An Article on Facebook from the Times of India Essay

For once, I was ahead of the curve, and, having rarely been in this exalted place, I can tell you it feels good. The backlash against Facebook, the social networking site, has begun, with rumblings of discontent being heard from distant corners of the globe. Word is going round that it is time-wasting, trivial, and a pathetic substitute for meeting friends in person. This is precisely what I have been saying to my friends all along but they used to recoil in horror as though declining to open a Facebook account was like refusing to bathe. They muttered darkly about certain people being pig-headed. I was reated like a Luddite, vainly holding out against penicillin or the electric kettle. Every time i asked them what exactly was so wonderful about this site, they gave the same feeble answers. Oh, it’s a great way to keep in touch. You can post your photos on it. Through the links to other people’s pages, you can see what your ex-boyfriends or ex-husbands are up to. Well, according to me, this is a waste of time. I can barely keep in touch with the friends who really matter to me four to five at the most, at any given stage in my life much less maintain an online relationship with old college friends or colleagues from years ago. If one has never bothered to make contact with them in all these years, it’s because one has never needed or particularly wanted to. It means that they don’t matter hugely to me now. They did then, but now i’m in touch with another set of friends. My life is full enough with them. If one has a spare few hours, one would rather meet a friend over coffee or wine. That real-time, face-to-face conversation is contact, not exchanging trivia online. Why would i want to see a friend’s holiday snaps when i can barely summon up enough interest in my own to get them developed? Few things, bar waiting for milk to boil, are as boring as other people’s holiday pictures. Much as i love my friends in various parts of the world, i’m perfectly content with a ‘broad brush’ update. An occasional e-mail telling me they are fine, their teenage son hasn’t become a drug dealer and their dog’s arthritis is better is fine with me. Any more detail is redundant. I assume they are equally uninterested in the daily mundaneness of my life and that is exactly as it should be. Even assuming i wanted to sign up, i would never have the time. If i, blessed with two maids and only one child to look after, cannot find the time to go on this site, how do millions of others, particularly those in the West who have many household chores, do so? hurry! No wonder companies are banning this site. God knows what it is doing to global productivity. But even outside work, don’t people have to walk the dog? Check up on an elderly aunt? File their tax returns? The Facebook phenomenon has confirmed yet again what we have always known that human beings are sheep. They see someone going off in one direction and they follow blindly for no apparent reason beyond the comfort of numbers. All my efforts at persuading my 12-year-old son not to get onto Facebook failed. I spoke cogently about the charm of being different, of having the moral strength to resist peer pressure, of the infinitely greater pleasures of reading, but my efforts failed. His school friends looked at him as though he had gone soft in the brain. As for twitter, don’t even get me started. The very name cutesy and twee irritates the hell out of me. Facebook and twitter are fads. Like all fads, they’ll end up in the dustbin, not of history, but of history’s footnotes.

Hotel Case

The Royal Hotel Case Study describes a situation where a junior consultant has architected a hotel maintenance management and issue tracking solution for a boutique hotel client. Blake, the consultant, identified a hotel maintenance management package which included a Rapid Response issue logging module, Preventative Maintenance module and the Reporting Module. Blake left the engagement prior to the completion of the change and has been called back because the system has been month balled a few weeks after go live. The hotel GM and Blake’s boss are extremely unhappy. The Cast of charactersBlake Cantera > An MBA student with two weeks consulting training. The architect of the solution on his first engagement Royal Hotel GM > A no nonsense, old school hotelier, running a boutique business hotel in New York. The GM wants to eliminate situations where guests discover maintenance issues. Director of Housekeeping > Not a champion for the system and does not take ownership for the ma intenance issues at the hotel Director of Maintenance > Roll has a natural conflict with housekeeping – did housekeeping report the issues and maintenance lose it, or did housekeeping just not report it?Director IT Espresso Vendor > Potentially oversold the solution as a panacea Jack Scarso > A colleague of Blake’s with similar experience, who is held in low esteem. Jack was assigned to implement the solution when Blake was transferred off. Jack received virtually no handover. Fancy Consultants Boss > The kind of boss who provides little support and mountains of expectation and appears to take little or no responsibility for the issues. Issues with the solution and approachThe implementation of the Espresso system would classify as a second order change which impacts Technology, Process and People and requires careful planning on how to overcome the End Users resistance to change which could dramatically impact the adoption of the system. The GM is an â€Å"Old School † hotelier however the proposed solution is a very â€Å"New School† solution; relying on digital logging, reporting and electronic task tracking rather than relationships and hierarchy for effectiveness, this suggests some ultural challenges that would appear not to have been addressed. The staff who are required to interact with the system will undergo process and cultural changes The way that housekeeping report issues changes – instead of waiting until the end of the shift they now report issues using the phone as they come across them. Maintenance teams are now being tracked using the sidekick and bar code system, to ensure stations are visited. Additionally reporting has been implemented to identify top performers and motivate staff.As such attention to managing the people dimension to ensure that the change is adopted is critical to the success of the initiative In-experienced change implementor acting without supervision or guidance. Change in key resourc es during the implementation with little effective transition or handover. Limited or no executive or general management oversight or support of the implementation from FC, the Royal Hotel or the Vendor. What should Blake do? Firstly, Blake needs to ensure that the Espresso System has the comitment of the full management team.After all, these are the people who let the system get mothballed so quickly. This means assembling the stakeholders and seeking their commitment to the success of this initiative – this is not just Blakes’ problem and Blake can’t fix it by himself – the system needs to be owned. Next Blake needs to understand what the current situation is which will involve clarifying the following Why did the employees stop using the system Why did the Directors of Maintenance and Housekeeping let their employees stop using the system? What needs of the employees did the old system better suit?How was the bar coding of maintenance points deployed? Did the management team receive the new reports and were their requirements catered for with the reporting tools? How were job changes managed and assigned – for example monitoring the Command Centre? Infrastructure – did the solution integrate with existing infrastructure – were the reports accessible? Were the sidekick units adopted? Through this process of analysis Blake can produce a post implementation review and and action plan for system design modifications, change management, training and re-release.

After anne frank Essay Example For Students

After anne frank Essay After anne frank Essays diary, It continues onward to grim results. During their hiding in the secret annexe, a Dutch informer hinted to the Gestapo (German Police) that the frank family was in hiding. On August 4, 1944, the Frank family was discovered and sent Gestapo Headquarters in Amsterdam. The Franks, Van Daans and Mr. Dussel were sent to Westorbork in Holland. On September 3, the Allies captured Brussels and the Franks Along with the Van Daans were the last ones to be sent on a freight train with seventy-five people per car. Each car was sealed tight with only one window. For three days and nights the train ventured across Germany to reach its final destination, Auschwitz in Poland. There the Franks and the Van Daans were then sent to concentration camps. There the conditions were horrible. Healthier prisoners shaved their heads and worked twelve hours a day digging sod controlled by the merciless Kapos, Criminals who served the SS as labor overseers. In October 1944, Anne, Margot and Mrs. Van Daan were among a group were sent to Belsen in Germany. Mrs. Frank died in the infirmary back at Auschwitz. Otto Frank survived to be liberated by the Russians. Margot died February or March of 1945. Anne died soon after. This tells you the reason why the Franks went into hiding that long while and why hiding from everybody, your friends, your family was the sacrifice you had to take to stay out of these death camps. .

Journal Assignment Example | Topics and Well Written Essays - 500 words - 15

Journal - Assignment Example ican economy faced a few challenges brought about by the end of the WWI, the then leadership put in place appropriate strategies, which enabled the US to emerge as the most formidable economy at that time. The period similarly came with a lot of inventions, notably Henry Ford’s breakthrough in the automobile sector of the industry, and the introduction of the radio, which was warmly embraced across various parts of the US (Faragher et.al 597). The American literature was not left behind either as works from writers such as Willer Cather ensured that it earned its place in the global map. A similar case can be said of the American music industry, where jazz did it all for many. The prospect of ready-made clothing as well as canned foods made life easier for everyone. In as much as the roaring twenties returned the situation of normalcy to the American citizens, a part of the American population was negatively affected. Due to efficiency and high productivity of the machines, there was low labor demand, a situation that made it difficult for a considerable section of the population to earn their living as their source of income had been cut. The food sector of the economy was similarly affected due to a reduction in prices which was brought about by high food production, which exceeded the demand. The period made it very difficult for small-scale farmers to exploit their full potential due to the costly machines that could only be afforded by the wealthy farm owners. American citizens who had sufficient funds for investment ventured into successful businesses that accorded them good returns. On the other hand, the low-income earners continued to live from hand to mouth. Due to this, social classes emerged within the United States, the wealthy citizens interacted with their equals, a situation that was similarly witnessed within low-income earners. Due to differences in social class, the available amenities were not shared equally as some people were able to

Fetal alcohol syndrome Article Example | Topics and Well Written Essays - 500 words

Fetal alcohol syndrome - Article Example Although FAS is seen as a leading cause of mental retardation, only approximately 20% are mentally retarded, which may explain evidences of behavior problems. In addition, these children are placed in regular schools, where most of the time teachers do not have concrete ideas on how to enhance learning specifically for these students. Participants The three-year study was participated by three students diagnosed with Fetal Alcohol Spectrum Disorders (FASD), who were also previously part of a larger research study concerning the condition, and they were K-12 school-aged when the present study was conducted. The 13 teachers who willingly participated involved 7 men and 6 women. The educators differed in specialized content areas, including math, physical education, English and language arts, and keyboarding, with varied professional experiences, ranging from 1 to 24 years. They were selected from three sites, Windy Way, Fishport, and Island City. Methods Qualitative methods were used i n the study and data collection methods included (a) individual or group interviews with teachers on-site, (b) participants’ classroom observations, and, (c) retrieval of the students’ relevant educational and medical records. A total of 26 interviews were conducted during the course of the study, in which these were all taped and transcribed.

