All nations should help support the development of a global university designed to engage students in the process of solving the world's most persistent social problems

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A country is made by the people who live in it. So we can compare a country with a human being, a person. If a persons success, accolades and possessions represent the economic nature of a country, his emotions, his principles, his dogmas and his senses would represent the social nature of the country. While, the accolades and possessions can be retrieved and changed periodically, the emotional structure is hard to change. The emotional structure of a person is precursor to his success. The same principle applies to the country. This makes a global university specializing in process of solving the worlds most persistent social problems a sheer necessity. Again, need of a Global university is reinforced by the fact that no man can live on an island of his own. No country can be isolated and exist on its own without affecting the other countries. The effects of the social problems to the other countries albeit indirect could turn out to be catastrophic over a period of time, eg. look at the problems of terrorism raising hackles across the globe.

Let us first understand the role and the characteristics of a global university.

A global university as i infer shall do the following...

Understand the present social problems with the country

Write my Essay on All nations should help support the development of a global university designed to engage students in the process of solving the world's most persistent social problems

Step by step evaluate each and every problem and understand their impact on the overall social fabric

Understand how these problems directly or indirectly affect the social structure of other countries

Work out individual solutions for each of these problems.

Study the impact of the transition phase.

Roles and the contribution of the other countries in the overall process.

The impact on the other countries

However there are certain crucial issues, which need to be thrown light on...

The place of functioning of the university Such a university needs coherence not only in its fundamental principles but also in its method of education. The students of this university would gear themselves in solving the most grave and intriguing problems of our era. A slight negligence in the method and perception of education would lead to a lot of chaos.

The extent of participation of the countries for making the university What should be the strength participants representing the countries. Too much concentration of participants from a particular country may lead to bias and even nepotism. The extent of participation also would determine the extent of funds these countries should raise in order to sustain the university.

The nature and type of students The maturity level and the capability of understanding cannot be compromised when the outcome is of such grave nature.

No solution is a panacea. There would be a lot of infrastructural bottlenecks, like the faculty and the funds, however the most grave hurdle would be

Acceptance of such a university by the countries A lot of countries might feel that these universities are poking their nose in the personal problems of the country. A lot of countries might not want to over expose themselves and hence might not want to participate. These disparities in acceptance might lead to incomplete cure and might also lead to a deadly relapse.

To conclude, there is a need for such a university, which would aim at improving the social fabric. Such an university would help us build a better world with help of mutual coherence of ideas.

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Compare and contrast Carol Ann Duffy's 'In Mrs Tilschers class' to Seamus Heaneys 'Death of a naturalist'

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Elizabeth Roberts 1CDH

Mrs James

"Compare and contrast 'Death of a naturalist' and 'In Mrs Tilscher's class"

Both poems are extremely similar, in that they are centred around the ideas of the transition from childhood to the adult world. There are most definitely more similarities than differences.

Custom Essays on Compare and contrast Carol Ann Duffy's 'In Mrs Tilschers class' to Seamus Heaneys 'Death of a naturalist'

'Death of a naturalist' contains more references to nature than 'In Mrs Tilscher's class'. 'In Mrs Tilscher's class' seems to focus more on classroom life rather than life within nature.

Carol Ann Duffy has very cleverly deployed as many senses as possible to create the warm and comfortable atmosphere of the poem

"The scent of a pencil slowly, carefully shaved" and " The chalky pyramids rubbed into dust". I really like 'In Mrs Tilscher's class', it is a poem that I feel relates to everyone in some way or another, it also helps me to reflect on my primary school years.

A major similarity to comment on would be how the tone of both poems changes dramatically. It is when Heaney and Duffy realise life wasn't what it once appeared to be. It is interesting that both poets have decided to use tadpoles as a representation for the change; "The inky tadpoles changed from commas into exclamation marks" and "The fattening dots burst into nimble swimming tadpoles". The loss of innocence and growing is represented through the development of the tadpole. The use of the tadpole is quite a sexual one, as the shape it takes is extremely similar to that of sperm. This relates hugely to adolescence and puberty, mainly because children become more aware of reproduction and how the sperm swims towards the ovaries after ejaculation.

Duffy's poem opens with a rich and varied experience;

"You could travel up the blue Nile" The use of 'you' in a general sense suggests that this is the sort of primary school experience that most people have. The mood of this poem is extremely happy to begin with, this is portrayed in the line "This was better than home". The children clearly thought very highly of their teacher, this is emphasised by the line "Mrs Tilscher loved you". Duffy creates a very inviting image of the classroom by describing "Enthralling books" and saying "The classroom glowed like a sweet shop". These images create a clear sense of security.

The mention on 'Brady and Hindly' in the middle of the idyllic atmosphere of the classroom tells us that unpleasantness cannot be kept away from children. They occur here as a premonition of the disturbance that sexual awareness will cause;

"Brady and Hindly faded, like the faint, uneasy smudge of a mistake". In this particular line they are diminished by the use of alliteration on the 'f's' of 'faded' and 'faint'.

