Synthesis and Characterization of K2[Ni(CN)4] , K3[Fe(C2O4)3] and Cu(acac)2 Complexes :: Lab Report

Synthesis and Characterization of K2[Ni(CN)4] , K3[Fe(C2O4)3] and Cu(acac)2 complexes(IV , V and VI) with different structures and Properties 1. Introduction The aim of this experiment was to synthesize HgCo(SCN)4 , [Ni(en)3]S2O3 , NiCl2(PPh3)2 , K2[Ni(CN)4] , K3[Fe(C2O4)3] and Cu(acac)2 but only K2[Ni(CN)4] , K3[Fe(C2O4)3] and Cu(acac)2 were synthesized and explained in this report. Characterization was then done on each of the 3 synthesized complexes by obtaining their UV-Vis spectrum. The UV-Vis spectrum of each complex would identify different properties and would help to explain the observations made when they were synthesized (for example their colour and how they reacted). 2. Method Table 1: Synthesis of K2[Ni(CN)4] Amount of Reagents used Method Observations NiSO4 †¢ 7H2O : 6.00 g KCN : 3.01g In 20ml water NiSO4 †¢ 7H2O was dissolved and the solution containing KCN (dissolved in 7ml water) was added to the Nickel solution. This solution was filtered and the precipitate was washed with small quantities of water. This precipitate was added to the solution of KCN (dissolved in 3ml of water). This solution was heated and swirled so that the crystals that formed dissolved. It was heated again and left so that crystals started forming again. This solution was then placed in an ice bath to enhance crystallization and the crystals were removed by filtration. The water was removed by drying the crystals in the oven at 100 °C. A small amount of the sample was dissolved in water and the UV-Vis spectrum was obtained. Nickel (II) sulphate hexahydrate was used in place of heptahydrate. When the precipitate was added to the KCN solution, it turned dark red. As it was heated it darkened even more but as the crystals started forming the colour changed to a light red. As the crystals dried more its colour changed from light red-orange to a light yellow colour. These crystals were dissolved in water for the UV-vis spectrum. The solution was a yellow colour. Table 2: Synthesis of K3[Fe(C2O4)3] Amount of Reagents used Method Observations (NH4)2Fe(SO4)2 †¢ 6H2O: 5.03g To a solution of (NH4)2Fe(SO4)2 †¢ 6H2O (dissolved in 20ml water) 1 ml of sulphuric acid was added and stirred. The oxalic acid (dissolved in 25ml water) was also added and this combined solution was slowly heated to boiling, resulting in the formation of yellow iron(II) oxalate precipitate. The liquid was decanted and 15ml of hot water was added again to the precipitate, this was stirred and filtered. The precipitate (iron(II) oxalate) was transferred to another beaker and a potassium oxalate solution (dissolved in 10ml hot water) was added.

Linguistic Determinism: Words and Thoughts Essays -- Language, Semanti

There is no human language without socio-cultural context; meanwhile language resides inside each individual’s mind and as a result, linguistic interaction did not occur without the use of the language. Individuals do not create languages; they just use that one given to them by society. For Saeed (2009), language is the mirror of culture and it is determined by the categories available in speakers’ own language. Studies about relationship between language and culture and between language and thought have a long history and have placed a much conferred proposal to modern linguistic: the Sapir-Whorf hypothesis. This hypothesis points out that influence of language on thought is only a component about such a complex web among language, culture and cognition. However, in essence, it leaves out the cultural pattern. Without language, a sort level of cultural development and cultural knowledge cannot exist, and, on the other hand, a high level of linguistic development could only exist through socio-cultural interaction. According to Flyht (2007), it is extremely evident that language reinforces cultural patterns through semantics whereas new meanings from new words are established by events which happen to people’s lives according to their cultural occurrence. The aim of this essay is to discuss the connection between linguistic determinism and the support of the semantic studies in order to understand words and sentences produced in human mind when the cultural and social pattern it is taken into account. Yet â€Å"knowledge an individual speaker of a language possesses which makes it possible for them to communicate with one another.† (Riemer, 2010: 13). Semantics is a theory of languages, natural or artificial, and it is part of gra... ...theory of substantive universals not only with regard to universal phonetic but also by fixed categories (noun, verb, etc..), which are the underlying syntactic structure of language. The words and grammatical structures of a language have a profound effect on how speakers think, even when they are not talking and listening. The essence of thinking consists of real words and phrases, so people do not have to conceive a concept which does not exist in their language. Also, if two people speak languages that differ in the concepts that they are able to express, their beliefs are irreconcilable and communication between them is impossible. The Semantics proposes that the meanings of words are mentally represented in the form of expressions. The meanings of words can vary between languages because children adjust and organise them from the most elementary concepts.

