Scarlet Essays - English-language Films, The Scarlet Letter

Scarlet Letter And Pearl I can remember about six years ago when I realized that my parents were going to be divorced. I never understood why something so horrible was happening to me. I resented my parents for putting me through so much pain. I later realized my parents were ending their marriage because my father had committed adultery. I hated my father and felt sorry for my mother. I never ever looked at my father the same. I see myself as having something in common with the character Pearl in the novel The Scarlet Letter. I was not born a bastard, but we both were forced with the awful word of adultery placed on our names. The Scarlet Letter is a book of much symbolism. One of the most complex and misunderstood symbols in the book is Pearl, the daughter of Hester Prynne. Pearl and Hester have a major conflict that in turns contributes to the meaning of the work. In The Scarlet Letter, Hester, for her sins, received a scarlet letter, "A" which she had to wear upon her chest. This was the Puritan way of treating her as a criminal, for the crime of adultery. Hester would walk through the streets, she would be looked down upon as if she were some sort of demon from Hell, that committed a terrible crime. This would give her much mental anguish and grief. On the other hand, God's treatment of Hester for her sin was quite different than just a physical token: he gave Hester the punishment of a very unique child which she named Pearl. This punishment handed down from God was a constant mental and physical reminder to Hester of what she had done wrong, and she could not escape it. In this aspect, Pearl symbolized God's way of punishing Hester for adultery. The way Hester's life was ruined for so long was the ultimate price that Hester paid for Pearl. With Pearl, Hester's life was one almost never filled with joy, but instead a constant nagging. Pearl would harass her mother over the scarlet "A" which she wore. Pearl would also make her own "A" to wear, and sometimes she played games with her mother's "A", trying to hit it with rocks. When Hester would go into the town with Pearl, the other children would make fun of her, and Pearl would yell and throw dirt at them. Although Hester had so much trouble with Pearl, she still felt that Pearl was her treasure. Pearl was really the only thing that Hester had in life, and if Pearl wasn't in Hester's life, Hester would never have been able to go on. Once and a while, Pearl would bring joy to Hester's life, and that helped her to keep on living. Pearl really was the scarlet letter, because if Pearl had never been born, Hester would have never been found guilty of adultery, and thus never would have had to wear that burden upon her chest. Without that burden, Hester would have led a much better life then the one she had throughout the novel. I never had to go through as much anguish as Pearl, mostly because adultery is accepted, the President has even done it. Pearl represented the scarlet letter "A", she was a kind of burden, yet love for Hester. Pearl was more then her mother's only treasure; she was her mother's only source of survival. The way that my parents love me with a never ending love, this was too placed on Pearl and Hester.

Middle eastern music final question examples Essay Example

Middle eastern music final question examples Essay Example Middle eastern music final question examples Paper Middle eastern music final question examples Paper Essay Topic: Poetry The Egyptians and the Arab audiences in general felt connected to Kulthum because they heard their own stories in her songs and she represented and supported the Arab world through her performances One learns that her old fashioned ways included a preference to be interviewed without the means of recording t/f true Kulthum insisted that her band musicians had to learn new songs aurally she was against the use of music scores t/f true Kulthums roots were within the egyptian countryside; she was from a poor religious family She began her singing career as a child, along her fathers side, singing at religious celebrations (mulids) When she moved to Cairo in the 1920s, the city was thriving and cosmopolitan, but under British rule The technology that mostly promoted her career was radio Kulthum supported the 1952 revolution and Nasser. True or False? True Kulthum supported King Farouk and the British. True or False? False Kulthum financially supported the Egyptian government in the 1960s. True or False? True The Egyptians compared Kulthum with pyramids Kulthums stage presence: Which TWO of the following statements are true? 1. She encouraged people to dance along with her on the stage. 2. She used to hold a handkerchief as her personal trademark. 3. She looked very formal. 2 and 3 Some of the interviewees seemed eager to sing their personal Kulthum favorite song in front of the camera Kulthum was praised for her strong sense of nationalism. true Kulthums improvisational / embellishment skills are associated with: the concept and manifestation of tarab Which of the following is not a characteristic of classical music genres (consider both western and Arab classical music genres)? old, historical, large ensembles, formal context (all of the above) During the late 19th century, this music was performed in all but one of the following venues: Village/Rural weddings One of the following musical instruments is not included in the core takht ensemble: tabla The nay has a characteristic _______________ timbre. breathy The only zither chordophone in the takht ensemble is the: qanun One of the following musical genres is not part of the wasla form: shabi The highly expressive Layali (featured in track 14) is an improvisatory genre. true Track 14 is non-metrical. true Track 12 uses the __________ iqa. samai The iqa in the taqtuqa Il bahr nayim is played by the: riqq Which of the following is not an example of the expressions shouted out by the audience when experiencing tarab (refer to What makes Arab music unique on the content tab)? oh my eye what did we do to you to do this? are you trying to make us die today? (all of them) Is Music Haram? Which one of the following is true? the issue is contentious In an effort to address the issue of permissibility of music, Islamic scholars primarily look into: the quran and the hadith One of the following types of music has suffered much less from censorship that the rest: chanted poetry The following aspect is taken in consideration when examining the permissibility of a piece of music: context and content of lyrics In Turkey under Kemal Ataturk (see the related video Be Happy, its an Order on the content tab), the villagers were forced to listen to: western classical music Sufis (followers of Sufism, which is the mystical branch of Islam): embrace music as part of their rituals According to the hadith reviewed in the textbook, frame drums: are halal The interpolation of religious lyrics in a pop song is generally considered: blasphemous In Pop music; singing of a beloved homeland (see content tab), we learn that Islamic extremists banned rai claiming that: it embraced Western ways and featured sexually explicit lyrics Right after the Islamic revolution of 1979: Several Iranian singers left the country since music was banned Sherry Bijan and 3P (see their related music videos on the content tab), contemporary Iranian female singers, dont show their faces on their music videos because: if caught, they may be sentenced Iranian rap is: thriving but mostly underground Amr Diab is a singer of: shababi The song Albi ikhtarak: has similarities w/ Santanas smooth and has Latin/Spanish influences Tamally maak: is a shababi song and features a guitar The lyrics of Is salamu alaykum are more poetic that those of Tamally maak true or false false The Egyptian authorities frowned upon Hakim because of his use of the expression is-salamu alaykum shabi songs are upbeat and feature memorable choruses and have their roots in folk music Shabi emerged in the 1970s because the times were prosperous. true of false false Shabi emerged in the 1970s at a time when the Egyptians were looking for an alternative sound to that of Umm Kulthum and the old masters of tarab music. true of false true The sound of early shabi (listen to Ahmed Adawiyyas Bent El Sultan located on the content tab) sounds closer to classical Arab music with its use of a large firqa orchestra. true or false false Shabi music keeps the following musical elements of past musical traditions (tip: read textbook carefully; see close to the end of the chapter): iqa and maqam and call and response The lyrics of Hakims Il-kalam da kabir (textbook CD track 26) talk about a fathers agony in search of his lost son. true or false false Il-kalam da kabir (textbook CD track 26) features the ___________ iqa. saidi Contemporary shabi music (listen to Egypt 3 Cairo underground on the content tab): incorporates DJs and samples The shabi song Youll go to hell (listen to Egypt 3 Cairo underground on the content tab) targets singers who appear on sexually provocative music videos

