How the change of Hydrochloric Acid concentration affects the rate of reaction with Marble Chips :: GCSE Chemistry Coursework Investigation

How the change of Hydrochloric Acid concentration affects the rate of reaction with Marble Chips Aim To find if changing the concentration of an acid will increase or decrease the rate of the reaction when marble is dissolved in hydrochloric acid. With the equation CaCO3 + 2HCl CaCl2 +H2O + CO2. The rate of the reaction affects how quickly the CO2 is produced. Background Knowledge ==================== The rate of reaction depends on how often and how hard the reacting particles collide with each other. Particles have to collide in order to react, and the have to collide hard enough as well. This is called the collision theory. When the temperature is increased the particles all move quicker. If they are moving quicker then they are going to have more collisions. Higher temperature also increases the energy of the collisions, because it makes all the particles move faster. Increasing the temperature only causes faster collisions. Reactions only happen if the particles collide with enough energy. At a higher temperature there will be more particles colliding with enough energy to make the reaction happen. This initial energy is known as the activation energy, and it is needed to break the initial bonds. If one of the reactants is a solid then breaking it up into smaller pieces will increase its surface area. This means the particles around it in the solution will have more area to work on so there will be more useful collisions. If the solution is made more concentrated it means that there are more particles of reactant moving about between the water molecules which makes collisions between the important particles more likely. Because of this I expect the reaction rate to be quicker when the concentration of the acid is higher. The reaction should however, end on the same amount of gas given off. Rate is measured by the disappearance of reactants and/or the appearance of a product. Prediction When the concentration of acid increases the rate of reaction will increase. I will be able to see the rate of reaction is increasing as the gas is produced more quickly. Equipment ========= Clamp Stand Hydrochloric Acid Medium Marble Chips Measuring Cylinder (100ml) x 2 (clearly mark each for water or acid) 250 ml conical flask Balance Gas Syringe Safety Equipment i.e. Lab coat, goggles Boiling Tubes Stopclock Delivery Tube Thermometer Method ====== * NB: before each experiment, ensure that the air temperature is consistent. * Using the measuring cylinder specific for the acid, measure out the specified amount of hydrochloric acid. Then, measure out the specified amount of water in the other measuring cylinder. Pour both of these liquids into a boiling tube.

Child Play

Play and early childhood education is not just a way to fill time for children who are too young to go to school. Some people think of play as the â€Å"work† of children (Berger, 2000). Through play and early childhood education, children build the foundation for later learning as they solve problems and increase their understanding of themselves, other people, and the world around them. Being in a stimulating environment, such as an early childhood center, provides a child with the much needed support to develop skills for dealing with emotions, expanding language and vocabulary, and an array of other skills.Putting children in environments where they are not stimulated can be harmful to their development during the play years. For young children, â€Å"play† includes a variety of activities that are fun and interesting. These activities include quiet play, creative play, active play, dramatic play, games, and manipulative play. Play may be structured or unstructured. Structured play has rules or a specific way of doing things. Games such as active games, card games, and board games are examples of structured play. Unstructured play includes activities such as dress-up play, doll play, building blocks, running and climbing, and riding tricycles.These activities are sociodramatic and rough-and-tumble play (Berger, 2000). A child may play alone or engage in social play by including other children or adults. Social play has a critical role in helping children learn to interact with others. Some research has identified stages of social play. Children pass through these stages as they grow, becoming capable of more interactive play as they develop. According to Berger, Onlooker play occurs when a child seems to be playing alone while watching others’ play activities.Solitary play occurs when a child plays alone or near another child with no interaction between them. Berger states that Parallel play refers to children’s play when they ar e near each other and using similar materials but with little or no social interaction. Associative play is similar to parallel play but involves some social interaction. Cooperative play includes common goals and collaboration, and may involve complex negotiation, collaborative decision making, and rule setting (Berger, 2000). While we were at the VCU child development center, I witnessed children playing outdoors.I saw some cooperative play in games such as hide-n-seek and duck-duck-goose, where the children played the games by rules that were taught to them. Most of the play witnessed was unstructured play in which the children decided what the wanted to do and how they wanted to do it. One little boy sat in solitary play building mini castles out of sand, while another large group of children just ran in circles around the playground screaming. Many kids just sat back and watched as others played games, while they sat in the sand box occasionally scooping sand which demonstrated onlooker play.Lastly, a group of children sat in a corner observing flowers or bushes having conversation about them, which demonstrated associative play Children’s play sometimes has less to do with other people than with finding out about the world. Young children naturally explore their environments in playful ways that help them understand the physical environment and their own bodies. This type of play is sometimes called sensorimotor play. As they vary their actions and interact with toys and other objects, children discover what their own muscles can do, and they gain practice of the movements that they need for everyday life.They also have affordances to learn about gravity and other principles of the physical world. What children learn through play is also very much affected by the quality of the early education care program that they are in. When searching for child care, every parent