Mixture Lab Write Up

| Separation of a Salt, Sand, and Water Mixture| Jamie Schurz and Austin Hoggard| | Date explore was performed: September 6 and September 7| | Introduction Purpose: The motivation behind the investigation was to utilize different lab gear and lab methods to isolate a blend of salt, sand, and water. Foundation: A component is the least difficult type of a substance that holds the properties of that substance. A compound is a substance shaped by joining at least two components set in fixed extents. A blend is an arrangement of at least two unmistakable synthetic substances. In contrast to mixes, blends can be truly combined.Because the segments are truly joined, they can likewise be isolated utilizing physical properties. Physical properties will be properties that don't change the substance idea of issue. In this lab, a blend of salt and sand will be isolated utilizing the recorded hardware and division strategies. Theory: If a blend of sand (3. 3g), salt (1. 2g), and water is isolate d utilizing filtration and breaking point, at that point the majority of the sand and salt will be recouped. Wellbeing Information: During the trial, proper security wear ought to be worn consistently, for example, goggles and a cover (to keep salt or high temp water from entering the eye).Beaker tongs ought to be utilized to expel the radiator container from the fitting warming apparatus and afterward it ought to be painstakingly shipped onto the assigned squeezed fiber cushion to cool. Materials and Methods * Graduated chamber * Small measuring utencil (100 mL) * Large recepticle (600 mL) * Hot plate * Small ring * Funnel * Filter paper * Glass mix bar with elastic police officer * Hot gloves * Beaker tongs * Pressed fiber cushion * Weigh vessel * Electronic parity * Scoops * Salt and sand test * water Experimental Procedure 1. Put on proper security wear. 2. Start this trial with 47 mL of water, 1. 2 g of salt, and 3. g of sand. * Use the 100 graduated chamber to locate the 47 mL of water, perusing from the meniscus. * Put the gauge vessel onto the electronic equalization and zero it out, at that point gradually include the salt until you have 1. 2 grams of it. Do likewise for the sand. * Also mass the bigger of the two recepticles 3. Consolidate the 1. 2g of salt and 47 mL of water into the 100 mL measuring utencil and mix until the salt is broken down 4. Include the sand and hold up until it settles onto the base of the recepticle. 5. Mass the channel paper and afterward crease it into a little cone. Wet sides before putting into channel that is inside a ring stand.Place bigger measuring utencil underneath pipe. 6. Gradually pour sand and salt blend through channel paper. Allow the sand to dry. 7. Take huge recepticle with salt and water and spot on a hot plate. Set hot plate onto its most elevated setting and let bubble. 8. When salt beginnings popping lower temperature on hot plate. At the point when the greater part of the water has vanished expel from hot plate utilizing measuring utencil tongs and let lay on squeezed fiber cushion. 9. Turn hot plate off. 10. Mass out recouped sand and salt. Results Raw Data: object| Mass (g)| beginning mass of salt| 1. 2g| Starting mass of sand| 3. 3g|Dry channel paper| 0. 7g| Larger of the 2 beakers| 103. 1g| Total mass of recepticle/salt (after)| 105. 3g| Mass of recuperated salt| 2. 2g| Total mass of channel paper/sand (after)| 4. 1g| Mass of recuperated sand| 3. 4g| Important outcomes: * The mass of recouped salt was 2. 2g * The mass of recouped sand was 3. 4g * The percent mistake for the mass of recuperated salt was 83% blunder * The percent blunder for the mass of the recouped sand was 3% * The percent yield for the mass of the recouped salt was 183% * The percent yield for the mass of the recouped sand was 103% Calculations:Discussion Expected outcomes v. Genuine outcomes: In the test, the mass of the salt recouped was bigger than the mass of the measure of salt that was begun with. Thi s might be because of the faucet water that was utilized not being unadulterated or that some sand was little enough to not be sifted through. Dissect trial blunder: During the investigation, rather than apportioning the water to precisely 47mL, around 60 mL of water was utilized. This could have caused there to be additional water during the last measurement.There was not sufficient opportunity to bubble off the additional water; this was finished by someone else later without either accomplice in the gathering regulating. Additionally, when searching for the sand test the following day, it was missing; so another group’s sand information was massed rather Improvements: Having a more drawn out an ideal opportunity to lead the trial may have changed the information. Rather than leaving the sand test in the open on a table to all classes, it might have been exceptional for them to be isolated more. Results as far as the reason: The objective was to get the vast majority of the salt and sand back through filtration and evaporation.Most of the sand was recouped; anyway there was a lot of added mass to the salt (around 1g). The objective was met undoubtedly. End: The objective of the analysis was to check whether utilizing boing point and filtration could recoup near a similar measure of salt and sand set up in a blend. The analysis uncovered a percent yield of 183% for salt and 103% for sand, which underpins the theory that utilizing those two methods, about a similar measure of salt and sand would be recouped.

Miranda trial essays

Miranda preliminary expositions On March 2,1963 it was an ordinary day at labor for eight-high schooler year old Rebecca Johnson. Rebecca had recently wrapped up her last obligations at the cinemas refreshment counter and left for the bus station around 11:30 PM. She got off the transport at 12:10 and started her short walk home. On her walk, a vehicle forcefully pulled out of a carport and nearly hit her. A man leaped out of the vehicle and got her. The man tossed Rebecca in the secondary lounge of his vehicle and limited her options and feet along with rope. At that point he headed to the Arizona desert where he assaulted her. After two hours, the man returned Rebecca back to her neighborhood. She hustled home and mentioned to her sister what had simply occurred. She nitty gritty her night to the police moreover. Rebecca depicted the aggressor and his vehicle to the police. (3/7-11) From the start, the officials questioned whether Rebecca was coming clean since her announcements were here and there conflicting. On March 9, 1963 at about 11:45 PM, Rebeccas brother by marriage saw a vehicle coordinating his sisters depiction and he recorded the tag number. After four days, analysts ran a keep an eye on the number that was providing for them by Rebeccas brother by marriage, which lead to a vehicle coordinating Rebeccas portrayal surely. The proprietor of the vehicle, Ernesto Miranda was arrested. That equivalent day, at the police headquarters, Rebecca chose Miranda from a lineup. Subsequent to being picked, Ernesto was sent to the cross examination room where Officer Cooley and Officer Young started addressing Miranda. (3/11-13) In the room, Ernesto was not informed that he reserved the privilege to a lawyer; and there is debate with respect to whether he was advised he reserved the option to stay quiet. Following a few hours of addressing, Miranda marked an admis sion. In June 1963, the preliminary on account of the province of Arizona v. Ernesto Miranda got going in an Arizona State Court. Mirandas legal advisor was seventy-multi year old Alvin Moore, whom w... <!

