American Son

On one hand, Globalization created an anatomy of modernity and pleasurable living taking us on the route of development spree, yet on the other hand this very Globalization created paradoxical complex situations in the lives of our young ones. These young ones who on one hand want to break all the cords of conventional thoughts and ideological patterns that were dominating in their societal world and on the other hand want to enter into the world shown to them by the materialistic society of today.Children’s dreams and images of the glamorous world shown to them in the American society are enough to turn their versatile mind towards the fulfillment of realization of their goals. But more and more children from different parts of the world trying to follow the ideals of the glamour and power showered on them by Hollywood, more and more they find themselves entangled into the web of unsuccessful endeavors resulting in lashing against each other. This very preposterous position o f their duplicate life faced by the children has been captured in the intricate words of â€Å"American son†.The novel revolves around Filipino immigrants, and the effect that the American culture in Globalization world have on them, the problems they are facing in searching their own identity and the violent effects on them resulting from the racism. The attraction of the children for the materialistic goods, their desire for luxurious life and the lack of familial bond they had to face take them to the path of crime coaxing them for stealing and coveting.Globalization brought the glamour world into the souls of the generation next coaxing them into following unattainable ideals of the fashionable world, and when success remains aloof from these young Filipino Americans, they resort to crime and violence. The society of Filipino American youths so revealed in 1993 in California by Brian Roley reflects the â€Å"underbelly of the modern immigrant experience† (back cove r). The dilemma of the Filipino youths is seen through the eyes of Gabrielito Sullivan, fifteen-year-old American boy.He was a boy who was born and brought up by white father and Filipino mother. The whole family strove to maintain a balance between their traditional values raised by the voice of Uncle Betino in the Philippines through his letters and the attractions of the genre class of the American society, living in West LA. Gabrielito, nickname Gabe, his mother, and his older brother Tomas, emigrated to America almost ten years before, had to fight at every stage of their life to regain their identity in the multifarious city of Los Angles.They had to rely on menial or dead end jobs away from their families, as seen by Rhacel Parrenas, â€Å"partial citizenship, the pain of family separation, the experience of contradictory class mobility, and the feeling of social exclusion or non-belonging in the migrant community† (Parrenas, 12), speak volume of the sufferings they ha d to go through and the trauma of the violent acts they had to face due to poverty that had put all the concepts of Globalization lay bare. Gabe did not see his father, since the day he got drunk and returned from his station in Germany.He still remembered that darkest phase of his life when his father thrashed the children and â€Å"making fun of Filipinos and her family,† the father told Tomas that he only married their mom because â€Å"he wanted someone meek and obedient, but had been fooled because she came with a nagging extended family. † (Roley 24) When his father left the home, Gabe’s mother would often call up her brother in the Philippines to seek his advice on how she should bring her children up.She would often receive letters from Uncle Betino to send her sons’ back to Philippines to imbibe in them â€Å"some of the Asian virtues of [the] family heritage. † (Roley 201) These letters did not allow Gabe’s mother to come out of he r roots and neither allowed her to fully assimilate herself in the American society. Even though economical hardships loomed large on her face, she still did not want to go back as she could not bear the heat, showers that spread smell, the insects, diseases, and relatives who make â€Å"tsismis about each other behind their backs† (Roley 33).Tomas tried to reconcile himself into the American family and defying the racist and discriminatory attitude by showing his masculinity. He would often end up in the family parties with â€Å"his muscles all covered in gangster tattoos and his head shaved down to stubble and his eyes bloodshot from pot. † (Roley 15) This character and personality adopted by Tomas spread the spark of rebel and violence against his own self and against the duplicate society. He was always finding himself in the company of tough Mexicans and his tattoos also postured the Mexican identity.â€Å"His tattoos are mostly gang, Spanish, and old-lady Catho lic,† Gabe observed, as he noted â€Å"the Virgin of Guadalupe tattoo that covers his back from his neck down to his pants. † (Roley 17) Tomas tried to use the stereotype and racists attitude of the society to fulfill his commercial gains. In his business of Dogs, he uses the language that signifies the stereotype image that is breathing in the American souls. He uses German language to sell his dogs and all to the â€Å"rich people and celebrities. † (Roley 15) He uses the tactic of story telling with nationalized concept to draw in the attention of his clients towards his dogs.He is often heard saying to his clients that his dogs have â€Å"pedigrees that go back to Germany, and that they descend from dogs the Nazis used [and that his training] is a Teutonic art that goes back to the Prussian war states. † (Roley 20) It’s only by proclaiming himself as Nazi that he is able to find himself recognized and legitimate citizen among high-class society of America. The most alluring part lies in the fact that all lies are easily taken for granted, as whole society is inflexed with racism. Since ages, Asian males had been subjected to mistreatment and exclusion laws.Their masculine power were thought of as a crime and considered as harmful for the whole society as they were thought of to be terminator of diseases, miscegenation and sexual corruption. Majority of the males were put to work considered as feminine in nature and were poorly paid and were represented in Media as hypersexual. In a bid to develop a viable his identity as a macho man, time and again, Tomas would succumb himself in violence and goes to an extent of beating his brother, whenever he looked at his subservient attitude.Though both Tomas and Gabe loved their mother but they would get frustrated at their helplessness and by the financial difficulties that they