Charles Law Lab Report Essay Example

Charles Law Lab Report Essay Example Charles Law Lab Report Paper Charles Law Lab Report Paper The volume of the air sample at the high temperature, when the sample is cooled to the low enrapture and becomes. All of these measurements are made directly. The experimental data is then used to verify Charleston by two methods: 1. The experimental volume (Vo) measured at the low temperature is compared to the VI predicted by Charles law where Y(t erotic at)- ) 2. The WET ratios for the air sample measured at both the high and the low temperatures are compared, Charleston predicts that these ratios will be equal. Pressure Considerations The relationship between temperature and volume defined by Charles law is valid Only if the pressure is the same When the volume s measured at each temperature. That is not the case in this experiment. 1. The volume, Vs Of air at the higher temperature, TTS is measured at atmospheric pressure in a dry Erlenmeyer flask. The air is assumed to be dry and the pres. NRC is obtained from a barometer. 2. The experimental air volume, at the lower temperature, Tip, is measured. Over water. This volume is saturated with water vapor that contributes to the total pressure in the flask. Therefore, the experimental volume must be corrected to the volume of dry Ankara atmospheric pressure. This is done using Boles law as follows: a. The partial pressure of the dry air, Poor is calculated by subtracting the vapor pressure of water from atmospheric pressure: P. RFrom-POP b. The volume that this dry air would occupy at Purr,IIS then calculated using the Boles law equation: = =Sift (vivo) PROCEDURE Wear protective glasses. NOTE: It is essential that the Erlenmeyer flask and rubber stopper assembled as dry as possible order to obtain reproducibilitys_ Dry a 125 ml Erlenmeyer flask by gently heating the entire outer surface with a burner flame. Care must be used in heating to avoid breaking the flask. Fifth flask is wet, first Wipe the inner and outer surfaces with a towel to remove nearly all the water. Then, holding the flask With a test tube holder, gently heat the entire flask. Avoid placing the flask directly in the flame. Allow to cool. While the flask is cooling select a I-hole rubber stopper to fit the flask and insert a b CM piece Of glass tubing into the stopper so that the end of the tubing is flush with the bottom of the stopwatches a 3 CM piece of reprobating the glass tubing (see Figure 19. 1-). Insert (wax pencil) the distance that it is inserted. Clamp the the stopper onto the flask and mark flask so that it is submerged as far as possible in water contained in a 400 ml beaker (without the flask touching the bottom of the beaker) (see Figure 19. 2). Heat the water to boiling. Keep the flask in the gently boiling water tort at least 8 minutes to allow the air in the atlas to attain the temperature of the boiling water. Add water as needed to maintain the water level in the beaker. Read and record the temperature of the boiling water. While the flask is still in the boiling water, seal it by clamping the rubber tubing tightly with a screw clamp. Remove the flask from the hot water and submerge it in a an of cold water, keeping the top down at all times to avoid losing aim Remove the screw clamp, letting the cold water flow into the flask. Keep the flask totally submerged for about 6 minutes to allow the flask and contents to attain the temperature of the water. Read and record the temperature of the water in the pan. Figure 19. I Rubber stopper assembly Figure 192 Heating the flask (and air) in boiling water In order to equalize the pressure inside the flask with that of the atmosphere, bring the water level in the flask to the same level as the water in the pan by raising or lowering the flask (see Figure 19. ). With the water levels equal, pinch the rubber tubing to close the flask. Remove the flask from the water and set it down on the laboratory bench. Using a graduated cylinder carefully measure and record the volume of liquid in the flask, Repeat the entire experiment, use the same flask and flame dry again; make sure that the rubber stopper assembly is thoroughly dried inside and outside, After the second trial fill the flask to the brim with water and insert the stopper assembly to the mark, letting the glass and rubber furl to the top and overflows Measure the volume of water in the flask. Since this volume is the total volume of the flask, record it as the volume of air at the higher temperature. Because the same flask is used in both trials. It is necessary to make this measurement only once. Figure 19. 3 Equalizing the pressure in the flask. The water level inside the flask is adjusted to the level Of the water in the pan by raising or lowering the flask. NAME SECTION DATE REPORT PRESENTIMENT 19 Charleston INSTRUCTOR Data Table Tail 1 Temperature of boiling water, TTS Temperature of cold water, Tip Volume of water collected in flask (decrease volume due to cooling) -co CO. K co, -co, T? Ill 2 Volume of air at higher temperature, Vs.. (volume of flask measured only after Trial 2) Volume of wet air at lower temperature (volume of flask less volume of water Atmosphere pressure, reading) Vapor pressure of water at lower temperature, Poop (expanding 6) REPORT FOR EXPERIMENT 19 (continued) NAME CALCULATIONS: In the spaces below, show calculation setups for T? Ill 1 only. Show answers for both trials in the boxes T bill I I, Corrected experimental volume of dry air at the lower temperature calculated from data obtained at the lower temperature. A) Pressure of dry air (App) T)IA (b) Corrected experimental volume Of dry air (lower temperature). 2 . Predicted volume of dry air at lower temperature Vs.. Calculated by Charles law from volume at higher temperature (VHF). Roth 3. Percentage error in verification of Charleston. Vivo Vt vow terror = x lo FL 4. Comparison experimental/T ratios. Use dry of volumes obstreperousnesss. ) (b) ;nun = REPORT MEET 1 g (continued) ANAL 5 . On the graph paper provided, plot the volume- temperature values used in Calculation 4. Temperature data must be in co. Draw a straight line be,even he two plotted points and extrapolate (extend) the line so that it crosses the temperature axis. QUEUE ACTIONS ADD PROBLEMS 1 . (a) In the experiment, why are the water levels inside and outside the flask equalized before removing the fl ask from the cold water? B) When the water level is higher inside than outside the flask. Is the gas pressure in the flask higher than, lower than, or the same as, the atmospheric pressure? (specify which) 2. A L AS ml sample of dry air at 230C is cooled to OICC at constant pressure, What volume will the dry air occupy at 100C? 3. A 250 ml container of a gas is at COS_ At what temperature will the gas occupy a volume of 125 ml, the pressure remaining constant? 4 . (a) An open flask of air is cooled. Answer the following: 1. Under which conditions, before or after cooling, does the flask contain more gas molecules? 2. Is the pressure in the flask at the lower temperature the same as, greater than, or less than the pressure in the flask before it was cooled? (b) An open flask of air is heated, stopper in the heated condition, and then allowed to cool back to mom temperature. Answer the following: 1. Does the flask notation the same, more, or fewer gas molecules now compared to before it was heated? 2. 5 the volume occupied by the gas in the flask approximately the same, greater, or less than before it was heated? 3. Is the pressure in the flask the same, greater, or less than before the flask was 4. DO any Of the above conditions explain Why water rushed into the flask at the lower temperature in the experiment? Amplify your answer. 5. On the graph you plotted, (a) At what temperature does the extrapolated line intersect the r. Axis? Co (b) At what temperature does Charleston pred ict that the extrapolated line should intersect the r-axis?

