An empirical analysis of islamic online banking in Malaysia(with Essay

An empirical analysis of islamic online banking in Malaysia(with empirical evidences) - Essay Example In addition, Malaysian Islamic banking assets are valued at U.S $ 65.5 billion and a growth rate of 18-20% per annum (Mckinsey, 2008). This suggests Malaysia has elaborate mechanisms that facilitate Muslim-specific financial needs. Consequently, as a result of its development, Islamic banking in Malaysia offers a myriad of sharia compliant online products to its customers. Islamic banking in Malaysia had its activities launched in 1983 after the establishment of the Bank Islam Malaysia Berhadad (BIMB) (Khir et al. 2008). Since its establishment, the banking system has developed to include a wide range of products, with Malaysian Islamic financial system considered as the most progressive system in offering different products in the Islamic economic world (Haron & Ahmed, 2011). Retail banking is one of the major products in Malaysian Islamic banking system. Retail banking targets a wide range of customer segment that include the awqaf employees, religious conservatives, miftis and any employee of the ministry of Muslim affairs (Garbois et al., 2012).Online products offered under this product include sms banking, credit card-i online application, all which account holders can operate online. Moreover, other services such as e-sadaqah, e-zakat. Payment of bills, reloading accounts, inter and intra bank transfers, which retail account holders can effect o nline through internet banking (Bank Islam Malaysia, 2009). Garbois et al. (2012) noted the Islamic banking sector in Malaysia has extended corporate banking products that target leading investors in the country. Through online banking services, corporate account holders in Malaysia may view the status of their accounts, loan balances, the status of any payments, view and download statements, effect intra and interbank transfers, pay bills, facilitate foreign funds transfers and make automatic payment to pay rolls through Autopay. Khir et al. (2008) further noted that a major product

Communicating with Children Essay Example for Free

Communicating with Children Essay ‘Communication is fundamental to development’ (Crow et al, 2008, p. 11). This essay will therefore critically discuss how certain factors can affect communication and how practitioners may be able to overcome these barriers in their daily practice. It will begin with a definition of communication, and then state some of the different ways we communicate on a daily basis. It will move on to explain the importance of these interactions, and illuminate how cultural, social, environmental and emotional factors can create barriers and affect communication with children. Finally, it will consider ways practitioners can become better at communicating with the children they work with. The word ‘communication’ basically means ‘to share’ and its desired outcome is understanding. It is a part of our basic drive to form relationships and is based on ‘theoretical knowledge, cultural understanding and experience’ (Crow et al, 2008, p. 7). It involves an ‘interchange of thoughts, opinions, or information’ (www. efinitions. net/definition/communication) which are transmitted through body language, ‘touch, listening, tone of voice, gesture, playing, observing, reassuring, explaining [†¦] and reflecting’ (Crow et al, 2008, p. 7). Effective communication can be beneficial to children and their welfare as it allows them to gain an identity, develop psychologically and intellectually, form and sustain social relationships, and express themselves emotionally. However, transmission channels between adults and children are not always straightforward, resulting in barriers to their communication skills which can cause ‘confusion, discriminat[ion], alienat[ion], [†¦] or create problems’ (Crow et al, 2008, p. 7). One such barrier is seen due to cultural differences. Through efficient communication, children learn the social rules of non-verbal communication, which includes body language and gestures. Learning these social rules are essential in order to communicate competently, however, communication is socially constructed, and body language and gestures therefore bear different meanings between and within cultures. The differences within sub-cultures are due to ‘language acquisition, linguistic differences or [a]different mother tongue’ (Crow et al, 2008, p. 30). It is also not uncommon for children to develop their own language and signs through the use of modern technology. This, on the one hand, is a positive aspect of communication, as developing bilingually can lead to future success, and technology allows for innovation and promotes relationships, but, not all children are as resilient as each other, and learning two languages at once, be that spoken or sign language, can confuse them a great deal. New forms of communication can also be confusing for practitioners with little experience of modern technology, which can lead to a reluctance to communicate and socialise, especially between generations. Cultural differences can therefore ‘inhibit as well as influence communication’ (Crow et al,2008, p. 0) with children. Socialisation is of great importance for communication with children. Gerhardt (2004, cited in Crow et a. , 2008, p. 11) claims that it should start from birth because ‘communication between carer and baby plays a key role