had to undergo and to overcome this Tomas involved himself in all petty crimes like assaulting others, br eaking into the houses of other people, and robbery. By the end of the novel, he took Gabe along with him for stealing the goods of other people and then again selling them only with a hope to increase their wealth and along with that the status of their mother. Tomas stole the items like brass sinks faucets and bathroom fittings and in exchange bought a new bed for her mother.Once in a house of Brentwood Park, Tomas told Gabe, â€Å"Look for the pearls. Or anything with gold on it. Forget the silver stuff. It wouldn't look good on her brown skin. † (Roley 147) As it was amply clear to them that their success and to make themselves recognized in a society, wealth is the most important and established proposition, in what ever way it is earned. To gain the status and position in American society, the most important qualification is how wealthy you are. And Tomas was following the same path.He was showering his love for mother by giving her all the wealthy possessions, which we re constantly figured in various forms of media like glossy magazines, television, film and advertisements attracting Filipino youths. Spending the life in a capitalist society surrounded with materialistic wealth but not having any thing for themselves, the lives of Filipino youths was just similar to a thirsty person surrounded with sea. It’s like water is everywhere but not a single drop to drink. In the social and political spheres that engulfed America in the nineteenth century it was impossible for them to earn money in a legitimate way.There were very few options left for them to earn the status and legitimacy among high and legendry class. In his quest to acquire wealth, Tomas became a hustler. As said by Mercer and Julien, â€Å"the figure of the hustler [†¦ ] is intelligible as a valid response to conditions of racism, poverty and exploitation, it does not challenge that system of oppression but rather accommodates itself to it: illegal means are used to attai n the same normative ends or ‘goals' of consumption associated with the patriarchal definition of the man's role as ‘breadwinner'†.(Mercer and Julien, 114) They think themselves as American Son only if they act violently. The violence and crime can only gratify them. They showed their aggressiveness by beating Ben, one of the schoolmates of Gabe, who was also, son of rich American woman. Ben threatened them to collect eight hundred dollars from their mother as she by mistake knocked at the woman’s land Cruiser, which was in front of their school. And while hurling the tire iron at Ben’s legs, Gabe thought that, â€Å"I feel a rush not of anxiety but of confidence.In a scary way I realize I like it. Strangely, that only makes my stomach worse. †(Roley 215) In the end of the story, when Tomas placed his hand over Gabe just like a father would do to his son, showed the volume of the self will power and reassurance they are giving to each other. Wi th the help of both criminal as well as legitimate ways, both the protagonists enabled themselves to get along with the ways of the world full of prejudice and disproportionate disposition.They may not be now trans-migrants like their mother, but they forgot their values and traditions and defied both court and law. The most crucial aspect of the novel is the inner conflict of the protagonists that arises from their own self and society that is shown in Gabe’s nature too who was earlier a submissive child but soon followed Tomas way of life. When beaten by his brother, his inner instinct told him to go and take revenge and so he took revenge on Tomas by stealing his car and dog.He then ran away to Northern California so that he can find himself get rid of his family and from his brother’s violent behavior towards him but his bonds for his family succumbed him to return and join Tomas. Today’s youths want to unleash the old conventional ways of life and grasp the wealth and power, and when they don’t get it they resort to crime. They want to ask questions and seek reliable answers from society and from their life, and when they do not get the answer they find their own way whether it is crime or other wise.This is a way of the world as they are the youths and sons of this world. WORKS CITED Mercer, Kobena and Isaac Julien. â€Å"Race, Sexual Politics and Black Masculinity: A Dossier. † Male Order: Unwrapping Masculinity. Ed. Rowena Chapman and Jonathan Rutherford. London: Lawrence & Wishart, 1988. 97-164. Parrenas, Rhacel Salazar. Servants of Globalization: Women, Migration and Domestic Work. Stanford CA: Stanford UP, 2001. Roley, Brian Ascalon. American Son. New York: Norton, 2001

Case Study Analysis: Jive Software

During the years 2001 to 2004 of gradual development of Jive Systems, the company solidified its status as the fastest growing SBS Company in the industry, doubling the size of its workforce since 2008 and increasing full year revenue 85% from 2008 to 2009. Throughout this period of rapid growth and expansion, Jive relied on a variety of technologies to handle their sales forecasting process. Till they realized that their structure of business changing almost daily, Jive’s eccentric system struggled to keep up. The structure was done in a haphazard manor. They were doing quota management in Excel, bookings and sales in Sales force and pipeline analysis in Cloud9 Analytics, which resulted in lack of all the information into one central system. Jive’s multi-tool approach was the source of several serious issues: The executive team had poor visibility into the sales opportunity pipeline; all data updates involved a tedious and cumbersome transfer process from salesforce. om to Excel pivot tables; and, when changes of any kind needed to be made, instead of conducting research and having an all team/ department meeting for synchronisation they just made ridiculous plans and moved to creating new products. 