Make me a Millionaire Coursework Example | Topics and Well Written Essays - 750 words

Make me a Millionaire - Coursework Example My fast goal as a financial advisor is to commend your financial achievement by having an income is an excellent start for a young person of this age. My other advice will be to look at your spending tied to this income. As a coach, I will advise that set money goals by financially planning your present and future spending? This applies to all sphere of life. Those who become financially independence clear their debts. As time elapsed, it will be accruing interest which will tie money needed for investment. Set a paying mechanism of the loan by paying $6,450 every year including interest for ten years. This is because the loan has a low-interest rate no need to rush paying it. After paying this loan at $2,150 yearly. This money freed for saving for 21 years will go to a fixed deposit account and the money, which, use to pay the loan, should also be tied to mutual fund $4,300 including and the 10% saving been saving for ten years. The remaining $19,970 after paying the 401k pension pr ogram. The 4% on 401k will help gain 50% match put aside $4,464 to pay the credit card for five years. After the five years, assume the payment still continues and channel the fund to savings account for 26 years that will total $116,064 when turning 55 years. Purchase personal life insurance cover by paying a premium of $750 from the remaining $15,506. The insurance cover will help in any uncertainty of ill health and personal accident which can render one an unemployable. If you want to become financially independent - spend wisely!

TOYOTA IN THE BUSINESS WORLD Term Paper Example | Topics and Well Written Essays - 1750 words

TOYOTA IN THE BUSINESS WORLD - Term Paper Example This has become possible through globalization which eliminated the barriers including finance so that the company could open up its way into the world market. Actually, Toyota has managed to achieve the top position in the world market owing to its successful approach of the market development and the accomplishment of the efficient management style. Toyota's first car matched American and European cars, like Dodge but these days Toyota produces its own unparalleled models on the groundwork of new technologies. The multinational giant in the beginning had its strategic functioning oriented on the international markets as the local, Japanese market was not able to physically consume the products produced by the company. According to Volti (2005) Toyota has its manufacturing and assembling plants for cars not only in countries like the US, Australia, South-Eastern Asia, the EU, but it has also entered markets of other countries like China, Argentina, Mexico, and others. Sakichi Toyoda, a productive inventor, instituted the Toyoda Automatic Loom Company. This company was based on his innovative designs. One of the innovative plans was licensed to a British company for 1 million yen with the money going towards the creation of the Toyota Motor Company (http://www.toyoland.com/history.html accessed 9 November 2009). Between the years 1936 and 1943 only 1757 cars were produced out of which 1,404 sedans were produced and 353 phaetons. Actually Toyota had more success in producing their trucks and buses. The Toyota KB, a 4x4 was a two ton truck which was produced in 1941. Its loading capacity was 1.5 tons and it could go up to around 43 mph. (http://cr4.globalspec.com/blogentry/673/December-8-1945-Toyota-Resumes-Production accessed 9 November 2009). The Crown Toyotas' first luxury car was produced in the year 1955. This car was provided with a four cylinder, 1.5-liter engine and had a three-speed column shift. The luxury car was followed by the 1-liter Corona. Only about 700 cars per month were produced in 1955, 11,750 in 1958, and 50,000 per month in 1964(http://www.toyoland. com/history.html accessed 9 November 2009). In the year 1959 Toyota's first plant outside Japan that is in Brazil was instituted. From then on, Toyota observed an attitude of localizing both production and design of its products. The company believed that this would help them to build long-term kinships with local providers and local labor. Toyota has thus established a network of design and R&D facility in North America and Europe (http://www.toyoland. com/history.html accessed 9 November 2009). Market of Toyota To a considerable degree, the international market development of Toyota was achievable due to the development of globalization. This process involves the economic integration of countries, removal of financial obstructions between countries and the support of free trade. The production chain of Toyota has spread all over the world thus proving that Toyota is in fact a global company (http://www.essay-911.com/samples /toyota.htm retrieved 9 November 2009). On the other hand, in the modern years, Toyota has elaborated its existence in the world increasing its business in many countries. Several of these countries are third world countries and include Philippines, Venezuela, Pakistan, India, Thailand, Malaysia, China, Czech Republic, Vietnam, Mexico and Argentina (Volti, 2005). Globalization

Flannery OConner Biography Essay Example | Topics and Well Written Essays - 1500 words

Flannery OConner Biography - Essay Example Flannery’s life as a writer was very eventful and comprised of numerous literary works that earned her fame. Her 1952 novel, Wise Blood, established her as one of America’s budding writers. The New York Times positively reviewed Flannery’s novel and this paved the way for later success. Awards and fellowships supported her writing career. She received the Kenyon Review fellowship shortly after she published the Wise Blood. She went on to win the O. Henry Prize in 1955; this award was the first of three she received for her literary works. A Good Man is Hard to Find is the story that earned her the most fame. Although described as terrifying by her readers, the story depicts the creative genius of Flannery O’Conner. She continued to write stories based on characters that she described as â€Å"freaks and folks†. In 1959, she published her second novel The Violent Bear It Away inspired by the Bible. Christianity inspired all of her work and this novel but many of her readers contested this claim. The grotesque nature of her work disputed Christianity as her source of inspiration. Her writing is often compared to those of Carson McCullers, a fellow Southern Gothic writer She fervently refused this comparison because she had a different view of her work. O’Conner compared her work to Nathaniel Hawthorne due to their similarity in worldviews. Twice Told Tales by Hawthorne was among the work she admired the most. Her illness did not kill her passion for writing and in 1963, she was awarded her second O. Henry Prize.

Take home final exam Essay Example | Topics and Well Written Essays - 1000 words

Take home final exam - Essay Example The companies may opt to engage both the public and private investors in conducting out research on the occurring trends in the market and the market expectations from the companies to keep the competition real and be ahead of their competitors. The research will make them have hands-on information on the preferences of the customers thereby producing goods that meet their expectations (Mazzucato 76). Partnering with the correct stakeholders in trying to pull up together all the resources that are required to be ahead of their competitors is also another strategy of making sure that the companies are ahead in the market. The industries may end up employing the most qualified personnel and come up with a perfect marketing team that will sell the products of the company widely thereby surpassing the efforts of its competitors. Finally, the companies may try to focus on those programs that tend to encourage them to transform their basic and applied research into new products and manufacturing processes that lead to high-quality goods being produced for the customers (Mazzucato 56). During farmers production, profits and revenue should not be the only factor that the USA farmers should consider. These farmers should also consider factors like time, entrepreneurship and natural resources. During their production, farmers should consider entrepreneurship as a major factor of production. As entrepreneurs, the farmers should consider themselves as innovators and come up with new and improved ways to provide improved products to the market. They should decide on how their land, labor and capital should be used to make sure that they reap maximum profits from their farms. These benefits only accrue to the farmers and they, therefore, need to do many considerations during their production process (Uphoff 40). The farmers also need to put the issue of time in their considerations. The

ETHICALITY & PROFIT MAXIMIZATION Essay Example | Topics and Well Written Essays - 250 words

ETHICALITY & PROFIT MAXIMIZATION - Essay Example Business enterprises seek to maximize their profits by ensuring that the legal aspects of profit making and ethical practices complement one another. These ethical practices relate to all the stakeholders that influence business operations in one way or another. For instance, a firm that rewards employee performance acts in the interest of both the employees and its own welfare. It is important to note that ethicality in business spreads across the internal and external business environments (Hooker, 2003, p.5). This makes ethicality in profit making a pertinent issue to account for across social and economic business concerns. Disregarding the ethical part of business operations can be fatal to the performance of any given enterprise. To start with, firms highly rely on markets and consumers for their business success. Customers favour firms that act in their interest alongside pursuing their bid to make profits (Ferrell, Fraedrich, & Ferrell, 2012, p.276). Secondly, the same process factors in social corporate responsibility among other concerns. Therefore, ethicality and profit maximization can essentially be complementary as opposed to being ‘enemies’ in the business environment. Ferrell, O. C., Fraedrich, J., & Ferrell, W., 2012. Business Ethics: Ethical Decision Making & Cases, London: Cengage Learning. [Online] Available at: http://books.google.co.ke/books?id=sI1jqoMRW7gC&pg=PA166&dq=business+ethics+and+profit+making&hl=en#v=onepage&q=business%20ethics%20and%20profit%20making&f=false [Accessed November,

