An OME Welcome to the Institute

An OME Welcome to the Institute On June 14th, I began my journey to MIT. I packed all my clothes, memorabilia, and snacks for college away in my mom’s Kia Rio as the dynamic duo set off on a cross-country road-trip. I was leaving that early because I was selected as one of the seventy members of Interphase EDGE that is run through MIT’s Office of Minority Education (OME). That being said, as some people see it, I signed up for a preview of hell to replace my last carefree summer in Cape Coma. After a week of I-95 mayhem, I walked into Maseeh Hall, where I awkwardly approached the wrong desk to check-in. I had a cartful of crap spilling over the sides, that I was desperately trying to keep from crashing down. Long story short, stuff did come crashing down… right in the lobby, making the scene I had so dreaded. It was the picture perfect start to ease my wave of nerves and angst, for what was to come. Coming into MIT, I never really considered myself introverted. I always found myself leading conversations. However, when I arrived here, I was almost mute. As a matter of fact, one of the communications sections during Interphase EDGE made my elusive appearance into a fictional superhero of sorts because half of the people didn’t even know I was part of the cohort. The next day, my roommate Uriel, and some others came up to me saying I had to prove my existence. Over time, I came out of my shell. I started talking more, creeping in and out of the lounges in a way that was considered “eerie” by Sam, took on a “summer father” role to Fidelia, and really started to acquire some amazing friends that I see on the daily. I say all that because I know a lot of people here are like me in that sense. It is intimidating coming into this place not knowing anyone. What is great is you can bring yourself into this place socially at your own pace. I can’t begin to tell you how many ti mes I called my mom in the beginning saying, “well y’know, I mean, I kinda talked to people,” and now, calling and describing the spontaneous soccer games that my friends and I played, or trips to Boston Burger Company I went on (which is amazing by the way). Anyway, the program itself is a two-year academic excellence program that the Office of Minority Education (OME) runs. The largest, and most intensive, portion is during the summer before your first semester at MIT. Contrary to what one may believe from the name, the office itself is open to everyone. They truly make you feel welcome. I come from a single-parent household as a first generation college student, but there are people in the cohort from just about every social class and of every race or ethnicity. It is a unique mix that ended up being a big family in the end with an abundant sense of unity. During the summer portion, the OME simulates a semester at MIT. You take Chemistry, Physics, Math, Communications, and even a P.E. class. I took Tsegball, and I have no regrets. It is an awesome combination of ultimate frisbee, basketball, and probably some other sports that culminate into that interesting fast-paced game. You complete the dreaded problem sets, attend class with interesting professors, take the beloved swim test, and have time to explore Boston. There even is mandatory fun! I know it sounds weird, but take my word for it, you will extremely appreciate it. It is so easy to get caught up in the world of academics that you can forget that your body needs and deserves that break to relax. What really made Interphase EDGE such a valuable experience to me can be summed up by the word opportunity. Although the classes get you mentally prepared, the problem sets get you thinking in a collaborative manner, and the exams humble you to accept that you can always improve, the largest takeaway I got out of the program are relationships with my peers and pathways that will last long into the future. My closest friends at the moment are Uriel, my roommate, and Pedro, who lived down the hall. The UROP I started was with an interesting research scientist that taught my Chemistry 3 section, and my inspiration for applying to be a blogger came through seeing the difference that sharing one’s stories and life experiences can have on everyone involved. We had a talent show, BBQs, even a song written by one of our own, Tema, and opportunities to meet with some amazing companies like Microsoft all for FREE. What the OME has done for me to prepare for my first week here as I write this on the day-of-classes-starting eve, is such a blessing. All that being said, I could not think of a better way of introducing myself than by highlighting the amazing experience that began at MIT even before my first class. I am going into tomorrow with a sense of comfortability and excitement in part from the great the staff of DiOnetta, Somiya, Lilen, Isabel, and Greg at the OME, and I hope that next summer you can be part of the next cohort! Well, that was much longer than I intended my first blog post to be. I better try to sleep now. It is 10:30, and I am making a new school year’s resolution to get eight hours of sleep. Cheers to the school year! Post Tagged #Interphase EDGE #Maseeh Hall #MIT OME (Office of Minority Education) #PE #Tsegball

Reading Definition and Examples

Reading is the process of extracting meaning from a written or printed text. Etymology:Â  From the Old English, reading, advice Readings Classic British and American EssaysGraham Greenes Lost ChildhoodOn Reading for Amusement, by Henry FieldingOf Studies, by Francis BaconOn Studies, by Samuel JohnsonReaders and Writers, by Edward Bulwer-LyttonReading QuizzesRemedial Reading, by Richard RodriguezScrapbook of Styles The Art of Reading [W]e can roughly define what we mean by the art of reading as follows: the process whereby a mind, with nothing to operate on but the symbols of the readable matter, and with no help from outside, elevates itself by the power of its own operations. The mind passes from understanding less to understanding more. The skilled operations that cause this to happen are the various acts that constitute the art of reading. . . .We have shown that activity is the essence of good reading, and that the more active reading is, the better it is.(Mortimer Adler and Charles Van Doren, How to Read a Book. Simon and Schuster, 1972) The P2R Reading System:Preview, Read Actively, Review You can get more out of the time you spend reading your textbook by using an easy, three-step approach.The P2R reading/study system is designed for textbooks that are from easy to average level in difficulty. . . . First, preview the entire chapter. Next, read actively by highlighting or taking notes as you read. Finally, review using an active strategy such as reciting, answering review questions, or writing questions in the margin.(Dianna L. Van Blerkom, Orientation to College Learning, 6th ed. Wadsworth Cengage, 2010) Strategies for Active Reading Annotation is a strategy for active reading wherein you write the key information (such as major points, definitions, and examples) in the margins of your text. You are looking for and marking all the information you will need to remember from each chapter. Because it gives you a purpose, youll find that annotation helps you concentrate while reading, and it actually helps you learn from the text.