1. Put yourself in Wilson's shoes when he is first hired. You have to formalize Jive's sales functions. What are the core building blocks of the sales function you need to put in place? The core building blocks of the sales function that one needs to put in place are as follows – The ability to understand and analyse business issues and develop solutions around the core building blocks of sales process which are tools, skills, competencies and attitudes. Based on the company’s revenue hire sales reps that are capable of using the latest techniques to engage individuals in their development and understanding coaches and mentors (VP’s) who help individuals to become aware and responsible for their opportunities. With ref to the Sales Learning curve article and adding to the above one should start out with very low assumptions about expected revenue per salesperson, and increase these expectations gradually, quarter by quarter. Anticipate that during the initiation phase, reps will not generate enough revenue to cover their total costs. Instead of hiring new sales reps the VP should track the productivity of existing reps approaching the point where they cover their total costs. Post that if necessary one should consider expanding the sales force. . Evaluate the strategy of using team vs. individual coverage/quota models. What are the pros and cons of each approach? Suggest an alternative coverage/quota mode In the Jive case study we see that when Dennis Deveny and Sarah Denman worked as a team, the sales strategy was going on the right track till the VP introduced more sales players. But however using a team is more effective as they can split up responsibilities and cover areas that they ar e capable also making it less time consuming. With respect to team coverage quota models – Depends on if they are the same job role or not – if it's two of the same role (i. e. two Field Reps vs. one Field Rep paired with an Inside Rep), then the following applies: Pros: Obvious alignment and cooperation in rep activity and reduction in rep conflict on deals resulting in no commission and credit fights. Cons: Diluted responsibility, much easier to overpay for sales influence per $ of revenue, much easier to overpay for lower levels of performance, if quota relief is ever given it can reward the wrong person, etc. However an individual sales quota might work in the initial stage (testing stage) when the company is just starting out as a small firm, with minimum expenses and quota. The pros would be awarded for one’s own credit/work, examine the reps progress and the cons would be few areas covered compared to a pair, work overload, stress/ depression and time consuming. Alternative coverage/quota mode – Have a marketer look after introductions, qualification and generation of opportunities, then bringing in the salesperson to discuss commercials and close the deal, you can create an effective pairing. But the company must make sure that these pairs look after different territories, which could be geographic, vertical etc. The most important thing is to ensure there is no crossover, one can split by verticals, and we need to make sure to draw the lines and that no one company can sit in two verticals. 3. What are the merits of a quarterly vs. annual quota systems? What is the ideal length of a quota period? What are the adverse effects if the period is too long or short? Which quota period length is most appropriate for Jive? Quarterly annual quota is effective as sales reps can measure their performances per quarter and rectify the problems in the next quarter thus avoiding a big blunder towards the end of the financial year. One can keep track, learn from the changing business environment and their targeted territories. Also if compensation is included in each quarter it can boost the competition of the sales rep. On the other hand long term quotas can be less stressful and the sales reps have enough time and space to learn their territories well. The ideal length of a quota period depends on each company and different factors such as Corporate revenue goals, Historic revenue performances, Current sales coverage model, Planned increases in sales headcount, Introduction of new products and services, Current market share, Stretch targets. Adverse effects if the period is too long – sales reps would start with their quota with great gusto in the beginning of the year and loose interest towards the end of the year. The company tends to solve the situation when the year ends because they learn about the problem too late and at that stage the issue can be unsolvable. As for too short a period it can lead to a lot of stress, incorrect methods of achieving sales quotas as the competition level is too high which results in Sales reps not contracting the right information and failure in understanding the customer needs. As the case study shows that quarterly quotas were a big disaster I would recommend Half yearly sales quotas because sales reps will have enough time to understand their target territories, half yearly sales quota will be less stressful and plus allow them to gather accurate data keep their strategies current with the business. Also the company must be willing to adjust the leverage down to anticipate some reduction in quota accuracy and manage compensation costs to reasonable levels and avoid revamping the sales for at every quarter. 4. How does the enterprise sales learning curve (ESLC) apply to this situation? The sales rep will have time to understand the consumer needs by allowing the beta to be tested by the consumers. By reduction of quotas, it will result in a less stressful situation giving the sales reps the opportunity to gather information on the pros and cons of the product and creating a correct report for the company. On doing this the engineers, product developers, marketers and sales can work on a half yearly plan according to the results of the report. 5. Jive Software has announced plans to bring on John McCracken as the new VP of Sales in Q109. What steps should McCracken take to mitigate the problems in sales? With ref to the Sales Learning Curve – Adjust the sales strategy he learns by using the sales learning process that unfolds in three phases—each requiring a different size sales force with different skills: Initiation: Once the products are beta-tested and have few potential customers. Should hire three to four salespeople to learn how customers will use the product and to support other parts of the company in refining the offering as well as marketing and selling strategies. Look for salespeople who: Communicate well with teams from other functions, Tolerate ambiguity, Have a deep interest in product technology, Can bring customers together with various functional teams in your firm, Can develop their own sales models and collateral material. Transition: Once acquired a critical mass of customers and sales are accelerating. Keep initial sales team focused on learning. Add sales reps who can operate effectively within an evolving sales model but who don’t necessarily have the analytical and communication skills the initial team required. Execution: Once developed the formula for success and put the sales force’s support requirements in place, bring in traditional salespeople—and arm them with a territory, sales plan, price book, and marketing materials to take orders. Sources: The Sales Learning Curve Article by Mark Leslie and Charles A Holloway.

