Linking Verbs and Action Verbs

Linking Verbs and Action Verbs Linking Verbs and Action Verbs Linking Verbs and Action Verbs By Mark Nichol Verbs are divided into two functional categories: copular verbs and action verbs. This post discusses their differences. Copular, or linking, verbs, which express a situation or a state rather than an action or a process (and thus are among the class of verbs called stative verbs), consist of several types of verbs. The basic ones are forms of the verb phrase â€Å"to be†: am, are, be, being, is, was, were, and been. However, become, get, grow, turn, and similar terms, and their tense forms (for example, became and â€Å"will become†), also perform this function, as do those in two other small groups. First, there are the words such as appears and seems, and second, there are what are called the sensory verbs, referring to impressions based on the five senses: feels, looks, smells, sounds, and tastes. (These, of course, also have their tense forms, such as appeared and â€Å"will feel.†) The default for use of copular verbs is that each clause has only one, as in â€Å"I am here, and you are there.† Some languages allow a zero copula omission of a copular verb but in American English, this is an informal usage recommended only in colloquial dialogue, as when one character drops the copular verb when asking another character something such as â€Å"Where you going?† The double copula (for example, â€Å"What it is, is a disaster†) is also common in casual speech but is also discouraged in most writing; such constructions are organized that way for emphasis, but in formal prose, the sentiment is easily expressed more concisely: â€Å"It is a disaster.† A variation of the copular verb is the copular prepositional verb, which includes a verb and a preposition, as in â€Å"feels like† and â€Å"gets into.† Action verbs, by contrast, are the ones that actually describe an accomplishment, achievement, or activity. Accomplishment verbs describe the result of an effort, as in â€Å"He solved the problem just in time.† Achievement verbs describe an instantaneous action, as in â€Å"I saw the dog.† (Although one can continue to see a dog, the initial occurrence the transition from not seeing the dog to seeing it takes place in an instant.) An activity can be definite in duration (â€Å"I walked while I waited for him to get ready†) or indefinite (â€Å"I walked along the road.†) One significant difference in sentence constructions that feature a copular verb and those that include an action verb is the part of speech that might follow the verb. If an action verb is modified, the modifier is an adverb (â€Å"She sifted carefully through the pile of documents†), while a copular verb is followed by an adjective (â€Å"I was careful as I sifted through the pile of documents†). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar 101 category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should KnowList of 50 Great Word Games for Kids and AdultsPeople vs. Persons

The Optimal Bar Top Height

The Optimal Bar Top Height The most common height for a bar top, whether it is a kitchen breakfast bar, a basement wet bar, or a commercial bar down at the corner pub is 42-inches. Construction Conventions Standard conventions support the 42-inch bar height. Most pre-made backsplashes are four to six inches tall. When that height is added to the standard countertop height, the backsplash can slip underneath the overhang of the finished bar top for a smooth transition. Comfort The optimal and most ergonomic height for a top that services both the seated and standing user is 42 inches. With a bar stool of the proper height, it is comfortable to sit at a 42-inch bar. This is also a comfortable height for most people to lean against. Additionally, the bar top at this height is in easy reach of a standing person, so they can set their food and drink down without leaning over. A bar top is typically too high to serve as a good seated work surface and is mainly useful for leisure activities. The Multiple Benefits of Bars The main benefits for a bar top come from one person working standing up on one side and another sitting on the other. The bartender has a comfortable height to prepare drinks on his feet and the customer has a comfortable height to drink them while on a seat or standing. The standing bartender is also at a comfortable height to engage the seated customer, whether for the simple business transaction or for the age-old tradition of chatty banter or deep heart-to-hearts that often happen in this setting. The other benefit of a bar top is its aesthetic appeal. In another common context for bars: A kitchen bar top can divide the space up nicely by serving as a transition area, between the cooking area and the eating area.

Co-education and singl-education Research Paper

Co-education and singl-education - Research Paper Example The same is discussed at length in the paper, to arrive at a logical conclusion, regarding the viability and credibility of single-sex education as the most preferred and beneficial environment for learning. Various articles reviewed as a part of this study point to the fact that single-sex education is increasingly preferred as the most feasible strategy in terms of enhancing student performance, offering the best possible opportunities for students, encouraging them to take up leadership roles, reduce gender bias and instances of sexual abuse, increase and improve career preferences by encouraging students to take up gender-dominated occupations, and breaking gender stereotypes by introducing unconventional educational courses which focus on all round development of the students. Historically, educational institutions have been essentially gender specific, where there were separate schools for boys and girls. This study begins with the history of single-sex education in the U.S. and eventually traces the benefits, criticisms and comparison of learning outcomes across various fields, with regard to studies conducted world-wide, to trace the impact and influence of type of educational setting on the students’ learning outcome – not only academically but with respect to their long term benefits as well. According to Bracey (2007) the American educational framework was predominantly oriented toward single-sex education. Such a framework was an outcome of inherent societal structure which was largely patriarchal in nature, where the expectations, opportunities and attitudes towards education of girls varied largely from that of boys. Boys were believed to be more in need of a formalized education since they were naturally assumed to head their families and hence take up more important jobs which required professional training, while girls on the other hand, were assumed to take up family responsibilities and take care of their domestic lives, hence

My First Time in Olympic Stadium Essay Example | Topics and Well Written Essays - 1000 words