(Sherrie Nist-Olejnik and Jodi Patrick Holschuh, College Rules!: How to Study, Survive, and Succeed in College, 3rd ed. Ten Speed Press, 2011)Think as well as read, and when you read. Yield not your minds to the passive impressions which others may make upon them. Hear what they have to say; but examine it, weigh it, and judge for yourselves. This will enable you to make a right use of books--to use them as helpers, not as guides to your understanding; as counselors, not as dictators of what you are to think and believe.(Tryon Edwards)The more we read, the more we are able to read. . . . Eve ry time a reader meets a new word, something new is likely to be learned about the identification and meaning of words. Every time a new text is read, something new is likely to be learned about reading different kinds of text. Learning to read is not a process of building up a repertoire of specific skills, which make all kinds of reading possible. Instead, experience increases the ability to read different kinds of text.(Frank Smith, Understanding Reading: A Psycholinguistic Analysis of Reading and Learning. Lawrence Erlbaum, 2004) Reading in the U.S. According to the 2012 survey conducted by the National Endowment for the Arts, only 54.6% of American adults read a book of any type outside of work or school. Out of those 128 million Americans, 62% read both fiction and non-fiction with only 21% reading just non-fiction.(Sarah Galo, Mark Zuckerberg Declares 2015 the Year of Books With Online Reading Club. The Guardian, January 7, 2015) The Reading Revolution Reading has a history. It was not always and everywhere the same. . . . Rolf Engelsing has argued that a reading revolution (Ledrevolution) took place at the end of the 18th century. From the Middle Ages until sometime after 1750, according to Engelsing, men read intensively. They had only a few books--the Bible, an almanac, a devotional work or two--and they read them over and over again, usually aloud and in groups, so that a narrow range of traditional literature became deeply impressed on their consciousness. By 1800 men were reading extensively. They read all kinds of material, especially periodicals and newspapers, and read it only once, then raced on to the next item. (Robert Darnton, The Kiss of Lamourette: Reflections in Cultural History. W.W. Norton, 1990) Coleridge on Four Kinds of Readers There are four kinds of readers. The first is like the hour-glass; and their reading being as the sand, it runs in and runs out, and leaves not a vestige behind. A second is like the sponge, which imbibes everything, and returns it in nearly the same state, only a little dirtier. A third is like a jelly-bag, allowing all that is pure to pass away, and retaining only the refuse and dregs. And the fourth is like the slaves in the diamond mines of Golconda, who, casting aside all that is worthless, retain only pure gems.(Samuel Taylor Coleridge) Books in the House What influences how far a child will advance in her education? The parents level of education would seem like a strong indicator, but it turns out theres an even more concrete one, says LiveScience.com: the number of books in the home. A recent study by University of Nevada sociologists analyzed 20 years of data on 73,000 people in 27 countries, including the U.S. It found that a child born into a family of average income and education but with 500 books in the house would, on average attain 12 years of education--three years more than an equivalent child with no books at home. The more books are present, the greater the educational benefit. Even a little bit goes a long way, says study author Maria Evans. The presence of books, in fact, was twice as important to childrens progress in school as the fathers level of education. You get a lot of bang for your book, Evan says. (The Case for Books. The Week, June 11, 2010)For many people, as a number of studies show, reading is a genuinel y tactile experience--how a book feels and looks has a material impact on how we feel about reading. This isn’t necessarily Luddism or nostalgia. The truth is that the book is an exceptionally good piece of technology--easy to read, portable, durable, and inexpensive. Unlike the phase-change move toward digital that we saw in music, the transition to e-books is going to be slow; coexistence is more likely than conquest. The book isn’t obsolete.(James Surowiecki, E-Book vs. P-Book. The New Yorker, July 29, 2013) Notes and Quotes on Reading Reading is a means of thinking with another persons mind; it forces you to stretch your own.(Charles Scribner, Jr.)Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know that he doth not.(Francis Bacon, Of Studies, 1625)I believe that reading, in its original essence, is that fruitful miracle of a communication in the midst of solitude.(Marcel Proust) Reading as a Vice The great thing is to be always reading but never to get bored--treat it not like work, more as a vice!(C.S. Lewiss advice to his students, quoted by Alastair Fowler in C.S. Lewis: Supervisor. The Yale Review, October 2003)Reading is sometimes an ingenious device for avoiding thought.(Sir Arthur Helps, Friends in Council, 1847)Some people read too much: the bibliobuli . . . who are constantly drunk on books, as other men are drunk on whisky or religion.(H.L. Mencken, Notebooks)Nora Ephron on ReadingWhen I pass a bookshelf, I like to pick out a book from it and thumb through it. When I see a newspaper on the couch, I like to sit down with it. When the mail arrives, I like to rip it open. Reading is one of the main things I do. Reading is everything. Reading makes me feel Ive accomplished something, learned something, become a better person. Reading makes me smarter. Reading gives me something to talk about later on. Reading is the unbelievably healthy way my attention deficit disorder medicates itself. Reading is escape, and the opposite of escape; its a way to make contact with reality after a day of making things up, and its a way of making contact with someone elses imagination after a day thats all too real. Reading is grist. Reading is bliss.(Nora Ephron, Blind as a Bat. I Feel Bad About My Neck: And Other Thoughts On Being a Woman. Alfred A. Knopf, 2006)

Study On The Mergers And Acquisitions Of Icici Finance Essay - Free Essay Example