Bilingual Education A Education - 1401 Words

Bilingual education Bilingual education is a must in today’s global world. It has been practiced in many countries for thousands of years. It is a form of education in which students need to learn two or more than two languages. It is designed to provide dual language program and to give equal education opportunities to the native as well as immigrant students. The main objective of bilingual education in the United States is to teach English to students who have limited English proficiency. It has been a controversial topic in the United States for many years now. While some people support the idea of bilingual education, some choose to go against it. United States is considered as a free country so some stand to point out that there should be freedom to speak whichever language one prefer, while other criticize this point by saying that using languages other than English causes divisiveness. However, Bilingual education helps to maintain one’s fluency in their native language along with developing their understanding of the second language learned. This helps to increase the self-confidence in the children and introduces them to different cultures; therefore, the advantages of bilingual education outweighs the disadvantages. Bilingual education constantly being a new idea has lots of benefits in today’s generation; critics like Temes, joya ceron has supported this and claimed that it is helpful through their article by mentioning that bilingual program can work and it isShow MoreRelatedBilingual Vs. Ban On Bilingual Education1656 Words   |  7 PagesChen Sharada Balachandran-Orihuela Paper 3 Word Count:1532 Bilingual Education to ban or not to ban? When we speak about this country—The United States of America—we automatically think of the great number of languages people speak in this country. Take California as an example. 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My Philosophy My Teaching Philosophy - 893 Words

My Teaching Philosophy Since Koreans started to learn English, thousands of people have struggled to master the language. Parents currently invest a lot of money and their children spend enormous amounts of time studying English as government suggests new language policies. However, proper verification and investigation of those policies have not been done yet and the outlet is really not promising (Suh, 2007). Most Korean students study English for tests. The purpose of English is so focused on tests that the situation makes the language classroom very uncomfortable and tense. This situation may also be caused by public schools? preferred method of teaching the grammar-translation method (GTM). Students are given lists of vocabulary terns and are also encouraged to learn grammatical rules, as teachers provide translation activities for their classes instead of practical oral proficiency practice (Richards and Rodgers, 2001). With the pressure of tests and teacher-centered lectures, many students lose inte rest in learning the English language or become stressed out about it. Most of all, some teachers and educators forgot to figure out why students learn the language. I want to use a more inspirational approach to teaching because motivations will affect such things as anxiety, or attitude or willingness to try new learning strategies (Hedge, 2000). Being a professional teacher includes providing good direction and advice to students on how to learn a language. GoodShow MoreRelatedMy Philosophy Of Teaching Philosophy911 Words   |  4 PagesTeaching Philosophy When I think about my teaching philosophy, I think of a quote by Nikos Kazantzakis, Greek writer and philosopher. 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Schools were founded on the primary principle of teaching values to students as well as educating them academically. While values have been removed from the curriculum, I still believe much of what we do as teachers is instilling values in our students. As educators,Read MoreMy Educational Philosophy : My Philosophy Of Teaching Philosophy952 Words   |  4 PagesMy Teaching Philosophy Wk. 13 By, Julie Bernard EDPC603 My objective as a teacher is to make a difference in the lives of the student I teach. Similarly, through teaching I will provide students with the necessary tools to become critical thinkers. As critical thinkers, my students will be able to make reasoned judgements that are logical and well thought out. My students will not just passively accept arguments and conclusions; my students will be equipped to questionRead MoreMy Teaching Philosophy : My Personal Philosophy Of Teaching932 Words   |  4 Pages This is my personal philosophy of teaching. This is my belief about teaching and learning and how I will put my beliefs into classroom practices. First and foremost, the purpose of education is to educate students so that they can be ready for the real world. It should prepare students for life, work, and citizenship. To do this, education should teach one to think creatively and productively. In addition to preparing students for the real world, all students should be able to read and comprehendRead MoreMy Teaching Philosophy1217 Words   |  5 Pagesis at the elementary school level. My current goal is to either teach the 4th or 5th grade level. Moreover, throughout the semester I have read about or seen different philosophies through the observations I have done throughout the semester. While reading chapter 6 in the class text I thought to myself, as an educator what will be teaching philosophy that best suited my beliefs. 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Teaching is a field of occupation where teacher needs have these two personality traits: patience and flexibility. Not all teachers are same thus each has their unique way of teaching students. My philosophy for teaching is very simple and fair. I would like to incorporateRead MoreMy Teaching Philosophy : My Philosophy Of Education1086 Words   |  5 PagesAs I continue to progress through my teaching journey, I have had the opportunity to do a lot of self-evaluation and dig deeper into what makes a great teacher. Since then there has always been a quote that has stuck with me, stated by Seymour Simon, an award winning children’s science author. â€Å"Im more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives.† I truly believe

I Have Learned Through Teaching - 1477 Words

