Boxer Rebellion :: essays research papers

When Japan defeated China in 1895, European powers answered with an order they called, “ carving up the Chinese melon.'; Following the division of Africa among European powers, they turned their sights to what they saw as an extremely weak Chinese government. European powers and America began to scramble for what was called “spheres of interest.'; These spheres of interest involved holding leases for all railway and public advantages in different regions of China. Russia got Port Arthur, Britain got the New Territories near the Hong Kong region, Germany got Shantung and America got nothing. America was focusing largely on Guam and the Philippines and had missed the opportunity and so insisted on the “open-door policy'; in China were commercial opportunities were equally available to all Western powers and the political and territorial integrity of China stayed intact.   Ã‚  Ã‚  Ã‚  Ã‚  The imperial court responded to this foreign threat by giving aid to various secret societies. Traditionally, secret societies had been formed in opposition to imperial government; as such, they were certainly a threat to the Ch’ing government. However, anti-foreign sentiment had risen so greatly in China that the Empress Dowager ,ruler of China, believed that the secret societies could be the leaders in a military deportation of Europeans. This policy reached its crucial period in 1900 with the Boxer Rebellion.   Ã‚  Ã‚  Ã‚  Ã‚  The Boxers, or “The Righteous and Harmonious Fists,'; were a religious society that had originally rebelled against the imperial government in Shantung in 1898. They practiced an animistic magic of rituals and spells that they believed made them invulnerable to bullets and pain. The Boxers believed that the expulsion of foreign devils would magically renew Chinese society and begin a new golden age. Much of their discontent, however, was focused on the economic scarcity of the 1890’s. They were a passionate and confident group, full of contempt for authority and violent emotions.   Ã‚  Ã‚  Ã‚  Ã‚  In reality, the Boxer Rebellion could hardly be classified as either a rebellion or a war against the Europeans. China was largely under control of regional Governors General these regional officials ignored the Empress Dowager’s instructions and put forth every effort to prevent disorder or any harm coming to foreigners. The Boxer Rebellion, then, existed only in a few places and centered in Beijing. The Boxers laid seize to the foreign compound in Beijing cutting the Embassies off from their countries. The western response was quick and harsh.

Barriers to Communication in the Health Sector

Barriers to communications in health and social care Communication is simply being able to pass a message and that message being understood by the person it was meant for and well understood and carried out without any problem. When this circle is interrupted either message is lost or not understood then we need to understand why. Barriers in the health sector comes in either: PHYSICAL is when a person can not access the care they want or need because of a physical problem like a walking difficulty or a wheelchair access * EMMOTIONAL:The barriers in the care sector are emotions. If not have dealt with certain feelings before by the feeler. †'Emotions can play a big part in barriers. It is important that workers within the health and social care field do not let their own emotions get the better of them.They must be professional and although friendships can be made it is important not too get attached to a service user or patient. † †'In the health and social care se tting many people may have problems and many things may be hard to deal with but workers must maintain professionals and not show a lot of emotion, yes we can empathise but we should not make a service user feel worse or more upset. * LANGUAGE :If a patient calls at his Gp and he cant speak English and no one can understand what he/she is saying then it might lead to time waste in treating that patient in terms of diagnosing patient ailment which could be deadly in terms of wrong diagnoses or time wasted in getting an interpreter.

The eNotes Blog Stuff that Keeps Smart People Awake atNight

Stuff that Keeps Smart People Awake atNight I dont know about you, but when I  go to bed at night, my brain goes into Super Worry Overdrive. I worry about my bills, my kids, my   first drafts (like Anne Lamott, I am afraid someone will find my unedited work and will assume I have committed suicide when I realized my talent was gone). One of my favorite Tumblrs,   This Isnt Happiness,  Ã‚  recently posted a list of things very intelligent people worry about.   Spoiler Alert: Whether they can continue to continue paying for HBO is not on the list. I had to look up some of the things they worry about. Suddenly, whether my cats need therapy or not (they do) is not as pressing. Apparently, I, and you, have more troubling things to keep us on edge: The proliferation of Chinese eugenics. – Geoffrey Miller, evolutionary psychologist. Black swan events, and the fact that we continue to rely on models that have been proven fraudulent. – Nassem Nicholas Taleb That we will be unable to defeat viruses by learning to push them beyond the error catastrophe threshold. – William McEwan, molecular biology researcher That pseudoscience will gain ground. – Helena Cronin, author, philospher That the age of accelerating technology will overwhelm us with opportunities to be worried. – Dan Sperber, social and cognitive scientist Genuine apocalyptic events. The growing number of low-probability events that could lead to the total devastation of human society. – Martin Rees, former president of the Royal Society The decline in science coverage in newspapers. – Barbara Strauch, New York Times science editor Exploding stars, the eventual collapse of the Sun, and the problems with the human id that prevent us from dealing with them. - John Tooby, founder of the field of evolutionary psychology That the internet is ruining writing. – David Gelernter, Yale computer scientist That smart people- like those who contribute to Edge- won’t do politics. –Brian Eno, musician That there will be another supernova-like financial disaster. –Seth Lloyd, professor of Quantum Mechanical Engineering at MIT That search engines will become arbiters of truth. - W. Daniel Hillis,