The first stanza of 'Death of a naturalist' contains many references to nature; "Dragon flies, spotted butterflies" and "The warm thick slobber of frogspawn". This is a way of looking back at his childhood with admiration, but there is an element of nostalgia. The happy atmosphere in the first stanza changes the tone; when the illusion of nature though the eyes of a child are shattered. Heaney organises his poem in two sections, corresponding to the change in the boy. By showing that this change is linked with education and learning, Heaney is concerned with the inevitability of the progression from innocence to experience, concerning the transformation from the unquestioning child to the reflective adult.

The images of decay, "festered", "rotted", "sweltered" and "the punishing sun do not seem to trouble Heaney in the first section, although they do prepare us for the second section and loss of innocence; he takes delight in the sensuousness of the natural world. The onomatopoeic "slobber" conveys the boy's relish for the tangible world around him. We can later see how he looks at the world by the words "clotted" and "jellied"; to Heaney, the frogspawn is like cream and jam, something to be touched and enjoyed.

The second two stanzas of 'In Mrs Tilscher's class' show discomfort and disturbance to the norm of school and life in general. The discomfort is represented through the image of developing tadpoles and later emphasised when the child discovers how children are created from the 'rough boy'

"A rough boy told you how you were born"

The use of words such as 'kicked', 'stared' and 'appalled' also emphasise the loss of innocence. It is interesting to compare the cosy classroom to a sweetshop; " The classroom glowed like a sweetshop". This line creates a huge feeling of security, as children adore sweets and a sweet shop is a familiar place for them. The line also creates a very colourful picture and is a very descriptive way of writing about the environment.

The way in which 'In Mrs Tilscher's class' evolves happens very subtly. The poem begins with very warm, inviting images such as; "The laugh of the bell swung", "Mrs Tilscher loved you" and "Enthralling books" and the images at the end of the poem in comparison to the start are hot and very uncomfortable;

"Feverish July", "The air tasted of electricity" and "heavy, sexy sky". It seems that the sense of something about to happen permeates everything. The handing out of reports signals the end of the primary school period and completes part of the rite of passage into young adulthood. At the end we see the idyllic days with Mrs Tilscher. They are a complete contrast to the world outside the school gates, where;

"…The sky split open into a thunderstorm."

That metaphorical storm has been gathering since July. The "sky splitting open" suggests that knowledge and adulthood are a shock "you" are no longer protected by kind Mrs Tilscher "you" are opened to the 'thunderstorm' of adulthood.

In section two of 'Death of a naturalist' everything changes. This change is marked by differences in tone, diction, imagery, movement and sound. The world is now a threatening place, full of ugliness and menace. However, it is not so much the world has changed; it is Heaney's perception of it. There is still a strong emphasis on decay and putrefaction, but now it is not balanced by images suggesting the profusion of life. The sounds are not longer delicate, but are 'coarse', 'bass' and 'farting'. The "warm thick slobber of frogspawn" has become "the great slime kings", and the further transformation is suggested by the threatening image of the frog as "mud grenades".

The poem 'Death of a naturalist' recreates and examines the moment of the child's confrontation that life is not always what it seems. The experience transforms the boy's perception of the world. No longer is it a place for unquestioning sensuous delight. It is a changing world of uncertainty. The success of the poem derives from the effective way Heaney builds up a totally convincing account of a childhood experience that deals with the excitement, pain and confusion of growing up.

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THE IMPORTANCE OF HUMAN RESOURCE MANAGEMENT IN THE PRIVATE SECTOR

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This paper will seek to evaluate the role of Human Resource Management (HRM) in the private sector.

We shall look at various attempts to define the concept and examine the evolution of HRM over the years, from its early welfare orientated days, where the approach was traditionally one of control, moving on to what is now seen as a more strategic role in organisations. (Jarrar & Zairi 00, p66).

We shall identify the aims and objectives of private sector organisations and examine the role HRM plays in helping to achieve these goals. We shall also consider the various models of HR and look at people practices within the sector from an employee's point of view.

When the phrase Human Resource Management (HRM) is mentioned, it is difficult to imagine that just over ten years ago it was rarely used (at least outside the USA). However, despite the fact that hardly a week goes by without another book or journal being published on the subject, it still remains highly controversial. Many writers have put forward definitions of HRM, but it still means many things to many people. It is therefore difficult to evaluate the importance of HRM.

Keenoy (1) compares HRM with a hologram "As with a hologram, HRM changes its appearance as we move around its image. Each shift of stance reveals another facet, a darker depth, a different contour. As a fluid entity of apparently multiple identities and forms, it is not surprising that every time we look at it, it is slightly different. This is why, conceptually, HRMism appears to be a moving target, and why, empirically, it has no fixed (fixable) forms."

Although it can be argued that HRM has become the dominant approach to people management, it has to be remembered that it has not 'come out of nowhere'.