in the development of the infant’s brain’. These first dydadic relationships and further experiences of socialisation contribute crucially towards a child’s communication progress as they allow for empathic responses, interpretation of non-verbal communication and the understanding of emotions at a later stage. Children who are not communicated with as babies are reported to suffer restricted brain growth and global delay (Crow et al, 2008, p. 12) due to deprivation of social contact and care. This can create a barrier to their acquisition of language. Be that as it may, not all children experience dydadic relationships, and they still learn to communicate. Hart and Risley’s (1995, cited in Crow et al, 2008, p. 12) observational study of communication amongst families suggests that the rate of language acquisition depends on socio-economic status, and that the richer the family, the richer the vocabulary. The nature/nurture debate therefore seems at large here in that babies may have an innate predisposition to learn spoken language but that it is their experience of communication and articulation with key members in their environment that shapes / hinders their capacity to learn. A positive environment can therefore promote communication with children; however, a child’s environment can also be of hindrance in numerous other ways. Children with sensory sensitivities, especially those diagnosed with an Autism Spectrum Disorder (ASD), can face profound barriers which could affect their communication. This is due to difficulty processing everyday sensory information in colourful/lively so called child friendly classrooms. These children, by not being able to cope with all the information surrounding them are likely to become anxious, stressed, cross, or even feel physical pain which can result in challenging behaviour due to their failure to communicate their emotions. There is a clear physiological explanation for this behaviour in that the ‘perception of threat causes the release of the hormones cortisol and adrenalin which block cognitive and memory processes and trigger the fight, flight or freeze reaction’ (Crow et al, 2008, p. 4). It is not only the communication of children diagnosed with ASD that are affected by emotions though. Children who have experienced neglect, abuse or who are being bullied can all suffer in silence. Furthermore, the emotions of practitioners themselves can have an impact on communication with children. If practitioners are angry, sad or not feeling themselves, their emotions and means of logical thinking can become impaired. Practitioners therefore need to find better ways of communicating with children, especially those who face particular barriers on a daily basis. A starting point would be to acclimatise themselves with what ‘studies of communication skills and processes have suggested [†¦] vital to model in work with children’ (Crow et a. , 2008, p. 22), namely expressive skills, listening skills and process skills. Expressive skills are vital to convey messages to others so that they understand what is being communicated. These skills involve facial expressions and body language. Listening skills involve the total opposite to expressive skills, and requires the listener to obtain and understand the messages and information conveyed by the other person. Both these sets of skills are important as they allow the practitioner to understand how they come across to others and to read emotions. Process skills are needed to manage communication, and they essentially help the practitioner to make appropriate choices, retrieve information/ knowledge or collect necessary tools in an orderly manner in order to interact with a child. Practitioners need to be very aware of their expressive skills and distinctive use of language, especially in light of cultural diversity. As Valerie Daniel (The Open University, 2013 a) stated, ‘body language says a lot’, and alongside gesture, it bears distinct meanings between cultures. Eye contact is one significant area of concern. It is one of the most forthright modes of communication, and where and how you look at someone can alter the interaction. Staring at someone you are communicating with can cause that person to feel uneasy, yet it is important to look at him/her in order to show that you are paying attention. Some cultures however discourage eye contact all together, and claim it is a form of rudeness. Particular use of language can also cause distinctions between children, for example one black pupil commented that ‘around the school when it’s white boys it’s a group but when it’s black boys it’s a gang and I think it’s wrong’(London Department Agency, 2004 cited in Crow et al, 2008, p. 16). It is important therefore that practitioners take care in their use of language as what people hear influences their perception (Kay and Kempton, 1984, cited in Crow et al, 2008, p. 5), and perceptions and understanding shape’s the experience of other’s. Practitioners therefore should use their process skills to gain cultural knowledge in order to be aware of the different implications of expressions and language before judging the actions of a child, as judgments are always based on personal experience. In doing so they can develop a rapport based on respect, and open up communication pathways so that children can ‘develop their own communication skills and [†¦] understanding of their society and culture’ (Crow et a. , 2008, p. 1) As communication