Enzyme Activity Ia Essays

Enzyme Activity Ia Essays Enzyme Activity Ia Essay Enzyme Activity Ia Essay Year 11 IB Biology IA Report 2011 5/31/2011 Enzyme Activity Experiment Introduction3 AIM3 Materials3 Method4 Result5 Table 1:5 Table 2:5 Graph 16 Discussion6 Conclusion8 Bibliography9 Appendix 1 (Test tube 3- 45 degrees)9 Appendix 2 (Test tube 1- 5 degrees)9 Appendix 3 (Test tube 2- 20 degrees)9 Introduction Phenolphthalein is an indicator that is pink in alkaline solutions of about pH10. When the pH drops below pH 8. 3 phenolphthalein will go colourless. Here, an alkaline solution of milk, lipase and phenolphthalein will change from pink to colourless as the fat in milk is broken down to form fatty acids (and glycerol) thus reducing the pH to below 8. 3. The time taken for this reaction to occur is affected by temperature. AIM To investigate the effects of increasing temperature on the activity of enzyme Lipase. Materials * Milk, full-fat or semi-skimmed, 5 cm3 per student per temperature assessed * Phenolphthalein in a dropper bottle (see note 1) * 5% lipase solution, 1 cm3 per student per temperature assessed * Sodium carbonate solution, 0. 05 mol dm-3, 7 cm3 per student per temperature assessed * Electric hot water baths set to a range of temperatures, each containing a thermometer, a test-tube rack and a beaker of lipase solution. * Ice * Marker pen * Test tube rack * Measuring cylinder (or syringe), 10 cm3, 2 * Beaker, 100 cm3, 2 (for milk and sodium carbonate solution) * Beaker, 250 cm3, 2 (to act as water baths for temperatures below room temperature) * Thermometer * Test tube * Glass rod * Syringe, 2 cm3 * Stop clock/stopwatch Method 1. Label a test tube with the temperature to be investigated. 2. Add 5 drops of phenolphthalein to the test tube. 3. Measure out 5 cm3 of milk using a measuring cylinder (or syringe) and add this to the test tube. 4. Measure out 7 cm3 of sodium carbonate solution using another measuring cylinder (or syringe) and add this to the test tube. The solution should be pink. 5. Place a thermometer in the test tube. Take care as the equipment could topple over. 6. Place the test tube in a water bath and leave until the contents reach the same temperature as the water bath. . Remove the thermometer from the test tube and replace it with a glass rod. 8. Use the 2 cm3 syringe to measure out 1 cm3 of lipase from the beaker in the water bath for the temperature you are investigating. 9. Add the lipase to the test tube and start the stopclock/ stopwatch. 10. Stir the contents of the test tube until the solution loses its pink colour. 11. Stop the clock/ watch and note the time in a suitable table of r esults. Result Table 1: | Test tube 1 5 degrees| Test tube 220 degrees| Test tube 345 degrees| Test tube 465 degrees| Time (min: sec: usec)| 31:04:86 ()| 16:26:17| 2:09:03| 32:20:74 ()| Notes| The test tube was breakdown before the liquid (milk) turns white| Complete| Complete| The liquid didn’t turn white, and colour of the liquid (Milk) was light pink| Table 2: Time (Min)| Test Tube 15 degrees| Test tube 220 degrees| Test tube 345 degrees| Test tube 465 degrees| 00:00:00| | | Light pink| | 02:00:00| | Pink | Completed| | 04:00:00| | | | Turn light pink| 06:00:00| | Light pink| | | 08:00:00| Turned light pink| | | | 10:00:00| | | | lighter| 2:00:00| | White with Pink| | | 14:00:00| Lighter| | | White with pink| 16:00:00| | Completed| | | 18:00:00| | | | | 20:00:00| | | | | 22:00:00| | | | | 24:00:00| | | | | 26:00:00| Really Light pink| | | | 28:00:00| White with pink| | | | 30:00:00| | | | | Graph 1 Discussion As the introduction of this report shown that the phenolphthalein is an indicator that is pink solution of about pH10, and when the pH drops below pH8. 