there! Dean!† Dean hurried forward. Crack! The eyeball became a severed hand, which flipped over and began to creep along the floor like a crab. â€Å"Riddikulus!† yelled Dean. There was a snap, and the hand was trapped in a mousetrap. â€Å"Excellent! Ron, you next!† Ron leapt forward. Crack! Quite a few people screamed. A giant spider, six feet tall and covered in hair, was advancing on Ron, clicking its pincers menacingly. For a moment, Harry thought Ron had frozen. Then — â€Å"Riddikulus!† bellowed Ron, and the spider’s legs vanished; it rolled over and over; Lavender Brown squealed and ran out of its way and it came to a halt at Harry’s feet. He raised his wand, ready, but — â€Å"Here!† shouted Professor Lupin suddenly, hurrying forward. Crack! The legless spider had vanished. For a second, everyone looked wildly around to see where it was. Then they saw a silvery-white orb hanging in the air in front of Lupin, who said, â€Å"Riddikulus!† almost lazily. Crack! â€Å"Forward, Neville, and finish him off!† said Lupin as the Boggart landed on the floor as a cockroach. Crack! Snape was back. This time Neville charged forward looking determined. â€Å"Riddikulus!† he shouted, and they had a split second’s view of Snape in his lacy dress before Neville let out a great â€Å"Ha!† of laughter, and the Boggart exploded, burst into a thousand tiny wisps of smoke, and was gone. â€Å"Excellent!† cried Professor Lupin as the class broke into applause. â€Å"Excellent, Neville. Well done, everyone†¦Let me see†¦five points to Gryffindor for every person to tackle the Boggart — ten for Neville because he did it twice†¦and five each to Hermione and Harry.† â€Å"But I didn’t do anything,† said Harry. â€Å"You and Hermione answered my questions correctly at the start of the class, Harry,† Lupin said lightly. â€Å"Very well, everyone, an excellent lesson. Homework, kindly read the chapter on Boggarts and summarize it for me†¦to be handed in on Monday. That will be all.† Talking excitedly, the class left the staffroom. Harry, however, wasn’t feeling cheerful. Professor Lupin had deliberately stopped him from tackling the Boggart. Why? Was it because he’d seen Harry collapse on the train, and thought he wasn’t up to much? Had he thought Harry would pass out again? But no one else seemed to have noticed anything. â€Å"Did you see me take that banshee?† shouted Seamus. â€Å"And the hand!† said Dean, waving his own around. â€Å"And Snape in that hat!† â€Å"And my mummy!† â€Å"I wonder why Professor Lupin’s frightened of crystal balls?† said Lavender thoughtfully. â€Å"That was the best Defense Against the Dark Arts lesson we’ve ever had, wasn’t it?† said Ron excitedly as they made their way back to the classroom to get their bags. â€Å"He seems like a very good teacher,† said Hermione approvingly. â€Å"But I wish I could have had a turn with the Boggart –â€Å" â€Å"What would it have been for you?† said Ron, sniggering. â€Å"A piece of homework that only got nine out of ten?† How to cite Chapter 7 The Boggart in the Wardrobe, Essay examples

Performing Arts Essay Thesis Example For Students

Performing Arts Essay Thesis The dancer is adorned with silver jewelry made of fine silver in the Tarnish or filigree style of hand. Made jewelry. The costume is made from traditional Aria pat or hand loomed silk. Traditionally, the repertoire of Odious dance recital consist of:- 1. Mechanical and Panamanian (an obeisance to the chosen deity) The Odious recital opens with this innovatory piece. A combination of dance steps and mime for expressing the meaning through the gestures is used to interpret a line of poetry set to music. , Papilla- A melody is introduced tort the dancer who begins to move in accordance with sound patterns and notes of the song using eye movements, postures and nuanced footwork. 3. Banana- The dancer now enacts the song through and gestures, facial expressions and body movements to convey the meaning and mood of the lyrics. 4. Mimosa This is the concluding piece of the recital consisting of pure dance as well shabbiness elements. The dancer creates varied patterns in space and time thr ough a combination of movement and static poses. In the Odious dance the human body is treated in terms of bananas or postures. These resemblance, Advancing and Triangle along which deflections Of the head, torso and hips can take place. The eyes and face play a very important role in expressing the moods of the song so there are specific exercises like Driest Behead (eye movement), Sirs Behead (head movement) and Grave Behead (neck movement) so that the dancers body movement and hand expressions become more dramatic. The dance style is achieved through expression in six major areas. 1. Baaing (Poses) 2. Birthmark (Measured leaps) 3. Chair (Dance steps) 4. Pad Behead (Pressed feet position) 5. Hasty (Hand gestures) 6. Nava Rasa (Nine emotions or moods) The Odious orchestra consists of pajama player, a singer, flutist, a sitar or violin player and a Nanjing or small cymbal player. Odious dance thus gives he impression of a soft lyrical style, highly sensuous in form, but actually it is rigorous, challenging and demands control and precision. Posted in Performing Arts Leave a reply Satirist Music, Dance and Theatre Quick Facts I _ State: North-East India 2. Performed by: Monks of the monastic order. 3. Theatre: Anemia Banana. 4. Associated Arts: Mask Making, miniature paintings etc. The Satirist Music, Dance and Theatre emerged from the Strata institution combining vocal and instrumental music, dance and theatre (a monastic institution of Visitation faith). It is performed by the monks of the monastic order, The word Satirist owes its origin from the Sanskrit word fitter meaning a sacrificial session. The Satirist Music, Dance and Theatre is mostly a group work having a performance text orally handed down to generations. They drew inspiration trot the canonical treatises like Intrastate and Sangria Rattlesnake and are based on the literary compositions by Sacristan Cankered and Mohammed, who were great saints, poets and composers preaching the devotional faith integrated with pursuit of arts. The communities and groups performing Satirist Music, Dance and Theatre are located in different parts of Onto-East India Satirist Music The music is rich with several types like Barging, Certain etc and these compositions are performed as congregational singing in various ritual services, as community prayers interwoven with elements drawn from pan-Indian and Indo-Mongolia traditions of music. The supportive percussive and Other instruments have been devised from the surrounding nature. Satirist Dance The Satirist dance derives elements from both the Canonical treatises Of Indian dance and music as well as from the folk and tribal traditions of Assam and North east India. Satirist Theatre The theatre or Anemia Banana is one of the oldest traditions in India introduced y Cankered. The Banana, enacted on the plays of the Cankered, Mohammed and their postulate written in Braille and Sesames languages. The Satirist Music, Dance and Theatre contributed to the growth of other allied arts like painting, miniature painting, wood carving, mask -making etc. Posted in Performing Arts I Leave a reply Stigmata l. State: Kraal 2. Performed by: Zacchary and Angier 3. Site of performance: Stablemans (temple theatres). 4. Abolition (872 words) EssayI Posted in Performing Arts I Leave a reply Gang Guyana Posted on August 15, 2012 There are two friends Seta and Rasher. Rasher in her holidays went to her grandparents home who are living in a village and visited a temple in the evening there she saw performance on Gang Guyana. After coming back from the village she met her friend Seta and asked her, if she has ever heard of Gang Guyana? DO you know she is referring to What? Quick Facts 1 -Type: Folk Narrative 2. Performers: Gang Community 3. Theme: Wedding of Shiva and Parity 4. Place of Performance: Temple courtyards mostly of Shiva temples. Gang Guyana is an oral folk narrative of the wedding of Shiva and Parity in verse form. It defines the cultural and social identity of the Gang community. The narrative is performed by the wandering mendicants to Gang community who earn their livelihood by performing songs in Shiva temples either voluntarily or on invitation. The performance starts with the birth of Parity and her growing p as an extremely beautiful and accomplished girl who dreamt of marrying Shiva and she managed to reach Shivas abode with the help of the Brahmins. The poem revolves around the gradual transformation of Shiva from a tribal to a family man who loves his wife and never wants to displease her. Fun Time After telling about Gang Guyana to Seta, she asked the following questions to Rasher which came into her mind etch and was answered by her grandmother in the temple. Who are these Ganjas and from where they originated? The Ganjas are the non-Brahmins priests of the Sheaving sect of Linguists which originated and nourished in Karate in 12th century CE. Is there any founder Of this sect? Yes, the founder Of this sect was Basal Who was born in 12th century CE in a Brahmins family and he rebelled against dogmatism in religion, caste system and discrimination against women Which gave birth to vacant poetry. Are there any myths related to the origin of Ganjas? The Ganjas claim that they have been born from the Ghana (thigh) of lord Shiva during the Inhabitant war when Aragua prayed to the lord for help at Usherette and thus the name Gang is ascribed to them. What is the main home of performance? The main theme is the story of marriage of Shiva and Parity. The poem is sung in a chorus and the singers double up as actors and musicians, as they traumatized the sequence of events leading up to the wedding. Which type of attire does adorn the performers? The Ganjas are dressed in typical Harridan dress of white Kurt pajama with pastel colored scarves around their shoulders, signifying purity of being. The headgear is worn like a turban is intertwined with bands of black cloth edging the folds signifying the color of Shivas bull, Where do they live? The Ganjas mainly lived in Shiva temples in Harlan in north India. The community is concentrated in and around Usherette and in the historical town of Timeshare which has been a strong center of the Upstate tradition of Shaving since time immemorial. They move as itinerant religious mendicants to the adjoining states of Punjab, Restaurant, Attar Pradesh, Tyrannical, Whimsical Pradesh and Jams and Kashmir. Is there any Mitten record Of the poem on which they perform? No, there is no written or published version of the narrative. The poem is transmitted orally from generation to generation by leaders Of the Gang community.