Rate Law and Activation Energy Essay Example for Free

Rate Law and Activation Energy Essay Introduction In this experiment we are analyzing the relationship between reaction rates at different concentrations and temperatures to determine the true rate constant, activation energy, reaction orders, and half-life of a reaction. The reaction of interest is the addition of a hydroxyl group to the nucleus of Crystal Violet. Crystal Violet, or hexamethylparaosaniline chloride for short, is a strongly colored purple dye with the chemical formula C25H30N3Cl and disassociates completely in solution. The relevant structure for this compound can be seen in figure 1 Figure 1 The base that is being used for the reaction is the strong base Sodium Hydroxide, or NaOH. This molecule also completely disassociates in water. Because measuring the concentrations of reactants is difficult in a simple lab setting, the reaction between Crystal Violet and Sodium Hydroxide will be measured through light absorbance. As the reaction between the chemicals takes place and the Crystal Violet receives the hydroxide the overall intensity of the purple color will decrease thus affecting the absorbance. The absorbance of the solution will be measured with a colorimeter as the reaction takes place and will be interpreted as a direct representation of concentration of Crystal Violet. After the reaction has taken place, through analysis of graphs plotting absorption vs. time, the natural log of absorption vs. time, and the inverse of absorption vs. time the reaction will be determined to be either zeroth, first, or second order with respect to crystal violet. From here the a pseudo rate constant can be determined, and using comparisons of different constants at different concentrations of NaOH solution and different temperatures, the reaction order with respect to hydroxide, the true rate constant for the reaction, and the activation energy for the reaction can all be determined with the following equations respectively. equation 1 Where k2’ is the pseudo rate constant of the reaction using twice the initial OH- concentration as is used in the k1’ reaction and n is equal to the reaction order with respect to OH-. equation 2 Where k’ is a pseudo rate constant based off of absorption and n is the reaction order with respect to OH- determined by equation 1. equation 3 Where k1 is the reaction constant at temperature T1, a is a constant that can be ignored due to the way the equation will be utilized, R is that gas constant, and Ea is the activation energy. Procedure The following materials were needed for the experiment: 4 100mL beakers 250mL beaker 2.5Ãâ€"10-5M Crystal Violet Stock solution 0.10M NaOH Stock solution Distilled Water 10 dry plastic cuvettes and caps Stirring rod Vernier Colorimeter 50mL volumetric pipet 100 µL syringe 2 10mL vials Logger Pro software Vernier computer interface Hot plate Vernier temperature probe 1. First, 100mL of 0.10M NaOH solution was obtained using a 50mL volumetric pipet, and 0.05M was prepared using a the pipet, the stock 0.10M NaOH solution, and distilled water. 2. The Logger Pro software was engaged and both the Vernier colorimeter and temperature probe were plugged into the appropriate channels. The temperature of the room was measured and the colorimeter was calibrated by setting the 0% light and 100% light conditions. 3. The colorimeter was set to 565nm and 1mL of 2.5Ãâ€"10-5M Crystal Violet solution was mixed with 1mL of 0.05M NaOH solution and quickly added to the colorimeter. Data correlating time, temperature, transmittance, and absorbance was then recorded for seven minutes as the reaction between the two solutions took place, and this data was saved. 4. This previous step was repeated two additional times with the 0.05M NaOH solution, and then three times with the 0.10M NaOH solution. 5. Last, two 10mL-vials of 0.05M NaOH and 2.5Ãâ€"10-5M Crystal Violet solution were prepared in a warm bath solution on the hot plate. Once the temperature reached 35ËšC and was recorded, steps BLANK through BLANK were repeated again twice with the heated solutions of Crystal Violet and 0.05M NaOH. All of the data that was collected was saved and distributed between the two lab partners and all excess solutions were disposed of properly under the fume hood. Results The following are the graphs obtained from the absorption and time recordings of the third run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC. figure 2 figure 3 figure 4 These plots show that the reaction order with respect to crystal violet is clearly 1st order due to the great r2 value of the linear trend line. Since our pseudo rate constant based off of absorption is equal to the negative slope of our linear plot, our k’ in for the reaction of 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC is 0.1894. These next three plots are the graphs obtained from the absorption and time recordings of the first run for the reaction between 1mL of 0.10M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.50ËšC. figure 5 figure 6 figure 7 As expected, these results still indicate a reaction order of 1 with respect to crystal violet as demonstrated by the linear plot on the figure 6. Our k’ in for the reaction of 1mL of 0.10M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.50ËšC is 0.2993. Now that we have two pseudo reaction constants in which the OH- concentration differs by a factor of 2, we can use equation 1 to obtain the reaction order with respect to OH-. Since the reaction order must be an integer we can see that the n must be 1. It is now know that for the reaction, the reaction orders with respect to both reactants are 1. At this point, the true rate constant can be determined using equation 2, where n is 1, the initial concentration of OH- is 0.05, and the pseudo rate constant k’ is 0.1894. These next three plots are the graphs obtained from the absorption and time recordings of the first run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 36.09ËšC. figure 8 figure 9 figure 10 Once again it is apparent from the three plots that the reaction is first order with respect to crystal violet. However, the reason we performed this last kinetic run was to obtain a value for k at a different temperature. This way we have two sets of values for equation 3 with two temperatures, and two rate constants. With this information we can cut out the pre-exponential factor a and solve for the activation energy. But first k must again be calculated for the reaction at the new temperature. Doing this the same way as done in calculation 2, we obtain a reaction constant of 4.964 – a higher value, which is to be expected with the increase in temperature. Now, manipulating equation 4 we obtain that equation 4 While plugging the proper values provides which after some arithmetic leads to a calculated Ea of 15,254.67J, or 15.25467kJ. The calculation for half-lives for the different conditions is simple, and just requires the following equation. equation 5 When using the rate constant found in calculation 1, t1/2 for the kinetic run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC is found to be 0.183 seconds. Error Analysis In this experiment there are several things calculated and several sources of error to take into account. Error needs to be calculated for the rate constants k, for the half-lives, and for activation energy. The errors for the pseudo-rate constants are obtained using the LLS method. Once these are obtained the next step is to calculate the error in the true rate constants. When calculating the error in true rate constant once must apply both the error in the pseudo rate constant and the error in the measurement of volume for the 100 µL syringe as it pertains to the concentration of hydroxide. The error in the syringe is 0.02mL, which for 0.05M NaOH solution leads to an error in concentration of approximately 1Ãâ€"10-3M and 2Ãâ€"10-3M for 0.10M NaOH. Equation 2 is manipulated to solve for the true rate constant. The following equation is used to solve for the error in the true rate constant. equation 6 And when the derivatives are solved is equal to equation 7 And when the numbers are plugged in for the first kinetic run looks like calculation =.08 In other words, the rate constant for the first kinetic run came out to be 3.79 ±.08. Now when calculating the error in the half-life the only thing that has to be taken into consideration is the error in the rate constant, which was just calculated above. Using the same method, equation 5 is solved for half-life, and the error is calculated like so. equation 8 Which after the derivatives are solved is equal to equation 9 And of course after the correct values for example the first kinetic run are plugged in provides calculation = .004 And last but nowhere near least, is the error analysis for the activation energy. With this the error for the true rate constant must again be taken into consideration, and the error for the temperature probe. The error for the true rate constant has already been calculated, while the error for the temperature probe is provided in the lab manual as being  ±0.03K. Taking these into consideration, a very complex process follows. The same process as above was used but involving much more complicated and lengthy derivatives. First equation 3 was manipulated to the following form. equation 10 The derivative of this equation with respect to each variable (T1, T2, K1, and K2) was then taken squared, and multiplied by the square of the respective variables uncertainty. These were added up and the square root was taken as in the above methods. The end result was a calculated error of 2 KJ for the calculated activation energy of 15kJ. Figure 11 Overall this lab was very successful in the use of absorption as a method of monitoring change in concentration. The calculated errors all seem to be about what one might expect. This lab was very analytical outside of one glaring hole. You can see in figure 9 a slight curve in the plot that isn’t found on either figure 3 or figure 6. To me this seems to be because the reactants are heated up to a temperature around 35-36ËšC, but once the chemicals are mixed and placed in the cuvette the temperature is no longer controlled as the reaction takes place for the following seven minutes. Thus, as the temperature falls the rate of the reaction slows, and the pseudo rate constant is lower than it should be. This of course leads to a rate constant lower than it should be, and then the activation energy is affected as well. If I were going to change one thing about the lab, I would try and do something to control the temperature as the reaction persisted. Aside from that, there is little room for error outside of obvious blunders. Conclusion A reasonable value for activation energy was calculated from the data collected in this experiment. There were no major mistakes made in the laboratory, and the calculations all went smoothly. This experiment demonstrated that there are creative ways around difficult problems in the laboratory, such as measuring absorption in place of concentration to follow the progress of a reaction. References- Alberty, A. A.; Silbey, R. J. Physical Chemistry, 2nd ed.; Wiley: New York, 1997. Department of Chemistry. (2013, Spring). CHEMISTRY 441G Physical Chemistry Laboratory Manual. Lexington: University of Kentucky

Self Introduction Essay Example for Free

Self Introduction Essay My name is Zhao Yan. I am studying at Nanjing Foreign Language School and now busy preparing for college study. Many years of hard working and strict training have made me a qualified middle school student with high qualities. I have a good relationship with my classmates and teachers as I am generally sociable in personality. I am thoughtful and helpful in school. As for my study, I pay special attention to the development of my thinking manners so that I become quick in thinking and broad in knowledge. Seeking reality and progress, I have achieved excellence in my study. I particularly love such subjects as math, physics, biology and English. I am strong in logical thinking and oral expressing. I am creative and unique in views on certain matters. I have won many awards in the above subjects (see the copies of these certificates). Morally I may say I am also excellent, because I am strict with myself, following the school’s rules and regulations, taking active part in various activities, displaying great interest in our country’s important events and world affairs. I love our motherland and our people and I am trying to get the party membership. All this has led me to win the â€Å"XiangYu Scholarship†. In addition, I have developed many hobbies in my life. For example, I love reading, computer and Internet, music and sports. I have been a champion several times in our school’s sports meet. In short, as a student studying at Nanjing Foreign Language School, I am determined to make my own contribution to our country’s diplomatic affaires.