Unemployment In UK and Effect of a Wage Increase Essay

Unemployment In UK and Effect of a Wage Increase - Essay Example Unemployment In UK and Effect of a Wage Increase In general, a minimum wage rate sets the price of hourly labour at a level that defies the ability of the market forces to determine the price of hourly labour. The legislated minimum wage, of course, is not set below the equilibrium wage rate or the wage rate in which the demand for labour is equal to the quantity of labour supplied or the hours of labour supplied. Otherwise, there would not be a need for a legislation of a minimum wage rate. Legislation on the minimum wage rate is usually above the equilibrium wage rate. At that level, however, or at the level in which the legislated minimum wage rate is higher than the equilibrium wage rate, the quantity demanded for labour or the number of hours of labour demanded is lower than the quantity of labour supplied or number of hours of labour supplied. Thus, involuntary unemployment takes place. In Baumol and Blinder discussion, the line segment AB represents the employment gap. The work of Mankiw and Gwartney et al. also supports the perspective articulated in Figure 1. Varian pointed out the wage increases can actually increase or decrease the supply of labour but Varian’s view on the matter may not be relevant because the wage increase that we are discussing pertain to the minimum wage. Baumol and Blinder pointed out, however, that research undertaken by economists David Cards and Alan Krueger in early 1992 for New Jersey and Pennsylvania reportedly did not provide support for the perspective reflected in Figure 1 because the New Jersey stores in which wages were higher produced more net hiring than their Pennsylvania counterparts whose wages are lower. Thus, even if Baumol and Blinder (2009, p. 115) articulated a conventional perspective on the impact of legislated minimum wage, the authors called for more studies. In another section of Baumol and Blinder (2009, p. 201-202), the authors viewed that an increase in the nominal increase in nominal wage at current prices lead to a leftward shift in the ag gregate supply curve. This is because the marginal costs for output will increase with an increase in the minimum wage. Baumol and Blinder (2009), however, did not clarify if the economic model represented in Figure 2 will also apply to a vertical aggregate supply curve but it seems appropriate to view that it is probably the case. Thus, it is possible that a net effect of an increase in the minimum hourly wage for labour above 21 years old will be to contract the economy, assuming that increasing the minimum wage for above 21 years old will have a net effect of increasing the overall minimum hourly wage. In addition, if the Baumol and Blinder perspective (2009, p. 201-202) applies, the increase in hourly minimum wage (assuming the increase in minimum wage for labour above 21 years old will have that effect), will also lead to an increase in the price level. Of course, we are assuming here that aggregate demand is unchanged. The current world crisis has probably shifted the aggregat e demand to the left and, thus, it is more likely that the contraction will not be associated to a significant increase in prices. Figure 2. Nominal wage and the aggregate supply curve Baumol and Blinde

The Concept and Process of Leadership Essay Example | Topics and Well Written Essays - 2000 words

The Concept and Process of Leadership - Essay Example This research will begin with the statement that leadership entails a process whereby an individual can influence other workers to achieve a particular objective, and able to direct an organization in the way that enhances the cohesiveness and coherence. However, while leadership involves a learning process, it is also important to note that, a person’s attributes, values or beliefs have an influence on the leadership process. This is because these characters make a leader be unique in the workplace. In order to become an efficient and effective leader, a person needs to develop an honest understanding of himself or herself, what he or she knows and their capabilities as a prospective leader of an organization or a team within the work environment. In the end, the followers of a leader can determine whether an individual is a good leader within an organizational setting. As such, it is important for leaders to exhibit trust and confidence when leading others people or workers within the organization setting. Being a leader entails convincing followers and not superiors of your worthiness to be followed by other workers. Conversely, while convincing followers of their worthiness to be followed, leaders need to note that different people within the workplace require different leadership styles. For instance, new employees in an organization need to be supervised more compared to experienced workers in the same organization. As such, leadership process requires leaders to understand the needs of those they lead. Further, communication is also important in terms of establishing a working alliance between the leader and other workers. This helps to avoid misunderstanding between the leader and other workers in an organization. Leadership process also entails developing an understanding of various situations that may arise within the work environment, this is because the different situation requires a different measure to be taken. As such, a leader needs to d evelop a sound judgment regarding the best option or leadership style to use for each emerging situation.