Essay on American Dream

Essay on American Dream The American dream is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position The American Dream: Life, Liberty, Pursuit of Happiness What exactly is this â€Å"American Dream† that seems to stand the test of time? It sounds like a myth, a cheap ploy to trick foreigners into flocking to America in search of â€Å"Life, Liberty and the Pursuit of Happiness.† But many today say it still exists, that it’s a real thing as tangible as the $100 bill – because it is. SAMPLE ESSAY ABOUT HAPPINESS Writer James Truslow Adam, in his book The Epic of America, written in 1931, said: The American Dream is one â€Å"of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position†.   Adam’s description of the American Dream provides insights as to why so many foreigners have immigrated to the United States since the beginning of the country’s history, from the time of English, Spanish, and French colonization to the America of today in the 21st century. They came searching for a better life, and many found it – but not without hard work, the execution of good ideas, and luck. Take a look at people like actor-comedian Jim Carrey, a Canadian by birth. He grew up in a poor, struggling family. For a time the family was homeless, forcing Carrey to drop out of high school at a young age to help support the family. Years later when as an adult he began making a name for himself on the comedy circuit, Carrey then moved to the United States where we would go on standup comedy tours, finally becoming a multi-millionaire through starring in blockbuster films like Liar Liar and Bruce Almighty. It is well documented that Carrey – an adamant believer in the Law of Attraction – would ride his car along the Hollywood Hills imagining he lived there, that he was to be among the rich and famous celebrities. At one time he even wrote a check to himself, when he was a young struggling actor, for $10 million. And sure enough, in 1994, at the age of 32, he was paid $10 million for his work on the hit film Dumb Dumber. Does Carrey exemplify the American Dream? Absolutely! He was a foreigner who came from nothing, then sought a better life for himself in America – and he found it, but not without a lot of discipline, talent, diligence, a hope that borders on stupidity, luck, and a positive, focused mentality. He epitomizes the American Dream. The American Dream goes back, way back to the Declaration of Independence that held certain â€Å"truths to be self-evident: that all Men are created equal †¦ endowed by their Creator with certain unalienable Rights such as Life, Liberty and the Pursuit of Happiness. ESSAY ON YOLO OR CARPE DIEM The mere foundation of this great – though often troubled – country is built upon the quest for a better life. Of course, people can find wealth and happiness in other countries, but many people all around the world associate America with opportunity, freedom, and success. Unfortunately, the American Dream can also be seen as one pursuing material prosperity: big, fancy cars, gigantic mansions, and designer clothes, while others see it as not so much on the financial increase, but a good, healthy fulfilling life. When pursuing the American Dream, whatever that means, people need to first be honest with themselves about what they think the â€Å"American Dream† means to them. That’s the beauty of living in America: people can find a better life in whatever ways they imagine it to be.

Business integration Research Paper Example | Topics and Well Written Essays - 750 words

Business integration - Research Paper Example Additionally, they support the integration of the processes and rules that allow the web service and systems interoperability and smoothen the capability metrics that are operational to the Department of Defense Management plan. The IT and business integration main aim is providing standard framework of the end to end processes to all the necessary stakeholders that include the military department, the defense business council, the principal staff assistants, functional process owners and including non-military departments. The development of a common framework is in order to improve processes of business that are supported by IT. The other goal pertains to describing and classifying end to end business processes and investigating how they can decompose to provide support for unique operational activities. The end to end framework is used to assist in filling the gap between the enterprise solutions and the enterprise resource planning, recording the systems’ primary contributions and aiding with boosting business integration defense, business systems and business processes. The end to end framework also provides a framework that helps with updating and organizing the content in the DoD while also acting as a mechanism for evaluating the alignment of business systems for evaluation. The framework provides a methodology for management that aids the DoD to align its individual defense business systems in a strategic manner in order to correct redundancies in the system and obtain standardization in the department. Additionally, the framework is useful in simplifying business rules in the entire department and streamlining the business processes in order to meet the needs of the business and support the capabilities of the business. The military departments and the DoD agencies arrange their standard capabilities in the manner described above in accordance with the end to end capabilities of a business for the

