Lab report

Repeatability measurements were taken on a bolt to get the total length, and also measuring the low rate of a faucet by measuring the amount of time it took to fill a beaker. To ensure a more accurate sample, twenty measurements of each section were obtained. For the batch measurement portion of this lab, a multi-meter was used to measure the resistance in a pack of ten resistors. Each member measured the resistors twice to allow for more precise statistical analysis.After all measurements were recorded, statistical analysis such as mean, standard deviation, and true mean range with 90%, 95%, and 99% confidence intervals were used to obtain the results. Once calculations were made, it was determined that there was error in this vibratory due to the environment and to human error, however all of the results fell within the ranges of confidence for each given section. Relevance In this experiment length, flow rate, and resistance was measured and the true mean was calculated. It was ob served that the true mean varied depending on the variation of the sample mean and sample standard deviation.It was shown that the population mean, or true mean, could not be found exactly, but could be estimated as a range with a certain level of confidence with the measurement of the sample mean and sample standard deviation. The knowledge practiced in this lab can be lawful in future experiments if say a company needs to estimate the population average with a specified level of confidence of a bolt that they only have a few samples of. Introduction There are multiple ways of measurement, as well as, many different types of ways to analyze raw data.In this lab the objective is to experiment with two different types of measurements, repeatability and batch measurements. Theoretically the bolt length plus the cap thickness (B+C) should be equal to the measured total length of the bolt(A). Taking multiple measurements done by multiple people until twenty samples re obtained measuring all four components of the bolt and obtaining the raw data of bolt measurements. By having multiple people take measurements a small amount of human error is removed in case one person didn't measure as accurate.By having multiple measurements done by each person a bigger sample size is obtained, and bigger sample size typically means more accurate results. After the measurements were made a sample mean was calculated, as well as, a sample standard deviation for all four components of the bolt. The sample mean and sample standard deviation were 2 lactated to estimate the true mean of the population with a level of confidence of 90 and 95 percent. Once the true mean of each component was estimated a comparison was made between the total length(A) and the sum of the cap thickness(S) and bolt length(C).In theory (B+C) should equal the total length of the bolt(A), as they represent the same length. Though they should be the same, they are not. The sum of measurements, (B) and (C) yield a much wider range of true mean than the measurement of (A). This difference is created by multiple types of error such as, human error, maybe reading the caliper wrong. Or error such as mechanical error, maybe the caliper itself was broken or not calibrated. In the second module of this lab the flow rate of the faucet water is measured using a stop watch and a mall beaker.Obtaining the flow rate of the water in 20 different samples, then summarizing the raw data into sample mean and sample standard deviation. With the sample mean and standard deviation, the true mean is to be estimated with a confidence level of 90 percent and then again with 95 percent. In the third module the measurements were made in batches. The measurements of batches of resistors were measured with a Center Multi-meter to make sure they all locked in at the same resistance. The resistors measured in this lab were quite strong, getting up to kick.Each group member measured the batch of resistors twice, then a pooled mean and pooled standard deviation was calculated. Pooling all the members samples together gives us one large sample and a more accurate estimate of the true mean. Using these calculated pooled mean and standard deviation the true mean was found as a range with a 99 percent level of confidence, and then again with a 95 percent level of confidence. The experimental setup and procedures are described in section The results of the experiments can be found n section {V} followed by conclusions in section {VI}.The appendix with the data chart can be found in section{Veil} Testing the repeatability of the measurements and taking the sample average and sample standard deviation to compare with each other, as well as, estimate the population mean and standard deviation. In three different modules linear dimension, flow rate, and resistance were measured. The primary objectives of this lab are to practice using devices that measure length and flow rate, to apply statistical principl es to raw data sets, and to become familiar with use off multi-meter. Formulas Used: Sample MeanStandard Deviation True Mean Range 3 Experiment: Equipment: Pittsburgh 6†³ Caliper Bolt Cent-Tech Digital Multi-meter CTD 10 pack of electrical resistors (gold, yellow, red, yellow) mall Beaker Digital Stopwatch Procedure: This experiment utilizes the billeted above. The experiment is broken down into three sections. First take the caliper and the bolt, calibrate the caliper to make sure that accurate measurements are collected. Measure the complete length of the bolt, thickness of the head, width of the threads and the length of the bolt to the base of the head.Repeat the measurement a total of twenty times split evenly between the roof members and record the results. Second, take a mall beaker and a stopwatch to the sink and turn the water faucet on to attain a constant flow rate of water. Use the stopwatch to measure the time it takes from the first drop of water entering the beak er to the instant the water begins to overflow from the top of the beaker. Empty the beaker of water repeat this measurement a total of twenty times split evenly between the group members and record the results. For the last portion of this lab, take a pack of resistors and the multi-meter.Set the millimeter to the appropriate reference resistance and begin measuring each of the sisters one at a 4 time. Each member will measure the set of resistors twice for a total of twenty resistance measurements per each member of the group. Record the measurements from each member and calculate the true mean resistance. Procedure Changes: The only change/ improvement made to the experiment was during the batch measurement section. It was found that more accurate readings of each resistor could be attained by taping the resistor pack to the table to keep it in place while using the probes to measure the resistance.This change will allow the group to move quicker through the experiment and not to make any mistakes such as possibly measuring the same resistor twice in a row. The experimental procedure is very straight forward and the group should not encounter any difficulties. Results/Discussion This lab required three different modules to be completed with two different types of measurements: batch and repeatability. The bolt measurement along with the volume flow rate were to be completed using repeatability, while the resistance module used batch measurements.The data was to be recorded and put into tables and analyzed using the mean, standard deviation, and true mean to determine whether the measurements were in the desired confidence intervals. 5 Linear Dimension Module: The first set of data was recorded using a manual caliper and a bolt. Four measurements were to be taken from the bolt: length, cap thickness, bolt length, and major diameter. These measurements lead to some error as expected, mostly human error and calibration of the manual calipers. There was also so me error due to the uneven sides of the bolt and the angle at which the calipers were held against the bolt.Table la. Shows the summarized data falls within the 95% Confidence Interval. Measurement Total Length (A) Cap Thickness (B) Bolt Length (C) Major Diameter (D) B+C Sample Mean (in. ) (in. ) 2. 2661 0. 0033 0. 2825 0. 0031 1 . 9791 0. 0262 . 30327 0. 0007 2. 2616 0. 0268 Table la. Statistics of Bolt Measurements (95%) [2. 265, 2. 267] [0. 2810, 0. 2839] [1. 967, 1. 991] [0. 3024, 0. 3030] [2. 249, 2. 274] The second part of the linear module was to compare the difference between the total length (A) and the sum of cap thickness and bolt length (B+C).The results show that there was a lower CLC with the total length measurement than with the addition of two parts. This is most likely because of the accuracy of two measurements has more mom for error from the angle of the calipers and human error. Table b. Shows the comparison of the two measurements. The full experimental data fo r the linear module is listed in Table A in the Appendix. Table b. Comparison of bolt statistics Flow Rate Module: Measurement of the flow rate from a sink using a stopwatch and beaker was the second of the repeatability measurements.This module produced the most error most likely from human error with stopping and starting of the stopwatch. The inconsistent flow from the sink also contributed to some of the error. The standard aviation in this experiment was high, but after 6 calculating the true mean range for a 90% and 95% confidence interval, the sample mean falls within both ranges with a few outliers. Table LLC. Shows the summary of the data. The full experimental data is listed in Table B in the Appendix . (ECMA/min) 5300. 95 CLC (ECMA/metro) 138. 835 [5247. 27, 5354. 3] Table LLC. Flow Rate Module Statistics 95% CLC (ECMA/metro) [5235. 97, 5365. 