Greater attention began to be paid to human relations as far back as the 10s. A turning point came with the famous Hawthorne Experiments at the Western Electric Company in America from 14-1. Elton Mayo's work suggested that the morale of employees and productivity were determined by the way they were treated by supervisors. If they had an input into how work was carried out, they were more likely to be motivated and more productive. Although they have been the subject of some criticism, the experiments did mark a significant step forward in the field of human relations.

Models of HRM have been increasingly appearing since 184, providing analytical tools from which to understand the development of human resource strategy. Two of the most influential models have been the Harvard Model (Beer et al 184) and Guest's Model (18).

Significantly, a consistent theme has prevailed for 0 years which is, that the most successful organisations make the most effective use of their people their human resources. The emergence of HRM can also be attributed to changes in the structure and intensity of international competition.

According to Cakar and Bititci (001), the 180s were all about automation, but the 10s have been about people, which is evident by the development of Total Quality Management concepts which focus on delegation, involvement and self managed work teams.

The European Business Excellence Model, together with other developments such as Investor in People in the UK, highlights the importance of people in organisations. If human resources are regarded as key assets, then HRM will have a significant impact on the performance of the business.

The term Human Resource Management is considered by many to be just an elevation of Personnel Management. For example Storey (000) considers that HRM arose when confidence had been lost in more traditional approaches to people management because of levels and types of competition.

It appears that HRM has shed its old 'personnel' image. Unfortunately, however, not all managers fully appreciate or fully understand the value of it. It has been discovered through research that HRM has a positive impact on organisation effectiveness and "small businesses in particular report that finding and keeping good workers is the biggest problem they face." (Daft 000, p4).

In today's changing environment, jobs are no longer secure and it is more important than ever for employees to be self-motivated and to continually acquire new skills. The focus is now on employability rather than a job for life. This would suggest that HRM does indeed have an important role to play in organisations.

Organisations are traditionally split into two specific categories public and private sectors.

According to Mullins (00), private sector organisations are, as the name suggests, owned by private individuals or shareholders. They can vary in size from a one-man sole trader operation through small medium enterprises to huge undertakings such as British Petroleum or ICI.

As the main objective of private sector organisations is to make profit for its owners, how relevant would the role of human resources be in achieving this?

It is often said that the most important asset of a business is its people and therefore the goals and objectives of the organisation cannot be achieved without them.

Foulkes (186) wrote that most human resource management (HRM) models assert that people are valued assets with the emphasis on commitment, adaptability and the employee as a potential source of competitive advantage. He argued that with this in mind HRM must be included in the overall strategy of an organisation.

As mentioned earlier the private sector contains organisations of varying sizes, from those with very few employees to those with thousands. With this in mind, along with financial differences, it is fair to say that the size of the human resources role will also differ.

Torrington and Hall (18) suggests a number of models in which they attempt to summarise the degree of integration of HR and overall organisational strategies.

These are illustrated in the diagram below.

Torrington and Hall p7)

They start with the separation model that suggests no relationship at all. This may be the situation in smaller organisations with few employees and/or little interest in human resources.

The next model, the fit model, suggests the beginning of a relationship. The organisation is beginning to realise the importance of employees in the overall plan.

The dialogue model moves forward with the notion for interaction.

The interlocking circles of the holistic model represent a close relationship between HR and organisational strategy which recognises that people are a key element.

Finally, the HR driven model puts HR strategy as being most important, thereby making HR the driving force of organisational strategy rather than simply a means of implementing it.

Despite these arguments there are various factors that will undoubtedly have a bearing on the level of involvement, if any, that HR will play in organisational strategy.

Torrington and Hall (18) identified these as the level of regard for the HR function at the very top level; the culture of the organisation in terms of people; and the environment in which the organisation operates.

They argued that it was more likely that HR would be involved in organisational strategy if the most senior HR person was a member of the senior management team at board level. Various pieces of research carried out over the past ten years or so in the private sector by the likes of the Institute of Personnel Management (1) and Brewster & Smith (10) identified an increasing trend in this area.

The culture of the organisation towards its employees will clearly impact on the level of HR involvement. If the organisation has a Taylorist, scientific management based view that the workforce is simply a resource to be used in the same way as, for example, raw materials, then it is unlikely that HR will play a significant role in the overall strategy.

Conversely if people are seen as an investment, then the opposite is likely to prove true. Buller (188) found that there was a significant relationship between organisational philosophy and the level of integration of HR in the overall strategy.

In his research Buller also found that the operating environment played a significant part. The more an organisation was required to evolve and change the more likely it was that HR was to be involved in strategy, because of the need to find new ways of operating. The opposite was true of the organisation operating in a more stable and predictable environment where constant change was not needed.

Given that it has been identified that the main purpose of private sector organisations is to make money, it is fair to say that this will also determine the level of HR involvement.

Storey (187) wrote that line managers are slaves to financial budgets and therefore their actions depended entirely on financial considerations.