3 Study Habits For This Semester

3 Study Habits For This Semester EP 33: 3 Study Habits For This Semester EP 33: 3 Study Habits For This Semester We get it, you try to be productive and keep up with studying, but it just seems like all the papers and studying keeps piling up. This is why we wanted to give you a set of tools to work with before crunch time hits! Join Cath Anne, our Host Top Writer on Episode 33 of The Homework Help Show as she provides you with 3 study habits that you can implement into your life right away! Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:11] Hey guys and welcome back to our channel. My name is Cath Anne and I am the host and a Top Writer with Homework Help Global and this is The Homework Help Show. On this show we provide you with valuable content for your academic and student life. Just a quick reminder every Monday at 7:00 p.m. Eastern Standard Time you can join me on Instagram Live. I will be doing a quick and just reminding you guys to check out some of our new content and our new videos. So I would love you guys on there, just check in and have a quick chat to see how things are going. Cath Anne: [00:00:42] This week we are giving you a quick rundown of some study methods you can use right now and implement into your life. We also did a recent video on effective note taking techniques. That was Episode 27 so make sure to check that out for sure. Cath Anne: [00:01:09] I get it, youre doing everything you can to keep up on your studying. You are studying every night but it just seems like all the papers and all the exams are piling up. This is why we wanted to give you a set of tools you can work with and that you can implement into your life right now before crunch time hits, because we know it is coming. Cath Anne: [00:01:30] So the first thing I wanted to suggest is before you start studying, set a pre-study routine. Cath Anne: [00:01:37] First, always study in the same place every time. This can help you with recall when youre going back and doing your exam. If you remember the place where you studied then you are more likely to recall the information that you studied at that specific place. It will help you bring back the memories of the specific information that you studied. Make yourself comfortable, but not too comfortable. You want to make sure that youre wearing something comfortable but probably not your PJs because youll be more inclined to fall asleep or want to go back to bed. Grab a snack, grab some water, or a coffee or tea. Cath Anne: [00:02:20] OK. Now, lets talk about the tools you can use to study. One of my favorite methods is Pomodoro Technique and as you can see I have put it up on the board here. It is definitely one of my favorite techniques and something that Ive recently applied to my own life. The Pomodoro Technique is a cyclical system. You work in short sprints and then you take a break and it makes sure that you are consistently productive because you are on this pattern. You also get to take regular breaks and that bolsters motivation and enhances creativity which I love. Cath Anne: [00:02:59] So, you need to do Pomodoro is a timer and just so you know the Pomodoro Technique is actually named after, the man who invented it used a little tomato as his timer, so he named it Pomodoro because that is the name of tomato in Italian. So, all you need to do Pomodoro Technique is a pomodoro or a timer. First, you choose the task that has to be accomplished. So, if you wanted to study Chapter 1. That would be your task. Second, you set the Pomodoro to 25 minutes and that is all you need to do this technique. You work until the pomodoro rings and then you put a check on your sheet of paper. So, this is really important because it is going show that youve accomplished something and this is going to help keep you motivated. So, when you check off a task thats going to help keep you motivated so make sure youre doing that. Take a short five minute break 5 to 10 minutes is the max that you want to go for your break. So, you work for 25, it rings, five-minute break, maybe do a little walk around, take a glass of water. Then you go back into another 25-minute session. So, then you complete 4 of these rounds and finally on the fourth round you take a longer break. So, this might look like a 15 30 minute break in the end and then you jump into another round of 25-minutes study sessions. Cath Anne: [00:04:39] So, when you take your longer break youre going to want to do whatever you need to do you know re-charge. Maybe you have a sip of coffee, go for a walk, do some stretching, and then that will help you feel re-charged and then youre jumping back into the 25-minute cycle again. So, thats the Pomodoro Technique. I highly recommend it. There are some great apps out there that you can use to time. You can always just use your phone, your timer on your phone if you like as well. Cath Anne: [00:05:19] So, I wanted to also discuss, beware of the forgetting curve. As you can see I have made note of it right here. When youre learning new information there is a tendency to forget. At the beginning of when you learn new information this tendency is very steep. Forgetting naturally occurs when theres no attempt to retain the information. When youre studying make sure review your notes every 20 minutes to help you retain information. Cath Anne: [00:05:48] So, you read something over, and then you want to review it again 20 minutes later. You can also use other interesting strategies like certain scents. So, for example you wore a certain perfume or burn a certain candle when youre studying and youre studying a specific topic and that can actually trigger your memory because it will be associated with other things in your surroundings. Sitting in the same spot, as I already mentioned, or listening to classical music, these are all ways to stimulate those other areas of the brain and help you to retain information and make your memories more vivid. So, check that out. The stronger the memory, so when youre adding these other aspects in it is going to become a stronger memory, so, I really recommend doing this because the stronger the memory the more you are going to retain it. Cath Anne: [00:06:41] Finally, we will talk about the use of spaced repetition. This is also a really great study strategy. Spaced repetition is a practice which gives the brain exercise spacing out the information in longer intervals of time. Cath Anne: [00:06:59] OK. So, according to research done on the most effective way to learn, spaced repetition allows us to retain information for longer periods of time. So, that means that we will not only remember the things that we learn for the exam, we will remember them when our degree is completed. So, oftentimes we study just to pass an exam but if youre in a professional field you really want to retain that information this can be a helpful mechanism to use. Cath Anne: [00:07:30] So, spaced repetition works by asking you to review information at increasingly long intervals because that help your brain to remember it. You can set up a system by yourself, but there are now lots of online applications that you can use that you can set up on your phone or your computer. So, I suggest looking into that. One example is a system called Clever Deck which is a series of online flashcards. So, this is a great way to set this up for you and it is also already broken down into the spaced repetition method. Cath Anne: [00:08:06] But, as I mentioned you can do it on your own. If you want set up on your own, you can use flash cards organized in a box. Pretty basic, but it really works. Create sections based on which information you know most and which information you know least. Set up a schedule for when you will revise the cards in each section of your box. If you answer the card correctly you put it into section that you will revisit less frequently. So that would go in the section of information that you already know pretty well. Whereas if you get the answer wrong youre going to put it back in the information that needs to be re-visited more frequently. Cath Anne: [00:08:48] So, then is going to space out the time between when you are learning the information you know more readily and it is going to give your brain a chance to learn the new information that you are not as familiar with. Cath Anne: [00:09:03] Spaced repetition takes advantage of the way your brain stores information and it can be more effective than notetaking and other ways of studying [00:09:11] So, I highly recommend this. Check it out online theres lots of information out there. Cath Anne: [00:09:21] Finally, I want to share an interesting tidbit that I learned while I was doing research for this. The Times New Roman font is the easiest font to retain and read. Because it is easier to read, if you write notes in this font you will be able to read faster and more efficiently and it will stay in your brain longer. So, its interesting because Im not a huge fan of Times New Roman font. However, if you are in academia you will recognize that most professors get you to write in Times New Roman. So, I thought that was really interesting technique. So, try typing your notes in Times New Roman and see if it has any effect on your retention. [00:10:06] Okay. So thats it for me this week. If you do have any questions please leave them in the comments below. If youre looking to connect with us, we have all our social media platforms linked in the description box below. If you liked this video please give us a thumbs up and make sure you subscribe to our channel. So that you have an opportunity to stay in the loop and get more of our information. Thats it for me this week guys. Talk to you soon. Join me on Monday at 7pm EST on Live on Instagram. I hope this video was of benefit and take care. 3 Study Habits For This Semester EP 33: 3 Study Habits For This Semester EP 33: 3 Study Habits For This Semester We get it, you try to be productive and keep up with studying, but it just seems like all the papers and studying keeps piling up. This is why we wanted to give you a set of tools to work with before crunch time hits! Join Cath Anne, our Host Top Writer on Episode 33 of The Homework Help Show as she provides you with 3 study habits that you can implement into your life right away! Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:11] Hey guys and welcome back to our channel. My name is Cath Anne and I am the host and a Top Writer with Homework Help Global and this is The Homework Help Show. On this show we provide you with valuable content for your academic and student life. Just a quick reminder every Monday at 7:00 p.m. Eastern Standard Time you can join me on Instagram Live. I will be doing a quick and just reminding you guys to check out some of our new content and our new videos. So I would love you guys on there, just check in and have a quick chat to see how things are going. Cath Anne: [00:00:42] This week we are giving you a quick rundown of some study methods you can use right now and implement into your life. We also did a recent video on effective note taking techniques. That was Episode 27 so make sure to check that out for sure. Cath Anne: [00:01:09] I get it, youre doing everything you can to keep up on your studying. You are studying every night but it just seems like all the papers and all the exams are piling up. This is why we wanted to give you a set of tools you can work with and that you can implement into your life right now before crunch time hits, because we know it is coming. Cath Anne: [00:01:30] So the first thing I wanted to suggest is before you start studying, set a pre-study routine. Cath Anne: [00:01:37] First, always study in the same place every time. This can help you with recall when youre going back and doing your exam. If you remember the place where you studied then you are more likely to recall the information that you studied at that specific place. It will help you bring back the memories of the specific information that you studied. Make yourself comfortable, but not too comfortable. You want to make sure that youre wearing something comfortable but probably not your PJs because youll be more inclined to fall asleep or want to go back to bed. Grab a snack, grab some water, or a coffee or tea. Cath Anne: [00:02:20] OK. Now, lets talk about the tools you can use to study. One of my favorite methods is Pomodoro Technique and as you can see I have put it up on the board here. It is definitely one of my favorite techniques and something that Ive recently applied to my own life. The Pomodoro Technique is a cyclical system. You work in short sprints and then you take a break and it makes sure that you are consistently productive because you are on this pattern. You also get to take regular breaks and that bolsters motivation and enhances creativity which I love. Cath Anne: [00:02:59] So, you need to do Pomodoro is a timer and just so you know the Pomodoro Technique is actually named after, the man who invented it used a little tomato as his timer, so he named it Pomodoro because that is the name of tomato in Italian. So, all you need to do Pomodoro Technique is a pomodoro or a timer. First, you choose the task that has to be accomplished. So, if you wanted to study Chapter 1. That would be your task. Second, you set the Pomodoro to 25 minutes and that is all you need to do this technique. You work until the pomodoro rings and then you put a check on your sheet of paper. So, this is really important because it is going show that youve accomplished something and this is going to help keep you motivated. So, when you check off a task thats going to help keep you motivated so make sure youre doing that. Take a short five minute break 5 to 10 minutes is the max that you want to go for your break. So, you work for 25, it rings, five-minute break, maybe do a little walk around, take a glass of water. Then you go back into another 25-minute session. So, then you complete 4 of these rounds and finally on the fourth round you take a longer break. So, this might look like a 15 30 minute break in the end and then you jump into another round of 25-minutes study sessions. Cath Anne: [00:04:39] So, when you take your longer break youre going to want to do whatever you need to do you know re-charge. Maybe you have a sip of coffee, go for a walk, do some stretching, and then that will help you feel re-charged and then youre jumping back into the 25-minute cycle again. So, thats the Pomodoro Technique. I highly recommend it. There are some great apps out there that you can use to time. You can always just use your phone, your timer on your phone if you like as well. Cath Anne: [00:05:19] So, I wanted to also discuss, beware of the forgetting curve. As you can see I have made note of it right here. When youre learning new information there is a tendency to forget. At the beginning of when you learn new information this tendency is very steep. Forgetting naturally occurs when theres no attempt to retain the information. When youre studying make sure review your notes every 20 minutes to help you retain information. Cath Anne: [00:05:48] So, you read something over, and then you want to review it again 20 minutes later. You can also use other interesting strategies like certain scents. So, for example you wore a certain perfume or burn a certain candle when youre studying and youre studying a specific topic and that can actually trigger your memory because it will be associated with other things in your surroundings. Sitting in the same spot, as I already mentioned, or listening to classical music, these are all ways to stimulate those other areas of the brain and help you to retain information and make your memories more vivid. So, check that out. The stronger the memory, so when youre adding these other aspects in it is going to become a stronger memory, so, I really recommend doing this because the stronger the memory the more you are going to retain it. Cath Anne: [00:06:41] Finally, we will talk about the use of spaced repetition. This is also a really great study strategy. Spaced repetition is a practice which gives the brain exercise spacing out the information in longer intervals of time. Cath Anne: [00:06:59] OK. So, according to research done on the most effective way to learn, spaced repetition allows us to retain information for longer periods of time. So, that means that we will not only remember the things that we learn for the exam, we will remember them when our degree is completed. So, oftentimes we study just to pass an exam but if youre in a professional field you really want to retain that information this can be a helpful mechanism to use. Cath Anne: [00:07:30] So, spaced repetition works by asking you to review information at increasingly long intervals because that help your brain to remember it. You can set up a system by yourself, but there are now lots of online applications that you can use that you can set up on your phone or your computer. So, I suggest looking into that. One example is a system called Clever Deck which is a series of online flashcards. So, this is a great way to set this up for you and it is also already broken down into the spaced repetition method. Cath Anne: [00:08:06] But, as I mentioned you can do it on your own. If you want set up on your own, you can use flash cards organized in a box. Pretty basic, but it really works. Create sections based on which information you know most and which information you know least. Set up a schedule for when you will revise the cards in each section of your box. If you answer the card correctly you put it into section that you will revisit less frequently. So that would go in the section of information that you already know pretty well. Whereas if you get the answer wrong youre going to put it back in the information that needs to be re-visited more frequently. Cath Anne: [00:08:48] So, then is going to space out the time between when you are learning the information you know more readily and it is going to give your brain a chance to learn the new information that you are not as familiar with. Cath Anne: [00:09:03] Spaced repetition takes advantage of the way your brain stores information and it can be more effective than notetaking and other ways of studying [00:09:11] So, I highly recommend this. Check it out online theres lots of information out there. Cath Anne: [00:09:21] Finally, I want to share an interesting tidbit that I learned while I was doing research for this. The Times New Roman font is the easiest font to retain and read. Because it is easier to read, if you write notes in this font you will be able to read faster and more efficiently and it will stay in your brain longer. So, its interesting because Im not a huge fan of Times New Roman font. However, if you are in academia you will recognize that most professors get you to write in Times New Roman. So, I thought that was really interesting technique. So, try typing your notes in Times New Roman and see if it has any effect on your retention. [00:10:06] Okay. So thats it for me this week. If you do have any questions please leave them in the comments below. If youre looking to connect with us, we have all our social media platforms linked in the description box below. If you liked this video please give us a thumbs up and make sure you subscribe to our channel. So that you have an opportunity to stay in the loop and get more of our information. Thats it for me this week guys. Talk to you soon. Join me on Monday at 7pm EST on Live on Instagram. I hope this video was of benefit and take care.