Assessment And Classroom Based Assessment English Language Essay

Assessment And Classroom Based Assessment English Language Essay The aim of this chapter is to look at relevant research studies in relation to assessment in the classroom context, and to explore the role of classroom assessment in more details, with a specific focus on formative language assessment. It appears that the teachers classroom assessment practices and strategies may directly impact learners learning, and this includes young learners.(Oksana:not only with young learnersà ¢Ã¢â€š ¬Ã‚ ¦..so what should I put here) Classroom teachers are in the front line of helping learners learning and assessing their performance in the classroom. Thus, the literature review is mainly concerned with the role of classroom assessment and the relationship between classroom assessment practices and learning. The following section clarifies some terminology and explores the links between assessment and learning with young language learners in the EFL context through a review of literature on experiences of assessment with primary-age learners. 2.2 Definitions of assessment and classroom-based assessment In this section, the definition of the term assessment is provided and the definition of classroom-based assessment (CBA) is discussed to provide more details of the relationship between assessment and learning in classrooms. In the educational context, the term assessment is often associated with testing for most of the teachers, learners and other stakeholders. However, testing is only one element of assessment and it actually encompasses a wider range of factors from tests to dynamic and collaborative activities and tasks. Therefore, it is necessary to clarify the difference between assessment and testing before looking at the definition of classroom-based assessment(Oksana: insert page numberà ¢Ã¢â€š ¬Ã‚ ¦what?). 2.2.1 The distinction between assessment and testing Ioannou-Georgior and Sophie (2003: 4) provide a broader interpretation of assessment; they describe assessment as a general term which includes all methods used to gather information about childrens knowledge, ability, understanding, attitudes and motivation. Assessment can be carried out through a number of instruments (for example, test, self-assessment), and can be formal or informal. This definition suggests that teachers may use both formal and informal methods to collect information in relation to learners performance, such as their ability and attitudes, as an evidence of learning. Ioannou-Georgior and Sophie (ibid) point out that assessment refers to all kinds of methods, whether they are formal or informal, with the aim of collecting evidences of learners learning.(Oksana: similar to above, suggestion: remove it) The studies of Rea-Dickins(2000), Lambert and Lines (2000) go further to suggest that assessment is a constant ongoing process rather than a onetime thing. Rea-Dickins (2000) illustrates assessment as the general process of monitoring of keeping track of the learners progress. (p. 376). She highlights that such process is a continuous method to monitor the learners performance. Lambert and Lines (2000) also show the similar view of point, they define assessment as the process of gathering, interpreting, recording and using information about pupils responses to educational tasks (p. 4) From their viewpoint, assessment is related to what teachers do during the process of teaching and learning, including gathering, diagnosing, recording and using information about pupils performance and feedback. As can be seen, assessment is a part of both teachers and learners life within classroom and is integrated to the process of teaching and learning. It is also used to monitor and respond to lea rners regular work, such as learning activities, tasks and tests. On the other hand, testing refers to a procedure that is used to measure learners ability by teachers and examiners (Rea-Dickins, 2000). According to Ioannou-Georgior and Sophie (2003), testing is a procedure with a certain objective and is used by teachers to assess learners performance in order to understand whether the learner has achieved this objective or not. They also point out that testing used tasks or exercises and assigns marks or grades based on quantitative results (p. 4) This seems to suggest that testing is one of the tools that used by teachers to assess their learners ability and is a way to demonstrate what learners have learnt. It also implies that testing is a onetime thing rather than an ongoing process. As can be seen, testing is a procedure with a certain objective and is used to collect quantitative results, in terms of marks or grades. It is used to measure what the learners have learnt and to check whether they have met their goal or not; meanwhile, assessme nt refers to all methods of collecting both quantitative and qualitative data in relation to learners performance and is a continuous process. (Oksana: Yes, but it is classroom based assessment specifically that does thisà ¢Ã¢â€š ¬Ã‚ ¦..what?)In fact, through clarifying the boundaries between testing and assessment may help us to get insight into the meaning and definition of classroom-based assessment. 2.2.2 Definition of Classroom-Based Assessment Classroom-based assessment is defined by Airasian as the process of collecting, synthesizing and interpreting information to aid in classroom decision making (2005, p. 2). He highlights the work that teachers need to take during the process of assessment in the classroom context, with the aim of supporting teachers in decision making, such as deciding what forms of assessment are most appropriate for gaining information about learners learning and measuring achievement. In classrooms, teachers collect data in relation to learners needs, strength, and weakness and try to interpret the information on the basis of teachers own beliefs, capacities and knowledge. They then provide help to learners and may be able to support individual learning needs. Such ongoing processes, including assigning grades, providing feedback and learning opportunities, and modifying the teaching and learning, are aiming to renew, keep track and record learners performance in the classroom. By doing so, teacher s may be able to enhance learners learning and help them to close the gap between their current status and their target level (Sadler 1989). Further, Mckay describes that classroom assessment or teacher assessment refers to assessment carried out by teachers in the classroom (2006, p. 140). He then notes that classroom assessment may be formative, for instance, when the purpose is to provide feedback to help learners improve learning, or it may be summative, when the purpose is to record and report pupils achievement and attainment (Rea-Dickins 2000). As can be seen, the purposes for classroom assessment may lead to using assessment information formatively or summatively by teachers. For example, they may need to use formative assessment to identify learner needs and use summative assessment to provide learners achievement to school authorities in the end of a school year. In fact, there are a variety of purposes for teachers to use classroom assessment. Rea-Dickins suggests three objectives of using classroom assessment: teaching, nurturing learning, and measuring learning (2000). In other words, teachers may use classro om assessment to modify their teaching methods and materials, provide appropriate help to learners and meet the bureaucratic demands. Classroom assessment plays a significant role in collecting information about learners learning and can also be used to support teachers teaching and learning (Rea-Dickins, 2001). It is a continuous and integrated process which can be planned in advance as well as be unplanned, such as observing learners language performance during the course of teaching and assessment activities. The roles of teachers may have an impact on learners learning in the classroom, whether as facilitators to develop learners language development or as assessors to measure learners language learning, (Rea-Dickins, 2008). Teachers may use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. It is important for teachers to develop classroom assessment skills and strategies, and bring about positive change in classrooms. The aims of adopting classroom assessment strategies are to support learners learning and te achers teaching, and to meet the ultimate achievement of the curriculum goals. Rea-Dickins (2001) provides a model of classroom assessment which illustrates teachers roles in four stages in the classroom assessment process (see Figure 2.1). It also reveals the fact that teachers may need to play a mediating role in order to deal with various demands from improving learning and modifying teaching. For instance, in stage 1, the Planning stage, teachers may be interpreters to explain the learning goals and assessment criteria with learners and evaluators to identify learners needs and levels. They may become supporter in stage 2 in order to scaffold learners and provide feedback to them. As for stage 3, teachers may also need to be interpreters to interpret the learning evidence and improvers to refine the assessment process; meanwhile, they may need to be reports to report and record the learning progress to administrative authorities. Stage 1: Planning Identifying the purpose for the assessment?(why?) Choosing the assessment activity(how) Preparing the learners for the assessment Who chooses/decides for each of the above Stage 4: Recording Dissemination Recording reporting progress toward NC Formal review for LEA or internal school purposes Strategies for dissemination of formal review of learners Stage 2: Implementation Introducing the assessment(why, what, how) Scaffolding, during assessment activity Learner self- peer monitoring Feedback to learners(immediate) Stage 3: Monitoring Recording evidence of achievement Interpreting evidence obtained from an assessment Revising teaching and learning plans Sharing findings with other teachers Feedback to learners (delayed) Figure 2.1 Process and strategies in classroom assessment  [1]   However, teachers may not be able to predict the complex interaction between these two assessment purposes before actually implementing the assessment active. For instance, teacher-planned summative assessment may also provide formative assessment opportunities for students during the teaching process. Rea-Dickins (2006) points out that the boundary and interaction between formative and summative purposes of assessment cannot be identified in any watertight way in advance, as they will unfold and be enacted through the classroom discourse (p. 183). As can be seen, teachers need to be flexible with their classroom assessment practices and be able to use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. Thus, it is important for teachers to understand the functions of both formative and summative assessments and how to use them to modify their teaching, enhance pupil achievement, and report to school authorities, parents and other stakeholders. 2.3 The Functions of Classroom Assessment: Formative and Summative Assessment On the basis of the definition of classroom assessment (2.2), classroom assessment may be used as a variety of instruments by teachers to collect data in relation to learners needs, ability, knowledge, understanding and performance in the classroom. This seems to imply the primary role teachers play in classroom assessment process and the importance of linking formative and summative assessment to effectively enhance learners learning and report it to other stakeholders, including parents, other teachers, learners themselves, and school authorities. In this section, the functions of classroom assessment, in terms of formative and summative assessment, will be discussed, particularly with assessment for learning, through a review of the literature in relation to the role of both formative and summative assessment in classrooms. 2.3.1 The Role of Formative and Summative Assessment Classroom teachers are in the front line of assisting learners to develop their ability and enhance their learning, thus, it is crucial for teachers to recognize the different functions and characteristics between formative and summative assessments and to integrate them into everyday teaching and learning. Harlen and James (1997) share the different roles of formative and summative assessment in classroom assessment. They urge the need to distinguish the differences between formative and summative assessment, in terms of the functions and characteristics, and then connect and wave them together. To reveal the complexities of the differences between formative and summative, some research reports have provided a variety of interpretations to help teachers to clarify the concept of formative and summative assessment. According to the report of Task Group on Assessment and Testing, known as TGAT, it defines formative and summative assessment through clarifying the different purposes and timing between them. For formative assessment, teachers may use it to understand the the positive achievements of a pupil (DES/WO, 1988, para. 23) (Oksana: This is quite an old reference, is there anything newer/more recent on this point?)and then plan their teaching in order to help the pupil to reach to the next step. It highlights the dynamic process of teaching and learning in the classroom and more importantly, it points out the future direction through using the results of assessment. Formative assessment is a continuous process of adjusting teachers teaching and learners learning; meanwhile, summative assessment is used for systematic recording of learners overall achievement. In other words, teachers may use summative assessment to note learners performance, such as recording the grade or scores of teacher made and standardized tests, after a certain period of time. In 2001, Clarke expressed similar views in providing a clear illustration for formative and summative assessment: If we think of our children as plantsà ¢Ã¢â€š ¬Ã‚ ¦summative assessment of the plants is the process of simply measuring them. The measurements might be interesting to compare and analyse, but, in themselves, they do not affect the growth of the plants. Formative assessment, on the other hand, is the garden equivalent of feeding and watering the plants directly affecting their growth (p2). As can be seen, the main function of formative assessment is to nurture pupils and improve learning, which is a continuous process of interaction between teachers and learners. For instance, in classrooms, teachers provide guidance for learners toward improvement through formative assessment feedback during the processes of teaching and learning. As for summative assessment, it takes place after the teaching and learning. Teachers may grade or make judgments in relation to learners learning in order to inform and report to other stakeholders. In the classroom, teachers use formative assessment to help learners learning as well as modify their own teaching methods and materials. They also use summative assessment to assign grades and report attainment at the end of a school year for administrative purposes (Bachman Palmer 1996). As such, formative assessment requires the ability of the teacher to diagnose learners performance, in terms of what causes him or her to get struck, and to help learner to understand what to learn, how they learn, and how well they have learned. 