Smart Netphone Case Study free essay sample

Case study: Smart’s Netphone  © VisionMobile 2011 1 Case study: Smart’s Netphone About VisionMobile VisionMobile is an industry analysis and strategy firm. We offer research reports, executive workshops and strategy at the crossroads of telecoms innovation and software economics. VisionMobile Ltd. 90 Long Acre, Covent Garden, London WC2E 9RZ +44 845 003 8742 www. visionmobile. com/blog Follow us: @visionmobile About the sponsor This case study is sponsored by Red Bend Software, a key partner behind the launch of the Smart Netphone. VisionMobile has retained full editorial control of this study. License Copyright  © VisionMobile 2011. All rights reserved. Feedback? For comments, feedback and more information: [emailprotected] com Disclaimer VisionMobile believes the statements contained in this publication to be based upon information that we consider reliable, but we do not represent that it is accurate or complete and it should not be relied upon as such. Opinions expressed are current opinions as of the date appearing on this publication only and the information, including the opinions contained herein, are subject to change without notice. We will write a custom essay sample on Smart Netphone Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Use of this publication by any third party for whatever purpose should not and does not absolve such third party from using due diligence in verifying the publication’s contents. VisionMobile disclaims all implied warranties, including, without limitation, warranties of merchantability or fitness for a particular purpose. VisionMobile, its affiliates and representatives shall have no liability for any direct, incidental, special, or consequential damages or lost profits, if any, suffered by any third party as a result of decisions made, or not made, or actions taken, or not taken, based on this publication. Also by VisionMobile Mobile Industry Atlas | 4th Edition The complete map of the mobile industry landscape, mapping 1,350+ companies across 85+ market sectors. Available in wallchart and PDF format. www. visionmobile. com/maps Contents Key takeaways The Smart Netphone Behind the scenes: the making of Netphone Building on WAC technology Short tail strategy The agile telco: What other operators can learn from Smart 3 4 5 7 8 8  © VisionMobile 2011 2 Case study: Smart’s Netphone Key takeaways Smart Communications operates in a 99% pre-paid market with average revenues per user (ARPU) of only $4. Yet, it offers one of the most sophisticated service portfolios across most global operators. Offered services include mobile payments, streaming TV and a maps service. The Netphone is a bold attempt by Smart to bring smart devices and services to the mass market. The initial Netphone device is a rebranded, revamped ZTE Blade projected to launch in July, 2011, priced at an expected 120 -$140. From 2012, the Netphone will expand to feature phones at lower price points. The Netphone features a range of operator-developed apps, including prepaid balance check, unified chat, sender-pays email, connected address book, global directory, social radio, and Smart Money. The phone also comes bundled with applications from local service brands with whom Smart has established revenue share agreements for Netphone-initiated transactions. The Netphone represents a major effort for the operator, involving an internal team of 300 staff, plus tens of business partners across six countries. It aims to increase service usage in the mass market, and generate additional revenues by enabling partner transactions, such as shopping and food ordering. The Netphone uses a software update technology that can update the platform and applications continually over the air. Such updates allow the operator and its business partners to extend service reach and reduce development costs. The differential update technology reduces network bandwidth usage during updates. When it ships in July, the Netphone is expected to be the first phone that builds on the WAC (Wholesale Applications Community) specifications. On top of the WAC runtime, Smart has added its own Looking Glass technology for advanced device and network integration. In developing the Netphone, Smart has used an ‘agile’ development process. Rather than following the traditional RFI/RFQ ‘waterfall’ software procurement process, Smart has established joint operational and RD teams with its suppliers . The teams iterate continuously on the Netphone applications through three-month cycles of development, testing and user feedback. Initial rollout goals are modest, with Smart planning to sell 200,000 Netphones by the end of 2011, with plans to address the mass-market with sub-$100 phones in 2012. We believe that Smart’s Netphone offers three important lessons for the operator community. First, Smart has focused on its core services (messaging, address book, and mobile money), leaving all other applications to business partners. Second, rather than use the traditional RFI/RFQ software procurement process, Smart has pursued an ‘agile’ development process with three-month develop-learn-fix cycles. Third, over-theair software updates mean new services can reach Smart’s entire base of deployed Netphones faster.  © VisionMobile 2011 3 Case study: Smart’s Netphone Smart Communications: sophisticated services in an unsophisticated market Smart Communications is a wholly owned subsidiary of PLDT (the Philippine Long Distance Telephone Company). PLDT is the leading fixed line telecoms provider in the Philippines, having been established for over 80 years. As the wireless division of PLDT, Smart Communications has 46M wireless subscriptions, which puts Smart within the top-20 operators globally by number of subscribers. In the Philippines, Smart has just over 50% market share. It competes with Global and Sun Cellular in a market that’s nearing saturation, with 88% mobile penetration at the end of 2010. Smart has a record of service innovation that is akin to what operators in North America and Europe have achieved in more developed markets. Smart has one of the widest service portfolios among global mobile operators, including mobile payments, mobile banking, money transfer, mobile streaming TV, maps, push email and propositions for niche segments (e. g. MomsClub). Data services currently make up just over 50% of Smart revenues, as of Q1 2011, with the majority coming from the one billion SMS texts being sent each day. Smart Money, a service that allows users to pay for goods by transferring money from their bank account, was launched in 2001, and counts more than 8. million customers. However, like many operators in developing economies, Smart is in a low-ARPU, prepaid market. Some 99% of Smart subscriptions are pre-paid, with the blended, pre-paid ARPU reported at just 169 pesos ($3. 9 USD) in Q1 2011. Overall wireless revenues for Q1 2011 were 21 billion pesos ($486 million). Faced with decreasing ARPU in a competitive market, Smart has embarked on a handset-led strategy to increase its revenues by bringing over-the- top services to the mass market of pre-paid customers. The Smart Netphone The Smart Netphone presents a new series of mobile phones and tablets developed by Smart, aimed at bringing smart devices and services to the mass market. The first device expected to launch in July, 2011 is a rebranded, revamped ZTE Blade. This is the same handset that has been rebranded by Orange UK as the San Francisco and priced at 99 GBP (around $160) without contract, and not dissimilar to the Vodafone Smart handset by Huawei priced at 90 EUR (around $130). Although Smart has not announced pricing, we expect its Netphones to target image-conscious, affluent Filipinos willing to spend an estimated $120-$140. VisionMobile 2011 4 Case study: Smart’s Netphone Smart plans to launch flagship aspirational handsets in 2011, followed by devices across a wider spectrum of price points in 2012. Given that 70% of phones sold in the Philippines are priced below the $100 mark, this is the critical price point that Netphones will have to hit. â€Å"[The Netphone] is a strategic move to define what you do after voice and text. † Orlando B. Vea Chief Operating Adviser Smart Communications A full line-up of Netphones will launch on Android 2. (Froyo) handsets from ZTE and Huawei, with feature phone handsets to follow at lower price points. The phone follows widget specifications from the Wholesale Applications Community (WAC) initiative, in addition to Smart’s Looking Glass technology stack, described later. The Netphone comes with a suite of widget-like applications on the phone’s home screen that provide access to Smart and partner services: Balance Check for prepaid users, which comprise 99% of Smart’s subscription base Unified Chat, allowing users to message their contacts with emoticons and video animations. Chat integrates with Yahoo Messenger and Facebook Sender Pays Email, which follows the SMS cost paradigm, but adds richer emoticons and video expressions to the messages Connected Address Book, which integrates the user’s address book with Gmail and Facebook contacts Global Directory, which integrates local Yellow Pages, and lists all users who use the Netphone (subject to privacy settings) Social radio, which lets users share an FM station with a friend and tune into it in parallel Smart Money, a service that allows users to pay for goods directly from their bank account or credit card Emergency app, which offers one button calling to a doctor or other contact that can be assigned by the user Partner apps like Jollibee (the number one fast-food chain in the Philippines), which allows users to browse the food menu, check out special offers, and order and pay for food delivery, directly from their phone. Behind the scenes: the making of Netphone The Netphone is not just an experiment for Smart. â€Å"It’s a strategic move to define what you do after voice and text,† according to Orlando B. Vea, Smart Communications’ chief operating adviser, and founding member of the company. The Netphone represents a major effort for the operator, with a team 300 staff developing the phone series over the last 18 months, together with an array of tens of partners across six countries.  © VisionMobile 2011 5 Case study: Smart’s Netphone As a phone series, the Netphone hits several firsts: it’s the first phone to be based on WAC widget specifications (see next section); it’s the first fully customized handset from a mobile operator in an emerging economy; and, along with the Orange San Francisco and Vodafone Smart, it’s one of the first attempts to sell smartphones to prepaid users. Since the concept phase almost two years ago, the Netphone series has had several design goals: Besides increasing own service revenues, the Netphone generates revenues by enabling partner transactions. For example, Smart gets a percentage of the revenue from every Jollibee fast food delivery transaction. a price point that customers can afford; around 70% of the phones in the Philippines are priced under $100 ease of use; the phone had to be extremely easy to use, appealing to voice and text users accustomed to feature phone menus services bundled; the Netphone had to come pre-bundled with communication and partner services that differentiated the phone the phone series had to support Smart’s evolving service strategy, rather than just the services included at handset launch The Netphone has been designed with tangible revenue goals as well. Besides increasing own service revenues for Smart, the Netphone generates revenues by enabling partner transactions. For example, Smart gets a percentage of the revenue from every Jollibee fast food delivery transaction. In designing the Netphone, Smart knew it faced a formidable challenge. In the Philippines, the average lifespan of a phone is five years compared to three years in Indonesia and around six months for a high-end Android phone. That meant that Smart needed to come up with an evolving consumer proposition that stays relevant and fresh over time. Smart’s design team knew that offering an inexpensive data phone was not enough. They needed to build on existing usage paradigms beyond voice and text. The Netphone uses the address book as a cornerstone for connecting into social networks and partner services, as well as for chatting and texting. Smart lined up several partners to realize the Netphone concept, including ZTE and Huawei (handsets), Qualcomm (Android chipset platform), IBM, Oracle, Huawei (back-end integration) and Red Bend Software (software management over the air). According to Smart, a key design decision has been using a software update technology that allows the Netphone platform and applications to be updated continually over the air (OTA). With the OTA update technology, Smart can minimize the runtime age of the WACbased platform runtime, ensuring that its Netphone applications run on the latest version of the platform. This addresses a common challenge faced by mobile application developers, who must port new applications to older runtimes. For example, about 25% of active Android handsets run on platform versions that are more VisionMobile 2011 6 Case study: Smart’s Netphone than 18 months out of date, according to Google data released in May 2011. Similarly, 20% of existing Apple 3GS devices ha d not yet been upgraded to the latest platform version two months after the introduction of iOS4, according to app analytics firm Localytics. In the case of the Netphone, the runtime is updated continuously across the life of the device. Computational delta technology is used to deliver updates that are a fraction of the size of full application or widget packages. The OTA update technology is similar to firmware over the air (FOTA) updating, but works at a component level. Thus, it allows OEMs to decouple their own applications and user experience from the underlying Android firmware base, which opens the door to agile differentiation on Android by both OEMs and network operators. Note that the same over-the-air update technology can be used across incremental runtime updates, Netphone application updates, as well as the entire Android-based firmware. Moreover, the OTA software management solution allows Smart and its partners to target the entire installed base of Netphones, by remotely installing applications posthandset-launch rather than waiting for users to discover these applications on their own. Updates can be also scheduled during quiet periods, so that they don’t clog the network. Building on WAC technology The Netphone series includes the first phones based on specifications defined by the Wholesale Applications Community (WAC). Launched in February 2010, WAC is a cross-operator initiative aiming to develop a cross-device platform and app store framework to drive operator services. Since its foundation, WAC has amassed 34 operator members and 39 other partners, bringing in a total of over $10 million in annual funding. Smart has a seat on the board of directors of WAC, alongside Vodafone, ATT, China Mobile, NTT DoCoMo and other major telcos. The Netphone represents an important breakthrough for an industry initiative that has been criticized for its slow device rollout. For Smart, WAC represents an industry-endorsed software platform on top of which its partners can build HTML-based applications (also known as widgets). Moreover, widgets are familiar to a broad base of web developers, who are accustomed to HTML or JavaScript development. On top of the WAC widget specifications, Smart has layered its Looking Glass, a device and network technology umbrella that implements the array of Smart services on the Netphone. On the device side, Looking Glass includes technology that WAC does not yet cover, such as over-the-air software updating (based on OMA DM SCOMO standard) and additional access into device capabilities like FM radio. On the network side, the Looking Glass technology umbrella provides access into Smart’s services, such as connected address book, advanced messaging, email integration, location-based services and Smart Money. Smart’s network APIs extend the GSMA One API specifications by adding XMPP for advanced messaging, billing payment, and SIMencrypted (DUKPT) transactions.  © VisionMobile 2011 7 Case study: Smart’s Netphone Short tail strategy Smart is an atypical innovator—a top-20 mobile operator in a region dominated by prepaid subscribers. Rather than take the conventional route of long-tail apps on Android, Smart’s app strategy has three tiers: 1. ‘Massively relevant’ services such as voice and emotive messaging, which Netphone has developed in-house An RFP or waterfall development process clearly wouldn’t work here. † Alex Ibasco Chief Innovation Officer Smart Communications 2. ‘Significantly relevant’ services s uch as food, healthcare and media, where Netphone apps are developed by leading brands in the Philippines market 3. ‘Uniquely relevant’ services, where Smart is planning to adopt a long tail strategy open to all web developers With the launch of the Netphone, Smart has invested heavily in its own ‘massively relevant’ services as well as ‘significantly relevant’ services from business partners. â€Å"We are partnering with established businesses in the Philippines that have existing brand relationships to end users. The Netphone becomes a platform from which those partners can reach the Filipino consumer, and from which Filipinos can interact with their favourite brands,† according to Alex Ibasco, chief innovation officer at Smart. The agile telco: What other operators can learn from Smart Many telcos have ventured into the world of handset software to deliver their own services and differentiated user experience. The most well-known examples are Vodafone (Live! , VFX, VSCL, 360), Orange, Verizon and, of course, DoCoMo. Smart also has had a tradition of developing services in-house, including Smart Money and its own airtime pre-loading solution. Yet, Smart has taken a different approach from most operators. That approach offers three important lessons for the operator community. First, rather than deploying own-brand services exclusively, the operator has focused squarely on business partners with established consumer brands. It has allowed brands to deliver local consumer differentiation, and to share revenue on transactions. In so doing, it has provided brands with an additional channel to consumers. Second, the operator has used an agile development process. Rather than set specifications in stone at the beginning of the project, Smart’s featured Netphone applications have been iterating continually through a cycle of development, testing and user feedback. Moreover, rather than use the traditional RFI/RFQ ‘waterfall’ software procurement process, Smart has established joint operational and RD teams with its many suppliers for Netphone, and has adapted the software specifications during the course of the Netphone project. The project has already cycled through four iterations, averaging once every 3 months. Another iteration is planned before launch. â€Å"An RFP or waterfall development process  © VisionMobile 2011 8 Case study: Smart’s Netphone clearly wouldn’t work here,† comments Ibasco, who has been a key proponent of the Netphone project since its inception. Third, the over-the-air software update mechanism allows Smart to deploy new features and updates throughout the lifetime of the device. It also allows Smart to extend its addressable market for new services to the entire base of deployed Netphones, not just the most recent line-up of handsets shipped. Initial rollout goals are modest, with Smart planning to sell 200,000 Netphones by the end of 2011. Assuming Smart can hit sub-$100 price points in early 2012, it has a chance to rapidly ramp up these volumes, and address a substantial portion of its 46M subscriptions base. For now, the operator community is looking at the Smart initiative with anticipation; Netphone marks the latest telco attempt at innovating in the era of software, by building on both the telco (WAC) and software (Android) worlds. .  © VisionMobile 2011 9 knowledge. passion. innovation.

