Jujitsu - The Gentle Art :: essays research papers

To a person not conversant with this art, Jujitsu may be considered as a foul or derogatory term in Japanese. However, Jujitsu us one of the most effective and deadly forms of martial arts taught today. Unique among other forms of combat, Jujitsu holds the position of a â€Å"parent art†, of from which other forms of martial arts such as Aikido, Judo and several Karate styles were extracted. Jujitsu is a combination of all levels of combat. It incorporates chokes, striking, grappling, nerve and pressure point attacks, joint locks, redirection of momentum and throws. The exact origins of Jujitsu are unclear, as most of its history was passed on in the oral tradition. The few early written references show that its origins date back to Japanese mythology, where it is said that the gods, Kajima and Kadori, used Jujitsu to discipline the lawless and wild inhabitants of the Eastern provinces. Therefore, by definition, the art is nearly 2000 years old, however records do exist which show that the art was being practiced as far back as the 8th Century, over twelve hundred years ago. Jujitsu was formalised and most popular during the Edo period of Japan. This was the era of the Samurai. Jujitsu was the Samurai’s main set of combat techniques, after the sword. Jujitsu was a part of the Samurai’s fighting skills, something he could use when he was unable to use his favourite weapon. There are many different styles of Jujitsu that exist around the world, and many different ways to actually spell the name. The original spelling derived directly from the Japanese was Jujitsu. As the popularity and practice of this martial art spread across Europe, the spelling and pronunciation was forced to change. This occurred during World War II, when the name Jujitsu had to be changed to Jiu-jitsu (pronounced Jeeu-jitsu). This name-change occurred because the Germans occupying the area at the time claimed that the name resembled the word â€Å"Jew†, which was illegal to be spoken. Therefore the name was slightly altered so that the art could continue to exist and be taught throughout Europe. Despite the difference is spelling, the meaning of the words is basically the same. The literal meaning of the name is â€Å"the gentle art†, however, since there can be many different translations of Japanese words, â€Å"Ju† can also mean soft, yielding, pliant and flexible, which are all important fundamental principles in this dangerous art.

Kodak Company Case Study

Hyun Lee Eastman Kodak v. Image Technical Services — Plaintiff This is yet another case that concerns the standard for summary judgment in an antitrust controversy. The principal issue here is whether a defendant's lack of market power in the primary equipment market precludes — as a matter of law — the possibility of market power in derivative aftermarkets. Eastman Kodak Company manufactures and sells photocopiers and micrographic equipment. Kodak also sells service and replacement parts for its equipment. Respondents are 18 independent service organizations (ISOs) that in the early 1980s began servicing Kodak copying and micrographic equipment. Kodak subsequently adopted policies to limit the availability of parts to ISOs and to make it more difficult for ISOs to compete with Kodak in servicing Kodak equipment. Respondents instituted this action in the United States District Court for the Northern District of California alleging that Kodak's policies were unlawful under both  §Ã‚ § 1 and 2 of the Sherman Act, 1 and 2. After truncated discovery, the District Court granted summary judgment for Kodak. The Court of Appeals for the Ninth Circuit reversed. The appellate court found that respondents had presented sufficient evidence to raise a genuine issue concerning Kodak's market power in the service and parts markets. It rejected Kodak's contention that lack of market power in service and parts must be assumed when such power is absent in the equipment market. Kodak manufactures and sells complex business machines — as relevant here, high volume photocopier and micrographics equipment. Kodak equipment is unique; micrographic software programs that operate on Kodak machines, for example, are not compatible with competitors' machines. Kodak parts are not compatible with other manufacturers' equipment, and vice versa. Kodak equipment, although expensive when new, has little resale value. Kodak provides service and parts for its machines to its customers. It produces some of the parts itself; the rest are made to order for Kodak by independent original equipment manufacturers (OEMs). Kodak does not sell a complete system of original equipment, lifetime service, and lifetime parts for a single price. Instead, Kodak provides service after the initial warranty period either through annual service contracts, which include all necessary parts, or on a per call basis. It charges, through negotiations and bidding, different prices for equipment, service, and parts for different customers. Kodak provides 80% to 95% of the service for Kodak machines. Beginning in the early 1980s, ISOs began repairing and servicing Kodak equipment. They also sold parts and reconditioned and sold used Kodak equipment. Their customers were federal, state, and local government agencies, banks, insurance companies, industrial enterprises, and providers of specialized copy and microfilming services. ISOs provide service at a price substantially lower than Kodak does. Some customers found that the ISO service was of higher quality. In 1985 and 1986, Kodak implemented a policy of selling replacement parts for micrographic and copying machines only to buyers of Kodak equipment who use Kodak service or repair their own machines. As part of the same policy, Kodak sought to limit ISO access to other sources of Kodak parts. Kodak and the OEMs agreed that the OEMs would not sell parts that fit Kodak equipment to anyone other than Kodak. Kodak also pressured Kodak equipment owners and independent parts distributors not to sell Kodak parts to ISOs. In addition, Kodak took steps to restrict the availability of used machines. Kodak intended, through these policies, to make it more difficult for ISOs to sell service for Kodak machines. It succeeded. ISOs were unable to obtain parts from reliable sources, and many were forced out of business, while others lost substantial revenue. Customers were forced to switch to Kodak service even though they preferred ISO service. In 1987, the ISOs filed the present action in the District Court, alleging, inter alia, that Kodak had unlawfully tied the sale of service for Kodak machines to the sale of parts, in violation of  § 1 of the Sherman Act, and had unlawfully monopolized and attempted to monopolize the sale of service for Kodak machines, in violation of  § 2 of that Act. Kodak filed a motion for summary judgment before respondents had initiated discovery. The District Court permitted respondents to file one set of interrogatories and one set of requests for production of documents, and to take six depositions. Without a hearing, the District Court granted summary judgment in favor of Kodak. As to the  § 1 claim, the court found that respondents had provided no evidence of a tying arrangement between Kodak equipment and service or parts. The court, however, did not address respondents'  § 1 claim that is at issue here. Respondents allege a tying arrangement not between Kodak equipment and service, but between