2.3.2 Formative Classroom Assessment: assessment for learning More recently, the focus of the classroom assessment studies has shifted from forms of test to the interactions between assessment and classroom learning. This shift also highlights the importance of the improvement of learning through formative teacher assessment. Black and Wiliam (1998) review a variety of past research studies in relation to classroom formative assessment. They point out that several empirical studies show evidence to support the claim that improving formative assessment do raise standards and help pupils learning, particularly with low ability pupils. They also present evidence in relation to how teachers use formative assessment practices and strategies to enhance pupils learning in the field of general education. A broader explanation of formative assessment is provided by Black and Wiliam, they illustrate that all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged (1998, p.7). Their interpretation not only points out that formative assessment activities can be used by both teachers and learners but also indicates how teachers and students use feedback to adjust the teaching and learning. From this perspective, formative assessment is embedded in teaching and learning and can be used to prompt learner learning. Key formative assessment strategies, such as effective teacher feedback, teacher scaffolding, self- and peer- assessment, and raising learners self-esteem and motivation, may be integrated and embedded within teacher-learner(s) interactions(Rea-Dickins 2006). As can be seen, the activities that conduct by teachers, such as observation, teacher made tests, take-home tasks, and learners, including self- and peer- assessment, would provide information to help both teachers and learners improve themselves. Further, Brindley (2001) points out formative assessment should undertake by teachers during the learning process, by doing so, teachers can use the results to improve instruction (p. 137). In addition, Sadler (1989) connects formative assessment with feedback and believes that feedback to teachers and to learners are separate. He suggests that the aim of using feedback for teachers is to diagnose learners performance and modify their teaching in order to help learners to enhance their abilities; meanwhile, for learners, the purpose of using feedback is to monitor their performance and understand their own learning weaknesses and strengths. Further, Tunstall and Gipps (1996, p.393) identify two types of feedback used by teachers in classrooms: evaluative and descriptive feedback respectively. They suggest that the former seems to be more close to affective and conative (effort-based) aspects of learning with a performance goal, whereas the latter places the emphasis on the cognitive development with a mastery goal. Teachers act as facilitators in providing descriptive types of feedback, such as making suggestions and questioning as part of discussion, rather than directing (p. 401). As can be seen, there is a greater links between descriptive feedback and formative assessment. However, Torrance and Pryor (1998) point out that teacher feedback may have a negative influence on learners, for instance, when the teacher tries to correct learners mistakes which may lead to the impression of learners producing wrong answers. It may even be seen as criticism by the pupils and discourage learners self-esteem. Further, teacher feedback with praise may result in encouraging competition among learners instead of increasing learners motivation. Thus, it is important for teachers to recognize the influences and impact of formative assessment feedback on learner motivation and self-esteem. To sum up, classroom assessment is used by teachers to collect data in relation to the process and attainment of learners with aim of responding to individual needs and curricular demands. Formative assessment is crucial in enhancing learner learning and closing the gap between learners actual level and potential level. The following section explored assessment of young language learners in a foreign classroom context through review of past research studies in relation to classroom assessment in practice. 2.4Research on Assessment of Young Learners in the EFL Classrooms In this section, the relevant research studies of classroom assessment of young language learners are explored, followed by introducing a unique Taiwanese educational context, in terms of learning English in private ESL schools, as the classroom assessment context in this research. 2.4.1 Classroom Assessment of Young Language Learners Rea-Dickins (2000) points out that since the 1990s research studies in relation to assessment for foreign language learners has been more in evidence (e.g., Low et al., 1993; McKay et al., 1994; Edelenbos and Johnstone,1996; Breen et al., 1997; Leung and Teasdale, 1997). Language Testing proposes a special issue that is focusing on assessment for young language learners, who ages 5 to about 12, in the school system. The key idea of these reports in this issue is related to a variety of purposes for assessment for young language learners within an early years language learning curriculum which results in raising the awareness of wider issues in relation to assessment of young language learners, such as how the validity of classroom-based assessment is achieved. Teadeale and Leung (2000) draw the attention to the validity of implement alternative assessment and monitoring learners learning performance through teacher assessment. Rea-Dickins and Gardner (2000) also look at the same issue in relation to the implementation of formative classroom assessment, in terms of keeping track of learners language development, in the English as a Second Language (ESL) context. Their findings suggest the potential variables which may influence the validity of teacher assessment during the assessment procedure. This is followed by Gattullo who explores the way to implement formative assessment in the Italian primary foreign language classroom, where English is taught since grade 3 (age 8). She investigates different formative assessment processes through analyzing classroom assessment discourses and she also observes the everyday interactions between teachers and learners. The results suggest that instead of using formative assessment actions which may be m ore beneficial for learning, including observing process, examining product and metacognitive questioning; teachers use more common actions, such as questioning, correcting and judging. Continuing the theme of formative assessment of primary learners in the EFL context, Zangl (2000) provides the methods of assessment to gain information in relation to primary-age learners language skills. She argues that teachers may be able to draw a developmental picture for individual learners, including their general interactional skills and specific language skills, through ongoing assessment throughout primary school. Hasselgren (2000) looks at the innovative ways to develop materials, such as tests, teacher assessment, and learners self-assessment, which can improve both teachers and learners assessment skills in Norwegian primary schools. In the context of Norway, one significant difference is that there is no tradition of testing for young language learners due to local policy. This contributes to high-demand assessment methods, particularly in materials development and task design, and to the implementation of formative assessment, in terms of assessment for learning. Both teachers and learners are encouraged to develop their ability to assess. As can be seen, the national policy is one of important variables that influences teachers attitude towards integrating classroom-based assessment into their everyday language teaching. It is also crucial to take variables, such as learners prior cultural knowledge, teachers knowledge and ability in assessment, and the English curriculum, into account when assessing primary-age learners of English as a foreign language. Teachers should choose and design the appropriate assessment material for Young language learners. The material should be well adapted to learners cognitive and linguistic skills and to their interests. The work of Hasselgren suggests that classroom assessment may be influenced by a variety of factors, particularly by the national policy. These external elements, such as the government policy and English curriculum, may have direct impact on the implementation of assessment, teachers attitude towards classroom assessment and their classroom assessment practices in the EFL context. A brief history of primary school English education in Taiwan is explored in the next section to gain insight into a special English classroom in Taiwan. 2.4.2 ESL Program in Taiwan English teaching and learning for young learners has become increasingly important in Asian countries, such as Taiwan, China, Japan and Korea, where learners study English as a Foreign Language (EFL) over the past few decades. At this point it is useful to clarify some terminology before introducing the English educational context in Taiwan. The term English as a Second Language (ESL) used in countries, , such as Canada, North America and Australia, which refers to learners who are using English as the medium of instruction in school contexts but who are not English first language (L1) speakers (Rea-Dickins, 2000, p. 115). On the other hand, the term English as Foreign Language (EFL) refers to when English is taught to non-native English speakers in non- English speaking areas, such as Europe, Asia, and Africa. In 1997, the Ministry of Education (MOE) in Taiwan decided to implement curricular and instructional reforms in elementary and junior high school education. One of the most significant changes is that English courses are officially introduced in grade 3 (age 9) with two 40-minute lessons per week (Ministry of Education, Republic of China, 2010). Since then, learning English has become a popular movement for young learners from the ages of 5 to 12 across the country. Butler (2004) points out that some Asian countries, such as Korea, Taiwan, and Japan, have introduced English language instruction at the elementary school level, with special focus on oral communication skills. Although the officially suggested starting age is 9, most parents want their children to learn English as soon as possible. The assumption of the younger the better in foreign language acquisition is supported by many Taiwanese parents, who believe an early start will help their children to achieve greater profici ency. These factors above contribute to the significant growth in the number of cram schools and private language schools across the country over the last decade. Cram school also known as abuxiban in Taiwan are very common and popular in competitive Asian countries, particularly in Taiwan and Japan. The aim of these schools is to help pupils to enhance their achievement scores (Harnisch, 1994; Oneil Fukumura, 1992; Stevenson Stigler, 1992). In 1999, a report from China Central News, on 6 April 1999, stated that at least more than one quarter of elementary pupils attend private language institutions after school to learn English. Tsai and Kuo (2008) report that there are more than 5,000 cram schools in Taiwan. Most English cram schools offer additional after-school teaching to enhance pupils English ability. In particular, numerous so-called ESL schools aim to help Taiwanese learners to learn English as a Second Language (ESL) through using American elementary textbooks and teaching all subjects, including handwriting, computer, music, social science, reading, math, science, grammar, phonics and writing, in English. They also offer an ESL p rogram to kindergarten children of 3 years old up to students in grade 6 (age 12). In general, kindergarten pupils and grade 1 to 2 learners receive an average of 4 to 5 lessons a day, each 30 minutes long. As for grade 3 to 6 learners, they receive approximately 2 to 3 lessons a day due to their longer elementary school hours. Such ESL schools provide a unique educational context to investigate these ESL English teachers perceptions of classroom assessment and their own classroom assessment practices.