Our Day Out by Willy Russell :: English Literature

OUR DAY OUT!!!! THE EFFECTS OF CHARACTER IN ACTION THE USE OF DRAMATIC DEVICES and THE LAYERS OF MEANING IN LANGUAGE, IDEAS AND THEMES Writers are influenced by the historical times in which they live. Everyday of their lives, what they say and the way they act is influenced by the time in which they live. The 70s influenced Willy Russell in his writing. There are many examples of this in Our Day Out such as the style of the fair and the shop, the way the characters speak and the things that are going on, for example the description of the economic slump at the time. One of the reasons for Britain's industry being in decline was, that it was unable to be competitive on price against other countries who had new technology. The technology increased productivity and reduced costs through the use of less labour. As a result, some of the main industries in Britain had great financial difficulty and had to close down or reduce the work force causing a loss in jobs and high unemployment. This caused poverty and meant that people could not afford decent property and had to move into council homes. Class differences occurred, dividing people who had money and decent homes from people with little money and poor homes or no home at all. Willy Russell's writing was inspired by experiences when he was a teacher at a comprehensive school. Whilst he was a teacher at the school, he accompanied a teacher of a remedial department on a trip to Conwy castle and a zoo. At the last minute a deputy head of disciplinarian behaviour also joined the party creating a potential recipe for disaster. During the course of the day the deputy head relaxed and enjoyed himself, only to revert to his usual self at the end of the day. In doing so, he destroyed all the positive achievements of the day. This play is about a progress class, which go on a trip for the first time. Mrs Kay cares for the children a great deal and just wants them to have fun as long as they don't hurt anyone or themselves. The deputy head who joins the trip unexpectedly changes this and believes they should be quiet and not have as much fun in order to learn. As the day goes on the children get up to all sorts of mischief including stealing. Eventually the deputy head finds out about this and his attitude towards the kids deteriorated even further. Mr Briggs just wants to get them back to school as soon as possible. When put in a situation however, with one of the children threatening

Cola Wars: Profitability of the soft-drink industry Essay

Historically, the soft drink industry has been extremely profitable. Long time industry leaders Coca-Cola and Pepsi-Cola largely drive the profits in the industry, relying on Porter’s five forces model to explain the attractiveness of the soft drink market. These forces allowed Coke and Pepsi to maintain large growth until 1999, and also explain the challenges that each company is currently facing. The relative duopoly that Coke and Pepsi share in the industry allows for higher profits, while also maintaining enough competition to promote firm improvement. The first of Porter’s forces is the threat of new entrants. Coke and Pepsi have been largely successful because of many barriers to entry that limits the risk of entry by potential competitors. Coke and Pepsi both have strong brand loyalty, made possible by their long history and adherence to tradition. When Coke strayed from its Coca-Cola Classic formula, its customers demanded a return to the original recipe. Pepsi and Coke also share an absolute cost advantage over others in the industry. They developed superior production operations by buying up bottling companies and performing the service in-house. These companies also have large economies of scale, as they both operate internationally and together control 84% of the market worldwide. Additionally, government regulations have prevented competitors from mimicking Coke’s secret formula, as evidenced by their relentless defense of their brand in court. All of these factors have made it difficult for competitors to enter the soft drink industry. The second of Porter’s forces is rivalry amongst established companies. The competitive structure of the industry has allowed Coke and Pepsi to sustain high profits. The industry is essentially an oligopoly, with Coke and Pepsi dominating the market. The firms are hurt by having similar products that are relatively undifferentiated. However, diversification of product lines into carbonated and non-carbonated beverages has created some product differences. High industry growth from 1975 to 1995 also provided a reprieve from the competitor pressure. Franchising and long-term contracts created higher switching costs, historically limiting the effects of rivalry on the two firms. Porter’s third force is the bargaining power of buyers. This has always been low in the industry, and continues to diminish over time. The low number of suppliers does not afford buyers much room to negotiate. Furthermore, the abundance of distributor options prevented the bottling plants from applying pressure on Coke and Pepsi. Exhibit 8 also shows that both Coke and Pepsi were among the top five consumer brands most important to retailers, suggesting that they were on the losing end of the transaction relationship. Porter’s fourth force is the bargaining power of suppliers. Coke and Pepsi have always set their price. Bottlers were forced to buy concentrate at set prices, usually negotiated in the favor of Coke and Pepsi. The small number of suppliers limited alternatives that could provide the necessary concentrate to bottling groups. Coke and Pepsi have continuously renegotiated contract terms to decrease their costs and enhance profitability. These contracts eventually eliminated marketing cost obligations for concentrate producers as well. Suppliers became so powerful that they eventually bought their own bottling plants. Porter’s fifth force is the threat of substitutes. Initially, other products that could fulfill the same objective of soft drinks (quench thirst) were very weak. According to exhibit 1, carbonated soft drinks were the most-consumed beverage in America through the 1970s and 1980s. Since then, bottled water has become increasingly powerful, cutting into U.S. consumption. A growing health awareness has led to higher demand for non-carbonated soft drinks. Coke and Pepsi have largely met this threat by diversifying into other product lines such as water, juice, tea, and sports drinks. A significant factor that has also allowed the soft drink industry to prosper is the success of the fast-food industry. By partnering with restaurants such as Taco Bell, McDonalds, Burger King, and Pizza Hut, soft drinks have become a complement to this other profitable sector. Pepsi has taken advantage of this trend in its merger with Frito-Lay. While these five factors all contributed to making the soft drink industry very profitable, the industry is more recently facing challenges that could lead to declining profitability. Industry demand is steadily decreasing, as the United States – the largest consumer of soft drinks in the world – becomes more health conscious. Furthermore, buyers are now threatening to produce soft drinks themselves, such as in-store brands at Walmart. This has increased the bargaining power of the buyer. Though the future profitability of the soft drink industry may be declining in America, Coke and Pepsi have taken substantial actions to spread their brands worldwide. Each has a long-term growth strategy to saturate new markets, whether domestically or abroad. Coke has already taken control of many international markets, while Pepsi claims that its progression to the snack industry provides synergy in its business. It is undeniable that the competition between Coke and Pepsi has resulted in a multitude of strategies employed by both sides.