Armstrong (10) built on this, suggesting that if that was indeed the case, then the delivery of HRM would suffer because line managers focus on, and are dominated by, short term financial targets and, therefore, this will not encourage a strategic approach to human resources.

This was echoed by Blyton & Turnbull (1). They suggested that HRM only becomes important to organisations as a means to achieve business goals in the short term because of the financial aspect. Given this, when times become hard, the soft aims of HR will tend to be sacrificed for control of short-term costs such as labour.

Caudron (00) reports that one of the biggest private sector companies, BP, has taken the step of outsourcing all of its transactional or administrative type activities including payroll and recruitment. The organisation has reaped benefits in terms of standardisation of processes, accuracy and efficiency. Unfortunately its HR staffing levels have been cut by some 67%. However the argument is that by ridding itself of these routine tasks, the remaining HR professionals can focus on strategic matters that can and will affect the bottom line-profits.

Having considered various theoretical and organisational views, it is important to get the views of employees on the HR practices of their employers.

The Sunday Times compiled its annual list of The 100 Best Companies to Work For in 00 in the UK. This consisted of a survey of employees numbering some 47,000 across 01 participating companies.

Eight key areas or factors were identified by the researchers as being important to the 'work experience' of employees. The views of both middle managers and 'shop-floor' employees were canvassed, and also included was an evaluation of the companies' policies and processes.

The eight key areas covered were how employees felt about the leadership shown by management at boardroom and senior level; the way they were managed on a day to day basis; the level of challenge in their jobs; stress, pressure and balance between work and home life; immediate colleagues; how much the employer gives back to local communities and society in general and how driven it is by profit; the company itself as opposed to work colleagues and, finally, their pay and benefits.

The results of the survey indicated that the five most important areas are giving back, belonging, well-being, leadership and personal growth. The top companies scored highly in each of these areas.

Microsoft came out as the best employer, displaying a caring attitude to its employees which, in turn, has led to almost slavish devotion from them. Clearly Microsoft embraces the notion that people are the most important asset of an organisation, and competitive advantage will result from treating them well and ensuring all of their needs are satisfied. It is interesting to note, however, that Microsoft does not in fact have a Human Resource Department, although it does have a division called 'great company' to engage staff, and another division linking 'people, profit and culture'.

After reading the Sunday Times list, Patricia Hewitt, Trade and Industry Secretary said, "Many factors contribute to a company's success. Too often, however, the people factor is overlooked. This list shows what can be achieved when companies invest in every aspect of staff development and organisation."

The UK government actively encourages good people practices through Investors in People (IiP). IiP was originally set up in 11 by the Department of Employment, to encourage the development of skills in the workplace, in order to increase the competitive position of the UK in world markets. The Standard is based on business strategy, and training which is aimed at the needs of the business. The rationale behind it is that "organisational success is dependent upon the effective development of human resources" (Mullins 00, p6). IiP is now regarded as one of the most successful quality awards ever introduced.

It may be useful at this point to consider the views of an HR professional regarding the role of HR in an organisation. Mr. William McAllister is the Human Resource Manager of William Wilson Holdings Ltd., based in Aberdeen. He is in charge of 546 staff.

He saw the role of HR as primarily contributing to profitability, that is, the main objective of a private sector organisation, as identified earlier. He felt this was to be accomplished by the careful recruitment and selection of talented staff, and the training and development of that staff, with a view to motivating them to remain with the company for its long-term benefit. This echoes the belief of Boxall (14) that "a firm achieves competitive advantage from building and defending resources that add unique value which can't readily be copied by others."

However, this ideal of training and developing staff seems to be contradicted by the fact that departmental managers are not permitted to carry out disciplinary procedures without express authority from Mr. McAllister. Storey (1) suggests that if HR is critical for business success then it is far too important to be left to operational personnel specialists. Line managers are crucial to the effective delivery of HRM policies.

Mr. McAllister added that an increasingly important aspect of his role was to keep senior management up to date with continual changes in employment legislation.

It is becoming clear that some organisations value their people more than others. Some may see their human resources as a cost while others consider them to be an investment. Perhaps this can be attributed to the culture of the organisation.

An organisation's culture can be considered to be a key factor in enhancing competitive performance through employee commitment and flexibility. Employees in a 'strong culture' know what is expected of them, whereas staff in a 'weak culture' may waste time trying to discover what is required of them. Employees can identify with a strong culture and take pride in their organisation.

Organisation culture can be described as the embodiment of shared values. It is a system of norms and unwritten rules that guide people in how they should act and interrelate with each other. It could be described as the company's 'personality' or, to put it very simply, 'the way we do things around here'. "Shared values and corporate cultures in organisations represent a big part of the mortar that bids together the bricks of a firm. They hold people together and give them a sense of belonging and purpose." (Anon 00).

The culture of an organisation will depend on the type of business being operated. For example, some companies encourage their managers to make their own decisions and often take risks but, on the other hand, some companies (such as insurance companies) encourage caution and conservative attitudes in employees, as they do not want risky decisions to be made.