wants to leave their child knowing that they are handled by a warm, nurturing adu lt, who has knowledge of how children grow and develop. The adult should also have an understanding of the needs and interests of individual children because this is essential for a child’s growth.Children should be valued for themselves and not for what they do or how they look. Good caregivers tend to view children positively and help them learn what to do rather than focusing on what not to do. They help children learn to take responsibility for their own actions and eventually develop self-discipline. Rules should be reasonable, consistent, and well explained. Children are treated with respect. When caregivers view themselves positively and feel good about their work, they model a good self-image for the children. It is essential for caregivers and teachers to help parents feel a part of the program.The parents and school teachers should share information in order to understand more fully a child's needs and provide the best coordinated twenty-four-hour schedules for the child. Parents can share important family values, goals for their child, methods of discipline, and changes in the child's home environment while teachers can share the program goals, special activities for the child, weekly plans, and how they believe children learn (Azria-Evans). Teachers also can utilize appropriate community resources for the school and help parents find needed resources. Good relationships among staff members are important.If the children see adults working together cooperatively and solving problems successfully, they will learn to use some of these skills. All staff members must maintain professional ethics, which includes protecting the privacy of the children and families in their program. Centers also are required to go through a process to make sure they are meeting state standards. Licensing of child-care centers and family child-care homes gives parents some protection. States vary in their requirements for the facilities and the staff, criminal clearan ce of caregivers, health and safely regulations, and child-adult ratios (Azria-Evans).The adult-to-child ratio affects the individual attention given to each child and the group size affects the interactions of children. Ages of children are followed by adult-to-child ratio and group size (Azria-Evans). Multi-age grouping is permissible and often encouraged. The adult-to-child ratio and group size requirements are based on the age of the majority of children, but when infants are included, ratios and group size for the infants must be maintained. Child care center may also choose to attain an additional certification through The National Association for Education of Young Children (Azria-Evans).By getting this certification a child care center shows that they have gone above and beyond state standards to provide the best care and learning environment for children. Along with that the center should be a good fit for the parent and child (Azria-Evans). It is essential that parents vis it a center and talk with the director, teachers, and children before enrolling their child there. The child should also visit the program before being enrolled. The school should welcome unannounced visits. The parents must check for safety in the total environment.Is the equipment appropriate and in good condition? Are gates latched so children cannot get out? Are activities well supervised? There should be a variety of developmentally and culturally appropriate activities as well as equipment and materials so that each child can develop in all areas such as: physical, social, intellectual, emotional, and creative. Physical development includes large and small motor skills and health issues. Particular attention should be paid to routines such as eating, toileting, and resting. Intellectual development involves the cquisition of language skills as well as general knowledge about one's â€Å"world† and how to function in daily tasks. Children need opportunities to play and w ork with other children as well as to play and work alone. Activities should be balanced between active and quiet play both indoors and outdoors. Some activities should be teacher-directed while others should be selected by the child. The transition times between activities should be relaxed and provide pleasant learning experiences. Learning centers should reflect children's families, cultures, and interests.Learning centers should include table-top activities with manipulative materials, activities with housekeeping props, dramatic play, books and quiet corner, music and movement, art and creative activities, cooking and science areas, and a block area. Look for outdoor climbing equipment, space to run, wheel toys, sensory motor activities such as obstacle courses, balls, beanbags, and hoops. Children need carpentry, gardening, and ample sand, water, and mud play. There should be nature walks and trips away from the center.At the VCU child development center the children had built a replica of New York City, with demonstrated a table-top activity. Outdoors the play area had two wooden playhouses, and the entire play area had little garden throughout. There was also a sand pit in the middle of the playground. The arrangements families make for their children can vary dramatically, including care by relatives; center-based care, including preschool early education programs; family child care provided in the caregiver’s home; and care provided in the child’s home by nannies or babysitters.How a family chooses this care is influenced by family values, affordability, and availability. For many families, high-quality child care is not affordable, which results in compromises. The benefits of high quality care are that when care is consistent, developmentally sound, and emotionally supportive, there is a positive effect on the child and the family. The children that are in a poor quality environment are less likely to be prepared for school demands an d more likely to have some development problems, which sometimes can not be fixed.These include reading and language problems, because the children have not been in a nurturing environment to develop these skills. These students are more likely to fall behind in school. All in all, the play years are essential to a child’s development. The type of play that they do and the child care center that they attend is very important in determining how a child develops. A lot of thought should go into choosing a child care center, because we all want our children to get the proper amount of play for their age group to make sure the develop the skills needed later on in life.