methods develop, experience indicates that practitioners need to prioritise ways of communicating their services through modern technology. According to Turner (2003, cited in Crow et al, 2008, p. 11), one attribute children saw in an inadequate practitioner was that they are not interested. It is therefore important for practitioners to engage as much as possible with children and young people’s interests in order to get them to participate and communicate openly, rather than become introvert due to frustration over lack of understanding. Some may argue that ‘information technology is damaging children’s ability to communicate articulately and effectively’ (Crow et al. , 2008, p. 38). Nonetheless, as Vikki Butler (The Open University, 2013, b) suggests, ‘no one wants to participate in something that’s not relevant to them’, and in today’s technological age, it is modern technology that is embedded in children’s lifeworlds. Despite lack of training opportunities and funding, practitioners need to find a way of familiarising themselves with children’s culture. Children in turn will learn to respect practitioners for their interest and for not dismissing their innovative skills (Crow et al, 2008, p. 38), allowing communication and socialisation through the formation of collaborations. Providing opportunities for socialisation through group interactions could further develop practitioners’ communication with the children they work with as it allows the chance to ask open ended questions, which demand reactions longer than single word answers. Practitioners must not however ask too many questions in their quest to extend learning, as children tend to become wary and refuse to open up. Practitioners must also make use of their listening skills by listening to the child’s intent as well as content, not interrupting them and reflecting empathetically on their answers in order to show the child that they are interested in what they have to say. A group interaction such as circle time is a good method to improve both children’s and practitioner’s communication. It must be based on interests though because when ‘children are interested in what they do, [ ] you will be surprised at what they achieve’ (Valerie Daniel, The Open University, 2013, a). Ground rules of considerate communication must be set however, and these could be negotiated together as a group, but in the long run could result in helping children with their concentration, taking turns to speak, thinking before expressing their thoughts and listening to each other, essential skills of communication for all, especially those who missed out on being spoken to as babies. Practitioners can also provide younger children the chance to communicate and socialise through play. Play allows the practitioner a myriad of opportunities to gain knowledge regarding a child’s understanding of the world (Crow et al, 2008, p. 33). It also allows time to observe how a child feels at any given time. Further experience indicates that by providing toys such as puppets, toy animals or dressing up clothes, the practitioner provides the child with a means of expression in a safe environment, allowing him/her to detach themselves from an emotional situation. This can also be seen on the DVD material, (The Open University, 2013, b) where the child, an elective mute, used karaoke machines and puppets as a medium of communication. Ensuring safe havens would therefore promote practitioners communication methods with children who place importance on feeling safe. Children often suggest that practitioners could provide security by recognizing bullying as a real problem among pupils (The Open University, 2013, b). Practitioners could therefore prioritise emotional literacy by providing ways of expressing emotions such as placing bully boxes in classrooms. Ensuring equal opportunities between boys and girls would see the practitioner as being fair, which is an important issue during childhood. They could also ensure that every child feels valued at the setting by simply being friendly or by showing care and support for them. This could be done by a simple hand on the shoulder or reciprocating spontaneous hugs (The Open University, 2013, a), however practitioners, especially males, need to be aware of policies and the implications of touch, as contact can be misinterpreted. Actions must therefore always be above any criticism. Nonetheless, allowing a means of safety and ensuring a place where a child feels content can inhibit frustrations and improve a child’s self-esteem. This can only lead to better communication channels with practitioners. Cultural, social, environmental and emotional factors can therefore create barriers and affect children’s communication. Still, as communication is a social construct, the extent to which it is inhibited depends on time and place. Practitioners, through knowledge of vital skills can alleviate these barriers in order to assist children suppress their frustrations and emotions, and develop their communication skills along the way. Simultaneously, practitioners gain an insight into the way they are perceived, allowing them to reflect and become better communicators with the children with whom they work. As already stated therefore, ‘communication is vital for development’ (Crow et al, 2008, p. 11), however it is now clear that it has been, presently is, and will be equally vital to the progress of both children and practitioners in the future.