One of the many things that I have learned through teaching young people is that time goes by a lot faster. In reflecting from my field teaching lessons, I realized that there were many things that I was pleased with, but I also realized that there were many things I know I need to work on. Watching a video of you teach a class is the absolute best way to self-evaluate yourself. We are most critical of ourselves when we can see our work played back to us. This experience has not only been helpful in my teaching methods, but it has helped me to establish a more professional and authoritative essence in the classroom. Before students had even seen the writing assignment, students picked up a half sheet of paper when they walked through the†¦show more content†¦When I began the lesson plan on verbals I had students write freely about a significant incident in their lives in which you were taught a meaningful lesson. Students had complete freedom to write on a topic that had hap pened to them, or someone they knew. When students are given the opportunity to write about their lives, that is when we empower students with their own words. The students were able to choose what incident they wanted to write about from their lived experiences. After my minilesson on verbals I wanted students to incorporate these into their own writing to add action and precise details about their significant incident. During this lesson plan I wanted to keep in mind the one ELL student at field placement. I had gotten to know her very well through interviewing her, and knew from previous conversations that she really struggled to understand grammar. When students were working individually on their writing assignment, I made sure to visit this one student in particular to be sure that she understood the concept fully. This student works very hard, and I know she is doing twice the amount of work as every other student due to the language barrier. Through giving this student extra time to process the new information I was able to then check for understanding when students were working independently. This

Role of Women free essay sample

Although women occupied an entirely different position in society compared to men, they too held a certain sphere of influence and power; they simply exerted it in ways that were distinct from mens strategies. By observing the many female characters in The Odyssey, for example; Penelope, Circe, and Calypso, we are able to understand that back then women were inferior to men yet they had power in that they were able to draw men in so quickly and easily (for example sirens, they sing so beautifully that men get drawn in from lust for these things with such beautifull voices, but the irens are killers and they kill any man on a ship that passes), also they are portrayed as being very wise in The Odyssey, Athenas appositive most of the time is bright- eyed Athena which is portraying that as the godess of wisdom, even in disguise, as mentor etc. she still has her bright sparkling eyes which portray her as a very wise woman. This is the same with Penelope as she is portrayed as wise throughout most of The Odyssey. By examining the character of Penelope, the wife of Odysseus, one can see Just how women exerted their power and influence in The Odyssey and to what ends. Penelope uses clever cunning and sexual charm to toy with mens emotions and to meet her own needs while she is waiting for her husband to return from battle. On one hand, she represents motherly characteristics mothers in The Odyssey are seen as the givers of pity and sorrow rather than true supporters of their sons and husbands in terms of military or personal quests. Mothers as seen throughout The Odyssey are women in need of support and guidance as they are weak and fragile, without a steady male hand to guide them, these women apppear to be lost and inconsolable. but she also has some of the traits associated with the seductresses een in The Odyssey, such as Circe and Clytemnestra. Following the role of a mother fgure, Penelope mourns her lost love, seemingly oblivious (at first) to the attentions of the suitors. One major role of women in The Odyssey is their roles as seductresses. When Odysseus crew arrives on Circes island, they are attracted to Circes house because of the alluring voice of the beautiful but monstrous goddess. Homer describes her as singing in a sweet voice as she went up and down a great design on a loom, immortal such as goddesses have, delicate and lovely and glorious in their work. (Book 10, Line 221) Odysseus men respond to this by calling onto her and entering her house. The mens desire for Circe allows the goddess to exploit their weaknesses, trick them, and magically turn them into swine. Odysseus, only, with the help of a protective drug and advice provided by Hermes, goes to rescue his men from Circes island. He follows Hermes exact instructions and when the goddess attempts to strike him with her sword, he lunges at her. Odysseus draws his sword and says, Swear me a great oath that there is no other evil hurt you devise against me. (Book 10 Line 344) Homer has Odysseus draw his sword at this moment; erhaps he aims to show how a womans appeal and sexuality is a threat to male dominance. Such interactions between men and women add a ce rtain dynamic to the epic and make it more interesting and easier for the reader to identify with the story. Although, Odysseus is very sly and resourceful, many times even he finds himself lost when he is in these types of situations with seductive women. Odysseus was so infatuated with Circe that he remained on her island for a year, completely forgetting about going home until his men convinced him to leave. One other moment when we see the importance of gender in The Odyssey is during Odysseus seven-year stay with Calypso on her island. When Odysseus relays the story of Calypso, he changes the story slightly to give the perception that he was held prisoner and lamented the entire time he was there. However, Homer gives us some insight when he says; the nymph was no longer pleasing to him. (Book 5, Line 153) which implies that at some point Odysseus did enjoy himself with the goddess on the island. Calypso offered him immortality and a life of ease. When Odysseus was exhausted with this lifestyle and longed for his wife and homecoming, Calypso tried o use her wiles to convince him to stay with her. She compares herself to Odysseus wife Penelope saying, l think I can claim that I am not her inferior either in build or stature, since it is not likely that mortal women can challenge the goddesses for build and beauty. (Book 5, Line 211) When Odysseus still longs to return home, Calypso forces him to stay on the island. This is against the ideals of Homeric Greek women. Calypso diplays a dominant and manipulative side, which is another threat against male dominance. Calypsos ability to impede Odysseus voyage for seven years, ignifies the belief that powerful women can create danger. In this situation, Homer tells us, if a woman does not accept her place as an impuissant, she is likely to slow down or prevent a man from reaching his goals. The Homeric Greek men consider women valuable but only to satisfy their physical needs. Zeus eventually sends Hermes as a messenger to command Calypso to allow Odysseus to return home. Calypso complains that the gods are allowed to take mortal lovers while someone always interferes with the affairs of the goddesses. Calypso complains about this double standard but eventually meets Zeus request. This is an excellent example of the male biased Homeric Greek society. This epic is dependant on the role of women. It is difficult to completely Judge the beliefs about gender roles in Greek culture based solely on The Odyssey. At times, the roles and actions of women in this poem show the male chauvinist view, that they are objects of beauty and have to succumb to manipulation and trickery to accomplish a goal. There are other times when a womans strength and intelligence come through. Homer uses this interplay to make the epic more interesting and develops an underlying theme of a battle of the sexes.