Calorimetry Prelab

Experiment 12 Calorimetry and Heat of Reactions ____________________________________________________________________________________________________________ PERFORMANCE GOALS: 1. To learn how to use of a calorimeter 2. To learn how to collect and manipulate data in the computer 3. To calculate the calorimeter constant 4. To use Hess' Law to find the heat or formation of magnesium oxide CHEMICAL OVERVIEW: †¢Enthalphy: (? H) : when chemical or physical changes occur at a constant pressure. †¢Calorimeter: is an instrument with insulating walls where the reaction happens. Eq. 1: q rxn = -qsurrounding Heat of capacity of the calorimeter: â€Å"Cp† must be calculated at the beginning of every calorimeter experiment in Joules/  °C Heat Capacity of the Calorimeter: The calorimeter constant is easily found by adding a fixed amount of hot water to a known amount of cold water and the change in temp for each recorded, due to the Law of Energy Conservation the amount of heat r eleased by the hot water should be equal to the amount of heat absorbed by the cold water: Eq. 2 q released( Hot Water) = -q absorbed (Cold Water) If there is a discrepancy between these two values use the following equation:Eq. 3q= m x spht x ? T Where spht is the specific heat of the substance in J/ g °C ?T is the temperature change in  °C andm is the mass in grams Mass of Cold Water|51. 20 g| Initial temperature of cold water|20. 3  °C| Mass of hot water|49. 82 g| Initial temp of hot water|98. 2  °C| Final temp of the mixture|58. 3  °C| Eq. 4qHot = mHot x sphtWater x ? THot qHot = (4. 184 J/  °C-g)(49. 82g)(58. 3  °C-98. 2  °C) = -8317 J Eq. 5qCold = mCold x sphtWater x ? TCold qCold = (4. 184 J/  °C-g)(51. 20g)(58. 3  °C-20. 3  °C) = 8142 J 8317-8142 = 175 joules Cp = ( 175 J ) / (58.  °C – 20. 3  °C) Cp = 4. 6 J/  °C HEAT OF REACTIONS: q released = -q absorbed Eq. 6 q released = – (q solution + q calorimeter ) Eq. 7 qSolution = mSolutio n x sphtWater x ? TSolution sphtsolution= 4. 184 J/ g  °C Eq. 8q calorimeter= Cp x ? T Eq. 9 q reaction = ? Hreaction Hess's Law Hess's Law states that the enthalpy of a reaction is independent of the steps that it takes to get from reactants to products because enthalpy of reaction is a state function. State Function- depends on initial and final state but not on the path taken ?Temperature ?Volume ?Pressure ?Energy Mg (s) + 1/2 O2 (g) –> MgO ( s) PRE-LAB ASSIGNMENT 1. Predict the product, balance the questions and write the net ionic equations for the reactions: a. Mg (s) + HCI (aq) —> b. MgO (s) + HC: (aq) —> 2. Write the reaction that represents the enthalpy of formation ( ? Hfor ) of water. 3. Use the table of the thermodynamic data in your text book to calculate the ? H for each of the three reactions REMEMBER Eq. 10 ( ? H  °rxn = ? ( n? H  °for )prod – ? ( n? H  °for )react 1) 2) 3) 4. Use Hess's Law combining the three molecular equations to calculate the ?Hrxn for the reaction of the formation of MgO. PROCEDURE A. CALIBRATION OF THERMISTOR 1. 2. 3. 4. 5. 6. 7. B. DETERMINATION OF THE HEAT CAPACITY OF THE CALORIMETER 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. C. REACTION OF MgO AND HCI 1. 2. 3. 4. 5. 6. 7. 8. 9. D. REACTION OF Mg AND HCI 1. 2. 3. 4. 5. 6. 7. E. DATA AND CALCULATIONS A. Calorimeter Constant Mass of Styrofoam cup with lid + spin bar (g)|| Mass of cup with lid + spin bar + 50mL of room temp. water (g)|| Initial Temp of Room Temp. Water (  °C )|| Initial Temp of Hot Water(  °C )|| Total mass at the end (g)||Calculated Heat released by Hot Water (J) (Eq. 4)|| Calculated Heat absorbed by R. T Water (J) Eq. 5)|| Calculated Heat absorbed by Calorimeter (J)|| Calculated Heat Capacity of the Calorimeter, Cp (J/ °C) (Eq. 8) || B. Heat of Reaction of MgO Mass of weighing boat (g)|| Mass of weighing boat + Magnesium oxide (g)|| Mass of Magnesium oxide (g)|| Mass of Styrofoam cup with lid + spin bar (g)|| Mass or Styrof oam cup with lid, spin bar (g) + HCI|| Calculated Mass of HCI (g)|| Total Mass of solution at the end|| Calculated Mass of MgO (g) (using total mass of solution)||Initial Temperature of Solution ( °C) (before MgO was added)|| Final. Temp of solution ( °C) (after MgO was added)|| Calculated Heat absorbed by solution (J) (Eq. 7)|| Calculated Heat absorbed by calorimeter (J) (Eq. 8)|| Calculated Total heat absorbed|| Calculated Total heat released by the solution (Eq. 6)|| Calculated Moles of MgO|| Calculated Moles of HCI|| Heat released per Mole of MgO|| Molar Heat Reaction (kJ/mol)|| C. Reaction of Mg with HCI Mass of weighing boat (g)|| Mass of weighing boat + Magnesium (g)|| Mass of Magnesium (g)|| Mass of Styrofoam cup with lid + spin bar (g)||Mass or Styrofoam cup with lid, spin bar (g) + HCI|| Calculated Mass of HCI (g)|| Total Mass of solution at the end|| Calculated Mass of Mg (g) (using the final mass of solution)|| Initial Temperature of Solution ( °C) (before Mg was a dded)|| Final. Temp of solution ( °C) (after Mg was added)|| Calculated Heat absorbed by solution (J) (Eq. 7)|| Calculated Heat absorbed by calorimeter (J) (Eq. 8)|| Calculated Total heat absorbed|| Calculated Total heat released by the solution (Eq. 6)|| Calculated Moles of Mg|| Calculated Moles of HCI|| Heat released per Mole of Mg||

