A Description of Quantitative Research

Quantitative research refers to the systematic empirical investigation of social phenomena via statistical, mathematical or computational techniques. [1] The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. Quantitative data is any data that is in numerical form such as statistics, percentages, etc. 1] In layman's terms, this means that the quantitative researcher asks a specific, narrow question and collects numerical data from participants to answer the question. The researcher analyzes the data with the help of statistics. The researcher is hoping the numbers will yield an unbiased result that can be generalized to some larger population. Qualitative research, on the other hand, asks broad questions and collects word data from participants. The researcher looks for themes and describes the information in themes and patterns exclusive to that set of participants.Quantitative research is widely used in social sciences such as: psychology, economics, sociology, and political science, and information technology, and less frequently in anthropology and history. However, research in mathematical sciences such as: physics is also ‘quantitative' by definition, though this use of the term differs in context. In the social sciences, the term relates to empirical methods, originating in both philosophical positivism and the history of statistics, which contrast qualitative research methods.Quantitative research is generally made using scientific methods, which can include: The generation of models, theories and hypotheses The development of instruments and methods for measurement Experimental control and manipulation of variables Collection of empirical data Modeling and analysis of da ta The Process: The research process entails a number of steps which include the research question, literature review, research design, data collection, data analysis, interpretation of results and answering the research question. Hughes, 2006) From the above diagram it is evident that there are steps that should be followed when undertaking quantitative research, these steps are discussed below: (Creswell, 2003) 1) Selection of topic: The first step when undertaking quantitative research is the identification of the research topic, this involves designing the research question, the selection of the topic will depend on a number of factors and they include topic selection due to interest of an individual, significance of the social phenomena, research based on existing theories and the ability to research on the topic. Creswell, 2003) 2) Literature review: The next step is to undertake research on previous theories that have been developed based on the selected research topic. This step will also involve selection of the theoretical approach that will be used in the study. This step will also involve formulation of questions that will be answered in the study, at this point a literature review will be prepared in order to identify previous studies and theories that support the research questions and methods that will used in the study. Creswell, 2003) 3) Research design: Research design is determined by the research question, this involves identifying the most appropriate way to structure the quantitative research in order to answer the research question, the research question will also determine the type of data to be collected and analyzed. 4) Data collection methods: The research design will involve selection of the most appropriate data collection method.Data collection methods include Questionnaires, Structured Interview, and Observation and analyzing documents i) Questionnaires: Questionnaires involve the formulation of questions that aid in the collecti on of data, questionnaires can be administered to respondents or mailed to the respondents, questionnaires are prepared and pre tested to determine whether questions are biased. Questions formulated will be based on the research question whereby they will aid in the collection of data that will help answer the research questions.Questions will either be closed or open ended, open ended questions are those questions that will require the respondent to input his own answers to the questions whereas closed questions are those questions whereby the respondent will choose from a list of answers highlighted in the questionnaire. (Fowler, 2008) ii) Interviews: An interview can be undertaken to collect data, there are two types of interviews and they include face to face interview and telephone nterview, a face to face interview will involve collection of data whereby the respondent and research administrator sit together, a telephone interview on the other hand will involve calling the res pondent and answers obtained over the phone, a face to face interview is considered more expensive given that the research administrator may be required to travel and also this process may be time consuming. Fowler, 2008) Interview are further subdivided into structured and unstructured interview, structured interview involves setting up a set of questions that will be administered while unstructured involve asking the respondent to elaborate on certain issues. (Fowler, 2008) iii) Observation Observation is another method of collecting data, this method involves observing participants and recording data, for example collecting data on the number of vehicles that use a certain highway will involve the observation method of collecting data. Fowler, 2008) iv) Analyzing documents: This is secondary data collection method that involves collecting data from published documents example journals and a book, other sources include online databases which are relatively cheap methods of obtaini ng data, this method is preferred given that it is less time consuming and also less costly.This method however have a disadvantage given that it may given rise to accuracy problems, data accuracy will depend on the purpose of the data collected and that there may rise problem when data may unavailable and therefore a researcher will be required to use primary sources of data which include interview and questionnaires. Fowler, 2008) When designing the research data collection methods it is important that the researcher takes into consideration the respondent attitude, data collection methods such as questionnaires should be designed taking into consideration the reaction of the respondents when a certain question is directed to them, also the research questions should be clear and simple and should not be leading questions.The other factor that should be taken into consideration is the cost, when selecting the data collection method one should take into consideration the cost associ ated with that method and whether there exist ways to reduce such costs, face to face interview sometimes may be costly and time consuming and therefore questionnaires that are relatively cheap may be preferred, also the questionnaires may be more appropriate given that they are less time consuming given that a lot of data can be collected at once, for example a tudy that involves participants from different regions and the respondent sends the questionnaires to the respondents. (Fowler, 2008) 5) Sampling: Sampling in social research refers to the selection of a few respondents from a population, in some studies it is impossible to collect data from the entire population and therefore a sample is selected, when an appropriate sample is selected it results will represent the entire population, a sample reduces the cost associated with data collection and also reduces time consumed while collecting data.There are two types of sampling and they include probability sampling methods and non probability sampling methods. In probability sampling the sampling error can be estimated and a confidence interval established for the entire population, probability sampling methods include random sampling, systematic sampling, stratified sampling and clustered sampling. Stuart, 1994) i) Simple random sampling: In simple random sampling the population respondents or units are identified and a random number generator is used, each unit in the population is assigned a number and the unit corresponding with the random number generator is included in the sample. The appropriate sample size is calculated using the expected error and therefore the number of total units selected corresponds to the calculated sample size. Stuart, 1994) ii) Systematic sampling: This is a probability sampling method that involves the selection of the sample using intervals, the first step in undertaking a systematic sample is assigning each unit a number, the researcher then decides on the appropriate s ample size and then the sample is selected using intervals, example a study may use systematic sample with a ten unit interval, this means that the first number to be selected will be 1, the next 11, the next 21, if the interval is 5 then the first number will be 1 then 6 then 11 etc. Stuart, 1994) iii) Stratified sampling: Stratified sampling is also an acceptable probability sampling method, this method involves subdividing the entire population using certain characteristics example stratifying data into regions or gender, the next step involves undertaking simple random sampling on the categories and selecting the appropriate sample size. (Maxwell, 2005) iv) Snowball sampling: Snowball sampling is another sampling method which is a non probability sampling method, this method involves selecting the first respondent and then asking the respondent to refer you to another respondent, a good example whereSnowball sampling is used where we have certain units with unique characteristic s, example a research study on gay marriages will use these sampling method, or a study on prostitution will involve this sampling method given that the respondents will refer you to people they know who have the same characteristics. (Stuart, 1994) 6) Ethical issues: In research there are some ethical issues that need to be taken into consideration, this includes confidentiality, cause no harm to respondents, anonymity and consent.A researcher should treat information collected with confidentiality, this means that the researcher should not state that a particular respondents made a certain statement. The other ethical issue to observe is anonymity whereby the respondent should not given out their names or reference numbers that may identify them as the particular individual that gave certain statements. (Punch, 2005) The other ethical issue is consent.Participants should be briefed on the purpose of the study and also be informed on any recording that may take place, this way the researcher should gain the consent of the participants by briefing them on the purpose of the study and also how the information will be recorded. Finally the research should not cause harm to the individuals, this takes place whereby the researcher should not ask questions that offend the participants. Fowler, 2008) 7) Data analysis: When data has been collected the next step is to analyze data using statistical techniques such as calculating the mean, variance, correlation and regression analysis, all the data collected should be analyzed but some exceptions are made for example cases where we have incomplete questionnaires are rejected and not included in the analysis. In this stage the researcher should report accurately the results obtained and should not in any way alter variables collected in achieving desired results.Data should be presented as they are and a report written to show how the data respond to the research question or topic. (Bamberger, 2000) 8) Other factors to consider: A good research study will be free from bias, this means that the information and data collected from the study should not vary in any systematic way, and bias in a study may be eliminated through the use of random sampling and also eliminating biased treatment of participants that may affect their responses. (Flick, 2006) Conclusion: From the above discussion it is evident that when undertaking quantitative research one has to take into consideration a number of actors, the first step is to formulate a research question, the next step involves literature review where a researcher should search for information on previous studies undertaken on the chosen research question. The next step involves research design where the data collection method and the sampling method is chosen, a researcher may chose to use questionnaires, interview or observation to collect data. Research design also involves choosing an appropriate sampling method when the population is large, sampling m ethods include random sampling, quota sampling, systematic sampling and stratified sampling.Sampling helps in reducing costs associated with collecting data from the entire population and also is less time consuming whereby the study is undertaken only a few participants. After sampling and preparation of the data collection method the next step is data analysis and interpretation, this involves recording all the data collected and analyzing data to make statistical inferences and descriptive statistics, results should also report on how the data has helped answer the research question.Qualitative research is a method of inquiry employed in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts. [1] Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the why and how of decision making, not just what, where, when. Hence, smaller but focused samples are more often needed than large samples.In the conventional view, qualitative methods produce information only on the particular cases studied, and any more general conclusions are only propositions (informed assertions). Quantitative methods can then be used to seek empirical support for such research hypotheses. This view has been disputed by Oxford University professor Bent Flyvbjerg, who argues that qualitative methods and case study research may be used both for hypotheses-testing and for generalizing beyond the particular cases studied Research training in the Philippines: exploring the issues for a nation striving to enhance research quality Angelito CalmaCentre for the Study of Higher Education The University of Melbourne Abstract Internationally, research training is changing face due to global changes affecting higher education. Higher education in the Philippines is also affected by these changes. Currently, the Philippines, throu gh the Commission on Higher Education and higher education institutions, is embarking on new ways to enhance research and research training. To reach this objective, however, some areas of research and research training require attention.Thus, the purpose of this paper is two-fold: (1) to identify areas for scrutiny and (2) to propose possible strategies to enhance research training in the Philippines. Introduction It was more than a decade ago that the OECD (1995) highlighted the changing face of research training internationally. Today, research and research training remain under pressure to address a broad array of societal demands. This is due to changes globally and to how nations and universities position themselves as shareholders in a complex knowledge society.If relevance and viability were the language of the past, now and into the future issues of quality, accountability, and internationalisation of research will come to the fore. In the Philippines, higher education push es for ways to ‘[promote] research to push forward the frontiers of knowledge and to develop a culture of research among higher education institutions’ (Commission on Higher Education [CHED], 2007a, para. 2). To reach this objective, however, some areas of research and research training require inquiry and evaluation.Thus, the rationale for this paper is two-fold: (1) to identify areas for scrutiny and (2) to propose possible strategies to enhance research training in the Philippines. The effects of globalisation place necessary demands upon higher education generally. In particular, the effects are felt in the areas of teaching, research, and postgraduate research training. Marginson (2007) maintains that higher education supports ‘multiple connections across the range of teaching, research, doctoral training, and business activities’ (p. ) and universities will continually compete to occupy global spaces to position themselves strategically. Part of this global positioning strategy is advancing research. One way of doing this is by pursuing developments in postgraduate research training. Thus, research training in the future will increasingly play an important role. In recent years, there has been a growing interest in the field of research training. The range of research objectives is quite diverse.However, it is observed that research into research training primarily involves the development and evaluation of practices across specific disciplines and institutions. In the Philippines, however, little has been done in this area, much less on the analysis and appraisal of national and institutional research training policies. Research training in the Philippines†¦ 2 This is why research training in the Philippines needs examination and, I will argue, development.For a country where research is at the periphery of higher education curricula and where universities are mostly ‘teaching universities’ as opposed to †˜research universities’ (Bernardo, 2007), the Philippines faces one of the greatest challenges in restructuring its higher education to compete globally, or even with its closest neighbour countries, in areas of research. In the past years, the country’s competitive advantage has largely been its human capital due to the substantial economic gains that dollar remittances from overseas workers bring in.The emphasis in higher education has been on the education and training of nurses, teachers, engineers, and computing specialists and this could well be explained by employment opportunities in the Asia-Pacific region and across the globe. This is evident in the statistical reports published by the CHED (2007b) which reflect (1) Business & Administration, (2) Medical, (3) Education & Teacher Training, and (4) Engineering & Technology courses remain as top disciplines of choice for most students in recent years.However, there has been less attention placed into the educat ion and training of undergraduate and postgraduate students in the area of research. Research remains a peripheral component of undergraduate and postgraduate curricula whilst research training continues to be an under-developed activity. The influx of students from other countries also influences higher education in the Philippines. This is especially so now that neighbour countries like South Korea increasingly view Philippine higher education institutions (HEIs) as hubs for undergraduate education.One reason for this is because English is one of the two official languages of the Philippines. However, the Philippines has thus far not positioned itself as a preferred choice for postgraduate education despite English language advantage. Perhaps some areas that need development are the HEIs’ readiness for research, their research capabilities, and the strength of their academic staff in research and research training. The Philippines remains relatively unsuccessful in attracti ng postgraduate students from Asia-Pacific compared to countries from non-English speaking backgrounds such as Singapore or Malaysia.It has been the national policy of the CHED to enhance research in the Philippines. To do this, examining and developing research training is critical. Research training is at the core of enhancing and promoting research within HEIs. There are even more reasons to develop research training in the Philippines given the strategic directions that HEIs currently take. First, amongst HEIs, one of their aims has been to attract international students due to insufficient funding on public universities as well as to move away from over-dependence on tuition fees from local students for private universities.Second, universities increasingly find it important to integrate research into their postgraduate education curricula and moving towards becoming ‘research universities’. Finally, HEIs push for local accreditation and international quality stand ards benchmarking to mark their place in Asia-Pacific. Thus, it is a critical part of this transformation and positioning to examine research training structures, policies, and practices. This paper focuses on presenting briefly the higher education system in the Philippines and the context of postgraduate education and research training within HEIs.It concludes with an exploration of some important areas for scrutiny and possible strategies to develop research training in the country. Instructions 1. Conducting Research o1 Formulate a research question. Qualitative studies aim to explore and/or describe, not explain phenomena. The question should reflect precisely what you aim to explore or describe in your study. The question should also connect to or be relevant to the field that you are studying.For example, if you are interested in exploring how the parents of young children understand their children's learning in an arts environment your question could be, â€Å"What are the parental perceptions of learning for their preschoolers ages 3 through 5 in an early childhood museum-based visual arts program? † o2 Conduct a literature review. Look for strong academic literature from peer-reviewed journals on your chosen subject. o3 Choose a qualitative approach. This should match or be connected to the subject of your study.Examples of qualitative approaches include ethnography (immersing yourself in one specific culture or group of people to conduct in-depth interviews and observation), phenomenology (exploring the participant's subjective interpretations), grounded theory (creating new theory that is grounded in the data) or action research (the researcher is part of what is being studied, such as a teacher researching her own classroom). o4 Decide on the methods that you will be using. Common qualitative methods include participant observation, direct observation, interviewing and document reviews.Some methods may work better with some approaches. For example, if you are conducting an ethnographic study you would want to rely more heavily on observation techniques. o5 Collect your data via the chosen method. o6 Analyze your data. This may include a method such as constant comparison (comparing different pieces of data against each other). Typically, qualitative researchers will analyze their data using a system of alphabetic codes that express different themes or concepts that emerge from the information.Considerations for Choosing a Topic †¢Choose a topic that you find interesting. oYou will be spending a lot of time researching and writing it, and a topic that interests you will make the process more enjoyable. †¢Pick a controversial issue that you are passionate about. oA hot topic for a speech or persuasive paper that interests you will make the research appealing. †¢Select a topic with multi-purpose research potential oIs it possible to research two different aspects of the same subject for two classes? If so, you will be multi-tasking and saving time.Note: this is not turning in the same paper for two different classes; this is using your research time wisely †¢Choose a topic that relates to your personal interests or future profession. oIf you are writing a persuasive paper on a topic of your choice can you tie it into your major so that the research will have a future benefit to you? This will add value to the research process. †¢Decide on a unique or original topic. Put your own spin on it! oImagine your professor reading 25 papers on the same topics year after year. An original topic or perspective will be welcomed favorably!