Reign of Terror was during the French Revolution Essay

The immediate bloody aftermath , was a product of social, economic, and political forces. The spirit of idealism that gripped France during the early phases of the Revolution gave way to mass paranoia and extremism, culminating in Robespierre’s cruel regime. In the beginning of the French Revolution, Enlightenment of the French Revolution, known as the Reign of Terrorphilosophy seemed like a panacea for societal woes. Prominent philosophers like Rousseau, Voltaire, and Diderot contributed to a new mentality in France, one which instigated the mass revolt that caused the storming of the Bastille. The causes for the Reign of Terror in the 1790s cannot be isolated without examining first the leading causes of the French Revolution. Under the Reign of King Louis the XIV, France still maintained a basically feudalistic society in which the monarch ruled with divine and absolute authority. This â€Å"ancien regime† had persisted for centuries throughout Europe. A stratified social class structure dominated French culture and politics. The privileged classes, including the clergy and the nobility, were exempt from most of the taxes passed on to the poorest rungs of French society: the farmers, the common laborers, and the peasants. This system obviously benefited the wealthy, upper classes of French society, who were unwilling to sacrifice their economic and political privilege for a more just society. However, the monarchy and the â€Å"ancien regime† came under heavy criticism by Enlightenment thinkers, philosophers, and economists. Voltaire attacked the Church and its absolutism, criticizing the Church’s political and intellectual dominion. Denis Diderot advocated a new social order, while Montesquieu advocated the adaptation of an English-style constitution. Rousseau’s notion of popular sovereignty was perhaps the most influential political philosophies that influenced the beginnings of the French Revolution. Although the Revolution was spurned by these Enlightenment thinkers, the political philosophies they espoused failed to take root, leading to the Reign of Terror. The economic forces that led to the French Revolution also contributed greatly to the Reign of Terror in the 1790s. The Revolution started as a result of financial mismanagement on the part of the French government, who  was contributing to overseas efforts in the New World. Participation in the American Revolution caused national debt, and in an attempt to avoid national bankruptcy, the Assembly of Notables was formed in 1787 to attract donations from the wealthy classes. However, the privileged people were unwilling to offer financial support. King Louis the XVI and his government were forced to quickly adopt a plan of financial reform. The three class divisions in French society, the clergy, the nobility, and the commoners, held specific grievances toward the state. This generalized discontent and unrest led to the Revolution. The commoners, who were known collectively as the Third Estate, formed their own National Assembly amidst the political and economic turmoil in 1789. Some members of the other two estates, the clergy and the nobles, joined the efforts of the National Assembly, which called for a constitution. Their determination was solidified by the Oath of the Tennis Court, named after the meeting place they adopted after the King originally disbanded them. So influential was the National Assembly that the King relented to legalize the National Assembly, thus recognizing the grievances of the French common people. This small victory led to a mass outbreak of fervent idealism among not only the Third Estate of French culture but also among the clergy and the nobility, who were now willing to make the financi al sacrifices they needed to bond ideologically with the common people. The nobility abolished feudalism and linked hands with the commoners in their overthrow of the monarchy. The National Assembly adopted the Declaration of the Rights of Man and in 1791 drafted a constitution that permitted a limited monarchy. The Church was hit hard by this early phase of the Revolution, as the National Assembly passed several measures opposing religious authority. Large numbers of nobles and princes, including the King himself, fled France in fear. The origins of the Reign of Terror can already be witnessed in this phase of the Revolution, in which a mob mentality took control of Paris and France in general. Although the political and social ideologies that underpinned the Revolution were admirable, the Revolution was fragmented and chaotic. Mobs, inspired by their victories, by their idealism, and their radicalism, turned revolutionary ideology on its back. In the early 1790s, several political clubs and groups formed in Paris to contend in the newly formed Legislative Assembly. Two of the more famous clubs, which would become influential during the Reign of Terror, were the Girondists and the Jacobins, who spread their ideology of â€Å"liberty, equality, and fraternity.