Kodak parts and service. As to the  § 2 claim, the District Court concluded that although Kodak had a â€Å"natural monopoly over the market for parts it sells under its name,† a unilateral refusal to sell those parts to ISOs did not violate  § 2. Noting that the District Court had not considered the market power issue, and that the record was not fully developed through discovery, the court declined to require respondents to conduct market analysis or to pinpoint specific imperfections in order to withstand summary judgment. The court then considered the three business justifications Kodak proffered for its restrictive parts policy: (1) to guard against inadequate service, (2) to lower inventory costs, and (3) to prevent ISOs from free riding on Kodak's investment in the copier and micrographic industry. The court concluded that the trier of fact might find the product quality and inventory reasons to be perpetual and that there was a less restrictive alternative for achieving Kodak's quality related goals. The court also found Kodak's third justification, preventing ISOs from profiting on Kodak's investments in the equipment markets, legally insufficient. As to the  § 2 claim, the Court of Appeals concluded that sufficient evidence existed to support a finding that Kodak's implementation of its parts policy was â€Å"anticompetitive† and â€Å"exclusionary† and â€Å"involved a specific intent to monopolize. † It held that the ISOs had come forward with sufficient evidence, for summary judgment purposes, to disprove Kodak's business justifications. The dissent in the Court of Appeals, with respect to the  § 1 claim, accepted Kodak's argument that evidence of competition in the equipment market â€Å"necessarily precludes power in the derivative market. † With respect to the  § 2 monopolization claim, the dissent concluded that, entirely apart from market power considerations, Kodak was entitled to summary judgment on the basis of its first business justification because it had â€Å"submitted extensive and undisputed evidence of a marketing strategy based on high quality service. A tying arrangement is â€Å"an agreement by a party to sell one product but only on the condition that the buyer also purchases a different (or tied) product, or at least agrees that he will not purchase that product from any other supplier. † Such an arrangement violates  § 1 of the Sherman Act if the seller has â€Å"appreciable economic power† in the tying product market and if the arrangement affects a substantial volum e of commerce in the tied market. Kodak did not dispute that its arrangement affects a substantial volume of interstate commerce. It, however, did challenge whether its activities constituted a â€Å"tying arrangement† and whether Kodak exercised â€Å"appreciable economic power† in the tying market. We consider these issues in turn. For the respondents to defeat a motion for summary judgment on their claim of a tying arrangement, a reasonable trier of fact must be able to find, first, that service and parts are two distinct products, and, second, that Kodak has tied the sale of the two products. For service and parts to be considered two distinct products, there must be sufficient consumer demand so that it is efficient for a firm to provide service separately from parts. Jefferson Evidence in the record indicates that service and parts have been sold separately in the past and still are sold separately to self service equipment owners. Indeed, the development of the entire high technology service industry is evidence of the efficiency of a separate market for service. Kodak insists that because there is no demand for parts separate from service, there cannot be separate markets for service and parts. By that logic, we would be forced to conclude that there can never be separate markets, for example, for cameras and film, computers and software, or automobiles and tires. That is an assumption we are unwilling to make. â€Å"We have often found arrangements involving functionally linked products at least one of which is useless without the other to be prohibited tying devices. Kodak's assertion also appears to be incorrect as a factual matter. At least some consumers would purchase service without parts, because some service does not require parts, and some consumers, those who self service for example, would purchase parts without service. Finally, respondents have presented sufficient evidence of a tie between service and parts. The record indicates that Kodak would sell parts to third parties only if they agreed not to buy service from ISOs. Having found sufficient evidence of a tying arrangement, we consider the other necessary feature of an illegal tying arrangement: appreciable economic power in the tying market. Market power is the power â€Å"to force a purchaser to do something that he would not do in a competitive market. † It has been defined as â€Å"the ability of a single seller to raise price and restrict output. † The existence of such power ordinarily is inferred from the seller's possession of a predominant share of the market. Respondents contend that Kodak has more than sufficient power in the parts market to force unwanted purchases of he tied market, service. Respondents provide evidence that certain parts are available exclusively through Kodak. Respondents also assert that Kodak has control over the availability of parts it does not manufacture. According to respondents' evidence, Kodak has prohibited independent manufacturers from selling Kodak parts to ISOs, pressured Kodak equipment owners and independent parts distributors to deny ISOs the purchase of Kodak parts, and taken steps to restrict the availability of used machines. Respondents also allege that Kodak's control over the parts market has excluded service competition, boosted service prices, and forced unwilling consumption of Kodak service. Respondents offer evidence that consumers have switched to Kodak service even though they preferred ISO service, that Kodak service was of higher price and lower quality than the preferred ISO service, and that ISOs were driven out of business by Kodak's policies. Under our prior precedents, this evidence would be sufficient to entitle respondents to a trial on their claim of market power. To review Kodak's theory, it contends that higher service prices will lead to a disastrous drop in equipment sales. Presumably, the theory's corollary is to the effect that low service prices lead to a dramatic increase in equipment sales. According to the theory, one would have expected Kodak to take advantage of lower priced ISO service as an opportunity to expand equipment sales. Instead, Kodak adopted a restrictive sales policy consciously designed to eliminate the lower priced ISO service, an act that would be expected to devastate either Kodak's equipment sales or Kodak's faith in its theory. Yet, according to the record, it has done neither. Service prices have risen for Kodak customers, but there is no evidence or assertion that Kodak equipment sales have dropped. Respondents offer a forceful reason why Kodak's theory, although perhaps intuitively appealing, may not accurately explain the behavior of the primary and derivative markets for complex durable goods: the existence of significant information and switching costs. These costs could create a less responsive connection between service and parts prices and equipment sales. For the service market price to affect equipment demand, consumers