Compare three stories of suspense Essay

It tells the story of a man on a steam liner who unintentionally falls overboard whilst he is alone on the deck of the ship. This story, unlike the others, is written in the third person. This doesn’t greatly impinge on the whole impact of the story although it might be easier to envision yourself in the man’s position if it was written in the first person; it would cause the reader to be more familiar with the story. However, reading a story in the third person can occasionally help you look upon the event more visibly because you are looking at the story happening in your mind when you are reading. The technique of writing in the third person in this story has worked to its advantage since it has done just that. When reading â€Å"Man Overboard†, I detected that Churchill supplied a lot of information about the locale of the story so I was able to create a very vivid image in my mind of the story. I felt I could see the story happening. This story is written in prose but contains elements of verse, like â€Å"Frankenstein†. Verse in â€Å"Man Overboard† is used to show that there are parts of a song being sung during the story and that everybody else on the ship is occupied with singing the song whilst the man is in the water. This isolates the man from the rest of the people making it seem that there is little chance that he will be rescued. It shows he is alone and that no one has noticed what has happened to him, which creates a strong feeling of fear and death. If this story were to be made into a film, I can imagine the song haunting the background of the scene where he is shouting for help. The song plays a very important part in the story: it is what causes the death of the man because it is the barrier between him and the rest of the people on board. The characters in each story are men and in â€Å"The Raven† and â€Å"Man Overboard† they remain nameless. I think this is either to create a mysterious atmosphere where the reader is wondering their name or because they haven’t lived to tell their story to anyone human. I think that if the men were both named in â€Å"The Raven† and â€Å"Man Overboard†, the stories may have been more memorable because there would have been a name people could talk about to go with the story. It makes the men look more unfortunate if they don’t have names because it showed that maybe they didn’t use them because they didn’t come into contact with many people. Both of the men didn’t encounter another human in the stories so they weren’t able to use their names either, for example, in conversation. Frankenstein and the man in â€Å"The Raven† are quite similar in the fact that they are both mentally affected by what they have been through in the story. The only character with an evident history is Frankenstein. This is because the story of â€Å"Frankenstein† is a novel and novels supply many details concerning the history of events, plots and characters. Frankenstein had a stable childhood. He was loved and admired by his parents. He was their â€Å"plaything and idol†. From the quality of his childhood, it seemed there would be a fortunate and successful life in store for Frankenstein but things change as he is ‘punished for offending naturei. We are first introduced to Frankenstein in Walton’s letters in the prologue. Walton is very curious about this â€Å"man in so wretched a condition† whom he has taken on board his vessel. This makes the reader wonder what this man has been through and why he is ill because it is evident he has experienced a lot. Small hints of Frankenstein’s story are given away by his actions described by Walton in the letters. â€Å"He is continually on deck, apparently watching for the sledge that preceded his† and he â€Å"seeks one who fled from him†. Walton and his men on board are very curious about Frankenstein and the reader would be building up the same feelings here too, especially as Frankenstein wants to tell his story. He has the urge to tell someone what he has been through. The reader would believe that if he has the urge to tell the story, it must be good. This is the same with Poe’s characters. The man in â€Å"The Raven† wants to tell his story. He includes every detail of how he felt, what happened and what he were thinking about. This helps the reader to fully understand what is happening in the story so they can begin to imagine exactly what the character experienced. Poe wrote every verse containing as much detail as possible to make sure the reader would perceive a very vivid image of the story. For example, in verse two, the last two full lines say â€Å"From my books surcease of