Preparation Of Oxalate Complexes Of Iron Biology Essay

Preparation Of Oxalate Complexes Of Iron Biology Essay To prepare two oxalate complexes of iron namely, Potassium Trioxalatoferrate Trihydrate and Iron Oxalate and to analyse the products for iron and oxalate respectively. One of the properties known to be characterised by transition metals such as iron is complex ion formation since they are able to form stable complexes. In this experiment, two complex of iron are being formed with the oxalate ion being the common ligand in both. Potassium Trioxalatoferrate (III) Trihydrate and Iron (II) Oxalate are the two complexes being formed and are represented by the following chemical structures: Figure 1: Chemical structures of Potassium Trioxalatoferrate (III) Trihydrate and Iron (II) Oxalate respectively. The oxalate ion, apart from acting as a Lewis base can be referred to as a bidentate ligand since an oxalate ion can donates two pairs of electrons (one from each oxygen) to the iron (III) or Iron (II) cation acting as a Lewis acid from two oxygen atoms as can be seen in figure 1 above. Iron can form a variety of complexes with most of them having an octahedral geometry. In this experiment, the Iron (II) oxalate formed is characterised by an Fe2+ as the central metal cation. This is then oxidised to Fe3+ in order to synthesise the Potassium Trioxalatoferrate (III) Trihydrate complex characterised by an Fe3+ as the central metal cation. Certain complexes such as the Potassium Trioxalatoferrate (III) Trihydrate complex are unstable to light and therefore they are said to be photosensitive. For this reason, it is a must to store such a complexes under dark conditions in order to prevent the reduction of the Fe3+ ion back to the Fe2+ ion. The amount of oxalate within a complex can be determined using titrimetric analysis. Potassium permanganate is titrated with the oxalate ion and the amount of oxalate can be determined through this redox titration. No indicator is necessary in such a titration due to the fact that the endpoint is characterised by a faint pink colour resulting from the fact that at the end point, excess un reacted permanganate ions are present in the solution since all the oxalate ions would have been consumed. The amount of iron in a complex on the other hand can be analysed following the addition of zinc to the complex solution followed by heating. Once this is carried out, the resulting solutions can be treated with potassium permanganate in a redox titration as described previously above and hence, the amount of iron in a complex can be determined. In this experiment, heating is involved in the redox titrations due to the fact that since the reaction is rather slow at room temperature, in order for one to observe a quick colour change at the end point, the solution needs to be heated to around 60oC. Method Chemicals used Ferrous ammonium sulphate Hydrogen peroxide Sulfuric acid Ethanol Oxalic acid Zinc Ferrous oxalate Potassium permanganate Potassium oxalate Apparatus used Buchner funnel Heating mantle Burette Weighing boat Thermometer Filter paper Magnetic stirrer Glass wool Analytical balance Measuring cylinder Procedure Part a Preparation of Iron (II) oxalate 15g of ferrous ammonium sulphate were dissolved in 50mL warm water which had been acidified with 1mL 2M sulfuric acid. To this, a solution of 10% 75mL oxalic acid was added with rapid stirring. The mixture was gently heated until its boiling point was reached and the yellow precipitate of ferrous oxalate formed was allowed to settle. The precipitate was removed by filtration on a Buchner funnel and washed thourally with hot water followed by acetone. The product was allowed to dry on a funnel under suction and was then weighed. Part B Preparation of Potassium Trioxalatoferrate (III) Trihydrate. 3.25g of ferrous oxalate was suspended in a warm solution of (5g in 15mL water) potassium oxalate. To this, 15mL 20 vol. Hydrogen peroxide was added from a burette whilst the solution was stirred continuously and the temperature was maintained at 40oC. The solution contained a precipitate of ferric hydroxide and this was removed by heating the solution to its boiling point and adding 10mL 10% oxalic acid. Further small amounts of oxalic acid was added drop wise until the precipitate just dissolved. The hot solution was filtered and 15mL ethanol was added to the filtrate in order to re dissolve any crystals that formed by gentle heating. The solution was placed in a dark cupboard to crystallize since the product formed was photosensitive. The crystals were collected by filtration on a Buchner funnel and later washed with an equivolume mixture of ethanol and water followed by acetone. The crystals were then dried and weighed. Part C The analysis of the products for Iron and Oxalate For Iron (II) oxalate: 0.3g of oxalate were dissolved in 25mL 2M sulfuric acid and the solution was heated to 60oC and titrated with 0.2M standard potassium permanganate solution until the first permanganate pink colour was observed. 