† However, this spirit of liberty, equality, and fraternity would soon fall apart. First, the exiled nobility garnered international support for their cause and wanted to fight for their rights to regain control of France. Many revolutionaries and French Republicans also hoped that war would embolden the revolutionary cause and inspire other nations to their own popular revolutions. In 1792, the country engaged Austria in war, setting off a string of events that would eventually lead toward the Reign of Terror. Generally, an atmosphere of suspicion and paranoia fueled the Reign of Terror. The King, accused of treasonous actions against the Republic, became a focal point of anger. While it was understandable that the mass revolt against the old regime rested on the high ideals and aspirations of Enlightenment thinkers, the new regime that replaced King Louis XVI was no better. The National Convention scrapped their earlier constitution in favor of a new one in 1792, after the mass storming of the Tuileries. A massacre of thousands of prisoners, called the September Massacres, was an example of mob rule that gave rise to the Reign of Terror. The National Convention held a meeting in 1792, with the goal of completely abolishing the monarchy. As a result, King Louis the XVI was convicted of treason and executed. The execution of the King fueled royalist sentiments, which were supported by international support against the new Republic. France was still fighting Revolutionary wars abroad. The Republic became severely divided politically, as the Girondists and the Mountain party fought to gain power. The Girondists were basically centrists, while the Mountains were a far left leaning group who were affiliated with the Jacobins. The Mountains succeeded and summarily arrested and killed any persons who disagreed with their policies. The rise to power by the Jacobins in Paris marked the beginning of the Reign of Terror. Leaving aside the democratic ideals to which the original revolution ascribed, and which were summarized by the Declaration of the Rights of Man, the Jacobins instituted a militaristic dictatorship in Paris. Their aims were to destroy their opposition both at home and abroad. Abandoning their philosophical ideals, the Jacobins overtook all social and political institutions in the name of restoring order to their country. The Committee of Public Safety, the Committee of General Security, and the Revolutionary Tribunal were examples of the Jacobin organizations that were formed when they first rose to power. Still holding to the illusion that true democracy was possible, the Jacobin government believed that the Reign of Terror was necessary to first induce a sense of calm and order in France. Moreover, international opposition and war made the Reign of Terror seem like a wartime necessity. The terror tactics used were employed in the name of self-preservation. The Jacobins filled the j ails to capacity and ordered thousands of executions in order to assure the elimination of opposition forces. The leadership of Georges Danton and Maximilien Robespierre solidified the forces that enabled the government to practice its tyranny. Robespierre soon became the dominant force in the Reign of Terror and in 1794, Danton was executed because of his views espousing the abolition of the emergency measures that Robespierre was clinging to. Moreover, Robespierre ordered the execution of Jacques Hebert, whose glorification and deification of Reason became a popular movement. To counteract Hebert’s influence, Robespierre instituted the Cult of the Supreme Being, a perfect example of the fanaticism gripping the time. Interestingly, the government under Robespierre still proclaimed the economic equality of all citizens. Robespierre still believed that a just society in France was possible, but that the Reign of Terror was necessary in order to squelch any opposition. The government abolished slavery and enforced economic equality among the people by imposing wage and price caps and in troducing an artificially inflated paper currency called the assignats. Robespierre was clearly out of control and the National Convention finally arrested and executed him in 1794. The National Convention then drafted a new constitution and established the Directory. The Directory was designed to be a centrist political body that balanced the needs of the leftist  Jacobins and the right-wing royalists. Their initial economic reforms were beneficial in restoring the country after its being ravished by the revolution, but the Directory was wrought with internal and external political strife. Furthermore, international hatred for the Directory grew intense, which forced France to place Napoleon Bonaparte in power. Therefore, the Reign of Terror left a scar on French politics that would lead to the Napoleonic years. The original revolutionary ideals of reason, liberty, equality, and fraternity were now covered in blood. Basically, the Reign of Terror is an example of failed implementation of lofty democratic ideals. The Enlightenment idealism that sparked off the French Revolution was completely transformed into fear and paranoia. The Reign of Terror has some elements of a massive revenge campaign against the oppressive regime of the monarchy. However, the popular revolt that led to the righteous overthrow of the monarchy and feudalism had no clear focus. The ideals of democracy and equality were thwarted by the chaos and fear that gripped the nation once the monarchy was overthrown. The Reign of Terror was in part a response to post-revolutionary chaos, and was a concerted effort to restore social, political, and economic order. However, the Jacobins resorted to means as cruel, if not crueler, than those used by the monarchs they hated. Far from promoting liberty and justice, the Jacobins executed people without regard to their class and without permitting any victim to defend themselves. Instead of implementing a democracy, based on the true and original Jacobin ideals of â€Å"liberty, equality, and fraternity,† the Jacobins stripped French citizens from each of these rights. The Reign of Terror was a panic campaign, an example of what happens when a small group of men take control over a nation in a time of crisis. Ironically, Robespierre spoke out against tyranny and oppression and ascribed to Rousseau’s political philosophy. Robespierre held fast to the abstract vision of democracy, popular and self-rule, and political virtue. However, he resorted to means that were antithetical to his original vision of the Revolution.