Sample details Pages: 7 Words: 2115 Downloads: 4 Date added: 2017/06/26 Category Finance Essay Type Research paper Did you like this example? Mergers and acquisitions have become the most frequently used methods of growth for companies in the twenty first century. They present a company with a potentially larger market share and open it up to a more diversified market. A merger is considered to be successful, if it increases the acquiring firms value; most mergers have actually been known to benefit both competition and consumers by allowing firms to operate more efficiently. Don’t waste time! Our writers will create an original "Study On The Mergers And Acquisitions Of Icici Finance Essay" essay for you Create order However, it has to be noted that some mergers and acquisitions have the capacity to decrease competition in various ways. The merger between ICICI bank and Bank of Madura presented ICICI Bank with the opportunity to expand its perspective through having access to retail banking markets and clientele in the regions where its previous exposure had been virtually inexistent. The merger gave the firm that extra growth and competitive edge that it was looking for to compete with HDFC Bank, SBI and other rivals. Research has shown that due to increasing advances in technology and banking processes, which make transactions, among other aspects of business, more effective and efficient, mergers and acquisitions have become more frequent today than ever before. INTRODUCTION: ICICI is one of the leading private sector banks in India, which combines financial strength with a reputation for innovation and a universal culture that embraces change.ICICI, a huge presence on the Indian financial scene, has an element of enormity in all that it does from ambition to projections and achievements. Ranked as the number one Bank India several times, this institution appears virtually unstoppable, but can it, in fact, fall prey to weakness? ICICIs impressive rise over the last couple decades cannot be denied, but now as the brand starts to over extend with a dizzying array of products and services Bank of Madura was established in 1943 by Karumuttu Thiagarajan Chettiar. It acquired Chettinad Mercantile Bank (est. 1933) and Illanji Bank (est. 1904) in the 1960s. Bank of Madura was a Chettiar bank with a large customer base of 2 million plus customers and a network of more than 280 branches and 40+ ATMs centres spread across about 100 cities in India. The bank merged with ICICI Bank Limited Announcing the decisions of the two boards, ICICI Banks managing director and CEO H N Sinor and the Bank of Maduras chairman Dr K M Thiagarajan told a joint press conference in Chennai that once the merger was compelete the combined entity would be the largest private sector bank in the country in terms of assets which they said was estimated to be Rs 16,000 crore. (Verma, 2010) LITERATURE REVIEW: CHANGE MANAGEMENT: It is an organized approach to trade with change, both from view of an organization and on in the individual level. As in an organization changes transform by the leader Jamie Dimon for the reputation and profitability of an organization. CHANGE MODELS: Lewins change model is dividing three parts: https://www.lmcuk.com/outputImage.php?imageName=%2FuserFiles%2F2_Management%20Tools%2Fbusiness-culture-Lerwins-3-step-model.jpgwidth=563height=mode=1ÂÂ ¬_fixed= Source: https://www.lmcuk.com/management-tool/lewins-3-stage-model Unfreezing: The first stage in Lewins change model in which group members become dissatisfied with the status quo. Change : The second stage in Lewins change model in which group members alter their patterns of behaviour. Refreezing: The final stage in Lewins change model in which group members institutionalize the new patterns of behaviour into a new status quo. LEADERSHIP: Directing coordinating the works of group members (Fiedler, 1997) The process of influencing an organized group toward accomplishing its goals (Behling, 1984) The Chairman of Bank of Madura, Dr. K. M. Thiagarajan understood cultural and financial advantage breaks concerning ICICI ABNK AND MADURA. He considered that in future it will become very difficult for smaller banks to compete, he told presspersons here that the decision to merge Bank of Madura with ICICI Bankwas taken after a lot of thought. You have to take a long-term view, he said. In a competitive environment where margins were under pressure this could prove difficult, he felt. Alternatively, these banks could raise fresh capital. The kind of premium that could be demanded depended largely on the share value. Unfortunately, markets and investors, rightly or wrongly in my opinion wrongly put all banks into one basket, he rued. ISSUES: I ICICI Bank, the trigger for this deal may have had its origin in the unfavourable market reaction to its proposed merger plan with its parent ICICI. It needed to grow after all size helps gain entry into big ticket lending. Small may be beautiful, but big is powerful, as a banking expert put it. (2) Get it, get it big, get niche or get out is the simple survival formula for Indian banks here on. The impending merger of ICICI Bank and Bank of Madura holds out that lesson. Ever since the ground-breaking merger of HDFC Bank and Times Bank in November 19 99, all new private banks had begun the mating dance. (3) The ICICI Bank-Bank of Madura merger is that it is a mix of the old and new. They may not have the matching fit in terms of non-unionised, automated environment, with skilled and lean staff, that characterised the HDFC Bank-Times Bank merger. (Narayanan, 2010) CONSEQUENCES OF MERGER: 1 The bank was looking at a branch network of 350-400, which would have taken at least five years to achieve. The merger would provide this network immediately and would enable them spread their network to 16 States. 2-Moreover, to get an additional 1.2 million customers, which is BoMs client base now, it would have required a minimum of two years. Thus, the merger enables ICICI to have an aggregate of 2.7 million customer base and a combined asset base of Rs.16,000 crore, cross selling opportunities for assets and other products, and good cash management services. 3-BoM is strong in south India states and ICICI is very strong in Central and North Indian states, which would give a complacent advantage to both the banks. 4-The book value of ICICI Bank share is Rs.60 and that of BoM is Rs.233. The EPS of ICICI Bank is Rs.7 while that of BoM is Rs.44, and the last dividend paid by the former was 15 per cent while that by the latter was 55 per cent. Thus the merger is consider ed to be EPS accretive for ICICI Bank shareholders by 23 per cent, from Rs.7.10 per share annualised to Rs.8.70 per share annualised, based on September 2000 figures. THE MERGER: The indication is varied as to whether mergers increase companys performance. As times, companies make forecasts for development, increased competence, and greater profits. Though, more habitually before not, those estimates prove to be over overstated, and this also leads to dissatisfactions on the side of investors, shareholders and the management complex in the merger. MERGER WITH BANK OF MADURA: ICICI BANK AND BANK OF MADURA. This merger (ICICI Bank-BoM) brings together two entities that have grown in different environments. ICICI follows Banks 2000 software, which is totally different from that of BoMs ISBS software package. Though the size of ICICI Bank is almost thrice that of BoMs in terms of deposits, the number of employees in ICICI is around 1400 compared to 2500 employees in BoM. With the manual interpretations and procedures and the lack of awareness of the technology utilisation in BoM, there would be many hindrances in the merged entity. Hence to eradicate a ll such problems, a core group from both the banks has been constituted to help in the integration. Besides, ICICI also