My First Time in Olympic Stadium - Essay Example It was autumn that time, and Greece was not yet very cold. Greece was doing better than my country in terms of economy, thus they could afford good players and able to maintain great team. Some of them are AEK, PAOK, PANATHINAIKOS, and my favorite OLIMPIAKOS. OLIMPIAKOS was my favorite because at one time they let one of the best Albanian player played on their team. As I have said earlier, I was working at the factory and my workmates in the factory are fanatics of OLIMPIAKOS. They often watch games at the stadium and they were telling me that it was not easy to watch at stadiums as seats are reserved early to the fans that are members of the soccer team club, and the other seats are expensive. Some of them though are members of OLIMPIAKOS soccer fan club that's why they have the privilege in getting tickets easily. The approaching Championship League then had PANATHINAIKOS and OLIMPIAKOS for Greek teams to match Real Madrid of Spain, and Ajax of Netherlands. It was the first time o f OLIMPIAKOS to reach the elimination finals, while Ajax was the previous champion, and they were to match in the finals. My workmates were going to buy tickets for the championship. However, in order to get them, they have to get 10 tickets at that time, and they were only nine because one of them had planned to watch the game in Spain. I could be the one to replace that one. I was afraid to ask them though as they may reject me. I know they did like me because we talked about soccer a lot but I was an Albanian and Greeks do not hang out with us, only at work. Other people are paying even higher cost just to buy tickets from other people who already got some. I gathered my guts to take chance in asking them. The worst that could happen is that they will reject me and reminded me that I am not like them. These thoughts I gathered based on experiences or what I observed from the Greeks; how they discriminate non-Greeks in store, in the school, coffee shops, restaurants, and in the pu blic offices. Lucky for me, at work I never experienced that from my workmates. However, it was yet to be determined upon that situation. So I asked one of them. Thanasi was the person who was in-charge of the tickets and I approached him. I asked if I could buy the ticket and go with them to watch the game. He asked the consensus of others first and returned to me. He said yes I could go with them. I was the happiest person in the world that time. I loved thanes for that moment, I even hugged him. I could not believe that they accepted me. I was acting like a child; calling up everyone I knew particularly my fellow immigrants, and my family. My mother though was not happy for me as it involved spending money, and she's worried I might got killed in random fights of the fanatics or in stampede - I happen to be one of the good provider in the family so I understood her concern. Eventually I was able to convince her. My little sister was happy for me and she encouraged me to go and sa id that nothing bad will happen. I went with my friends at the boutique where the tickets are being sold. The store was in the center of the town where I used to live, Elefsina, which is one hour drive from the Athens, or from the Olympic stadium were the game was going to held. The store sells souvenirs like shirts, uniforms, toys, and other things with the OLIMPIAKOS symbols: red and white stripes, which are the team’

The Crucible is both timeless and universal discuss Essay Example for Free

The Crucible is both timeless and universal discuss Essay The Crucible, first written and performed in 1953 as the work of Arthur Miller, was written through the perspective of a man living in an era of radical social and economical traumas. Miller wrote his play at a time when America was only just beginning to make its way past the suffering of the Great Depression and during the McCarthy Hysteria of the 1950s. His work is not merely heavily influenced by these outside affectations but it becomes evident to one observing the social and political climates of Millers time that these are in fact the inspiration for his creation. What Miller wrote was an artists answer to human suffering, not only through the hard times of the depression but also through the politics and in particular the ideological war on communism (and indeed all left-wing views), which was taking place. Such a war, Miller noticed, was comparable to the war which Puritan society waged on the Devil during the Salem with trials of 1962 and indeed such wars are equally comparable to Hitlers vendetta against the Jews during WW2. Such wars, such prejudices and long term states of disagreement, have been recorded since biblical times which described the Egyptians forcing the Jews into slavery. The fact exists that war is an unfortunate symptom of the human condition it is an inescapable side effects of what it means to be human. A central focus within the play is hysteria: The whole countrys talkin witchcraft Word of Betty and Ruths mysterious states spreads so rapidly throughout the village because the matter is one which is of concern to everyone in the village. People tell each other because it is a universal matter, not necessarily one shared by people today, but certainly one shared by Salems people at the time to a great extent: The whole worlds gone daft with this nonsense The reason that people react so severely to the situation is because they fear witchcraft in the same way that the society in which Miller was writing in, in 1952 feared communism. The hysteria surrounding the McCarthy incident is easily comparable to the Salem witch trials, because although the fear has changed with time and location the human nature remains the same and the human instinct to protect itself invokes a mass of people grouping together for protection against what is seen as a threatening group. In 2003 this can be seen even more clearly in the aftermath of the September the 11th incident when The Times printed the article: Is Arab a dirty word? Discussing how many people in America associated all those of Arabic descent with acts of terrorism. Once again this paranoia is invoked by a deep fear which has become integrated into the minds of the people in that society. Intricately linked to this are the ideas of good and evil within the play: Its Gods work we do Throughout the play many people, from Proctor not confessing to a lie, to Cheever taking the accused to what he knows may be their deaths, justify their actions through religion claiming that what they do, they do in Gods will and that is a healthy thing to strike out against those opposed: Let you strike out against the Devil Very similarly capitalist Americans in Millers era believed that they were doing good for the world in seeking out communists, who are portrayed by American society as being evil because they oppose capitalism in making the world a better place. In such a situation the commonly viewed good is capitalism where as its antithesis evil can be supposed to be communism. In 2003 the ordinary people of America view themselves as good people who do no great wrong, and yet are being attacked by terrorists. They see terrorism, or more generally the east and those of Arabic descent, as the evil of the world, because the moral framework imposed by society is not accepting of the taking of an innocent life. However, the girls know that those they are accusing are in fact innocent: Lies, lies It is also possible to suggest that later Danforth realises this but becomes part of the conspiracy in order to protect himself and his position: You know in all your black hearts that this be fraud Very similarly at the time of Millers writing senator Joseph McCarthy was accusing people within the government and authoritarian positions of being communists or sympathizers, and encouraging them to confess and name others. This is very much like the situation within the crucible when the girls knowingly blame innocent people because it is, again, in order to protect themselves. In 2003 corruption can be seen within the British and American governments who justified their invasion of Iraq by claiming that Saddam Hussein possessed weapons of mass destruction. However since that time, none have been found and many propose that none exist, but leading figures in the movement such as Tony Blair still knowingly untruly claim that Saddam possessed such items in order to protect their own reputations and positions. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