How People with Autism Experience the World Essays -- Science Scientif

How People with Autism Experience the World Many of us have heard of the neurological disorder called autism, and have a general sense of what the term "autism" means and all of the typical behaviors that belong in its category. Yet, I must question how many of us out there who do take an interest in autism really understand how having this disorder can totally distort one's perception of what one experiences in the world. A person with autism senses things differently than we normally do, and also responds to them in other ways – what we would call "abnormal behaviors". Why is this so? According to scientists, MRI research studies have shown that the brains of autistic individuals have particular abnormalities in the cerebellum, brain stem, hippocampus, amygdala, the limbic system, and frontal cortex (7). This provides substantial evidence that autistic behaviors must be in some way caused by these abnormalities. The problem is that we do not know exactly how or why these abnormalities cause someone with autism to experience the world differently than we do. This underlying issue of autism has always greatly intrigued me, and yet the topic of sensory integrative dysfunction in autism has been overlooked for many years. Articles and documents addressing this feature of autism have begun to appear only recently. While conducting research for my paper, I found it a challenge to find articles that specifically talked about this topic that I desired so much to learn about. Thus, the ultimate goal of my discussion is to reveal a misunderstood, hidden world – the complicated sensory dysfunctions that underlie autistic spectrum disorder. What have we found out so far about how people with autism experience the world? Al... ...s and Communication Disorders http://www.autismtoday.com/articles/Auditory_Processing_Problems.htm 8)Autism Today Page, An Inside View of Autism http://www.autismtoday.com/articles/An_Inside_View_of_Autism.htm 9)Pub Med Page, Nicotinic Receptor Abnormalities in the Cerebellar Cortex in Autism http://www.brainbank.org/HtmNew/Abstracts/LeeM.html 10)Pub Med Page, Stereological Evidence of Abnormal Cortical Organization in Individuals with Autism http://www.brainbank.org/HtmNew/Abstracts/Hutsler.html 11)Autism and Related Conditions Page, Sensory and Motor Disorders http://www.ratbag.demon.co.uk/anna/asa/definitions/sensory.html 12)National Center for Biotechnology Information Page, Neurofunctional Mechanisms in Autism http://www.ncbi.nlm.nih.gov/ 13)Autism Today Page, Sensory Disorder http://www.autismtoday.com/articles/Sensory_Disorder.htm

In search of peachy love :: essays research papers

The love between father and daughter. Sometimes it's shared, however most often the father loves the daughter unconditionally whatever might happen. This peach story is very sad and colorless, to a point where if we did not have the peaches one would not be able to finish reading it. One day we have this father and daughter relationship. The girl whom from what we get in the story rarely comes to see her father: "although she couldn't remember when they had been together before" pg 60. The father who tries his hardest to make sure the girl has at least good memories of him. The girl seems to all thought the story treat her father like a business partner. In retrospective she still thinks about the littlest things that make him who he is from what he is wearing to the hairs on his mustache. I really could not tell if she really enjoyed her time at his house beyond telling him toward the end, or if she only thought he was funny: "Anyhow they were together and he was kind of funny." This is the last that we see of any love coming from the daughter's side. In this relationship the father tries to make his daughter like she is at home, by this showing that he loves her immensely. In the story there are several occasions that show that he misses his little girl and in his own way tries to convince her to stay a little longer. Through the simplest detail he lives out the best moment with his daughter. When they are out on a walk she spots a bunch of peaches through a store window, so he buys them for her appeasement. In his mind he cannot wait to share them with her. This way he could recall how she enjoyed the taste of the peaches he bought for her. Dad sits down, gives his daughter the best looking fruit and for himself he takes the only flawed piece of the peach bunch he bought. These fruit they share are the only way we know from the story they find a middle ground. The pair enjoys their treat in silence, father eating the good half of his fruit and daughter finishing hers. From his spoiled half of the peach and unwanted guest pa ys them a visit. This tiny Gaston, worm, bug etc. gives them the best topic of conversation so far.

Computers in Kindergarten :: Argumentative Persuasive Education Essays

Computers in Kindergarten Perhaps you are skeptical as to the benefits of using technology with young children and you’re not unsure about using computer technology for your own purpose. Some questions frequently asked are, Does using computers in the primary grades stifle young children’s natural inclination to experiment and explore and hamper the development of independent thought? Will hardware turn primary classrooms from environments that nurture young minds to labs that merely mesmerize them? I will answer these questions in my paper. My opinion on the topic, at hand, is that I think there should be computers in Kindergarten rooms but students wouldn’t benefit very much from them. Students in Kindergarten rooms don’t have enough time to really get into a program and benefit from it. Many researchers do not recommend that children under 3 years old use computers.[1] Computers simply do not match their learning style. Children younger than 3 years of age learn through their bodies: their eyes, ears, mouths, hands, and legs. Although they may return over and over again to an activity they are full of movement, and they change their focus frequently. Computers are not a good choice for the developmental skill that these children are learning to master such as: Crawling, walking, talking, and making friends. Children need plenty of time to experiment and explore, computers would occupy much of their time. Before a child even starts playing on a computer they need to understand how a computer works, how to use disks, how to start and use a particular program, and how handle CD ROMs. Borgh (1993) states that once these skills have been established, children should then be give opportunities to interact with the computer. Papert (1998) stresses that computers have an impact on children when the computer provides concrete experiences, children have free access and control the learning experience, children and teachers learn together, teachers encourage peer tutoring, and teachers use computers to teach powerful ideas. In addition, computers enhance children’s self-concept, and children demonstrate increasing levels of verbal communication and cooperation with others. Children share leadership roles more frequently and develop positive attitudes toward learning.[2] The potential gains for kindergarten

Private School Essay

Some people feel that responsibility for providing education should be borne only by the government and that private education should be banned. In recent day, private school systems become more popular day by day. In fact, there are not many parents can afford to pay for their children to study in private school. Thus, this education system should be banned or extended as public school. This essay will discuss about that. Firstly, private schools biggest disadvantage is cost. The tuition for all of private school systems is very high. This is because every physical facility comes from tuition and donations without state grants. That one of reasons why the private school is not the first choice of many parents. Secondly, the students in private school have no change to do physical activity. So the public schools are more appropriate with students have athletic ability than private schools. Thirdly, the most of students in private school lack of national history knowledge because they just focus on math, science and foreign language. On the other hand, there are many reasons exist for people to choose private schools. Learning environment seems to be the best advantage of private school. There are fewer students in there than public schools so they will likely get a better education. In addition, the facility is fully supported lead to more effective education. Moreover, private school is a good environment to improve English and students have more opportunities to study oversea. Last but not least, private schools have better discipline than public schools. Parents have paid to make sure that their children are learning in a safe environment. In my opinion, the private education should not be banned. I believe that it will bring us many benefits if we extend private education.