2g of zinc dust was added and the solution was boiled for 25 minutes. The solution was filtered through glass wool and the residual zinc was washed with 2M sulfuric acid. The washings were added to the filtrate and the solution was titrated with standard potassium permanganate. The percentages of iron, oxalate and water of recrystalisation in the product were determined and hence, the empirical formula could be derived. For Potassium trioxalatoferrate (III) trihydrate: 0.2g of Potassium trioxalatoferrate (III) trihydrate were dissolved in 25mL 2M sulfuric acid and titrated with 0.02M permanganate. The solution was treated with zinc dust and re-titrated with permanganate as described in the analysis of Iron (II) oxalate above. The percentages of iron and oxalate in the complex were determined and this was compared to the theoretical value. Precautions: It was made sure that in the preparation of Potassium Trioxalatoferrate (III) Trihydrate, ethanol was added to the filtrate in order to re dissolve any crystals that formed by gentle heating. It was made sure that in the preparation of Potassium Trioxalatoferrate (III) Trihydrate, the solution was placed in a dark cupboard to crystallize since the product formed was photosensitive. It was made sure that for the preparation of Potassium Trioxalatoferrate (III) Trihydrate, the temperature was maintained at 40oC to prevent hydrogen peroxide decomposition. Observations: Ferrous (II) oxalate had a yellow precipitate and at the end a yellow powder was obtained. The endpoint of the redox titrimetric titration was marked by a faint pink colouration. Ferric hydroxide had a brown precipitate which turned into a green solution upon excess oxalic acid was added. Potassium Trioxalatoferrate (III) Trihydrate formed was in the form of green crystals. 3. Results and Calculations Results: Part A: Ferrous ammonium sulphate weighed 15.042g 10% oxalic acid measured 75mL Mass of ferrous (II) oxalate obtained 5.586g Part B: Ferrous (II) oxalate used 3.269g Potassium oxalate used 5.008g Mass of Potassium Trioxalatoferrate (III) Trihydrate obtained 2.205g Part C: Ferrous (II) oxalate used 0.320g Potassium Trioxalatoferrate (III) Trihydrate used 0.200g Zinc used 2g Volume of permanganate required in the redox titration between iron (II) oxalate and permanganate 49.5mL Volume of permanganate required in the redox titration between iron (II) oxalate and permanganate in the presence of zinc 15.50mL Volume of permanganate required in the redox titration between Potassium Trioxalatoferrate (III) Trihydrate and permanganate 24.50mL Volume of permanganate required in the redox titration between Potassium Trioxalatoferrate (III) Trihydrate and permanganate in the presence of zinc 4.00mL Calculations: Analysis of products for Iron Oxalate for Iron(II) oxalate The equations taking place in the reaction are: 2MnO4- (aq) + 5C2O42- (aq) + 16H+ (aq) Æ’Â   2Mn2+ (aq) + 10CO2 (g) + 8H2O (l) 5Fe2+ + MnO4- + 8H+ Æ’Â   5Fe3+ + Mn2+ + H2O Moles permanganate reacting with oxalate and iron = Concentration of permanganate x Volume of permanganate required: Moles permanganate = 0.02 x (49.50 / 1000) Moles permanganate = 0.00099 moles Moles permanganate reacting with iron (II) = Concentration of permanganate x Volume of permanganate required: Moles permanganate = 0.02 x (15.5 / 1000) Moles permanganate = 0.00031 moles Therefore, moles of permanganate reacting with the oxalate ions = Total number of moles Number of moles of permanganate reacting with iron. 0.00099 0.00031 = 0.00068 moles From the stoichiometry of the equation it is observed that 2 moles of permanganate react with 5 moles of oxalate, thus: Moles of oxalate = 5/2 (0.00068) = 0.0017 moles Grams of oxalate = number of moles x mass of oxalate Grams of oxalate = 0.0017 x 88 Grams of oxalate = 0.150 grams Therefore % oxalate in the product: (0.150 / 0.320) x 100 = 46.9 % From the stoichiometry of the equation it is observed that 1 mole of permanganate react with 5 moles of Iron, thus: Moles of oxalate = 5 (0.00031) = 0.00155 moles Grams of Iron (II) = number of moles x mass of oxalate Grams of Iron (II) = 0.00155 x 56 Grams of Iron (II) = 0.087 grams Therefore % Iron in the product: (0.087 / 0.320) x 100 = 27.19% The mass of water = Total mass of complex (Mass of oxalate + iron (ii)) Mass of water = 0.320 (0.150 + 0.087) = 0.083g Therefore moles = grams / RMM Moles water = 0.083 / 18 Moles water = 0.0046 moles Therefore % water in product: (0.083 / 0.320) x 100 = 25.9% To calculate the empirical formula: Iron Oxalate Water 0.00155 : 0.0017 : 0.0046 0.00155 : 0.00155 : 0.00155 1 : 1 : 3 Thus empirical formula is FeC2O4.3H2O Analysis of products for