The Inaccessible Inner Life of Wakefield Essay -- Wakefield Stories Es

The Inaccessible Inner Life of â€Å"Wakefield† â€Å"All these—all the meanness and agony without end I sitting looking out upon, See, hear, and am silent.† –Walt Whitman We are presented with a piece of gossip of a man named Wakefield who leaves his wife for twenty years to live in a house the next street over. If this story were workshopped in a present-day fiction writing class, it would be argued that this story has interesting elements but is not, as a whole, an interesting story-- that the story lies within Wakefield’s motivation for leaving or within the reaction of Wakefield’s wife upon the return of her presumed-dead husband, or that the point of view ought to be reconsidered in order to tell the full story. Much of contemporary fiction attempts to tell the story that satisfies the collective urge to know another human being entirely, to finally understand another person’s story. The story of â€Å"Wakefield,† however, admits in the Puritan vein that the story we all want to know is actually unknowable, and can only be imagined. Through examining the whims of others in fiction, the meaning that can be extracted, however universal it may seem coming from the voice of the narrator, is in the end a projection out of our own selves. â€Å"Wakefield† is not about the narrator, the curious plotline, or even about Wakefield himself. â€Å"Wakefield† is about the telling of these things. The first sentence presents the entire plot of â€Å"Wakefield,† obtained from â€Å"some old magazine or newspaper,† stating from the beginning that the story that follows is not only based on heresy but is, in fact, entirely heresy itself. Why would a reader continue reading when the ending is spoiled in the first line and the story is admittedl... ...ng in our lives, and we prove it by finding meaning in his. With his grand conclusion, the narrator warns us that if you step outside the norms of a system, you may become the Outcast of the Universe. But what is it that really makes Wakefield the Outcast of the Universe? Perhaps every man is the Outcast of the Universe when the community attempts to interpret his whims. Why write a story that cannot be told? Why read a story that cannot be told? To feel as though one can tell a story, that one can read a story and be one with a narrator, to feel united, and yet to know, on some level, that we all are Outcasts of the Universe. It is both terrifying and comforting to realize that the community, united and whole, in which we pretend to reside, is in fact a faà §ade for the community of outcasts that struggle to find meaning in one another in order to survive.