All About Christianity Research Paper Example | Topics and Well Written Essays - 1500 words

All About Christianity - Research Paper Example Christianity’s sacred literature is called the Bible, which is comprised of the Old Testament and the New Testament. As stated in an online article entitled Overview of Christianity, central to Christian practice is the gathering at church for worship, fellowship, study, and engagement with the world through evangelism and social action (Davis-Stofka). In this paper, we take a close look at Christianity by highlighting on its origin, its history, and its belief system. Indeed, through this holistic research approach, we intend to understand Christianity in a much deeper level by being able understand the various concepts that have shaped its unique views on an Ultimate Creator, on human nature, and on external reality. The origin of Christianity is attributed to the life of Jesus Christ who was born in 4 B.C.E. in a Jewish province called Nazareth. Believed to be the Son of God the Father, Jesus Christ spent his entire human life by doing acts of goodness and by spreading know ledge about God’s plan toward humanity. Aside from Jesus Christ, Christianity is also known to have been deeply influenced by Jewish, Greek, and Roman cultures. Since the first Christians were Jews, their ways of worship included attending the holy temple, reading Jewish scriptures, and adhering to Jewish laws and customs. As Jewish Christians spread to Mediterranean provinces in Rome, they were able to proselytize the Greek-speaking Gentiles. Through this, Greek intellectual culture was infused into the core of Christianity. The belief on the supremacy of logic helped in the development of philosophical explanations of the Christian faith. Likewise, it is the model of Roman political organization that formed the hierarchical system in Christianity—wherein the pope is deemed to be the religious leader, followed by the archbishops, bishops, and priests. Lastly, Christian scriptures, as contained in the bible, play a vital role in the foundation of Christianity. The bibl e, which comes from the Latin ‘biblia’ that means ‘books’, is composed of the Old Testament and the New Testament. The Jewish scriptures make up the Old Testament while the twenty seven manuscripts from the apostles complete the New Testament. As further noted in Overview of Christianity, the bible has been published into 2,000 languages and is regarded as the largest selling book of all time (Davis-Stofka). The history of Christianity can be viewed in two parts. Firstly, the early developments of Christianity from 2nd to 4th century C.E. were marked by intense persecution and identity creation. The persecution of Christians was primarily driven by their refusal to honor the roman emperors as god-like figures, since they considered it as an act of idolatry. As punishment to their disloyalty, majority of the early Christians were tortured and killed during the reign of Emperors Domitian in 81-96 C.E., Marcus Aurelius in 161-180 C.E., and Decius in 249-251 C. E. The persecutions, however, did not stop the spread of Christianity. In fact, more people got converted through the hospitality and philanthropy of the early Christians, as evidenced by their establishment of social networks that cared for the poor, the widows, and the orphans. Indeed, it is Christianity’s emphasis on communal life and social generosity that attracted religious conversions. As the Christian fait