My Journey to America

My journey to America is one unforgettable experience. I say this not because I was able to travel to the land of my dreams but mainly because the journey had improved my outlook in life through the many lessons and insights it had taught. My country of origin is Kenya, located in Eastern Africa. Separating these two countries is the Pacific Ocean,  Ã‚   a large body of water that seemed to signify the impossibility of my coming here (Crofton, 1994, p. 434). But fortunately, this huge obstacle was overcome, and now I am enjoying the fun and opportunities offered by a country that had only once been a dream. You just cannot imagine the excitement I had felt when I learned that I will travel to America. For the majority of Africans, America is a land of golden opportunity, a place that one can better himself. It offers a rare experience in advancement in technology, an essential factor to a person’s twentieth century learning. And above all, America had many fun, exciting and historical places to visit. Armed with such lofty thoughts in mind, going through the hassle of filing for travel papers at the US Embassy meant nothing to me. I  Ã‚   bade goodbye to Kenya last __________. My itinerary was from Nairobi, Kenya to ______, USA. It would take approximately ______ hours to reach the US.   On the plane I tried to contain my excitement although flying above the wide Pacific Ocean was both thrilling and nerve-wracking. Looking down below from the window of the plane, I can see a wide expanse of blue water, stretching miles and miles beyond as if it would never end. Although the sight was beautiful to behold, I cannot wait to see land for by then I suddenly felt an awesome fear of being in a place totally unknown, as if I was lost in the middle of nowhere. I realized then that uprooting oneself from familiar places is not that easy, after all. As the plane made its way across the earth,   my mind was filled with thoughts of what I will going to do in America, the friends that I will meet, the places I will visit and the things that I will have. The thoughts all came to me at once, both thrilling and enchanting me at the same time. Amidst   these thoughts, my mind   raced back to the place I just left behind, the loved ones that I will not see   for sometime and   the places that surprisingly I will miss, and then out of nowhere I felt nostalgic and if I was not strong   enough tears would have fallen from my eyes. It was painful to realize that for me to experience something new, I had to let go of something that I hold dear. But I am glad to think that someday I will be back. Finally, after some time I approached the place that for more than a century had drawn all kinds of races and nationalities to its shores like a magnet. I expected the view from above to be so much different from the aerial view of the country and continent I just left behind. True enough it was way, way different. Whereas the place I had just left was dominated by forest and desert that was spotted with human dwellings and buildings, the view of America from the air was just breathtaking to me. A vast array of buildings endlessly crowded themselves below, tall skyscrapers and the Statue of Liberty seemed to reach out to me in welcome. I could not believe that the famous  Ã‚   America was right in front of me!   Ã‚  I felt an awesome sense of self-fulfillment then, perhaps because America had this magical way of making a person think that finally he had seen the real world. Naturally I could not wait to set my feet in the America soil.   For the first time in my life I was surrounded with people who look different from me. In the airport were white people, brown skinned people and dark ones like me. I was fascinated with the presence of different nationalities that were busy talking to one another in a language I do not understand and hurrying past me to places God knows where. I realized later that I will often come across these different types of people in just any street in America. I wonder much about them, the places that they came from and the loved ones that they left behind in a country far away. I know that most of them come to America to earn more money, and I wonder if they fulfilled that goal. Settling here for _________ (months or years) now, I can say with authority that foreigners here oftentimes experienced physical, emotional and mental suffering. Many of them are homesick.   There is no place, after all, that man will be untouched by the negative experiences of life. Such realization had developed in   me a deeper respect for people who   left their homeland to find jobs in other shores. For the many successful people who pass my way daily, I can say that indeed America is a land of golden opportunity, but only for the people who work hard. In life no matter where we are we just cannot expect a golden egg to fall on our lap. Here there are also many poor people. I do not know why they lived that way but one thing America taught me is that if you want something good to happen in your life then you must be willing to sacrifice, to let many sweats fall from your forehead.   Ã‚  A person should not wait for opportunity, he must look for it and when he found that opportunity he must grab it with both hands. The list of beautiful places to visit and exciting things to do in America is endless. There are many big parks decorated with beautiful flowers and housed different kinds of animals (many of these animals are native to my homeland like tigers and elephants).   When I look a these caged animals I cannot help but compare them to their relatives back home who roamed   freely in the African wild. America is not a place of freedom for them but on the contrary, America is a trap, a prison. I felt sad but these are the prices that need to be paid if people of America are to see a live African wildlife. Furthermore, America had many large shopping centers filled with all sorts of stuff. They are very inviting to touch, look and if I have the money, to buy. There are just many things to choose from, all of them beautiful. It is true that America has lots of things to offer especially for a Kenyan like me. Being surrounded by all these beautiful things make me look at life more positively. I do have negative experiences in America but I would cite only one that I know is experienced by most foreign people like me and it is the ugly face of racial discrimination. I know that racial discrimination is present when the people of other races I associate with treat me with distrust without reason. I know some of them did not actually wanted the feeling to come but it involuntarily sprung up somewhere. Racial discrimination is a big problem here.   This just shows that great America, like any other country in the world, had its own issues to solve. Obviously, there are many differences between America and my home country but there is one difference that I would like to share here. It seemed to me that the people who live in America are always in a hurry. It seemed that they have so many things to do but do not have the time to do it. That is why most Americans (including those who are not but lived here) are always in a perpetual state of stress. They are busy chasing â€Å"something† so that they do not have the time â€Å"to smell the flowers†. This is so much unlike Kenya. There it seemed we have plenty of time to rest, to reflect. Perhaps because our lives are less complicated, our dreams are simpler. For most Kenyan families providing daily food on the table is a big accomplishment. My journey to America is an adventure of a lifetime. I will never forget the many new   experiences that came along     and the lessons it had taught me. Indeed I can say that my journey to America had opened doors in my life that were once closed. Reference Crofton, Ian (editor). (1994). The Guinness Compact Encyclopedia. London: Guinness Publishing Limited.

Analyze an evaluate the impact of volunteer tourism on host Essay - 1

Analyze an evaluate the impact of volunteer tourism on host communities 2 - Essay Example As identified by Sin (2010), we live in a world of â€Å"heightened responsibilities†. At least in the developed world, people are being bombarded; from almost all directions that they need to show have to exhibit great environmental friendliness, moral responsibility, ethical consumerism, eco-friendliness and concern for less privileged members of the society. Corporate social responsibility, ethical marketing, social marketing, charities, cause related campaigns are a manifestation of the same. Volunteer tourism also falls under the same umbrella (Tourism Research and Marketing, 2008, p. 43). Researchers and experts have welcomed this idea with great deal of optimism and energy since it appears that such approach towards tourism can emerge as a much needed catalyst for social change. It can build bridges, foster intercultural relations, generate employment, help less privileged in the underdeveloped countries and set them towards the path of sustainability while providing sa tisfaction to the volunteers. Most of the projects undertaken by the volunteer tourists fall under the umbrella of building, community welfare, teaching, environmental regeneration, business, cultural development, environmental protection, healthcare, journalism, research and others. Countries that most hosted volunteer tourists include Kenya, India, Italy, Bolivia, Brazil, Ecuador, Costa Rica, Ghana, Honduras and China. This paper, however, is an attempt to review and analyse the concept of volunteer tourism in a critical light. Discussion Tourism is a lucrative industry since it has the potential to contribute to the national output of the host country, generate employment and open doors of foreign exchange. One of the most significant advantages of volunteer tourism is that it directs this tourism money and its economic impact to more deserving and underdeveloped destinations that would not have received the same from other forms of mainstream tourism. Wearing (2001) acknowledges the fact that in the case of volunteer tourism, the host communities are on the receiving end, the volunteers also receive a significant degree of intercultural experience, personal satisfaction, self fulfilment and inner peace. Quite understandably, a volunteer tourist who is working alongside local communities is likely to have much more meaningful interactions with the local community as compared to a tourist who is residing in five star hotels and visiting only elite locations (p. 58). Such interactions are not only helpful in promoting intercultural relations, but at the same time, they also allow people from developed countries to understand the problems of people from developing countries and empathise with them. Guttentag (2009), in light of the overwhelming evidence, acknowledges the fact that over the past couple of decades, volunteer tourism has emerged as a promising mass niche market within the tourism industry, which has been hailed widely to benefit the host communit ies as well as the tourists. However, the author highlights the fact that widespread enthusiasm and optimism regarding volunteer tourism has translated into an uncritical approach towards volunteer tourism,

Survey Of Agile And Waterfall Integration In Financial Services Thesis

Survey Of Agile And Waterfall Integration In Financial Services - Thesis Example They adopt and use strategic systems and processes in developing the software as would be necessary depending on the type and purpose of the software being developed. It is however, worth noting that there is disparities that would be identified in the processes and technologies used in software development over years. For instance, the advancement of technology has seen the evolution of skills and expertise in the field to have advanced the traditional technologies to the more efficient and effective technologies of software development as we have them today. Future projection also points towards improved systems and processes to be devised for the process of software development in the future. It is therefore basic and necessary to be aware that the process of software development is very dynamic and keep evolving. In order to ensure that the continuous changing nature of software development does not result in a haphazard approach to developing software, software developers have often used specific modules of software of development, prominent among which is the use of the systems development life cycle (SDLC). According Larman (2004), system development life cycle is a form of application development life-cycle that is used for achieving integrated purposes in software development, including the purposes of planning, creating, testing and deploying information systems within organizations. SDLC has largely been used in direct association with software development. This notwithstanding, Leffingwell and Widrig (2010), actually emphasized that as a system development model, system development life-cycle is good for hardware configuration, as much as it is good for software configuration. Larman (2004) also wrote about the numerous benefits that SDLC offers software developers, emphasizing that it is integrative, meaning that it guarantees the

Russian - Ukrainian relations since 1991 Essay

Russian - Ukrainian relations since 1991 - Essay Example The most significant new states resulting from the break-up of the Soviet Union are unquestionably Russia and Ukraine. Referred to as the â€Å"big two†, Russia’s population at the time of the break-up was at 150 million while Ukraine’s population was at 50 million. More importantly, Ukraine is the second largest post-Soviet state after Russia. As Ukraine seeks to establish itself as an independent nation and to forge ties with Western powers, Russia is determined to establish itself as an empire and is therefore focused on obtaining and sustaining both regional and international power. Arguably, there is an underlying ideology that fuels Russia’s drive to obtain and sustain regional and international power. From the perspective of the Russian Nationalist, Russia maintains a separate identity from the West and Ukraine provides the border between the West and Russia. Therefore, looked at from the Russian nationalist perspective, it is not possible for Ukraine to exist as a state independent of Russia. This research study argues that this is the principle theme underlying Russia’s foreign policy and is also the main source of tension in the relationship between Russia and Ukraine since 1991. In order to substantiate this argument, this paper is divided into three main parts. The first part of this paper describes the events leading up to the break-up of the Soviet Union and how those events left Russian-Ukrainian relations in 1991 at the start of the post-Soviet era. The second part of this research study analyses Russia’s foreign policy after 1991. ... ..16 B. The Orange Revolution†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...21 C. Relations During Yuschenko and Tymoshenko’s Administration..24 D. The Return of Yanukovich:the Sevastopol Deal and Energy Supplies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..29 V. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.34 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...36 I. Introduction The most significant new states resulting from the break-up of the Soviet Union are unquestionably Russia and Ukraine. Referred to as the â€Å"big two†, Russia’s population at the time of the break-up was at 150 million while Ukraine’s population was at 50 million.5 More importantly, Ukraine is the second largest post-Soviet state after Russia.6 As Ukraine seeks to establish itself as an independent nation and to forge ties with Western powers, Russia is determined to establish itself as an empire and is therefore focused on obtaining and sustaining both regional and international power.7 Arguably, there is an underlying ideology that fuels Russia’s drive to obtain and sustain regional and international power. From the perspective of the Russian Nationalist, Russia maintains a separate identity from the West and Ukraine provides the border between the West and Russia. Therefore, looked at from the Russian nationalist perspective, it is not possible for Ukraine to exist as a state independent of Russia.8 This research study argues that this is the principle theme underlying Russia ’s foreign policy and is also the main source of tension in the relationship between Russia and Ukraine since 1991. In order to substantiate this argument, this paper is divided into