Prozac Nation

Prozac Nation tells the story of Elizabeth Wurtzel’s childhood, her troubled relationship with her father who left her and her mother and refused to accept his responsibilities to his family, her move to Harvard, and her mental decline leading to several stays in hospital and a suicide attempt. Finally, after trying many different psychotherapists, psychiatrists, and medications, she tries Prozac and it helps her rise above her despair. In the Afterword to Prozac Nation, written for the paperback edition in 1995, Wurtzel asks the question that will have occurred to many of her readers.What on earth makes a woman in her mid-twenties, thus far of no particular outstanding accomplishment, have the audacity to write a three-hundred page volume about her own life and nothing more, as if anyone else would actually give a shit? (p. 354) She gives a long answer, the crux of which is: I wanted this book to dare to be completely self-indulgent, unhesitant, and forthright in its telling of what clinical depression feels like: I wanted so very badly to write a book that felt as bad as it feels to feel this bad, to feel depressed.I wanted to be completely true to the experience of depression—to the thing itself, and not to the mitigations of translating it. I wanted to portray myself in the midst of this mental crisis precisely as I was: difficult, demanding, impossible, unsatisfiable, self-centered, self-involved, and above all, self-indulgent. (p. 356) Wurtzel certainly succeeds in her aim to portray herself as capricious and self-preoccupied. Indeed, according to her own description, she seems so impulsive, self-preoccupied, needy in relationships, and manipulative that readers will probably wonder whether depression is indeed Wurtzel’s most basic problem.It’s very tempting to speculate that Wurtzel has just as much claim to a diagnosis of borderline personality disorder as she does to depression. Wurtzel says that her psychiatrists gave her a diagnosis of atypical depression, and DSM-IV-TR tells us that personality disorders may be more common in those with atypical depression. Of course, even if I were a psychiatrist, which I’m not, would be ridiculous to offer a diagnosis based on an autobiography.What is clear, however, is that Wurzel’s goal of telling some general truth about clinical depression is not accomplished. Reading Prozac Nation is a very different experience from reading other memoirs of depression such as Tracy Thompson’s The Beast and Martha Manning’s Undercurrents because Wurtzel manages to provoke such a mixture of conflicting feelings in her reader, while other authors of depression memoirs provoke far more consistent sympathy. By the end of the book, one feels far more sympathy for Wurtzel’s mother and her friends than one does for her.Normally, I count myself as able to identify and empathize with people who suffer from serious mental illnesses, but I have to confe ss that, given the way she describes herself, unless she has changed dramatically, I’d recommend her friends to run a mile rather than put up with her manipulation. Note that one gets a similar impression from Wurtzel’s second memoir, More, Now, Again, (reviewed in Metapsychology April 2002) in which she becomes addicted to Ritalin and cocaine, and spends most of her time lying and hiding her addiction from her friends, mother and publisher.In Prozac Nation, Wurtzel several times suggests that she was addicted to depression and makes clear that her self-defeating behavior was often willful. What makes it so hard to sympathize with her is that that her problem seems to be her personality, rather than some affliction she has to overcome. To be more precise, Wutzel describes herself sometimes as the agent of her predicament, and other times as the victim of it, and it’s unclear for the reader what reasons there are for these switches.She manipulates people close to her: for instance, she tells calls her therapist at all times of the day and night, and then tells her therapist that if she does not listen to her problems, her (Wurtzel’s) blood will be on her (the therapist’s) hands. Sometimes even her crying seems like a deliberate action. But at other times she feels immobile, and can’t get out of bed. Consider, for example, how she feels after her brief romance with a man called Rafe, uring which she was miserable, clingy, and insecure, and she explicitly ignored his request that he spend time away from her, since he needed to be with his family, who had their own needs. I couldn’t move after Rafe left me. Really. I was stuck to my bed like a piece of chewing gum at the bottom of somebody’s shoe, branded with the underside, adhering to someone who didn’t want me, who kept stamping on me but still I wouldn’t move away. (250) Wurtzel’s alternating acceptance and denial of her agency bemuse s the reader, and ultimately makes Wurtzel a less credible witness to her own mental states.Far from knowing exactly how it was for Wurtzel, even though it is clear that she was desperately unhappy for most of the time, readers will be confused and exhausted by her narrative. Far from undermining the work, these features are what make Prozac Nation so distinctive, standing out among other memoirs. It is a tour de force, and a powerful evocation of Wurtzel’s experience, although it’s not so clear whether that experience is depression, borderline personality disorder, or some other mental disorder.

Fashion Flow Theories: Misconceptions

Written Exam Fashion Flow Theories The Instrument of Meaning Exemplified as an instrument of meaning, the fashion system is a menagerie that takes meaning on an arduous cycle. One that sheds light on how its products are idealized, produced, adopted, and then finally discarded after serving its utilitarian or ideological purpose. Mass communication and other conduits of information dissemination play a role in channeling meaning from its origins to the consumer (McCracken 1986). The fashion system flows from one end to the other.At its starting, is the creation or invention of meaning, undertaken by influential individuals or groups that capitalize on their stature or celebrity status. Their influence help reshape ideologies of cultural categories and principles. Fueled by imitative appropriation by those of lower standing, this innovation of meaning is prompted and stimulated (Simmer 1904). American-born singer Lady Gaga is one good example. By using fashion as an outlet of self-exp ression, her avian-garden style of dressing caught attention and liking.Taking full advantage of her celebrity stature, she has brought about societal form in her support for the LEGIT community. Her constant feature and highlight of gays in her music videos and advocacy of marriage equality have inevitably given society new meaning. Her influence has trickled across to other influential individuals who then pass it on further, resulting in what we see today as homosexual taboos being slowly abolished (with countries lawfully engaging in marriage equality, etc. ). Meaning in this sense, has changed from vociferous aesthetics to a political statement.Aside from the designers of the goods itself, meaning transfer is accomplished by another group of people – the fashion Journalists. They act as conduits of meaning transfer through their work with print or firm media. They act as social observers of social development and reform, reviewing, inquiring and questioning it. They have to possess a clairvoyant quality as to pick out specific fashions they approve of then disseminating their choices onto their assigned publications. This in turn also affects the designers having their influence felt even before the early adopters of society or opinion leaders.Suez Menses is a British fashion Journalist currently serving as the dead fashion reporter and editor for the International Herald Tribune. Her work there involves reviewing fashion runways and giving her opinions on it, all of which is widely read by the public. Early February this year, Menses published an article for the New York Times titled â€Å"The Circus of Fashion†. In that article she gave her views on the changing dynamics of the biannual fashion shows; how the focus seems to be changing towards the people who â€Å"peacock† outside them (Menses 2013).This shift in paradigm stimulated others to rethink, with others giving their own views e. G. Garage Magazine (Take My Picture, 2013). It is such reviews that contribute to the shaping and reshaping of publics ideals of fashion. In the case study of the â€Å"preppie look† we see how the fashion system comes into play in this transfer of meaning. Originating from high society, people of upper- upper and upper-lower classes, the preppie look was a signifier of that particular social stratum.The term preppy derives from the expensive pre-college preparatory or prep schools that upper-middle-class White Anglo-Saxon Protestant children on the United States' East Coast (Fashion Encyclopedia 2013). Introduced in the sass, the preppy look has continually gone in and out of style. During the sass soap operas like Dynasty and Dallas brought about this social acceptance for the style. The North Americans who frequently watched these evening soaps generally began to accept and adopt the style of the preppy look due to its association with the show and its characters.This radical change of meaning transcends from what o riginally was being associated with upper-middle class stringent pre-college prep-school dress code, to the incorporation of lifestyle habits by lower standing individuals of North American society. This also clearly models the downward flow theory of adoption of fashion; a style first adopted by people at the top of the social pyramid then gradually winning acceptance at progressively lower social levels (Stone 2008). An innovation of fashion similar to that of â€Å"The Preppy Look† is Christian Door's 1947 â€Å"New Look†.The Haute Couture house introduced it right after the World War II. Contrast to the conservative wartime dressing, this profligate use of materials was well accepted amongst the social elite. Only a tiny minority of women was in a session to purchase the New Look. Because of its singularity and the fact that no other alternatives were available, the years following 1947 saw the trickling down of the it to department stores and then to patterns that could be easily used at home. The fashion system is an instrument of meaning.Consisting of a vast array of methodically linked elements that take the meaning of something from one end to another, changing and reinterpreting it to suit society. With examples of the preppie look and Door's New Look, the diffusion from high society to mass-market clearly wows the way by which meaning quickly changes and adapts around cultural principles and its repercussion reformation. 3 Misconceptions About Fashion Fashion has grown and transcended from bare necessity to a form of non-verbal communication, almost like an extension of the body.With it, there are common misconceptions that are still vastly kept. One of them is that fashion designers and retailers govern what fashion is or will be, forcefully imposing it onto helpless consumers. Although, to a certain extent, designers and retailers play a vital role in the fashion system as gatherers of meaning and injecting them into consumer goods ( McCracken 1986). However, in actual fact, consumers are the ones who decide the contents of fashion, what it will be. By their acceptance or rejection of an offered aesthetic, the design direction is then focused onto accommodating the consumer.In the example of the upward flow theory of adoption, fashion styles can be seen coming from mass-market, low standing society. With the evolution of fashion dissemination throughout the decades, the way fashion moves has progressively opposed what it used to be 50 ears ago. Beginning in low-income social groups, fashion trends from there move upward into the higher-income groups (Elaine Stone 2008). An example covered by Elaine Stone's article is the T-shirt. Generally associated with blue-collared workers and commonplace sportswear, it took a turn during the sass, igniting a brand new fashion cottage industry.The Channel No. 5 T-shirt was the epitome of what was in-vogue then. As a result, retailers and producers look towards this new direc tion of fashion flow, radically revising their methods of fashion forecasting. Today, more effort is focused on pr ©t- ¤-porter runways, aiming at the youths. Fashion is not governed by anyone nor is it a helpless process of induction to its consumers. The consumer plays a vital role in influencing and being influence by designers and retailers alike. The second misconception about fashion is that it acts as an influence solely on women.Men and children are as equally responsive and influenced as women towards fashion. A demand for styles and specific products in menswear and childlessness be it in suits, hairstyles or shoes, Justifies the fact that there is an end hat reciprocates and influences. In the case study of â€Å"The Perfecto Jacket†, we see again the upward flow theory of adoption, in light of menswear. The â€Å"Perfecto† motorcycle Jacket, by Shoot Brothers Company of New York, became a social signifier of rebellious youth culture.This was because of Maroon Brandon, when he wore one in the widely popular movie The Wild One in 1953. The sinister black sheen and knife-slash like zips personified an attitude of rebellion. It was an indicator of the way street style progressively became accepted as part of social culture (Polishes 1994). This clearly illustrated the fact that men from different social stratum had an influence and were influenced by fashion. There was a process of idealization and adoption, much like how women respond to fashion.The last misconception is that fashion an enigmatic and unpredictable force. Contrary to that belief, design direction and the way it changes can be quite accurately predicted by people known as fashion forecasters. These people study the basis of the fashion system to understand it and to utilize this knowledge into the business aspects of fashion. One major trend forecasting website is WOWS. Their method of research goes as follows – input, analysis and output. They offer a smà ¶rgà ƒ ¥sbord of analytical perspectives, from in-depth material predictions to aesthetic forecasts.In the article, Elaine Stone mentions that every action has a repercussion effect and questions its link towards fashion. With the Pearl Harbor bombings by the Japanese in 1941 and the terrorist attacks of the World Trade Center on September 1 1, 2001, it is evident how events that spark social change have an effect on fashion (Stone 2008). Those attacks inevitably led to a sense of nationalism and patriotism amongst the American people – aptly resulting in a trend for clothing and accessories of the colors white, blue and red.Fashion is not a complex force that requires an extreme level of clairvoyance, but is in fact a logical process that can be anticipated by ways of analysis of past, present and future. With its quick evolution and reinvention, fashion is a complex system that ideas seem to have been wrongly interpreted or conveyed. Some of which involve the misunderstanding of consumer roles to the fact that fashion is too complicated to anticipate. However fashion does in fact engage in a healthy designer/retailer-to- nonuser relationship and through immense study of it, can be accurately predicted.Fashion has grown to be something more tangible and cognitively assimilative. Fast Fashion Consumerism is something we witness on a daily basis. We are incessantly bombarded with imagery that encourages the extensive purchase of products. It is everywhere. In this media saturated world, there is no escape. Fashion in this sense, is exploited. People of the fashion world have become so hungry (Polishes 1994). The fashion cycle gives us a clear idea of how this vicious recess works – ideas are generalized, produced, adopted then dropped (McCracken 1986).This all happens at an alarming rate that coincides with the biannual fashion calendar. In a year, there are two conspicuous seasonal showcases – Spring/Summer and Audiometer; each happening almost a full season ahead of the actual (for business practicalities). In between that we have Haute Couture, Menswear, Cruise and Resort collection showcases (Mode  ¤ Paris 2013). That totals about 8 shows in a year for the average homogeneous fashion house, a frenetic pace of activity. With its products there, the question then begets – What is the driving force of the fashion system?The consumers. Fashion acts as a social determinant. People are greatly concerned about the way they look, it affects they way one is perceived and how one feels about oneself (Gains 1999). The desire to imitate celebrities and the influential people of society is factor that is continually growing on consumers of all ages and the buying power throughout Europe (Simmer 1904 & Reenact 2005). The followers of fashion are the bulk of what the fashion industry is, owes it to its lowers (Stone 2008).Fashion ideas are deemed fashionable when a sufficient amount of people accepts it, and these ideas late r go out of style when people no longer associate with them (Gains 1999). Conversely, fashion acts as an outlet of self- expression, a promotion of individualism. Present-day youths tend to combine various styles to in turn create a look of their own. Noticing this, designers of clairvoyant nature have capitalized on it, encouraging this mixing-and-matching approach of fashion. Aside from the patronage of fashion, technology plays a huge part in the stimulation f fashion.The media acts as a convoy to the fashion system, disseminating information; being responsible for the image saturation in society. The fashion press stimulates and coaxes in consumers, famously inducing tastiness like â€Å"Shop till you drop† that psyched the American public into mass consumption (Gains 1999). In the example of fashion House Louis Button, their advertisements can be seen plastered on billboards and across the facades of their duplex stores. Their image distribution has also reached platform s like social media whereby they give the consumer a more p-to-date, interactive experience to the brand.It is this way that Louis Button garners patriotism and markets itself and it is this advocacy of consumerism by meaner of media that helps transfer meaning of products towards the consumer. Technological advancements and changing business dynamics are also factors that act as catalysts towards fast fashion. In delineative case study of China and Italy by Simons Serge Reenact, a shift of dominance in production in the amalgamated silk industry of both countries could be observed with the improvement of technology.The efficiency of production and new distribution channels that inversely reflect societal reforms have inevitably contributed to the pace at which fast fashion has increased further (Reenact 2005). The fashion world is one that comprises of its innovators, hungry-for-more consumers and the people who exploit it. Fashion can be said as a salient notion of planned obsoles ce (Gains 1999). Fashion is presented ahead of its intended period of usage, adopted and deemed fashionable, then obsolete when the same people quit it. It is a cycle that repeats itself on a seasonal basis, with its people almost nonchalantly and blindly embracing it.