Emergence of Critical and Cultural Theories Essay

Culture : the learned behavior of members of a given social group. Cultural studies: Focus use of media to create forms of culture that structure everyday life. Political economy theories: Focus on social elites’ use of economic power to exploit media institutions. 2 There are microscopic interpretive theories that focus on how individuals and social groups use media to create and foster forms of culture that structure everyday life. These theories are referred to as cultural studies theories. There are macroscopic structural theories that focus on how social elites use their economic power to gain ontrol over and 3 Cultural Theory: Theories openly espousing certain values and using these values to evaluate and criticize the status quo providing alternate ways of interpreting the social role of mass media. Those who develop critical theories seek to initiate social change that will implement their values. Political economy theories are inherently critical but some cultural studies 4 Critical theories often provides complex explanations for this tendency of media to consistently do so. E. g: some critical theorists identify constraints on media practitioners that limit their ability to challenge established authority. They charge that few incentives exist to encourage media professionals to overcome these constraints and that media 5 Critical theory often analyzes specific social institutions, probing the extent to which valued objects are sought and achieved. Mass Media and the mass culture have been linked to a variety of social problems, they are criticized for aggravating or preventing problems from being identified or addressed. A common theme in critical theories of media is that content production is so constrained 6 Consider for example, the last time you read news about members of a social ovement that strongly challenged the status quo? Why were the college students who protested against the Communist Chinese government in Tiananmen Square â€Å"heroes of democracy’ and those in American anti-war â€Å"hippies† and â€Å"radicals? † Stories about movements imply problems with 7 – controntation. Movement leaders demand coverage ot their complaints and they stage demonstrations designed to draw public attention to their concerns. Elites seek to minimize coverage or to exercise â€Å"spin control† so that the coverage favors their position. How do Journalists handle this? How should they handle it? Existing research indicates that this coverage almost always degenerates movements and supports elites. 8 Critical theory: Strengths: 1. Is politically based, actionoriented. 2. Uses theory and research to plan change in the real world. 3. Asks big, important questions about media control and ownership. 9 Weaknesses: 3. When subjected to scientific verification, often employs innovative but controversial research methods. 0 Rise of Cultural Theories in Europe: Despite its long life in American Social Science, the Limited Effects Paradigm never enjoyed great popularity in europe. European social research has instead been characterized by what U. S. Observers regard as grand social theories. Grand Social Theory: Highly ambitious, 1 1 In Europe, the development of grand social theory remained a central concern i n the social sciences and humanities. Mass society theory gave way to a succession of alternate ideas. Some were limited to specific nations and others spread across many countries. Some of the most widely accepted have been based on the writings of Karl Marx. Marxist theory influenced even the theories that were created in reaction against it. Marxist ideas formed a foundation or touch stone for most postworld War II european social theory and research. 12 Cold War politics colored much of the U. S. Response to it. Ironically, in the 1970s and 1980s, at the very time that Marxist failed as a practical guide for politics and economics in Eastern Europe, grand social theories based on Marxist thought were gaining increasing acceptance in Western Europe. 3 MARXIST THEORY: Marxist Theory: Theory arguing that the hierarchical class system is at the root of all social problems and must be ended by a revolution of the proletariat. Karl Marx developed this theory in the latter part of the nineteenth century during one of the most volatile periods of social change in Europe. In some respects, his theory is yet another version ot mass society theory- – but witn se veral very important alterations and additions. 14 He identified industrialization and urbanization as problems but argued that these changes were not inherently bad. Instead, he blamed ruthless robber baron capitalists for exacerbating social problems because they maximized personal profits by exploiting workers. Marx argued that the hierarchical class system was the root of ll social problems and must be ended by a revolution of the workers or proletariat. He believed that elites dominated society primarily through their direct control over the means of production (i. e. , labor, factories, land) which he referred to as the base of society. 15 But elites also maintained themselves in power through their control over culture, or the superstructure of society. He saw culture as something that elites freely manipulated to mislead average people and encourage them to act against their own interest. He used the term ideology to refer to these forms of culture. To him, ideology operated much like a drug. Those who were under its influence fail to see how they are being exploited. In worst cases, they are so deceived, that they actually 16 – undermine their own interests and do things that increase the power of elites while making their own lives even worse. Marx concluded that the only hope for social change was a revolution in which the masses seized control of the base the means of production. Control over the superstructure -over ideology would naturally follow. He saw little possibility that reforms in the super structure could ead to social evolution, or if it could, that -that transformation would be very slow in coming. Elites would never willingly surrender POWER. Power must be taken from them. Little purpose would be served by making minor changes in ideology 17 – without first dominating the means of production. Neomarxist Theory: Contemporary incarnation of Marxist theory focusing attention on the super structure. The importance that Neomarxists attach to the super structure has created a fundamental division within Marxism. Many neomaxists assume that useful change can begin with peaceful, ideological reform rather than violent revolution in which he working class seizes control of the means of production. 18 Some neomarxists have developed critiques that call for radically transforming the superstructure while others call for modest reforms. Tensions have arisen among scholars who base their work on Marx’s ideas over the value of the work being done by 19 the various neomarxist schools. Textual Analysis and Literary Criticism: Modern european cultural studies theories have a second, very different source a tradition of humanist criticism of religious and literary texts that is referred to hermeneutics. Hermeneutics: the interpretation f texts to identify their actual or real meaning. 