15 Amateur Mistakes You Can Make During Your Internship

15 Amateur Mistakes You Can Make During Your Internship You’ve scored a summer internship. It feels like a vacation! You’ll be in a cool place, it will look good on your resume, and you’re not getting paid, so you don’t have to worry too much about being perfect and distinguishing yourself. Right? Wrong. At least the last point. Just because it’s only an internship doesn’t mean you shouldn’t treat it like a job. In fact, you should use this time to set the bar for your new professional life- and set it high. That means not falling victim to some easy blunders. Here are the 15 biggest mistakes interns can make- and how to avoid them.1. OversharingYou may think this one part of your personality is super interesting and funny. Or your intense obsession with your [insert hobby]. But these topics are much better kept to your friends and relatives. Spare your employers and co-interns.2. ComplainingYour internship is not the time to air your complaints and grievances. It is a time to shut up and l earn. Remember, you won’t be there long, and the good impression you make here could pay off big time over the course of your career. Whatever gripes you have,  hold on to them(if possible). Don’t become a problem employee before you’re even hired.3. Making assumptionsIf you don’t know something- make sure to ask. The last thing you want to do is assume (makes a** of ‘u’ and ‘me’) you know what to do and end up doing the wrong thing. You won’t look like an idiot for asking. You will look like an idiot for not asking and then screwing up.4. Not being proactiveNot taking initiative might be the worst mistake that you could make. As an intern, your only job is to distinguish yourself as eager and proactive and as a future asset to that company/field. Act accordingly. Don’t just wait for someone to give you a task- find something useful to do without being asked or coached.5. Treating the office like your placeOnce yo u leave the office for the day, don’t go back. Don’t show up drunk, and don’t sleep there. This shouldn’t have to be said; just never do it.6. Ignoring boundariesRudeness is never okay. No job is beneath you. You are an intern. You don’t get to make chummy jokes with the CEO, no matter how nice she is. Know your place. Be respectful. Do your job. And leave your ego at the door.7. Cutting and runningIf you’ve accepted an internship, shown up, and started working. You’re now stuck there. This isn’t speed dating. Keep your commitments. And don’t make anyone have to scramble to replace you when you leave them high and dry. Burning bridges is not something you can afford to do at this very early stage in your career.8. Working for freeOnly take an unpaid internship if you absolutely have to. Otherwise, you’ll end up feeling exploited- or worse, going into debt to feed, house, and insure yourself.9. Wearing inappropriat e clothingDress for the career you want, not the job you have. T-shirts and scrappy clothes just won’t cut it–no matter how casual the office. Make sure to act like a grown-up if you want to be treated (and paid) like one.10. Communicating poorlyMake sure to say what needs to be said at the right time. Answer emails in clear and punctual fashion. Communicate your needs to avoid being misunderstood- especially when asking for favors. Be respectful and concise. And don’t talk circles around your point, particularly if it’s a controversial one.11. Not sweating the small stuffGrammar, punctuation, formatting†¦ these things matter. And make sure you never misspell someone’s name. Take the extra three seconds to double check the spelling from their email address.12. VacationingAt most, your internship is four months. Don’t try and take a two-week vacation. You don’t need one. Do your job and do it well, and vacation when it’s do ne. Summer or no summer. Have fun in your evenings and weekends instead.13. Being lazy or disrespectfulThis should go without saying. Don’t be late, don’t shirk work, don’t be rude, don’t be annoying. Don’t be cheeky and take long lunches thinking no one will notice. They will. Work hard and be courteous, rather than obnoxious.14. Lacking professionalismThis is a professional opportunity. If you play your cards right, you could set yourself up for real success. Don’t risk blowing your chance by treating this like a whimsical little stint. Treat it instead like your first job and act as though you could be fired at the end of every day if you don’t prove your mettle.15. Not being presentIf you’re sent an email, or asked a question, or given a task, don’t fade into the background. Don’t disappear. And don’t fail to respond. Answer respectfully in the affirmative, get the job done quickly and well, and remembe r: you are an intern. No job is beneath you. You are there to learn.

Ground Chocolate & Co. Marketing Plan Research Paper

Ground Chocolate & Co. Marketing Plan - Research Paper Example The paper describes the main strategies of "Ground Chocolate & Co." GROUND Chocolate & Company considers diverse promotional channels that would foresee the marketing and promotional efforts outreach the maximum number of individual from the market segments. Since the company practices premium pricing, most of the people from the target market are aged between 20-40 and mainly middle class educated individuals with knowledge on the global health concerns. Both vegans and diabetics, who make a crucial market segment, can safely consume our products. Therefore, they are considered in our promotional strategy. Various quality chocolates we produce require different raw products and expertise. Due to this aspect, it is only relevant and fair to price differently in order to meet the incurred costs of production. Our profit margins are fair. Therefore, our consumers receive fair prices according to their tastes and preferences. All our products are of high quality. Prices vary from the purest grounded chocolate to the raw bars. Our fair prices are exhibited on the wraps to enable our consumers make choices appropriately and according to their preferences. In any case, the cost incurred will surely worth the taste of our quality chocolate bars. Be ready for a completely new chocolate experience with GROUND Chocolate & Company products. We have the most flexible and considerate pricing plan that is concerned with the equity needs of our target markets. Given the high quality of our products, we do not price cheaply, but affordable.