Iron Oxalate for Potassium trioxalatoferrate (III) trihydrate. The equation taking place in the reaction are: 2MnO4- (aq) + 5C2O42- (aq) + 16H+ (aq) Æ’Â   2Mn2+ (aq) + 10CO2 (g) + 8H2O (l) 5Fe2+ + MnO4- + 8H+ Æ’Â   5Fe3+ + Mn2+ + H2O Moles permanganate reacting with oxalate = Concentration of permanganate x Volume of permanganate required: Moles permanganate = 0.02 x (24.5 / 1000) Moles permanganate = 0.00049 moles From the stoichiometry of the equation it is observed that 2 moles of permanganate react with 5 moles of oxalate, thus: Moles of oxalate = 5/2 (0.00049) = 0.00123 moles Grams of oxalate = number of moles x mass of oxalate Grams of oxalate = 0.00123 x 88 Grams of oxalate = 0.108 grams Therefore % oxalate in the product: (0.108 / 0.200) x 100 = 54 % Moles permanganate reacting with iron (III) = Concentration of permanganate x Volume of permanganate required: Moles permanganate = 0.02 x (4.00 / 1000) Moles permanganate = 810-5 moles From the stoichiometry of the equation it is observed that 1 mole of permanganate react with 5 moles of Iron, thus: Moles of oxalate = 5 (810-5) = 0.0004 moles Grams of Iron = number of moles x mass of oxalate Grams of Iron = 0.0004 x 56 Grams of Iron = 0.0224 grams Therefore % Iron in the product: (0.0224 / 0.200) x 100 = 11.20% Discussion: In the first part of the experiment, ferrous ammonium sulphate, also known as Mohrs Salt was treated with warm water and sulphuric acid in order to prevent the formation of rust coloured iron hydroxides and oxides. This was followed by oxalic acid. The oxalate ions replace some or all of the sulphate ligands surrounding the Fe2+ ion and as a result, a yellow precipitate of ferrous oxalate forms. The reaction taking place is as follows: H2C2O4 (aq) + Fe2+ (aq) + 2H2O (l) Æ’Â   3H2O+ (aq) + FeC2O4 (s) In order to oxidise the Fe2+ ion into an Fe3+ ion in ferrous oxalate, hydrogen peroxide, acting as an oxidising agent is added to a solution of ferrous oxalate and potassium oxalate. Temperature control is very crucial in this step due to the fact at high temperatures, hydrogen peroxide can decompose and thus would not be able to oxidise the iron (II) to iron (III) required to prepare the Potassium trioxalatoferrate (III) trihydrate complex. It is important to make sure that all the iron (ii) has been oxidised to iron (iii) due to the fact that since each complex consists of a different number of oxalate ligands, if a mixture of the two complex ions is present, the empirical formula determination would become difficult. The reaction taking place is as follows: 2FeC2O4 (s) + C2O42- (aq) + H2O2 (aq) + 2H3O+ (aq) Æ’Â   4H2O (l) + Fe2(C2O4 )3 (s) When the Fe2(C2O4 )3 precipitate was dissolved, [Fe(C2O4)3]3- forms. This reacts with the potassium ions in solution introduced via the potassium oxalate and forms potassium trioxalatoferrate (III) which is photosensitive and thus must be stored in the dark. In the analysis of the oxalate ion, no indicator is required in the redox titration between permanganate and the oxalate ions due to the fact that at the end point, since potassium permanganate is an oxidising agent, it oxidises the oxalate ions in solution into carbon dioxide and as a result, permanganate is itself reduced to Mn2+ therefore a faint pink colour is observed at the endpoint. The reactions taking place are as follows: 2MnO4- (aq) + 5C2O42- (aq) + 16H+ (aq) Æ’Â   2Mn2+ (aq) + 10CO2 (g) + 8H2O (l) In order to analyse the iron content in the complexes formed, zinc is added followed by heating the solution. Once this was complete, the solution was treated with permanganate in a redox titration similar to the one described previously above. The reaction taking place is as follows: 5Fe2+ + MnO4- + 8H+ Æ’Â   5Fe3+ + Mn2+ + H2O Conclusion: This experiment has shown that iron being a transition metal can exist as various oxidation states. These oxidation states can then form a variety of complexes with various ligands. The complexes that are formed can then be analysed using a redox titration in order to determine the percentages of iron and oxalate in the complex. In this experiment, the empirical formula of Iron (II) oxalate was found to be FeC2O4.3H2O and consisted of 46.9 % oxalate, 27.19% Iron (II) and 25.9% water where as the Trioxalatoferrate (III) Trihydrate consisted of 54% oxalate and 11.20% iron (III)

Comparing Thoreau’s Civil Disobedience and Kings Letter From a Birming