If a company is operating within a 'person' culture, where the individual is the central focus and any structure exists to serve the individuals within it, then HRM is likely to be regarded as important.

It is clear that no one culture fits any organisation, but it is important that the culture is appropriate.

Although the culture of a business is built up over many years, it may be possible through HRM to change this by choosing the right people to cultivate the culture you want. This, however, requires focus, effort and in particular time.

In the above paper we have attempted to evaluate the role of HRM in the private sector.

We have concluded that the extent of HR involvement will depend on a number of factors including the level of regard for HR at the directorial level, the culture of the organisation, the environment in which it operates and arguably the most important factor, financial considerations.

It appears that some organisations are beginning to recognise that HR can play a vital role in their overall strategy, and indeed one of the biggest in the sector, BP, has contracted out all of its administrative activities which were previously carried out under the umbrella of human resources. This has left the HR professionals to focus on strategic issues which will affect the bottom line, which is after all, the main objective.

We looked at the employee perspective on HR by examining the Sunday Times Top 100 Companies in the UK to work for in 00. This study was based on the opinions of some 47,000 employees across 01 participating companies on a number of key areas of their people practices. The top performers looked on their staff as their most valuable asset and invested in their development.

On the other hand, it is likely that organisations which are smaller and less financially secure may see HR as less important.

Writers such as Armstrong (11) and Blyton and Turnbull (1) argued that HRM practices are important only as a means of achieving short-term business goals and will be sacrificed in hard times for control of operating costs.

All in all, it seems that different people see HR in different ways and perhaps Keenoy's description of HR as a hologram is particularly appropriate.

References

1. Anon [date unknown] Organisational structure and organisational culture HRM [online] Available from World Wide Web http//www.ehajak.cz/files/statnice/hrm01.rtf [Accessed 1 April 00]

. Armstrong, P (11) Limits and possibilities for Human Resource Management in an age of management accounting. Quoted In J Storey ed, New perspectives of Human Resource Management London Routledge

. Blyton, P and Turnbull, P (1) HRM - debates, dilemmas and contradictions. London Sage

4. Boxall, P, (14) Placing HR strategy at the heart of business success, in Personnel Management (14). volume 6, issue 7, pp [accessed 0.04.00 via Genius]

5. Buller, P F (188) Successful Partnerships HR and Strategic Planning at eight top firms. Quoted In Hall L and Torrington D, Human Resource Management Harlow Prentice Hall. 18, p0

6. Cakar, F and Bitici, U S (001) Human Resource Management as a Strategic Input to Manufacturing

7. Caudron, S (00) HR is dead long live HR Workforce, 8(Jan), pp6 0

8. Daft, Richard L (000) Management 5th Ed. Orlando The Dryden Press

. Hall, L and Torrington, D (18) Letting go or holding on evolution of operational personnel activities Human Resource Management Journal, 8, p.41

10. Jarrar, Y and Zairi, M (00) M., Employee empowerment A UK survey of trends and best practises, in Managerial Auditing Journal (00), volume 17, number 5, pp66 71 [accessed 0.04.00 via Genius Wirtsehaftsdatenbanken]

11. Keenoy, T (1) 'HRM as hologram a polemic Journal of Management Studies, 6(1), ppl1-

1. Mullins, Laurie J (00) Management and Organisational Behaviour. 6th Ed. Harlow Prentice Hall

1. Storey, J (187) Developments in the management of human resources an interim report Warwick papers in Industrial relations, no. 17 Coventry Warwick University

14. Storey, J (1) Developments in the Management of Human resources Oxford Blackwell

15. Storey, J (000) Human Resource Management A Critical Text Thomson Learning

16. Torrington, Derek and Hall Laura (18) Human Resource Management. 6th Ed. Harlow Prentice Hall

17. Interview Unpublished McAllister, William (00) Interview by Sandra MacLennan. William Wilson Holdings Ltd. Aberdeen, 8th April 00.

Bibliography

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7. Schwalbe, Gutzeit and Beger (00) Schwalbe, S. / Gutzeit, M. / Beger, A., Neue Technologien in der Personalplanung, in Personal (00). Issue 01/0, pp1 [accessed 0.04.00 via Genius Wirtschaftsdatenbanken]

8. Stavrou-Costea (00) Stavrou-Costea, E., The role of HRM in todays organisations. in Journal of European Industrial Training, volume 6, number 6, P6168 [accessed 0.04.00 via Genius Wirtschaftsdatenbanken]

. Torrington, Derek and Hall, Laura (18) Human Resource Management. 6th Ed. Harlow Prentice Hall

10. Wuethrich and Bagusat (00) Wuethrich, H. / Bagusat, O., Unique selling proposition eines erfolgreichen HRM - Renaissance des CI unter veraenderten Vorzeichen, in Zeitschrifi fuer Fuehrung + Organisation (00). issue /0, pp75 [accessed 0.04.00 via Genius]

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Philosophy of Education

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The ultimate goal of the educational system is to shape children to be good people of our society. The good person will have many traits and characteristics, most importantly, tolerance. A tolerant person is someone who respects and understands the diversity of our society. A good person will also have a broad base of knowledge to draw from. This will enable him/her to think critically and become a good problem solver. Having these characteristics will help them make respectable choices in life. Good communication skills will increase a person's chances of being successful in life.