The Collision Theory Essay Example

The Collision Theory Paper To help me explain the collision I am going to use information from Chemistry Made Clear by Gallagher and Ingram.In order for a reaction to occur the particles must meet and the collision must occur with enough energy. In the reaction I am investigating, the making of magnesium sulphate, the magnesium atoms and hydrogen ions must collide with enough energy to successfully react.Below are some diagrams to help show this:The word equation for this reaction is below:The symbol equation for this is below:If there are many successful collisions i.e. the reaction goes quickly then a lot of hydrogen will be produced i.e. the rate of reaction is fast.However if there isnt enough energy to carry out the reaction then the hydrogen ion will bounce off and nothing will happen.Acid TheoryWhen an acid dissolves in water the acid molecule splits up and hydrogen ions and anions are formed. Their quantity is different depending on the acid. If all the molecules of the acid split up completely then th e acid will have a very acidic pH number. We know all acids contain hydrogen, but strong acids have a high concentration of hydrogen ions (H+) per dm3.H2SO4 2H+ + SO42-Due to the fact the hydrogen ions are in a solution then, as the particulate theory matter tells us, the ions will be moving randomly throughout the solution. Some will hit the metal. If the ions that hit the metal have enough energy then a chemical reaction will occur and the metal will lose electrons which become metal cations. These bond with the hydrogen ions and become hydrogen atoms. These atoms bond in pair to form molecules which effervesce and escape as gas.Rates of ReactionThere are three factors that influence the speed of which magnesium reacts with sulphuric acid.I will look at each of these in detail.* The concentration of sulphuric acid.If the concentration of sulphuric acid is increased then the speed of the reaction will be increased. This is because with an increase in concentration then there will b e more hydrogen ions present. If there are more hydrogen ions then therefore the chances of a collision will be increased, and therefore the reaction will be faster.* The surface area of the magnesium.If a large block of magnesium is reacted with sulphuric acid then only a small amount of magnesium is actually exposed to the hydrogen ions. If the block of magnesium is broken up into small pieces then a larger area will be exposed. This increases the chances of collisions, and the more collisions they is the faster the rate of reaction.* The temperature of sulphuric acid.As mentioned earlier, particles need enough energy in the collision to react. This energy, also know as activation energy can be increased by increasing the temperature. So if the temperature of sulphuric acid is increased, then any collisions that occur will have the activation energy. This means the reaction will be faster.Now for this course work I am required to investigate just one of these factors. I can forget about investigating the temperature of the sulphuric acid as to investigate it in detail may be a safety issue as heating an acid is unwise. It would also be difficult to investigate the surface area of magnesium as to do so I would need five different forms of magnesium and my school only stocks three of these.So the easiest factor for me to investigate would be changing the concentration of sulphuric acid. This is quite easy as the actual experiment is quite straightforward and I can make my own dilutions of sulphuric acid.VariablesThe independent variable is what I am going to investigate; I will do so by changing the concentration of the acid.The dependant variable is what I will be measuring, that is the time taken for all the magnesium to dissolve.The controlled variables is what are going to stay the same to keep the investigation fair; i.e. the temperature of the acid, the temperature of the water, the total volume of acid solution, constant swirling and the size of the mag nesium ribbon.PredictionMy hypothesis is that the higher the concentration of sulphuric acid the faster the rate of reaction with the magnesium ribbon.I have predicted this because:All acids contain hydrogen, and hydrogen dissociates when it dissolves in water to produce ions. Sulphuric acid is one of the acids that dissociates completely to form a strong acid. Sulphuric acid will be very acidic on the pH scale and have a high concentration of hydrogen atoms as all its molecules will dissociate.Its word equation is:H2SO4 (aq) 2H+ (aq) + SO42-(aq)As long as there is enough activation energy then a chemical reaction will take place between magnesium and sulphuric acid and magnesium sulphate and hydrogen will be produced.The more successful collisions there are, the faster the rate of reaction.So if the concentration of sulphuric acid is increased and as long as there is enough activation energy then the rate of reaction will be faster.Apparatus:2 burette holders2 retort stands2 waste beakers1 stop clock1 30cm ruler1 pair scissors1 small plastic filter funnel1 piece sand paper1 pair safety goggles1 white tileChemicalsSulphuric acid 100g/dm310cm length magnesium ribbonWash bottle of distilled waterMethod- Firstly I shall sand the piece of magnesium down to remove the oxide,- Then I shall accurately divide my piece of magnesium into 10 1cm strips using scissors and a ruler.- I shall then zero two burettes, one with water and the other with sulphuric acid.- I shall then accurately add 25cm3 of sulphuric acid into my conical flask.- To this I shall add a single 1cm strip of magnesium starting the stop clock as soon as it enters the flask.- I shall listen and watch until the magnesium completely disappears then I shall stop the clock and record the time.- I shall then repeat this using the same volume of sulphuric acid making sure to zero the burettes.- I will then repeat the above from the third point until now using the values in my table.- By dividing the two times I recorded for a piece of magnesium to dissolve by two I can find out the average time taken for each different concentration.