Questions and Answers on Family and Consumer Science Assignment

Questions and Answers on Family and Consumer Science - Assignment Example 2. What are assumptions in the scientific sense? An assumption, in the scientific sense, is a working hypothesis. Before going on with the experimentation, people usually make assumptions first to form a specific structure of an idea. Assumptions are usually several before an experiment begins, and gets reduced towards or by the end of the experiment. Fewer assumptions by the end of an experiment means that there is an increased understanding on the matter. 3. Briefly explain the goals or functions of science. The primary goals of science are description, understanding, prediction, and control. Description is where the phenomena is defined, while understanding is where the occurrence of the phenomena is determined. Prediction is done by forecasting or through hypotheses. Finally, the aim to control a phenomena follows after truly understanding it. The function of science, on the other hand, is to provide a factual reasoning regarding an idea. 4. What is meant by the term â€Å"cumul ative nature of science†? Discoveries in science are interconnected and, to some extent, confirmation of its fundamental principles. This means that rejecting these fundamentals is synonymous to rejecting, and going through another process to understand, several previous successful researches and experiments. This is the cumulative nature of science. 5. Explain the importance of research having a theoretical base? It is impossible to do a research from all perspectives even on a single idea or matter. The theoretical base helps in establishing a standpoint, position, and a procedure on which the experiment will be based (Bryman, 2008, p.17). This means that creating a theoretical base is a step towards a clearer and narrowed research --- excluding other perspectives that might affect the research, while having the rationale for refusing to include these other perspectives. 6. Explain the basic ideas behind Wallace's Wheel. Wallace's Wheel is a good illustration of the concept of how the knowledge base of science develops and grows. It points out how scientific theories and scientific experiments and researches continuously form and mold each other. 7. List and briefly define the categories, or â€Å"parts† of the research process. A typical research process has an introduction, a literature review, methodology, findings, and conclusion. The introduction should include information regarding the research such as primary objectives, benefits of the research, and even the researcher's background on the topic. The literature review is an overview of past researches related to the current one. The methodology is where the explanation of the procedure for the research is done. Findings discusses the analysis of the gathered date, and the conclusion is the summary of the whole project. The conclusion also discusses whether the primary objectives were met, and if further researches are suggested (Bryman, 2008, p.33). 8. Explain the difference between basic research and applied research. A basic research is a product of the researcher's interest or curiosity in a concept or idea. The main goal of this type of research is to expand the knowledge. On the other hand, applied research is a product of the need to answer the practical problems about almost anything. The main goal of this type of research is to improve human conditions (Bryman, 2008, p.26). 9. In a nutshell, explain human ecology theory.

The marketing mix Assignment Example | Topics and Well Written Essays - 1500 words

The marketing mix - Assignment Example Even when marketing a product that has high demand, it is advisable for marketers to observe what competitors are doing because competitors always seek to increase their market share. In addition, it is vital to focus on the immense amount of data surrounding the product so as to formulate well-informed marketing strategies and to plan for the future effectively. Today’s consumers have good market knowledge, and hence marketers cannot meet customer satisfaction unless they identify the actual needs of consumers. Finally, production managers must deliver superior quality products as consumers have wide range of choice today. Major principles of product include core product, product lifecycle, and branding. Under the core product principle, a uniform core product is designed that is capable of integrating a number of standard attachments, parts, or components. The integration of these attachments to the core product benefits companies to meet the preferences of local consumers in country. It is relevant to note that the value of the core product is higher when compared to the total value of the finished product. Hence, it is clear that the core product constitutes a notable proportion of the total value of the finished product. In addition, this product approach may assist firms to take advantages of economies of scale and thereby cut down production costs. The product lifecycle principle posits that there are four major steps in the development of a product, including introduction, growth, maturity, and decline (Zimmerman & Blythe, 2013, p.173). The introduction stage is characterised with start-up sales growth, and generally firms spend more on production and marketing than what they receive in sales revenues. Sales significantly increase in the growth stage and firms begin to enjoy a positive return on their investment. In the maturity stage, the longest period of the product

Managing Relationships Essay Example | Topics and Well Written Essays - 1500 words

Managing Relationships - Essay Example It all begun when I joined high school, this man came my way as I was looking for a place to print my documents. Being that I was new to this school, I asked him to show me where I could print my documents. The man gladly volunteered to deviate from his journey to where he was headed initially, just to make sure he takes me to the printing place. He directed me to a certain cybercafà ©, just by the gates of the school compound. Here, all services were offered at a student-pocket- friendly prices. I liked it, and after I was done, I asked the young boy to tell me who owns the cybercafà ©. At my surprise, the man told me he did. The man was the owner of the cybercafà © and he was a student as well. I had always thought of doing the same thing. So I told this young man my interest and he allowed me to join him in the business. It is now three years since we met and became business partners with John. Our business has expanded since we now have a wider customer base and a lot of cumulated assets. Our short-term attraction to work with each other each was dependent on interest. I was very interested and impressed with the fact that one can actually run a cybercafà © very well as they study. In addition, John did not have enough capital to expand his business, so he wanted a trusted partner to work with. On the other hand, after working for some time together, we acquired a lot of assets together with the money we jointly owned. This is a fact that made our relationship develop further and make it now to be a long-term one. We are long-term partners since we have established the business to a bigger one right now and even opened up a branch in a nearby town. Our relationship is one that is guided by several types of power. For instance, there is the use of reward power, legitimate power, expert power as well as referent power. In this case, reward power since we

Kindly see the attachment Essay Example | Topics and Well Written Essays - 500 words - 1

Kindly see the attachment - Essay Example Once Philip Sparke started performing, I found myself nodding along to his music, and my feeling at that instance were that the music was fabulous. His performance brought that dà ©jà   vu effect I always experience while listening to his music, except that, during this instance, the magnitude was heightened. Once, Philip Sparke was through with his performance, I was left longing for more and more. The next artist to perform was John Stevens, and before he started his performance; I was optimistic his performance would be breath taking, and he did not disappoint me when he got in stage. John Stevens is an artist, who performs classical music, and autumn falls under this category. The key music instruments, which he used during his performance, included a piano and tuba, which brought about a harmonious mood to the entire audience. John Stevens’ performance brought make memories of when I was a young kid, and my father would teach me how to play the piano. His performance brought sweet memories, which left me nostalgic. Half way through his performance, I felt uneasy and even wanted to leave the concert, but there was a force urging me to stay, which I eventually did. After, the performance of both John Stevens and Philip Sparke, I had a taste of classical music first hand, and I loved it. At this particular moment, I was enjoying every single moment, and my love for classical music intensified. I noted the talents in both Stevens and Sparke, and appreciated the hard work, as well as practices they put in order to come up with such a performance. My feelings, at that moment, were that practice makes perfect, and if these two artists had perfected their performance and made it in life, I can make it. The next artist on stage was Christian Gouinguene, who performed allegro, andante con moto, and presto. In my opinion, this was the climax of the concert, and as he continued with his performance, I was light hearted because

History and Development of Air-conditioning Research Paper

History and Development of Air-conditioning - Research Paper Example A close ancestor to the modern air conditioner units made in 1902, by an American engineer by the name of Willis Carrier. The machine at that time called "Apparatus for Treating Air" and built for the Sackett-Wilhelms Lithographing and Publishing Co. in Brooklyn, New York. Chilled coils used in machines to reduce air and lower humidity to 55%. Although the apparatus made with enough precision that the humidity level desired was adjustable. ("History of Air Conditioning") The article explains how air conditioners started becoming a commercial product as it became increasingly in use for industrial purposes. The real breakthrough achieved when Carrier had the benign dielene together with a central compressor replacing the ammonia thus reducing the size of the unit. Willis Carrier's invention came late in the 1900s, but before that, several attempts to air conditioning existed. In 180 AD, Ding Huan discovered the first ventilation system that was fan powered. The fan passed air from cold water and the air then spread in the house manually (Paventi). Later fountain water used to power the engine of the fan, thus reducing manual labor. Apart from the cooling effect of the water, the air became humid too (Paventi). In 1820 Michael Faraday, a British scientist, made a compressor that used ammonia (Paventi). Exhaustion of the toxic ammonia fumes became difficult and thus the cooling effect was unsafe. However, up to date his compressing technology is still in use.