Famous people

The reason I'm writing Is to give you some Information about famous people and to express my thoughts about It. To begin with, I know many famous people In our world. They try to do their best to become such. My favorite personality Is the British actress Kerri Knightly. I think that Kerri Is the best combination of beauty and talent. Her acting amazes me, her actions make me speechless, her voice can attract anybody attention. She worked very hard and collaborated with the most ammos actors and became one of them very quickly.She played and is still playing in very popular movies with the most known directors and that's why she is very famous. The most popular her roles are in the films â€Å"Pirates of the Caribbean†, â€Å"Pride and Prejudice†, â€Å"Ana Karen†. So, I want to say that Kerri is very famous and popular nowadays. I usually get information about this person from the Internet, TV, some magazines and newspapers. Also, my friends are fond of her tale nt, so we often tell each other deferent facts about her life and exchange different Information.We know everything about her work and private life. As far as I'm concerned, I would not Like to be famous. There are many reasons why I think so. Firstly, I think, It Is very hard to be famous. Every time you must know that you are an example to follow by many. So, you should avoid some situations In which you can attract your fans and abandon the usual look. Secondly, every time you can be pursued by paparazzi, hat's why you won't be able to feel good in your daily life and work.Also, your fans will spy on you in every possible way. You will feel tired giving them your autographs. And lastly and most importantly, everyone will know everything about your life. Your private life will be public and you won't be able to hide some facts, which are very dear to you. In addition, I think that to be a famous person is not an easy task. So, people who work hard, must be successful in their life , but they must also remember that to be a famous person Is hard too.

Relationship between educational requirements and the impact the Research Paper

Relationship between educational requirements and the impact the requirements have on policing at the state and local levels - Research Paper Example This has been criticized, especially due to the fact that it leaves out minority ethnic groups who have a lower chance of being educated. The other main question that has to be answered is the question of whether the requirement of law enforcement officers to have a degree increases their efficacy and professionalism in executing their job of policing. The requirement for law enforcement officers to have a higher education is a topic that cannot be easily exhausted. Definitely, there are some advantages in having educated officers. To begin with, research and literature seems to indicate that college educated officers are more likely to be more productive and also be better able to handle difficult situations that need judgment and discretion. For instance, as Doerner (2007) says, policemen with a higher education are more likely to handle sensitive situations in a better way than those with only a high school education. Secondly, the need to professionalize the profession of policing requires that the people be required to take up higher education. The only problem with this is that they are not necessarily needed to take up courses related to their work. This then brings in a problem because the definition of a professional is that he or she must take an education that related to her service. It might be better to ask; is it necessary to need law enforcement officers to be educated, to professionalize the trade? If so, what is meant by professionalizing? The truth, is, even as there is some evidence that college educated law enforcement officers are able to be more effective in executing their duties, this does not necessarily solve the issue of improving the trade. Dunham (2001) argues that police attitudes may be changed for the better by and education. However, he argues this does not solve all the issues. Making law enforcement to be professional would be done better if there were college cour ses specifically

Earth's Deserts Research Paper Example | Topics and Well Written Essays - 1500 words

Earth's Deserts - Research Paper Example The most important abiotic factor which influences the desert ecosystem is rainfall. Most deserts are characterized by the fact that it experiences little or no rainfall. The deserts receive a total of less than 300 mm of rainfall per year, where a rainforest receives about 2000 mm. The lack of rain, and ultimately water in a desert makes the vegetation scarce and influences the adaptation of the plants and organisms. Plants such as cacti which are very common in a desert ecosystem have adapted to the scarcity of water by storing water in their stems. The saguaro cacti do not have very deep roots, allowing it to soak up rain and dew before it evaporates. It's spongy surface inside expands to hold more water (Cunningham n.d.). Bushes develop small and few leave, but long roots to adapt to the harsh conditions by conserving water. Some plants are short lived and grow only during when rain is available. Temperature is another important factor which has a great impact on the ecosystem which ultimately is affected by another abiotic factor, sunlight. The temperature in the deserts reaches its extremes on a daily basis because there is no humidity in the desert air to block the Sun rays. Mean annual temperature in North American deserts like Chihuahuan, Sonoran, and Mojave, for example, is 20-25Â ° whereas it can reach up to 49Â °. Minimum temperature here can drop to -18Â ° as well. But temperatures can be so high that rain starts falling and gets evaporated whilst it reaches the ground (The desert biome. (n.d.).