The Legacy Of The American History Essay - 783 Words

Our History has been riddled with violent occurrences that are often doctored to appear to be symbolic or significant rather than observed as the bloody atrocities they are. I’ve often wondered what sort of moral transformation have we had to go through to even get to where we are today; Which Unfortunately- Isn’t too far from where we were. Frankly we didn’t have such a great start considering the first man we praise for â€Å"Discovering† America was a violent man whom believed in white supremacy. That man is none other than good old Christopher Columbus. image Columbus conducted his genocide way before 1866 so we will leave that maniac be for now, however; He was the first in a long line of white men that would devastate tribes of this land. We would continue to drive them from their lands for the territory, gold, and glory. We scorched their lands, destroyed the buffalo, The animal in which the plains Indians hunted and utilized for food as well as many other necessary uses. 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Becoming A Human Body, Medicine Brings Hope - 890 Words

Hope. By advancing well-grounded scientific knowledge to treat our human body, medicine brings hope. By applying that knowledge to treat a human body with a unique history and identity, doctors bring hope. I m not simply listening to heart sounds. I m listening to a human being who has heart sounds. Dr. David De Marco exemplifies the kind of doctor and medical student I yearn to become. Why did I, an engineering-minded individual, choose medicine? Since childhood, I ve been inclined to engage my mind in analytical thought, and to apply it to create solutions for real challenges. This inclination inspired me to enroll in my high school s engineering academy. All of the projects I worked on engaged me. They also challenged me to work extensively with my hands and to use modern tools in the process, skills that have been useful in other areas of my life. At the academy, for example, I learned about computer-aided design (CAD) for the first time and later used that newfound knowledge to create original 2D and 3D models of houses and buildings using AutoCAD. I put my maximum energy into these projects, imagining that someday I would become a civil engineer and help build large buildings and bridges. Academic achievement awards presented to me by my school also encouraged me to continue to work hard with dedication and ethics. I felt, however, like something was absent. At the end of my junior year of high school, I discovered what it was! It all started as a communityShow MoreRelatedThe Heart Of Modern Medicine1281 Words   |  6 Pagesmeta-analysis found that the mind-body therapies could suppress anxiety, depression, and mood swings in cases of cancer patients, and aid their coping skills. The Western medicine has made great strides in treating many kinds of cancer. 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Mankiw Chapter 1 Solution Free Essays

The answers to the Quick Quizzes can also be found near the end of the textbook. 1. The four principles of economic decision making are: (1) people face trade-offs; (2) the cost of something is what you give up to get it; (3) rational people think at the margin; and (4) people respond to incentives. We will write a custom essay sample on Mankiw Chapter 1 Solution or any similar topic only for you Order Now People face trade-offs because to get one thing that they like, they usually have to give up another thing that they like. The cost of something is what you give up to get it, not just in terms of monetary costs but all opportunity costs.Rational people think at the margin by taking an action if and only if the marginal benefit exceeds the marginal cost. People respond to incentives because they choose activities by comparing benefits to costs; therefore, a change in these benefits or costs may cause their behavior to change. The three principles concerning people’s economic interactions are: (1) trade can make everyone better off; (2) markets are usually a good way to organize economic activity; and (3) governments can sometimes improve market outcomes.Trade can make everyone better off because it allows countries to specialize in what they do best and to enjoy a wider variety of goods and services. Markets are usually a good way to organize economic activity because the invisible hand leads markets to desirable outcomes. Governments can sometimes improve market outcomes because markets may fail to allocate resources efficiently due to an externality or market power.The three principles that describe how the economy as a whole works are: (1) a country’s standard of living depends on its ability to produce goods and se rvices; (2) prices rise when the government prints too much money; and (3) society faces a shortrun trade-off between inflation and unemployment. A country’s standard of living depends largely on the productivity of its workers, which in turn depends on the education of its workers and the access its workers have to the necessary tools and technology. Prices rise when the government prints too much money because more money in circulation reduces the value of money, causing inflation.Society faces a short-run trade-off between inflation and unemployment that is only temporary. Policymakers have some short-term ability to exploit this relationship using various policy instruments. 2. 3. Questions for Review 1. Examples of trade-offs include time trade-offs (such as studying one subject over another or studying at all compared to engaging in social activities) and spending tradeoffs (such as whether to use your last 15 dollars to purchase a pizza or to buy a study guide for that tough economics course). The opportunity cost of seeing a movie includes the monetary cost of admission plus the time cost of going to the theater and attending the show. The time cost depends on what else you might do with that time; if it is staying home and watching TV, the time cost may be small, but if it is working an extra three hours at your job, the time cost is the money you could have earned. The marginal benefit of a glass of water depends on your circumstances. If you have just 2. 3. Chapter 1/Ten Principles of Economics 2 un a marathon or you have been walking in the desert sun for three hours, the marginal benefit is very high. But if you have been drinking a lot of liquids recently, the marginal benefit is quite low. The point is that even the necessities of life, like water, do not always have large marginal benefits. 4. Policymakers need to think about incentives so they can understand how people will respond to the policies they put in place. The text’s example of seat belt laws shows that policy actions can have unintended consequences.If incentives matter a lot, they may lead to a very different type of policy; for example, some economists have suggested putting knives in steering columns so that people will drive much more carefully! While this suggestion is silly, it highlights the importance of incentives. Trade among countries is not a game with some losers and some winners because trade can make everyone better off. By allowing specialization, trade between people and trade between countries can improve everyone’s welfare. The â€Å"invisible hand† of the marketplace represents the idea that even though individuals and firms are all acting in their own self-interest, prices and the marketplace guide them to do what is good for society as a whole. The two main causes of market failure are externalities and market power. An externality is the impact of one person’s actions on the well-being of a bystander, such as from pollution or the creation of knowledge. Market power refers to the ability of a single person (or small group of people) to unduly influence market prices, such as in a town with only one well or only one cable television company.In addition, a market economy also leads to an unequal distribution of income. Productivity is important because a country’s standard of living depends on its ability to produce goods and services. The greater a country’s productivity (the amount of goods and services produced from each hour of a worker’s time), the greater its s tandard of living will be. Inflation is an increase in the overall level of prices in the economy. Inflation is caused by increases in the quantity of a nation’s money.Inflation and unemployment are negatively related in the short run. Thus, reducing inflation entails costs to society in the form of higher unemployment in the short run. 5. 6. 7. 8. 9. 10. Problems and Applications 1. a. A family deciding whether to buy a new car faces a trade-off between the cost of the car and other things they might want to buy. For example, buying the car might mean they must give up going on vacation for the next two years. So the real cost of the car is the family’s opportunity cost in terms of what they must give up.For a member of Congress deciding whether to increase spending on national parks, the trade-off is between parks and other spending items or tax cuts. If more money goes into the park system, that may mean less spending on national defense or on the police force. Or, instead of spending more money on the park system, taxes could be reduced. b. Chapter 1/Ten Principles of Economics c. 3 When a company president decides whether to open a new factory, the decision is based on whether the new factory will increase the firm’s profits compared to other alternatives. For example, the company could upgrade existing equipment or expand existing factories. The bottom line is: Which method of expanding production will increase profit the most? In deciding how much to prepare for class, a professor faces a trade-off between the value of improving the quality of the lecture compared to other things she could do with her time, such as working on additional research. d. 2. When the benefits of something are psychological, such as going on a vacation, it is not easy to compare benefits to costs to determine if it is worth doing.But there are two ways to think about the benefits. One is to compare the vacation with what you would do in its place. If you did not go on vacation, would you buy something like a new set of golf clubs? Then you can decide if you would rather have the new clubs or the vacation. A second way is to think about how hard you had to work to earn the money to pay for the vacation. You can then decide if the psychological benefits of the vacation were worth the psychological cost of working.If you are thinking of going skiing instead of working at your part-time job, the cost of skiing includes its monetary and time costs, which includes the opportunity cost of the wages you are giving up by not working. If the choice is between skiing and going to the library to study, then the cost of skiing is its monetary and time costs including the cost of getting lower grades in your courses. If you spend $100 now instead of saving it for a year and earning 5 percent interest, you are giving up the opportunity to spend $105 a year from now.The fact that you have already sunk $5 million is not relevant to your decis ion anymore, because that money is gone. What matters now is the chance to earn profits at the margin. If you spend another $1 million and can generate sales of $3 million, you’ll earn $2 million in marginal profit, so you should do so. You are right to think that the project has lost a total of $3 million ($6 million in costs and only $3 million in revenue) and you should not have started it. That is true, but if you do not spend the additional $1 million, you will not have any sales and your losses will be $5 million.So what matters is not the total profit, but the profit you can earn at the margin. In fact, you wouldd pay up to $3 million to complete development; any more than that, and you will not be increasing profit at the margin. Harry suggests looking at whether productivity would rise or fall. Productivity is certainly important, since the more productive workers are, the lower the cost per gallon of potion. Ron wants to look at average cost. But both Harry and Ron are missing the other side of the equation? revenue. A firm wants to maximize its profits, so it needs to examine both costs and revenues.Thus, Hermione is right? it is best to examine whether the extra revenue would exceed the extra costs. Hermione is the only one who is thinking at the margin. a. The provision of Social Security benefits lowers an individual’s incentive to save for retirement. The benefits provide some level of income to the individual when he or she retires. This means that the individual is not entirely dependent on savings to support consumption through the years in retirement. Since a person gets fewer after-tax Social Security benefits the greater his or her 3. 4. 5. 6. 7. b.Chapter 1/Ten Principles of Economics earnings are, there is an incentive not to work (or not work as much) after age 65. The more you work, the lower your after-tax Social Security benefits will be. Thus, the taxation of Social Security benefits discourages work effort after age 65. 8. a. b. When welfare recipients have their benefits cut off after two years, they have a greater incentive to find jobs than if their benefits were to last forever. 4 The loss of benefits means that someone who cannot find a job will get no income at all, so the distribution of income will become less equal.But the economy will be more efficient, because welfare recipients have a greater incentive to find jobs. Thus, the change in the law is one that increases efficiency but reduces equity. 9. By specializing in each task, you and your roommate can finish the chores more quickly. If you divided each task equally, it would take you more time to cook than it would take your roommate, and it would take him more time to clean than it would take you. By specializing, you reduce the total time spent on chores. Similarly, countries can specialize and trade, making both better off.For example, suppose it takes Spanish workers less time to make clothes than French workers, and French workers can make wine more efficiently than Spanish workers. Then Spain and France can both benefit if Spanish workers produce all the clothes and French workers produce all the wine, and they exchange wine for clothes. 10. a. To produce the right number of CDs by the right artists and deliver them to the right people requires an enormous amount of information. You need to know about production techniques and costs in the CD industry. You need to know each person’s musical tastes and which artists they want to hear.If you make the wrong decisions, you will be producing too many CDs by artists that people do not want to hear, and not enough by others. Your decisions about CDs will carry over to other decisions. You have to make the right number of CD players for people to use. If you make too many CDs and not enough cassette tapes, people with cassette players will be stuck with CDs they cannot play. The probability of making mistakes is very high. You will also be faced with tough choices about the music industry compared to other parts of the economy.If you produce more sports equipment, you will have fewer resources for making CDs. So all decisions about the economy influence your decisions about CD production. b. 11. Countries that have corrupt police and court systems do not enforce individual property rights, including the rights over the goods and services produced by households and firms. Firms will not choose to produce products and individuals will choose not to work if there is no guarantee that they will receive payment for their efforts. Therefore, these countries end up with a lower standard of living. . b. c. d. e. Efficiency: The market failure comes from the market power of the cable TV firm. Equity Efficiency: An externality arises because secondhand smoke harms nonsmokers. Efficiency: The market failure occurs because of Standard Oil’s market power. Equity 12. Chapter 1/Ten Principles of Economics f. 13. a. 5 Efficiency: There is an externality because of accidents caused by drunk drivers. If everyone were guaranteed the best health care possible, much more of our nation’s output would be devoted to medical care than is now the case.Would that be efficient? If you believe that doctors have market power and restrict health care to keep their incomes high, you might think efficiency would increase by providing more health care. But more likely, if the government mandated increased spending on health care, the economy would be less efficient because it would give people more health care than they would choose to pay for. From the point of view of equity, if poor people are less likely to have adequate health care, providing more health care would represent an improvement.Each person would have a more even slice of the economic pie, though the pie would consist of more health care and less of other goods. When workers are laid off, equity considerations argue for the unemployment be nefits system to provide them with some income until they can find new jobs. After all, no one plans to be laid off, so unemployment benefits are a form of insurance. But there is an efficiency problem? why work if you can get income for doing nothing? The economy is not operating efficiently if people remain unemployed for a long time, and unemployment benefits encourage unemployment.Thus, there is a trade-off between equity and efficiency. The more generous unemployment benefits are, the less income is lost by an unemployed person, but the more that person is encouraged to remain unemployed. So greater equity reduces efficiency. b. 14. Because average income in the United States has roughly doubled every 35 years, we are likely to have a better standard of living than our parents, and a much better standard of living than our grandparents. This is mainly the result of increased productivity, so that an hour of work produces more goods and services than it used to.Thus, incomes have continuously risen over time, as has the standard of living. If Americans save more and it leads to more spending on factories, there will be an increase in production and productivity, because the same number of workers will have more equipment to work with. The benefits from higher productivity will go to both the workers, who will get paid more because they are producing more, and the factory owners, who will get a return on their investments. There is no such thing as a free lunch, however, because when people save more, they are giving up spending. They get higher incomes at the cost of buying fewer goods. To make an intelligent decision about whether to reduce inflation, a policymaker would need to know what causes inflation and unemployment, as well as what determines the trade-off between them. This means that the policymaker needs to understand how households and firms will adjust to a decrease in the money supply. How much will spending decline? How much will firms lower output? Any attempt to reduce inflation will likely lead to higher unemployment in the short run. A policymaker thus faces a trade-off between the benefits of lower inflation compared to the cost of higher unemployment. Answers will vary. 15. 16. 17. How to cite Mankiw Chapter 1 Solution, Papers