Crestwood Hills Cooperative Nursery School Essay Example for Free

Crestwood Hills Cooperative Nursery School Essay Crestwood Hills Cooperative Nursery School is a non-profit organization that specializes in providing education for pre-schoolers and toddlers with minimal supervision. While they have their own staff comprising of very qualified teachers, they also require active involvement from parents. The schools job is to support childrens needs with consideration for each childs uniqueness. Landing on a cooperative nursery school job is basically the same with other nursery schools. An instructor should be a Bachelor of Arts in Early Childhood Education, as they will be primarily involved in pre-schoolers and toddlers. Also, some schools do require their staff to have some experience before they can be hired. Working in a cooperative nursery school has its advantages over regular nursery schools. The ratio of teachers to children is low because of the small population of the children. Teachers also have the support of the parents because of the nature of the school, which makes dealing with children easier and less stressful. While it can be said that pre-schoolers and toddlers can become a handful for one person, it is the satisfaction that contributing to the childs development can give is more important. It can be said that the main key of their success is due to the working together of teachers and parents for the childrens learning and growth. Regular schools require little participation of parents with their childrens education. In a cooperative nursery school like Crestwood Hills, they have programs where parents are required to attend. They have parent workdays, where parents assist teachers in the classroom. There is also weekend workdays where families can meet and maintenance of the school is done. Cooperative schools believe that parents should not depend their childrens learning only to teachers and the school (California Council of Parent Participation Nursery Schools, Inc. ). It is believed that cooperative nursery schools are very successful because of the nature of their organization. Aside from letting the pre-schoolers and toddlers grow and socialize in their own way just like any other nursery school, giving the parents the opportunity to be involved in their childs education is very helpful. It makes the children know that they are important to their parents. Showing support is also necessary for their confidence. Also, because cooperative schools are non-profit organizations, it can be said that parents do own the school and their involvement is greatly expected. Cooperative nursery schools are increasing in number these days. It is very fortunate to those parents who want to be a part of their childrens learning process that this kind of institutions are being put up. The early stages of development of a child is a very critical stage because this can become the foundation of who they can become. This is why it is important to be involved at that stage. Children can learn faster and better when they know that they are being supported by the people that surrounds them. It is admitted that there are some parents who would prefer regular nursery schools because of the amount of involvement required, and not all parents can give this because of their busy schedules. But, while cooperative nursery schools are made especially for the children, a lot can also be learned by the parents themselves. They can learn how to interact with their children better. They would be able to understand their young ones better through the help of the school. Also, they can spend more quality time with their kids. Educators for a cooperative nursery school has the most responsibility in this situation. They have to have knowledge about early childhood. They should be patient when dealing with the students and should be able to have a healthy relationship with the parents. They should not present a negative attitude towards the children that would make the children discouraged with learning. They should always be available whenever the children need help. As well, teachers should be able to monitor each childs development. And although experience can be their best tool, it would also help if they can extend their knowledge about children by learning more. This can either be through further education or just by learning from books or articles that are very much available anywhere. Teachers should understand that they are the biggest contributor to a childs growth and development, especially at an early stage. It is fortunate that they belong to a cooperative nursery school because the burden can be lifted a little off their shoulders because of the participation of the parents. It can then be said that everyone gains in a cooperative nursery school. Learning should always be fun and easy, and this could be achieved through any school, but cooperative nursery schools have an edge to it because of the involvement of the parents. Education should be the top priority of every parent. Teachers priority should be the learning process of the kids. This is why cooperative nursery schools like Crestwood Hills Cooperative Nursery School are successful and preferred by most. Reference California Council of Parent Participation Nursery Schools, Inc. Retrieved February 22,

Banking and Finance Essay Example for Free

Banking and Finance Essay Introduction The automated teller machine (ATM) is a machine that acts as a teller in an institution by receiving and issuing money to and from the ATM account holder or user. The growth and evolution of at ATMs was not only due to, but rather as a result of general global concentration in the technological revolution. This came due to challenges of multiple bulk of daily complex information that arise from existing difficulties like; increase in competition, increase in customer’s demand for both services provision as well as efficiency , expansion due to increase in demand and all the likes just to name a few. The ATM system used by micro financial institutions today is an inherited system from banking system therefore brought in efficiency in different micro financial institutions in terms of speed, data processing and storage. Thus, it brought in enormous improvement in queuing in institutions in use of the ATMs. Despite all the merits of ATMs, customers still bring up complains on the demerits of the system such as; breakdown of ATMs, long queues at the ATM service point, retention of customers cards. In this light, this research entails to find out why all these cries after all the goods incurred in the system. 1.1 Background of the study. 1.1.1 Historical background. The history of micro financial institutions can be trace as far back as the 1880s when the theorist Lysander Spooner was writing over the benefits of from small credits to entrepreneurs and farmers as a way of getting people out of poverty. Today, the use of the expression ‘’micro financing’’ has its root in the 1970s when organisatons were sarting and shaping the modern industry.At that time,many microfinance ini tiatives introduced many new innovations into the sector.Many entreprises began experimenting with loaning to the under served people. The main reason why micro financing is been traced back to the 1970s is that, the programme could show that people can be relied on to pay their loans and that it’s possible to provide financing services to poor people through market based enterprises without subsidies.