plans to set up sub-groups to look into areas such as IT, audit and HR. ICICI Bank, after having been scouting for long time to acquire a private sector bank, had held talks with Global Trust Bank and Centurion Bank and has finally merged with Bank of Madura at a swap ratio of 2:1 i.e., two shares of ICICI Bank for each share of BoM. The deal has created one of the biggest entities in the private sector with the merged entity having total assets of Rs.16, 000 crore as on September 2000. The share exchange ratio was worked out by Deloitte, Haskins and Sells, which acted as independent valuers to the transaction. DSP Merrill Lynch Ltd had acted as advisors to BoM while Kotak Mahindra Capital Company advised ICICI Bank on the merger process. (Babu, march 2001) The proposed merger of ICICI Bank and Bank of Madura lead to sustained market interest in the two stocks in the short-term. BoM closed at Rs.131.60 on the BSE, up from Rs 121.90 and ICICI Bank closed at Rs.169.85, up from Rs.151.40 on Dec 11, 2000. On Dec 15, 2000, BoM closed at Rs.166 on BSE and ICICI Bank ended at 157 despite the steep fall of the markets. CHANGE AFTER MERGER: The merger concerning ICICI bank and Bank of Madura accessible ICICI bank with the chance to increase its perspective over providing the firm with admission to retail banking markets and custom in the areas where its previous contact had been almost inexistent. The merger gave the firm that additional growing and inexpensive advantage that it was looking for to contest with Citigroup and other competitors. Investigation has shown that due to cumulative advances in technology and banking procedures, which type transactions, among other features of business, extra effective and well-organized, mergers and successes have become more recurring. (Nilesh, 2009) CHANGE AGENT: Change agent human ability or company body of things to gating a higher degree of outcome. Start with the finish in mind, the aim of a change agent is really to make changes. Result of change agent work is to allow people to do more, or search a new and good perspective on life. K V Kamath as change agent When K V kamath came back from ADB (Asian Development bank) in 1996,working there for 8 enriching years. Kamath, have seen the changes occurring in the financial sector abroad, wanted ICICI to become a one-stop shop for financial services. But there were basic problems in the organization like ignorance in the organization about the lending practices in the new sectors like infrastructure, problem of atrophy ( which was deep rooted in the organization), lack of motivation to grow and improve customer services and adapt to new technology( use of internet, atm for fast services). (Alias-i, 2010) RESISTANCE TO CHANGE: ICICI had to face change resistance once again in December 2 000, when ICICI Bank was merged with Bank of Madura . Though ICICI Bank was nearly three times the size of BoM, its staff strength was only 1,400 as against BoMs 2,500. Half of BoMs personnel were clerks and around 350 were subordinate staff. There were large differences in profiles, grades, designations and salaries of personnel in the two entities. It was also reported that there was uneasiness among the staff of BoM as they felt that ICICI would push up the productivity per employee, to match the levels of ICICI . BoM employees feared that their positions would come in for a closer scrutiny. They were not sure whether the rural branches would continue or not as ICICIs business was largely urban-oriented. The apprehensions of the BoM employees seemed to be justified as the working culture at ICICI and BoM were quite different and the emphasis of the respective management was also different. While BoM management concentrated on the overall profitability of the Bank, ICICI man agement turned all its departments into individual profit centers and bonus for employees was given on the performance of individual profit center rather than profits of whole organization. (Anon., 2002) CONCLUSION: In the twenties century mergers and acquisitions are the most recurrently used methods of growth for companies. They present a company with a hypothetically larger market part and exposed it up to a more differentiated market. A merger is considered to be fruitful, uncertainty it growths the acquiring firms value. The evidence is diverse as to whether mergers improve companys performance. As times, companies make predictions for growth, increased efficiency, and greater profits. (Kottler, 2009). Most mergers have really been known to advantage both struggle and customers by letting companies to operate more professionally. As was also presented, the United Nations World Investment Report 2000 proposes that the unique increase in cross-border mergers and acquisitions is mainly due to an increase in the globalization of markets he process of mergers and acquisitions fair for both the consumers and firms in the market several controls. As a case in point icici and bank of Madura is a perfect example of how a smart strategic move can make significant improvements to a companys performance. (still active CEOs, 2007). After the acquisition, as we have already established the merger within icici bank and bank of madura is, the latter companys market share, revenues, and net income all rose to impressive highs, marking the initial success of the acquisition.

Zeus and Poseidon Free Essays

Zeus and Poseidon In Greek mythology, there are many gods. All the gods rule a certain thing. One of the main gods are Hades, Poseidon, and Zeus. We will write a custom essay sample on Zeus and Poseidon or any similar topic only for you Order Now These gods are very alike and yet very different. When comparing and contrasting Zeus and Poseidon based on powers, place of rule, and marriages, it is clear that Zeus is the better choice. While both gods are very strong, Zeus is superior in power. Zeus is the god of the gods and thunder. Poseidon is the god of the sea and earthquakes. This makes both gods very powerful, Earthquakes make plenty of damage but thunder is much more destructive. Thunder can commence a fire that lasts for days. An earthquake lasts for a while. Zeus is clearly superior power wise. Comparing and contrasting place of rule Zeus also triumphs over Poseidon. Poseidon’s place of rule is the sea; Zeus’s place of rule is the heavens. The heavens and the sea are both beautiful places. Poseidon has his beautiful creatures underwater. But Zeus lives on Mount Olympus which is gods’ most wonderful place. Zeus feasts on ambrosia and nectar everyday. While comparing and contrasting Zeus and Poseidon’s marriage, Poseidon is the clear winner. Zeus is married to Hera and Poseidon is married to Amphitrite. Zeus was married six times, and he had numerous affairs with goddesses and mortal women. Poseidon, much like Zeus, also had many affairs but unlike Hera, Amphitrite was not jealous. In fact, the myths don’t indicate that Amphitrite took much notice of her husband’s love affairs. Poseidon triumphs over Zeus in marriage because Poseidon seemed to be more loyal to his wife. These two very powerful gods have numerous similarities and differences. Yet one is triumphant over the other in two of three categories. Zeus is triumphant in power and place of rule. Poseidon is superior when it comes to marriages. This shows that when comparing and contrasting Zeus and Poseidon derived from power, place of rule, and marriages Zeus is the finest god. How to cite Zeus and Poseidon, Papers