History Marking Scheme

Junior Certificate History Exam 2012 (Higher Level) 180 marks 150 minutes   S. 1 Pictures (15 marks) (8 ? %) 3 Pictures with 3 questions each S. 2 Documents (15 marks) (8 ? %) 2 Documents with 4/5 questions each S. 3 Short Questions (20 marks) (11 %) 20 Short Questions – Do TEN at least S. 4 People in History (40 marks – 2 x 20) (22%) N. B. DO ONE option from A & ONE option from B Section A – Ancient Civilisations/ Rome/ Early Christian Ireland/ Middle Ages/ RenaissanceSection B – Age of Revolutions/ Industrial Revolution/ Political Change in 20th Century Ireland/ S. 5 Long Document (30 marks) (16 ? %) ONLY ONE of the following sections will come up. Reformation Age of Revolutions (America, France, Ireland) Age of Exploration Industrial Revolution & 19th Century Ireland (Famine) Plantations S. 6 (60 marks) (33 1/3%) N. B. International Relations in the 20th Century (30) Political Change in 20th Century Ireland (30) (+ Two other sections from Junior Cert Course e. g. The Middle Ages/ Prehistoric Ireland) SECTION 4: PEOPLE IN HISTORY (2 x 20 marks)Do ONE OPTION from Part A & ONE OPTION from Part B Marking Scheme: SRS = Significant Relevant Statement (Each SRS = 2 marks) CM = 16 (8 x 2M) OM = Overall Mark OM = 4 VERY GOOD = 4M; GOOD = 3M; FAIR = 2M; POOR = 1M Guidelines: 1) ENSURE that you are writing from the correct perspective e. g. a supporter of a named revolutionary 2) Always include an introductory paragraph on the birth and early life of a named explorer/ reformer/ revolutionary leader etc. 3) Ensure that you STATE & EXPLAIN key concepts e. g. ‘Justification by Faith Alone’/ Republicanism/ Sailing West to reach the East Indies ) ALWAYS name & describe the widely-held beliefs of the time of the named person e. g. Church control over peoples’ religious beliefs/ Flat-Earth/ Ireland as part of the UK/ USA as a colony of England/ 5) NAME the group(s)/ organisation(s) who were founded by or supported the beliefs of the named person 6) ALWAYS NAME & DESCRIBE the impact of inventions/ innovations that aided the stated person & their beliefs/ revolution e. g. Printing Press/ Astrolabe/ Magnetic Compass/ Seed Drill/ Selective Breeding/ Factory System/ Steam Locomotive/ Home Rule/ IRB Fenianism/ Fascism/ Communism/ ) DESCRIBE & EXPLAIN how people and institutions reacted to the named person’s beliefs/ discoveries e. g. the Counter-Reformation/ superstitions of sailors during the Age of Discovery/ British refusal to accept Irish Independence/ 8) DESCRIBE the impact of the named person on later history itself: Spread of Protestantism throughout Europe/ Counter-Reformation/ Spanish Inquisition/ Discovery of American Continents/ New Colonies/ New ways of travelling/ Spread of Irish Republicanism/ Spread of Communism/ Spread of Fascism in Europe PART A OPTIONS (PEOPLE IN HISTORY) EARLY MODERN EUROPE & IRELAND A monk in an early Christian monastery in Ireland (2011/ 07/ 05) N. B. – A per son living in a named ancient civilisation OUTSIDE of Ireland. (11/ 09/ 06/ 04) N. B. – A farmer living in ancient (pre-Christian) Ireland. (08/ 05) – A named religious reformer at the time of the Reformation (2011/ 08) N. B. – An archaeologist working on a dig. (2010/ 07/ 04) – The lord or lady of a medieval castle. (2010/ 08) – A knight living in a medieval castle. (05) N. B. A named Renaissance artist from OUTSIDE of Italy. (2009) N. B. – A named Renaissance artist or sculptor (07 (PART B)/ 04) N. B. PART B OPTIONS (PEOPLE IN HISTORY) Later Modern Europe & Ireland – A named leader on a voyage during the Age of Exploration (2011/ 09/ 06 (PART A) N. B. – A native Irish landowner who lost land in a named plantation during the 16th or 17th centuries. (2011) – A settler who received land during a named plantation in Ireland during the 16th or 17th N. B. entury. (08/ 06 (PART A)/ 04) – A mine or factory worker during the Industrial Revolution. (07) N. B. – A factory or mine owner during the Industrial Revolution (05) N. B. – A named leader in the struggle for Irish independence, 1900-1921. (2011/ 07/ 05) N. B. – A named leader involved in a revolution (America, France or Ireland) during the period, 1770-1815. (2010/ 05) N. B. – A supporter of a named revolutionary leader during the period, 1770-1803. 06) N. B. – A named leader involved in one of the crises during the rise of the superpowers (Berlin Blockade; Korean War; Cuban Missile Crisis). (2010/ 06) N. B. – A named political leader in the Republic of Ireland during the period, 1960-1985. (08 ) – An old person describing changes that have occurred in communications in Ireland since 1945. (04) A – A named religious reformer at the time of the Reformation. (20 marks) A specific reformer (eg: Luther, Calvin, Henry VIII) must be named or implied, but no marks are awarded for the reformerâ⠂¬â„¢s name.If the name of the reformer is not mentioned, or is incorrect, but the material relates to a specific reformer, max. OM = 3. In the case of Luther, treat all material up to and including his ordination as ‘background’, i. e. 1 SRS max. In the case of Calvin, treat all material up to and including his conversion to Luther’s teaching as ‘background’, i. e. 1 SRS max. List of ‘abuses’, stated or explained, = 1 SRS. A belief/teaching explained = 1 SRS. A belief coupled with the relevant Catholic teaching = 1 SRS. 2 merely stated beliefs/teachings = 1 SRS. Teachings/beliefs = 3 SRSs max. ESSAY PLAN: NAME the reformer/ year of birth/ background & education – NAME & EXPLAIN the list of abuses within the Roman Church: – STATE the reformer’s beliefs and opinion of abuses in detail – NAME the steps he took to address these abuses – STATE & DESCRIBE the Church’s reaction to the reformer’s actions/ beliefs – NAME the reformer’s beliefs and EXPLAIN N. B. ***** – NAME any associates who aided the reformer – NAME any invention/ innovation that helped to