must inform themselves of the total cost of the â€Å"package† — equipment, service and parts — at the time of purchase; that is, consumers must engage in accurate life cycle pricing. Lifecycle pricing of complex, durable equipment is difficult and costly. In order to arrive at an accurate price, a consumer must acquire a substantial amount of raw data and undertake sophisticated analysis. The necessary information would include data on price, quality, and availability of products needed to operate, upgrade, or enhance the initial equipment, as well as service and repair costs, including estimates of breakdown frequency, nature of repairs, price of service and parts, length of â€Å"downtime† and losses incurred from downtime. Much of this information is difficult — some of it impossible — to acquire at the time of purchase. During the life of a product, companies may change the service and parts prices, and develop products with more advanced features, a decreased need for repair, or new warranties. In addition, the information is likely to be customer specific; lifecycle costs will vary from customer to customer with the type of equipment, degrees of equipment use, and costs of downtime. Indeed, respondents have presented evidence that Kodak practices price discrimination by selling parts to customers who service their own equipment, but refusing to sell parts to customers who hire third party service companies. Companies that have their own service staff are likely to be high volume users, the same companies for whom it is most likely to be economically worthwhile to acquire the complex information needed for comparative lifecycle pricing. A second factor undermining Kodak's claim that â€Å"supracompetitive† prices in the service market lead to ruinous losses in equipment sales is the cost to current owners of switching to a different product. If the cost of switching is high, consumers who already have purchased the equipment, and are thus â€Å"locked in,† will tolerate some level of service price increases before changing equipment brands. Under this scenario, a seller profitably could maintain â€Å"supracompetitive† prices in the aftermarket if the switching costs were high relative to the increase in service prices, and the number of locked in customers were high relative to the number of new purchasers. Moreover, if the seller can price discriminate between its locked in customers and potential new customers, this strategy is even more likely to prove profitable. The seller could simply charge new customers below marginal cost on the equipment and recoup the charges in service, or offer packages with life time warranties or long term service agreements that are not available to locked-in customers. Respondents have offered evidence that the heavy initial outlay for Kodak equipment, combined with the required support material that works only with Kodak equipment, makes switching costs very high for existing Kodak customers. And Kodak's own evidence confirms that it varies the package price of equipment/parts/service for different customers. In sum, there is a question of fact whether information costs and switching costs foil the simple assumption that the equipment and service markets act as pure complements to one another. We conclude, then, that Kodak has failed to demonstrate that respondents' inference of market power in the service and parts markets is unreasonable, and that, consequently, Kodak is entitled to summary judgment. It is clearly reasonable to infer that Kodak has market power to raise prices and drive out competition in the aftermarkets, since respondents offer direct evidence that Kodak did so. It is also plausible, as discussed above, to infer that Kodak chose to gain immediate profits by exerting that market power where locked in customers, high information costs, and discriminatory pricing limited and perhaps eliminated any long term loss. The alleged conduct — higher service prices and market foreclosure — is facially anticompetitive and exactly the harm that antitrust laws aim to prevent. Respondents also claim that they have presented genuine issues for trial as to whether Kodak has monopolized or attempted to monopolize the service and parts markets in violation of  § 2 of the Sherman Act. â€Å"The offense of monopoly under  § 2 of the Sherman Act has two elements: (1) the possession of monopoly power in the relevant market and (2) the willful acquisition or maintenance of that power as distinguished from growth or development as a consequence of a superior product, business acumen, or historic accident. † The existence of the first element, possession of monopoly power, is easily resolved. As has been noted, respondents have presented a triable claim that service and parts are separate markets, and that Kodak has the â€Å"power to control prices or exclude competition† in service and parts. Monopoly power under  § 2 requires, of course, something greater than market power under  § 1. Respondents' evidence that Kodak controls nearly 100% of the parts market and 80% to 95% of the service market, with no readily available substitutes, is, however, sufficient to survive summary judgment under the more stringent monopoly standard of  § 2. The second element of a  § 2 claim is the use of monopoly power â€Å"to foreclose competition, to gain a competitive advantage, or to destroy a competitor. † If Kodak adopted its parts and service policies as part of a scheme of willful acquisition or maintenance of monopoly power, it will have violated  § 2. As recounted at length above, respondents have presented evidence that Kodak took exclusionary action to maintain its parts monopoly and used its control over parts to strengthen its monopoly share of the Kodak service market. Liability turns, then, on whether â€Å"valid business reasons† can explain Kodak's actions. Kodak contends that it has three valid business justifications for its actions: â€Å"(1) to promote interbrand equipment competition by allowing Kodak to stress the quality of its service; (2) to improve asset management by reducing Kodak's inventory costs; and (3) to prevent ISOs from free riding on Kodak's capital investment in equipment, parts and service. † Factual questions exist, however, about the validity and sufficiency of each claimed justification, making summary judgment inappropriate. As respondents argue, Kodak's actions appear inconsistent with any need to control inventory costs. Presumably, the inventory of parts needed to repair Kodak machines turns only on breakdown rates, and those rates should be the same whether Kodak or ISOs perform the repair. More importantly, the justification fails to explain respondents' evidence that Kodak forced OEMs, equipment owners, and parts brokers not to sell parts to ISOs, actions that would have no effect on Kodak's inventory costs. None of Kodak's asserted business justifications, then, are sufficient to prove that Kodak is â€Å"entitled to a judgment as a matter of law† on respondents'  § 2 claim. In the end, of course, Kodak's arguments may prove to be correct. It may be that its parts, service, and equipment are components of one unified market, or that the equipment market does discipline the aftermarkets so that all three are priced competitively overall, or that any anticompetitive effects of Kodak's behavior are outweighed by its competitive effects.. Accordingly, the judgment of the Court of Appeals denying summary judgment is affirmed.