The Airasia Company Strategic Management Essay Example for Free

The Airasia Company Strategic Management Essay Nowadays, the competition among airplane industries is very tough. According to Daniel Chan (2000), with just about two years to go to the turn millennium, air wars over Asia are hotting up, with some of the world’s biggest airlines engaged in intense over Asian skies[1]. Each Of Airplanes Company in the world trying to conduct some strategies to compete with another competitor in their industry. A lot of airplane companies come out with different strategies to make their company better than their competitors. To compete with their competitor in the business environment, a company needs to make a strategy to achieve their long terms objective and can be successful for doing their business. Moreover, to be successful in their long terms objective and their business, company need to identify their strategic management, because with good strategic management company can be achieving their vision and mission to achieve the successfulness in their business. Regarding this issues, the strategic management becomes important due to the following reason such as globalization to survival their business, and than e-commerce become the critical success to the company nowadays. The two following reason are need to take into consideration, and than to be successful in the company management, a company needs to consider the company ability and how to integrating it with the as well as main factor in the internal and external factor. The main factor in the internal and external factor can be identified with SWOT analysis. The internal factor can take a look into strength and weakness in a company, and for the external factor, a company can look at opportunities and threats in the external environment. Furthermore, according to Daniel Chan (2000), the airline industry is a unique and fascinating industry. It captures the interest of a wide audience because of its glamour, reach, and impact on the large and growing numbers of consumers/travelers worldwide[2]. Based on this statement, airline industry become the greatest opportunity for AirAsia. The growing numbers/travelers worldwide can be the wonderful opportunity for AirAsia for running their business. In addition, to captures and attract a customer to choose AirAsia as an airline option, AirAsia need to develop and create a wonderful strategy and come out with special offering to their customer to successfully in their business. On this paper, I would like to identify and analyze the AirAsia Company strategic management: â€Å" How AirAsia can be a leader in the lowest cost carrier in the airplane industry†. I’m interested to more deeply identify and analyze the strategic management in AirAsia Company because AirAsia have a lot of achievement and awards since year 2001 until present and than they have the greatest strategy which is can make AirAsia to be a leader in the world’s low cost carrier in airline industry. And than, AirAsia is one of the companies with good company strategic management and has a successful story in the airplane industry in the world. AirAsia now becoming the leading low cost carrier airline in the world and the achievement that AirAsia received to ascertain that AirAsia is one of the best airplane companies. The achievement that AirAsia received in 2009 on the last awards and recognition is the best low cost airline in the world. In Addition, on this paper will be structured into four sections. Section 1. 0 is introduction, Section 2. 0 covers about AirAsia Current issues, in this section will be discusses about why AirAsia need to consider a strategy, and AirAsia current issues. Section 3. mainly discusses about AirAsia business strategy, this section also will be discusses about why AirAsia stressed to be low cost carrier in airline industry, AirAsia SWOT (strength, weakness, opportunity, and threat) analysis, and also AirAsia business strategy to solve the current issues. And than, section 4. 0 would be the last section is conclusion for this paper. 2. 0 AirAsia Current issues: how to be low cost carrier lead er in airline industry On this section, I will discuss about the AirAsia current issues: how to be low cost carrier in airline industry. This section involve, why AirAsia need to consider a strategic management, and than what is the current issues that happen in AirAsia Company. This section will discusses the importance of developed and consider strategic management in AirAsia Company, and identify of current issues in AirAsia Company. 2. 1 Why AirAsia need to consider a strategic management Why a company needs to consider a strategic management nowadays? According to Daniel Chan (2000), since the 1970s, the competition for the Asian air travel market has always been intense. This became more intense in the 1990s as traffic volumes were squeezed[3]. Based on that statement, the competition among airplane industry will become more grow, traffic volume also would be increase, and also the Asian air travel market has always been intense. When the competition in the airplane industry becoming though, complex, and rapidly change, AirAsia company as a company that joined in the airplane industry business need to thinking strategically and also must preparing a good strategic management. The AirAsia strategic management needs to effectively and efficiently prepare and implement in the AirAsia company management. Why AirAsia need to consider strategic management? The first reason is because the airline industry is a unique and complex industry[4]. Based on the statement, the complexity and unique of the airline industry, AirAsia need to come out with the greatest strategy to compete with their rival in the same industry. Without the right strategic management, its possible AirAsia could not be able be compete with the complex business environment in the airline industry. Furthermore, the second reason why AirAsia need to consider a strategic management because in a company nowadays, general management which is the process of achieving organizational goals by engaging in the four major functions of planning, organizing, leading, and controlling may not sufficient and supportive for the organization succeed in the world of complex environments. It concerns about the process to manage the company internally but do not concentrate more on creating competitiveness regarding environments affecting the organization. Even companies adopt general management to sustain profitability by reducing the defects or costs, and improving operations process in order to increase productivity, they may not succeed in the competition because they perform only similar activities better than competitors but do not create distinctive competitiveness. Additionally, they perform only operational effectiveness but not strategy. Operational effectiveness and strategy are both essential to superior performance but they work in very different ways.

Desperation By Stephen King :: essays research papers

Desperation, a recent Stephen King novel, is not just a book, but an experience that leaves the reader frightened, paranoid, and questioning his moral beliefs. Picture, if you will, a lone, crazed Nevada policeman who pulls over vehicles on a lonely desert highway and forcefully takes away their occupants. Whichever of them he doesn’t kill immediately, he locks up in the jail of the small desolate town of Desperation. Among those captured are the vacationing Carver family, whose RV is sabotaged on its way to Arizona. Already incarcerated is Tom Billingsley, a once well-known member of the now slaughtered community of Desperation. They are soon joined by formerly famous, currently old and overweight writer, Johnny Marinville, who is riding across the country on his Harley-Davidson gathering material for a book of short stories. How to escape Desperation isn’t the only unanswered question, though. How could and why would one man single-handedly murder the population of an entire town? How does he have such control over the minds of the animals? Why are they locked up when he could have killed them like every one else? Whatever it is that possesses the body of officer Collie Entraigan can’t last forever, though. After several days his body is falling apart at the seams, and he is bleeding from every orifice. Weirder yet, he is growing several inches a day and is bound to burst soon. Will he? Or are the occupants of the local Desperation jail just backup bodies that the possessor will use when it wears out its current one? If so then what is it? More importantly, who’s next?An intriguing aspect of this book is that there is no real protagonist. King leaves the reader in constant suspense. Frequently changing views, the story follows one character or group of characters for one chapter and then in the next chapter, follows another, often intertwining the time sequences. The overlapping action is interrupted only by flashbacks that allow the reader to sympathize with a particular character’s actions or feelings. These flashbacks are so intricate that it is difficult to believe they are fictional at all. They go into such detail of the life-altering experiences of everyone involved that the reader gets a sixth sense as to how the characters will react to certain situations. Telling the story in this manner allows the reader to see why every character acts the way that he does.