spread the reformer’s beliefs – DESCRIBE the impact of the reformer’s teachings/ beliefs – DESCRIBE how the Church reacted to the reformerA – A knight living in a medieval castle. – Castle or Knight only dealt with – 1 OM. – Name of a castle feature + description / function = 1 SRS. – Mere list of castle features without description/function – 2 features = 1 SRS. ESSAY PLAN: – NAME yourself (you are the knight) – STATE who your LORD is and your allegiance to him – DESCRIBE WHAT YOUR ROLE is in the CASTLE & HOW you defend it – NAME & DESCRIBE WHERE the LORD & HIS FAMILY LIVES (KEEP) – DESCRIBE 3 DEFENSIVE FEATURES OF the castle – DESCRIBE the 3 STAGES of becoming a medieval knight â⠂¬â€œ DESCRIBE the tournaments & jousts that you regularly participate in DESCRIBE your belief in the ‘Code of CHIVALRY’ N. B. *** B – A supporter of a named revolutionary leader (USA, France, Ireland), 1770-1803. Do not award marks for naming the revolutionary leader. In the case of George Washington, treat all material prior to the First Continental Congress as ‘background’, i. e. 1 SRS max. In the case of Robespierre, treat all material prior to the outbreak of the French Revolution in 1789 as ‘background’, i. e. 1 SRS max. In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen as ‘background, i. e. 1 SRS max.In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as ‘background’, i. e. 1 SRS max. ESSAY PLAN: – NAME the leader who you are supporting – NAME the country & time period (1765 – 1783) – STATE YOUR REA SONS for supporting the revolutionary leader i. e. taxes/ interference from colonial power etc. – NAME the reasons why a revolution is taking place – NAME & DESCRIBE AT LEAST TWO incidents where conflict has occurred between the revolutionaries & the colonial power – DESCRIBE how the RULING POWER is reacting to THIS REVOLUTIONARY & Revolution NAME & DESCRIBE any documents or beliefs expressed by this revolutionary leader or revolutionary group – STATE what the revolutionary leader is aiming for i. e. a coming decisive battle B – A named revolutionary leader (USA, France or Ireland) No marks for the revolutionary leader’s name. – If the material clearly relates to a particular revolutionary leader without the person being named, mark on its merits. – In the case of George Washington, treat all material prior to the First Continental Congress as background, i. e. 1 SRS. In the case of Robespierre, treat all material prior to the outbreak of Revolution in1789 as background. – In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen in 1791 as background. – In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as background. ESAY PLAN: SAME AS ABOVE EXCEPT FROM the REVOLUTIONARY LEADER’S POINT OF VIEW B – A factory/mine owner during the Industrial Revolution in Britain, c. 1850. – If the answer is exclusively from the perspective of the factory worker, Max CM = 8 Max OM =0.ESSAY PLAN: (*** YOU are the factory owner) – NAME the factory/ mine owner – STATE what type of factory/ mine you own – NAME the part of England your factory is in – DESCRIBE what your factory produces and where you sell/ exports your goods – NAME & DESCRIBE how and where you get your raw materials i. e. coal, water-power etc. – NAME the inventions that you use in your factory – DE SCRIBE how you transport your raw materials INTO your factory and how you transport your goods OUT of your factory – DESCRIBE the workers who work in your factory, what hours they work, their working conditions and pay. DESCRIBE the living conditions of your workers and HOW you have attempted to make their lives better – STATE what hobbies or leisure activities you like i. e. gambling, betting on bare-knuckle fights etc. A factory/ mine worker during the Industrial Revolution (As above EXCEPT from the WORKER’S PERSPECTIVE) B – A named leader in Irish independence struggle, 1916-1923. – No marks for the leader’s name. – Background material i. e. pre-1916 = 1 SRS; Post-1923 material = 1 SRS. ESSAY PLAN: – STATE where and when the leader was born – STATE the background of the leader i. e. education/ work etc. NAME the organisation that the leader joined and WHEN – NAME other people who the leader was associated with – STATE the political beliefs of this leader – STATE & DESCRIBE what role the leader played in the Irish Independence struggle e. g. Minister for Finance in the 1st Dail N. B. ** – STATE whether or not this leader was part of the Sinn Fein delegation to London for the Anglo-Irish Treaty Negotiations of 1921 – STATE whether this leader was PRO-TREATY or ANTI-TREATY in 1922/ 1923 – GIVE THEIR REASONS for being PRO-TREATY or ANTI-TREATY – DESCRIBE the rest of the leader’s careerSection 5 Long Document Question (30 marks) – Famine, Emigration & De-population in 19th Century Ireland (2004) – Exploration, Vespucci & Impacts on Indigenous Populations (2005) – Famine, Emigration & De-Population in 19th Century Ireland (2006) – Reformation, Papal Bull & Counter-Reformation (2007) – French & Irish Revolutions in 18th Century (2008) – Plantations in 17th Century Ireland (2009) – Exploration, Spani sh & Portuguese (2010) – Rural Ireland & Industrial England in the 19th Century (2011) Structure of Question: Part A – Answers derived from 1st Source. USE QUOTATIONS & EVIDENCE from Source (8-10 marks)Part B – Answers derived from 2nd/ 3rd Sources USE QUOTATIONS & EVIDENCE from Source or Contextual/ Background Information require on topic (8 – 10 marks) Part C – Answer ONE from 3 Options Contextual/ Background Information required on topic (10 – 12 marks) Part C: Usually requires a short paragraph answer worth 10 or 12 marks. It is important that you write at length on whatever topic you are asked e. g. ‘Problems faced by Irish Immigrants abroad’ or the ‘Counter-Reformation in Europe’.Ensure that you have at least 5 – 6 clear points of information on