Substances and Mixture

A pure substance: †¢ contains atoms of only one kind. †¢ It has fixed  physical and chemical properties  like boiling point, melting point, valency, density   †¢ contains only one chemical identity, e. g. one element or one compound. †¢ cannot be separated into 2 or more substances by physical or mechanical means †¢ is homogeneous, ie, has uniform composition throughout the whole sample †¢ its properties are constant throughout the whole sample †¢ its properties do not depend on how it is prepared or purified †¢ has constant chemical compositionPure Substances Elements and compounds  are both examples of pure substances. Pure substances cannot be separated into simpler substances by physical or mechanical means such as sifting, filtering, crystallization, distillation, etc. eg, distilling pure water (H2O) does not separate water into hydrogen and oxygen, it only produces water vapour. Pure substances display a sharp melting and boiling point. On a graph of temperature vs time, this is shown as flat line where the temperature does not change over time until all the pure substance has melted or boiled.A mixture: †¢ can be separated into 2 or more substances by physical or mechanical means †¢ contain more than one chemical substance †¢ displays the properties of the pure substances making it up †¢ its composition can be varied by changing the proportion of pure substances making it up †¢ they do not have a fixed composition †¢ heterogeneous substances, ones with non-uniform composition throughout the sample, are always mixtures Mixtures Some examples of mixtures are given below: Type of Mixture |Example | |gas in gas |The atmosphere is a mixture of gases, mostly nitrogen and oxygen. | |[pic] | |liquid in liquid |Wine is a mixture of mostly ethanol and water. | |[pic] | |solid in solid |Alloys, such as brass, are made up of a mixture of metals. |[pic] | |gas in liquid |Soft drinks, su ch as cola, are mixtures of mainly carbon dioxide gas and water. | |[pic] | |solid in liquid |Sea Water is a mixture of salts dissolved in water. | |[pic] | |solid in gas |Smoke is mixture of tiny solid particles in atmospheric gases. |Homogeneous mixtures do not display a sharp melting point, they melt over a range of temperatures. Sharpness of the melting point is often used to determine whether a substance is pure or impure (mixture) On a temperature vs time graph there is no flat line during which the temperature remains constant over time. Instead, there will be a slope indicating that the components of the mixture are melting Mixtures can be separated into the pure substances making them up by physical or mechanical means because each pure substance retains its own properties.Separating the Components of a Mixture Most laboratory work in biology requires the use of techniques to separate the components of mixtures. This is done by exploiting some property that distinguishes the components, such as their relative †¢ size †¢ density †¢ solubility †¢ electrical charge Dialysis Dialysis is the separation of small  solute  molecules or ions (e. g. , glucose, Na+, Cl-) from macromolecules (e. g. , starch) by virtue of their differing rates of  diffusion  through a differentially permeable membrane. An example:Cellophane is perforated with tiny pores that permit ions and small molecules to pass through but exclude molecules with  molecular weights  greater than about 12,000. If we fill a piece of cellophane tubing with a mixture of starch and sugar and place it in pure water, the sugar molecules (red dots) will diffuse out into the water until equilibrium  is reached; that is, until their concentration is equal on both sides of the membrane. Because of their large size, all the starch (blue disks) will be retained within the tubing. Chromatography Chromatography is the term used for several techniques for separating the compo nents of a mixture.Follow the links below for examples. Electrophoresis Electrophoresis uses a direct electric current to separate the components of a mixture by the differing  electrical charge. Some methods for separating the components of a mixture include: |separation technique |property used for separation |example | |Sifting (sieving) |particle size |alluvial gold is separating from smaller soil particles using a sieve | |[pic] |Visual Sorting |colour, shape or size |gold nuggets can be separated from crushed rock on the basis of colour | |[pic] | |Magnetic Attraction |magnetism |magnetic iron can be separated from non-magnetic sulfur using a magnet | |[pic] | |Decanting |density or solubility |liquid water can be poured off (decanted) insoluble sand sediment | | | |less dense oil can be poured off (decanted) more dense water | |[pic] | |Separating Funnel |density of liquids |in a separating funnel, less dense oil floats on top of more dense water, when | | | |the valve i s open the water can be poured out from under the oil | |[pic] | |Filtration |solubility |insoluble calcium carbonate can be separated from soluble sodium chloride in | | | |water by filtration | |[pic] | |Evaporation |solubility and boiling point |soluble sodium chloride can be separated from water by evaporation | |[pic] | |Crystallization |solubility |slightly soluble copper sulfate can be separated from water by crystallization | |[pic] | |Distillation |boiling point |ethanol (ethyl alcohol) can be separated from water by distillation because | | | |ethanol has a lower boiling point than water | Element ? Any substance that contains only one kind of an atom ? Elements are made up of  atoms, the smallest particle that has any of the properties of the element. John Dalton, in 1803, proposed a modern theory of the atom based on the following assumptions. |1. Matter is made up of atoms that are indivisible and indestructible. | |2. All atoms of an element are identical. | |3.A toms of different elements have different weights and different chemical properties. | |4. Atoms of different elements combine in simple whole numbers to form compounds. | |5. Atoms cannot be created or destroyed. When a compound decomposes, the atoms are recovered unchanged | ? cannot be broken down into simpler substances ? is a chemical substance that is made up of a particular kind of atoms and hence cannot be broken down or transformed by a chemical reaction into a different element, though it can be transmitted into another element through a  nuclear reaction. ? all of the atoms in a sample of an element have the same number of protons, though they may be different  isotopes, with differing numbers of neutrons. elements can be divided into three categories that have characteristic properties: metals, nonmetals, and semimetals ? Some properties of an element can be observed only in a collection of atoms or molecules of the element. These properties include color, density, m elting point, boiling point, and thermal and electrical conductivity. ? While some of these properties are due chiefly to the electronic structure of the element, others are more closely related to properties of the nucleus, e. g. , mass