The Applications Of Technology In The First Decade Essay Example For Students

The Applications Of Technology In The First Decade Essay Of The Twenty-First CenturyThe Applications of Technology in the First Decade of the Twenty-First CenturyA quote I heard many times when I was in high school and which I now know traces back to Sir Francis Bacon, one of our earliest scientist or philosophers as they were then called, is the statement Knowledge Is Power. Today, I believe that the fuller, more correct statement is to say, the application of knowledge is power. The study of science, and technology subjects will broader our opportunities in life. As we continue to advance to the 21st century- now lesser than 30 days away-we are well aware that technology is possibly the hottest industrial commodity around the world today. In the years ahead, it will be an increasingly critical factor in determining the success or failure of businesses. It is the fuel many of us are looking at to help us win this race to the 21st century. To do that, we should make technology matter. In this paper I am going to share my technology forecas ts. I try to focus on my new forecasts a decade into the future the first decade of the 21st century, because that is how far most businesses need to be looking ahead. There has never been a neutral or value-free, technology. All technologies are power. They evoke economic and social consequences in direct proportion to their dislocation of the existing economy and its institutions. I believe that technologies such as: biotechnology and genetic engineering, intelligent materials, the miniaturization of electronics, and smart manufacturing systems, and controls, will be the hottest technologies in the next decade. I am going to put together a list of what I think as the top ten innovative products that will result from those technologies. Number one on the list is something we call genetic. There are pharmaceutical products that will come from the massive genetic research going on around the world today. In ten years, we will have new ways to treat many of our ills from allergies to ADIS. We may see the discovery of new methods of treatment for various types of cancer, for multiple sclerosis, osteoporoses, Lou Gehrigs and Alzheimers disease, to name just a few. The biotechnology frontier, especially developments in the field of genetic, promises- and to some degree has already archived a revolution in agriculture and human health care. But proving the means to develop plant species that are more disease-and-pest-resistant, more tolerant of drought, and able to grow during extended periods of adverse conditions. These technologies will very likely provide future increasing in agricultural productivity. So far, these techniques have not add much to world food production; recent grow has come primarily from increasing acreage in production, in response to higher grain prices. However, further expansion of productive land is limited, and the increased application of fertilizer appears to be reaching a point of diminishing returns. Therefore, increased agricultural productivity from this new field could be essential to feed the growing population. The mapping of human and plant genomes, a process already well underway, will provide greatly incr eased knowledge of genetic processes and, to some extend, information about how to control them. For humans, this will provide the means to deal with diseases that have genetic origins or result from man functioning of genetic material in the body. These diseases include potentially: cancer, cystic fibrosis, Gauchers, hemophilia, rheumatoid arthritis, AIDS, hypercholesterolemia, and many others. Furthermore, genome analysis of an individual can indicate propensity to diseases whose symptoms have not yet been manifested. Scientists believe that many psychological and behavior attributes can be genetically controlled and therefore subject to diagnosis and eventually, for aberrant conditions, corrected. Such uses of this technology, of courses, raise serious social and ethical questions that must be considered. Other applications of biotechnology might produce novel protein for food replacing meat, stimulate awareness and evaluation of microbial threats (including archaea, ancient bact eria, being perhaps more adaptable and potentially hazardous than was previous thought), and creation of plantation to produce and distribute biological products in the ocean. The process of cloning was perfected; evidence by the fact that in 1997 a sheep was successfully cloned in Scotland. Hence, biotechnology could eventually eliminate food shortages, improve health, and extend life expectancy. Number two on the list is the personalized computer. The personal computer now sitting on our desk will be replaced by a very powerful, personalized computer. It will be able to send and receive wireless data. It will recognize your voice and follow your voice commands. It will include a variety of security and service tools that will make the computer fit your own individual needs. When we turn on our personalized computer the intelligent agents built into it might automatically show us high-lights and stories from last nights football game. It could display the current stock report on your own portfolio and ask it you would like to make any changes. It would give us a traffic report for our normal commute to work and suggest an alternate, if necessary. Finally, it may let us know what the lunch specials are at our favorite restaurants and ask if we would like to make reservations. The third product on my list is the multi-fuel automobile. In ten years, our cars will have to meet even stricter requirements for emissions and efficiency. And to do that, we are going to see a gradual shift to other fuel and power sources. Barring a major oil crisis, we dont see a rapid shift to those alternatives. The internal combustion engine will still have a major place in ten years. But we will see an increase in vehicles running on energy sources like batteries, kinetic energy, fuel cells, and hybrid sources. At first, these will be used in low-weight vehicles that typically travel short distances. But as these alternative- powered vehicles are introduced into the general population, many of our experts believe that they will likely run on a combination of fuels like reformulated gasoline, electricity, and compressed natural gas. The fourth product is the next generation television set. Ninety-nine percent of American homes have televisions, and over the next decade, we wil l be replacing them. These new television sets will be wide-screen, digital, high-definition models with extremely sharp clarity. Many will be so flat that we will hang them on the wall much like a large painting. Eventually, these televisions will merge with the personalized computer I mentioned earlier. Mcdonalds and you Essay SummaryI mention that the increased emphasis on time-to-market has been one of the big competitive change in the R D (Research and Development) over the pass twenty years. We see it every day in the United States. Just recently, a new toothbrush was developed for Teledyne Waterpik five times faster than any other one of the market. Another example is Battlle company, developed the coating that was the key ingredient for the next-generation interactive globe. These were completely new developments, but the company had to take them from the idea stage to the store shelf in a year or less-and, of course, in time for the Christmas buying reason. Therefore, time-to-market is the key competitive factor. Of course, to get new products out on the market quickly, we have to be able to identify and acquire the key developments in todays widespread sea of technology. The second lesson is one that folks in Ames may be as familiar with as we are in Chicago: Well go crazy trying to predict ISU-Illinois basketball games. In other words, stick to what you know and team up with people who know the rest. Companies which have business in technology, especially technology in several key markets, are often comfortable making predictions. We cannot predict who is going to win Olympic medals, but we can forecast how technology will change the Olympic games over the next twenty years. Even thought my dorms sits practically across the street from ISU, and I can see Hilton Coliseum form my room window, there is no was I am going to try to predict what might happen when ISU meets up with Illinois. And with technology and global markets expanding in nearly every conceivable field, industrys facing a similar challenge. Its getting harder ad harder to know everything we need to know about every aspect of our business. Today, for more and more companies, the answer is the alliance. Companies are focusing their internal efforts on their own core competencies, and they are developing alliances with other organizations to bring in technology related to their business. Through these partnerships, they are gaining access to new technologies and world-class scientist and engineers and at the same time reducing costs. Over the next ten to fifteen years, we are going to see business going one step further. This movement toward more technology alliances and partnerships is really just a transition. Basically, we are going to see the emergence of the virtual company and the total R D alliance. A company might maintain a vice president of technology to manage a network of R D alliances with supplies, universities, and R D organizations. Maybe it would have a staff of its own scientists and engineers housed right in one or more of those other organizations. This type of setup could be the ultimate way for a company to focus its sources on its core business and still be able to access the latest technology at the least cost. That brings me to the third and final lesson about the race to the 21st century. So far, Ive mentioned scanning for technology and building alliances. The third point refers to making technology matter. As I mentioned above, technology alone is not the fuel that can give us the lead in this race we are all in. There were many amazing technologies that did not make our top-ten list. They were fascinating to dream about. But that does not mean they would lead to valuable products. And it gets even more complex, because many of these technologies will merge and open up vast new areas for growth. For instance, when we cross biotechnology and advanced electronic, that opens up a whole new field of biologically based electronics. Will we be growing organic computer chips? Many, if not most, of tomorrows top products will come from this merging of two or more technologies. Mastering this vast web of technology will be a necessary step in winning the race to the 21st century and beyond. But it wont be sufficient. The companies that will win that race are the companies that will be able to anticipate market forces and acquire incorporate the right technology into their business. We need to combine a savvy understanding of market forces with a through knowledge of available and potential technology. That combination will be the fuel that powers us to develop the hottest products of tomorrow. Innovative thinking, powered by advanced technology, fueled by consumer demand, driven by responsibility and common sense will allow us taking the lead on preserving the environment and keeping customer priorities front and center. But taking that type of initiative to link technology to the marketplace we can use technology to do more than just improve efficient. Our goal should be to capture and use technology to gain value-and grab a competitive edge. The story with Teledyne WaterPiks SenSonic toothbrush I mentioned earlier is one of the best recent examples of a company using that combination of market awareness and technology initiative to grab a competitive edge. They are using technology and market awareness to provide their customers with a more valuable product. And that is how they are working to win the race to the 21st century. I have made a lot of predictions about technology and about this race that we are all in. But still, there is really only one prediction that I can guarantee. It is that market and technology forces will continue to transform industry, and we will all have to keep up with them if we want to succeed. We will all have to be futurists. Each business will have to develop its own forecast of leading technology and market trends that will impact the company in the decade ahead. And, they will have to continually monitor and revise that forecast and their own technology strategies. Technology alone will not secure our success. But focusing on the future with on eye on the marketplace and the other on technology trends- that is what will put us in the fast lane to the 21st century. Technology