3 phenol phthalein goes colourless. Through this report, the aim is to investigate the effect of increasing temperature on the activity of the enzyme lipase. The data of the experiment results showed that the sample [Test tube 1] in five degrees took around 31 minutes and 04 seconds to turns into light pink, but the testing wasn’t complete, as the test tube was break down before it completed, but record from another group’s result, it took around 50 minutes for the sample to completely turn white. (Result from Sumin’s group). The sample [Test tube 2] in 20 degrees took around 16 minutes and 26 seconds to complete the reaction and completely turned white. The sample [Test tube 3] took around 2 minutes and 09 seconds to complete the reaction and this sample took the shortest time to complete the reaction. The sample [Test tube 4] took around 32 minutes and 21 seconds to turn into very light pink (White with pink), but it didn’t complete the reaction as the time was run out. As the result, it shows that the temperature between 20 to 45 degrees is the best environment for the fat in milk to broken down to fatty acids and glycerol thus reducing the pH to below 8. and the taken time will increase if the temperature is over 45 degrees and the lipase might not break down the fat in milk or not work at all. The temperature affected the action of the fat breaks down to fatty acids and glycerol (lipase) in this way because when the temperature increase and then the time taken for the reaction will also increase by increase the collision rate between the substrate molecules and enzymes. The fastest time for the reaction is at the suitable and advantageous temperature for the enzymes which is between 20 to 45 degrees (Â ± 5 degrees). The time taken for the reaction will decrease from 5 degrees to 45 degrees, but the time will increase since the temperature is reach and over 45 degrees, as the protein structure of the enzyme will denatured by the high temperature and the enzyme is de-activated and the molecule is lose its shape. (University of Maryland Medical Center, 2009) Recording from the experiment result, the best temperature for the fat in milk breaks down to fatty acids and glycerol is between 20 to 45 degrees and it might not work really well when the temperature is over 45 degrees. On another hand, there are some weaknesses need to be improve in the experiment. Firstly, the water temperature for the Test tubes to stay in was under/ over the temperature that was suggest in the experiment as the temperature of the water was hard to control as the exactly temperature that the instruction suggested, so the group was recommend that a member from the group needs to add extra hot water/ extra ice when the temperature of the water is under/ over the temperature recommended. Secondly, the group set up and put all the test samples in the test tube at the beginning of the experiment and suddenly left the samples in the room temperature for almost 10 minutes before the group start the experiment; therefore, the results from the experiment might be wrong as the solution in the test tube might affects the lipase during the break time. As the result, the group suggest to mix up the solution and the test samples before the experiment starts, and the break time gap is not allowed. Thirdly, the syringe wasn’t used to measure out the lipase, so the group chose to restart the experiment as the results may have changed. However, after restarting the experiment as a whole, the experiment was a lot more successful and there was more care. Finally, these improvements will be use as a reference in the next class experiment. Conclusion In conclusion, the results from the experiment shown that the best temperature for the fat in milk to break down to fatty acids and glycerol is 45 degrees and the reaction will not work really well since the temperature are over 45 degrees. Also, recording from the graph, the test tube 3 (45 degrees) spent less time to complete the process and the test tube 4 (60 degrees) spent more time to turn the colour of the liquid into light pink and the process/ reaction didn’t complete in the end. As well, the information shown at the website of the University of Maryland Medical Centre displayed that the protein structure of the enzyme will denatured by the high temperature and the enzyme is deactivated and the molecule is lose its shape when the temperature is over 45 degrees. University of Maryland Medical Center, 2009). As the result, when the temperature increase from zero degrees to 45 degrees, the time taken for the reaction will decrease, but the reaction starts slow down since the temperature is reach and over 45 degrees. Bibliography University of Maryland Medical Center. (2009). Retrieved from Lipase: umm. edu/altmed/articles/lipase-000311. htm Appendix Appendix 1 (Test tube 3- 45 degrees) Appendix 2 (Test tub e 1- 5 degrees) Appendix 3 (Test tube 2- 20 degrees)