number. Compounds †¢ The relative proportions of the elements in a compound are fixed. †¢ . Two or more elements combined into one substance through a  chemical reaction form a  chemical compound.All compounds are substances, but not all substances are compounds. †¢ The components of a compound do  not  retain their individual properties. Both sodium and chlorine are poisonous; their compound, table salt (NaCl) is absolutely essential to life. †¢ Properties of compound is different from the elements that made it up †¢ The mass of the compound is determined by the mass of the elements that made it up. †¢ Compounds cannot be separated by physical means: using magnet, filtration, etc. It takes large inputs of energ y to separate the components of a compound Compounds can be broken back into elements by chemical reaction, exposure to light, etc. When compounds are formed heat and light is given out or absorbed. †¢ Compounds  are homogeneous forms of matter. Their constituent  elements  (atoms and/or ions) are always present in fixed proportions (1:1 depicted here). The elements can be divided into three categories that have characteristic properties: 1. Metals 2. Nonmetals 3. Metalloids Most elements are metals, which are found on the left and toward the bottom of the periodic table. A handful of nonmetals are clustered in the upper right corner of the periodic table. The semimetals can be found along the dividing line between the metals and the nonmetals Properties of an element are sometimes classed as either chemical or physical.Chemical properties are usually observed in the course of a chemical reaction, while physical properties are observed by examining a sample of the pure el ement. The chemical properties of an element are due to the distribution of electrons around the atom's nucleus, particularly the outer, or valence, electrons; it is these electrons that are involved in chemical reactions. A chemical reaction does not affect the atomic nucleus; the atomic number therefore remains unchanged in a chemical reaction. Some properties of an element can be observed only in a collection of atoms or molecules of the element. These properties include color, density, melting point, boiling point, and thermal and electrical conductivity. While some of hese properties are due chiefly to the electronic structure of the element, others are more closely related to properties of the nucleus, e. g. , mass number. The elements are sometimes grouped according to their properties. One major classification of the elements is as  metals,  nonmetals, and metalloids. Elements with very similar chemical properties are often referred to as families; some families of eleme nts include the halogens, the inert gases, and the alkali metals. In the  periodic table  the elements are arranged in order of increasing atomic weight in such a way that the elements in any column have similar properties. Chemical properties Chemical properties of elements and compounds Atomic number  Ã¢â‚¬â€œÃ‚  Atomic mass  Ã¢â‚¬â€œÃ‚  Electronegativity according to Pauling  Ã¢â‚¬â€œÃ‚  Density  Ã¢â‚¬â€œÃ‚  Melting point  Ã¢â‚¬â€œÃ‚  Boiling point  Ã¢â‚¬â€œÃ‚  Vanderwaals radius  Ã¢â‚¬â€œÃ‚  Ionic | |radius  Ã¢â‚¬â€œÃ‚  Isotopes  Ã¢â‚¬â€œÃ‚  Electronic schell  Ã¢â‚¬â€œÃ‚  Energy of first ionisation  Ã¢â‚¬â€œÃ‚  Energy of second ionisation  Ã¢â‚¬â€œÃ‚  Standard potential | |Atomic number | | | |The atomic number indicates the number of protons within the core of an atom. The atomic number is an important concept of chemistry and | |quantum mechanics. An element and its place within the  periodic table  are derived from this concept. |When an atom is generally electrically neutral, the atomic number will equal the number of electrons in the atom, which can be found around | |the core. These electrons mainly determine the chemical behaviour of an atom. Atoms that carry electric charges are called ions. Ions either| |have a number of electrons larger (negatively charged) or smaller (positively charged) than the atomic number. | |Atomic mass | | | |The name indicates the mass of an atom, expressed in atomic mass units (amu). Most of the mass of an atom is concentrated in the protons and| |neutrons contained in the nucleus.Each proton or neutron weighs about 1 amu, and thus the atomic mass in always very close to the  mass (or | |nucleon) number, which indicates the number of particles within the core of an atom; this means the protons and neutrons. Each isotope of a | |chemical element can vary in mass. The atomic mass of an isotope indicates the number of neutrons that are present within the core of the | |atoms. The total atomic mass of an element is an equivalent of the mass units of its isotopes. The relative occurrence of the isotopes in | |nature is an important factor in the determination of the overall atomic mass of an element. In reference to a certain chemical element, the| |atomic mass as shown in the periodic table is the average atomic mass of all the chemical element's stable isotopes.The average is weighted| |by the relative natural abundances of the element's isotopes. | |Electronegativity according to Pauling | | | |Electro negativity measures the inclination of an atom to pull the electronic cloud in its direction during chemical bonding with another | |atom. | |Pauling's scale is a widely used method to order chemical elements according to their electro negativity. Nobel prize winner Linus Pauling | |developed this scale in 1932. | |The values of electro negativity are not calculated, based on mathematical formula or a measurement.It is more like a pragmatic range. | |Pauling gave the element with the highest possible electro negativity,  fluorine, a value of 4,0. Francium, the element with the lowest | |possible electro negativity, was given a value of 0,7. All of the remaining elements are given a value of somewhere between these two | |extremes. | |Density | | | |The density of an element indicates the number of units of mass of the element that are present in a certain volume of a medium. | |Traditionally, density is expressed through the Greek letter ro (written as r).Within the SI system of units density is expressed in | |kilograms per cubic meter (kg/m3). The density of an element is usually expressed graphically with temperatures and air pressures, because | |these two properties influence density. | |Melting point | | | |The melting point of an element or compound means the temperatures at which the solid form of the element or compound is at equilibrium with| |the liquid form. We usually presume the air pressure to be 1 atmosphere. | |For exa mple: the melting point of  water  is 0  oC, or 273 K. |Boiling point | | | |The boiling point of an element or compound means the temperature at which the liquid form of an element or compound is at equilibrium with | |the gaseous form. We usually presume the air pressure to be 1 atmosphere. | |For example: the boiling point of water is 100  oC, or 373 K. | |At the boiling point the vapor pressure of an element or compound is 1 atmosphere. | |Vanderwaals