Priciples of Software Engineering Essay Example for Free

Priciples of Software Engineering Essay Describe each law in your own words. Illustrate with a practical example ? Glass’ law â€Å"Requirement deficiencies are the prime source of project failures Coming to my explanation Glass law states that if the basic requirements of the projects is not constructed properly that may leads failure of the project. To achieve goals in the project it plays an vital role and any drawbacks may leads project unsuccessful. Around 20% of all IT project failures were caused by incomplete or badly managed requirements. Example: Technological University-Online Practical Tests In the case of technological university the requirements specifications for the online practical exams had been implemented without consulting students and university staff. This system was designed in such a way that students affliated to that university are write the test test online at the same day and same time. Considering the requirements of the colleges were different an the project objectives were different. This leads to failure of the that project. Boehm’s first law â€Å"Errors are most frequent during the requirements and design activities and are the more expensive the later they are removed†. Coming to my explanation Boehm’s law states that the basic designing of the projects mat leads to errors and miscalculations. The sooner you find a problem, the cheaper it is to fix , otherwise to detect the errors in the project is very expensive or complicated . This law is applicable from midrange systems. Example: City Council – Pay Roll System A city council developed a replacement payroll system believed that users had comprehensive knowledge of all the business requirements. But the current staff or IT team had participated in building the old system they had no knowledge of how it was built. That leads to many errors and it cause project failure. Boehm’s second law â€Å"Prototyping (significantly) reduces requirement and design errors, especially for user interfaces†. Coming to my explanation Boehm’s second law states that by prototype modelling the disigning of the project and errors can be reduced. To design the system the staff will be educated . So that that will increase the usability of the system among users. Example: In a postgraduation course prototype modelling experiments were conducted . Some of them were used requirement driven approach and others are prototyping approach. This will leads to satisfaction for the client compare to all other methods. Davis’ law â€Å"The value of a model depends on the view taken, but none is best for all purposes†. Coming to my explanation Davi’s law states that to describe systems requirements, it is very useful. This model is useful to solve the complicated tasks that other models find that difficult to solve. Example:In a system to solve the problems different methods were implemented. Each task follows their methodolgies to solve the problems. At the end all the methods got different results but there methodologies is useful to solve the problem. Your first task is to describe each software development methodology clearly and completely in your own words. You may use diagrams, examples or UML to help you do this. Waterfall Model : The waterfall model is a sequential software development process, in which progress is seen as flowing steadily downwards through the phases of conception, design, analysis, initiation ,testing and maintenance. This model is used in manufacturing industries and construction industries . It is ; highly structured physical environments in which after-the-fact changes are prohibitively costly, if not impossible. Since no formal software development methodologies existed at the time, this hardware-oriented model was simply adapted for software development. For example, one first completes requirements specification, which after sign-off are considered set in stone. When the requirements are fully completed, one proceeds to design. Spiral Model: The spiral model is a software development process combining elements of both design and prototyping-in-stages, in an effort to combine advantages of top-down and bottom-up concepts. Each phase starts with a design goal and ends with the client reviewing the progress . Analysis and engineering efforts are applied at each phase of the project, with an eye toward the end goal of the project. The spiral model might mean that you have a rough-cut of user elements as an operable application, add features in phases, and, at some point, add the final graphics. The Spiral model is used most often in large projects and needs constant review to stay on target. It can get their hands in and start working on a project earlier. Q3) Using the first four laws of the text, show where these are either implemented or missing in each software development methodology (Total Two). If a law is missing, explain the consequences and suggest how the process might be improved. Water Fall Model Glass’ law Requirement deficiencies are the prime source of project failures. The end users gathered by requirements in waterfall model. It states that the basic requirements of the projects is not constructed properly that may leads failure of the project. The failures were caused by incomplete or badly managed requirements. Boehm’s first law â€Å"Errors are most frequent during the requirements and design activities and are the more expensive the later they are removed†. It basic designing of the projects mat leads to errors and miscalculations. In waterfall model this law cannot be able to correct the errors. This law is not reliable for waterfall model. Boehm’s second law Prototyping (significantly) reduces requirement and design errors, especially for user interfaces†. This law cannot be able to correct the errors in waterfall model. The design phase would be reduced by prototype modelling. Davis’ law â€Å"The value of a model depends on the view taken, but none is best for all purposes†. The purpose of this model is not suitable for this law. Spiral Model Glass’ law â€Å"Requirement deficiencies are the prime source of project failures In waterfall model risk analysis is conducted on the prototype. By this if they need any requirement it will included in next stage. Boehm’s first law â€Å"Errors are most frequent during the requirements and design activities and are the more expensive the later they are removed†. In spiral model each phase starts with a design goal and ends with the client reviewing the progress . The risks were eliminated after number of stages. Boehm’s second law â€Å"Prototyping (significantly) reduces requirement and design errors, especially for user interfaces†. In spiral model it will design the prototype. and construct and design the prototype. The analysis and engineering efforts are applied at each phase of the project.