There is not one single purpose of education. Instead there are many goals that educators must have in order to produce a successful and knowledgeable individual. First of all, it is very important that we provide an equal opportunity for everyone to receive an education. There must be equity in the classroom, but not every student should be educated in the same way. Some students have different needs, and it is up to the teacher to meet those needs in order for the student to be successful. Educators must foster creativity and challenge students to reach their highest potential. Another goal of education is to make sure that everyone receives the basic skills, and give them the ability to not just learn information, but to find it as well. Ultimately, it is the goal of education to inspire children to learn and to gain a love of learning.

Aside from basic subject matter it is extremely important for educators to teach character values such as respect, tolerance, patience and self-esteem. Educators need to teach their students how to be accountable for their actions, and encourage civic responsibility. Educators are also responsible for inspiring their children and building their self-esteem, because the school might be the only place that children will learn these values.

Before we can teach our students, educators must have an idea of what learning means. Learning is the process of acquiring knowledge for practical application, but it has many fundamentals. For example, learning can be attained by the process of questioning, exploring and discovering. Learning builds on prior knowledge which means that students can learn from their mistakes.

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Every teacher strives to be excellent in his or her profession. Excellent teaching has many aspects. The most important aspect of teaching is to know and respect each and every student. Being familiar with every student will make it easier to assess and adapt to students needs. It is also important to be a good role model, and serve as a positive example to the students. Providing hands-on, concrete activities will engage and encourage active participation by the students which will result in higher level thinking.

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Chemistry lab report about Heat of reaction

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Lab report Heat of Reaction

Introduction The purpose of the lab was to through experiments calculate the heat of reaction and heat of formation, and see if we got a realistic result according to facts.

We should see if Reaction 1 and equalled

We created reactions and then calculated their enthalpies.

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Work plan Substances Material

Material NaOH (s) Beakers, 00ml

NaCl (aq) 0.50 M Thermometer

HCl (aq) 0.5 M Balance

Deionised water

Work plan Since the lab was pretty time consuming we decided to

Method divide the lab into lessons, one practical, where we should do all the actual lab-work, and one theoretical, were we should do all the calculations and evaluate our result.

The laboratory part of the experiment takes place in steps, or reactions.

Reaction 1

We began by weighing a dry beaker. Then we filled it with 00ml-deionised water, and recorded the temperature of the fluid. After that was done we hydrated the water by adding .07 grams of NaOH (s). We mixed it thoroughly with the water, and as it reacted the temperature rose. We recorded the highest temperature. (See Calculations).

Reaction

We began in the same way as in reaction 1, by weighing the beaker, but instead of using deionised water we used 100 ml of 0.5 M HCl (aq), and recorded it¡¯s temperature. After that we added 0. grams of NaOH (s). The temperature rose and we recorded the highest temperature.

Reaction

We weighed the 00 ml beaker and added 50 ml of 0.50 M HCl (aq) to it, and recorded the temperature. After that we added 50 ml of 0.50 M NaOH (aq). The temperature rose, and we recorded the highest temperature.

Calculations Reaction 1 NaOH (s)¨¤Na+ (aq) + OH- (aq)

m (beaker) 18.81 g.

m (NaOH) .07 g. = 0.0506666 moles

V 00 ml of water.

c (beaker) 0. x 4.1 J/g

c (water) 4.1 J/g

T1 0.¡ã

T .7¡ã

¦¤T= T1 - T = 1.8¡ã

To find the enthalpy we have to use the equation

V x c (water) x ¦¤T, which equals the enthalpy in Joules.

I put in my values (see above) in the equation

V x c (water) x ¦¤T = 00 x 4.1 x 1.8 = 1508.4 J

This is only the heat taken up by the water. Of course the beaker will take up some heat too. To find this we have to use this equation

c (beaker) x m (beaker) x ¦¤T, this too, equals the enthalpy in joules.

I put in my values in the equation

(0. x 4.1) x 18.81 x 1.8 = 08.7004 J

To get the total heat of reaction I have to plus these values together like this

1508.4 + 08.7004 = 1717.1 J

Since this heat is released, the ¦¤H is negative. ¦¤H is in this case -1717.1 J.

Reaction

NaOH (s) + H+(aq) + Cl- (aq)¨¤ Na+(aq) + Cl- (aq) + HO

m (beaker) 17.70g.

m (NaOH) 0. g. = 0.0481065 moles.