radius | | | |Even when two atoms that are near one another will not bind, they will still attract one another. This phenomenon is known as the | |Vanderwaals interaction. |The Vanderwaals forces cause a force between the two atoms. This force becomes stronger, as the atoms come closer together. However, when | |the two atoms draw too near each other a rejecting force will take action, as a consequence of the exceeding rejection between the | |negatively charged electrons of both atoms. As a result, a certain distance wil l develop between the two atoms, which is commonly known as | |the Vanderwaals radius. | |Through comparison of Vanderwaals radiuses of several different pairs of atoms, we have developed a system of Vanderwaals radiuses, through | |which we can predict the Vanderwaals radius between two atoms, through addition. |Ionic radius | | | |Ionic radius is the radius that an ion has in an ionic crystal, where the ions are packed together to a point where their outermost | |electronic orbitals are in contact with each other. An orbital is the area around an atom where, according to orbital theory, the | |probability of finding an electron is the greatest. | |Isotopes | | | |The atomic number does not determine the number of neutrons in an atomic core. As a result, the number of neutrons within an atom can vary. | |Then atoms that have the same atomic number may differ in atomic mass.Atoms of the same element that differ in atomic mass are called | |isotopes. | |Mainly with the heavier at oms that have a higher atomic number, the number of neutrons within the core may exceed the number of protons. | |Isotopes of the same element are often found in nature alternately or in mixtures. | |An example: chlorine has an atomic number of 17, which basically means that all chlorine atoms contain 17 protons within their core. There | |are two isotopes. Three-quarters of the chlorine atoms found in nature contain 18 neutrons and one quarter contains 20 neutrons. The mass | |numbers of these isotopes are 17 + 18 = 35 and 17 + 20 = 37. The isotopes are written as follows: 35Cl and 37Cl. |When isotopes are noted this way the number of protons and neutrons does not have to be mentioned separately, because the symbol | |of  chlorine  within the periodic chart (Cl) is set on the seventeenth place. This already indicates the number of protons, so that one can | |always calculate the number of neutrons easily by means of the mass number. | | | |A great number of isotopes is not sta ble. They will fall apart during radioactive decay processes. Isotopes that are radioactive are called | |radioisotopes. | |Electronic shell | | | |The electronic configuration of an atom is a description of the arrangement of electrons in circles around the core.These circles are not | |exactly round; they contain a wave-like pattern. For each circle the probability of an electron to be present on a certain location is | |described by a mathematic formula. Each one of the circles has a certain level of energy, compared to the core. Commonly the energy levels | |of electrons are higher when they are further away from the core, but because of their charges, electrons can also influence each another's | |energy levels. Usually the middle circles are filled up first, but there may be exceptions due to rejections. | |The circles are divided up in shells and sub shells, which can be numbered by means of quantities. |Energy of first ionisation | | | |The ionisation energy means the ene rgy that is required to make a free atom or molecule lose an electron in a vacuum. In other words; the | |energy of ionisation is a measure for the strength of electron bonds to molecules. This concerns only the electrons in the outer circle. | |Energy of second ionisation | | | |Besides the energy of the first ionisation, which indicates how difficult it is to remove the first electron from an atom, there is also an | |energy measure for second ionisation. This energy of second ionisation indicates the degree of difficulty to remove the second atom. | | |As such, there is also the energy of a third ionisation, and sometimes even the energy of a fourth or fifth ionisation. | |Standard potential | | | |The standard potential means the potential of a redox reaction, when it is at equilibrium, in relation to zero. When the standard potential | |exceeds zero, we are dealing with an oxidation reaction. When the standard potential is below zero, we are dealing with a reduction | |reacti on. The standard potenti |

Unit 1 Individual Project Pres111

Marketa S Marshall Unit 1 Individual Project AIU Online – PRES 111 Professor C. Embry Presentation Essentials Before I begin with the videos I chose for this assignment I will first define the rhetorical triangle and the parts of it. The rhetorical triangle refers to the relationship of the three forms of Aristotelian rhetoric-Ethos, Pathos, and Logos. A speaker who aims to attain perfection in his speech must strive to use all three forms of rhetoric. Similarly Ethos, Pathos and Logos form the basic components of all kinds of writing.It is important to learn and recognize the use of these three elements not only in our own writing but also in others writings. It is by the use of Ethos, Pathos and Logos that one can develop a text appealing to readers on various levels. The three parts of the triangle are ethos, logos, and pathos. Ethos is more concerned to the character of speakers. Any kind of text document that is ethos-driven concentrates on the character and reputation of writer. It reflects the reputation of author. If listeners can recognize the speaker’s credibility, it will help the speaker to make his task more easy and perfect.Ethos helps to interpret the relationship between listeners and speakers. Ethos-driven document is highly focused on the qualities of author that give credibility to his personality such as sincerity, trust, grooming, eye contact, dress, movement, height and expertise. Pathos is highly focused on emotions, feelings and psychological state of the listeners. It is the fact that we can interpret the concept of document easily when we are in good mood but we cannot interpret it when we are in hostile mood. So it is the fact that pathos-driven document concentrates on the mood, emotions and feelings of the audience.Logos-driven document is always focused on concepts or logical ability. It concentrates on proof that is given to the audience through logic reasoning. Humans make decisions on what grabs their attention thr ough logical reasoning. If speaker’s communication is perfect and convincing, audience will inspire because they always try to find logical reasoning in the speech of speakers. Educational or official documents are focused on logos. (Ranjan, 2012) The first video is about Breast Cancer: http://www. youtube. com/watch? =bjXCnAXp8cs The second video is about students who attend a high school in New York and the discuss the STEP program which helps them to better understand technology http://www. youtube. com/watch? v=bjXCnAXp8cs First video †¢ What