Properties of Topological Insulating Material: Bi2Te3-PANI

Properties of Topological Insulating Material: Bi2Te3-PANI Synthesis, Characterization and Electrical properties of a Composite of Topological Insulating Material: Bi2Te3-PANI R. R. Urkudea[*], P. T. Patilb, S. B. Kondawarb, U. A. Palikundwara[† ] aX-ray Research Laboratory, Department of Physics, Rashtrasant Tukadoji Maharaj Nagpur University, Nagpur 440033, India bPolymer Nanotech Laboratory, Department of Physics, Rashtrasant Tukadoji Maharaj Nagpur University, Nagpur 440033, India Abstract In the present work, we carried out a systematic study of structure, UV-Vis Spectra and surface conductivity of pure Bi2Te3, pure Polyaniline (PANI) and Bi2Te3 (5%)-PANI (95%) composite. Bi2Te3 was synthesized by a method similar to solvothermal method, whereas, pure PANI and Bi2Te3-PANI composite were synthesized by a chemical oxidative method. The materials were structurally characterized and the electrical properties were investigated in the temperature range from room temperature to 100 °C. The electrical conductivity of the Bi2Te3-PANI composite is found to be higher than that of its pure constituents at all the temperatures. The enhancement in the surface conductivity may be due to the PANI generated ordered molecular arrangement of Bi2Te3 in the Bi2Te3-PANI composite, as confirmed from powder x-ray diffraction, UV–vis spectral analysis.  © 2015 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the International Conference on Nanomaterials and Technologies (CNT 2014). Keywords: Topological insulators; Bismuth telluride; thermoelectric material; Polyaniline composites; electrical conductivity. 1. Introduction Topological insulators (TIs) are electronic materials that have a bulk band gap like an ordinary insulator but have protected conducting states on their edge or surface (Hasan and Kane, 2010). Most of the current researches are focused on the materials, like Bismuth telluride (Bi2Te3), Antimony telluride (Sb2Te3) and Bismuth selenide (Bi2Se3) due to the topological insulating properties exhibited by them. Bi2Te3 is one of the best TI materials. It is a semiconducting compound with narrow bulk band gap of 0.2 eV. It is also a good material for thermoelectric applications (Das and Soundararajan, 1988). It has shown a drastic change in its thermoelectric properties when it is doped with Polyaniline (PANI) (Li et al., 2011). It has also given added advantages of polymers like inexpensiveness, intrinsically low thermal conductivity, flexibility and good processability etc. (Marjanovic et al., 2013). Various research workers have attempted to synthesize and characterize composites of Bi2Te3 with polyaniline (Zhao et al., 2002; Xu et al., 2005; Hostler et al., 2006; Chatterjee et al., 2009; Toshima et al., 2011). Very recently, mechanical blending method was employed by Li et al. (2011) for the synthesis of Bi2Te3–PANI; they found that the power factor of the composite is less than both of the individual components. However, a report on the synthesis of a Bi2Te3 and PANI hybrid by physical mixing and solution mixing showed a higher power factor in the case of the physical mixture (Toshima et al., 2011). Though there is a vast literature available on the TE properties of Bi2Te3-PANI composites, experimental reports on TI Properties of the composites are not available. Based on this background, in the present work, we carried out a systematic study of structure, UV-Vis Spectra and surface conductivity of Bi2Te3 (5%)-PANI (95%) composite, pure Bi2Te3 and pure PANI. Bi2Te3 was synthesized by a method similar to solvothermal method (Deng et al., 2002), whereas, pure PANI and Bi2Te3-PANI composite were synthesized by a chemical oxidative method (Stejskal and Gilbert, 2002). The materials were structurally characterized and the electrical properties were investigated in the temperature range from room temperature to 100 °C. The electrical conductivity of the Bi2Te3-PANI composite is found to be higher than that of its pure constituents at all the temperatures. The enhancement in the surface conductivity may be due to the construction of highly ordered chain structures of PANI on Bi2Te3, as confirmed from powder x-ray diffraction (XRD), UV–vis spectral analysis. 2. Experimental details 2.1 Materials used Bismuth chloride (BiCl3), Tellurium (Te) metal powder, Potassium hydroxide (KOH), Sodium borohydrate (NaBH4), N-N dimethylformamide (DMF), Hydrochloric acid (HCl), Aniline (C6H5NH2), Acetone [(CH3)2.CO], Methanol (CH3OH) were purchased from Merck Chemicals. Ammonium persulphate [(NH4)2S2O8] was purchased from Hi-media. All the chemicals were of analytical reagent grade and are used without further purification, except aniline which was purified prior to use. 2.2 Preparation of Bi2Te3 A mixture of BiCl3 (10 mmol), Te powder (15 mmol), KOH (80 mmol) and NaBH4 (30 mmol) were put into a beaker of 100 ml capacity. The beaker was then filled with N-N dimethylformamide (DMF) up to 90 ml and was kept into a muffle furnace. Temperature of the furnace was maintained at 100-180 °C for 24 hours and was then slowly cooled to the room temperature. The product was filtered, washed with double distilled water and dried in vacuum oven at 80 °C for 12 hours. 2.3 Preparation of pure PANI and Bi2Te3 PANI Composite PANI was synthesized by using chemical oxidative method (Stejskal and Gilbert, 2002) 0.2 mol Aniline with 0.25 mol Ammonium persulphate was oxidized in acidic aqueous medium. Aniline and Ammonium persulphate were dissolved, separately, in 50 ml solution of 1.0 mol HCl in double distilled water. Both the solutions were kept at room temperature for 1h and were mixed together in a beaker. During the process, the colour of the solution changed from colourless to light blue and then to dark green. The solution was briefly stirred and was left to polymerize for 24 h. The precipitate of PANI was collected on a filter paper, washed with distilled water, then with 20 ml of 0.1M HCl and with Methanol. PANI (emeraldine salt) powder was dried in vacuum oven at 80 °C. A similar procedure was followed for the synthesis of Bi2Te3-PANI composite, but this time Bi2Te3 was introduced in aniline solution. 3. Characterization 3.1 Structural characterization The samples were structurally characterized by XRD and UV–vis spectral analyses. XRD measurements were performed using a Diffractometer (Rigaku Miniflex II x-ray Diffractometer) with Cu KÃŽ ± radiation (ÃŽ » = 1.541838 A °). The UV–vis spectra of the prepared samples were recorded by a spectrophotometer (UV-1800 Shimatzu Spectrophotometer) using samples dissolved in dimethyl formamide in a quartz cuvette. 3.2 Electrical characterization All the prepared samples were pressed at pressure less than 5 tonnes, at room temperature, to form the compacted pellets for measurement of the electrical conductivity. The measurements were carried out, in the temperature range 20-100  °C, by standard four-probe method with constant current source kept at 2 mA. 4. Results and Discussions 4.1 Powder X-ray diffraction Figure 1 shows the XRD patterns of Bi2Te3, pure PANI and Bi2Te3-PANI composite. All the peaks of the pattern for Bi2Te3 can be indexed in rhombohedral structure (JCPDS No: 015-0863) with unit cell parameters: a = 4.358A °; b = 4.358A ° and c = 30.48A °. Broad peaks at 22 ° and 25 ° for pure PANI are observed, which are due to the repeat unit of monomer. Compared with the pure PANI, only one peak is clearly observed at 25 °, the same position, in the XRD pattern of Bi2Te3-PANI composite. The observation of a single peak is related to the monodistribution of the periodicity of the repeat unit of the PANI and ordering of the molecular arrangement of the Bi2Te3 in the PANI matrix (Talwar et al., 2014). This suggests that PANI generate an ordered molecular arrangement of Bi2Te3 in the Bi2Te3-PANI composite. Figure 1 XRD patterns of Pure PANI, Pure Bi2Te3 and Bi2Te3-PANI composite 4.2 UV-vis spectroscopy Figure 2 shows the UV–vis spectra of the samples used to explore the electronic states of Bi2Te3, pure PANI and the Bi2Te3-PANI composite. A characteristic band centred at 697 nm, a shoulder at 478 nm, corresponding to a polaronic transition (polaron- Ï€*) and a band around at 389 nm, assigned to the π–π* electron orbital transition are observed in Bi2Te3-PANI composite. In comparison with UV–vis spectra of the pure PANI: a band around 385 nm, assigned to the π–π* electron orbital transition, shifts to longer wavelength at 389 nm in Bi2Te3-PANI composite. The polaronic transition (polaron- Ï€*) is absent in the pure PANI but is observed in Bi2Te3-PANI composite. These show an interaction between the quinoid ring of PANI and Bi2Te3 (Xia and Wang, 2003). This is a signature of an ordered molecular arrangement in Bi2Te3-PANI composite and it is the purely surface conducting state. Figure 2 UV-vis spectra of Pure PANI, Bi2Te3 and Bi2Te3-PANI composite 4.3 Electrical characterization Figure 3 Variation of the electrical conductivity with temperature of Bi2Te3, PANI and Bi2Te3-PANI composite. The variations of electrical conductivity as a function of temperature of the prepared samples are shown in figure 3. The value of electrical conductivity for Bi2Te3 slightly decreases with the increase in the temperature. However, both PANI and Bi2Te3-PANI composite show increase in the value of electrical conductivity with temperature. The electrical conductivity of the Bi2Te3-PANI composite is higher than that of its pure constituents over a whole temperature range. The enhancement in the surface conductivity indicates the increase in protected states at the surface compared to that of the pure Bi2Te3. This may be due to the large surface provided to the Bi2Te3 by the PANI generated ordered molecular arrangement of Bi2Te3 in the Bi2Te3-PANI composite. 5. Conclusions In conclusion, we carried out a systematic study of structure, UV-Vis Spectra and surface conductivity of Bi2Te3 (5%)-PANI (95%) composite, pure Bi2Te3 and pure PANI. Bi2Te3 was synthesized by a method similar to solvothermal method, whereas, pure PANI and Bi2Te3-PANI composite were synthesized by a chemical oxidative method. The materials were structurally characterized and the electrical properties were investigated in the temperature range from room temperature to 100 °C. The electrical conductivity of the Bi2Te3-PANI composite was found to be higher than that of its pure constituents at all the temperatures. The enhancement in the surface conductivity may be due to the PANI generated ordered molecular arrangement of Bi2Te3 in the Bi2Te3-PANI composite, as confirmed from powder x-ray diffraction (XRD), UV–vis spectral analysis. Acknowledgements It is a pleasure to thank Dr. S. B. Kondawar for helpful discussions. This work was supported by the Department of Science and Technology (DST), India, under women scientist scheme-A (WOS-A), File No. SR/WOS-A/PM-1001/2014. References Chatterjee K., Suresh A., Ganguly S., Kargupta K., Banerjee D., 2009. Bismuth nitrate doped polyaniline – Characterization and properties for thermoelectric application. Mater. Charact. 60, 597–601. Das Damodara V., Soundararajan N., 1988. Size and temperature effects on the thermoelectric power and electrical resistivity of bismuth telluride thin films, Phys. Rev. B 37, 4552-9. Deng Yuan, Xi-song Zhou, Guo-dan Wei, Jing Liu, Ce-Wen Nan, Shu-jing Zhao 2002. Solvothermal preparation and characterization of nanocrystalline Bi2Te3 powder with different morphology, J. of Phy. and chem. of Solids. 63, 2119-2121. Hasan, M., Z., Kane, C., L., 2010. Colloquium: Topological insulators, Reviews of modern physics 82, 3045-23. Hostler S., R., Kaul P., Day K., Qu V., Cullen C., Abramson A., R., 2006. Thermal and electrical characterization of nanocomposites for thermoelectric, IEEE ITHERM 07803295, 24, 1400–5. Li Y., Zhao Q., Wang Y., Bi K., 2011. Synthesis and characterization of Bi2Te3/Polyaniline composites, Mater. Sci. Semicond. Proc. 14, 219-222. Marjanovic, G., C., 2013. Recent advances in polyaniline composites with metals, metalloids and nonmetals, Synthetic Metals 170, 31-56 Stejskal J., Gilbert R.., G., 2002. Polyaniline: Preparation of a Conducting Polymer, Pure Appl. Chem. 74, 857-867. Talwar V., Singh O., Singh R., C., 2014. ZnO assisted polyaniline nanofibers and its application as ammonia gas sensor, Sensors and Actuators: B 191, 276-282. Toshima N., Imai M., Ichikawa S., 2011. Organic–Inorganic Nanohybrids as Novel Thermoelectric Materials: Hybrids of Polyaniline and Bismuth (III) Telluride Nanoparticles, J. Electron. Mater. 40, 898–902. Xia H., Wang Q., 2003. Preparation of Conductive Polyaniline/ Nanosilica particle composites through Ultrasonic Trradiation, J. Appl. Polym. Sci 87, 1811-7. Xu X., Chen L., Wang C., Yao Q., Feng C., J., 2005. Template synthesis of heterostructured polyaniline/Bi2Te3 nanowires, Solid State Chem. 178, 2163-6. Zhao X., B., Hu S., H., Zhao M., J., Zhu T., J., 2002. Thermoelectric properties of Bi0.5Sb1.5 Te3/Polyaniline hybrids prepared by Mechanical blending, Mater. Lett. 52, 147–9. [*]* Corresponding author. Tel.: +91 9921491567; fax: +0-000-000-0000 . E-mail address: [emailprotected] [† ] Corresponding author. Tel.: +91 9890155077; fax: +0-000-000-0000 . E-mail address: [emailprotected] [S1]Elsevier to update with volume and page numbers.