- By inverting my times as fractions (i.e. a time of 20 second which is 20 will become 11 20)I can find out a decimal number which represents Rate ofReactions-1.SafetyDuring this experiment I shall wear safety goggles as Sulphuric acid is corrosive and can burn skin, and, as some may be taken up with the hydrogen ions as they escape as a gas (i.e. acid spray) it is only sensible to wear safety goggles.Strategy for dealing with resultsI shall display my results in a table like the one below:Volume of Sulphuric Acidcm3Volume of Water cm3Concentration of Sulphuric acid g per dm3Time1sTime2sAverage Times(Rounded)Rate of Reaction s-1Rate of Reaction x 1000s-125025100=1002517.2814.54161 =0.06251662.523223100=922518.7817.78181 =0.05551855.518718100=722529.6928.84291 =0.034482934.4816916100=642540.8439.90401 =0.0254025101510100=40251121131131 =0.0088491138.85I will graphically demonstrate these results in a graph which I believe will look similar (if the times have been recorded accurately) to the one below:I have predicted the positive correlation in the graph above as I believe that the rate of reaction is directly proportional to the concentration. I believe that as the concentration of acid doubles the rate should also roughly double. I believe this as when the concentration doubles there are double the number of hydrogen ions present, so there are double the number of ions to collide with. This would mean the reaction should occur in half the time, so the rate at which the reaction took place doubles.I will make sure that the results I take are as accurate as they can be by using burettes instead of measuring cylinders as they are more accurate and have a control on how much liquid is poured.I will make sure I read the meniscus at eye level as to make my reading more accurate. I will also use a white tile and put it behind the meniscus to help me see it clearer.I will sand the magnesium as this will remove the oxide layer which forms and help the reaction to run smoother.I will make sure to start the stop clock at the exact moment the magnesium drops into the sulphuric acid as the reaction will tart then. As well as this I will stop the clock as soon as the magnesium has completely dissolved as this is when the reaction is over.Each different concentration shall have results taken twice to not only find an average time but to see if there has been an error. If an error has occurred I shall repeat the experiment a third time to find out which of my two previous times is incorrect.Also I shall have to make sure the controlled variables I mentioned earlier are kept the same throughout, i.e.The temperature of both liquid shall have to be kept the same, as will the total volume of the acid solution. I will have to make sure that all the pieces of magnesium ribbon are as close to one centimetre as I can possibly make them . The hardest variable I will have to keep the same shall be the constant swirling as it will be hard to keep it the same speed as the time before. All of the above have to be followed to make this experiment a fair test.Obtaining EvidenceMy Table of ResultsVolume of Sulphuric Acidcm3Volume of Water cm3Concentration of Sulphuric acid g per dm3Time1sTime2sAverage Times(Rounded)Rate of Reaction s-1Rate of Reaction x 1000s-125025100=1002517.2814.54161 =0.06251662.523223100=922518.7817.78181 =0.05551855.518718100=722529.6928.84291 =0.034482934.4816916100=642540.8439.90401 =0.0254025101510100=40251121131131 =0.0088491138.85The above is my filled in table of results. All the times are my original times and as they seem quite consistent I felt no need to have to repeat an experiment.I calculated the concentration by using the following calculation:Volume of sulphuric acid x100=ConcentrationVolume of water and acid i.e. 25I calculated average time by using the following formula:Time1 + Time 2 = Average Time2I calculated Rate of Reaction by inverting the Average Time in Fraction and then I calculated its value as a decimal.As you can see from my graph they appear to be quite accurate, but I shall go into more detail in the interpreting section.InterpretingI have drawn a graph to show the rate of reaction against the concentration of the solution. This graph is at the end of the interpreting section.From the table you can see quite clearly that as the concentration of the solution decreases, the time take for the reaction to take place increases. This is what I predicted in my hypothesis.ConclusionI conclude that the rate of this reaction is directly proportional to the concentration of the acid which can be seen clearly from my graph. At a concentration of 40% the rate of reaction was 8.85s-1. The rate then quite steadily increased until, at a concentration of 100% the rate of reaction was 62.5s-1. These results strongly backup my conclusion. So, to increase the rate of reaction, the concentration of acid must be increased.My original prediction was:The higher the concentration of sulphuric acid the faster the rate of reaction with the magnesium ribbon.And I believed, if I drew a graph, it would look like this:I can now say that my original prediction was correct and my actual graph strongly matches the graph I made to show how I believe my results would look, i.e. there would be a strong trend showing that the rate of reaction is directly proportional to the concentration of the solution used.Scientific KnowledgeMagnesium is high up the reactivity series (a list showing how reactive the elements are) and as it is higher up than Hydrogen it means magnesium is more reactive and can displace hydrogen in order to gain stability (a full outer shell of electrons). By placing a piece of magnesium in a aqueous solution of sulphuric acid, the magnesium displaces the hydrogen, which escapes as a gas .Meanwhile, the magnesium is forming into magnesium catio ns which bond with the sulphuric anions and together they form a salt. The hydrogen ions, move randomly throughout the solution, some of which, if there is enough energy collide and successfully react with the magnesium.When the magnesium atoms loose atoms they become cations.This is known as an oxidation reaction as hydrogen ions take the place of the displaced electrons and join together to form molecules.As