Speed Velocity And Acceleration

Speed Velocity And Acceleration In this chapter we will look at the concepts of speed, acceleration, and velocity. As we all know gravity is a large factor in the acceleration of an object. For the purposes of this chapter we will differentiate between linear and vertical acceleration as being objects that move linearly or horizontally i.e. linear acceleration, versus objects that fall, fly, or are thrown etc. i.e. vertical acceleration. Vertical acceleration is much more governed by the force of gravity and is covered in greater detail in chapter 12 Newtons Laws. A short section at the end of the chapter addressing vertical acceleration is however included to put the area into context. You may have heard the old adage Speed kills. And you know whether you are driving your car or playing sport its a dangerous variable. Fast athletes are very difficult to handle, as are fast cars. However, having speed is of vital importance in sports. In this chapter well look at speed, velocity and acceleration and the factors that influence them. Speed, acceleration and velocity are all different. If you have ever watched a 100 meter race, you will notice that some athletes start faster than others, so their acceleration is different. Athletes finish the race at different times so their speed is different and athletes reach top speed at different stages so their velocity is different. The key terms to be covered in this chapter are speed, acceleration, velocity, distance, displacement, vertical and horizontal acceleration and velocity. The variables of speed, acceleration, displacement, etc. are about linear kinematics. Kinematics is a general term related to describing motion. Kinematics is also a branch of mechanics (specifically dynamics) that evaluates moving objects. In order to accurately describe kinematics there are certain terms that we must fully understand. They include the terms mentioned above (speed, acceleration, and displacement) and distance, velocity and position. Accurate understanding of these terms will allow us to accurately describe the movement of any object. There is often a lot of confusion about the terms acceleration, speed, and velocity. We often use the term speed in everyday language to imply all three terms and the word fast is an even more general term. Consider the following: A person can be moving fast and not be accelerating. A person can accelerate fast and not have a high velocity or high speed. A nice sporting example was the great Boston Celtics player Larry Bird. Larry Bird was very quick to accelerate over three or four steps, was not very fast at his top speed. So while Larry was very quick and dangerous over 3-4 steps, he would not make a good sprinter because his top end speed was not high. So if an object is accelerating, it is changing its velocity. Acceleration has to do with the change in how fast an object is moving. Therefore, if an object is not changing its velocity, it is not accelerating. We know that distance and displacement have different meanings. The same is true for speed and velocity. Speed can be considered as the rate at which an object covers a certain distance. Objects that move slowly cover distances in long periods of time, i.e., low speed. An object moving quickly covers distance in shorter amounts of time, i.e., high speed. If an object is not moving at all it has zero speed, zero velocity and zero acceleration. Let us consider some of these simple terms in more detail. Position: Position is simply the location of an object in space. You could consider it using coordinates on a map for example, or on a field, or gymnasium. Displacement: Displacement is simply the straight line distance an object has travelled. Distance: Distance is how far an object has travelled in any direction. It is also viewed as the total amount of displacement (regardless of ending position). Look at this simple example. Lets say a basketball court from baseline to baseline is 25m. If a player runs baseline to baseline and back what is his displacement and distance? Distance. This is the easy one since he ran up and down the court so that is 25m + 25m = 50m. Displacement. Since the player ran down the court and back again he ended up in the same place he started. So even though he covered a distance of 50m his displacement is actually zero, since he is back where he started. Lets say the player now runs up and down the court twice. His distance covered would be 25m + 25m + 25m +25m = 100m. Since he ended up back where he started his displacement is still zero. Finally, lets say the player runs from one baseline to the other and stops. In this case both his displacement and distance are the same at 25m. For the most part we use distance rather than displacement to describe movements as it is difficult to correctly measure displacement as we make a lot of turns when we travel. You say displacement is really like the old saying as the crow flies which means straight line. For example, the distance you travel in a car from New York City to Boston might be 250 miles (but your displacement is only 175 miles). When you drive in a car you get on the highway and follow the roads around the coast, over bridges, around hills, around towns etc. However, when you fly the plane flies right over everything in a straight line and you end up only travelling 175 miles (your displacement). Speed Speed is a very general term. Speed is a scalar quantity and is described as Distance divided by time (D/T, where D=distance and T=time). Scalar implies that speed has magnitude but not necessarily any direction, for example temperature or volume. People often use speed and velocity interchangeably but they are different. Speed relates to the distance an object has traveled, while velocity refers to the displacement that has taken place. So, the speed of an object tells us how far an object has traveled in a given amount of time but doesnt tell us anything about the direction in which it traveled. It all sounds a little heavy on the definitions but these are important. Therefore: Average speed = Distance traveled (m) Time (s) Now there are also different types of speed. We refer to them as average speed versus instantaneous speed. When an object is moving it often changes its speed (or direction) during its motion. When there is a change in speed we can alter our definitions. Instantaneous speed is the speed at any given instant, while average speed is the average of all the instantaneous speeds. For example, lets say a runner runs 400m in 60 seconds and crosses the line at 18 kmh or 5 m/s. This means his average speed over the 400m was 6.66 m/s even though he crossed the line at 5 m/s which is his instantaneous speed at the finish line. In other words, he was slowing down as he was getting to the end. If you have ever ran a 400m race then you will now how tired you are at the end and are definitely slowing down. How did we do these calculations? Average speed = Distance/time 400m/60 seconds 6.66 m/s The instantaneous speed recording of 5 m/s would have been measured with a radar or timing device. You could also look at various split times for different portions of the race. Many coaches do in fact do this, so a 400m coach might look at each 100m split and look at both the acceleration and deceleration patterns and average speeds during each of the four separate 100 meters. Here is another problem for you to try. Can you calculate the average speed of a swimmer that completes the 200m butterfly in 2.15 seconds? Answer: 2.15 seconds = 135 seconds. So 200m/135 seconds = 1.48 m/s A 400m freestyler swims the race in 4.10 seconds. The 200m split was 2.02 seconds. Can you calculate the following? a. What was the swimmers average speed for the race? b. What was the difference in speed for the first 200m versus the second 200m? Answer: a. 400m/250 seconds = 1.6 m/s b. First 200m split = 1.64 m/s Second 200m split 1.56 m/s As you can see, the swimmer slowed down over the second 200m. Velocity Velocity is somewhat similar to speed but velocity involves both direction and speed. So, whereas speed is a scalar quantity, velocity is a vector quantity, that is, it has both magnitude and direction. Velocity also uses displacement as opposed to distance. Remember displacement is measured as the straight line distance an object travels from starting to ending position. Velocity is direction sensitive since it is dependent upon displacement. Therefore, when you calculate velocity, you must also keep track of direction. Therefore, if you say an airplane has a velocity of 600 kmh, you would actually be a little vague. You should really say the airplane has a velocity of 600 kmh North. So, speed doesnt worry about direction, velocity does. Velocity is a positive number as we dont have negative velocity. So to summarize, a airplane traveling at 600 kmh as a speed of 600 kmh. The same airplane has a velocity of 600 kmh, North. Finally, the same airplane probably had little acceleration in the middle of its trip as it would only need positive acceleration and negative acceleration during take off and landing. Here is an interesting and challenging little problem for you to solve. Can you fill in the following table with acceleration, speed, and velocity data? We know the following, the direction of travel is south and acceleration doubles every second. If youre feeling confident you can also try and calculate the total distance that was covered over the 6 seconds. Hint! You can use the velocity for each second to help you. Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 2 2s 7 3s 8 4s 31 5s 3 6s 64 Answers Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 3 2 1.5 2s 7 4 3.5 3s 15 8 5.0 4s 31 16 7.75 5s 63 32 12.6 6s 127 64 21.16 *Average speed through that time period So: Average velocity = Displacement Time Let try some additional calculation examples: For example, if an athlete runs around a 400 meter track in 50 seconds we can calculate numerous factors. What was the distance traveled? What was the displacement? What was the average speed? What was the average velocity? 1. What was the distance traveled? Answer: Easy enough = 400 meters 2. What was the displacement? Answer: Since the athlete ended up in the same place as they started, displacement is equal to zero. 3. What was the average speed? Answer: Speed = Distance/Time = 400 m/60 seconds = 6.66 m/sec 4. What was the average velocity? Answer: Velocity = Displacement/Time = 0/60 seconds. In this case we end up with a value of zero and in this scenario average speed is a better indicator of overall performance. In many situations we actually calculate average velocity as speed because we cant gather the correct information to calculate speed. For example, if a punt returner catches the ball on the 20 yard line and then avoids a few tackles to ultimately score a touchdown twelve seconds later, we assume the punt returner ran 80 yards. In fact, they may have run 100 yards with all the turning and weaving but we cant accurately calculate the true distance traveled and instead use displacement. For our purposes in sports, thats okay. You try the following problem. Review Problems Can you accurately calculate average speed, velocity, distance and displacement for each of the following situations? Hint: You may not be able to calculate them all accurately. Problem: 1. A punt returner catches the ball on his own 40 yard line and scores a touchdown nine seconds later. 