Developing an Auger (Earth Drill) one stage Gearbox System. A Dissertation

Developing an Auger (Earth Drill) one stage Gearbox System. A comparing study between two planetary gears systems, spur and h - Dissertation Example On the other hand the helical gearbox design would require output bearings of 7309 BE while input bearings of 7209 BE. The gearing materials were found out best to be AISI 304 while the casing ought to be created from cast iron. Cost comparison shows that spur gearbox is much cheaper especially because of the lower cost of the ring spur gear in comparison to the ring helical gear. Therefore the spur gearbox design was chosen as the optimal configuration for the current problem at hand. Summary In order to determine the best possible solution for a gearbox for an auger earth drill an extensive investigation was carried out. The investigation was begun with a literature review of the relevant means to transmit mechanical power such as belts, shafts, torque converters, mechanical couplings and gears. Given the relative advantages of gears in terms of power and speed scaling as well as the cost, it was decided to stick with gears to power an auger earth drill. The commonly used gear type s which are spur and helical were dealt with in detail to understand their operational perspectives. Bevels gears were also investigated but rejected early on. Epicyclical gear trains were investigated in greater detail to achieve a functional yet compact gearbox. The three configurations possible which were star, solar and planetary were all looked at in detail. Given the gearing ratio of 5.4 to 1, the planetary gearing system was found to be most suitable and was thus used as the prime choice. It was also decided to perform a comparison between a spur planetary and a helical planetary gearbox to find out which one was better. The gear based calculations were carried out and the number of teeth was found culminating in the perfectly matching gearing ratio. The gear sizes were determined using the overall dimensions of the gearbox as a constraint. The number of planetary gears was chosen as three based on its load sharing and geometrical properties. Lubrication investigation was als o carried out in detail to find out a lubricant suitable for the gearbox. Bearing selection was carried out for the gearboxes (both the spur and helical gearboxes) based on their individual requirements. The types of bearings available were investigated at length in order to discern the best possible choice. Materials for the various parts of the gearbox were also considered in detail to discern the best possible choices. This was followed by the evaluation of spur gearbox and helical gearbox design based on cost as cost was considered as an important factor. The stress analysis of the gearbox components produced satisfactory results which indicated a large operating margin for the gears involved. Images The maximum and minimum stress levels are already pretty clear in this image and other images that I have sent you. The images are always going to be the same as the gearbox under investigation is the same. The yielding strength of the material is 550 MPa and the stress levels are a pparent on the picture. FOS FOS (Factor of Safety) is a measure used to indicate the relative resilience of a component to failure during normal operation. Generally the FOS is calculated by dividing the material’s own yield stress with the maximum available stress levels.

Book Review on The Consolations of Philosophy Essay

Book Review on The Consolations of Philosophy - Essay Example While cultural shock and temptation to conform is the plight of international students, appreciating one’s identity, friendship, positive attitude towards pain, and keeping oneself entertained is all what one needs to live a happy and fulfilled life. Epicurus, a Greek philosopher, puts the idea of friendship into perspective when he attaches his happiness to it. He notes that while he had adequate wealth and lavish house, his happiness was a product of the company he entertained rather than his wealth. He thus created a habit of eating together with his friends. In the same vein, most international students are a privileged lot with money or scholarships that accord them lavish lifestyles. However, their happiness cannot be derived from wealth or material property, but instead from congenial company with friends. Epicurus’ philosophy against pegging on wealth as a source of happiness may be reinforced by Seneca, a Roman Stoic philosopher, who asserts that â€Å"a man’s peace of mind does not depend on Fortune.† Therefore, international students should endeavour to create a new clique of reliable friends in the earliest convenience. They should further relish doing things together including eating. Culture shock is a real experience that any person in a foreign country undergoes or lives through in their initial months. Michel the Montaigne, One of the most influential writers when talking about people travelling in foreign lands notes that, â€Å"Once out of their villages, they feel like fish out of water, clinging to their ways and cursing foreign ones.† This is a difficult period that is characterised by homesickness and tendency to stay secluded. In order to help such students cope with the new culture, most colleges and universities have devised induction programs. However, Socrates sounds warning bells against the idea of conforming to new systems without questioning their logic. Arguing from his experience