Are Liberal Democrats Suspicious of State Power free essay sample

‘Liberal democrats are suspicious of state power, yet support big government in the pursuit of economic management and social reform’. The liberal democrats were formed in 1988 from The Social Democrat party, set up by four ex labour members. Currently the liberal democrats have formed a coalition government with the Conservatives. Classical liberals traditionally believe in negative liberty when it comes to state power (The idea that the state should have as little intervention as possible, socially and economically to enhance the freedom and innovation of the individual, therefore not infringing basic, natural rights). Classical Liberals prefer to keep the state to a minimum however with enough framework to provide basic laws prohibiting other regarding actions and to regulate government power. These views where portrayed by many liberal philosophers such as Adam Smith, in regards to economic management; he believed that free trade and free markets where fundamental to successful economic growth, as individuals, consumers and business would create competition and feel confident within the economy. We will write a custom essay sample on Are Liberal Democrats Suspicious of State Power? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However more modern liberals believe in a form of positive liberty (More state intervention for progression by providing individuals with the tools to create a basic standard of living to develop there social and economic lives, with systems such as welfare) TH green believed there was a need to embrace positive liberty as he stated that individual liberty was only achievable under favourable social and economic circumstances (Creating the welfare system). However today’s contemporary liberal democrats have a combined belief of both positive and negative liberty. There is potential to suggest that there is a contradiction within the lib dems with regards to their position on the state. There is evidence to prove the liberal democrats are suspicious of state power and are in favour of not only reducing the power the UK governments but devolving that power back to the people. For example in the 2010 lib dem manifesto a proposal for a proportional representative electoral system would replace the First past the post system as it is argued it would return a more representative constituent MP and that it would increase participation as every vote would count therefore increasing the legitimacy of the government and making them accountable to the people and decreasing tate power. A compromise between the coalition parties determined that a referendum would be held in may 2011 to vote on AV, however it was not a fully proportional system. Decentralisation of power from central government to devolved assemblies has also been a strong belief within the liberal democrats as it reduces the power of the central government and returns it to the local area. The lib dems supported the devolution of the Scottish parliament and also within the recent coalition agreement the Welsh devolved assembly has been giving further powers and allowed to become the Welsh parliament with primary legislative power. Lib dems have opposed to socially authoritarian measures such as; ID cards, the idea that each individual would have to be in possession of an identification card which would go against the liberal belief of natural equal rights. Also the majority opposed to the Iraq war. They do however support the Great repeal bill 2010, which will reduce red tape of old legislation to improve progression, the right to publicly fire your MP which enhances parliaments accountability to the public, and the freedom of information’s act, which states that any public authority has a legal obligation to provide date through an approved publications scheme in response to a request. These bills improve individual liberties and freedoms by reducing state power as it allows individuals the right to information and the right to hold their government to account (If believed their work was not satisfactory). The idea of negative liberty to reduce the power of the government is then contradicted as the Liberal democrats promote more state intervention when it comes to economic management.

Research Paper on Snowboarding

Research Paper on Snowboarding Snowboarding is a new sport that is very challenging and is attracting new fans all around the world. Snowboarding has really changed since it was first invented. It has become one of the fastest growing sports in America and the world. People everywhere including me are waiting for the snow to get a chance to go snowboarding. Snowboarding is the cross between surfing and skateboarding. Snowboarding has evolved into a great new sport but when it was first invented in the early 1900’s it was thought to be a child’s toy. Since that time it has changed from a child’s sport to a new competitive sport that features men and woman. Now days there are many competitions for snowboarding. Some people saw snowboarding as an alternative to surfing, skiing, and skateboarding. People who couldn’t buy surfing boards like Jake Burton used snowboarding as an alternative. It was a new sport and cheap to buy a snowboard. People who liked skateboarding saw snowboarding as a new sport that they could make their mark on. Nobody knows who invented the snowboard but in 1929 M.J. â€Å"Jack† Burchett invented one of the first snowboards. He cut out a piece of plywood and tried to secure his feet with some clothesline and horse reins. Thirty years later the next step in snowboarding was taken when Sherman Poppen, a chemical gases engineer invented â€Å"The Snurfer† as a toy for his daughter. Poppen made the â€Å"Snurfer† by bounding two skis together and putting a rope at the nose, so that the rider could hold it and keep it stable. Soon many of his daughter’s friends wanted a â€Å"Snurfer† too. So Poppen licensed his idea to a manufacturer and in 1966 â€Å"The Snurfer† sold over half a million times. In 1979 Poppen left the snowboarding business after Burton came up with the bindings and went back to his old profession. Another inventor was Jake Burton who became interested in snowboarding after taking part in Poppen’s â€Å"Snurfer† competitions that Poppen organized. His parents wouldn’t buy him a surfboard so riding the â€Å"Snurfer† was a new cool thing to do. In 1977 after he finished college Burton moved to Londonderry, Vermont to make money building different types of the Snurfer. He made his first boards out of laminated hardwood. While at a Snurfer competition in 1979 Burton shocked everyone by using his new board which had the first binding. The new binding made a big difference for handling the board and the binding made it easier for him to beat the other riders. In 1969 Dimitrije Milovich started making snowboards after he got the idea from sliding down a hill on a cafeteria plate in college. His snowboards were based on surfboards combined with the way skis work. In 1972 Dimitrije started a new company called â€Å"Winterstick†. He produced lots of snowboards and even got articles in magazines like â€Å"News Week†, â€Å"Playboy†, and â€Å"Power† which gave snowboarding lots of notoriety. In 1980 Milovich left the snowboarding business. He was still known as a very important pioneer of the sport. At the same time that Jake Burton was producing his snowboards Tom Sims produced his first snowboards in 1977. Sims was an avid skateboarder who made a â€Å"snowboard† in a junior high school shop class. He made his out of carpet wood and aluminum. He glued some carpet to the top of a piece of wood and put an aluminum sheeting on the bottom. He started making snowboards in 1977 in his garage with his friend and employee Chuck Barfoot. Barfoot actually made the boards and came up with the â€Å"Flying Yellow Banana†. It was a skateboard deck on top of a plastic shell with skegs. During 1980 Sims signed a skate-snowboarding deal with a big company Vision Sports. Signing the deal helped Sims get out of his financial problems but his friend Barfoot was left out and tried to go into business for himself but couldn’t compete with big competitors like Sims and Burton. The first modern competitive snowboarding contest took place in Leadville, Colorado in 1981. Then snowboarding competition took off from there and became world wide. In 1982 the first national snowboarding race was held in Suicide Six, outside of Woodstock, Vermont. Because of the conditions of the hill the goal of the race appeared to be mostly just surviving the race. The race was on a steep icy downhill run called â€Å"The Face†. Paul Graves put it on and Tom Simms and Jake Burton competed. Doug Bouton wins first place overall. This race marked the last time that snowboards and snurfer’s raced together. In 1983 Jake Burton puts on the national snowboarding championships in Snow Valley. A couple of months later Tom Sims holds the inaugural World Snowboarding Championships at Soda Springs Ski Bowl in Lake Tahoe. That contest featured the first contest with a half pipe. In 1986 the World Snowboarding Championships move from Soda Springs to Colorado. In 1986 a new European snowboarding generation is launched. Then the Europeans began to organize their own regional events like the Swiss Championships in St. Moritz. In 1987 a group of riders and manufacturers form N.A.S.B.A. who’s main goal is to create a unified World Cup tour with the Europeans. In 1988 N.A.S.B.A. got its wish and the first world cup was held in both Europe and the United States. On a interesting note one million dollars is spent on the Victoria World Cup in Japan. It was the most expensive snowboarding contest ever. In 1994 everybody was happy because snowboarding was declared a Winter Olympic sport. It was finally accepted as a real competitive sport. In the 1998 Olympics in Nagano, Japan it was the first time ever that snowboarding was in the Olympics.