Data Collection Activities in Algebra 1

Algebra has long been taught in the same way. This usually means teachers rely heavily on the textbook. Though some textbooks have changed in recent years, the central focus is till on paper and pencil, memorization of rules, and use of algorithms. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) asks mathematics teachers to seek activities that â€Å"model real-world phenomena with a variety of function† and â€Å"represent and analyze relationships using tables, verbal rules, equations, and graphs†.The standards also urge teachers to give students the opportunity to be actively involved in math through data analysis and statistics that are integrated into the curriculum. My hope is to show that these types of activities can be incorporated into an algebra I course as a way of teaching slope, y-intercept, and linear equations. I plan to teach a unit on linear equations during the third nine weeks of an eighth grade algebra I course next semest er.The project will begin with one class learning the material typically covered in most algebra textbooks. I do not plan to pretest the students because this is new material for them. This class will also go to the computer lab and complete a lesson on the computer covering linear equations. In addition, they will work in pairs using T1-82 graphing calculator to explore slope and y-intercept. All of these methods are what I have typically taught over the past 5 years.Another eighth grade class will be given several data collection activities as a unit of study for linear equations. The primary resource for this class will be Algebra Experiments I by Mary Jean Winter and Ronald J. Carlson. My focus will begin with a whole class participation data collection activity. The class will perform â€Å"the wave† in small sections at a time until the entire class has completed it. As a group will record the number of seconds it takes (for example) 3, 5, 8, 13, 15, 20, etc. to complet e the wave.Students will then use a prepared activity sheet that requires them to draw a diagram of the experiment, describe the procedure, identify the independent and dependent variables, create a table of data, graph data, choose two representative points to connect and create a â€Å"line of best fit†, find the slope and y-intercept of this line and describe it algebraically and verbally, then interpret the data through certain questions designed to create understanding of the purpose of the data and using the data to make predictions. This same format will be used for all subsequent activities uring the unit of study. The authors of the book say â€Å"Algebra Experiments I reflects the basic philosophy of the NCTM standards for learning, teaching, and assessment. Students have an opportunity to work collaboratively, to interact, and to develop communication skill. † The whole idea is to â€Å"bring the real world into your algebra classroom. † I plan to req uire the class that does the experiments to keep a daily journal. It will include hot they felt about the daily activities, a description of any specific new topic or topics they learned and a list of questions they still have.Each day the class will address any concerns from the previous day's activity. After several activities have been done by hand, I will instruct the class on how to analyze the data on the T1-82 graphing calculator. They will then be given the opportunity to use the calculator on another experiment. This class will also do the same graphing calculator activity on slope and y-intercept that the other class will do. I will give each class the same test and compare scores. I will also give each class a survey to compare attitudes, interest and understanding of the use of the material in a real-world application.My hope is that the students in the experiment class will have grasped the basic concepts of linear equations as well if not better than the other class an d be able to relate this knowledge in a very real way. My search for articles about my proposed topic was lengthy and I have chosen to comment on a few. My goal next semester is to read and use each of these articles in my actual action paper. I have only read one article in its entirety. What I gathered from the abstracts was the importance of using real-world applications and incorporating the use of the graphing calculator.Since my goal is to show that data collection activities can provide a way to teach the basic concepts of linear equations in a real-world setting, I tried to find articles that would bear this out. Mercer (1995) presents lessons that teach slope-intercept concepts of linear equations through the use of the graphing calculator. Held (1995) uses Computer-Intensive Algebra (CIA) to focus on the use of technology and real-world settings to develop a richer understanding of algebraic concepts. Dugdale (1995) has written about technology and algebra curriculum refor m. She focuses on â€Å"current issues, potential directions, and research question†.Assessment issues are addressed. Algebra is â€Å"a way of reasoning involving variables/functional relationships, generalizations/modes of representation and mathematical investigation/argument. Harvey (1995) was the keynote speaker at the Algebra Working Group of the Seventh International Conference on Mathematical