93] Resistance Module: In the final part of this lab, resistors were to be measured in batches from each of the group members. This section of the lab showed the most precision with the least error. From the color coded bands on the ten resistors, it was concluded that the value of the resistors was 470 sq. All of the results in table old. Show that the resistors were only reading 400 sq. All 60 recorded measurements were close to 400 ink which could be from mislabel resistors.The pooled mean of the three samples does fall within the 90% and 95% confidence intervals even with including some outliers in the data. The full experimental data can be found in Table C in the Appendix. Sample Mean (Q) 400. 033 99% (Q) 1. 588 [399. 02, 401. 05] Table old. Resistance Module Statistics 95% CLC (sq) [399. 29, 400. 78] Conclusion: This laboratory focused on repeatability measurements, batch measurements, and statistical concepts/ principles to analyze the collected data. This was achieved through the use of a caliper, stopwatch, and a digital multi-meter for measurement purposes.Using these tools, the group is able to meas ure length, flow rate, and resistance. The statistical concepts used in this lab were sample mean, standard deviation, true mean, and the range and level of confidence. The results of the linear dimension module prove that there is always going to be a small amount of human error when using devices such as a manual caliper. That error is relatively larger when trying to sum two measurements as compared to measuring a total length . The measurement of the bolt as a whole has a narrower CIA and true mean range of [2. 265, 2. 267].The 7 standard deviation for total length (A) [0. 0033 in. ] supports the theory that measuring the entire length at once is more accurate than summing the cap thickness (B) and bolt length (C) together, which is evident by analyzing the standard deviation of (B+C) [0. 0268 in. ]. The results of the flow rate module show that there is significantly far more human error when trying to measure the time it takes for water o fill a beaker. This can be attributed to response time of starting/stopping the stopwatch. The standard deviation [138. 835 /min] seems high, but calculations show that the sample mean [5300. 5 /min] falls within the true mean range for CLC [5247. 27, 5354. 63 /metro] and also for 95% CLC [5235. 97, 5365. 93 /min]. The results of the resistance module indicated a difference between the sample mean [400. 033 sq] of the batch measurements and the supposed value of the resistors [470 sq] according to the color coded bands. This was the most precise module with a standard deviation of [1. 588 sq] and all the pooled means fall within he 95% CLC with a true mean range of [399. 29, 400. 78 sq], and the 99% CLC with a range of [399. 02, 401. 05 sq].This laboratory experiment allowed the group to differentiate between repeatability measurements and batch measurements and apply the statistical theories learned in lecture to analyze the collected data. To minimize error percentage, calibrating the caliper before each measurement m ight be advantageous. Another advantage might be making markings on the bolt where each member of the group takes measurements instead of at random/different spots each time. Lab Report Lab Report 3 In this lab, we will take a trip to the planetarium lab and will learn about Right ascension and declination, and altitude and zenith. After looking at the different points shown, we will log the altitude and zenith in the chart in our lab manual. Now we will look at the same points and label the right ascension and declination. Then we will learn about the easiest way to locate the star Polaris. As we started the first program, we answered a few questions to make sure we knew the general idea of stars.Then we labeled the altitude and azimuth of five objects. Aldebran had a altitude of 54o and an azimuth of 203o. Betelgeuse had an altitude of 47o and an azimuth of 203o. Castor had an altitude of 62o and an azimuth 118o. Deneb had an altitude of 13o and an azimuth of 328o. Elnath had an altitude of 68o and an azimuth of 184o. After that, we looked at the right ascension and declination (RA and DEC). Aldebran had a RA of 4. 6 hours and a DEC of 16o. Elnath had an RA of 5. 3 hours and a DEC of 28o. Betelgeuse had an RA of 5. hours and a DEC of 8o. Castor had an RA of 7. 6 hours and a DEC of 32o. Deneb had an RA of 20. 7 hours and a DEC of 46o. Finally we looked at the Big Dipper and the Cassopia to find the star Polaris. This lab was super cool, I loved it. The planetarium was great way to learn more about the different constellations and stars in the sky. I never knew that Polaris was so close to the Big Dipper. Finding the all the right ascensions and declinations of the objects were fairly easy and felt like I learned to do it pretty easily now. Lab Report Example lab report of Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Posted by  Nurul Yunaliyana Experiment 5: Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Purpose: to synthesis potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. 3H2O. Introduction: Ferrous ammonium sulfate, Fe(NH4)2(SO4)2. 6H2O is dissolved in a slightly acid solution, excess oxalic acid, H2C2O4, is added and the following reaction takes place: Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O FeC2O4 is finely divided precipitate and tends to be colloidal.However, heating the solution causes it to coagulate and facilitates separating the precipitate from the solution. Potassium oxalate is added to the FeC2O4 precipitate, which produces a slightly basic solution for the oxidation of the ferrous ion to the ferric ion, by hydroxide, H2O2. The following reaction takes place: H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- The OH- ion concentration of the solution is hi gh enough so that some of the Fe3+ reacts with OH- to form ferric hydroxide(brown precipitate) as follows: Fe3+ + 3OH- Fe(OH)3 With the addition of more H2C2O4, the Fe(OH)3 dissolves and the soluble complex K3[fe(c2o4)3]. h20 is formed according to : 3k2C2O4 + 2Fe(OH)3 + 3H2C2O4 2K3[Fe(c2o4)3]. 3H20 + 3h2o Ethanol is added to the solution to cause the complex iron salt to precipitate. Data analysis and Discussion: In this experiment, I have studied how to synthesis coordination compound. Coordination compounds are formed when a neutral metal atom: Fe acting as a Lewis acid, reacts with some neutral molecules, acting as Lewis bases; or when a metallic cation, acting as a Lewis acid, reacts with any of a variety of organic or inorganic molecules, cations, or anions, acting as Lewis bases.These Lewis bases: C2O4 and H2O are called ligands. (Lewis acids are electron pair acceptors and Lewis bases are electron pair donors. Ferrous ammonium solution is added with oxalic acid dihydrate sol ution will form yellow solution with yellow precipitate. Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O Then it is heated to boiling and the supernatant is decanted. As it is added with solid potassium oxalate, it is allowed to heat at 40 0 C and drop wise added with H2O2 and the solution turns to brown with precipitate for the oxidation of the ferrous ion to the ferric ion.H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- Fe3+ + 3OH- Fe (OH) 3 Next, more oxalic acid dihydrate is added until the solution turns to colourless. 3k2C2O4 + 2Fe (OH) 3 + 3H2C2O4 2K3 [Fe (c2o4)3]. 3H20 + 3h2O The colourless solution is boiled then it turns to pale green solution. The solution is filtered then leaves for crystallization. After that, the green crystal is filtered and washed with 1:1 ethanol/ water and cooled acetone. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. H2O that I have obtained is 47. 72 %. The precautions tha t we must take are while heat the solution of ferrous ammonium sulfate and solution of oxalic acid dihydrate as it will bump. Next, beware of temperature (at least 40 0 C) of solution when add H2O2 into the solution. The next experiment is determination of the percentage of ligands in coordination compounds. Conclusion : I have studied how to synthesis coordination compound which is potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. H2O. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. 3H2O that I have obtained is 47. 72 %. Reference: 1. Hadariah Bahron, Kamariah Muda, S. Rohaiza S. Omar, Karimah Kassim (2011). Inorganic Chemistry. Experiments for Undergraduates, UPENA UiTM 2008. http://chem. science. oregonstate. edu/courses/ch221-3s/ch223s/2010_U_session_1/Report_Guideline_Green_Crystal_Sp_2010. pdf Lab Report Lab #7 Purpose: The purpose of this experiment is to analyze known solutions of Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 and Sr(NO3)2 (alkaline earths) and known solutions of NaBr, NaCl and NaI (halogens). Then we are given an unknown solution to determine what ions are present. Materials: 1. Test tubes 2. Test tube holder 3. Pipet 4. 1 M H2SO4 5. 0. 1 M Na(NO3)2 6. 0. 1 M Ca(NO3)2 7. 1 M Na2CO3 8. 0. 25 M (NH4)2C2O4 9. 0. 1 M KIO3 10. Bromine water 11. Chlorine water 12. Iodine water 13. 0. 1 M NaCl 14. 0. 1 M NaBr 15. 0. 1 M NaI 16. Unknown (E) Methods:Alkaline Earths 1. Wash the test tubes of any residue 2. Add 12 drops of 1m H2SO4 to four test 3. Then add 12 drops of 0. 1m Ba(NO3)2 to one test tube containing 1M H2SO2 4. Add 12 drops of 0. 1m Ca(NO3)2 to another test tube containing 1M H2SO2 5. Add 12 drops of 0. 1m Mg(NO3)2 to another test tube containing 1M H2SO2 6. Add 12 drops of 0. 1m Sr(NO3)2 to the final test tube containing 1M H2SO2 7. Observe and take notes on the precipitate or the lack of precipitate in each reaction 8. Clean the test tubes after taking notes . Repeat the procedure, but now with 12 drops of 1m Na2CO3 in each test tube 10. Add 12 drops of 0. 1M Ca(NO3)2 to another test tube containing 1M Na2CO3 11. Add 12 drops of 0. 1M Mg(NO3)2 to another test tube containing 1M Na2CO3 12. Add 12 drops of 0. 1M Sr(NO3)2 to the final test tube containing 1M Na2CO3 13. Observe and take notes on the precipitate or the lack of precipitate in each reaction 14. Clean the test tubes after taking the notes 15. Repeat the process with 12 drops of 0. 25M (NH4)2C2O4 16.Observe and take notes on the precipitate or the lack of precipitate in each reaction 17. Clean the test tubes after taking the notes 18. Repeat the process with 12 drops of 0. 