The Effect Of Television On Children Young People Essay

The Effect Of Television On Children Young People Essay Educators hoped that TV would serve as a window of knowledge for children. They hoped that it would broaden their knowledge by exposing them to various learning experiences, and help them learn about different cultures. Educators thought that TV would play a vital role in preparing preschoolers physically and psychologically for school. In contrast, today the effect of television on children has become a growing concern to many educators due to its effect on childrens behavior, health, and cognitive development and learning. We do not deny the TV holds many benefits to children if used properly and under adequate supervision of adults. Yet, we cannot deny its negative effects of TV. In this article we will talk about the negative effect of TV, and how it affects children, while on the same time mentioning its positive effects. We will first discusses the amount of time children spend in front of their TV sets, We will then move talk about how TV affects childrens behavior, health, cognitive development, and learning. We will also try to highlight the reasons behind children spending extended hours in front of their TV sets. Finally, we will try to suggest some solutions to this issue and how can we mitigate the negative effect of TV on children. The Amount Of Time Children Spend In Front Of Their TV Sets Children in their early developmental stages are very fragile and vulnerable physically and emotionally .they fail to distinguish between what is right and what is wrong and could blindly accept what they see on TV as facts upon which they base their future judgments. Children often like to imitate other and of Ten do so with what they view on TV without being able to identify the consequences of their actions. We need to realize the harm this device could do to children in order to be able to modify the way we view the role TV plays in childrens lives .we need to acknowledge the fact that children view TV more than any other media. We also need to realize that children use TV for fantasy, diversion and instruction. Children who are spending extensive hours in front of their TV sets are shield from the outside world. They fail to interact emotionally with other. A parent may walk in the door after being all day away at work and their daughter or son will not even left their eye to see them or run to them because they are so consumed by watching TV. The younger the children are the more effected they are because they fail to distinguish between fantasy and reality, and learn by observing and imitating. Television has become a major part of our childrens lives .From the time they wake up until the time they fall asleep their tiny little eyes are glued to the television screen. In most of the households TV has taken up the role of a nanny in the house, not mentioning that it has also become a major source of knowledge for children. How many times have we asked kids where did you learn that from? And the answer was from the TV.Zimmerman and Christakis in their research Childrens Television Viewing and Cognitive Outcomes they mention that toddlers at the age of 3 watched TV at an average of 2.2 hours daily. While from ages 3 to 5 years the average increases to 3.3 hours daily. (Zimmerman Christakis, 2005) A shocking article titled TV Hurts Kids Of All Ages, Studies Say on CBS news revealed how early children begin watching TV on regular basses The first study finds that 40 percent of infants are regular TV watchers by the time they are 3 months old. By the time they are 2 years old, 90 percent of children regularly watch TV. In most cases, it doesnt seem to be a matter of parents using the TV as a surrogate babysitter, but rather parents truly believe that shows aimed at tots will somehow expand their minds, language skills and cognitive abilities, the study found. (Johnson, 2007) Violence Behavior Children are often left in front of the TV for extended hours in front of the TV without supervision to view all types of programs regardless of the fact that those programmes do not suit their age groups. Many of these programs are full of violent and aggressive scenes that affect children negatively. It either reinforces aggressive and violent behavior in them, or plants fear into those little hearts. Children who are often subjected to violent behavior tend to form violent behavior .they tend to be hostile and aggressive towards their peers and fail to relate in a social mannar. In Norway, a 5 year old girl was severely harassed by her friends following the viewing of a particular television series. (Lemish, 2007) TV violence could also aggravate fretfulness and dreadfulness in children who are exposed to it. A survey of more than the n 2,000 elementary and middle school children revealed that heavy television viewing was associated with self-reported symptoms of anxiety, depression, and post-traumatic stress. (Wilson, 2008) First before further talking about how TV violence affects childrens behavior lets first define what violent behavior refers to. Violent behavior could be defined as any type of intentional behavior to harm others physically or emotionally which means it could be verbal or physical. (Lemish, 2007) So, where does violent behavior come from? The ground approach in sociology quarrels that children acquire various behaviors by copying authority figures in their lives, through positive reinforcement. Children repeat behaviors that are positively reinforced, and refrain from behaviors that are negatively reinforced. Children may imitate violent behavior they witnessed ages ago, which means they carry in their long term memory.TV in turn, is a rich source of violent behavior. Violent behavior may be found in not only action movies, but also in childrens movies and cartoons. Lets take childrens movies like the HULK or cartoons like Ben Ten and even as basic cartoons like Tom and Jerry .just one look at the chineese animated cartoons like Conon will let you realize the amount of violence on TV. Yet, we do not generalize this issue. There are many educational and other specialized programmes or cartoons for kids. For example: sesame street, teletubbies, or Dora. There is no doubt that educational TV programs have a positive effect .in a landitudal study by Wright et. al (2001) educational viewing (particularly Sesame Street) was related to letter word and number skills, vocabulary, and school readiness for children. (Muarry, 2007). verbal violence is another form of violence in children is widely spreading and the main source for it is TV programs .in her book Children and Television (A Global Perspective) Lemish refers to studies on this issue Studies that measured the frequency and types of various forms of violence on television in various countries have re- affirmed the international scope of this phenomenon (Lemish, 2007) TV violence could also aggravate fearfulness and dreadfulness in children who are exposed to it. Children my for various types of phobias and fears from things they view on TV especially at night this would be most evident in forms of nightmare or fear to sleep alone .This is mostly due to the wide imagination that children posses. A survey of more than the n 2,000 elementary and middle school children revealed that heavy television viewing was associated with self-reported symptoms of anxiety, depression, and post-traumatic stress. (Wilson, 2008) Affects on Health Another effect of television on children is health related. The fact that children sit idle in front of the TV for hour can lead to health issues like obesity. Some studies have pointed that watching TV by children may not cause obesity directly but it indirectly keep children from indulging in other outdoor activities that enhance their metabolism. (Dixon, 2007) .the impact of advertisement on children and their diet is great. Food and beverages advertisements directed to children have constantly been criticized for influencing childrens nutritional choices. We will often find kids watching TV and gulping down packets of chips and popcorn that are full of saturated fats that contribute directly to obisety, malnutration, and mineral deficiency