electrons are gained the below is a reduction reaction. The hydrogen molecules can escape as a gas which can be viewed and heard escaping from the solution.The full equation of the experiment isThis experiment is an example of a redox reaction, due to the fact oxidation and reduction both taking place.The magnesium is the reducing agent as it gives away its electrons quite easily.The hydrogen ions are the oxidising agents in this experiment as they remove the electrons. Should the number of hydrogen ions increase, then more electrons can be removed and the reaction can occur f aster. This can be observed when I used a 100% concentration of sulphuric acid, as there were a large number of hydrogen ions which increased the number of collisions with magnesium where electrons were lost, which increased the rate of reaction.So, to conclude my experiment:If the concentration of the solution is increased, and there is more sulphuric acid present then the rate of reaction with the piece of magnesium is increased.EvaluatingMy resultsOn my graph there is on point that is clearly off the line and two that are just barely on it. The one point that was off was my measurement for the rate of reaction taken for the solution with the concentration of 40gmd-3. It is this point however that I believe is anomalous, as the others are just on the line of best fit.The point recorded for a concentration of 40gmd-3 has a rate of reaction faster than the expected trend. There are several reasons for this. The first is that possible I made a mistake in the measuring and added too m uch acid to the solution which would have given me a result that was too fast. There is also the chance I swirled the solution faster than I had with the other volumes, which would also explain a result off the trend line. Also there is the possibility too little magnesium was added; either I sanded the strip too much, and removed magnesium as well as the oxide layer, or I cut this particular piece too small, but either way it would explain a fast rate of reaction, or through no fault of my own this piece of magnesium was thinner than the rest, i.e. a fault of the supplier.The last possibilities I can think of lie with the stop clock; either I stopped the stop clock too soon as perhaps the effervescence had dropped in noise level and the reaction was continuing when I thought it was over, or I started the experiment too late, while I attempted to drop the magnesium in, start swirling and start the clock all at once.I will now evaluate the two points that are just on the line. To me they are not anomalous, but they do stand out so I will evaluate what could have gone wrong. For the point with a concentration of 92gmd-3 the above possibilities that I have for the point at concentration at 40gmd-3 apply.However for the point at a concentration of 64gmd-3 there must be other reasons as it has a rate of reaction lower than the expected trend. It is possible that I didnt swirl the solution as fast as I had done for the other concentrations. Also it is possible I made a mistake in the measuring of the magnesium and added a piece that was too big which would have meant the reaction would have gone on for longer. Its also possible that I may have made a mistake in the volume of acid and added too little or I could have added too much water. Both of which could have given to a slower rate of reaction than expected. Then there is also the possibility that I may have not sanded the magnesium enough which could have left some of the oxide layer on, which would have slowed my reaction down. Finally it is possible that I stopped the clock too late.Analysis of ApparatusMeasuring ApparatusBurettes I still think using the Burettes were a good choice as I could very accurately control the amount of acid and water I was adding.Ruler- I felt this was a good choice as it enabled me to accurately measure out a 1cm strip of magnesium. However in combination with the scissors it was quite difficult to mark the length I needed to cut on the magnesium.Stop Clock- The stop clock I felt was awkward, as I felt an extra pair of hands were needed to start the clock while I put the magnesium into the conical flask and began swirling. Unfortunately I cannot think of another piece of apparatus I could have used in its place, so it was and is still the best choice open to me.Other ApparatusConical Flask- I feel a wider necked conical flask may have been better, as the piece of magnesium had a tendency to get stuck in the neck of the conical flask.Scissors- I dont really f ell these were adequate in conjunction with a ruler to measure the strips of magnesium off with as I had to scratch the 1cm lengths on the piece of magnesium with these and then remove the ruler to cut the magnesium.What would I do differently?If I had to repeat this experiment there are several things I would do differently.First of all I would use a magnetic stirring device instead of swirling the solution by hand which would remove the possibility of error.Second of all, in conjunction with the magnetic stirrer I would use a beaker as there would be no need to worry about the acid spilling over the side with the magnetic stirrer. This would also mean the piece of magnesium couldnt get stuck as the beaker has a very wide neck.Finally, I would have used some fresh, powered magnesium. This would mean there would be no oxide layer to worry about. Also I would by able to measure it accurately with a scale which could eliminate error that I could have got from having to use a ruler and scissors.Advice to the Medicine CompanyI would advise the company to conduct some large scale tests to find which concentration of sulphuric acid would be safe, as to speed up their reactions I am sure they would use other factors which would increase the rate of reaction; which with a high concentration of acid could cause an unstable reaction.An idea for the distribution of magnesium sulphate would be in the form of wipes which are easy to transport. The magnesium sulphate could be soaked into the wipes which would also prevent any magnesium sulphate being lost in the process because if any remained, it would be absorbed when more material is added.