Erwin Chargaff

My name is Erwin Chargaff and I discovered the structure of DNA. After reading Oswald Avery’s report, in 1944, about how genes were composed of DNA I become motivated to begin work on the chemistry of nucleic acids. I started researching with the belief that DNA from different species are different so I had to come up with an experiment to examine the DNA from different species. It was hard for me because I couldn’t get large amounts of DNA so it took awhile for my experimenting. After about 2 years I was able to come up with a solid procedure containing three steps.First, I had to separate the DNA mixture with chromatography paper. Then I converted the separated components into mercury salts and last but not least I was able to identify the purines and pyrimidines ( the building blocks of nucleic acids) by using their ultraviolet absorption spectra. I tested this method several times and was finally able to use it to examine the DNA of yeast and pancreatic cells. About a month later, I submitted two papers on my findings of the DNA of calf thymus and beef spleen and tubercle bacilli and yeast.My papers were rejected so I decided to improve my procedure and by doing that I was able to examine more species. I summarized what I found on nucleic acids in a review and finally in 1950, my experimenting lead to me discover important facts. I came up with three rules that I named as Chargaff’s rule. The first rule is that the number of Adenine always equals the number of thymine. The second is that the number of guanine always equals the number of cytosine and the last one is that the purines (adenine and guanine) always equal the number of pyrimidines (thymine and cytosine.I was also able to prove that the DNA of various species are different from one another. I did not collaborate with anyone for my experiment but two years later I explained my findings to Watson and Crick who were then later to come up the with DNA structure. I was a bit surpri sed that I wasn’t included in the Noble Prize since I did share my information with Watson and Crick and with that they were able to come up with the model. So, after Watson and Crick won the Nobel Prize, I withdrew from left my lab and started to write essays and lectures.