1M KIO3 19. Observe and take notes on the precipitate or the lack of precipitate in each reaction 20. Clean the test tubes after taking the notes 21. Repeat the process with 12 drops of unknown (E) 22. Observe and take notes on th e precipitate or the lack of precipitate in each reaction and deduct if it’s Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 or Sr(NO3)2. 23. Clean the test tubes after taking the notesHalogens 1. Place a few drops of bromine water into the test tube and add 12 drops of heptane and shake 2. Repeat the process with chlorine water and iodine water and note any color changes in each 3. Clean the test tubes after taking the notes 4. Get three test tubes and add 12 drops of bromine water to each test tube with 12 drops of HEP 5. Add 12 drops of 0. 1M NaCl to the first test tube, 12 drops of 0. 1M NaBr to the second test tube and 12 drops of 0. 1M NaI to the third test tube 6. Note the color of each reaction 7. Clean the test tubes after taking the notes . Repeat the steps but with 12 drops of chlorine water in each test tube with 12 drops of HEP 9. Observe the color of each reaction 10. Clean the test tubes after taking the notes 11. Repeat the steps but with 12 drops of iodine water in each test tu be with 12 drops of HEP 12. Observe the color of each reaction 13. Clean the test tubes after taking the notes 14. Repeat the steps but with 12 drops of unknown (E) in each test tube with 12 drops of HEP 15. Observe the color of each reaction and deduct if the unknown is either NaBr, NaCl or NaI Results:Alkaline | H2SO4| Na2CO3| (NH4)2C2O4| KIO3| Ba(NO3)2| Cloudy white| Very cloudy white| White precipitate sits on bottom| Tiny amounts of white precipitate| Ca(NO3)2| No reaction | Cloudy white| Cloudy white precipitate| No reaction| Mg(NO3)2| No reaction| White film on top| No reaction | No reaction| Sr(NO3)2| White precipitate on top| White cloudy solution with some white precipitate| Faint white cloudy foggy precipitate| Little amounts of tiny white precipitate| Unknown (E) | No reaction | White film on top| No reaction| No reaction| .Unknown Alkaline Earth: Mg(NO3)2 Reaction between Halogens and Halides | NaBr| NaCl| NaI| Unknown (E)| Bromine water| Light faint yellow| Golden yell ow| Faint yellow tint| Light faint yellow| Chlorine water| Dark yellow amber | Colorless| Light yellow| Dark yellow amber| Iodine water| Light yellow tint| Dark red color| Light yellow| Light yellow tint| Unknown Halogen: NaBr Color of Halogens in solution | Br2| Cl2| I2| Water| Orangey-Brown| Colorless| Brown| HEP| Orange| Colorless| Purple | Conclusion: Lab Report In order to determine the relationship between coffee consumption and two types of vital signs, respiration rate and blood pressure, my group (Group 4) designed a lab that measured the respiration rate and blood pressure of two participants, once after consuming water and then again after consuming coffee. After testing two participants blood pressure and respiration rate, it was found that the vital signs of the participants remained the same after consuming water but decreased slightly after consuming coffee.This lab is significant because it demonstrates that the consumption of coffee, on the contrary to Group 4’s hypothesis, caused a decrease in the vital sign measurements of the two participants rather than increasing as we initially hypothesized. This lab was done to determine and compare the effects that coffee drinking has on blood pressure and the respiration rate in two participants.The hypothesis configured by our group was that after drinking 1 cup of water the par ticipant’s blood pressure and respiration rate would remain constant, but after the drinking 1cup of coffee the participants blood pressure and respiration rate would increase as a result of the common compounds found in coffee. The control in this experiment is 1 cup of water, because the participant’s blood pressure and respiration rate are being measured, but they have not been exposed to the common compounds found in coffee.The dependent variable in the study is the participant’s blood pressure and respiration rate because the vital signs are the component in the experiment that are being measured. The independent variable is what is changed in the experiment and in this experiment that would be the amount of the common compounds the participants consume in 1 cup of coffee. The results of our lab disproved our hypothesis, that consuming coffee would increase the participant’s blood pressure and respiration rate, as seen in Table 1, Graph 1, and Graph 2.Although our expectations of the measurement of vital signs after consuming 1 cup of water were correct, we had expected the results from the measurement of both the respiration rate and the blood pressure to noticeably increase after consuming coffee due to the common compounds found in coffee. The lab, actually, resulted in the decrease of respiration rate and blood pressure after the consumption of coffee.The study preformed by the National Cancer Institute measured the association between coffee and its affects on health, as a result of reading this article I conducted a study that worked off the same principle. However, in the lab I attempted to narrow the causal relationship between the two by measuring the participant’s vital signs, respiration rate and blood pressure, in relationship to consuming coffee versus water and any potential periods or repeated periods of evaluated or descended vital signs has to the longevity of one’s life.The results of the lab sup port the findings of the National Cancer Institute because the article states that consuming coffee has positive affects on health and our lab concluded that coffee consumption lowers blood pressure, which is necessary for a person that may struggle with high blood pressure to become healthy. During the lab, the participants physiology, blood pressure and respiration rate, was lowered after consuming coffee, this served to calm the participant’s vital signs. To improve the validity of the study a few changes could be made to improve the results.For example, I believe that the vital signs were not effected greatly because of the time span used to complete the study, after drinking the coffee we immediately took the vital signs instead of waiting for the full effect to take place. An additional reason for the higher levels of the vital signs before the consumption of coffee could have been due to activities done prior to the lab thus increasing the vital sings measured after dr inking water. To improve upon these imperfections, the study could be done earlier in the day and with more resting periods before vital signs are taken.This lab was designed to determine the relationship between coffee consumption and two types of vital signs, respiration and blood pressure. The lab measured the respiration rate and blood pressure of two participants, once after consuming water and then again after consuming coffee. I hypothesized that the consumption of coffee would dramatically increase the participant’s respiration rate and blood pressure due to the consumption of the common compounds found in coffee that typically raise energy levels and alertness.However, the lab resulted in slightly lower respiration rates and blood pressure after the consumption of coffee than water as seen in Table 1, Graph 1, and Graph 2. The lab is significant because it demonstrates that the consumption of coffee, in contrast to our hypothesis, caused a decrease in the vital sign measurements of the two participants rather than increasing as we originally hypothesized. Works Cited National Institues of Health. â€Å"Coffee drinkers have lower risk of death, study suggests. † ScienceDaily, 19 May 2012. Web. 9 Oct. 2012 Lab report Repeatability measurements were taken on a bolt to get the total length, and also measuring the low rate of a faucet by measuring the amount of time it took to fill a beaker. To ensure a more accurate sample, twenty measurements of each section were obtained. For the batch measurement portion of this lab, a multi-meter was used to measure the resistance in a pack of ten resistors. Each member measured the resistors twice to allow for more precise statistical analysis.After all measurements were recorded, statistical analysis such as mean, standard deviation, and true mean range with 90%, 95%, and 99% confidence intervals were used to obtain the results. Once calculations were made, it was determined that there was error in this vibratory due to the environment and to human error, however all of the results fell within the ranges of confidence for each given section. Relevance In this experiment length, flow rate, and resistance was measured and the true mean was calculated. It was ob served that the true mean varied depending on the variation of the sample mean and sample standard deviation.It was shown that the population mean, or true mean, could not be found exactly, but could be estimated as a range with a certain level of confidence with the measurement of the sample mean and sample standard deviation. The knowledge practiced in this lab can be lawful in future experiments if say a company needs to estimate the population average with a specified level of confidence of a bolt that they only have a few samples of. Introduction There are multiple ways of measurement, as well as, many different types of ways to analyze raw data.In this lab the objective is to experiment with two different types of measurements, repeatability and batch measurements. Theoretically the bolt length plus the cap thickness (B+C) should be equal to the measured total length of the bolt(A). Taking multiple measurements done by multiple people until twenty samples re obtained measuring all four components of the bolt and obtaining the raw data of bolt measurements. By having multiple people take measurements a small amount of human error is removed in case one person didn't measure as accurate.By having multiple measurements done by each person a bigger sample size is obtained, and bigger sample size typically means more accurate results. After the measurements were made a sample mean was calculated, as well as, a sample standard deviation for all four components of the bolt. The