sorrow – sorrow for the lost Lenore, For the rare and radiant maiden whom the angels name Lenore†. We learn three things from these two lines that are important in the plot. The man feels sorrowful because he has lost someone named Lenore whom he must love because he describes her as â€Å"rare and radiant† and he is trying to distract himself from his melancholy feelings by reading his book. In â€Å"Man Overboard† the first thing we are told is about the man is that â€Å"It was little after half-past nine when he fell overboard†. This removes most suspense from the story because you know what happens in the middle and you could start to think about the ending from the very first sentence. However, it could make a reader curious as to why he fell over board and so they would be eager to read on. We don’t learn much about the man during the story because things happen so fast. We know he was liked by the other passengers because â€Å"he had been listening to the music and joining in the songs† before he went out on deck and he is heading to India on the mail steamer. From the way he is written about I think the man enjoyed being alone. He is very nostalgic and reflective and maybe this is why he was so vulnerable in the event that followed and gave up easily. The settings of â€Å"Man Overboard† and the prologue of â€Å"Frankensteini ‘ are very similar. They are set in the ocean. This part of â€Å"Frankenstein† is set in the Arctic, which is a place many people had no knowledge of or had explored in the nineteenth century. â€Å"Man Overboard† is set in the Red Sea. This creates a completely different mood to â€Å"Frankenstein† but still contains a feeling of danger in that there is no one near-by. Setting a story in a desolate location creates a feeling of uncertainty and adventure and the feeling that anything could happen because the place is unfamiliar. If a place were far from populated land, it would make it harder to survive if anything went wrong and it is known that in the sea things can sink and people can drown very easily. Phrases used to describe a sense of place in the Arctic such as â€Å"stiff gales†, â€Å"floating sheets of ice indicating the dangers of the region†, and â€Å"many hundred miles from any land† make it sound a very dangerous place. Many people hadn’t experienced the environment of such a place during the time Shelley wrote â€Å"Frankenstein† which made it harder to imagine and therefore more frightening. It would be more frightening to someone reading this one hundred years ago because they would have less knowledge of the world surrounding them. The way the setting in â€Å"Man Overboard† is described is a contrast to this image of the Arctic. The Red Sea is said to be â€Å"warm† and the surfaces of the water are â€Å"still† but there is one sentence that makes me think of the ocean as a more horrific thing. When it says, â€Å"The mail steamer was hurrying through the Red Sea in the hope of making up the time which the currents of the Indian Ocean had stolen† it made me think that if the ocean could steal time, then it could be capable of stealing life. That sentence contains a very powerful metaphor that adds a slight amount of suspense to the otherwise calm settings being described. The moon adds a lot of atmosphere to the setting. Where the moon is hidden behind the clouds in the beginning, it suggests that it will be harder to notice the man falling overboard because there is less light. The moon and clear sky reflect the man’s emotions in the beginning. The man is calm when the atmosphere is calm. When the moon comes out from behind the clouds at the end when the shark is moving towards the man, it reinforces that God had heard his appeal and sheds light on the man’s last moments. Churchill probably created a calm atmosphere to make the event of the man falling overboard more dramatic because most elements of suspense were removed from the plot in the first line. A contrasting event to the setting it happens in is different to what happens in â€Å"Frankenstein† and â€Å"The Raven† where the horrific parts of those stories are set in bleak, dark, mysterious locations. For example, when Frankenstein creates his being and gives it life for the first time â€Å"it was on a dreary night in November†. This tells us that it was in winter when it was cold, there are no leaves on trees and there is less life to witness this terrible crime that Frankenstein was about to commit. Phrases such as â€Å"the rain pattered dismally against the panes† and â€Å"the candle was nearly burnt out† make the waking of the monster more terrifying because it is dark and stormy. The monster would have been able to attack Frankenstein in the dark without anyone knowing and it would have been harder for him to escape. As a result of the monster’s appearance, Frankenstein fears his own creation even though he doesn’t know him. â€Å"A mummy again endued with animation could not be so hideous as that