Ergonomics and human factors free essay sample

Human factors and ergonomics focuses on designing the world to better accommodate people. As a unique scientific discipline, human factors and ergonomics systematically applies the knowledge of human abilities and limitations to the design of systems with the goal of optimizing the interaction between people and other system elements to enhance safety, performance, and satisfaction. Human factors are relevant anywhere people work with systems, whether they are ocial or technical in nature. The breadth of these sociotechnical systems include situations and circumstances where people interact with other system elements including: Artifacts (e. g. , tools, machines, products, software, etc. ) Tasks Environments Teams Organizations Legal (e. g. , regulations, enforcement, etc. ) and political To learn more about each of these elements, the interested reader should consult the writings of Carayon (2006), Carayon and Smith (2000), Karwowski (2000), Moray (2000), and Wilson (2000). Within the last 100 years, a broad spectrum of industries ave benefitted by deliberately focusing on how people interact with systems. We will write a custom essay sample on Ergonomics and human factors or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These industries include: Aerospace Automotive Computer Consumer products Construction Defense Forestry Healthcare Manufacturing Mining Nuclear Petroleum Telecommunications Textile The gamut of work human factors and ergonomics practitioners perform is great and has been discussed in greater detail by Karwowski (2005; 2006) and Salvendy (2006). A Brief History of HF and E Born of necessity and collaboration In the United States, the discipline of human factors and ergonomics, is generally onsidered to have originated during World War II (Wickens Hollands, 2000), although advances that contributed to its formation can be traced to the turn of the 20th century. Prior to World War II, the focus was designing the human to fit the machine (i. e. , trial and error), instead of designing machines to fit the human (p. 3). This can be found in Frederick Taylors work studying selection, training, workrest schedules, and time motion studies of industrial workers (Taylor, 1911), and through the extension of his time motions studies, by Frank and Lillian Gilbreth Gilbreth, 1914; Gilbreth Gilbreth, 1917). Many of the human factors and ergonomic advances originated out of military necessity. With the start of World War l, the first conflict to employ the newly invented airplane in combat, the need arose for methods to rapidly select and train qualified pilots. This prompted the development of aviation psychology and the beginning of to Meister (1999), the impetus for developing the discipline wasnt met due to a lack of critical mass of technology and personnel as there was in World War II (p. 149). The time between World War I and World War II saw a reduction in research, lthough some achievements were made. Aeromedical research continued to see advances in laboratories built at Brooks Air Force Base in Texas and Wright Field in Ohio. These laboratories performed studies that focused on further identifying the characteristics of successful pilots, and determining what effects environmental stressors had on flight performance. Also, the basics of anthropometry (the study of human body measurements) were applied to the design of airplanes in this time period. In the private sector, automobile driving behavioral research was also conducted (Forbes, 1939). The outbreak of World War II, and the two inherent needs it generated, formed the catalyst for developing the human factors and ergonomics discipline. First, the need to mobilize and employ vast numbers of men and women made it impractical to select individuals for specific Jobs. Thus, the focus shifted to designing for peoples capabilities, while minimizing the negative consequences of their limitations. Second, World War II witnessed the tipping point where the technological advances had finally outpaced the ability of people to adapt and compensate to poor designs. This was most evident in airplane crashes by highly- trained pilots due to problems with control confgurations (Fitts Jones, 1947a) and instrument displays (Fitts Jones, 1947b). Also, enemy contacts were missed by motivated radar operators (Wickens Hollands, 2000). Experimental psychologists were retained to study these issues by adapting laboratory techniques to solve applied problems. Consequently, the discipline of human factors and ergonomics was born, even if the people (e. g. , Paul Fitts, Alphonse Chapanis, Arnold Small, etc. ) involved didnt realize it at the time (Meister, 1999). The two decades following the end of World War II saw the continuation of military- sponsored research, driven in large part, by the Cold War. Military research laboratories established during the war were expanded and additional ones were developed by the Army (Human Engineering Benchmark Research Safety, Inc. Practical solutions for complex problems Copyright 2008 3 Laboratory), the Air Force (Air Force Personnel and Training Research Center), and the Navvy (Naval Electronics Laboratory). Universities also established laboratories, with the assistance of government funding, including ones at the University of Illinois Aviation Psychology Laboratory) in 1946, and Ohio State University (Laboratory of Aviation Psychology) in 1949.

Experiments with Metals and Ions of Metals free essay sample

Metals react with non-metals but each to a different extent. The most reactive metals are alkali metals (group1A, where group is a vertical column in the periodic table), which include lithium, sodium, potassium, rubidium, cesium and francium. All these metals have one electron in the valence electrons shell; this electron can be removed relatively easily, which means that this electron has a very small ionization energy. If we look closely at the elements of this group, we can see that they are not reactive to the same extent. This is because electrons have a negative charge and they are attracted o the nucleus, which has a positive charge. Valence shell electrons are responsible for the reactivity of an element; as the distance between valence electrons and the nucleus increases, the attractive force decreases and so the energy needed to separate the valence electron from an atom (ionization energy) decreases. So we can say that as the size of a metal atom increases, its ionization energy decreases and its reactivity increases (the most reactive alkali metal is francium and the least reactive one is lithium). We will write a custom essay sample on Experiments with Metals and Ions of Metals or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page An example of the reactivity of alkali metal is their reaction with