sample mean and sample standard deviation were 2 lactated to estimate the true mean of the population with a level of confidence of 90 and 95 percent. Once the true mean of each component was estimated a comparison was made between the total length(A) and the sum of the cap thickness(S) and bolt length(C).In theory (B+C) should equal the total length of the bolt(A), as they represent the same length. Though they should be the same, they are not. The sum of measurements, (B) and (C) yield a much wider range of true mean than the measurement of (A). This difference is created by multiple types of error such as, human error, maybe reading the caliper wrong. Or error such as mechanical error, maybe the caliper itself was broken or not calibrated. In the second module of this lab the flow rate of the faucet water is measured using a stop watch and a mall beaker.Obtaining the flow rate of the water in 20 different samples, then summarizing the raw data into sample mean and sample standard deviation. With the sample mean and standard deviation, the true mean is to be estimated with a confidence level of 90 percent and then again with 95 percent. In the third module the measurements were made in batches. The measurements of batches of resistors were measured with a Center Multi-meter to make sure they all locked in at the same resistance. The resistors measured in this lab were quite strong, getting up to kick.Each group member measured the batch of resistors twice, then a pooled mean and pooled standard deviation was calculated. Pooling all the members samples together gives us one large sample and a more accurate estimate of the true mean. Using these calculated pooled mean and standard deviation the true mean was found as a range with a 99 percent level of confidence, and then again with a 95 percent level of confidence. The experimental setup and procedures are described in section The results of the experiments can be found n section {V} followed by conclusions in section {VI}.The appendix with the data chart can be found in section{Veil} Testing the repeatability of the measurements and taking the sample average and sample standard deviation to compare with each other, as well as, estimate the population mean and standard deviation. In three different modules linear dimension, flow rate, and resistance were measured. The primary objectives of this lab are to practice using devices that measure length and flow rate, to apply statistical principl es to raw data sets, and to become familiar with use off multi-meter. Formulas Used: Sample MeanStandard Deviation True Mean Range 3 Experiment: Equipment: Pittsburgh 6†³ Caliper Bolt Cent-Tech Digital Multi-meter CTD 10 pack of electrical resistors (gold, yellow, red, yellow) mall Beaker Digital Stopwatch Procedure: This experiment utilizes the billeted above. The experiment is broken down into three sections. First take the caliper and the bolt, calibrate the caliper to make sure that accurate measurements are collected. Measure the complete length of the bolt, thickness of the head, width of the threads and the length of the bolt to the base of the head.Repeat the measurement a total of twenty times split evenly between the roof members and record the results. Second, take a mall beaker and a stopwatch to the sink and turn the water faucet on to attain a constant flow rate of water. Use the stopwatch to measure the time it takes from the first drop of water entering the beak er to the instant the water begins to overflow from the top of the beaker. Empty the beaker of water repeat this measurement a total of twenty times split evenly between the group members and record the results. For the last portion of this lab, take a pack of resistors and the multi-meter.Set the millimeter to the appropriate reference resistance and begin measuring each of the sisters one at a 4 time. Each member will measure the set of resistors twice for a total of twenty resistance measurements per each member of the group. Record the measurements from each member and calculate the true mean resistance. Procedure Changes: The only change/ improvement made to the experiment was during the batch measurement section. It was found that more accurate readings of each resistor could be attained by taping the resistor pack to the table to keep it in place while using the probes to measure the resistance.This change will allow the group to move quicker through the experiment and not to make any mistakes such as possibly measuring the same resistor twice in a row. The experimental procedure is very straight forward and the group should not encounter any difficulties. Results/Discussion This lab required three different modules to be completed with two different types of measurements: batch and repeatability. The bolt measurement along with the volume flow rate were to be completed using repeatability, while the resistance module used batch measurements.The data was to be recorded and put into tables and analyzed using the mean, standard deviation, and true mean to determine whether the measurements were in the desired confidence intervals. 5 Linear Dimension Module: The first set of data was recorded using a manual caliper and a bolt. Four measurements were to be taken from the bolt: length, cap thickness, bolt length, and major diameter. These measurements lead to some error as expected, mostly human error and calibration of the manual calipers. There was also so me error due to the uneven sides of the bolt and the angle at which the calipers were held against the bolt.Table la. Shows the summarized data falls within the 95% Confidence Interval. Measurement Total Length (A) Cap Thickness (B) Bolt Length (C) Major Diameter (D) B+C Sample Mean (in. ) (in. ) 2. 2661 0. 0033 0. 2825 0. 0031 1 . 9791 0. 0262 . 30327 0. 0007 2. 2616 0. 0268 Table la. Statistics of Bolt Measurements (95%) [2. 265, 2. 267] [0. 2810, 0. 2839] [1. 967, 1. 991] [0. 3024, 0. 3030] [2. 249, 2. 274] The second part of the linear module was to compare the difference between the total length (A) and the sum of cap thickness and bolt length (B+C).The results show that there was a lower CLC with the total length measurement than with the addition of two parts. This is most likely because of the accuracy of two measurements has more mom for error from the angle of the calipers and human error. Table b. Shows the comparison of the two measurements. The full experimental data fo r the linear module is listed in Table A in the Appendix. Table b. Comparison of bolt statistics Flow Rate Module: Measurement of the flow rate from a sink using a stopwatch and beaker was the second of the repeatability measurements.This module produced the most error most likely from human error with stopping and starting of the stopwatch. The inconsistent flow from the sink also contributed to some of the error. The standard aviation in this experiment was high, but after 6 calculating the true mean range for a 90% and 95% confidence interval, the sample mean falls within both ranges with a few outliers. Table LLC. Shows the summary of the data. The full experimental data is listed in Table B in the Appendix . (ECMA/min) 5300. 95 CLC (ECMA/metro) 138. 835 [5247. 27, 5354. 3] Table LLC. Flow Rate Module Statistics 95% CLC (ECMA/metro) [5235. 97, 5365. 93] Resistance Module: In the final part of this lab, resistors were to be measured in batches from each of the group members. This section of the lab showed the most precision with the least error. From the color coded bands on the ten resistors, it was concluded that the value of the resistors was 470 sq. All of the results in table old. Show that the resistors were only reading 400 sq. All 60 recorded measurements were close to 400 ink which could be from mislabel resistors.The pooled mean of the three samples does fall within the 90% and 95% confidence intervals even with including some outliers in the data. The full experimental data can be found in Table C in the Appendix. Sample Mean (Q) 400. 033 99% (Q) 1. 588 [399. 02, 401. 05] Table old. Resistance Module Statistics 95% CLC (sq) [399. 29, 400. 78] Conclusion: This laboratory focused on repeatability measurements, batch measurements, and statistical concepts/ principles to analyze the collected data. This was achieved through the use of a caliper, stopwatch, and a digital multi-meter for measurement purposes.Using these tools, the group is able to meas ure length, flow rate, and resistance. The statistical concepts used in this lab were sample mean, standard deviation, true mean, and the range and level of confidence. The results of the linear dimension module prove that there is always going to be a small amount of human error when using devices such as a manual caliper. That error is relatively larger when trying to sum two measurements as compared to measuring a total length . The measurement of the bolt as a whole has a narrower CIA and true mean range of [2. 265, 2. 267].The 7 standard deviation for total length (A) [0. 0033 in. ] supports the theory that measuring the entire length at once is more accurate than summing the cap thickness (B) and bolt length (C) together, which is evident by analyzing the standard deviation of (B+C) [0. 0268 in. ]. The results of the flow rate module show that there is significantly far more human error when trying to measure the time it takes for water o fill a beaker. This can be attributed to response time of starting/stopping the stopwatch. The standard deviation [138. 835 /min] seems high, but calculations show that the sample mean [5300. 5 /min] falls within the true mean range for CLC [5247. 27, 5354. 63 /metro] and also for 95% CLC [5235. 97, 5365. 93 /min]. The results of the resistance module indicated a difference between the sample mean [400. 033 sq] of the batch measurements and the supposed value of the resistors [470 sq] according to the color coded bands. This was the most precise module with a standard deviation of [1. 588 sq] and all the pooled means fall within he 95% CLC with a true mean range of [399. 29, 400. 78 sq], and the 99% CLC with a range of [399. 02, 401. 