wretch. † This prejudice adds to the suspense and the reader would start to wonder about the destiny of the monster and how people will react to him. The monster would definitely be more terrifying to someone reading the story in the nineteenth century because horror was just being introduced for the first time and people would have been shocked at the sound of the appearance of such a creature. Each time Frankenstein meets his creation, the weather is gloomy or stormy. After the monster has murdered Frankenstein’s brother, William, he reveals himself to Frankenstein on the horizon when â€Å"A flash of lightening illuminated the object†. Stormy weather has always been linked with horror stories because many people fear storms. Storms would have been more frightening in the nineteenth century because again, people wouldn’t have known as much about them as scientists do today. The one time when the weather is calm when Frankenstein meets his monster is when the monster tells of his travels. The atmosphere is happier when the monster tells Frankenstein of how he was kind hearted and how he learnt to speak all by himself. It creates a feeling of new life in the setting although it is still set in winter. In â€Å"The Raven†, Poe uses the same ideas of a stereotypical horror setting to match the image of the Raven and how it signified an omen of death in the nineteenth century. Phrases such as â€Å"the air grew denser† make me think of suffocation, which leads to death. This story is set at night and in â€Å"the bleak December† similar to the creation of the monster in Frankenstein. Being alone at night is like being alone in the sea where there are no people to help if you are in trouble. Each story contains lifeless settings to inspire horror in the story by making the characters appear alone and vulnerable. The three stories open very differently because of the different forms they are written in: novel, short story and poem. When Frankenstein begins his story, he starts with his history and talks about his childhood. As his childhood was happy and healthy, the mood of the first three chapters are happy as he talks about the highlights of his childhood, such as Elizabeth, his â€Å"companion†. The opening of this story contradicts the rest of it where normally if someone has a good childhood they go on to lead a successful life. Shelley probably did this to make the events of the story less expected and more upsetting, as Churchill did in â€Å"Man Overboard†. â€Å"Man Overboard†, the short story, opens with the main plot being revealed. I think that making an opening quite short can leave a lot of space for detail in the middle, especially in a short story, which may make the story more effective in the end. The opening of â€Å"The Raven† provides a little history of the character and actually lasts for six verses until the Raven enters in the seventh verse. This builds up a lot of suspense because the entry of the Raven keeps getting delayed because the man is continually trying to guess what is tapping at his door. In verse five there is a lot of suspense built up when it says â€Å"But the silence was unbroken, and the stillness gave no token,† because there is something at the man’s door but it is not clear what it is. The atmosphere in the opening of â€Å"The Raven† is similar to the atmosphere all the way through the story, unlike â€Å"Man Overboard† and â€Å"Frankenstein†, where the mood of the stories changes more frequently. The characters in the three stories each get disturbed by a being that is not human. This definitely adds a deeper sense of horror to the stories because we have less knowledge of other creatures compared to ourselves so they appear more powerful to us. How frightening a person finds the creature in each story depends on how society perceives the creature at that time, which would directly affect the reader’s opinion. For example, in the nineteenth century when â€Å"The Raven† was written, ravens were considered as a very significant omen of death. The public feared the dark and sinister presence of ravens because they were thought to be present only at times of death. I remember watching a film set in the late nineteenth century in which there was a funeral and burial scene. In the corner of the screen sat perched in a tree there was a raven looking down on the event. It was almost as if the raven were watching the consequences of his presence. The man in â€Å"The Raven† believes that the raven that has visited him is an omen of death because it calls it a â€Å"prophet, thing of evil, devil† and enquires to whether the â€Å"Tempter† sent it, which means he thinks either God or the Devil has sent it. He also enquires about his destiny and if he will meet Lenore again. He believes the raven has the power to know all. In â€Å"Frankenstein†, Shelley also talks of the Devil and compares Frankenstein’s creation to â€Å"a thing such as even Dante could not have conceived†.