Education in Quebec City, Canada. He spoke of how important technology was in new algebra curriculum reform based on the NCTM standards. Bell (1995) was also a speaker at the Quebec conference. He suggest curriculum modifications and reviews research on students' performance.Menghini (1994) â€Å"claims that, to be meaningful, algebra must be linked to real-work problems. † Wallace (1993) offers a data collection activity similar to one I have used in the past. I would like to include this one in my lesson plans. It â€Å"compares the trends of women's and men's world re cords for the 800-meter run using the linear and power Regression capabilities of a graphing calculator. A very promising article by Magidson (1992) â€Å"addresses the challenges, risks, and rewards of teaching about linear functions in a technology-rich environment from a constructivist perspective.Describes an algebra class designed for junior high school students that focuses on the representations and real-world applications of linear functions. † I hope this will help me next semester as I begin to encounter problems. References Bell, A. , (1995). Purpose in school algebra. Journal of Mathematical Behavior, 14 (1), 41-73. Dugdale, S. and others, (1995). Technology and algebra curriculum reform: current issues, potential directions, and research questions. Journal of Computers in Mathematics and Science Teaching, 14 (3), 325-57. Harvey, J. nd others. (1995). The influence of technology on the teaching and learning of algebra. Journal of Mathematical Behavior, 14 (1), 75- 109. Heid, K. (1995). A technology-intensive approach to algebra. Mathematics Teacher, 88 (8), 650-56. Magidson, S. (1992). From the laboratory to the classroom: a technology-intensive curriculum for functions and graphs. Journal of Mathematical Behavior, 11 (4), 361-37. Menghini, M. (1994). Form in algebra: reflecting, with Peacock, on upper secondary school teaching. For the Learning of Mathematics, 14 (3), 9-14.Mercer, J. (1995). Teaching graphing concepts with graphing calculators. Mathematics Teacher, 88 (4), 268-73. Wallace, E. (1993). Exploring regression with a graphing calculator. Mathematics Teacher, 86, (9), 741-43. Example 2 Use of Algebra Tiles to Enhance the Concept Development of Operations on Polynomials and Factoring in Ninth Grade Algebra Students The purpose of this action research project is to find out if the use of Algebra Tiles will enhance the concept development of operations on polynomials and factoring in ninth grade algebra students.Mathematics teachers a re guided by the Arkansas State mathematics Framework. The following three student learning expectations are covered by this research project. 2. 1. 5 Describe, visualize, draw and construct geometric figures in one, two, and three dimensions. 2. 3. 7 Represent problem situations with geometric models and apply properties of figures in meaningful context to solve mathematical and real-world problems. 2. 3. 8 Represent one, two and three-dimensional geometric figures algebraically. Algebra Tiles allow students â€Å"hands-on† experience with polynomials.The tiles give students the opportunity to model, to create a mental image, to draw, and to then symbolically manipulate polynomials. They are based on area and multiplication concepts that students are familiar with. Howden (1985) states â€Å"It is generally recognized that understanding the meaning of a mathematics concept, as opposed to merely performing the associated computation, is an essential element of true learning and achievement† and â€Å"research shows that modeling and visualization promotes such understanding†.Two units on polynomials will be taught in ninth grade algebra. One focusing on operations on polynomials and the other focusing on factoring. Two teachers will teach the same material using the same methods and tests. No pre-test will be given because ninth grade students have had no previous experience with these concepts. Both teachers will teach two of their own classes each of these two polynomial units. One class will receive traditional instruction by symbolic manipulation only. The other class will use the Algebra Tiles along with the traditional method.The student's scores for each unit using Algebra Tiles will be compared to the scores based on the traditional method only. Differences will be compared and noted. In addition, students receiving instruction with the tiles will keep a journal each day describing how they feel about using the tiles. According to Sharp (1995), students using algebra tiles â€Å"found it easy to think about algebraic manipulations when they visualized the tiles† and â€Å"the majority of students stated that the tiles added a mental imagery that made learning `easier. † Another possible comparison will be to see if there is any difference in scores or perception between boys and girls using the tiles. The goal of this research project is to see if Algebra Tiles or â€Å"modeling† will enhance the understanding of polynomials and make the process of factoring â€Å"easier†. References Howden, Hilde. Algebra Tiles for the Overhead Projector. New Rochelle, NY: Cuisenaire Company of America, 1985. Sharp, Janet M. Results of Using Algebra Tiles as Meaningful Representations of Algebra Concepts, ERIC search, 1995. Related article: â€Å"Study Guide Algebra†