is the background information for this presentation? The information in this video provides info about breast cancer, the presenter tells you in the simplest way how to prevent breast cancer and how to detect it in the early stages hands on, and she gives you an example on how to test yourself for breast cancer.She also gives you in depth information about the subject and why she feels the subject is a sensitive topic for her. W hat is the name of the presenter? Megha Shah What is the name of this presentation? Breast Cancer Prevention Presentation by students of Lewis University Where can it be located? (What is its URL? ) http://www. youtube. com/watch? v=4zrTI25mV9I part 2 of the presentation is http://www. youtube. com/watch? v=bjXCnAXp8cs When was this presentation given? August 2, 2010Where was this presentation given? On the Lewis University campus Who was in the audience? Faculty, students, staff, friends, and family How does each part of the Rhetorical Triangle operate in the presentation? Pathos is focused on emotions and feelings of the listeners, since the presenter felt sensitive on the subject since she either has a family member or a friend who has suffered from breast cancer she was able to reach out to the audience not in just an informative matter but in a personal matter as well.Logos is built on how much the presenter has informed the audience I feel she did a great job, since she has ex perienced the topic in a personal way she was able to give tips and help the audience understand the subject better, she also gave great examples on presentation and how to catch the early signs of the illness. Ethos is described as the personality of the presenter I feel she was a bit nervous in front of the camera but she still did a great job when presenting it. She stumbled on a couple of words when doing the presentation in a face to face camera mode.How does The Speaker operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? Yes I feel the speaker did successfully touch the basis of all three steps in the triangle though there were some mishaps altogether it still came out to be a great presentation. The speaker gave an effective method for the presentation as well she was able to properly inform the audience on the subject and give them examples on prevention. How does The Audience operate in the presentation?Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? The audience seemed compelled because I believe all women need to know and understand the causes and effects of breast cancer and learn how to catch the early signs of it, they seemed very attentive when it came to listening ad understanding the topic. How does The Situation/Purpose operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. . , effective)? The situation given for the topic was to inform women more on an illness that causes death for women today; so the purpose was to inform, educate, and help the audience to better understand the subject and gave them tips on how to prevent and catch the early signs of it. What is the relationship between these elements in this video presentation? Based on what you have learned in U1 about the Rhetorical Triangle, overall, is this successful (i. e. , ef fective)?Since the presentation was given on a campus site, not only did it help the faculty and staff, the students, but it also gave them an opportunity to bring family and friends and help them get involved on the issues of the subject and to help them understand the subject as well. Second Video What is the background information for this presentation? The students in this video attempt to inform the audience about a program that is given to them after school hours(weekends) and it help enrich them in technology and further pushes them to their goals.I think that the program offers the students ways to help them achieve their goals, the program also allows them to go a step further with their homework it’s something like a homework help program that is offered to them after school. It helps the kids in writing, math, and reading as well as English. What is the name of the presenter? Various high school students What is the name of this presentation? The Barnard STEP Progr am special presentation 2012 Where can it be located? (What is its URL? ) http://www. youtube. com/watch? v=oxO7t0vs5QE When was this presentation given? March 26, 2012Where was this presentation given? Various locations that offer the after school program to its students. Who was in the audience? Teachers who volunteer at the program and various audience members who wanted to learn more about the program. How does each part of the Rhetorical Triangle operate in the presentation? Not every step was offered in this presentation I think, Ethos was effectively terminated in this presentation the students were still in school clothing I think or clothes that they wore at home after school I think they could’ve had the students look more presentable.Pathos was initiated since all of the students seemed to come across the program by friends, teachers or family members who wanted to see them succeed. Logos was initiated but could’ve been handled differently if I were just bro wsing online the presentation given on the site would not have just caught my attention, the students were knowledgeable on the subject but only to a certain extent. One of the volunteered teachers could’ve made an appearance in the video and talked more to the parents watching about the subject.It was just students in the video so they pretty much reached out to other students, but students must be able to help their parents understand the subject as well so a teacher should’ve been in the video to help capture the attention of the parents of the students who were interested in the program. How does The Speaker operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? All speakers pretty much went over why they joined the program, and what it offers.I didn’t get to see information on why or who started the program where it was offered or why students should join. Students just told w hy they started the program because of who brought it to their attention i. e friends, family members or teachers. No one gave in depth information on why the program was started and who stated it and why. How does The Audience operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)?Various members were able to watch it was a video that was uploaded in order to let students know about the program, since the video didn’t properly execute why or how the program was stated and gave follow up information of the program I don’t think most audience members would be that interested in letting their students join. How does The Situation/Purpose operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)?Every school has a after school program, the video didn’t really discuss why or what made their program so special, or more important than any other program †¢What is the relationship between these elements in this video presentation? Based on what you have learned in U1 about the Rhetorical Triangle, overall, is this successful (i. e. , effective)? It was mildly successful I think that if any other student were to view the video they’d just watch and move on to another video relating to the same subject due to lack of information.Both videos were entertaining but the second video proved to be more entertaining than the first the first video gave more information on the subject as well as examples and presentations on prevention, the presenter was able to capture the audience’s attention because the subject is a touchy matter and she was able to capture the attention of not only the faculty and staff as well as her fellow students but other women as well.The second video would prove to have a mild audience it lacked of information. The students who presented the video just dis cussed why they felt the program was useful, no one went into detail on how or why the program was started and what the program offered. REFERENCES http://www. alloutdigital. com/2012/09/what-are-three-parts-of-the-rhetorical-triangle/ http://www. youtube. com