Biography Informative Speech

As we all know, grandmas are known for making delicious food. I discovered a long time ago that have a big problem breaking eggs; so I was very excited when I discovered the gaggles recipe for Cocoa Kiss Cookies. I was given the recipe for these cookies by my mom, Rena Williams. My mom got the recipe from her mother; Lucy Long, who got the recipe from the chocolate factory in Hershey, PA. II. If you ever are In a situation where you need to Impress your grandma then, cook her a chocolate cookie with a kiss In the center. Ill.Cookies are easier to make than you think so I'm going to show you the three steps in making cocoa kiss cookies: the ingredients, the mixing process, and baking. ‘V. First: Ingredients needed A. The wet mixture 1. You will need 1 cup melted butter. 2. 2/2 cup sugar combined with melted butter. 3. 1 teaspoon vanilla extract to form wet mixture. B. The dry mixture 1. You will need 1 and % cups all purpose flour. 2. To finalize dry mixture you need 1/4 cup coc oa. C. Re-last the Ingredients: 1. 1 cup melted butter 2. 2/2 cup sugar 3. 1 TTS. Vanilla extract 4. /2 cup all-purpose flour 5. H cup cocoa 6. Hershey Kisses to put In center later V. Secondly: Mixing ingredients 1 . First the contents of the wet mixture (the butter, sugar and vanilla) are mixed within a larger bowl until all the ingredients are well blended. 2. A good tip from my grandma, Lucy, is to never pour the vanilla over the mixing bowl in case the vanilla spills. This way if a spill occurs, the dough Is not ruined. B. The dry mixture 1 . The Ingredients of the dry mixture (flour and cocoa) are mixed together In a smaller bowl until evenly distributed.Mixing the flour and cocoa evenly will only take a few stirs with a spoon. 2. After mixing the dry ingredients together, pour them into the wet mixture and start stirring. C. The dough 1 . A hint from Hershey. Com says, â€Å"Do not over-mix the dough because it may cause the cookies to spread too much. † 2. To help che ck your mixing, the dough should be place in the refrigerator to chill for an hour, or until firm enough to handle. VI. Baking A. Forming the dough 1. To form the dough into balls, scoop out a spoonful of dough and place in the palm f your hand. . Take one Hershey kiss and place in the center of the dough ball. 3. Use both hands to form the dough around the Hershey kiss. B. Baking the dough 1. Heat the oven to 375 degrees. 2. Place the dough balls onto an engrossed cookie sheet. 3. Bake 10-12 minutes or until they are set. 4. Cool the cookies completely after baking before removing them from cookie sheet. VI'. Conclusion So, to summarize lets go over the three parts: A. First, we have the butter, sugar, and vanilla which make up the wet mixture. The lour and cocoa make up the dry mixture.B. Second, we blend the wet and dry mixtures together until we have playgroup like dough. C. Lastly, after rolling the dough and Hershey Kisses together, they are baked in the oven for about 10 minu tes. So if you ever are in a situation where you need to impress your grandma, cook her a chocolate cookie with a kiss in the center. Works Cited â€Å"Baking Hints. † Heresy's website. Hershey, PA. 2014. Http://www. Heartsickness. Com Long, Lucy. Personal Interview. Septet. 2014. Williams, Rena. Personal Interview. Septet. 2014.

Phillip Morris

Philip Morris promotion of Marlborough cigarettes. Instituted in the sass's. The brand moved to and assured that the flavor would be unchanged by the decision of adding a filter. â€Å"Come to where the flavor Is: Come to Marlboro man,† Marlboro man was a rugged cowboy smoking Marlboro cigarettes while rolling his horse In the outdoors. The ad helped propel Marlboro to the top of the world market Threefold 1 ) Significant economic advantages. Standardized advertising lowers the cost of value creation by spreading the fixed costs of developing the advertisements over many Mounties. Ex.Coca Cola saved $90 million over 20 yr by using certain elements of Its campaign globally 2)Creative talent is scarce and one large effort to develop a campaign is much more successful than numerous amounts of smaller efforts 3)many brands are global brands Against standardizing advertising 1) cultural differences between nations- a message that works In one nation could potentially fall In anothe r nation. Cultural diversity makes It difficult to develop a single theme that Is effective on a global level 2)advertising regulations may block implementation of standardized advertising.Ex. Kellogg could not use a commercial it produced in great Britain to promote its product in other European countries. A reference to iron and vitamins in its cereal was not allowed in the Netherlands because health and medical benefits were outlawed. In France children are not allowed to endorse products. In Germany a key line was disallowed because of competitive claims. Another example would be American express offering bonus points every time the card was used. And the points could be used towards air ravels and hotel accommodations.Germany competition law was broken as it is suppose to prevent the offer of free gifts In connection with the sales of goods. Dealing with country differences Experimenting with capturing benefits of global standardization while recognizing differences in countrie s cultural and legal environments. Some features to include in all of its advertising, which can result in saving on costs while building international brand recognition. Monika in the sass's launched a global advertising campaign † 1001 reasons to have a Monika imaging phone.Did this to reduce costs and capture economies of scale. Value in trying to establish a global brand image. Used actors from regions where the advertising covered. And used local settings as well. Doves global real beauty campaign 1) Milliner, who marketed dove a storied consumer multinational with global reach, a strong positioned In fast growing developing nations, and a reputation for customizing products to condition prevailing In local markets. ( ex. Indian women OLL hair before washing , so western shampoos that TLD remove the OLL didn't sell well.However, milliner reformulated shampoos for India. Company exaggerated because it has shifted towards a global emphasis. Dove. Brand should stand for the real beauty of all women. Mission was to make women feel more beautiful everyday by widening the stereotypical definition of beauty and inspiring them to take care of themselves. 