and sometimes anemia. Grossbart eals onand Crosby (1984) found that childrens snack preferences were influenced by the types of food they saw advertised. Children who saw commercials for sugared snacks and cereals were significantly more likely to say they preferred highly sugared products than children who saw public service announcements for wholesome foods or children in a control group. Those who saw a pro-nutrition TV program chose sugared snacks than the control group. Number of studies point out to the relation between obesity among children and extensive viewing of TV .studies referred to the impact of ads on children food preferences. It showed that 98% of the foods advertised are rich in sugar and salts and are viewed by children between ages 2 to 11. (Gonzà ¡lez, 2010) recently many studies link early TV viewing to development of ADD Attention Defect Disorder /ADHD Attention Defect Hyperactive Disorder in children at later stages The study revealed that each hour of television watched per day at ages 1-3 increases the risk of attention problems, such as ADHD, by almost 10 percent at age 7.. (Center, 2004). The affect of advertisement also extends to children being exposed to Alcohol and smoking.They grow up viewing these practices as part of being social and often end up consuming alcohol or smoking by the time they reach adolescence. , Mr. Balls said a study by Alcohol Concern revealed a spike in television drinks advertisements between 4pm and 6pm, when many children watch. (Henry, 2007) Learning and Cognitive Development The most alarming effect amongst all is the effect of television on childrens learning and development. Unfortunately, the effect of TV does not stop at learning; it also effects childrens development making it a major concern for parents and educators. There have been some indications that television further effects childrens language development preference .As children grow their TV habits Change. Childrens mental capabilities, life style, and individual impact TV use as well as the socio-cultural context. The amount of time spent on TV has always been a major concern. Cross-sectional studies show that viewing generally increases during the preschool years and peaks in early adolescence (Muarry, 2007) How often do we find children preferring watching TV then reading? Reading to them is a strenuous monotonous task. TV is a two sided tool on one side it enhances creativity, and on the other it discourages it. There is relationship between performance in school and viewing TV. Research found that spending time watching TV affect the academic grades. Children who had television sets in their bedrooms scored significantly lower on school achievement tests than children without TVs in their bedrooms. Therefore, instead of doing homework or reading the child will replace by watching TV. According to Dr. Senay a studies reveal that teenagers in the age of 14 who view TV for 3 hours a day form problems in their academic achievement ,and in turn are less likely to join collage later (Johnson, 2007) Moreover, TV has an impact on childrens behavior and attitudes. It raises their awareness to the issue of stereotypes raised by the TV. It also directs them towards gender biases in the way women are portrayed. Also pushes them towards developing poor habits like smoking and alcohol .on TV smokers are often successful people, not mentioning that hoe alcohol is a major requirement for socialization and relaxation. (university of michigan health system, 2010) Why Do Parents Allow Their Children To Use TV Abusively? The question that may rise in the readers heads may be why do parents allow their children to do so? Besides what e the parents of infants thinking when they subject them to these entire negative affects! The truth is that parents are not fully aware of the effect of television on their children. Some deliberately place their children in front of TV sets assuming they are stimulating their senses, or other parents who fall for the add gimmicks regarding the educational programs. Dr. Senay advises parents to discourage to exempt toddlers from viewing to. It is more benifitital for children to develop their sensory and motor skills through interaction with parents and their surrounding environments (Johnson, 2007) Solutions .There are many measures that could be taken to reverse the affects of television on children however the most important and first step is spreading awareness. From all information we reviled we found that the main reason why parents allow their kids to view so much TV is due to lack of awareness. Awareness on this issue could be spread on the media itself like CBS did by interviewing Dr.Senay on TV. It could also done by children health care centers by spreading broachers on the topic or holding small workshops at the centers to inform parents on the effects of television on children. There are much parents can do to mitigate the effect of TV on children. The first step parents can take is to control the amount of TV their children view. This could be done by replacing TV with other fun activities that allows kids to stimulate their senses and engage with the outdoor environment. Parents will find their kids growing attached to them and relating to them instead of sitting glued to the TV sets. In Households where childrens rooms have TV set. A wise idea would be to get rid of them. These TV sets will only isolate the kids from the rest of the family .in other words they do more harm than good. However the most important step parents can do is to monitor the childrens use of TV. There are many TV sets which allow parental control. They enable parents to restrict certain content and programmes while also restrict the time. Parents by no means should allow their children to view TV without supervision, or purchase movies or cartoons without them ensuring that it I fit for them to view. There are many measures that could be taken b y governments such as controlling the advertisements that are aired during the time it is supposed that the most viewers are below 18. They could also monitor the content of TV programs and movies for violet and inappropriate content. The governments need to at times take extreme measures with TV channels and broad casts companies that fail to keep their content free of violent unhealthy and harmful content. In conclusion we have reviewed the many affects of TV on children. We talked about the long and extensive hours children spend in front of their TV sets. We then discussed how TV is responsible for violent and aggressive behavior in kids.whe also discussed how it also opens the door for verbal violence in children. It also is a reason for children forming fears and phobias. Furthermore, we moved to illustrate the effects of TV on childrens health. We revealed how many studied showed that TV was responsible for obesity in children because it keeps them from practicing and taking part in other activities, TV totally blocks those children from the outside world. Latter on we shed light on how TV effects childrens cognitive devlopment.TV affects childrens speech and discouraging them foe indulging in important activities like readin.TV simply makes reading look as a boring and monotones activity for children. We also mentioned how some studies link TV to ADD and ADHD. Furthermore we refe rred to studies that extensive viewing of TV lessens childrens eagerness to join collage as adults. Likewise we also showed how TV effected those childrens moral judgment they fail to distinguish right actions from wrong ones simply because media becomes the criteria by which they crate their moral compass. Then we move on the explaining the reasons behind parents allowing their children to use TV abusively. We showed how it all mostly is result of lack of awareness. Finally we suggested some solutions that will help do some damage control on the part of parents. We also mentioned how the government could play a vital role in controlling abusive content from appearing on TV sets. We truly help that we were able to shed light and divert attention to this issue. Were talking about children here as adults we are obligated to make the right choices for them and keep them out of the way of harm.