The extent of bankers' awareness, attitude towards social enterprises Dissertation - 2

The extent of bankers' awareness, attitude towards social enterprises business modes and social enterprises' ability to at - Dissertation Example This research is mainly descriptive and exploratory in nature. Research approach can be qualitative or quantities or mixed. Since, the present study deals with qualitative variables and it is of exploratory and descriptive nature, employing a qualitative research approach will be the most appropriate one. Quantifying awareness or attitudes of bankers or ability to wiliness of social enterprises is not quite possible. It would be more suitable to gather some qualitative and subjective ideas regarding these variables. (Kotler, 1972) In a qualitative study data is generated on the basis of the participants’ opinion regarding a particular topic. A research of qualitative nature is helpful for examining any case thoroughly. As highlighted by Creswell (2001), a qualitative study generally shows a tendency of gathering data in natural settings. In a qualitative research, collected data usually takes into account the beliefs and point of views of the researchers and the sample partici pants who are being scrutinized, through the utilization of different types of research instruments. Research tools that are employed to assemble the data are personal observations, focus groups study, case studies and interviews (Creswell, 1994). Research Instrument For conducting a qualitative study, the technique of surveying seems to be the most appropriate one. Researchers employ surveys to obtain specific knowledge about certain individual’s awareness, beliefs, perspectives, preferences and the level of satisfaction regarding some specific aspects. For the purpose of present study primary survey seems to be the most appropriate one where a sample of bankers and managers of social enterprises has been chosen and asked a range of questions through the process of interviews. (Kotler, 1972) Interview is regarded as an extremely valuable and influential tool for carrying out researches, mainly qualitative studies. At the time of conducting any research, a bunch of selected i ndividuals are interviewed for examining what an individual in reality think concerning a specific matter. Interviews facilitate researchers in accessing the standpoint of those individuals who are being confronted with a bunch of questions related to the topic of a research. By means of interviews it becomes feasible to discover some vital things pertinent to a research topic that can not be achieved or observed otherwise. Interviews also assist in revealing the meanings of some specific things associated with the behaviour pattern of individuals, their feelings, habits etc. (Burns and.Bush, 1995). Additionally, the technique of interviewing also represents a tool of collecting data systematically through asking various types of questions, listening to those questions attentively and recording or noting the responses to those questions precisely. By means of the technique of interviews, a researcher obtains an access of an extensive range of knowledge, various sorts of circumstance s and a variety of experiences that could not be attained otherwise. While conducting interviews, researchers may face a huge probability that a candidate would explain some confidential or susceptible behaviour, pertinent to the interview’s topic, which happened in past or in some places that are unreachable for the researchers. Interviews are capable of providing definite information

Computer Networking Essay Example | Topics and Well Written Essays - 250 words

Computer Networking - Essay Example Sometimes attackers with the help of unauthorised access give huge amount of damages to IT companies. Because with the help of attack on their WLAN they get all the important information and data. Radio signal interference is used to remove that signals which can interrupt original signals from wireless devices but these radio IP interface can effect the connectivity of original signals, poor throughput and low data rates. Wireless equipment privacy is used at data link and physical layer of OSI model. As name implies, Wireless Equivalent Privacy goal is to provide an equivalent amount of security to all wired LAN networks. Wireless network is a type of computer network that has become vital for modern existence. The difference between wired and wireless networks is that multiple computer or devices can flexibly share resources without any additional installation of wiring. These resources can be a shared data, internet, printers and domain connectivity. In wired networks all communications can be possible by using some sort of any physical medium only, while wireless telecommunications networks are generally implemented and administered using radio communication over one or more access points. Some of benefits of wireless network are convenience, flexibility, productivity, easy setup, maintainable, expandable, robust security protection and cost. However, the disadvantages include interference in wireless signals because of any obstructions like wall or other wireless devices etc Cooper,4,2004. Nowadays, wireless networking is quickly become famous for both home and business networks and wireless products. Major organizations like IEEE, IFTF and Wi-Fi alliance are continually working to make improvement in this area. As stated above 802.11 was the original standard of the IEEE which could deliver 1-2 Mbps over 2.4 GHz range.