05 sq].This laboratory experiment allowed the group to differentiate between repeatability measurements and batch measurements and apply the statistical theories learned in lecture to analyze the collected data. To minimize error percentage, calibrating the caliper before each measurement m ight be advantageous. Another advantage might be making markings on the bolt where each member of the group takes measurements instead of at random/different spots each time. Lab Report Lab Report 3 In this lab, we will take a trip to the planetarium lab and will learn about Right ascension and declination, and altitude and zenith. After looking at the different points shown, we will log the altitude and zenith in the chart in our lab manual. Now we will look at the same points and label the right ascension and declination. Then we will learn about the easiest way to locate the star Polaris. As we started the first program, we answered a few questions to make sure we knew the general idea of stars.Then we labeled the altitude and azimuth of five objects. Aldebran had a altitude of 54o and an azimuth of 203o. Betelgeuse had an altitude of 47o and an azimuth of 203o. Castor had an altitude of 62o and an azimuth 118o. Deneb had an altitude of 13o and an azimuth of 328o. Elnath had an altitude of 68o and an azimuth of 184o. After that, we looked at the right ascension and declination (RA and DEC). Aldebran had a RA of 4. 6 hours and a DEC of 16o. Elnath had an RA of 5. 3 hours and a DEC of 28o. Betelgeuse had an RA of 5. hours and a DEC of 8o. Castor had an RA of 7. 6 hours and a DEC of 32o. Deneb had an RA of 20. 7 hours and a DEC of 46o. Finally we looked at the Big Dipper and the Cassopia to find the star Polaris. This lab was super cool, I loved it. The planetarium was great way to learn more about the different constellations and stars in the sky. I never knew that Polaris was so close to the Big Dipper. Finding the all the right ascensions and declinations of the objects were fairly easy and felt like I learned to do it pretty easily now. Lab Report Example lab report of Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Posted by  Nurul Yunaliyana Experiment 5: Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Purpose: to synthesis potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. 3H2O. Introduction: Ferrous ammonium sulfate, Fe(NH4)2(SO4)2. 6H2O is dissolved in a slightly acid solution, excess oxalic acid, H2C2O4, is added and the following reaction takes place: Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O FeC2O4 is finely divided precipitate and tends to be colloidal.However, heating the solution causes it to coagulate and facilitates separating the precipitate from the solution. Potassium oxalate is added to the FeC2O4 precipitate, which produces a slightly basic solution for the oxidation of the ferrous ion to the ferric ion, by hydroxide, H2O2. The following reaction takes place: H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- The OH- ion concentration of the solution is hi gh enough so that some of the Fe3+ reacts with OH- to form ferric hydroxide(brown precipitate) as follows: Fe3+ + 3OH- Fe(OH)3 With the addition of more H2C2O4, the Fe(OH)3 dissolves and the soluble complex K3[fe(c2o4)3]. h20 is formed according to : 3k2C2O4 + 2Fe(OH)3 + 3H2C2O4 2K3[Fe(c2o4)3]. 3H20 + 3h2o Ethanol is added to the solution to cause the complex iron salt to precipitate. Data analysis and Discussion: In this experiment, I have studied how to synthesis coordination compound. Coordination compounds are formed when a neutral metal atom: Fe acting as a Lewis acid, reacts with some neutral molecules, acting as Lewis bases; or when a metallic cation, acting as a Lewis acid, reacts with any of a variety of organic or inorganic molecules, cations, or anions, acting as Lewis bases.These Lewis bases: C2O4 and H2O are called ligands. (Lewis acids are electron pair acceptors and Lewis bases are electron pair donors. Ferrous ammonium solution is added with oxalic acid dihydrate sol ution will form yellow solution with yellow precipitate. Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O Then it is heated to boiling and the supernatant is decanted. As it is added with solid potassium oxalate, it is allowed to heat at 40 0 C and drop wise added with H2O2 and the solution turns to brown with precipitate for the oxidation of the ferrous ion to the ferric ion.H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- Fe3+ + 3OH- Fe (OH) 3 Next, more oxalic acid dihydrate is added until the solution turns to colourless. 3k2C2O4 + 2Fe (OH) 3 + 3H2C2O4 2K3 [Fe (c2o4)3]. 3H20 + 3h2O The colourless solution is boiled then it turns to pale green solution. The solution is filtered then leaves for crystallization. After that, the green crystal is filtered and washed with 1:1 ethanol/ water and cooled acetone. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. H2O that I have obtained is 47. 72 %. The precautions tha t we must take are while heat the solution of ferrous ammonium sulfate and solution of oxalic acid dihydrate as it will bump. Next, beware of temperature (at least 40 0 C) of solution when add H2O2 into the solution. The next experiment is determination of the percentage of ligands in coordination compounds. Conclusion : I have studied how to synthesis coordination compound which is potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. H2O. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. 3H2O that I have obtained is 47. 72 %. Reference: 1. Hadariah Bahron, Kamariah Muda, S. Rohaiza S. Omar, Karimah Kassim (2011). Inorganic Chemistry. Experiments for Undergraduates, UPENA UiTM 2008. http://chem. science. oregonstate. edu/courses/ch221-3s/ch223s/2010_U_session_1/Report_Guideline_Green_Crystal_Sp_2010. pdf Lab Report Lab #7 Purpose: The purpose of this experiment is to analyze known solutions of Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 and Sr(NO3)2 (alkaline earths) and known solutions of NaBr, NaCl and NaI (halogens). Then we are given an unknown solution to determine what ions are present. Materials: 1. Test tubes 2. Test tube holder 3. Pipet 4. 1 M H2SO4 5. 0. 1 M Na(NO3)2 6. 0. 1 M Ca(NO3)2 7. 1 M Na2CO3 8. 0. 25 M (NH4)2C2O4 9. 0. 1 M KIO3 10. Bromine water 11. Chlorine water 12. Iodine water 13. 0. 1 M NaCl 14. 0. 1 M NaBr 15. 0. 1 M NaI 16. Unknown (E) Methods:Alkaline Earths 1. Wash the test tubes of any residue 2. Add 12 drops of 1m H2SO4 to four test 3. Then add 12 drops of 0. 1m Ba(NO3)2 to one test tube containing 1M H2SO2 4. Add 12 drops of 0. 1m Ca(NO3)2 to another test tube containing 1M H2SO2 5. Add 12 drops of 0. 1m Mg(NO3)2 to another test tube containing 1M H2SO2 6. Add 12 drops of 0. 1m Sr(NO3)2 to the final test tube containing 1M H2SO2 7. Observe and take notes on the precipitate or the lack of precipitate in each reaction 8. Clean the test tubes after taking notes . Repeat the procedure, but now with 12 drops of 1m Na2CO3 in each test tube 10. Add 12 drops of 0. 1M Ca(NO3)2 to another test tube containing 1M Na2CO3 11. Add 12 drops of 0. 1M Mg(NO3)2 to another test tube containing 1M Na2CO3 12. Add 12 drops of 0. 1M Sr(NO3)2 to the final test tube containing 1M Na2CO3 13. Observe and take notes on the precipitate or the lack of precipitate in each reaction 14. Clean the test tubes after taking the notes 15. Repeat the process with 12 drops of 0. 25M (NH4)2C2O4 16.Observe and take notes on the precipitate or the lack of precipitate in each reaction 17. Clean the test tubes after taking the notes 18. Repeat the process with 12 drops of 0. 1M KIO3 19. Observe and take notes on the precipitate or the lack of precipitate in each reaction 20. Clean the test tubes after taking the notes 21. Repeat the process with 12 drops of unknown (E) 22. Observe and take notes on th e precipitate or the lack of precipitate in each reaction and deduct if it’s Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 or Sr(NO3)2. 23. Clean the test tubes after taking the notesHalogens 1. Place a few drops of bromine water into the test tube and add 12 drops of heptane and shake 2. Repeat the process with chlorine water and iodine water and note any color changes in each 3. Clean the test tubes after taking the notes 4. Get three test tubes and add 12 drops of bromine water to each test tube with 12 drops of HEP 5. Add 12 drops of 0. 1M NaCl to the first test tube, 12 drops of 0. 1M NaBr to the second test tube and 12 drops of 0. 1M NaI to the third test tube 6. Note the color of each reaction 7. Clean the test tubes after taking the notes . Repeat the steps but with 12 drops of chlorine water in each test tube with 12 drops of HEP 9. Observe the color of each reaction 10. Clean the test tubes after taking the notes 11. Repeat the steps but with 12 drops of iodine water in each test tu be with 12 drops of HEP 12. Observe the color of each reaction 13. Clean the test tubes after taking the notes 14. Repeat the steps but with 12 drops of unknown (E) in each test tube with 12 drops of HEP 15. Observe the color of each reaction and deduct if the unknown is either NaBr, NaCl or NaI Results:Alkaline | H2SO4| Na2CO3| (NH4)2C2O4| KIO3| Ba(NO3)2| Cloudy white| Very cloudy white| White precipitate sits on bottom| Tiny amounts of white precipitate| Ca(NO3)2| No reaction | Cloudy white| Cloudy white precipitate| No reaction| Mg(NO3)2| No reaction| White film on top| No reaction | No reaction| Sr(NO3)2| White precipitate on top| White cloudy solution with some white precipitate| Faint white cloudy foggy precipitate| Little amounts of tiny white precipitate| Unknown (E) | No reaction | White film on top| No reaction| No reaction| .Unknown Alkaline Earth: Mg(NO3)2 Reaction between Halogens and Halides | NaBr| NaCl| NaI| Unknown (E)| Bromine water| Light faint yellow| Golden yell ow| Faint yellow tint| Light faint yellow| Chlorine water| Dark yellow amber | Colorless| Light yellow| Dark yellow amber| Iodine water| Light yellow tint| Dark red color| Light yellow| Light yellow tint| Unknown Halogen: NaBr Color of Halogens in solution | Br2| Cl2| I2| Water| Orangey-Brown| Colorless| Brown| HEP| Orange| Colorless| Purple | Conclusion:

How does the presentation of Iago in Act1 sn1 lines 41-66 and Act1 sn3 lines 365-385 prepare the audience for the tragedy of Othello?

The two passages in question, the first a speech Iago makes at the start of the play, and the second, a short soliloquy at the end of Act one, introduce the audience to the character of Iago and the feelings he has towards Othello which will drive the action of the play and shape the tragedy. In the play, we see Othello, a heroic character, fall from grace. Shakespeare's successful use of peripeteia is accentuated by Othello's strive through adversity and what he has managed to achieve, especially in Venice which was the most powerful society in the world for a time. It was un-heard of for a â€Å"moor† to have reached such a momentous position considering the racism at this point in history. Othello is also a character that the audience can empathize with easily. This emphasizes the tragedy of Othello due to the fact that he doesn't deserve to have been plagued by trickery resulting in him murdering Desdemona and then killing himself. He has been entirely manipulated by Iago. He is the artist behind the fall of Othello. He realizes that Othello can be â€Å"tenderly led by the nose as asses are† and is clever and ruthless enough to take advantage of him and exploit his flaw, jealousy. Iago's exploitative nature is communicated to the audience when he is talking to Roderigo about how he dislikes the â€Å"Moor† and says, â€Å"I follow him to serve my turn upon him. † This statement reveals Iago's feelings towards Othello, as well as an insight into the way he thinks and his priorities in life. This suggests that Iago's motive is just to climb to the top of society without regard or respect for anyone else's emotions. An example of this is when Iago is telling Roderigo how he feels about certain types of employees, the types that â€Å"line their coats†. He states that these people have â€Å"soul† and believes â€Å"such a one I do profess myself. † This shows the audience Iago's selfish and power hungry temperament. It is interesting how Shakespeare has chosen to put a full stop after the word â€Å"myself†. He has chosen not to use enjambment, which he uses abundantly throughout the text. When listening to someone act out this speech, there would be a pause after this word that would let the audience have time to think about the statement just voiced. Iago's desire for status brings to light the theme of class. Iago feels an extremely strong desire to climb to the highest class and profess himself a success. This could be seen as his primary motive for money and power and ultimately status. However, he also wishes to break the bond between Othello and Desdemona. As well as revealing his character to the audience, these two quotations foreshadow and prime the audience for a tragic ending, one in which Iago will turn upon Othello, a noble and trusting character. Iago's motives are often unclear and we end up speculating that he is jealous, racist or insecure. The presentation of Iago in the penultimate sentence of the first speech, invokes images of pain, destruction, darkness and possibly some of the aforementioned insecurity. He voices a sinister yet almost vulnerable statement to Roderigo when he says â€Å"I will wear my heart upon my sleeve/ For daws to peck at. † This can be interpreted in many ways. One of which is that Iago feels that he has done so much wrong that he is leaving his feelings open for the people around him to â€Å"peck at† with the â€Å"daws† symbolizing the people. This would suggest that Iago does have a heart because he feels punished for how he treats his companions and the net of lies he weaves around them. Moreover, leaving ones heart upon ones sleeve could be seen as an act to open their heart to the world, leaving one vulnerable and defenceless. This metaphorical image of a bird pecking at his heart paints an enduringly dark and depressing picture for the audience. Conversely, we could see this quote as Iago feeling he should be punished. We could also see it as Iago being self destructive and almost psychopathic. The structure chosen here by Shaksespeare suggests that this statement should be read as a sinister one as opposed to a vulnerable one. The writer has chosen to continue this sentence onto the next line. His use of emjambement here suggests that the audience should hear the statement all as one. There is no pause between † sleeve† and â€Å"for daws†¦.. â€Å". In addition, the fact that Iago doesn't care that he is leaving his feelings so vulnerable makes us think that he has no care for his emotions and anyone else's whatsoever. It is also ironic because he is saying he will reveal his feelings, his emotions and his true self, but succeeds in manipulating all of the characters due to his immense power to lie, deceive and erect an impregnable faiade. Shakespeare alludes to themes such as race and class in the last sentence of the first speech that also portray Iago's deceitful character. Iago ends his speech to Roderigo by saying â€Å"I am not what I am. † We have already learned that he is a deceptive and confusing character however this statement means that he could have been putting up a faiade this whole time and none of what he said could be true. As and audience, we feel that Shakespeare has employed this dramatic device to keep us guessing. Moreover, this is interesting because we would usually expect Iago to reveal this about his character in a soliloquy rather than in conversation with another character. Shakespeare has most definitely chosen this short punchy sentence to end his speech for a reason. This is the main thought that the audience are left with. This is a key function in helping the audience to suspend their disbelief. Watching the play you would be confused trying to understand his character and then seconds later the dialogue resumes between Iago and Roderigo. There is also another interesting interpratation of this statement that relates to class and race. At the time, white people considered themselves the higher power compared to black people. White people considered themselves clean and proper and considered black people dirty and improper. However, this is ironic because Othello, the black character or â€Å"Moor† is the noble, kind and strong character. And Iago is portrayed as being evil, deceptive and crazy. We could see this as an attempt by Shakespeare to attack the ideals and beliefs of the time by turning them over and challenging them. The end of this passage gives the audience the idea that good will not prevail over evil resulting in a devastating end to the play. The second passage, Iago's soliloquy, starts with him telling the audience that whenever he can, he will take advantage of any â€Å"fool† for his profit. This again communicates his exploitative nature and alludes to the idea that eventually Othello will become his â€Å"purse†. He then goes on to say â€Å"I hate the Moor,†. Once again Shakespeare has used structure to emphasize a certain point. This being that Iago despises Othello. He does this by starting the sentence with â€Å"I† and has placed a comma after † moor† which sections off this declaration causing a pause after hearing which leaves time for this statement to be absorbed by the audience. Iago is portrayed as being sexist in the beginning of his soliloquy when he says that by Othello sleeping with his wife he has â€Å"done his office†. Referring to his wife as â€Å"his office† now would be a potentially life threatening comment, however at the time it was thought that men were above women and a women's place was at home, cooking, cleaning and holding together the home-life. He is referring to Emilia as if he can do with her as he wants. This suggests she is his sex object and reaffirms him as the duplicitous man that he is. Iago's character is portrayed as evil and scheming in the last sentence of his soliloquy. After Iago has been plotting he has conjured up a plan to frame Othello by exploiting his trusting nature. This is communicated when he says â€Å"Hell and night/ Must bring this monstrous birth to the world's light. † This conjures up images of death, pain and evil beasts. This is a very powerful statement and has the most significance in terms of alluding to the tragic ending of Othello. It is also interesting because Shakespeare has chosen to write this in verse. This adds a poetic and almost beautiful aura to what Iago is saying. It is intriguing yet horrific at the same time. He has also chosen to use figurative speech that makes the audience think more about what is being said. This is typical of Shakespeare's fondness for dramatic irony. He may have been alluding to the overall themes of the play here in this one line. Specifically, the contrasting notions of heaven vs hell, light vs dark and good vs evil. In conclusion, we can see that both speeches play key roles in preparing the audience for the tragedy of Othello. The first speech reveals much about Iago's character including his manipulative and exploitative nature. It is revealed to the audience that Iago is complex and intelligent but that these traits are ominous ones. Iago is portrayed in such a negative way that it leaves the audience thinking that there could only be a negative ending to the play. The assumption is that evil will prevail. However at this point in the play we have not met Othello. We are not sure whether what Imago is saying about Othello is true which means that the audience are ill prepared at this point for the tragedy of Othello. In Iago's soliloquy he begins to engineer his plan to defeat Othello. At this point we have met Othello and we are aware of his trusting nature that becomes his downfall at the end of the play. Shakespeare uses a combination of structural techniques, language and themes to help the audience prepare for the tragedy that follows. I believe that Shakespeare was attempting an attack on the ideals and beliefs in society at the time and was trying to tell the worlds that fairytales do not usually come true and that humans will ultimately be the makers of their own downfall.