Essay about citizenship †Citizenship in Sao Paulo’s Favelas

Introduction Sao Paulo is not only the biggest city in Brazil, but is the biggest proper in the Americas and in the southern hemisphere and not to mention, ranking seventh in terms of population in the whole world. Its metropolis is the second most populated in the Americas and ranks in the top ten largest in the world. This city is the capital of the state of Sao Paulo and a significant center in commerce, finance, arts and entertainment in Brazil. Sao Paulo has recorded a significant growth compared to other cities in Brazil in terms of population and with urbanization at 81 percent; it is witnessing an increase in slum housing. This problem started in the beginning of 20th Century with the segregation that existed between the affluent, who lived in the central districts, and the poor, who lived in the low lying floodplains. This pattern of urban settlement has changed with poor migrants moving into all city spaces. The rapid spread of slums began in the 1980s with the development of favelas in the urban peripheries and the cortices. Currently, the favelas are the dominant form of settlement and have broken its confinement into all parts of Sao Paulo, the insurgent citizens of the city. There has been an ongoing conflict between the residents of favelas and the public authorities because of the encroachment into the areas valued by the property market. In addition, the favelas are slowly being driven into the poorest, most peripheral and dangerous areas devoid of basic urban services, such as water, power, education. This paper intends to reveal that this insurgency is a conflict of citizenship and not just instrumental outcry and violence. Citizenship in this case refers to recognition of residents’ legal presence in the city and their rights to basic urban services. Insurgency in Sao Paulo Sao Paulo, like many other cities in the developing countries, is not planned. According to UN Habitat (2012), planning for social integration is important as it addresses policies that could or affect the poor. It is also recommended that these plans be done well in advance so as to tackle the issues before they occur rather than as they occur. Urban planning plays a key role in mitigating insurgent citizenship. As aforementioned, the peripheries of Sao Paulo were inhabited by worker back in the 1960s who constructed their homes through autoconstruction. They did this without any infrastructure; this process is still used today as a primary means of settling the urban poor in the city. Nonetheless, as evident, this process has done little to solve the problem of housing in the city. The city of Sao Paulo has experienced rapid economic growth, this growth, however, has been unevenly distributed among the population, and this has resulted in wide social and economic disparities. The f avelas of Sao Paulo is a marked representation of these issues, with inadequate infrastructure and urban services, lack of the rule of law and adequate policing, as well as violence emerging from institutionalized poverty. The city has lost its appeal of a neutral entity; it has become a political and economic space, where the meaning of citizenship and urban life is regularly on trial, here power relations are forcefully maneuvered and sustained. There are notable examples where the residents of the favelas have taken action to claim ownership of the slums. Holston (2007) explains that, in 1972, the residents of Jardim das Camelias roughed up court officials, an incident that led to massive arrests by the police and for a week what seemed to be a conflict between the law and the residents ensued supported by politicians and lawyers. This was triggered by eviction notices that were to be delivered to the residents and which they ignored and used violence to evade, at least one perso n died. In 2003, an official went to Lar Nacional, to cancel one of the residents title that had been recently issued. This saw the beginning of long legal battle between the residents of the favelas and the court system. They had learnt to organize themselves as a unit, neighborhood association. The court official’s intention was to demand the cancellation of the title as a result of an anomaly in measurements. The title was issued through adverse possession a legal way of acquiring an original title by proving possession over an uninterrupted period. The residents spent more than a decade petitioning the judiciary for such validation, and it was a historical case as the first to return favorably decided, the resident was issued a new title, site plan, as well as tax number. Moreover, this insurgent citizenship came out of the peripheries and the favelas into the civic square, with the elections of 2002, the country witnessed one of the residents of the favelas rises to the highest office of the land. Luiz Inacio Lula da Silva, of the Workers’ Party (PT) grew up poor in the urban peripheries of Sao Paulo, and this seemed as a victory for those who lived in these areas as they filled the central spaces of Sao Paulo with the red banners calling for citizenship. Citizenship It is critical to understand the condition of working class citizenship in Sao Paulo to examine the emergence of the citizenship in the favelas. Wolfe (2014) points at the fact that the establishment of a working class in Sao Paulo revolves around the long-time relationship between land, labor, and law that exist in land policies. These were meant to bring forth a particular kind of work force in addition to illegalities that result in settlements as well as legalization of property claims. Such illegalities resemble the current ones in the peripheries. The only difference is that this happens with an unexpected result that in the end generates a distinct formulation of citizenship. According to Holston (2007), the elites in the 19th Century introduced a regime of citizenship to strengthen their hold of power in the new formed nation state. In this process, they used social differences, such as education, race, gender to induce different treatment to different segment of citizenship. This was the beginning gradation of rights among the citizens, and here rights were based on segregation, there were certain sections treated better than others. It is this system that created the citizenship of inclusive membership, but largely inegalitarian in distribution. For the elite to maintain the differentiated treatment to citizens after the country’s independence and the abolition of the slave trade, they came up with a dual pronged solution. They ensured direct suffrage and made it voluntary, but at the same time limited it to those who could read and write. This restriction made the electorate much smaller, furthermore in the constitution; there was an elimination of the citizens rights to basic education that provided them with some limited education. This restriction denied the citizens of their political citizenship for a long time until 1985 when it was repealed. According to Holston (2007), after the repeal, the elites still longed to control civil and econ omic matters. They established a real estate industry that facilitated legitimate the ownership of private property and one that supported free labor immigration. In addition, they created high price for the land and made wages low to restrict the many workers legal access to land forcing them to basically be source of cheap labor. The two citizenships developed in tandem and became restrictive as the country changed from a slave based nation to a republic based on wage labor. The regimes that followed in the 20th century followed this paradigm establishing an inclusively inegalitarian citizenship and adopting it to a modern situation. It incorporated the emerging labor force in the urban areas into a new arena of labor law devoid of equality. According to , inclusively inegalitarian citizenship was the cause of the insurgency. Inegalitarian citizenship representative of inequality in his theory can be disapproved more so in the context of it use. If the residents of the favelas are unequal, that has not stopped them from moving up the economic and political ladder. Luiz Inacio Lula da Silva is a good example of this scenario; he was raised in the favelas and emerged as the head of state. Therefore, the insurgence is not in demand for autonomy, but for residence and more so for the poor. The cause for the insurgency was lack of planning that takes into consideration the workers and the poor of the city. In addition, as much as Holston (2007) argues