water. For example: Na (s) + 2H20 †+ 2Na+(aq) + 20H -(aq) + H2 (g) + heat We can identify this reaction by the following 2- 3- 4- H2 gas emerges Disappearance of metals Heat produced The appearance of hydroxide ions (OH-(aq)) makes the solution basic, which can be identified by using phenolphthalein as the indicator. We can compare between the metals by the rate of production of H2(g) as well as by the heat produced from this reaction. Alkaline earth elements (group IA) are active metals but less than alkali metals. Since calcium is larger than the magnesium atom, its ionization energy is smaller than that of magnesium. Thus, calcium is more reactive than magnesium. The other metals as aluminum, zinc, iron, lead and copper do not react with water, so we cant use water to distinguish between their reactivity. HCl(aq) is used to put them in order according to their reactivity. We can put the most common metal in a series according to their reactivity (from the most to the least reactive one). Potassium, sodium, lithium, calcium, magnesium, aluminum, zinc, iron, lead, copper, silver . When a metal in the upper part of the reactivity series reacts with aqueous solution of other metal ions lower in the series, the more reactive metal eactive metal transfers its electrons to the less reactive metal. According to this reactivity series, we can predict what will happen when a piece of zinc metal is put in CuS04 (aq) soluti on or in MgS04 (aq) solution. Since Zn is more reactive than Cu, when we put Zn in CuS04(aq), a reaction will occur as follows: Zn (s) + Cu2+(aq) + S042- (aq) †+ Zn2+(aq) + S042- (aq) + Cu (s) However, Since Zn is less reactive than Mg, if we put Zn in MgS04(aq) there will be no reaction at all: Zn (s) + Mg2+(aq) + S042- (aq) †+ No reaction. Materials: 10 mL Cu2+(aq) solution 0. 5M 10 mL Ag+(aq) solution 0. M 10 mL Mg2+(aq) solution 0. 5M 10 mL Zn2+(aq) saturated solution Pieces of the metals: Mg(s), Zn(s), Ag(s), Cu(s) lcm x lcm each. Equipments: 16 test tubs Emery cloth Tweezers Experimental procedure In the current laboratory session you will explore some of the characteristics of certain elements. You will start by comparing the reactivity of Zn, Mg, Cu and Ag metals by their ability to release electrons. a. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube using a tweezers. b. Fill each of the test tubes with about 2 cm of the Cu2+(aq) solution. . Watch what happens and write down your observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in each test tube, and if so, write a balanced chemical reaction. zn cu2+(aq) : Mg in Cu2+(aq) : cu cu2+(aq) : Ag in Cu2+(aq) : c. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube. d. Fill each of the test tubes with about 2 cm of the Mg2+(aq) solution. 2. Watch what happens and write down you observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in the test tube, and if so, write a Mg in Mg2+(aq) : Cu in Mg2+(aq) : Ag in Mg2+(aq) : Zn in Mg2+(aq) : e. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them Fill each of the test tubes with about 2 cm of the Zn2+(aq) solution. 3. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Zn2+(aq) : Mg in Zn2+(aq) : cu zn2+(aq) : Ag in Zn2+(aq) : g. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them h. Fill each of the test tubes with about 2 cm of the Ag+(aq) solution. 4. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Ag+(aq) : . 6. Cu in Ag+(aq) : Ag in Ag+(aq) : Sum your observations in the following table (color, precipitance, other changes): List the metals in order of their ability to release electrons. Receive an unknown solution from your teacher and determine what is the metal ion in the solution 7. Describe the tests you did in order to find the unknown ion in the solution and write what it was. Reactions of chlorine, bromine and iodine with aluminium In this demonstration experiment, aluminium reacts with each of three halogens, chlorine, bromine and iodine. Spectacular exothermic redox reactions occur, ccompanied by flames and coloured smoke, forming the solid aluminium halides: 2Al + 3X2 -+ 2AlX3 (X = Cl, and l) Read our standard health safety guidance Lesson organisation This is a class demonstration that shows the spectacular reactivity of three non- metals from Group 7 with a metal. These experiments must be done in a fume cupboard as both the reactants and products are hazardous. Teachers attempting this demonstration for the first time are strongly advised to do a trial run before doing it in front of a class. Each experiment should take about 5 minutes. Apparatus and chemicals Eye protection Thick chemically-resistant gloves such as marigold industrial blue nitrile Access to a fume cupboard The teacher will require: Mortar and pestle Heat resistant mat, 30 x 30 cm Watch glasses, about 10 cm diameter, 2 Reduction tube (see note 1) Test-tubes, 3 Test-tube rack Teat pipette Filter paper Spatula or wooden splint Bosses, clamps and stands Chemicals for one demonstration: Aluminium foil, a few cm2 Aluminium powder (Highly flammable, Contact with water may liberate hydrogen), 0. 3 g Liquid bromine (Corrosive, Very toxic), 1 cm3 (see note 2) Solid iodine (Harmful), 2 g Silver nitrate solution, about 0. 1 mol dm3 (Low hazard but stains skin and clothing at this concentration), about 10 cm3 A little deionised water in a washbottle chlorate(l) solution (14% (w/v) available chlorine) (Corrosive), about 100cm3 Hydrochloric acid, 5 mol dm-3 (Corrosive), about 50 cm3 Technical notes Aluminium powder (Highly flammable, Contact with water may liberate hydrogen) Refer to CLEAPSS Hazcard 1 Liquid bromine (Corrosive, Very toxic) Refer to CLEAPSS Hazcard 15A, SRA04 The aluminium/bromine reaction Solid iodine (Harmful) Refer to CLEAPSS Hazcard 54A Silver nitrate solution (Low hazard at concentration used) Refer to CLEAPSS Hazcard 87 and Recipe card 58 Chlorine (Toxic, Irritant) Refer to CLEAPSS Hazcard 22A and Recipe card 26 Sodium chlorate(l) solution (Corrosive) Refer to CLEAPSS Hazcard 89 Hydrochloric acid (Corrosive) Refer to CLEAPSS Hazcard 47A and Recipe card 31 1 The reduction tube should be fitted with a one-holed rubber stopper fitted with short length of glass tubing and attached to the chlorine generator. Alternatively an 8-10 cm length of wide bore glass tubing with a stopper fitted with a short length of glass ubing at each end could be used see diagram. Wear suitable protective gloves (thick, chemically resistant) when handling liquid bromine. Have 500 cm3 of 1 mol dm-3 solution of sodium thiosulfate available to treat any spillages on the skin. Procedure HEALTH SAFETY: Wear eye protection and gloves Reaction of A1 + C12 a Set up the chlorine generator in a fume cupboard. Make sure it is securely clamped. b Loo sely crumple a piece of aluminium foil (10 x 5 cm) so that it will Just fit inside the reduction tube and push it into the tube. Attach the tube to the generator ith a short length of rubber tubing and clamp it in position at the end nearest to the generator, so that the aluminium foil can easily be heated using a Bunsen burner see diagram. c Generate a gentle stream of chlorine by dripping the hydrochloric acid slowly on to the sodium