Curricular Implications for Students Essay

Efficient administrators must make certain their schools are in compliance with district, state, and federal educational guidelines. These statutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (IDEA), and the students who qualify for ESOL (English for Speakers of Other Languages). Academic leaders who ensure compliance among these regulations and educate themselves on the appropriate instructional practices, will properly assist their teachers and students in finding academic success. Section 504 of the Rehabilitation Act of 1973 was originated to ban intolerance and expel obstacles against any person who has a disability but who does not qualify for Special Education Services in an academic setting. The objective of Section 504 is to provide access to federally funded programs for students who qualify for this regulation. Educational organizations are required by law to offer an equivalent and equitable education to students who have a disability and who need modifications and accommodations in order to be successful in any educational program or service. When providing services and curriculum under Section 504, administrators at my case study school must ensure their teachers are supplying students with the correct accommodations and modifications. Accommodations permit the students to obtain the same course of study as a general education student without making changes to their coursework. Students who qualify for Section 504 at my case study school receive additional time to complete assignments, changes in the presentation and delivery of the subject matter, provided with a setting that is comfortable for the student to complete his/her work within, and an environment that will help students access the same information as their general education peers. There are numerous vital administrative implications under Section 504 of the Rehabilitation Act of 1973. My case study school administrators educate and involve themselves in the process of identifying, assessing, and providing the right accommodations and modifications for students who qualify for Section 504. When principals take the time to help write 504 Plans, they know exactly what the qualifying student needs in order to be successful in an academic setting. Additionally, the administrators I work with must continually be aware of their students’ academic statuses, continually provide students with proper assistance, and offer their teachers the correct professional development opportunities to keep up with current research-based teaching methods and strategies. Jane Doe, my case study school administrator, has educated herself on the purpose of Section 504. She follows all guidelines and educates her teachers, staff, stakeholders, and students on the importance of protecting students with impairments from discrimination that may be related to their specific and individual disabilities. Ms. Doe also knows that the evaluation and placement procedures for students who may qualify for a 504 Plan requires that the students’ specific information must be obtained from a variety of reliable sources and that all prior, current, and post data must be documented and considered during the entire evaluation and decision making process. In addition, my case study administrator knows it is of equal importance to consistently inform parents about the Section 504 process. Parents need to be effectively educated on this entire process and learn how they can assist their child at home. The administrative team at my case study school consistently involve themselves in the 504 Plan process by sending home the required notices to parents regarding identification, evaluation, and/or placement in addition to notification of the periodic reevaluations of students with 504 plans. Although Section 504 does not specify any timelines for initial placement, the earlier the detection, evaluation, and eligibility, the earlier interventions can be put into place for the success of the student who has been given a 504 Plan. Students at my case study school who have 504 Plan accommodations and modifications remain with their peers in a basic education classroom throughout the day and are provided with equal and equitable access to their coursework. Their teachers are certified in the area of educating students with 504 plans and provide students with the accommodations and modifications they need to find success in their classes. My case study school principal takes an active role in the identification, evaluation, and planning of all 504 implications. She assists in the decision making process and communicates openly and effectively with the parents and other family members in the 504 educational planning for each particular student in my case study school. She also informs all stakeholders of 504 eligibility rates and gives them the strategies that will be implemented to help these students succeed in their school, community and life. The Individuals with Disabilities Education Act (IDEA) is a federal mandate that regulates how educational agencies supply children with disabilities early intervention services, special education classes, and additional assistance that is equitable to a general education student who does not have a disability. The services under the IDEA law are offered to children from birth to age 21. Students who qualify for services under the IDEA Act are taught with standards based approaches that include evidence of performance goals and indicators within their Individualized Education Plan (IEP). My case study school uses a curricular approach, also known as standards based education when planning the educational future for the students who qualify for IDEA. This type of standards based education, has four essential parts to assist students in achieving academic success. First, guidelines are made for what students should know and be able to do at various grade levels in my case study school (grades 9-12). Next, the curriculum for each particular student is then designed. This curriculum is based on the initial guidelines of standards based education and the grade level of each particular student. Depending on the chosen curricula for each student, teachers must then devise personalized and differientiated course work and effective instructional strategies that will assist in the students’ academic success. These strategies must be appropriate for each individual student. Finally, students are evaluated at different junctures in their school career to determine how wel l my case study school is assisting students to meet the set standards. Standard based education is the best fit for the students at my case study school. â€Å"By setting high standards, individualizing the curriculum and instruction, and holding teachers accountable for how well their students are meeting the standards will help educational quality rise for all our students†. (Jane Doe, January 25, 2010). Parents of the students who fall under the IDEA provisions, must receive written notice that pertains to the identification, evaluation, and placement of their child in any special education program. The administrative team at my case study school ensures this mandate is followed. They specifically write and send home these notices to parents and attend the meetings that pertain to special education classes. My case study administrator feels it is important to develop relationships with these parents so they are educated and comfortable with their child’s IEP (Individualized Educational Plan). In addition, she has developed a â€Å"Family Education Night† specifically for parents of students who fall under the IDEA provisions. By developing family educational programs and other support programs for parents of students with disabilities, she is educating and engaging the families so they can share the decision making process for students with exceptional learning needs. My case study administrator also provides ongoing communication and collaborates with them as well as other administrators in similar instructional settings to improve the special education services at her school. My case study administrator ensures her teachers are using effective instructional strategies for the success of her students who are placed in her school through the IDEA mandates. In order for her to supply these students with a Free, Appropriate Public Education (FAPE), Ms. Doe and her administrative team work with all special education teachers to assist in the specially designed instruction that will meet the distinctive needs of students with disabilities. Ms. Doe also gives her teachers and herself the opportunity to attend numerous professional development offerings. It is at these meetings that her and her school’s teachers learn about the important research-based instructional strategies and programs that will have the most profound affect on the students who are protected by the IDEA rules and regulations. My case study administrator wants her teachers to learn the most effective and specially designed instruction for the benefit of their students. â€Å"All studen ts at my school will be given the fullest educational opportunity where they will learn how to overcome their disability and find success in school and life†. (Jane Doe, January 27, 2011). In addition to the mandates and guidelines for students with disabilities, there are also regulations and laws that must be followed for our English Language Learner (ELL) education. Administrators must ensure their academic institutions are providing ELLs with programs that utilize scientifically researched based materials and strategies. They must also ensure the teachers who are instructing ELL students are ESOL certified or endorsed. Choosing the appropriate programs, lessons, and strategies for ELL students is important to their success in acquiring English language skills while also becoming successful learners. In order for my case study school to be in compliance with state and federal mandates, the administrative team ensures their ELL students are given equal access to all curricular realms at the school, modifications are made in all subject areas within the classroom, and the ELL students are given appropriate resources to assist in the acquisition of the English language. In the U.S. Supreme Court Case, Lau vs. Nichols of 1974, it states that all ELL students should have equal access to the same programs as basic education students. My case study school is in compliance with this mandate. They comply by testing ELL students in their native language to see if the student qualifies for our school district’s Gifted Program or the Advanced Placement (AP) classes. This programmatic access allows the ELL population the chance to accelerate their learning even though they may not be proficient speakers, readers or writers of the English language. â€Å"Even though a student may not be able to speak the English language, that student may still be eligible for Gifted and or Advanced Placement (AP) Programs†. (Jane Doe, January 27, 2011). While access to all academic programs in school is a mandate for all ELL students, the teachers of these programs must also make academically appropriate modifications for the ELL students in order for them to achieve academic success. Under the U.S. Fifth Circuit Court Case, Castaneda vs. Pickard of 1981, school districts are required to follow specific guidelines in programs serving ELL students. One specific guideline within my case study school’s ELL Program is that all work assigned to ELL students must be modified to the level and understanding of that particular ELL student. This same court case mandates that ELL programs must be given adequate resources and personnel. My case study school complies by this ruling by the hiring and training of a bilingual ESOL instructional assistant to work with the ELL students in their native language. This person attends classes with ELL students to help translate the lesson or activity the teacher is delivering to the student in their native language. This ESOL instructional Assistant is a resource the students in the ESOL program need to utilize for their success in academics and in their success of the English language acquisition. My case study administrator also provides the ELL students with the appropriate resources and textbooks for their learning. All ELL students are given a textbook in English and a textbook in their native language. This allows them to have a side by side resource to learn from. It also allows them to be able to translate the information more efficiently and effectively. In addition, my case study administrator sends the teachers of ELL students to appropriate professional development trainings so they can learn the newest and most influential researched-based activities for our ELL students to learn from.