V 100 ml of 0.5 M HCl (aq)

c (beaker) 0. x 4.1 J/g

c (HCl (aq)) 4.1 J/g

T1 0.¡ã

T 5.0¡ã

¦¤T= T1 - T = 4.1¡ã

To find the enthalpy for this reaction, I just do the same as I did in reaction 1.

Total equation

(V x c (HCl (aq)) x ¦¤T) + (c (beaker) x m (beaker) x ¦¤T)

I put in my values

(100 x 4.1 x 4.1) + (0.x4.1 x 17.70 x 4.1) = (1717.) +

(47.116516) = 11.0165 J

Just as in reaction 1, heat is released. ¦¤H is therefore negative. ¦¤H = - 11.0165 J

Reaction

Na+(aq) + OH- (aq) + H+ (aq) + Cl- (aq) ¨¤

Na+(aq)+Cl- (aq)+ HO

m (beaker) 141.04 g.

V (NaOH) 50 ml, 0.5 M

V (HCl) 50 ml, 0.5 M

V total 100 ml

c (beaker) 0.x4.1 J/g

c (NaOH+HCl) 4.1 J/g

T1 0.8

T .

¦¤T= T1 - T = .1¡ã

I do the same as in reaction 1 and .

Total equation

(V x c (NaOH+HCl) x ¦¤T) + (c (beaker) x m (beaker) x ¦¤T)

I put in my values

(100 x 4.1 x .1) + (0. x 4.1 x 141.04 x .1) = (18.) + (67.0751) = 1665.751 J

Just like reaction 1 and , does reaction release heat, and its ¦¤H is therefore negative. ¦¤H = - 1665.751 J

Calculating the heat of formation

The heat of formation is the heat of reaction divided by the number of moles we used, or the enthalpy change when one mole of a compound is formed from its element.

In reaction 1 we used 0.0506666 moles of NaOH

The heat of reaction in this experiment was -1717.1 J

To convert this into heat of formation we need to divide it by the number of moles of NaOH used, like this

-1717.1/0.0506666 = - 80.58 J = - .806 kJ

In reaction we used 0.0481065 moles of NaOH. Since we used the sodium hydroxide to neutralize the hydrochloric acid, it¡¯s not certain that this is the number of moles used in the reaction. We need to determine which substance is the limiting one. To do this I need to calculate the number of HCl moles in the hydrochloric acid.

n = c x v I put in my values

n = 0.5 x 0.1 = 0.05 moles

There is about 0.05 moles of each substance, but we have a little more of the hydrochloric acid, which means that NaOH is the limiting substance and the substance we should use for the calculation.

To calculate the heat of formation, I¡¯ll do the same as I did for the first reaction.

- 11.0165 / 0.0481065 = - 887.4554 J =

- 88.74554 kJ

In reaction the is the same number of moles of both of the substances.

n = c x v I put in my values for reaction

n = 0.50 x 0.05 = 0.05 moles

To get the heat of formation I divide the heat of reaction with the number of moles.

1665.751 / 0.05 = 666.1815 J = 66.61815 kJ

To get the equation which we were to use to check the correctness we had to reverse reaction number one and add it to number two so

¨C 1 =

To see if my answers are correct, I check them in this way

To get the total heat of formation you have to take reaction (- 87.6 kJ) minus reaction 1 (- . kJ) equals reaction , like this

¦¤H - ¦¤H1 = ¦¤H

- 88.74554 ¨C (- .8058) = - 54.818611 kJ

The answer should be equal to ¨C66.616 kJ. This means that we are about 1. kJ away from real answer.

Discussion I think our result is acceptable, but pretty far from accurate. I think that when perform a lab like this, there are many different sources of errors, which are hard to eliminate. Heat will always be lost to the surroundings for example. Something that I think we could maybe have done better job at recording the starting temperature. We just left the thermometer in for about one minute. Maybe we should have left it there longer and we might have gotten an even better result. But at least we used a digital one, instead of a normal one, that must have given us a better result. Other than that, I can¡¯t really think of anything we could have done wrong, or something that we could have done in a better way.

Could there be any errors in the calculations? The specific heat content of water is 4.1 J/g. We where supposed to use the same value for the hydrochloric acid, but is that really 100 % correct? It there a better value you could use to get a better result?

I don¡¯t think this is a really important lab, I don¡¯t think this is something that you do very often since heat of formation is so well documented in books. But the lab really helped me to understand the different between heat of reaction and heat of formation, and how to calculate these.

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Costs of Linux vs. Windows

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Costs of Linux vs. Windows

There is much debate currently among IT professionals as to whether Linux's total Cost of ownership (TCO) is lower than that of Windows or any other operating system. The debate is complicated by the wide variety of factors on which a comparison can be made. First, there are many flavors of Linux. Which distribution is being compared to what version of Windows can lead to widely varied answers. There is no simple preset formula for making the comparison.

For the home environment it would be simple to say that since Linux is available free, it must be cheaper that Windows. However, virtually every computer today comes equipped with a Windows operating system. Therefore one has to replace it with a Linux operating system. As described previously some machines are now available with just a Linux operating system. These will certainly be cheaper than a similarly equipped Windows based machine.