Almodovars All About My Mother Analysis Film Studies Essay

Almodovars All About My Mother Analysis Film Studies Essay Pedro Almodovar is an auteur in Spanish national and art cinema. His films always explore the issues such as sexuality, transgender and women’s life where friends and lovers replace the parents and family. In a post-feminism point of view, he disestablished the feminism but highlights the positions of both female characters and actress. His works are more targeted to women and give female audience a resonance on motion. All About My Mother is a film Almodovar made in 1999. It stills an impressive work to discover the deep feeling of women when suffering from the dead of son and lover. The storyline describe a single mother Manuela witness his son die in a car accident when he run to ask for an autograph. And then she wants to find the father in Barcelona. In Barcelona, she meets her transgender friends, the lesbian couple and a young nun Rosa. The whole film interspersed with these several women’s interesting and dumbfounding stories. Some of them encounter the issues of transsexual or AIDS which make their characteristics more rounded. This title not only refers to Manuela but also point to women who were and would be mother, as well the actress. The opening scene is a smoothly and masterful camera movement in hospital. It follows the plastic infusion tube, with the blurred background and a sad music to heighten the atmosphere. The cast list in a bloody color fade in and out like the blood flowing. Without saying any word, just use a montage skill to show there is a patient or accident. Almodovar are the master of using misn-en-scene. The next scenes are still using camera movement show the medical machine. After the still of ECG, Manuela suffers the pain from death and faces other’s organ donation which she need to solve later (her son’s organ donation). Almodovar emphasises not only the mise-en-scene, but also the collocation of color. I think it is the aesthetics of Almdovar. The scene that Manuela cooking in the kitchen, the bl ue cupboard and the red cloth and tomato join together make a strong Almodovar style. Gathering blue and red maybe is a habitual technique of Almodovar. The son’s clothe is also blue and sit together with his mother’s red. In the bedroom of Esteban, this style gets more highlights. The red wall assembled with the blue bed and chair. I can see red everywhere for instance later Huma’s hair and cloth as well. The film is filled with references. At the beginning, Manuela and her son sit on sofa and watch the old Hollywood film All About Eve (Joseph L. Mankiewicz, 1950, USA). That movie talking about the actress named Eve, the same way was used to reflect the story in All About My Mother, it talk about mothers and women who have relationship with acting. In All About Eve, they also mention the fans and acting issues. When watching the film, the son Esteban finds that the Spanish television station always changes the title of the movies and use dub instead of original sound track which are references from the society. In this scene, Esteban writing on his notebook has a brilliant camera angle. The camera use both the POV of Esteban and the notebook, we can see Esteban writing ‘Todo sobre mi madre’ (original title in Spanish) from his hand moving. Then the title of this film appeared very smoothly. After watching the film, Manuela shares the only half photo she took when she was a actress. The camera follows the cracks and down while shows Esteban looking at the picture and later he will mention that the other half would be his ‘father’.