How to Start a Homeschool Co-Op

How to Start a Homeschool Co-Op A homeschool co-op is a group of homeschooling families who meet on a regular basis to provide educational and social activities for their children. Some co-ops focus on elective and enrichment classes while others offer core classes such as history, math, and science. In most cases, the parents of the students are directly involved in the co-op, planning, organizing, and teaching the courses offered. Why Start a Homeschool Co-Op There are many reasons that a homeschool co-op  Ã¢â‚¬â€œ large or small  Ã¢â‚¬â€œ can be a beneficial endeavor for parents and students alike. Some classes simply work better with a group. It can be hard to find a  chemistry lab partner at home, and unless you’re doing a one-man play,  drama needs a group of kids. Sure, you may have siblings or a parent who can help out, but for activities such as science labs, it can be beneficial for students to work with their peers. In  a co-op setting, kids learn how to work with a group of students. They can practice vital skills such as delegating tasks, doing their part to make the group activity a success, and resolving conflicts when disagreements arise. A co-op provides accountability. You know those classes that tend to fall by the wayside? Starting a small co-op is an excellent way to prevent that by adding a layer of accountability. You may find that you have good intentions, are continually pushing aside enrichment classes such as art and nature study. When youre meeting with a few other families, youre more likely to follow through on the classes. It’s much easier to stay the course when other people are counting on you. A co-op is a great solution for teaching difficult subjects or skill-based electives.  A co-op can prove to be the perfect way to tackle subjects like  high school level math and science courses or electives for which you lack the knowledge or skill set. Maybe one parent can teach math in exchange for another sharing her talent for art or music. If you know a parent with a unique skill, such as photography or fluency in a foreign language, they may be willing to offer group classes for a fee.  Ã‚   A co-op can make the subject  more fun for the students. In addition to the prospect of greater accountability, a co-op can make a  boring or difficult subject more fun for the students. While the class may still be dull or complicated, the prospect of tackling it with a few friends can at least make the class more palatable. The students might even find the course fun with an instructor and one or two students who display enthusiasm for it, or who have a good grasp on the topic and can explain it in easy-to-understand terms.   Homeschool co-ops can help kids learn to take direction from someone other than a parent. Kids benefit from having instructors other than their parents. Another teacher  may have a different teaching style,  way of interacting with children, or expectations for classroom behavior and due dates. It’s useful for students to learn  to interact with other instructors so that it’s not such a culture shock when they go to college or into the workforce or even when they find themselves in classroom settings within the community. How to Start a Homeschool Co-Op If you’ve decided that a small  homeschool co-op would be beneficial for your family, it’s relatively straightforward to start one. While you needn’t worry about the complex  guidelines that a  larger, more formal co-op would require,  a small, informal gathering of friends still calls for some ground rules. Find a meeting place (or establish an agreed-upon rotation). If your co-op is going to be only two or three families, you’ll likely agree to gather in your homes. You may also be able to use a room or two at a   library, community center, or church. Wherever you meet, be considerate. Offer to help clean up afterward.  Arrive on time.Start on time. It’s easy to get caught up in socializing for the students and their parents.Leave promptly after the class is over. The  host family may have school to complete or appointments on their calendar.Ask if there is anything you can bring or do to simplify hosting. Set a schedule and guidelines. Small groups can disintegrate quickly if one or two people have to miss the class. Set a schedule at the beginning of the year, taking holidays and any known date conflicts  into consideration. Once all the parents have agreed to the calendar, stick to it. Make arrangements for students who have to miss class to make up the work. If youre completing a DVD course, perhaps students can borrow the DVD set and complete the assignment on their own. For other classes, you may consider making copies of materials or having another student take notes for those who are absent. Be sure to build a few flex days into your calendar for the inevitable disruptions such as inclement weather or times when multiple students are sick or unable to attend class. You will also want to determine how long and how often each class will meet and set start and end dates. For example, will this be a year-long or single semester co-op? Will you meet one hour twice a week or two hours once a week? Determine roles. If the course needs a facilitator or instructor, determine who will fill that role. Sometimes these roles fall into place naturally, but make sure that all the parents involved are okay with the tasks that fall to them so that no one feels unfairly burdened. Choose materials. Decide what materials you’ll need for your co-op.  Will you be using a particular curriculum? If you are piecing together your  own course, make sure everyone knows who is responsible for what. For example, if youre teaching an  art co-op, one parent may already own the curriculum that youll be using, so each student would just need to purchase their own supplies based on a materials list provided by the  instructor.For a DVD course, one parent may already own the DVD set required, and each student would need only to purchase their own workbooks. If you’re buying materials to be shared by the group,  such as a DVD set or a microscope, you  will probably want to split the cost of the purchase. Discuss what you’ll do with the non-consumable materials after the course is over. One family may want to buy out the other family’s share to save something  (such as a microscope) for younger siblings, or you may wish to resell  non-consumables and split the proceeds between the families.   Identify age-ranges. Decide what age students your co-op will include and set guidelines for older and younger siblings. If youre teaching a high school chemistry course, it will be distracting for parents and younger siblings to be chatting in the corner. So decide from the beginning if younger siblings will need to stay at home or if there is another room where they could play under the supervision of a couple of parents. You may also want to consider ability-level rather than age. For example, a wide range of ages could learn a foreign language together depending on what level of reading and writing are involved. However you choose to structure it, a small homeschool co-op with a few families is an excellent means of providing  the accountability and group atmosphere that you may be missing in your homeschool.