each of the following topics: (next page) (Check the relevant webpages on the History site under Junior Certificate History for examples of these) Part C Exampl es: †¢ Counter-Reformation †¢ Consequences of the Reformation for Ireland †¢ Urbanisation, Health, Lifestyle & Pastimes of Industrial England †¢ Impact of Famine & Problems faced by Immigrants abroad †¢ Conflict between European Powers as a consequence of Exploration †¢ Impacts on indigenous Populations by Explorations †¢ Religious, Political & Cultural Impacts of Plantations in Ireland Brehon Law, Language & Customs †¢ Causes & Impacts of French, American & Irish Rebellions/ Revolutions †¢ Reign of Terror Section 6 (60 marks) Do two options from (A), (B), (C) and (D). (2 x 30 marks) Political Developments in 20th Century Ireland Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions. The ten mark questions to be prepared are as follows: – 1) Home Rule Crisis 1912 – 1914 2) 1916 Rising 3) 1918 General Election 4) War of Independence 1919 – 1921 5) Anglo-Irish Treaty 1921 (& split in Si nn Fein) 6) Irish Civil War 1922 – 1923 7) Cumann na Gaedheal Government 1923 – 1932 ) DeValera & ‘Dismantling the Treaty’ 1932 – 1938 9) The ‘Emergency (neutrality) 1939 – 1945 10) The 1st Inter-Party Government 1948 – 1951 11) 1950’s Ireland 12) Sean Lemass & 1960’s Ireland (1st Programme for Economic Expansion) – Also Northern Ireland 1) N. Ireland during WWII 2) Civil Right Movement in late 1960’s 3) The ‘Troubles’ For key terms and short questions, check the webpage ‘Political Developments in 20th Century Ireland’ on the History website under Junior Cert. History International Relations in the 20th Century Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions.Ten mark questions to be prepared are as follows: 1) Lenin & Russian Revolution 1917 2) Treaty of Versailles 1919 3) Mussolini’s Italy 4) Nazi Rise to Power 1927 – 1933 5) Nazi Germany 1933 – 1939 (Totalitarianism & Propaganda) 6) Hitler’s Foreign Policy 1933 – 1939 7) World War II 8) The Cold War: a) Berlin Blockade b) Korean War c) Cuban Missile Crisis For key terms and short questions, check the webpage ‘International Relations in the 20th Century’ on the website under Junior Cert. History ———————– Reformation Rural Ireland, Famine & Industrial England in 19th Century Age of Exploration Plantations Age of Revolutions

Abridging Cultural Differences in Learning Essay

The world is not only composed of different races that come from different countries but also comprised of innumerable cultures unique from each other. Races from all around the world are greatly diverse. The diversity includes differences in practices, traditions and other cultural manifestations. Culture is one of the distinguishable characteristics of a group of people living in society. Culture is embedded in the community and is illustrated in various forms. In fact, even architectural design depicts culture of people in a particular place. Culture shapes and reshapes a person’s individuality. It is influenced by various factors including socio-political, sociological, religion, and historical. Culture continually conform and mold to provide the ever-changing needs of the people in the society. The difference in cultural identity of the people could be attributed to the inherent beliefs, traditions and practices they adhere or grew up with. It is also due to the geographical locations of where we live because culture should match or fit to the geographical and topographical characteristics of the place. For these characteristics greatly affects some aspects of the culture. Learning Styles Learning plays a big role in the lives of people for it is essential in acquiring knowledge that is utilized in understanding things. Learning is an inherent human ability that is honed by factors that affects this particular human process like parenting, formal schooling, experience etc. The process of learning is never-ending, as people reach old age they still acquire new things like information and knowledge they will be able to utilize in some way. Learning has biological and sociological aspects or dimensions. These aspects affect learning either in a positive or negative way. Students may have different processes in taking in information and different ways of learning. Teaching strategies and methods also vary among teachers. Whenever teacher-student education style methods and preference are the same, learning is more likely successful. When there is an existing discrepancy in the learning style preferred by both students and teachers, the students tend to get bored and become inattentive to the lessons (Felder). Every individual have their preferred way of learning things. They are often unaware of this particular preference, they are just aware that they learn more of things that way. People tend to learn more using certain activities and methods than others (Melkman & Trotman, 2005). The learning style preferences determine how people learn and the comfortable way in which they were able to learn more. These preferences exert influence learning efficacy (Melkman & Trotman, 2005). Some of the biological aspects of learning are sound and light (Shalaway & Beech, 1998), some people could not digest the things they should learn in the presence of loud noise and dim light, while there are some people who understand more of the lesson under that certain circumstances. The perception of an individual also affects the learning process of an individual. State of mental health is also another aspect that affects the learning process in which we determine if a person could easily learn the things being taught to them. This is where we could separate fast, average and slow learners. Developmental and sociological aspects that affect the cognitive processes include motivation (Shalaway & Beech, 1998), in which some persons