3) Following workshops held around the globe that brand managers and agencies communicate beauty. Asked 67 photographers to submit portraits of women of all shapes, sizes and ages. Dove photo tour. ) German office of Milliner advertising agency, Googol and Matter worldwide, came up with a concept for communicating real beauty based on photographs showing ordinary women in their underwear. Advertisement made its way to the I-J where they perceived it as politics and not advertising. 5) 2% of women worldwide considered themselves as beautiful and the half thought their weight was too high 6) 2004 campaign was launched globally. Radical shift form Milliner . Tweaked to take local sensibilities. 7) Milliner extended the dove product line to include skin creams, shampoos, and shower gels.Made a video on youth 8) Dove created â€Å"Evolution, depicting the transformation of a real woman into a model and promoting awareness of how unrealistic perceptions of beauty are created. † 9) â€Å"he Dove global study, Beauty Comes of Age, revealed that 91% of women ages 50-64 believe it is time for society to change its views about women and aging. The campaign celebrated the essence of women 50+ ?wrinkles, age spots, grey hair and all. It was brought to life through a communications campaign created with internationally renowned photographer Annie Leibniz. 0) â€Å"The [email  protected] Movement for Self-Esteem provides women everywhere with opportunities to mentor the next generation and celebrate real beauty. â€Å"11)†[email  protected] has created self-esteem- building, educational programs and activities that encourage, inspire and motivate girls around the world. Dove has reached over 7 million girls so far with these programs, and set a global goal of reaching 15 million girls by 2015. † -supply chains looks like -How Is it going to come in? -How you will market? Brand is the logo, 100, and connotations â€Å"Bat† night, up late.

Art and fashion Essay Example | Topics and Well Written Essays - 2000 words

Art and fashion - Essay Example Mannequins such as the Siegel-Vigneau had very seductive with undeniably lifelike bodies significantly contributed to the success of social as well as cultural reconstruction. Surrealists perceived women as in an erotic and decadent disguises who were actually predators in life of men due to their passive sex as well as accessibility which prompts men to be attracted to the female bodies. Female bodies were turned into elements amongst the surrealists because a body could also attract attention and communicating information. A body could reveal some of the most hidden meanings behind its restructuring. Most images were therefore belonged to the repertoire of surrealists although some of them lost their origin in favor of sex appeal. Sexual appeal of a woman’s body was crucial since a woman was considered a sexual object whose life is engrossed exclusively with sexuality (Emanuel 2006). Initially, mannequins were so heavy and were more unrealistic creations which were made of w ax and could melt in the summer heat. However the understanding of women psychology led to great imperfections that made mannequins look like real women bodies. It should be noted that surrealism became very prevalent in 1930s particularly to the public where their artwork became the model for international exhibitions. Visual style artwork became dominated the period between 1930 and 1935 by Dali and Magritte. During this period art served a significant purpose as a way of expression that included hallucinatory imagery (Beck 2007). Surrealism came up with visual techniques that incorporated giving ordinary objects their usual meaning so that they could compel to the public. Audience’s empathy would therefore be aroused because of the image characteristics which were more than just ordinary formal organization. 1930s was characterized with stylistic evolution that included a mixture of depictive and the emotional elements which were very necessary in influencing an audience. Mannequins actually reflected fashion models but some of the headless mannequins represented would make someone think that it had been sliced thus representing scene of a brutal war (Stewart 2008). Mannequins were made to fit dress maker’s form thus reverting them to look like shop mannequins. Shop mannequins were however not made to represent any form of personality or lifestyle but simply to show the outline of the garment. This was really amazing because the objects simply drew attention to how they were created rather than the dress they were wearing (Emanuel 2006). Someone would not think much about the garments on the display despite close imitation of the tailor or designer’s dummy. Representation of the mannequin to the clients became very important hence prompting the introduction of heads and limbs to the headless and limbless mannequins. The most appealing mannequins were the ones which were introduced in the 1930s which had movable limbs making them seem as if they were engaging in some activities. Movements of the limbs proved useful in representation of the lifestyle (Thesander 1997). Surrealists greatly incorporated art into life by relating subject and object in their work. The mannequins were greatly designed by artists who made them look like body objects. Mannequins were nicely used to define surrealism since it