Dailys reluctance Essays

Dailys reluctance Essays Dailys reluctance Essay Dailys reluctance Essay Kipps wants to know more about the village he is travelling to and find out more about Mrs Drablow. Simon Daily speaks openly about Crythin, explaining that there are rarely any visitors; he talks quickly and fluently, maintaining eye contact with Mr Kipps. However, the easy social discourse comes to an abrupt halt when Kipps enquires about the recent demise of his client, Mrs Drablow. His enquiry is greeted by an immediate silence. Samuel Daily clams up, sits up straight in his chair, withdraws eye contact and instead stares pointedly out of the window. He thus conveys very clearly that the subject bothers him and he is not happy to divulge any of the tales that surround her family. Because this behaviour is such a contrast to the easy, friendly manner he had a few moments before, we wonder what could possibly have provoked such a strong reaction. We are left with the suspicion that there things afoot that are so horrible that people do not want to discuss or want to pretend did not happen or just want to cover up. Since we know no more than Kipps we are in the same position as he- and so our identification with him as a character is more complete. Kipps seems surprised by the sudden change in mood, and retreats back into sitting almost in silence for the remainder of the journey while his troubled expression hints at the worries preying on his mind . The tension that has been built up by Dailys reluctance to discuss Mrs Drablow reaches a climax when the lights suddenly go off and the theatre is plunged into darkness. This shocks the audience and the actors, and give us a taste of further shocks that lie in store. The lights flash back on – and we realise that the train has emerged from the tunnel. From this moment we see that Kipps’ anxiety is heightened , conveyed by his gestures- he starts fiddle with his cuffs- and his breathing-he takes deep, slightly uneven breaths. The scene I have just described does much to involve the audience with the feelings of the characters portrayed. By asking us to believe in the situations they find themselves in (i.e. the train, although it is, after all, just a pretend train) we suspend disbelief. By giving our imagination free reign like that, we, the audience, are leaving ourselves open to imagine all sorts of other less everyday things. We are more open to the power of suggestion- especially the fear-inducing suggestions of spectres and unhappy spirits that are to come. The second scene I have chosen to examine takes place immediately after the interval.  The curtain rises after the interval to show Mr Kipps in the office of Mr Jerome (who is being played by the actual, older Mr Kipps) . Earlier in the play, they were in the village graveyard at dusk and the young actor playing the part of the young Mr Kipps caught sight of the ghostly woman in black. This has greatly disturbed Mr Jerome (i.e. the real Arthur Kipps). So, even before Kipps asks Mr Jerome to accompany him back to Eel Marsh House you can tell Mr Jerome is extremely nervous. He nearly jumps out of his chair when Mr Kipps knocks and the rapid darting of his eyes during their encounter gives the impression that he is not fully concentrating on his visitor, but is checking the shadows for any uninvited spectres. Like a vulnerable animal who knows a predator might be lurking nearby he is on red alert, aware his very survival may be threatened. The actor further communicates his unease by the use of his body movements and his voice. For instance, his high pitched greeting and the fidgeting in his office chair show his discomfort at being visited by one who has seen the woman in black .The brief but tense silence that follows Mr Kipp’s proposal that they return to the house and the horrified expression on Mr Jerome’s face confirms his terror. He refuses point blank to help Mr Kipps.  He licks his lips repeatedly suggesting his mouth is dry with fear, another signal of his agitation and distress. He begins to pace the room, clutching a handkerchief with which he dabs his brow- suggesting that he has broken out into a cold sweat-another outward symbol of his anxiety. His clenched fist and stiff posture also reinforce the tension he feels. He cannot bear to look Mr Kipps in the eye so turns from him, thus making a barrier between him and what he sees as the immediate threat. His speech becomes jerky, his voice wavering .Perhaps feeling faint with fear, Mr Jerome leans over supporting himself on the back of his office chair . His body language at this stage seems to be saying that if he does not clutch a solid object, something linked to the earth, he may be in danger of drifting away. Recovering his sense of survival, he has a sudden outburst of shouting. However, this reinforces the audience’s impression that this is not a man in control of his emotions, his voice, his senses, his body .I think Michael Meer’s’ portrayal of Mr Jerome ,in the scene described above, was very effective as he conveyed a lot about the character in a reasonably short scene. He also seemed aware of every part of his body and was therefore able to show complete fear and anxiety. He depicted very successfully a man who had lost his equilibrium, with jerky movements and speech. He showed an inability to regain composure and even planted doubts in the minds of the audience about his sanity. The actors interacted well with the two mirroring each others unease. The stagecraft was good in that the actors both commanded our attention- one was not dominating the scene more than the other.  The two scenes I have described from The Woman in Black show that the dramatic power of the play depends greatly on the skill of the two actors who use all their non verbal skills to develop the tension rather than merely relying on what they are saying. By employing very convincing mime and close observation of how people behave under stress or when they are very frightened, they convince us and involve us in the dark world they create on stage.