Comparing Thoreau’s Civil Disobedience and Martin Luther King's Letter From a Birmingham Jail The two essays, "Civil Disobedience," by Henry David Thoreau, and "Letter From a Birmingham Jail," by Martin Luther King, Jr., effectively illustrate the authors' opinions of justice. Each author has his main point; Thoreau, in dealing with justice as it relates to government, asks for "not at once no government, but at once a better government. King contends that "injustice anywhere is a threat to justice everywhere." Both essays offer a complete argument for justice, but, given the conditions, King's essay remains more effective, in that its persuasive techniques have more practical application. Both essays extensively implement both emotional and ethical appeal to give their respective ideas validity. One persuasive technique that each author implements to support his ideas emotionally is the use of biblical allusion. However, in comparison, King's use is stronger in that the tone of his allusions is more appealing to the reader. King's allusions cause the reader to want take action against injustice, whereas Thoreau's are darker -- more likely to make the reader want to submit to and accept the injustices portrayed. For example, King, in his first biblical allusion, manages to draw glory into his struggle by comparing himself with the Apostle Paul, feeling "compelled to carry the gospel of freedom beyond my particular home town," just as Paul "left his little village of Tarsus and carried the gospel of Jesus Christ to practically every hamlet and city in the Graeco-Roman world.. . ." This stirs admiration in the reader for King and adds relevance to his struggle. Later King discusses the history of his style of civil dis... ...ide: ". . .one does not remain inert to make way for the other, but both obey their own laws, and spring and grow and flourish as best they can, till one, perchance, overshadows and destroys the other." All three of these comparisons, while being beneficial to the essay's main idea, are too obscure and irrelevant to have any real persuasive power. Granted, both essays effectively implement both emotional and ethical appeal to the reader in order to be persuasive, and each, given the right conditions has the potential to be equally effective. But, given the conditions we are under, including the time frame, ("Civil Disobedience" was written over one hundred years before "Letter From a Birmingham Jail") King's essay, overall, features more of the characteristics, as well as the accessibility to produce a higher level of comprehension and relevance for the reader.

Multiplier and Accelerator Theory Essay

Multiplier and accelerator theory The Keynesians, have offered a demand side explanation of the business cycle. According to them, the fluctuations in output and employment in the country are caused by fluctuations in aggregate demand. The ups and downs in aggregate demand are caused by changes in the volume of investment. The volume of investment is directly related to the marginal efficiency of capital. The investment increases in response to higher marginal efficiency of capital and decreases with the fall in the profit expectations of the entrepreneurs. The Keynesians further put forward the theory of multiplier which shows how the increase or decrease in investment causes multiplied changes in income and employment and thus heightens a boom or deepens a depression. The Keynesians failed as they did not explain the cyclical nature of the ups and downs in business cycle. J. R. Hicks and Professor Samuelson put forward a new theory of business cycle named as Multiplier and Accelerator Theory of business cycle.†¨Ã¢â‚¬ ¨Multiplier and Accelerator Theory†¨According to J. R. Hicks and Samuelson, the multiplier alone cannot explain the cyclical nature of the business cycle. It is the interaction between the multiplier and accelerator that explains the emergence of different phases of business cycle. The multiplier tells us that a change in the level of autonomous investment brings about a relatively greater change in the level of national income. The accelerator theory states that the current investment spending depends positively on the expected future growth of real GDP. When real GDP growth is expected to be high, firms anticipate that their investment in plants and equipment will be profitable. They, therefore, increase their total investment spending.†¨Ã¢â‚¬ ¨The concept of accelerator is not rival to the concept of multiplier. They are parallel concepts. The multiplier shows the effect of changes in autonomous investment to changes in income’ and employment. The accelerator shows the effect of changes in income to changes in induced investment. Professor Samuelson and J. R. Hicks model of multiplier accelerator offers quite satisfactory explanation of explaining turning points to business cycle.†¨Ã¢â‚¬ ¨Interactive role of multiplier and accelerator.†¨The multiplier-accelerator interaction theory of business cycle is explained now in brief. Let us assume a certain amount of autonomous investment is injected into the economy. This would generate an expansion of income many  times greater than itself on account of the operation of the multiplier mechanism. The increase in income would lead to rise in demand for consumer goods. The increase in demand for consumer goods induces more investment in the capital goods industries. The increase in investment would be much more than the increase in demand for consumer goods owing to the operation of the accelerator. The interaction of the multiplier and accelerator sets in the upswing of the trade cycle.