that favelas claimed their citizenship, this is far from the truth. They might have stopped evictions and initiated a new process of issuance of titles, but this calls for a redefinition of citizenship. Citizenship calls for recognition of the rights of each and every resident, as part of the urban populace; they have equal democratic right to environmental health as well as basic living conditions. The rights herein refer to basic urban services including but not limited to water, sanitation, power, and education. The favelas inhibit provision of these basic services, first of all it is not easy to gauge the population in these areas for planning purposes; they are not only congested, but also risky as a result of high crime rates. In addition, the houses constructed in favelas are not planned and are informal hence it is difficult to access them for the provision of certain services such as good roads, drainage, water supply and even power. These conditions render the favelas by default inaccessible to basic urban services. Furthermore, Holston’s (2007) approach explores cultural phenomena, and he makes a persuasive case. There seems to be another problem in the favelas that have a direct bearing on the limited citizenship of the favela residents. There is a need for a clear ethnographic analysis of the key players in these areas, and Holston (2007) fails do provide this. The favelas have been invaded by cartels that would rather have them remain the way they are for business purposes . First, the drug cartels, they have a system of criminal leadership. These criminal gangs have control over most areas of the favelas making it difficult for the residents to receive much needed services due to fear. The middle class and the upper classes are of the opinion that favelas are loci of violence and the epicenter of criminality. This view is further perpetuated by the state officials as well as the law enforcement that result to a repressive approach, from regular police raids to forceful eviction of large populations and razing the structures. These actions are usually justified by the mere fact that the favelas are crime hotspots. Criminal gangs and activities play a significant role in preventing accessibility into the favelas, this leads to the government shortsightedness, police unaccountability, and most important lack of opportunities and services for the residents relegating them to a state of inegalitarian citizenship. Rights in Sao Paulo Favelas The emergence of citizenship in Sao Paulo’s public spheres forced the authorities to relook into these new urban conditions by allowing new kinds and sources of rights. These brought to the forefront issues of substance and scope that were previously ignored by the state’s current laws and institutions. The new citizenship rights developed at the edge of the manifested assumptions of governance: they resolved the new common and personal spaces of everyday life among the economically challenged in the favelas; the rights concerned men, women as well as the children and established work to give state services. The most notable fact of the rights is that they introduced reconceptualization, what Holston (2007) refers to as the greatest historical innovation of these rights. The proponents of these rights had initially thought of them as entitlements of general citizenship, as opposed to a differentiated category of citizens. In this regard, the emergence of participatory p ublics in the favelas introduced and established new understanding and exercise of citizenship rights as well as expanding substantive citizenship to new social frontier. The foundation of rights, therefore, is a combination of new and old formulations. In addition, these rights are subjected to change in concepts. Nonetheless, there is a presentation of a mixture of rights that include treatment rights, contributor rights, as well as constitutional rights. It is evident that few people refer to constitutions and laws and if they do; it was to complain and that, with the exception of labor rights, most were not applicable. The concept of rights as a privileged few is grounded in several incarnations, entrenched in the system of differentiated citizenship. In other words, citizenship remains a means for the distribution and legitimizing inequality. This concept was prevalent in the post constitution favelas being used more than the insurgent one of generalized text-based rights. The generalized text, based rights, proposes that the residents of favelas have unconditional rights and that their rights are not based on personal, social or moral status. This sets the stage for the establishment of and the achievement of a more equalitarian citizenship. However, as the residents of favelas are organized in groups, propagates the concept of contributor rights one that adopts both systems of citizenship. This is because the autoconstruction in the favelas was not all inclusive; it excluded some residents. Despite this fact, it was recognized as the builder of the peripheries and emphasized the self-determination and accomplishment of the people in the favelas both at the individual and group level. In addition, autoconstruction promoted a universal citizenship distinct from the differentiated pattern. In the current peripheries, all the three concepts were significant in the development of citizenship. Conclusion This paper has highlighted the concept of citizenship, applying it to the city of Sao Paulo. The paper reveals that the insurgency witnessed in most of the informal settlements in the city are not mere instrumental outcry and violence, but a conflict of citizenship. As the city developed, there was no proper planning that took into consideration the low income earners or even the settlements that were earlier created by the workers. Therefore, there has been the emergence of new citizenship in Sao Paulo’s public spheres forced the authorities to look into these new urban conditions by allowing new kinds and sources of rights. The insurgency introduced new ways of accessing the situation; these brought to the forefront issues of substance and scope that were previously ignored by the state’s current laws and institutions. The new citizenship rights developed at the edge of the manifested assumptions of governance. Citizenship as examined in the paper calls for recognitio n of the rights of each and every resident of the city, as part of the urban populace; they have equal democratic right to environmental health as well as basic living conditions. Bibliography Avritzer, A., 2004. A Participacao em Sao Paulo. Sao Paulo: Editora Unesp. Conceicao, A., 2010. RMSP supera 20 milhoes de habitantes, calcula Seade. [Online] Available at: http://www.estadao.com.br/noticias/economia,rmsp-supera-20-milhoes-de-habitantes-calcula-seade,503095,0.htm [Accessed 14 March 2014]. Diken, B. & Laustsen, C.B., 2007. Sociology Through the Projector. New York: Routledge. Geo Cases, 2003. Sao Paulo: Population and Slum Housing. [Online] Available at: http://www.geocases2.co.uk/printable/Housing%20in%20Sao%20Paulo.htm [Accessed 14 March 2014]. Holston, J., 2007. Insurgent citizenship in an era of global urban peripheries. [Online] Available at: http://www.publicspace.org/es/texto-biblioteca/eng/b001-insurgent-citizenship-in-an-era-of-global-urban-peripheries [Accessed 15 March 2014]. Holston, J., 2007. Insurgent Citizenship: Disjunctions of Democracy and Modernity in Brazil. Princeton: Princeton University Press. Human Rights Watch, 2009. Lethal Force: Police Violen ce and Public Security in Rio de Janeiro and Sao Paulo. New York: Human Rights Watch. McCann, B., 2006. The Political Evolution of Rio de Janeiro’s Favelas: Recent Works. Latin American Re, pp.149-63. Santos, B.d.S., 1995. Toward a New Common Sense: Law, Science and Politics in the Paradigmatic Transition. New York: Routledge: Routledge. The Guardian, 2002. Luiz Inacio Lula da Silva. The Guardian, 27 October. UN Habitat, 2012. The Role of Urban Planning in Preventing Slums and Addressing the Existing Slums. [Online] Available at: http://www.mhu.gov.ma/Documents/TOP%2020/Pr%C3%A9sentations%2027%20nov/The%20role%20of%20urban%20planning%20in%20preventing%20slums%20and%20addressing%20existing%20slums.pdf [Accessed 15 March 2014]. Wakefield, E.G., 1968. A letter from Sydney. In The collected works of Edward Gibbon Wakefield. Glasgow : Collins. Wolfe, J., 2014. Working Women, Working Men: Sao Paulo & the Rise of Brazil’s Industrial Working Class, 1900–1955. Duke Unive rsity Press.

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