Free Essays on Flowers for Algernon

Flowers for Algernon Flowers for Algernon is about a middle-aged man suffering from mental retardation. The man is Charlie Gordon. The exposition of this novel is rather intricate. Flowers for Algernon takes place in the nineteen-fifties. Charlie is chosen to participate in an experiment that will supposedly raise his IQ. But it turns out that they turn him into a genius, and it is only temporary. Along the way he falls in love with his teacher, Miss Kinnian. But he grows so intelligent that they grew farther apart as Charlie gets smarter. There are also two doctors in the novel, Dr. Strauss and Professor Nemur. There are many complications in this book. One is his mental retardation and his desire to overcome it. Another is his growing to be smart. People start to dislike him because of that. And then another is his decline of intelligence and acceptance of it. The climax of Flowers for Algernon was when Charlie found out why Algernon was acting so erratically, and that he himself would face such a decline of intelligence and frustration on the way down. The resolution of the novel comes when Charlie finally loses all of the intelligence he gained in the experiment and went to live in the Warren Home for mentally handicapped people. The protagonist of Flowers for Algernon is Charlie. Charlie is a 32-year-old mentally retarded man. He started out a simple kind of guy, easily pleased, good hearted, and basically only understood that people liked him when they laughed at him. He was involuntarily committed to an experiment that would increase his intelligence level dramatically. He later decides to take part in the experiment and do his own studies. He notices the lab mouse, Algernon’s, behavior gets a little weird. He then discovers that this behavior is leading to Algernon’s decline, which will reflect his own. The antagonist is Charlie’s intelligence. Charlie’s intelligence gets in the way of his soc... Free Essays on Flowers for Algernon Free Essays on Flowers for Algernon Flowers for Algernon Flowers for Algernon is about a middle-aged man suffering from mental retardation. The man is Charlie Gordon. The exposition of this novel is rather intricate. Flowers for Algernon takes place in the nineteen-fifties. Charlie is chosen to participate in an experiment that will supposedly raise his IQ. But it turns out that they turn him into a genius, and it is only temporary. Along the way he falls in love with his teacher, Miss Kinnian. But he grows so intelligent that they grew farther apart as Charlie gets smarter. There are also two doctors in the novel, Dr. Strauss and Professor Nemur. There are many complications in this book. One is his mental retardation and his desire to overcome it. Another is his growing to be smart. People start to dislike him because of that. And then another is his decline of intelligence and acceptance of it. The climax of Flowers for Algernon was when Charlie found out why Algernon was acting so erratically, and that he himself would face such a decline of intelligence and frustration on the way down. The resolution of the novel comes when Charlie finally loses all of the intelligence he gained in the experiment and went to live in the Warren Home for mentally handicapped people. The protagonist of Flowers for Algernon is Charlie. Charlie is a 32-year-old mentally retarded man. He started out a simple kind of guy, easily pleased, good hearted, and basically only understood that people liked him when they laughed at him. He was involuntarily committed to an experiment that would increase his intelligence level dramatically. He later decides to take part in the experiment and do his own studies. He notices the lab mouse, Algernon’s, behavior gets a little weird. He then discovers that this behavior is leading to Algernon’s decline, which will reflect his own. The antagonist is Charlie’s intelligence. Charlie’s intelligence gets in the way of his soc... Free Essays on Flowers for Algernon Charlie Gordon is a young man with an IQ of 68 who has a job at a bakery and attends night classes in an effort to improve himself. An experimental brain operation becomes available that promises triple intelligence (it has already done so for a mouse named Algernon), and Charlie excitedly decide that he wants to give it a try. The story consists solely of Charlie's diary entries from the time he hears about the operation through the operation and his dramatic increase, and subsequent decrease, of IQ. Charlie's increased intelligence opens up to him the understanding of everyday things that had been beyond his grasp, and at his peak he soars to the level of genius, ironically identifying the flaw in the scientific work of the two scientists who developed the operation he has undergone, and thus destroying their careers as their shallow research destroys the life that had been his. Among the everyday things Charlie understands for the first time is the fact that two of his male co-workers have regularly taken advantage of his retarded state to make fun of him, sometimes roughly. Charlie also becomes self-conscious more generally, which makes it impossible for him to stay in the place where he has been so degraded, even after his formerly misbehaving pals become sympathetic. At the end of the story he has fallen back to his original level of intelligenceand may continue to decline, if we take the suggestion from the fate of his fellow subject, Algernon, who rises,! falls, and then dies. Charlie has only a slight memory of having done something important. His self-esteem is strong, however, and he decides to leave his familiar world and find a place where people won't know about his embarrassment. This is a literary-medical gem that many people read in junior high and find well worth another reading in college. It is funny, sentimental, and serious, and can serve as the starting place for any number of broad disc...

Tech Article Essay Example | Topics and Well Written Essays - 250 words - 2

Tech Article - Essay Example This technology is really unique because the software can recognize only the user’s voice, even if there are some background noises. Although some mobile phones have such functions such as voice commands, being able to dictate notes is a novel idea that provides a lot of convenience. People can take down notes even while driving, which usually happens. The technology is already being used by medical encoders because it makes the work much efficient and prevents repetitive stress injury on their hand/wrist. This technology has potential applications in various settings. In schools, ESL learners can become aware of their pronunciation by using this technology. They can dictate their notes and see if the computer can properly recognize the word. In BPO services, writers can use this technology, which can prevent them from developing musculoskeletal disorders in their wrist or forearm. Scientists or researchers can use this to dictate observations and have them printed immediately . Indeed, speech to text applications would definitely be used in many ways by different industries, whether for scientific, operations, or entertainment in the coming years. References Misel, Eli. "Android Apps: Speech to Text."Â  Find Health, Education, Science & Technology Articles, Reviews, How-To and Tech Tips At Bright Hub - Apply To Be A Writer Today!. BrightHUb, 13 Sept. 2010. Web. 29 Mar. 2011.

Report on British Airways Case Study Example | Topics and Well Written Essays - 2000 words

Report on British Airways - Case Study Example The oneworld members work on bilateral basis. They have code sharing and marketing alliances (BA fact book 2007). They sell tickets of one another offering more destinations to their passengers. The group eventually grew to eight members and 23 affiliates by 2001, and collectively served more than 200 million passengers in 133 countries with 566 destinations. Besides, BA has two fully owned subsidiaries also. These are BA Cityflyer which flies from London city airport to all destinations in Europe and Openskies flies to Europe and New York BA is a public company with 43,501 employees and an employee growth of 12.9% annually. The sales in financial year ending in March 2007 was $16,663.0M with annual increase of 12.5% and net income was $596.5M showing a growth of 131.7%. Martin F. Broughton is currently the chairman and Willie Walsh is the chief executive. The finances of BA are managed by Air Cargo Services. (answers.com; britishairways.com ). BA, though made a public Limited Company in 1985 but its stocks were retained by the government till these could be offered to the public. The opposition to privatization was opposed on the grounds of its huge debts and also by British Caledonian stating BA too large to compete with. 1. The ability to carry out expansion plans successfully received a blow when chaos occurred at Heathrow terminal 5 opening. Hundreds of flights were cancelled and thousands of bags lost. The staff was not trained to handle the new baggage handling system and software too did not work well. Later Willie tried to compensate somewhat for the debacle by surrendering his bonus. Nevertheless, it exposed the shortcomings of the expansion plan or may be the haste. Though, there was an apology from Willie Walsh, BA passengers are not going to forget or forgive the debacle for quite sometime (Webster 2008). 1. Staff survey in 1992, rated BA as poor employer despite the HRM initiatives. The staff stated that BA attracts, retains and develops committed employees (Hofpl 1992; Lundy & Cowling 1996 as cited in McCourt & Eldridge 2003: 37). 2. In mid-1997 BA faced a damaging strike due to its attempt to impose new payscales without negotiations with the employees (Walich, 1997 as cited in McCourt & Eldridge 2003). 3. Recently, in 2007 nearly 4500 ground staff refused to accept the pension plan and went on strike. They stated disparity between ground staff and cabin crew options. (Guardian 2007). 4. The environmental issues are also getting bigger everyday with people vowing to cut down on air travel for environmental safety. There are campaigns by Greenpeace and other organisations that aviation companies are not considering enough for environmental protection. BA is likely to lose more on this ground than other UK airlines (Timesonline 2008). The environmental and noise pollution issues raised protests on expansion plans of Heathrow airport to increase its passenger capacity. The chairman replied to Greenpeace that upgradation is good for environment since the queuing up of planes would be reduced and so the climate change gas emission (BBC News Channel, 2007). The organisation constantly undergoes reorganisation and resizing to be flexible and adaptive to changing customer and the staff has to mould. To help staff adapt itself to change, the