The Syndetic And Asyndetic Coordinations English Language Essay

The Syndetic And Asyndetic Coordinations English Language Essay The concept of cohesion is a semantic one; it refers to relations of meaning that exist within a text, and that define it as text. Cohesion occurs where the interpretation of some element in the discourse is dependent on that of another. The one presupposes the other, in the sense that it cannot be effectively decoded except by recourse to it. When this happens, a relation of cohesion is set up, and the two elements, the presupposing and the presupposed, are thereby at least potentially integrated into a text. Carter defines cohesion as the demonstrable pattern of the texts integrity, the marks of its hanging together (245). Coordination is a part of the system of a language. As a tool of cohesion, coordination is a process used in a language to combine units to make other units.   It is part of the basic efficiency of language through which simple units like phrases and the simple sentence are re-cycled to make longer and perhaps more complex units.    Coordinationinvolves the linking of units, in coordination; the units are constituent of the same level. In relating coordination to cohesion in poetic texts, reference needs to be made to the structural definition of poems; As Bloom asserts: Poems are not things but only words that refer to other words and those words refer to still other words, and so on into the densely overpopulated world of literary language. Any poem is an inter-poem, and any reading of a poem is an inter-reading. [] You cannot write or teach or think or even read without imitation, and what you imitate is what another person has done, that persons writing or teaching or thinking or reading. Your relation to what informs that person is tradition. (107-108). Bloom is also of the view that: What makes possible reading and writing is not a single anterior action which serves as origin and moment of plenitude but an open series of acts, both identifiable and lost, which work together to constitute something like a language: discursive possibilities, systems of convention, clichà ©s and descriptive systems. (110) 1.1 RESEARCH PROBLEM Poetic text may appear as fragmented association of words on the page. Yet, it makes powerful impressions and has a huge communicative effect. What text-forming resources contribute to this apparent meaningfulness? And in what ways are these resources employed in poetic text? How does this knowledge illumine our understanding of text and texture? These problems are addressed in the present study. 1.2 OBJECTIVES OF THE STUDY The objectives of this study are as follows: To examine the language of the selected poems of ChicayaUtamsisBOW HARP. To provide a better understanding and appreciation of the elements of coordination as employed in the poems. As Leech Shortassert: The poet does interesting things with language in poetry; aesthetic effect cannot be separated from the creative manipulation of the linguistic code inherent in the language. (2) This study, hence, set out to analyze some six selectedpoems of TchikayaUtamsititled Bow Harp. 1.3 SIGNIFICANCE OF THE STUDY Since researches in this area of study have not been exhaustively conducted, it is hoped that this studymay have its own contribution as it applies to analysis ofcoordinations in poetic texts. 1.4 SCOPE OF THE STUDY This research project is concerned with the analysis of BOW HARP which was originally written in French by TchicayaUtamsi and translated into English by Gerald Moore. The selection of the particular poems to be analyzed in this study is based on the recurrent themes they reflect and the belief that the poems manifest significantly the thematic concerns of the poet. The poems are selected and analyzed to discover how coordination is used in explicating certain message of the poet . The study endeavors to discuss the concept of coordination as it relates to cohesion. The present study focuses on the level of coordination and textual cohesion in the text. Hence, particular attention is given to the prominent coordinating features such as conjunctions, and, or, but. 1.5 METHODOLOGY OF THE STUDY The research examines coordination against the background of cohesion. The thematic function of the text forming resources is analyzed in the framework of conjunctions. The poetic texts are closely examined and used as a background to the analysis. Nevertheless, reference has been made to articles, journals and other scholarly books. THE POET TCHICAYA U TAMSI TchicayaUTamsi(1931-1988), the oldest of a generation of important Congolese writers, is one of the few whose reputation has reached beyond the confines of francophone Africa and France. While recognizing him as one of the leading contemporary African poets, critics and readers remain strangely reserved. Tchicayas writing defies classification. His intensely personal worldview and poetic expression create his own individual mythology, which sets him apart from all neat literary categories. His poetry is often described as hermetic. At the same time the poets obvious mastery of his medium precludes his being dismissed as obscure or unintelligible. At times Utamsis own words would seem to confirm his link with the surrealists. The surrealist poets highly individualistic message was dictated by his subconscious being, which he believed to be the echo of the universal consciousness. It was expressed by an arbitrary association of words which, at first reading, the poet often understood no better than the reader. Thisis very different from Utamsis dense and at times esoteric imagery, by which he expresses his profound and passionate identification with the suffering of Africa and, more particularly, of the Congo. Utamsis imagery is distinguishable from that of the surrealists because of its coherent scheme of reference and worldview. CHAPTER TWO LITERATURE REVIEW 2.0. INTRODUCTION This chapter is devoted to throwing some light on the theoretical aspects of the research work. The term coordination is central to this study. Nevertheless, derivations of coordination as a branch of linguistic study, how it has been explained and used in other genres will be looked at in order to set-up a conceptual framework that would help to make things clear and lay the foundation for subsequent analysis. 2.1. The Concept in Focus 2.1.1 Coordination Haspelmath(2000) defines coordination as syntactic constructions in which two or more units of the same type are combined into larger units and still have the same semantic relations with other surrounding elements (1). Bloomfields similar definition of coordination contrasts it with subordination: Endocentric constructions are of two kinds, co-ordinative(or serial) and subordinative(or attributive). In the former type the resultant phrase belongs to the same form-class as two or more of the constituentsIn subordinative endocentric constructions, the resultant phrase belongs to the same form-class as one of the constituents, which we call the head. (195). Both of these definitions are syntactic, and emphasize the balanced syntactic relationship between coordinated items. In addition, both definitions state that the structure resulting from coordination is of the same type (semantic in Haspelmaths definition, syntactic in Bloomfields) as the coordinated items. Yuasa and sadock in agreement with the observation of Bloomfield further mention 5 criteria that confirms the presence of coordination: Reversibility: changing the order of the conjuncts does not affect the truth conditions. Application of the coordinate structure constraint: the constituents of one clause cannot be questioned separately. No backward anaphora: a pronoun in the first clause cannot co refer with a full NP in the second clause. Multiple conjuncts are possible. All the conjuncts are equally asserted. (87-111.) Halliday and Hasan (1976) describe coordination as an intrasentential structural device. However, they do acknowledge that sets of sentences similar to coordination do exist especially if they share parallel structure, and view coordination as a structure of the paratactic type (223) CathrineFabricius-Hansen and Ramm, W. (2005) describe coordination as being used as a means of clause combining and information packaging at discourse level and differs from a sentence sequence by explicitly instructing the reader to keep the two propositions together in discourse processing. For example in establishing a discourse structure, licensing the inference of certain discourse relations to hold between the conjuncts, while blocking others. As a means of constructing (more) complex (clause/VP) constituents from simpler ones of the same syntactic category, coordination can be compared to certain kinds of adjunction, i.e. syntactic subordination (175-213). Coordination has been viewed by various scholars as processes used by languages to combine units to make other units. Or as a part of the basic efficiency of language through which simple units like phrases and the simple sentence are re-cycled to make longer and perhaps more complex units. Dickens (2009) re-categorizes coordinators as existing in a semantic clinewith disjuncts. By this he means a scale of varying levels of coordination: whilecoordinators such as and establish an equivalent and non-adverbial relationship betweentwo clauses such that neither is subordinate to the other, disjuncts like sinceestablishsome degree of indirectness and an adverbial relationship between the clauses (42:1076-1136). 2.2. Types of Coordination Syndetic and Asyndetic coordination Haspelmath and Quirk et al define asyndetic and syndetic coordination as Coordinate constructions lacking overt coordinator (asyndetic coordination) or having some overt linking devices such as conjunctions; and, but, or, nor, for, so, yet.(syndetic coordination). a). Slowly and stealthily, he crept towards his victim.(Quirk et al:50) And Asyndetic coordination as when the relationship of coordination is not marked overtly; a). Slowly, stealthily, he crept towards his victim. .(Quirk et al:50) Though there exist a relatively fixed order for subclasses of adjectives in asyndetic coordination, but the order is said to be relatively free when a coordinator is present. 2.3 Asyndetic Coordination 2.3.1 Asyndeton Kane (1988) states that despite its formidable name asyndeton is nothing more than a different way of handling a list or a series, Asyndeton uses no conjunctions and separates the terms of the list with commas. It differs from the conventional treatment of lists and series, which is to use only commas between all items except the last two, these being joined by a conjunction. Asyndeton is linked to asyndetic coordination. Asyndeton produces a hurried rhythm in the sentence. Corbett (1971) cites Aristotles observation that asyndeton was especially appropriate for the conclusion of a discourse, because there, perhaps more than in other places in the discourse, we may want to produce the emotional reaction that can be stirred by, among other means, rhythm, (470). Asyndeton is the instance of conjoining constructions in which there are no coordinators (also referred to as juxtaposition); monosyndeton, in which there is one coordinator; and polysyndeton, in which more than one coordinator is used. 2.4. Syndetic Coordination 2.4.1 Polysyndeton Polysyndeton is regarded as a way of handling a list or a series, places a conjunction (and, or) after every term in the list (except, the last). It is said to differs from the conventional treatment of lists and series, which is to use only commas between all items except the last two, these being joined by a conjunction'(Kane:1988). Polysyndeton is linked to Syndetic coordination , as opposed to Asyndeton which is linked to Asyndetic coordination. 2.5 Monosyndetic and Bisyndetic Coordination Coordinations may either have a single coordinator (monosyndetic) or two coordinators (bisyndetic). Haspelmath (2000) proffers some relevant constituency tests for monosyndetic coordination: (i) Intonation: In certain cases, English and forms an intonation group with the following phrase, not with the preceding phrase. (ii) Pauses: In English, it is much more natural to pause before and than after and. (iii) Discontinuous order: In special circumstances, the coordinands may be separated by other material, as when a coordinand is added as an afterthought. In English, the coordinator must be next to the second coordinand (e.g. My uncle will come tomorrow, or my aunt). Not my uncle or will come tomorrow, my aunt. (iv) (Morpho)phonological alternations: When the coordinator or one of thecoordinand undergoes (morpho)phonological alternations in the construction, this is evidence that they form a constituent together. (121) 2.6. The Nature of Coordination 2.6.1 Contrastive Coordination 2.6.2 Conjunction and Disjunction Haspelmath (2000) states that many languages distinguish between normal coordination such as A and B, X or Y, which may also be referred to as conjunctionand what might be called contrastive coordination: both A and B, either X or Y. The semantic difference he views is that in contrastive coordination, it is emphasized that each coordinand belongs to the coordination and each of them is considered separately. Hence, it creates opposing notion of meaning inherent in the text because two things cannot be separately similar. And like conjunction, Haspelmath (2000) regard disjunction markers as often polyfunctional. Dickens (2009) states that Disjuncts display some coordinator-like properties, so they are grouped on a continuum with coordinators (1089). Halliday and Hassan (1976) see conjunction as a cohesive device that relates sentences. Conjunctive elements they state: are cohesive not in themselves but indirectly, by virtue of their specific meanings; they are not primarily devices for reaching out into the preceding text, but express certain meanings which presuppose the presence of other components in the discourse (226). As similarly described by Bloor and Bloor (1995). Halliday and Hasan (1976) indicate that conjunctive relations are not tied to any particular sequence in the expression. Nevertheless, they argue that amongst the cohesion forming devices within text, conjunction is seen as the least directly identifiable relation. Conjunction they assume act as semantic cohesive tie within text in four categories: Additive, adversative, causal and temporal. Additive conjunction acts to structurally coordinate or link by adding to the presupposed item and are signaled through and, also, too, furthermore, additionally, etc. Additive conjunction may also act to negate the presupposed item and is signaled by nor, andnot, either, neither, etc. Adversative conjunctions act to indicate contrary to expectation (250) and are signaled by yet, though, only, but, in fact, rather, etc. Causal conjunction expresses result, reason and purpose and is signaled by so, then, for, because. Adversative coordination seems always binary; it must consist of two coordinands, so is described as causal and then is described as temporal (227). Halliday and Hassan acknowledge that conjunction is derived from coordination, they argue that Conjunction à ¢Ã¢â€š ¬Ã‚ ¦ is not simply coordination extended so as to operate between sentences, noting that one difference between coordinate and and conjunctive and is that coordinate and can link any number of items, whereas conjunctive and links pairs of sentences.   