need to be motivated in order to digest what is being taught. Being in the in-group also one of the factors that is mostly seen in the school setting where students are more eager to go to school when they are not ostracized by the cliques or social groups. In most classroom settings, noise is not tolerated. Teachers react negatively whenever students squirm or wriggle in their seats, whenever they tap their desks with their pencils or whenever they show restlessness. However, studies prove that some children need such activities for then to able to concentrate, think and learn (Shalaway & Beech, 1998). Research shows that when the learning preference of the children, either their biological or sociological aspect, there is a notable increase in achievement and behavioral response. Teachers also have individualized learning styles that affect their way of teaching. When the learning styles of the teacher and students happen to be the same, the more the students will learn (Shalaway & Beech, 1998). Various sources discussed many types of learning style preferences. The three main learning style preferences are the auditory, visual and kinesthetic. The auditory learning style explains that some students learn more using their sense of hearing. They tend to get oral instructions easily. The visual learning style, on the other hand, explains how some students tend to learn more using their sense of sight. They are the students who frantically take down notes and copy down keywords from visual aids in class. The kinesthetic learning style explains why some students opt to learn on their own. They tend to learn more through experience and discovery (Learning Styles, 2005). Cultural Differences and Learning Culture and learning are two inseparable things (Moore and Anderson, 2003). The innate cultural identity of a person tends to affect their learning capabilities through influencing their learning styles. Researches find out that cultural groups tend to have unique learning styles that are different from other ethnic groups. But there is also a contrasting finding that members of the family tend to have different learning styles. Instructors and learning facilitators should be aware of three important things. 1. There are existing universally accepted learning principles, 2. Culture greatly influences the learning styles of individuals, 3. Every person has their distinguishable learning style preferences that affect their potential achievement and acquired knowledge (Moore & Anderson, 2003). Culture could be held responsible in the developed learning style of an individual. Culture determines the preferences and values a person holds. United States is a multiracial and multicultural society in which the normal classroom is composed of people coming from the different ethnic groups (Shalaway & Beech, 1998). Oftentimes, we are having a difficult time understanding people who have dissimilar taste and preference, because we know that there is no commonality or common ground that that two person could talk about. We tend to be biased in some way. Cultural differences are persons’ strengths, knowing the cultural background of the student will greatly help us to facilitate and induce classroom learning (Shalaway & Beech, 1998). The knowledge in the cultural diversity and how it influences the learning process is very important especially to the course designers because there is an inevitable possibility that a group of individuals have different learning styles preferences (Moore & Anderson, 2003). The negative implication of the culturally diverse classroom setting is composed of individuals with various learning style preferences. The instructor or learning facilitator have no control over the heterogeneous mixture of learning styles for it is difficult to develop a mixture of training methods and teaching strategies for all the students to learn in class. Conclusion Learning is among the fundamental human process very essential in life. The process of learning occurs in every setting and outside the confines of school and we are unaware that it happens. Culture is the embedded characteristic deeply rooted in society. It somehow defines the social identity of a person. Culture shapes individuality and influences the different aspects of a person, including tastes and preferences. Variety is the spice of life. The global society is composed of different races and cultures. Cultural differences are reflected in learning style preferences. The negative implication of cultural diversity in a classroom and having too many learning styles is that the teachers do not know what teaching methods they should used in order the students to learn the subject. Knowledge in this particular matter is very important especially to learning facilitators and course designers to develop a comprehensive and efficient teaching method to be utilized in classrooms in which ever student’s learning style is utilized. In this way we will be able to abridge cultural differences in learning. References Felder, R. Learning Styles. Resources in Science and Engineering Education. Retrieved June 25, 2008 from http://www4. ncsu. edu/unity/lockers/users/f/felder/public/Learning_Styles. html. Learning Styles. (2005). Student Development Services. University of Western Ohio. Retrieved June 25, 2008 from http://www. sdc. uwo. ca/learning/index. html? styles. Melkman, A. & Trotman, J. (2005). Training International Managers: Designing, Deploying and Delivering Effective Training for Multi-Cultural Groups. England: Gower Publishing Ltd. Moore, M. G. & Anderson, W. G. (2003). Handbook of Distance Education. New Jersey: Lawrence Erlbaum Associates, Inc. Shalaway, L. & Beech, L. (1998). Learning to Teach: Not Just for Beginners: The Essential Guide for All Teachers. New York: Teaching Resources/ Scholastic Professional Books.