2. A 100 meter sprinter runs the 100 meter in 10.0 seconds flat. Acceleration The law of acceleration is Newtons second law and basically states The change of motion of an object is proportional to the force impressed and occurs in the direction in which the force is impressed. So far we have talked about speed and velocity and performed some calculations. However, while speed and velocity are valuable components, they tend to provide us with summary information and very little about specific detail. For example, if we consider the data for a 200 meter race run in 20 seconds we know that average speed was 10 m/sec. However, we would not know any information about who accelerated the fastest or who was leading after 100 meters. This information is also important as it helps with identifying strength and weaknesses in athletes and in developing training programs for particular athletes. The measurement of acceleration is important. Acceleration is the rate of change in velocity. Therefore, when acceleration is zero, velocity is constant. So when an object changes speed either by slowing up or down, or changes direction, it is accelerating (or decelerating). We can calculate acceleration by measuring the difference in velocity over the time it took for that ch ange in velocity to occur. Consider this: If you were to watch a 100M race the person leading at the 50M mark doesnt always win the race. The reason for this is that runners have different acceleration and deceleration rates, in other words their speed changes. Athletes vary dramatically in their acceleration. Some athletes are very fast over 40M but not over 100M and vice versa. So: Acceleration (a) = Velocity2 Velocity1 Where V2 is velocity at T2 Tim Where V1 is velocity at T1 Sometimes you will see this presented as the change in velocity (Delta sign à ¢Ã‹â€ Ã¢â‚¬  ) or the change in time (à ¢Ã‹â€ Ã¢â‚¬  T) A = à ¢Ã‹â€ Ã¢â‚¬  V à ¢Ã‹â€ Ã¢â‚¬  T Look at the following acceleration example. Question: A sprinter leaves the starting block at 2.5 m/s. One second later they are traveling at 5.5 m/s. What is the acceleration rate? Answer: V2 V1 = 5.5 m/s 2.5 m/s = 3 m/s squared T 1 You will note that we end up with meters per second squared as our answer would really be presented as 3 m/s/s. Heres another problem to try. Question: A punt returner catches the ball standing still and begins to return. Two seconds later his velocity was 5 m/s. What was his average acceleration over the first two seconds? Answer: V2 V1 = 5 m/s 0 m/s = 3.5 m/s squared T 2 So far we have looked at relatively straightforward examples of speed, acceleration and velocity in that they have all been examples of horizontal movement. Now let us discuss the vertical components of projectile acceleration, speed and velocity. Factors Affecting Acceleration Linear acceleration is affected by many factors and you will recall from chapter ? that the mass of an object is a very important one. Heavier objects accelerate more slowly with a given force. This has to do with both inertia and mass. Heavier objects are harder to both accelerate and decelerate. Think about how easy it is to throw a basketball versus a medicine ball. There are some other points to consider when looking at acceleration, speed, and velocity. First, we now know the units for velocity are meters per second (m/s) and meters per second squared for acceleration (m/s/s). For speed they are also m/s. Since acceleration (like velocity) is a vector quantity, it also has direction associated with it. The direction of acceleration depends on two factors: a. Whether the object is speeding up or slowing down b. Whether the object is moving in a negative (upwards) or positive (downward) direction We can simplify this by saying that if an object is slowing down then its acceleration is in opposite direction of its motion. If it is speeding up then its acceleration is in the same direction as its motion. Therefore: Acceleration (m/s2) = mass (kg)/force (newtons) Vertical speed, acceleration and velocity If you were to throw a ball up in the air and then catch it again at the same height as you released it, how would the ending velocity be? Would it be greater, less, or the same as the release speed? If you guessed the same you would be correct. You see, all objects, whether traveling vertically or horizontally, are subjected to the constant force of gravity (9.81 m/s2). This means that as soon as the ball left your hands it started to negatively (de)accelerate at 9.81 m/s2 until it had no more velocity. Then, it started to positively re-accelerate over the same distance (and time) at a rate of 9.81 m/s2 until you caught it again. This is a very neat relationship as it allows us to make many calculations based on this constant acceleration force. Projectiles are subjected to both vertical and horizontal components in their motion. The horizontal components are affected by the mass of the object and the acceleration force as previously mentioned. The vertical components are also affected by these two factors plus gravity. Consider this statement: A ball shot horizontally (at zero degrees) has the same vertical component as a ball that is simply dropped with no horizontal velocity. What this means is that if you were to throw a pass from your chest and it hit the ground 15 meters away 1.5 seconds later, and at the same time drop a second ball straight down from the same height, they would both hit the ground at the exact same time. What this is showing us is that the force of gravity component is acting consistently regardless of whether the ball has a horizontal component or not. In other words adding a horizon tal acceleration component does not affect in any way the force of gravity. Remember also that gravitational acceleration is a vector quantity comprising both magnitude and direction and acceleration is a squared variable to the magnitude of the force of gravity. This means that for every second an object is in free fall it will accelerate by ad additional 9.81m/s2. Thus the total distance travelled is directly proportional to the square of the time. Or we could say that if an object travels twice the time it will travel four times the distance. If an object travels for three seconds it will cover nine times the distance, for four seconds it is sixteen times the distance travelled in the first second. Look at the following. A coin is dropped from a cliff. The table shows how fast it is travelling at different time points. Time Speed m/s 1 sec 9.81 2sec 19.62 3 sec 29.43 4 sec 39.24 5 sec 49.05 6 sec 58.86 7 sec 96.23 Consider this simple math problem: Question: A boy drops a ball from a balcony and records a time of 3 seconds for the ball to hit the ground. At what velocity did the ball hit the ground? Answer: 29.43 m/s How do we get this answer? Well, remember that gravity acts as a constant 9.81 m/s2. What this means is that for each second the ball is in flight it accelerates an additional 9.81 m/s. So: Insert schematic to demonstrate after 1 second = 9.81 m/s after 2 seconds = 9.81 m/s + 9.81 m/s = 19.62 m/s after 3 seconds + 19.62 m/s + 9.81 m/s = 29.43 m/s This is a simple illustration of the concept. Next question, what velocity would the ball have to be released at ground height for the boy to catch it on the balcony? Answer: A minimum of 29.43 m/s. The answer is the same because gravity and acceleration (or deceleration) is working to the same effect when the ball is moving upwards. This is sometimes referred to a negative acceleration. Question. A boy is standing on a balcony and is curious about how high the balcony is from the ground. The boy drops a ball and records the time it takes to hit the ground. It took 3.2 seconds for the ball to hit the ground. The boy concludes that the balcony is 66.7m high. How did he work it out? Well at the end of the first second the ball was travelling 9.81m/s, at the end of the second the ball was travelling 19.62m/s, at the end of the third second the ball was travelling 29.43m/s. If you add these three distances together you get 58.86 meters travelled after three seconds. If the ball travelled another full second it would travel another 39.24m, but it only travelled in this zone for 0.2 sec. So, 39.24m x 0.2sec =7.84m. Now we add the 58.86m + 7.84m = 66.7m, and thats our answer. There are some other factors to consider with vertical projectiles. The pattern of change in vertical velocity is symmetrical about the apex of the trajectory. So not only does the object land at the same speed it was released, it also follows the reverse flight path on the way down. Using these constant parameters we can now extend our calculations into more complex situations. For example, lets say you are watching a volleyball game in a high school gym with a 10 meter high ceiling. An opponent spikes the ball over the net and a player digs the ball at ground level at which time the ball has a velocity of 15 m/s. The question is will the ball hit the ceiling? To solve for this we can use an equation that combines several variables we talked about already. Where: V2 = velocity at time 2 V1 = velocity at time 1 a = acceleration t = time In order to answer this question we need to look at what we know and what we want to know. Well, we want to know the distance (d) the ball travels. We already know a = 9.81 m/s2 and we know V1 = 15 m/s. We also know that at the apex the velocity is zero, so V2 can be set to zero. So now our formula looks like this: 1. 0 = V1 squared + 2ad 2. 0 = (15 m/s) squared + 2 (-9.81 m/s squared) x d Now if we rearrange to solve for d our formula looks like: = (19.62 m/s squared) x d = 225 m/s squared = d = 11.47 m The answer is yes! The ball will hit the ceiling as it will travel 11.47 m. Heres another similar problem: A ball is deflected vertically at 18 m/s and the ceiling height is 11 meters. Will the ball hit the ceiling? Factors affecting projectile motion We have discussed several factors that affect the movement (or acceleration) of an object. The factors that affect vertical acceleration are the mass of the object, the force (speed) of release and gravity. Horizontal acceleration is affected only by mass and force of release (application). Gravity is of course a factor but not in determining its horizontal component. But sometimes we want to throw objects e.g. discus, hammer, etc. and while these projectiles are influenced by force and mass, there are other factors that influence how far the projectile will travel. We generally recognize three other factors that influence how far a projectile will travel when a constant force is applied. They are: 1. Angle at which projectile is released. 2. The speed of release. 3. The height of release. The optimum angle of release to increase horizontal displacement is 45 °. Projectiles released at over or below this angle will not reach their greatest distance. Look at Table 1 to see how distance traveled varies with changing angles of release. You will see from table 1 that the optimum angle of release is 45 ° and after that the decrease in distance traveled is symmetrical as height compromises distance (I.e. follows the same pattern as increasing angle of release up to 45 °). The greater the speed of release the greater the distance a projectile will travel. This holds true simply because there is a greater acceleration force applied in the first place. Simply put, if you want to throw a ball further you need also to throw it harder. The greater the height of release the greater the distance a projectile will travel. If you consider field sports in athletics you will notice that most successful hammer, discus and javelin throwers are taller, giving the mecha nical advantage over shorter competitors in that event. If you were to throw a ball from the top of a building it would strike the ground much further away than it would if you were to throw it from standing on the ground. Table 1: Distance a Projectile travels at a constant speed and height of release with change in angle of release. (need the reference) Speed of release Release angle Distance Travelled 10m/s 10 3.49m 10m/s 20 6.55m 10m/s 30 8.83m 10m/s 40 10.04m 10m/s 45 10.19m 10m/s 50 1.04m If you have watched a discuss competition or a hammer throw you might notice that these athletes are quite tall (often over 1.9m). The reason for this is that these athletes have an advantage over their shorter counterparts as their angle of release is already several centimeters higher. Summary This chapter has provided a basic introduction to the concepts of speed, acceleration and velocity. We have also looked at how differentiating between these variables is important and sometimes difficult. Using some known constants, such as the accelerating force of gravity (9.81 m/s2) allows us to calculate and even predict the speeds, velocities and flight paths of selected projectiles. We have also discussed other factors that affect projectile motion such as height and speed of release. While this information is very important, it is a basic introduction as there are many other more complex factors affecting speed, acceleration and velocity. We did not talk about shape or design or, indeed materials which also play a role in the way particular objects react to forces. The factors are extremely important but for now are beyond the scope of this text. Following this section are additional problems for you to solve and practice. Review Problems Can you provide a one sentence definition for each of the follow terms? Distance Displacement Acceleration Velocity Speed Position Scalar Vector A ball rolls with an acceleration of -.5 m/s 2. If it stops after 7 seconds, what was its initial speed? A wheelchair marathoner has a speed of 5m/s after rolling down a small hill in 1.5sec. If the wheelchair underwent a constant acceleration of 3 m/s 2 during the descent, what was the marathoners speed at the top of the hill? A runner completes 6.5 laps of a 400m track in 12 mins (720 secs). He starts half way around the bend. Can you calculate the following? a. Distance covered: b. Displacement after 12 minutes: c. Runners average speed: d. Runners average pace: min/mile = A soccer ball is rolling across a field. At T = 0, the ball has an instantaneous velocity of 4 m/s. If acceleration occurs at a constant -0.3 m/s2 how long will it take to stop? A batter strikes a ground ball with an instantaneous velocity of 18m/s. If acceleration occurs at -0.7m/s2 how long will it take to stop?