They view conjunctions as expressing one or other of a small number of very general relations (238). In the same vein Halliday and Matthiessen (1999) in relation to its cohesive function state that In conjunction, the various logical-semantic relations of expansion that construe clause complex structures à ¢Ã¢â€š ¬Ã‚ ¦ are deployed instead as a source of cohesion. They argue that among other resources which construe clauses and clause complexes into longer stretches of discourse without the formality of further grammatical structure are conjunction and lexical cohesion (530-31). Halliday and Matthiessen (1999) in extending the notion of language resources as tools of broadening and reaching out into meaning view that specific kinds of expansion or projection can be construed as either paratactic or hypotactic, insisting that some level of partial association exist, where some form of combinations are favored, while others are disfavored. They explain another kind of expansion in terms of conjunctive relations employing such conjunctions as and, or, but, instead, besides; as an additive, alternative, replacement, reservation, contrast. A third kind occurs with the use of adverbs functioning as conjunctions marking either the enhancing clause or correspondingly the one being enhanced (520-1). Scott Drellishak (2004) in his thesis: A Survey of Coordination Strategies in the Worlds Languages quotes Gleitman (1965) as viewing conjunction as one of many syntactic processes that serve the purpose of indicating contrast or reducing repetition ; conjoined sentence that does not indicate contrast or reduce repetition is described as not serving any purpose. (268) 2.7. Phrasal Coordination If two expressions have different semantic roles it will not be possible to coordinate them. Although it is sometimes said that the coordinands must belong to the same phrasal category; for instance, (tea) NP or (in a NigerianRestaurant) PP is said to be ungrammatical because it consists of an NP and a PP. However, coordination of different phrasal categories is often possible when both have the same semantic role. Also in phrasal coordination, the order of conjoined words can be influenced by the tendency for the shorter word to come first and within phrasal coordination, there can be ellipsis of the determiner (Quirk et al: 610). 2.8. Clausal Coordination When two or more clauses are coordinated, certain clause constituents are often ellipted from all but one of the clauses. More often than not, the effect of ellipsis is no more than to suggest a closer connection between the content of the clauses but sometimes the effect is to indicate that there is a combined process rather than two separate processes. And and or as clause linkers are restricted to initial position. Coordinated clauses with and and or are sequentially fixed in relation to the previous clause and cannot be transposed without producing ungrammaticality in sentence structure (Quirk et al: 553), a clause containing a conjunct may be linked to a preceding clause by one of the coordinating conjunctions (and, or, but) but not all the conjuncts admit each coordinator (Quirk et al:552-553). 2.9. Taxis in coordination The term taxis in English grammar means arrangement of units of ideas, thought, sentence constituents, structures that are grammatical constructs. In English grammar, taxis is categorized into two broad parts: I). Parataxis II). Hypotaxis Parataxis refers to the organization of clausal units on a parallel level employing coordinating conjunctions as the case may be. The center point of coordination is considered to be parataxis. The elements placed side by side does not exhibit a dependency relation and exists in no specified order of occurrence. Lakoff (1971) and Martin (1983) view Parataxis as the hallmark of coordination. Most often, the equality of the clauses is said to be clear both grammatically and semantically. Different units can be joined with Coordination at any level. The conjoined units, elements thus linked exhibit same semantic and syntactic category. This instance of conjoining equal grammatical structures (coordination) form our focus in this study and deviates from Hypotaxis which is the organization of constituents on a dependency relation with the use of subordinating conjunctions; it forms the basis of subordination in English grammar. 2.10. Symmetric and asymmetric coordination Coordinate constructions are said to have symmetrical properties such that conjuncts are paratactically construed, that a conjunct is not subordinated to another conjunct, that conjuncts have the same syntactic and semantic function ; on the other hand they have asymmetric properties such as command relationship between the first and the second conjuncts. This case is referred to as balanced and unbalanced case of coordination. 2.11. Approaches to Coordination Analysis and Coordination in Different Genres In poetic texts, the study of coordination is quite sparse and limited. For instance Miller (2007) explores biblical Hebrew poetry and the relationship of coordination to verbal gapping is what forms her point of focus. She comes up with the findings that asyndetic coordination is the hallmark of biblical Hebrew poetry and especially early poetry (41-60). Millers corpus contains 123 lines from the book of Isiah. Svetlana Petrova Michael Solf (2008) explore rhetorical relations and verb placement in the early Germanic languages. It presents a diachronic study about the distinction between coordination and subordination in discourse; it focuses on Old High German and on other early Germanic languages. Petrova and Solf consider other kinds of data, mostly from declaratives, in support of the claim that verb placement serves certain discourse functions in early Germanic languages. They come up with the finding that Verb fronting seems to have a clear functional purpose, as it is used to mark episode boundaries in Old High German. The study goes further in identifying some correlations between verb placement and discourse-structuring phenomenon in Old English, Old Saxon, and Old Norse, with similar discourse-structuring functions. A cross -linguistic approach is adopted in the study as opposed to functional approach in analysis. Ash Asudeh and Richard Crouch (2002) examine Coordination and Parallelism in Glue Semantics exploring points of convergence and divergence between approach to coordination and similar Categorial Grammar (CG) approaches. The research discusses parallelism in connection with the Coordinate Structure Constraint. The paper presents an account of the semantics of coordination, framed within the theory of Glue Semantics. The goal of a GLUE derivation as explicated in the study is to consume all the lexical premises to produce a single conclusion; stating the meaning of the sentence. Further asserting that Semantic ambiguity results when there are alternative derivations from the same set of premises. This study shares common interest with the present one as both relates coordination to instances of cohesion. While this study argues for glue approach to coordination the present study differs on the ground of functional approach of analysis. David Bell (2007) examines both the frequency and function of SIA (sentence initial and) and SIB (sentence initial but) in academic writing and its importance in understanding language in literary texts. While coordinator and is more frequent in academic prose than but, SIA is much less frequent than SIB. Collected data show a marked difference in the use of SIA and SIB across different genres of academic writing with SIA and SIB being far more prevalent in the humanities journals. Furthermore, the study shows that SIA, when compared with other additive connectives such as moreover, furthermore, in addition, etc., is the most frequently occurring additive marker in academic writing, while SIB is the second most preferred connective after however. With regard to function, the study goes on to argue that both SIA and SIB in academic writing function in three very similar ways: (i) to mark off a discourse unit by indicating the last item on a list; (ii) to indicate the development of an argument; and (iii) to indicate a discontinuity or shift with a previous discourse unit. This is in line with Halliday and Hassans (1975) view as regard the function of SIA and SIB. The study further asserts that whereas the most common function of SIA is that of indicating the last item on a list, the most common use of SIB is in the development of arguments. It argues that SIA and SIB perform special functions than the alternatives of asyndetic or zero coordination, the use of discourse markers that share their broad semantic function: Moreover, furthermore, in addition, and however, respectively, or intrasentential coordination cannot perform. The study proffers that the features allow SIA and SIB to preface a wider range of lexico-grammatical units such as interrogatives, stance adverbs and other discourse connectives and to create a tighter cohesive fit. It comments that it is these special features of cohesion which are held to explain the occurrence of SIA and SIB in academic writing. The focus here is on the use of SIA and SIB in academic discourse, it excluded occurrences of SIA and SIB in academic writing from other modes such as in transcripts of conversations, in quotes from fiction or in poetic texts which is the sole focus of the present research. Halliday and Hasan (1975) on SIA as part of their larger discussion of conjunction as one cohesive device in the concept of cohesion describes coordination as an intrasentential structural device while conjunction is seen as a cohesive device that relates sentences. In their examination of conjuncts, SIA is described as signaling an additive relationship between sentences while but is described as an adversative. Halliday and Hasan note that one difference between coordinate and, and conjunctive and, is that coordinate and can link any number of items, whereas conjunctive and links pairs of sentences (235). Halliday and Hasan distinguish a further use of SIA, which they suggest comes closest to its structural function as a coordinator, they call it next in a series' (236). They suggest that another example would be a series of points all contributing to one general argument. In this function, Halliday and Hasan argue that And retains some of the retrospective or retrojective effect, i.e. projecting backwards that and has as a coordinator (236). Here, SIA is viewed as signaling not the last item on a list but rather the continuation of an ongoing list of items. The study explicates that however, apart from the cases cited above where cohesive And operates similarly to coordinator and, the typical context for SIA is one where there is a total, or almost total shift in the participants from one sentence to the next, and yet the two sentences are very definitely part of a text (235). Another common context in narrative fiction for this shift is at the boundary of dialogue and narrative. What have been shown here is that SIA and SIB provide special features of cohesion that alternative forms of coordination do not. Schiffrin (1986, 1987, 2006) examines utterance and turn-initial and in conversation. She argues that and has two roles in talk: An ideational role where it coordinates idea units what she calls a discourse coordinator role, and an interactional or pragmatic or discourse marker role where it continues a speakers action, i.e. marking the speakers upcoming utterance as a continuation of the content and structure of an interaction, and these two functions most often occur simultaneously (1987: 128). As a marker of functionally differentiated idea units, the presence of and signals that the speaker identifies an upcoming unit as structurally coordinated or equivalent to a prior unit. In this way, and can differentiate among other things in narrative, support and position in arguments and explanations, and can also differentiate discourse topics. However, Schiffrin stresses that identifying the nature of these units depends on textual information beyond and itself (1987: 141). In Summary Halliday and Hasan (1976), and Schiffrin (1986, 1987, 2006),see SIA as bracketing discourse units, continuing discourse units, or signaling a shift between discourse units; and what determines the discourse function of these signaled discourse units is constructed by the interaction of the linguistic properties of and with the discourse context in which it occurs. Sotirova (2004), using the works of D.H. Lawrence, has argued that SIA, as well as other connectives, are used by Lawrence to signal perspectival shifts in free indirect style (227). Huttar (2002) has examined the use of both discourse-initial and (DIA) and SIA in poetry. Huttar argues that DIA is often used to establish an imagined context already in progress or imagined prior events from which the present utterance is understood to continue. An extremely common form of DIA is that of a question addressed in response to an implied interlocutors statement and often expressing surprise at the previous implied statement. Cotter (2003) on the other hand examines the use of SIA and SIB in newspapers over a one hundred year period. She used a 100,000-word corpus of newspaper articles a mixture of local and national syndicated articles, general news, and feature articles published between 1900 and 1995. Over this period, she noted an increasing occurrence of SIA/B and concurrent decline in temporal connectives. Among other factors, Cotter argues that these connectives help to create local and global coherence in news narratives, introduce new speakers and ideas, and link a series of short paragraphs. Cotter sees this increasing use of SIA/B as indicative of a historical shift from more text-centered to more reader-centered prose. Dorgeloh (2004) looked at SIA in a corpus of British English made up of LOB (Lancaster-Oslo/Bergen, 1961) and FLOB (Freiburg Lancaster-Oslo/Bergen, 1991). She indicates a decline in the use of SIA in both academic and newspaper writing. From her analysis she concludes that in written Modern English, SIA, where it does occur, marks functional shifts on a more global level of discourse (1777). From the literature reviewed, it becomes evident that there is prevalence in the use of additive and in academic discourse, prose, conversation, literary texts, newspapers, and in the humanities and social science fields generally. In frequency and function additive and is reckoned to be the most frequently occurring, followed by but; in poetic texts functionally, Huttar argues that and is often used to establish an imagined context already in progress or imagined prior events from which the present utterance is understood to continue while Halliday and Hasan (1976), and Schiffrin (1986, 1987, 2006),regard and as bracketing discourse units, continuing discourse units, or signaling a shift between discourse units. The subsequent analysis consider to what extent the frequency and functional assertions are based. This research departs from much of the previous studies, by presenting a functional linguistic analysis which was proffered by Halliday et al. Earlier researches often focus on the