Hyundai case study Example | Topics and Well Written Essays - 250 words

Hyundai - Case Study Example Hyundai Motor Company is considered one of the best performing motor companies even in the face of the effects that followed recession. Factors of success within the firm which has beaten fort to take the fourth place in the motor industry applies strategies like the implementation of strong leadership and the continuous introduction of new models in the market to suit the preference of consumers within the different markets (Schmitt). Even with the likes of competitors like Tata and General Motors, among other, Hyundai has managed to do well in markets like Korea and other international markets in spite of having greater production capacity than their sales capabilities. Hyundai’s success is also attributed to their sensitivity to opportunities, say to the diversity that exists within the Middle East and their efforts in partnering with other firms. Their affiliation with Guangzhou Motor Group, in the year 2002, for instance, helped boosts the level of sales within the firm a nd therefore its overall performance (Yeats 54). The firms focus on producing the right products for the markets has also been of essence in helping Hyundai succeed like it has at the global levels. Basically, the demands of the consumers govern the ways by which the firms produce their automobiles. For example, the extremely high quality demand by the Korean populace has all through the time, made the company centre on always producing the best quality products for the markets (Davidson and Goldsmith 34). The stringent competition that exists from other car makers has also forced the firm to continually improve on all the aspects of production (Hyundai Motor America). The firm has even been ranked as the best in terms of customer satisfaction. Hyundai Motor America. Hyundai Motor America Reports Record January Sales. N.d. Web. February 27, 2012. Schmitt,

Building and construction management Essay Example | Topics and Well Written Essays - 3500 words

Building and construction management - Essay Example .......................................... .......................... p.13 EXECUTIVE SUMMARY An analysis of an expansion project on a residential house is described. The project’s compliance with civil and neighborhood regulations pertaining to the proposed changes is put into perspective. An account of the technical specifications of the proposed changes is included, with detailed explanations of the context for the proposed expansion based on accepted housing construction techniques. Finally, recommendations are given for additional expansions of the project. INTRODUCTION The property in question is a brick constructed, detached house in a neighborhood where most dwellings date back to 1970, and were mostly level in placement. The project location is a corner plot on Guildford road, within the urban boundaries of Fleet. The actual lot encompasses 500 square meters, and is rectangular in shape. The house is equipped with a flat roof double garage attached, with a north-easy s ide elevation. The house possesses a driveway and small garden in the front of the dwelling. The backyard lawn includes a rear garden, a patio and shrubs. The front and rear of the property are shaded with trees. The project will add Dormers to the structure, often suggested as a way to better appreciate trees. (FamilyHandyman.com, 2004), (Sebastino, 2012) Often popular in Queen Anne style houses. (La Chiusa, 2006) A proposal is underway to expand this property with an extension of the first floor; requiring modification and construction of the roofing elements to support the addition. The proposed roof is intended to measure 6 metres at the apex, ranging from 3.5 metres at the eaves. It will include dormers on the front and rear roof elevations. A juliette balcony is to be included in the rear of the expansion. The windows here, and elsewhere for the expansion will be 1.5 metres tall, set down 0.5 meters below the roof's ridge, and 1.4 metres wide. Dormer windows will extended 2.2 metres from the roofline. (Hart.gov.uk, 2008) The garage contains a utility room that will be enlarged to dimensions of 2.5 by 3.8 metres. Tiles, bricks and matching components will be used that are compatible with the portions of the house that already exist. Local developmental plan policies have been consulted, and there is no anticipation of a harmful impact to the house itself, or the community at large. The expansion proposal for the house would be highly visible on Guildford road and neighboring streets. However, the additions are connected to the primary house without intruding onto other properties, and do not contrast sharply with the overall character of the neighborhood. The extension will incorporate elements from the ground floor that rise 3.8 meters anterior to the front elevation and 2.3 metres at the eaves, rising up 3 metres to the top of the roof. The eaves assist in the diversion of rain water away from the walls of the house, reducing the potential for erosion b y separating wetness on the roof from the walls of the house. They may also influence the transmission of heat. (DBH.gov, 2004), (Yourhome.gov.au, 2012) No side windows on the Guildhall property are extant, and the rear windows should not create privacy challenges, due to the distance involved between the adjoining dwellings, in addition to the tree on the edge of the property that allows screening of the immediate line of sight. The property in question is regarded as a natural extension of the pre-existing residence, with no apparent incompatibility with