A second comparison can be made for someone considering upgrading their operating system from an older version of Windows such as Windows 5 or 8 to Windows XP.

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In this case a Windows XP upgrade costs about $100 where as a box version of Red Hat Linux 8.0 cost only $70 dollars. Many existing software programs that work under earlier versions of Windows will no longer function under Windows XP so the user is faced with buying new versions of this software. In this circumstance switching to Linux would be cost effective because there are certainly open source versions of virtually every program made for Windows. If the user switches to Linux and installs a program such as Wine, it is likely their existing Windows programs will continue to function.

For the home user, the decision to switch from Windows to Linux is a relatively minor cost consideration. However, for a small to medium size company with hundreds of desktop workstations, the cost consideration is a major issue. Again there is no simple comparison method and the calculation of a TCO is not trivial. For a commercial network comparison the calculation of TCO is very much affected by the functions Linux is performing, the number and type of servers, and the size of the network.

Most analysts do agree that the cost of acquiring the software is a minor element in the life cycle TCO of a Linux installation versus a Windows installation. Many analysts would agree that the following list represents most of the factors that should be evaluated.

1. Cost of acquisition of software or licensing fees - this cost can vary over time if there is an annual license fee or if upgrades must be purchased (such as from Windows NT to Windows 000 or XP)

. Cost of trained and qualified administrators it's probably easier to fine a Windows MCSE's than to fine an equivalently trained Linux administrator. Labor costs are a major component of life-cycle costs in TCO. This factor is used in other calculations as seen below.

. Processing Units required This is a complex factor to evaluate. This is heavily dependent on the type of network and traffic. One such study of web servers using Intel architecture concluded that a system running Red Hat Linux needed 7.4 servers per 100,000 hits as compared to Windows needing 7.6 servers per 100,000 hits5.

4. Processing Units per Administrator the ability of the operating system to support administration is an important element. Some evaluations have argued that the number of workstations and/or servers that can be handled by one administrator under Linux is much greater than under Windows5. Related to this factor are the mean expected system failures per hour of operation. Some have argued that Linux is more stable thus requiring less intervention per hour that an equivalent Window system.

In one such evaluation of the economic impact of a decision to replace a Local Area Network designed to serve a 500 student system at a University6, it was concluded that switching to Unix based workstations and servers would save over $1.6 million in initial start-up costs and an additional $1.4 million in maintenance and replacement cost over a five year period.

Companies are warming up to Linux for a good reason Linux offers them an alternative to the licensing fees and other drawbacks of proprietary software. However, many professionals caution against open-sources hidden costs of implementation arising from lack of qualified personnel to maintain and repair Linux installations. The ultimate cost of either choice, they say, may depend on the needs and resources of an individual business.

Please note that this sample paper on Costs of Linux vs. Windows is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Costs of Linux vs. Windows, we are here to assist you. Your cheap college papers on Costs of Linux vs. Windows will be written from scratch, so you do not have to worry about its originality.

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Persuasive Argument on Education

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Persuasive Argument on Education

Throughout the history of mankind, we have all some how been educated in many ways. Education is what all students, that are going to school, should be receiving. But unfortunately, some don't get the education they should be acquiring due to many reasons. My purpose on speaking to each and every one of you is to inform you on the many reasons why students aren't obtaining the education they should be getting.

One of the many reasons is schools being overcrowded. The states average class size is to 7 students depending on the grade level. But as we speak right now, there are classes well above the state average, classes reaching up to to 7 students. With schools being overcrowded, students do not get the attention they should receive and do poorly on report cards as a result to this. I think that more schools should be constructed or add more buildings to existing schools and by doing that be able to hire more teachers in order to reduce the size of students in a classroom.

Another reason why students aren't receiving the education they should be getting is due to teachers that lack-interest of the well being of students. From past experience, there is such thing. Teachers now a day just don't care as long as they are getting paid. They hand out the work that you are required to do and tell you when it is due. This is no way to learn anything in this country. Teachers should be hired because of their motivation towards teaching. Teachers should be able to motivate students to learn more than what they should already know. By this being done, students would enjoy going to school and drug-related problems and school killings might not occur.

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A third reason is the lack of school supplies/materials for the students and staff members. I personally have been in classes that I had to share a book with three people because there wasn't enough books for the whole class, which consisted about 6 students. In my current school, the students have to ask permission before printing anything, due to the lack of paper and ink for the printers, and if it is not school related, you are not allowed to print it out. I think that of school supplies/materials for the students and staff members should just be given to schools for either free or a lower price then what is paid for.

In conclusion, I think the money that is given, funded, and raised for schools should be spent wisely, not on things that are not necessary. I think that sport teams, clubs, and bands aren't really necessary. All the money spent on those things can be use for textbooks, paper, writing materials, and computers that actually work. I hope I have some how made you realize that schools today aren't what they really should be.

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