†¨Ã¢â‚¬ ¨The rise in income and employment does not continue for a long time. The rise in income and employment progressively slows down. The reason is that the marginal propensity to consume starts declining with the rise in income in the upward swing of the business cycle. A decrease in consumption would result into a greater decrease in investment on account of reverse working of the accelerator A decrease in investment would lead to a greater decrease in income on account of the reverse working of the multiplier In short the combination of reverse working of the accelerator and multiplier sets in downward swing in the business cycle.†¨Ã¢â‚¬ ¨Interactive role of multiplier and accelerator†¨ †¨Ã¢â‚¬ ¨Ala = Increase in autonomous – investment†¨Ala = Increase in autonomous investment†¨Ay = Increase in income†¨Aid = Increase in induced investment †¨v = Size of the accelerator

How to Develop, Organize, and Plan Instruction

How to Develop, Organize, and Plan Instruction Good planning is the first step to an effective classroom, and one of the six main teacher tasks that excellent teachers must master. A well-planned class reduces stress on the teacher and helps minimize disruptions. When teachers know what they need to accomplish and how they are going to do it, they have a better opportunity to achieve success with the added benefit of less stress. Further, when students are engaged during the entire class period, they have less opportunity to cause disruptions. Obviously, the demeanor of the teacher, the quality of the lesson, and the method of delivery all play into an effective day in class. With that said, it all starts with a good plan. Steps for Planning Instruction Look over the state and national standards and your texts and supplemental materials to determine what concepts you must cover in the year. Make sure to include any required test preparation material. Use this to create a plan of study for your course.Create a personalized lesson plan calendar. This will help you visualize and organize your instruction.Plan your units using your overall plan of study and your calendar.Create detailed unit lesson plans. These should include the following items to be effective:ObjectivesActivitiesTime estimatesRequired materialsAlternatives- Make sure to plan for those students who might be absent during your activities.Assessment- This includes classwork, homework, and tests  Transfer your broad unit plan to a planning book to keep yourself organized. This will help with implementation and focus. This is where all the unit plans come together to give you a broader picture of the year.Write a daily lesson outline and agenda. The details included will differ depending how detailed you wish to be. Some teachers create a simple outline with times attached to help keep them on track while others include detailed notes and written information. At a bare minimum, you should have an agenda prepared for yourself and your students so that you appear organized and you make smooth transitions. It is very easy to lose student attention as you search for the page that you want them to read or fumble through a stack of papers. Create and/or gather any required items. Make handouts, overheads, lectures notes, manipulatives, etc. If you are going to start each day with a warm-up, then have this created and ready to go. If your lesson requires a movie or item from the media center, make sure that you put in your request early so that you are not disappointed on the day of your lesson. Planning for the Unexpected As most teachers realize, interruptions and unexpected events often occur in class. This might range from pulled fire alarms and unexpected assemblies to your own illnesses and emergencies. Therefore, you should create plans that will help you deal with these unexpected events. Create mini-lessons to help fill up any time that might be left at the end of a class period. Even the best teachers are sometimes left with extra time. Instead of just letting students talk, use this time for extra instruction or possibly educational fun. Further, if an unexpected assembly is called leaving you with just 15 minutes of instruction, these lessons can be a godsend.Emergency lesson plans are a necessity for all teachers. If you cannot make it to school at the last minute or have to leave to deal with a personal emergency, you need to leave lesson plans to help your substitute. This combined with your substitute folder is important to help your classroom continue to function without you.