20 -humanists who worked to identify and preserve what came to be known as the â€Å"literary canon† a body of the great literature. The literary canon was part of what was referred to as high culture, a set of cultural artifacts including music, art, literature, and poetry that humanists Judged to have the highest value. 1 – the level of culture to enable even more people to become humane and civilized. Over the years, many different methods for analyzing written texts have emerged from hermeneutics. They share a common purpose: to criticize old and new cultural ractices so that those most deserving of attention can be identified and explained and the less deserving can b e dismissed. This task can be compared with that of movie critics who tell us which films are good or bad and assist us in appreciating or avoiding them. The primary difference is that movie critics are typically not committed to promoting higher 22 – cultural values; they only want to explain which movies we are likely to find entertaining. THE FRANKFURT SCHOOL One early prominent school of neo-marxist theory developed during the 1930s at the University of Frankfurt and became known as the Frankfurt School. 3 Two of the most prominent individuals associated with the school were Max Horkheimer, its long time head, and Theodor Adorno, a prolific and cogent theorist. Horheimer and Adorno were openly skeptical that high culture could or should be communicated through mass media. Adorno argued that radio broadcasts or records couldn’t begin to adequately reproduce the sound of a live symphony orchestra. He ridiculed the reproduction of great art in 24 – magazines or the reprinting of great novels in condensed, serialized form. He claimed that mass media reproductions of high culture were inferior and diverted eople from seeking out (and paying for) the â€Å"real thing† if bad substitutes for high culture were readily available, he believed too many people would settle for them and fail to support better forms of culture. The Frankfurt School has been criticized along with other forms of traditional humanism for being too elitist and paternalistic. By rejecting the possibility of using media to disseminate 25 – high culture, most ot the population was ettectively denied access to it Many ot the school’s criticisms of media paralleled those of mass society theory and had the same limitations. The Frankfurt School eventually had a direct impact on American social research because the rise of the Nazis forced its Jewish members into exile. 26 During the period of exile, however, Frankfurt School Theorists remained prodductive. They devoted considerable effort, for example, to the critical analysis of Nazi culture and the way it undermined and perverted high culture. In their view, Nazism grounded on a phony, artificially constructed folk culture that had been cynically created and manipulated by Hitler and his propagandists. 27 Nazism helped them envision the Germany they longed to see – a unified, proud ation with a long history of achievement and a glorious future. As they rose to power, the Nazis replaced high culture with their pseudofolk culture and discredited important forms of high culture, especially those created by Jews. 8 DEVELOPMENT OF NEOMARXIST THEORY IN BRITAIN: Dunng the 1960s and 1970s , two important schools of neomarxist theory emerged in Great Britain. British Cultural studies and political economy theory. British cultural studies combines neomarxist theory with ideas and research methods derived from diverse sources including literary criticism, linguistics, anthropology, and h istory. This theory has attempted to trace historic elite domination over culture, to criticize the 29 – social consequence of this domination and to demonstrate how it continues to be exercised over specific minority groups or subcultures. British cultural studies criticizes and contrasts elite notions of culture, including high culture, with popular, every day forms practiced by minorities. The superiority of all forms of elite culture including high culture is challenged and compared with useful, valuable forms of popular culture. Hermeneutic attention is shifted from the study of elite cultural rtifacts to the study of minority grouped â€Å"Lived culture. † 30 Graham Murdock(1989) traced the rise of British cultural studies during the 1950s and 1960s. Most important theorists came from the lower social classes that were the focus of the movies. The British cultural studies critique of high culture and ideology was an explicit rejection of what its proponents saw as alien forms of culture imposed on minorities. They defended indigenous forms of popular culture as legitimate expressions of minority groups/ A dominant early theorist was Raymond Williams, a literary scholar who achieved 31 Notoriety with his reappraisals of cultural development in England. William’s ideas were viewd with suspicion and skepticism by many of his colleagues at Cambridge University. Toward the end of 1960s and into the 1970s, Williams turned his attention to mass media. He was more broadly concerned with issues of cultural change and development as well as elite domination ot culture. 3 – repackaged as popular, mass media content. If there were to be genuine progress, he felt, it would have to come through significant reform of social institutions. The first important school of cultural studies theorists was formed at the University of Birmingham, during the 1960s and was led by Stuart Hall. Hall (1982) was especially influential in directing several analyses of mass media that directly challenge limited effects notions and in introducing innovative alternatives. Building on ideas developed by Jurgen Habermas(1971 , 1989) and Williams, Hall argued that mass media liberal -democracies can be best understood as a pluralistic public forum in which various forces struggle to shape popular notions about social reality. Pluralistic Public Forum: In critical theory, the idea that media provide a place where the power of dominant lite can be challenged. British Cultural Studies: Strengths: 1 . Asserts value of popular culture 2. Empowers â€Å"Common Man† 34 3. Empowers minorities and values their culture. 4. Stresses cultural pluralism and egalitarianism. Weaknesses: 1. Is too political; call to action is to subjective 2. Typically lacks scientific verification; is based on subjective observation. 3. When subjected to scientific verification, often employs innovative but controversial research methods. 35 Unlike traditional Marxists, Hall did not argue that elites can maintain complete control over this forum. In his view, elites don’t need that power to advance their interests. The culture expressed in this forum is not a mere superficial reflection of the superstructure but is instead a dynamic creation of opposing groups.