Rate of Reaction :: GCSE Chemistry Coursework Investigation

Rate of Reaction Coursework Aim: To investigate how temperature affects rate of reaction. Introduction: I am going to investigate how temperature affects the rate of reaction of hydrochloric acid with calcium carbonate. This is the reaction that will take place: Hydrochloric acid + Calcium Carbonate à ¨ Calcium Carbonate + Water + Carbon Dioxide The rate of reaction can be measured in various different ways: * Using a balance you can check the mass before the reaction and then after the reaction has taken place. Then check the change in mass. * You can also use the method of obscuring a cross with sodium thiosulphate and time which cross becomes invisible first. I am going to use a syringe to measure the amount of carbon dioxide given of at regular intervals. This is because it is accurate as the smallest division on it is 1ml. The important variables are: * Temperature – if it is increased the reaction as the particles will have more energy. * Number of calcium carbonate chips – if there are a lot of chips more carbon dioxide will be formed. * Amount of acid – if there is more acid the rate of reaction will be faster. * Surface area – if the chips have a larger surface area then the rate of reaction will be faster. Prediction: I have chosen to investigate the affect of hydrochloric acid on calcium carbonate chips. I predict that as the temperature of the acid increases so will the rate of reaction. This is because for two substances to react they have to have a successful collision which means the have to collide with a minimum amount of energy which is called the activation energy. This diagram shows how the particles will react with each other with the minimum amount of energy (activation energy): The higher the temperature of the acid the faster the acid particles will be moving around as they’ll have more energy and there will more collisions. This energy will also allow there to be more successful collisions and so more carbon dioxide will be formed in smaller amount of time. Therefore the rate of reaction will be faster. This diagram shows the reaction of particles with more energy from the heat: I can also predict that the shape of my final graph of rate of reaction and temperature will look like this: From this graph I can predict that as I increase the temperature by 10 °C the rate of reaction will double. Apparatus: 1 Bunsen burner Calcium Carbonate chips Hydrochloric acid 1 Syringe 1 50ml measuring cylinder 1Heatproof mat 1 Wire gauze 1 Conical flask 1 Beaker filled with ice 1 Thermometer 1 Clamp I chose to use the syringe as it has small divisions to help me make Rate of Reaction :: GCSE Chemistry Coursework Investigation Rate of Reaction Coursework Aim: To investigate how temperature affects rate of reaction. Introduction: I am going to investigate how temperature affects the rate of reaction of hydrochloric acid with calcium carbonate. This is the reaction that will take place: Hydrochloric acid + Calcium Carbonate à ¨ Calcium Carbonate + Water + Carbon Dioxide The rate of reaction can be measured in various different ways: * Using a balance you can check the mass before the reaction and then after the reaction has taken place. Then check the change in mass. * You can also use the method of obscuring a cross with sodium thiosulphate and time which cross becomes invisible first. I am going to use a syringe to measure the amount of carbon dioxide given of at regular intervals. This is because it is accurate as the smallest division on it is 1ml. The important variables are: * Temperature – if it is increased the reaction as the particles will have more energy. * Number of calcium carbonate chips – if there are a lot of chips more carbon dioxide will be formed. * Amount of acid – if there is more acid the rate of reaction will be faster. * Surface area – if the chips have a larger surface area then the rate of reaction will be faster. Prediction: I have chosen to investigate the affect of hydrochloric acid on calcium carbonate chips. I predict that as the temperature of the acid increases so will the rate of reaction. This is because for two substances to react they have to have a successful collision which means the have to collide with a minimum amount of energy which is called the activation energy. This diagram shows how the particles will react with each other with the minimum amount of energy (activation energy): The higher the temperature of the acid the faster the acid particles will be moving around as they’ll have more energy and there will more collisions. This energy will also allow there to be more successful collisions and so more carbon dioxide will be formed in smaller amount of time. Therefore the rate of reaction will be faster. This diagram shows the reaction of particles with more energy from the heat: I can also predict that the shape of my final graph of rate of reaction and temperature will look like this: From this graph I can predict that as I increase the temperature by 10 °C the rate of reaction will double. Apparatus: 1 Bunsen burner Calcium Carbonate chips Hydrochloric acid 1 Syringe 1 50ml measuring cylinder 1Heatproof mat 1 Wire gauze 1 Conical flask 1 Beaker filled with ice 1 Thermometer 1 Clamp I chose to use the syringe as it has small divisions to help me make