chlorate(l) solution, and allow it to pass over the aluminium. When the green colour of the chlorine gas fills the reduction tube, start heating the aluminium foil with a Bunsen burner at the end nearest to the chlorine supply. Once the aluminium is hot, a bright glow will suddenly appear where it starts to react with chlorine. Remove the heat. The bright glow should spread along the aluminium. If not, heat again, and increase the flow of chlorine gas. A lot of white smoke aluminium chloride is produced, some of it condensing as a white powder on the walls of the reduction tube and the rest streaming out of the hole in the end of the tube. When the reaction is over, stop the chlorine supply and remove the heat. e When the reduction tube has cooled down, disconnect it and, still in the fume cupboard, scrape a little of the white powder into a test-tube. Add a little deionised/ distilled water to the solid to dissolve it. Care: the reaction between anhydrous aluminium chloride and water can be quite vigorous an audible hiss can often be heard see Teaching Notes. f Test a drop of the solution with Universal indicator paper. It is strongly acidic. Test the remainder with a little silver nitrate solution. A white precipitate forms, showing the presence of chloride ions. Reaction of A1 + Br2 a Tear or cut some aluminium foil into several small pieces about 2 x 2 mm in size. fume cupboard. Sprinkle a few pieces of aluminium foil on to the surface of the bromine. Within a minute there are flashes of flame and a white smoke of aluminium romide is formed, together the orange vapour of bromine. Carefully hold another watchglass over the reaction to condense some of the smoke on to its surface as a solid. b Wash any aluminium bromide collected in this way off the watchglass into a test-tube using a little deionised water (Care: see Teaching Notes below). Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a cream precipitate of silver bromide is formed. Reaction of A1 + 12 a Weigh out 2 gof iodine, which should be dry, and grind it to a powder in a fume cupboard, using a mortar and pestle. Place the powdered iodine on a filter paper on a dry heat resistant mat and add 0. 3 g of aluminium powder to it. Mix the two solids together in the fume cupboard using a wooden splint do not grind them together. When they are thoroughly mixed, pour the mixture into a heap on the heat resistant mat or in a metal tray, such as a tin lid, positioned in the middle of the fume cupboard. b To start the reaction, use a teat pipette to place a few drops of water on the mixture. After a time lag, the water begins to steam and clouds of purple iodine vapour are given off, indicating that an exothermic reaction has started. After a few more seconds sparks are given off and the mixture bursts into flame. When the reaction subsides, a white residue of aluminium iodide remains. Scrape a little of this into a test-tube (Care: see Teaching Notes below), add some deionised water and filter if necessary. Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a yellow precipitate indicates the presence of iodide ions. Teaching notes These reactions make quite spectacular demonstrations in themselves, the bromine + aluminium reaction even more so in a partly darkened room. Classroom management n semi-darkness (Practical Physics advice) The demonstrations can be used to show the reaction between reactive non-metallic elements and a fairly reactive metal to form compounds, or as part of the study of the reactions of the Group 7 elements. Here the apparent order of reactivity is not that predicted from their position in the Group (that is chlorine †+ bromine †+ iodine). This is because of the different physical states of the three halogens, and the different surface area of the aluminium as a powder or foil. This can be used to make an important point about fair comparisons of reactivity. These reactions also serve to show that aluminium is in fact a more reactive metal than it appears in everyday use. The protective oxide layer of aluminium has to be penetrated by the halogens before the reactions can start, hence the delays, and the need for water to assist the two solid elements getting into contact, in the case of aluminium and iodine. The clouds of iodine vapour released when aluminium and iodine react can stain the inside of a fume cupboard. Teachers may prefer to demonstrate this reaction outdoors, if possible. The anhydrous aluminium halides are vigorously hydrolysed (sometimes violently if freshly prepared nd hot, as here) by water, giving off fumes of a hydrogen halide and a forming an acidic solution of the aluminium salt. To dispose of the solid residues, allow them to cool completely before adding in small amounts to 1 mol dm-3 sodium carbonate solution in a fume cupboard. Wait until the reaction has subsided before adding Allotropes of sulfur Sulfur is heated slowly and steadily from room temperature, so that all the changes in colour and consistency as it melts and eventually reaches boiling point, can be observed. A fresh sample of sulfur is heated to Just above the melting point, then llowed to cool and crystallise slowly as monoclinic sulfur. A further sample is heated to boiling point, and the liquid rapidly chilled in cold water to form plastic sulfur. A separate sample of sulfur is dissolved in a warm solvent, and the solution allowed to cool and evaporate, leaving crystals of rhombic sulfur. All the observed changes in properties can be related to the different molecular structures of the three solid forms of sulfur, and to the changes in structure as the temperature of liquid sulfur is gradually raised. Read our standard health safety guidance This practical is described here as a demonstration. However, some teachers may wish to consider whether certain parts could be used as class practicals with appropriately skilful and reliable classes. A demonstration, without any accompanying discussion about the possible reasons for the changes in properties in terms of structure, would take up to 45 minutes. However, to derive maximum benefit from the experiment, more time needs to be allowed for such discussion. Apparatus and chemicals Heat resistant gloves Access to a fume cupboard Flexicam or similar camera, digital microscope, digital projector and screen or other ethod of projecting images of small crystals to the class (as available). Boiling tubes, 4 (see note 4) Test-tube holders, 2 Stands and clamps, 2 Conical flask, 250 cm3 Cork, to fit conical flask Beaker (250 cm3), 2 Beaker, 1 dm3 (see note 5) Thermometer, O 250 oc Petri dishes or watchglasses, 4 (or more) Bunsen burner, tripod and gauze Electric hotplates, 2 (optional, if available) Heat resistant mats, 2 Filter paper, about 18 20 cm diameter Spatula Paper clips Damp cloth (to extinguish small sulfur fires) Dimethylbenzene (xylene), (Harmful), 100 cm3 (see note 2) Cooking oil (Low Hazard), 700 cm3 (see note 3) Dimethylbenzene (xylene) (Harmful) Refer to CLEAPSS Hazcard 46 Sulfur (Low hazard) Refer to CLEAPSS Hazcard 96A Cooking oil (Low hazard) 1 The sulfur used must be roll sulfur, crushed toa powder. To crush the rolls of sulfur, place in a strong plastic bag on a hard surface. Use a hammer or a vice to break up the roll sulfur into small pieces, then crush to a powder in a mortar and pestle. Flowers of sulfur is not suitable because it contains a lot of insoluble amorphous sulfur. During the experiments sulfur may catch fire, releasing sulfur dioxide (Toxic refer to CLEAPSS Hazcard 97), which may cause breathing difficulties o some students. If this happens, extinguish quickly by placing a damp cloth over the mouth of the test-tube. If the combustion cannot be extinguished quickly, the test-tube should be placed in fume cupboard, and the fan left running. 