Spectroscopy Lab Report

cName: Nicholas CasselGen Chem 1210 23 March 2013 Blinded By the Light Abstract: In this experiment we were provided a cereal box spectrometer to observe the emission lines of noble gases and hydrogen. Based on the scale readings on the spectrometer and the Balmer-Rydberg formula, their wavelengths and percent error were able to be extrapolated. Based on the literature values, the cereal box spectrometer proved its value as a decently accurate spectrometer. Introduction: Every element and subsequent atom associated emits light; also know as electromagnetic radiation, when in an excited state.Analyzing this emitted light can give insight to the makeup and characteristics of them. The light given off by an energetically excited atom is not a continuous distribution of all possible wavelengths, but rather consists of a few wavelengths giving a series of discrete lines. Spectroscopy is the analysis of that emitted light and its dispersion into to it’s component wavelengths and col ors. Niels Bohr explained the discrete spectrum of hydrogen? by relating it to the electron. Normally the electron in the hydrogen atom is located in the first energy-level.When a hydrogen atom atoms gains energy, the electron moves from a lower energy-level to one of higher energy. The energy gained by the atom is exactly the amount of energy needed to move the electron from the lower energy-level to the higher energy-level. With its electron in a higher energy-level, the atom is now in an unstable, higher energy, excited state. The tendency is for electrons to occupy the lowest level available. So shortly after gaining the energy, the electron returns to a lower energy-level. Energy must be given up when this occurs, and the energy is lost as light.Each line in the emitted light of hydrogen represents the movement of an electron from a specific outer level to a specific inner one. We judge this emitted light against the electromagnetic spectrum with a spectrometer. A spectrometer is an instrument that gathers light particles (photons) and is able to determine the chemical make-up of the source. A spectrometer breaks up a beam of light into its component colors. Usually it uses a prism or a diffraction grating. Light goes in as a beam of white light and is split into a rainbow. Particular atoms generate light at particular frequencies (colors) and so can be identified in the lab.The electromagnetic spectrum is the range of all possible wavelengths of electromagnetic radiation. This range extends from sub-radio waves to gamma rays. Visible light falls within this spectrum. The light emitted by each element is independently different and has different â€Å"colors† that can be seen on the spectrum. The Balmer-Rydberg formula is used to describe the emission lines of hydrogen across the entire spectrum and not just visible light. The purpose of this laboratory experiment is to see the emitted wavelengths of elements through a spectroscope and calculate th e wavelengths with the Balmer-Rydberg formula.Then with the calculations, relate them to the atom. I believe that with the correct calculations and comparisons the wavelengths, each emission line will be able to be determined. Experimental The procedures as per the lab manual page 258 (Grossie, Underwood, 2012) were to first calibrate our spectroscope with helium. Looking at helium through the spectroscope, the emission lines where seen and recorded. That data was then put into Microsoft Excel and put into a graph. From the graph a formula was extrapolated. The spectroscope was used to observe and record the fours spectral lines of hydrogen.The calibration plot from helium determine the wavelengths of each of the lines by extrapolation. Comparing the calculated wavelengths to those determined from the calibration plot, and then calculate the percent error for the values. Then the spectroscope was used to view the spectral lines of argon, krypton, neon and Xenon. These noble gasses a re then calculated in the same manner as hydrogen. Data Results The wavelengths (? ) for helium for the calibration were given to us in our lab manual on page 261 (Grossie, D. , et al. 2012). With the spectroscope, the helium in the discharge tube was observed. The emission line scale eading and colors were then recorded on table 1. 1 which can be found below. These values where then put into an excel spreadsheet and graph was formed (table 1. 2). An equation was then extrapolated from the data that would give the experimental wavelength (expt ? ) values that will be used for later values. The trend line for table 1. 2 was established to see the relationship between wavelength and scale readings. Expt ? =a ? +b Expt ? =7. 1541 ? + 343. 12 TABLE 1. 1 Helium Calibration ? (nm)| Scale Reading| Color| 667. 8| 45| Red| 587. 6| 35| Yellow| 501. 6| 22| Green| 492. 2| 20| Blue-green| 471. 3| 18| Blue| 47. 1| 15| Violet| TABLE 1. 2 Helium Calibration Graph Then, by measuring and calculating the emission lines in the hydrogen line spectrum, the data on table 1. 3 was collected. The calculated wavelength (Calc ? ) was determined by the Balmer-Rydberg formula. 1? =R(1m2-1n2) R=Rydberg Constant=1. 0968x107m-1 The percent error was then calculated by the following equation. error %=(calc ? -expt ? )calc ? The experimental wavelength (expt ? ) was determined with, Expt ? =7. 1541 ? + 343. 12 TABLE 1. 3 Hydrogen Emission Scale Reading| Color| Expt ? | m| n| Calc ? | ? % error|   |   |   | 1| 2|   |   | |   |   | 1| 3|   |   |   |   | 1| 4|   |   | 45| Red| 665. 05| 2| 3| 656. 11| 1. 36| 26| Green| 529. 12| 2| 4| 486| 8. 87| 13| Blue| 436. 12| 2| 5| 433. 94| 0. 5| 29| Indigo| 550. 58| 2| 6| 410. 07| 34. 26| |   |   | 3| 4|   |   | |   |   | 3| 5|   |   | |   |   | 3| 6|   |   | The measuring and calculating of the emission lines in the Neon, Argon, Krypton and Xenon line spectrums yielded the data on tables 1. 4-1. 7. The calcu lated wavelength (Calc ? ) was determined by the Balmer-Rydberg formula. 1? =R(1m2-1n2) R=Rydberg Constant=1. 0968x107m-1 The percent error was then calculated by the following equation. error %=(calc ? -expt ? )calc ?The experimental wavelength (expt ? ) was determined with, Expt ? =7. 1541 ? + 343. 12 TABLE 1. 4 Neon Emission Ne Scale Reading| Color| Expt ? | Calc ? | % error| 45| Red| 665. 05| 640. 2| 3. 88| 38| Orange| 614. 97| 607. 4| 1. 24| 35| Yellow| 593. 51| 588. 2| 0. 9| 27| Green| 536. 28| 540. 1| 0. 7| TABLE 1. 5 Argon Emission Ar Scale Reading| Color| Expt ? | Calc ? | % error| 10| Violet| 414. 66| 454. 6| 8. 78| 32| Yellow| 572. 05| 514. 5| 11. 18| 54| Red| 729. 44| 528. 7| 37. 96| TABLE 1. 6 Krypton Emission Kr Scale Reading| Color| Expt ? | Calc ? | % error| 30| Green| 557. 74| 476. 3| 17. 09| 13| Violet| 436. 12| 406. | 7. 31| 15| Blue Violet| 450. 43| 415. 4| 8. 43| 34| Yellow| 586. 35| 520. 8| 12. 58| TABLE 1. 7 Xenon Emission Xe Scale Reading| Color| Expt ? | Cal c ? | % error| 21| Green| 493. 35| 513. 1| 3. 84| 18| Blue| 471. 89| 464. 3| 1. 63| Discussion The helium trend line in table 1. 2 shows that as the longer the wavelength gets, higher the scale rating becomes. This is because the longer the wavelength is, the less energy it has. The emission lines of hydrogen were then observed and recorded on table 1. 3 with the scale readings. The m and n levels were already given to us on the table prior to the beginning of the lab.Using the Balmer-Rydberg formula, the wavelength could be calculated. Using the calibration of helium, the experimental calculation was able to be determined with the equation extrapolated from excel. The two results gave rise to the error calculations. Comparing the hydrogen results with tables 1. 4 – 1. 7, its can be seen that there is a trend of the longer the wavelength is, the more percent error there is. Through our cereal box spectrometers, the emission lines of the low energy waves viewed a the color red are more broad than that of the high energy waves because theirs are much longer respectively.This makes it more difficult to determine the exact scale reading. With the correct calculations as proposed, each emission line was able to be determined. Conclusion The ability to observe emission lines then decipher the element is a useful application in the fields of astronomy. Astronomers are able to view the emissions and determine the chemical make up of a specific object billions of miles away. The data collected indicated that as the lower the energy of the waves, there was a error percentage. This error is also from a cereal box spectrometer.It can be inferred that there is an inherent amount of decreased precision in assessing the scale readings. Future experiments could still make use of the cereal box but also have a laboratory quality spectrometer to compare accuracy too. There could be significant human error in the construction of the cereal box versions. The results of thi s experiment, bar any inaccuracy, where still in line of the calibrated helium. References: Grossie, D. & Underwood K. (2011). Laboratory Guide for Chemistry. â€Å"Atomic Spectrometry†, Wright State University. Dayton, OH.