Daily Athenian life :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Famed for its literature, poetry, drama, theatre, schools, buildings, government, and intellectual superiority you have no doubt that your polis, Athens, is clearly the shining star of all Greek city-states.†(Daily life in ancient Greece) Athens was a mighty city-state of Greece. Even though it was a very intellectual and powerful city-state, it did not mean that it was necessarily a good city. Athens was the cause of the Peloponnesian War. It deceived the other city-states by making them send money to Athens, so Athens could build a powerful army to protect Greece from the Persians. Athens started to use that money on the city of Athens. Eventually the citizens of Athens did not have to pay taxes. The other city-states got angry, thus beginning the Peloponnesian war. The war lasted about 30 years, starting from 461-406 BC.   Ã‚  Ã‚  Ã‚  Ã‚   An aristocrat named Cleisthenes, who was trying to gain more power, invented a form of government called democracy. Democracy was used in Athens. Athens was lead by a great statesman named Pericles. He died during the war because of disease. Many people died of the same disease. After the war, Sparta set up a government of thirty tyrants. Two of the tyrants were students of the renowned philosopher, Socrates. That stirred up some controversy later with Socrates and the Athenian aristocrats. A year later the democratic form of government was restored, and the Athenian government went back to normal. Men were prominent figures of government. Women were thought to be foolish and irrational, which we all know is not true. â€Å"Men, in the Greek view, were rational, thinking, stable, normal creatures, while women were irrational, hysterical, and dangerous.†(History for kids) Women for that reason were not given political rights. Athens had good soil, since it was near the coastline. They also had just enough rainfall, not too much or too little. They grew grain, grapes, olives, legumes, lentils, beans and chickpeas. The Athenians believed in many gods, just like all the other people of Greece. They had 7 seven main gods. The most important of all the gods was Zeus, the king of the gods, who was married to his sister Hera. The gods had humanlike characteristics; they got jealous and would do stupid things just like humans do.