SLICK SALES Essay Example | Topics and Well Written Essays - 1000 words

SLICK SALES - Essay Example This paper will provide a theoretical analysis of three different centers that designed according to three different theories of justice. The first center that will be examined will be structured according to the Utilitarian theory of justice. Thus, this model fits the Utilitarian theory of justice in the following way: it provides opportunity to earn a lot to those who are able to benefit from it the most and it also advocated the necessity to take care of the staff in general. With this in mind, it is important to note that health insurance benefits will be provided for all employees since according to the Utilitarian concept, social welfare should be seen as a moral policy that should be implemented (Shaw, 2013). The Libertarian theory of justice advocated the notion that people should be held responsible for their success and failure, so the government or the company should not interfere into their affairs and only make sure that the conventional rules are not broken. According to the theory of Egalitarianism, every person should be treated equally and without any differences, regardless of one’s talent and ability. In spite of the fact that at first this seems as a perfect model, the number of people who are not satisfied with it will be at least two thirds. Indeed, those employees who will generate the money will be paid as much as those who will generate nothing. Since the model of payment should be regarded as the characteristic feature of each, it may be logical to analyze it first. Thus, the model that will be used in this center combined Reduced Flat Rate and Small Commission. As one can easily seen from the very name of it, the financial funds will be distributed in the following manner: all employees will receive a certain moderate amount of money, but they will also be able to increase with the help of bonuses. It should not come as a surprise that the Libertarian center will be organized in a completely different way.

Australian financial accounting Speech or Presentation

Australian financial accounting - Speech or Presentation Example This can be very beneficial in the case of the businesses where the managers and the owners of the business are one and the same. b) The second hypothesis mainly deals with the debt covenant. Here the main focus is that the more the firms compromise on the debt covenants the higher the chances for the managements to use the policies and to report the future earnings as a part of the current period, mainly because the probability of the possible defaults on debts will be reduced by the high net earnings. c) The final hypothesis is where the political costs of the firms are used to adjust the costs accordingly and this is most effective companies that deal with consumer attention and other related businesses. The above mentioned hypothesis can be tested by studying real life companies. For doing so, it would be most effective to contact companies from different fields and industries. It would also be advisable to not only conduct qualitative researches with the management of these companies but also include a through on the job training with the management. Doing this will help the researcher gain access to the financial information and will also permit a high chance for a more focused approach, with a good exposure to the working of the companies as well. The researcher can also use this exposure to meet and gain as much knowledge as possible from the top management which will help understand why certain strategies are adopted within the organization and the overall impact that these might have on the financials of the company as well. Hence this will prove to be the most effective and efficient method of dealing with the financial of the companies as well as to test the hypothesis of t he positive accounting

Migration and Sexual Health Essay Example | Topics and Well Written Essays - 3000 words

Migration and Sexual Health - Essay Example stion, the report has established that MSM are more prone to acquiring STIs than their heterosexual partners because unprotected anal intercourse presents more chances of acquire STIs than virginal intercourse. On the third question, it has been conclusively noted that the sexual and reproductive health of African migrants is gendered in its effects because men have more powers and privileges over the sexuality and reproduction of their female partners. This present report is primarily based on the topics of migration and sexual health. In the context of the report, the term ‘migration’ will be used to refer to the movement of people from one region to another while the term ‘sexual health’ will be used to refer to the â€Å"state of mental, physical, emotional, and social well-being of a person in terms of sexuality (Rutter and Schwartz, 2012) and (Crooks and Baur, 2014). In order to broaden the understanding of the topic area it is important to note that the term ‘sexuality’ refers to the sexual habits and desires of a person. The study on migration and sexual health cuts across as unique in the field of academics because not so many studies have been dedicated to look into the relation of migration and sexual health. In particular, this present study will look at the migration of Africans from various African countries into the United Kingdom. It is important to note that over the past years dating back to the late part of the 20th century, there has been a continued increase of African migrants drawn from various countries into the United Kingdom. According to Spencer (2010), this trend of migration has been promoted by the fact that UK is perceived to be a greener pasture for the African migrants who believe they can easily secure well paying jobs in the country, and gain access to quality education. However, Arthur et al. (2012) added that some African migrants opted to migrate to the UK as asylum seekers in order to evade the hostile political