A Review of Oxidative Stress essays

A Review of Oxidative Stress essays A Review of Oxidative Stress and Antioxidants Oxidants such as super oxide, a free radical form of oxygen gas, hydrogen peroxide, and free radical hydroxide are molecules that can commence chain reactions in a cell and cause damage along the way. A free radical is any molecule with an unpaired electron that has only one electron left in a binding site. These radicals are formed by homolysis of a covalent bond (Solomon 431). When an oxidant is unchecked in a cell it can alter many different types of molecules such as DNA and other nucleic acids, lipids, and carbohydrates. These molecules are changed so that they contain the free radical and are permanently damaged. These damages can lead to many different types of complications in the body, all culminating in aging. Cancer, heart disease, Alzheimers Disease, and even cataracts can be caused by oxidation due to do free radicals. Antioxidants, by their name, have the ability to neutralize the damaging oxidants that are in the body. There are many antioxidants, some of which are well known like Vitamin C and E, and other that are not like polyphenols. There is significant research being done with antioxidants, testing their ability to reduce the symptoms of aging. Although all of the oxidants that occur in the cell cannot be traced back to a source, most come from four different natural mechanisms. The first is due to common cellular respiration. When oxygen gas is consumed it is reduced to form water. About 2% of this process goes awry and one of the three previously mentioned oxidants are formed as partially reduced oxygen leaks out of the reaction. The second type of oxidant formation is also a natural use. When the immune systems phagocytic cells attack a bodily disturbance, they destroy these diseased cells by an oxidative burst of nitric oxide. This can be dangerous under conditions where persistent infection occurs and the phagocyto...

Whats the Deal with Improving Paragraphs SAT Writing Section Guide and Advice

What's the Deal with Improving Paragraphs SAT Writing Section Guide and Advice SAT / ACT Prep Online Guides and Tips If you’re not familiar with the design of these questions on every SAT, you should be. Here’s the scoop on Improving Paragraphs (and, bonus, a quick and dirty guide to acing the SAT Essay)! In this post,we’ll look at what these questions are designed to test, why those skills are important, and, of course, how to easily take the questionsapart on test day. The Problem Education in the U.S. has changed a lot since the SAT’s inception in 1926, and so must the test. The skill of writing is a great example of how they’ve had to do that. Before 2005, the SAT didn’t have any way to measure students’ ability to read or write more than a sentence at a time. Many college officials and instructors understandably felt that this was not an ideal way to test college preparedness- most college freshmen are expected to write multiple 5-8 page papers in the first semester. But writing is a complicated process- how to break it down into small, multiple-choice-type questions? One of the ways the College Board came up with was Improving Paragraphs. The Solution Since 2005, one Writing section in each SAT has ended with a question type called Improving Paragraphs. It shows you what it calls â€Å"an early draft of an essay.† It consists of 2-4 paragraphs in which each sentence is numbered. The questions ask you to identify mistakes or make improvements to the paragraphs. Here’s an example of a question and the sentence it asks about: (6) Although zoologists do not believe that increasing numbers of raptors pose any threat to humans in urban areas, they feel it is important to maintain ongoing surveillance of the main ones where nests are most common. In context, which would best replace the word â€Å"ones† in sentence 6? (A) raptors (B) objects (C) experiments (D) urban areas (E) hypotheses The Breakdown At PrepScholar, our years of experience teaching at both the high school and college levels makes the purpose of the above question, and others like it, quite clear. In this post, we’re going to share that clarity with you. We’ll go through some common question types and explain what they're really testing. The Transition Question It asks†¦ ...which of five sentences would be best to put between two sentences (at the beginning of a paragraph). It’s really testing†¦ ...whether you know how to use transitions. Between two paragraphs, either at the end of the first or the beginning of the second, something- usually a whole sentence- should connect the main ideas of the two paragraphs to each other. Wrong answers on the SAT will mention the main idea of only one, or neither, of the paragraphs concerned. It addresses the problem†¦ ...that many students just don’t use transitions in their writing, accidentally taking the reader on a confusing, bumpy ride. But the SAT can’t ask â€Å"does this need a transition?† because there would only be 2 answers: yes and no. They also can’t ask you to write a transition yourself, since someone would then have to read it. The only option is to give you one appropriate transition and four much less appropriate sentences, and make you find the right one. The Addition Question It asks... ...which of five sentences would be best to insert into the essay at a certain point. It’s really testing†¦ ...whether you understand how to organize an essay. It addresses the problem†¦ ...that students sometimes skip linking information in their thought processes. The first sentence says something about a movie star being courageous. The one after it in the passage, which would go after the sentence we choose as the answer to this question, mentions an outcome that applies to both the movie star and the narrator. The correct answer is a direct comparison between the two- without it, the paragraph is a bit weird, but not confusing. These are difficult because they’re subtle, but the idea is the same as #30: which sentence best connects the sentences that go before and after it? The Wording Question It asks†¦ ...which of five words or phrases would be best to replace another word. It’s really testing†¦ ...whether you know how to be specific. It addresses the problem†¦ ...that students are often (read: almost always) far too vague in their writing, both in high school and college, because it’s easier to be vague. The essay is where the SAT tries to test this the most stringently, but they kind of take a stab at it here, too. Because the SAT has to come up with five answers, the words (or phrases) in these kinds of questions are usually extremely vague, like â€Å"things,† â€Å"ideas,† or â€Å"groups.† Then you have to figure out, based on context, what that vague word or phrase means more specifically. The answers, for example, might be similar nouns with different adjectives attached to them, and you have to decide which adjective would fit best with the surrounding sentences. The Main Idea Question It asks... ...about the purpose of a paragraph. It’s really testing†¦ ...whether you understand the meaning in context of some chunk of writing. It addresses the problem†¦ ...that many students don’t read deeply enough to understand how an author’s use of an example or story fits into his or her overall point. Most academic texts don’t start with a main idea like, â€Å"Cities have too much sprawl; it should be reduced.† Instead, they say something like â€Å"The strip malls designed to serve residents of new housing developments in many suburbs are not suitable replacements for historic districts or unique, local culture.† It could be argued that the first statement is clearer and thus better, but many of the works you’ll read in college will be even less clear than the second statement above, so the SAT tries to test your ability to see through the nonsense to the author’s point. The PhrasingQuestion It asks... ...you to revise half of a sentence. It’s really testing†¦ ...whether you know how to be concise. It addresses the problem†¦ ...that students use more words than they need to in communicating their points. Most of the revision questions in Improving Paragraphs are about conciseness; that’s why it’s called Improving Paragraphs and not Fixing Errors That Happen to Be in Paragraphs. Sometimes, however, they test appropriateness in context- for example, if two sentences contrast, the second needs to start with a word or phrase that indicates that contrast, e.g. â€Å"However,† â€Å"On the other hand,† or â€Å"Others believe that†¦Ã¢â‚¬  The Deletion Question It asks... ...which sentence should be deleted. It’s really testing†¦ ...whether you can eliminate irrelevant information. It addresses the problem†¦ ...of fluff, i.e. filler writing that doesn’t help develop the point of the essay. Students at both the high school and college levels tend to include irrelevant details in their writing. Nobody knows what leads to this mysterious phenomenon, but enough of it can make an essay sound like nonsense. The question is, which sentence has the least to do with the essay as a whole? (If the sentence is related to the essay, but a different part than where it is, they’ll usually ask you to move it rather than delete it.) Bonus Time: Improving Paragraphs is Useful for the Essay Too And here’s your prize for reading all the way to the end! The underlined phrases above (and below) comprise a concise set of guidelines for the SAT essay (and, really, most essays). Use transitions: the joints between paragraphs are the places readers read first. Make sure you move smoothly from one idea to the next. Organize: keep like ideas together and don’t repeat yourself. Be specific: as much as possible, use concrete names, places, and dates; instead of ‘great’ or ‘terrible,’ use specific adjectives like ‘progressive’ or ‘destructive.’ Use examples and stories: rather than hypothetical, â€Å"what-if† scenarios, you can invent situations and events to illustrate your point, so do it! Be concise: cut the fluff, it doesn’t add to your essay, and the readers see it as repetition, which hurts your score. Avoid irrelevant information: this is also tied to organization; give only examples that really drive home your point, not things that ‘kind of’ show what you mean. Other Posts You Might Like: What is a good SAT score? A bad SAT score? SAT Writing Guide Part II: Essays SAT Writing Guide Part III: Improving Sentences