Dangerous Driving And The Effects On Youth Essays -- essays research p

Dangerous Driving and The Effects on Youth   Ã‚  Ã‚  Ã‚  Ã‚  In today's society, dangerous driving is criminal and is also considered to be deviant. There are different levels of dangerous driving, all of which have different meaning to different people, some are considered part of the social norm and others are considered to be deviant. Speeding for example is considered to be a norm of society. Everyone speeds and this is not considered a problem which needs societies immediate attention, however there is a line which changes speeding from being a criminal offense to a deviant offense. The following analysis will provide a descriptive summary of the functionalist perspective, the social control theory and the power control theory.   Ã‚  Ã‚  Ã‚  Ã‚  These theories have been applied to a news story in which two young teens from Dartmouth, Nova Scotia, Renee and Danielle Orichefsky, were killed in a dangerous driving accident. The driver was Ralph Parker, a twenty year old man from Halifax who lost control of his sports car as he attempted to make a turn on the corner where the girls were sitting. This article involves the day of Mr. Park's conviction, the reaction of the girls' parents and also the reaction of Mr. Park's mother.   Ã‚  Ã‚  Ã‚  Ã‚  The problem of dangerous driving as viewed from a theoretical standpoint can easily be identified with the social control theory. The control theory questions not what motivates individuals and society in general to indulge in societal deviant behaviour but rather examines what is within the structure of a society that causes individuals to conform to social laws. A social control theorist would argue that it is social pressures that prevent people from acting out in deviant manners; otherwise people would act upon inborn animal impulses. In this case, Mr. Park it seems felt the need to drive his sports car very fast and dangerously because it catered to his instinctive need for excitement. If Mr. Park had been thinking about the possible consequences of killing two young girls, he may have decided to slow down and be a little more careful. This is because murder is a deviant act in our society and committing murder would not be socially acceptable. Thus it can be concluded that that the structure and organization of society is very influential in determining the conduct of ind... ... to exist. A man who drives slowly and with caution is portrayed as a wimp. A power control theorist would say that this young man was playing on the â€Å"natural â€Å" male instinct to drive in this manner and have some fun.   Ã‚  Ã‚  Ã‚  Ã‚  Risk taking, which is the another factor is very relevant to this case because Mr. Parker took a risk in driving dangerously. The irony in this case is that people who speed or drive recklessly do not see the danger of killing people as the big risk when they are offending. They are more concerned with the risk of being caught by the police for the crime that they are committing. Someone who is driving recklessly knows the consequences of having an accident, but they may not be important to that person at the time of their action which is deviant.   Ã‚  Ã‚  Ã‚  Ã‚  Formal state of control considers that opportunities to deviate are more restricted for females than males. The freedom to take risk is given to boys, this may have been the case in Mr. Parker's family, he (it is assumed) did not have a father figure and took direction from his mother. A power-control theorist would argue that women give more freedom to their sons.

1960s Counter Culture and its Saga Essay -- Sixties Culture USA Histo

1960's Counter Culture and its Saga After the assassination of President John F. Kennedy, America's hope for Camelot fades and life began to look a little more complicated. Congress deemed President Lyndon Johnson's "Great Society" implausible as Johnson backed the country into a war that was not ours. Then, while many Americans began to realize that the War in Vietnam could not be won, there was major public outcry about ending our involvement in a war for the first time in the country's history. The liberals in the country failed to reach the working class, and President Richard Nixon, a conservative, ascended to the Office as a champion of the "silent majority." While the government was slogging our country through devastating affairs, the culture of the times was reinventing itself. Due to various movements, such as the Civil Rights Movement in the South, the Feminist Movement, and the Anti-Vietnam War Movement, Americans, especially energetic young citizens, began to learn that there was ground to be gained f rom being pro-active. Out of this feeling of possibility and need of young adults to be recognized by the government came the 1960s counter culture. Too many factors figure into society to pinpoint one as the reason for the counter cultural revolution. Still, one of the major factors that contributed to the counter culture was the folk, rock, and "acid" music of the 1960s. The music also serves as a way to illustrate and explain the 1960's counter cultural phenomenon. Each variation of the music genre contributed to the way that Americans felt about themselves, their government and their society. As "mindless drivel," according to noted historian John McMillian, bombarded the airwaves and rose to number... ...al rebellion. Instead, they took the movement out of the counter culture and made the struggle about telling the government to basically leave them alone. If they wanted to do drugs, the government should let them since it is their own bodies. If Jim Morrison wanted to masturbate onstage, he is affecting nothing besides his body, counter culturalists would argue. Therefore, in contrast to descriptions of the counter culture as a movement, it was really an outpouring of emotions of a group of people who wanted to either have their rights recognized or left alone. The counter culture decided that if the government cared little enough about them to send their peers into the Vietnam War, they should not have a say in how each person treats their mind and body. Musicians of the time helped clarify their message and reflected the message in their lyrics and actions.

Dehydrogenase in yeast Essay

During respiration, hydrogen atoms are removed from glucose molecules by enzymes called dehydrogenases and passed to various chemicals called hydrogen acceptors. As the hydrogen atoms pass from one hydrogen acceptor to another, energy is made available for chemical reactions in the cell. In this way, substances such as glucose provide energy for vital reactions in living organisms. In this experiment, a dye called methylene blue acts as an artificial hydrogen acceptor. When this dye is reduced by accepting hydrogen atoms it goes colourless. (a) Place about 30 mm of yeast suspension in a test-tube and, using a test-tube holder, heat this suspension over a small Bunsen flame until the liquid boils for about half a minute. Then cool the tube under the tap. (b) Label three test-tubes 1-3. (c) Using a graduated pipette or syringe, place 2 cm3 of the boiled yeast suspension in tube 1. (d) Using the graduated pipette or syringe, draw up 4 cm3 unboiled yeast suspension and place 2 cm3 in tube 2 and 2 cm3 in tube 3. (e) Rinse the pipette or syringe and use it to place 2 cm3 distilled water in tubes 1 and 2. (f) With the pipette or syringe, place 2 cm3 1 % glucose solution in tube 3. (g) Prepare a water bath by mixing hot and cold water from the tap to obtain a temperature between 35 and 45  °C. Place all three tubes in this water bath. Rinse the pipette or syringe. (h) Copy the table given below into your notebook. (i) After 5 minutes draw up 6 cm3 methylene blue solution in the pipette or syringe and place 2 cm3 in each tube. Shake all three tubes thoroughly and return them to the water bath, noting the time as you do so. Do not shake the tubes again. (j) Watch the tubes to see how long it takes for the blue colour to disappear, leaving the creamy colour of the yeast. A thin film of blue colour at the surface of the tube may be ignored but the tubes should not be moved. Record the times in your table. (k) The experiment may be repeated by simply shaking all the tubes again until the blue colour returns. |Tube |Contents |Time for methylene blue to go colourless Experiment 14. Discussion 1 Why was distilled water added to tubes 1 and 2? 2 What causes the methylene blue solution to go colourless (according to the introduction on p. 14.01)? 3 How do you explain the results with tube 1? 4 In which of tubes 2 and 3 was the methylene blue decolourized more rapidly? How can this result be explained? 5 If the hydrogen atoms for the reduction of methylene blue come from  glucose, why should the methylene blue in tube 2 become decolourized at all? 6 What do you think would be the effect of increasing the glucose concentration in tube 3? Explain your answer. 7 How could you extend the experiment to see if enzymes in yeast are capable of reducing methylene blue? 8 Why, do you think, the colour retuned on shaking the tubes? Experiment 14. Dehydrogenase in yeast – preparation Outline Methylene blue, acting as a hydrogen acceptor, is decolourized during the respiration of yeast. Addition of small amounts of substrate increases the rate of decolourization. Prior knowledge An elementary idea of respiration as a process which releases energy during the breaking down of carbohydrates; yeast is a microscopic living organism. Advance preparation and materials-per group 20% yeast suspension* 0.005% methylene blue solution+ (prepared 1~2 days ahead) 10 cm3 1 % glucose solution distilled water 10 cm3 Apparatus-per group test-tube rack and 4 test-tubes Bunsen burner 3 labels or spirit marker graduated pipette or syringe 5-10cm3 test-tube holder beaker or jar, for water to rinse pipette or syringe -per class clock Result The methylene blue: in tubes 2 and 3 should be decolourized in a few minutes with tube 3 changing first. * Add 40 g dried yeast and 0.4 g potassium dihydrogen phosphate (KH2PO4) to 200 cm3 distilled water in a tall 600 cm3 (or larger) beaker (a large jam jar will do). Cover the mouth of the container with aluminium foil and bubble air through the yeast suspension for one or two days using an aquarium aerator. Observe the suspension from time to time during the first two hours and control the air flow to prevent the yeast suspension frothing out of the jar. +Dissolve 0.05 g in 1 litre of distilled water. Methylene blue stains skin and clothing. Lab coats should be worn Experiment 14. Discussion – answers 1 The addition of distilled water to tubes 1 and 2 keeps the concentration of yeast and methylene blue the same in all three tubes. 2 The methylene blue accepts hydrogen atoms removed from glucose molecules during respiration. The reduced form of methylene blue is colourless. 3 Boiling will have killed the yeast. Dead yeast is therefore incapable of carrying out one or more stages in the transfer of hydrogen from glucose to methylene blue. (A similar answer may be given in terms of enzymes.) 4 Tube 3 will probably lose its blue colour first. Presumably if the hydrogen atoms for reducing methylene blue come from glucose, additional glucose will mean that more hydrogen atoms are available and decolourization will be more rapid. 5 Respiration will continue in yeast cells, using their own carbohydrate reserves such as glycogen. 6 It might be expected that increasing the glucose concentration would increase the rate of decolourization up to the point where all the available enzyme or enzymes were being used, or where the concentration of glucose was sufficient to plasmolyse the yeast cells. 7 If enzymes (dehydrogenases) are involved, it should be possible to extract them from yeast by grinding some dried yeast with sand and distilled water, and filtering. This could be the subject of further experiment, particularly if little or none of the carbohydrate reserve in yeast comes through in the filtrate. 8 Shaking the tubes introduces more oxygen which re-oxidises the methylene blue