2 Although other hydrocarbon solvents, such as methylbenzene, can be used to dissolve sulfur and form monoclinic sulfur, dimethylbenzene (xylene) is the least hazardous. 3 If suitable cooking oil is not available, other clear, high-boiling oils may be used, e. g. paraffin oil (Refer to CLEAPSS Hazcard 45B). 4 These are large (1 50 x 25 mm) test- ubes, and should be clean and dry. The test-tubes in which sulfur has been heated can be difficult to clean for general use. It may be worth keeping a set of such tubes from year-to-year for this experiment. 5 The large beaker containing the cooking oil functions as an oil-bath for heating the sulfur slowly and uniformly, while allowing students to see clearly what is happening to the sulfur. Other containers may be preferred for the oil-bath, provided the visibility is maintained, for example by use of a webcam and digital projector. Procedure HEALTH SAFETY: Wear eye protection. Before the demonstration: a Pre-heat the oil-bath to about 130 oc, and maintain this temperature. b Clamp one of the sulfur-containing tubes in the oil bath, so that the sulfur is below the level of the oil in the bath. c Half fill the 250 cm3 beaker with cold water. d In the fume cupboard, put about 10 g of powdered roll sulfur into the conical flask and add about 100 cm3 of dimethylbenzene. e Prepare filter paper cone held together by a paper clip and supported in a beaker, as shown below: The demonstration: a Two-thirds fill two test-tubes with powdered roll sulfur (about 20 g in each tube) nd place in the oil bath. The sulfur will melt to a transparent, amber, mobile liquid in about 15 minutes. b Remove one tube from the oil-bath and pour the molten sulfur into the filter paper cone. Allow the sulfur to cool slowly and solidify, forming a crust. c Break the crust with a spatula and, handling the filter paper cone with heat resistant gloves, tilt it so that any remaining liquid flows out of the cone of solidifying sulfur on to a piece of scrap paper or card (for disposal). Needle-shaped crystals of monoclinic sulfur will be seen inside the hollow cone.

The Truth About Lying General Statements English Literature Essay Essays

The Truth About Lying General Statements English Literature Essay Essays The Truth About Lying General Statements English Literature Essay Paper The Truth About Lying General Statements English Literature Essay Paper Willy is ever lying to his household about his success in his occupation, but in the terminal he can non command himself and he bursts out stating the truth. He begins by stating Linda, Oh, I ll strike hard em dead following hebdomad. I ll travel to Hartford. I m really good liked in Hartford. You know, the problem is, Linda, people do nt look to take me. I know it when I walk in. They seem to laugh at me. ( Miller, 36 ) He finishes with stating Linda how fat and foolish he looks. Explanation 1: Lies are ever pretermiting one s true abilities which tears one down to a point where one can non command his or her emotions when the truth seems to face them frequently. Initially lies stand in forepart of one to protect them from experiencing ashamed of the truth and in the terminal that favour injuries one so profoundly that they want to decease. Example 2: In Death of a Salesman , Willy explodes at Linda by stating, There s nil the affair with him ( Biff ) . He s got spirit, personality Loaded with it. Loaded! What is he stealing? He s giving it back, is nt he? What did I state him? I neer in my life told him anything but nice things. ( Miller, 40-41 ) Explanation 2: Once one begins to conceal the truth from him or herself, he or she begins to believe that, that prevarication has become their world and starts to go aggressive. As a consequence, lies cause one to go emotionally weak ; therefore one can non command his or her emotions. As shown in this state of affairs Willy becomes angry and makes Linda call and does non recognize that he is harming Biffs life by learning him non so nice things. Reasoning Sentence: Lies emotionally stress out each and every person to a certain extent that can harm one s life because for every minute one stands by these lies the prevaricator becomes weaker and weaker to support themselves against person. Topic Sentence: Furthermore, lies cause one to miss communicating accomplishments and lose their connexions with people around them. Example 1: Mr. Miller clearly shows this in his drama, mentioned before, when Willy asks Howard for a new arrangement at his occupation utilizing prevarications. Willy demandingly provinces, I averaged a hundred and 70 dollars a hebdomad in the twelvemonth of 1928! ( Miller, 82 ) Howard replies impatiently, You ll hold to pardon me, Willy, I got ta see some people. ( Miller, 82 ) Explanation 1: Lies make one become a individual that will non take no for an reply. While implementing their prevarications upon everyone they meet, persons lack the ability to pass on with one another professionally because they sound ill-mannered and objectionable. This causes people to believe twice before they talk to this individual. Example 2: This is besides demonstrated in the drama Death of a Salesman when Biff says, How the snake pit did I of all time get the thought I was a salesman at that place? I even believed myself that I d been a salesman for him! And so he gave me one expression and -I realized what a pathetic prevarications my whole life has been! ( Miller, 104 ) Explanation 2: Liing contributes to the failure to pass on with person because one can non warrant why one needs something because one realizes his or her life is a prevarication and feels ashamed of anticipating a batch more out of their prevarications. Reasoning Sentence: As said before, lying merely means injury to each person ; it causes one to lose all their contacts from the past and hereafter. Restated Thesis: Lies are harmful words that destroy one from within their organic structure to outside their organic structure. Claims: 1. The trust between persons or groups is broken. 2. Lies cause one to go sensitive and sometimes forceful. 3. Liing besides causes communicating with one another to lessening. General Statement: One must understand prevarications are non reality, but are instead what take one to their day of reckoning. *Ms. Weisman I did non cognize if for the thesis we were suppose to include the rubric of the drama so I merely included it in general statements because I was taught non to from old English classes* Work Cited Miller, Arthur. Death of a Salesman. New York: Penguin Books, 1976.