Term Paper Example | Topics and Well Written Essays - 1250 words - 2

Term Paper Example This paper examines these challenges and how they have impacted on the organization. One of the most challenging facets of organizations today is the need to remain responsible and ethical in their business activities. The past few years have seen many multinationals, big companies, and global association grapple with the issues of unethical behavior. Unethical behavior refers to activities that deviate from the accepted norms, laws, and standards that guide business processes (Blowfield, and Murray, 2014). Essentially, businesses are expected to behave responsibly by acting in a manner that promotes the interests of various stakeholders such as employees, owners, government, and the wider society. However, some organizations find it hard to remain ethical and responsible due to the inability to manage all their huge resources in an efficient way (Crane & Matten, 2010). As such, an irresponsible business on the other hands is one that is involved in dishonest business practices, for instance through concealing or deliberately ignoring issues to do with the environme nt, employees, customers, and the wider society (Blowfield, and Murray, 2014). The most common form of unethical problem that most big companies and associations face is corruption. The International Federation of Football Associations (FIFA) provides a good example of a large organization that has had a rough time dealing with the unethical problem of corruption. FIFA is the body charged with managing football or soccer globally, which is the most popular sport in the world (Skinner & Edwards, 2006). The organization is an amalgamation of various football associations and confederations representing different countries. As such, it is one of the biggest organizations in the world today. FIFA has vast amounts of resources, hence generating a lot of global interest from different parties

Organizational Influences on Ethics Essay Example | Topics and Well Written Essays - 750 words

Organizational Influences on Ethics - Essay Example The most outstanding and palpable form of counterculture (as a form of subculture) that I encountered is dressing. The subculture that was most difficult to deal with was collective ambivalence towards organizational mode and policies of operation. This is because, this form of leading subculture is mostly exhibited within the organization’s high echelons (managerial positions), yet these positions are to enjoy the value of self-management and independence. Because of this relative extension of the value of self-management and independence to organizational executives, it becomes impossible to forge a definitive and defined approach to decision making and organizational approaches. As a matter of fact, a resolute attempt to draw out a clear, monolithic and definitive organizational policy may set precedence to organizational dictatorship. Just as Owen (1990) posits, it is obvious that when dealing with these three groups or subcultures, leadership styles will inevitably vary. When dealing with the executive rank of the organization to eradicate collective ambivalence, democratic leadership style will greatly helps, since dialogue will be paramount. Likewise, to deal with the issue of inappropriate relaxative by the junior management, prescriptive and delegative type of leadership became needful. As for the problem of dressing among the junior-most staff, prescriptive type of leadership became useful, since, it is important that every organization chooses its dressing code and that these rules are adhered to. One of the examples of managerial malpractice is negligent supervision. Taking the nursing or healthcare providing institution, negligent supervision may occur when the manager or an officer in the management personnel fails in supervising the activities of both independent contractors and employees at the institution, and thereby causing the medical institution, a department or its facilities to fail in its objectives (Morrison,