An Emergency Management Plan Assignment Example | Topics and Well Written Essays - 750 words - 1

An Emergency Management Plan - Assignment Example In fact, in most cases, new terrorism hits hard but by surprise. In the 9/11case for instance, even experts were not able to offer a coherent explanation as to what was taking place. 3) Homeland Security Education: Programs for educating and training people on homeland security threats as well as how to ensure the best possible solutions and performance when faced with incidents, challenges, and threats to homeland security. 4) Sayid Qutb: An Egyptian who joined Muslim brotherhood for hate of the west and became an influential jihad advocate of modern times and a key developer of Islamic doctrines legitimizing violent Islamic resistance to regimes claiming to be Muslim. Sayid is thought to have tremendously inspired Osama bin Laden. 5) Leaderless Jihad: A modern trend where many people especially the youth are preferring terrorism and radicalization due to circumstances and not flaws in the society. Group dynamics and outside individuals are increasingly playing a role in the radicalization of Islamic youth. Radicalization in leaderless Jihad may come about as a result of traumatic events experienced or heard of that elicit moral outrage. The youth then interpret the outrage ideologically and not based on any doctrines. 6) Counterterrorism: Strategies, tactics, and practices adopted by the government, security agencies and corporations while responding to the threat or threats of terrorism. The acts may include policy changes, military action, and public education. 7) Office For Domestic Preparedness: An office in the Directorate of Border and Transportation Security charged with the responsibility of ensuring the US is adequately prepared for any terrorist threats. The office coordinates multiagency counterterrorism activities which include and are not limited to efforts to actively combat terrorism, provision of training, equipment, and exercises.

Could have the American Civil War been avoided Essay

Could have the American Civil War been avoided - Essay Example Slavery was something thought to be short lived, as the North and West grew exponentially with its specialized industries and the South continued to supply the cash crops of cotton, sugar, tobacco, etc. handled and processed by slaves the Northerners could not afford, and did not believe in keeping. As time wore on and the cotton gin was invented, slavery became even more deeply a part of Southern culture; it was protected under the Constitution (because slaves were personal property), and was impossible to amend. But slavery itself was a red herring. The main complaint of the South was that the North was gaining more power in the federal government and the South no longer had a voice. The North abolished slavery on moral grounds (apparently), but Andrew Jackson, when a Mississippi senator, stated blatantly that â€Å"It is not humanity that influences you†¦ it is that you may have a majority in the Congress of the United States and convert the Government into an engine of Nort hern aggrandizement†¦ you want by an unjust system of legislation to promote the industry of the United States at the expense of the people of the South.† (Epperson, Jim, 1996). Considering the complexities around the issue of slavery (mostly economic) and the desperation of the South to hold onto their slaves along with the general concern from the North of what to do with all the slaves if they were to be freed, it doesn’t seem possible that any mind sets could be changed to prevent the war even if the issue of slavery didn’t exist.

Marketing channel essay Example | Topics and Well Written Essays - 500 words - 1

Marketing channel - Essay Example In light of this definition, an evaluation of the article Disney’s Powerful Marketing Machine by Ryan Tracy can sufficiently form a basis from which the various aspects of marketing channel can be weighed. Disney’s Powerful Marketing Machine by Ryan Tracy looks at the various marketing and business tools used by Disney as a company. The article tries to evaluate the various successes that Disney has achieved, and looks at these successes in relation to the history that Disney as a company has. It is based on Disney CEO’s remarks on the company, and while the article acknowledges various company CEO’s wont for braggadocio, it draws the line by stating that Disney can actually stand up to the success story behind it. As such, one of the major reasons behind Disney’s success is its intellectual property resulting from an array of highly popular and prosperous characterization in the film industry. This is also backed by years of experience in the logistics involved in making a product and its merchandise as successful as possible. Disney’s worldwide presence means that they have virtually unlimited reach, and coupled with their experience at marketing their merchandise and effectively pricing them anywhere, the Disney magic has always ensured very high success rates. Moreover, Disney has spread its wings to cover almost all the relevant aspects of its scope, from animations, films, books, videogames, magazines, mobile apps, and even its own network channel. Nonetheless, the Disney has not had a very successful implementation of the internet-based media consumption that characterizes the younger generation. While this has caused losses for the company, it has out measures in place to rejuvenate its interactive division. In all, the article foresees a successful future for Disney, particular in consideration of its past and the recent acquisition of Marvell, another giant in action heroes. This article highlights various aspects of marketing

Country Risk and Strategic Planning Analysis Paper Assignment

Country Risk and Strategic Planning Analysis Paper - Assignment Example Nice blend of coffee serving in presence of amusing environment should be accompanied by the highest serving quality. Price: Since Indian coffee market has a good history, its market is supposed to have few fearsome competitors for Starbucks. Pricing becomes very important in this respect. General attitude of locals towards pricing is very strict; thus lower the price, greater the market share. Place: Starbucks' most vulnerable market comprises of middle class Indians who live in high streets of posh and developing areas of large cities. Therefore, it is of immense value to target the market of Mumbai, New Delhi, Pune, Chennai, Bangalore, and Jaipur etc specially those places which are near colleges, bus stops, cinema theaters, railway stations etc. Distribution and Supply Chain Risks may be termed as the major risk factors for Starbucks in India. Effective resource planning becomes very crucial since distribution through independent sources may become highly cost effective. Abundance of highly educated manpower in this regard can be the key for solution. India is a mixture of various different societies comprising of thousands of ethnic, cultural, religious and social groups. Thus, social and cultural risks are very high due to immense differences in these groups.

Improvements to Ethical Corporate Evaluation Assignment

Improvements to Ethical Corporate Evaluation - Assignment Example I would also define the standards of procedures that are to be used in the corporate compliance program (Hasnas 54). They could range anywhere from the code of ethics to the internal controls for prime risk areas. A quicker response to problems that border the element of criminal conduct should be implemented as well as instituting limitations in order to prevent parallel occurrences. 2. Fraud: this is using individual influence to get away with the property of another individual. Fraudulent cases often involve the deception of clients into investing their money into places where it will not return. 3. Cheating: as per the term, this element involves an individual or company making false statements to the intended client in order to get them to invest their money in their businesses. Many fortune 500 company officials are in jail for cheating. 4. Violation of workers’ rights: this is an issue that has been noticed in a majority of companies. This happens when the employees in a company are treated unfairly in a manner that is not in accordance with the rules and regulations of the company. 5. Ignoring health, safety, and environmental issues: this is a major ethical issue that has to be addressed. These conditions could result in injury or causing sickness to one or more of the employees working in an area which has not had its health, safety, and environmental issues checked. 6. Labor conditions: some of the issues affecting labor conditions are the employment of child laborers. This is an ethical problem that goes beyond the humanitarian bracket. Use of child laborers id unethical and is punishable by law. 7. Corruption: this is an ethical concern that has been constantly addressed, but has failed to heed the call. Corruption involves the taking part in unlawful business dealings that often includes the aspect of bribery to facilitate the execution of a business deal.

Competition Essay Example | Topics and Well Written Essays - 1250 words

Competition - Essay Example Competition is discussed well below. He stated that "China has one of the largest labour forces in the world with a population of nearly 1.3 billion, over half of whom were in employment in 2002. About two-thirds of them are rural workers. China also has one of the highest labour participation rates in the world (over 80 per cent). As one of the largest exporting countries and the second largest beneficiary country of foreign direct investments (FDIs), China presents itself as one of the economically(Slavin, 1989) most important nations in the world. However, China's increasing interdependence with the world economy has been achieved through a period of political, social and economic change over the past twenty-five years." Because the factory laborers from China are paid very much lower per hour as compared to factory labourers that are doing the same jobs in factories located in the United States, United Kingdom and other European countries, there is a strong demand for the United Kingdom companies to outsource the m anufacturing of goods to china. This means that the United Kingdom company is encouraged to put up a manufacturing facility to produce cars and other high value finished goods in China and other countries where labour rates per hour. Many companies have reduced its workforce because some of the work can be done by the computer. Computer generated work is, in most cases, replaced by the computer.Many companies have downsized their work environment(Irwin, 2000) by replacing many human being processed work with a computer or robot. This scenario has erupted into lay-offs as well as early retirement for currently working employees because the company wants to save on salaries that will be paid on a regular basis. The unemployment rate has been increasing because. According to Malthus, the population will increase faster arithmetically as compared to the growth rate of the basic food which is geometrically. The increase in the population will result, in all probability, an increase in th e unemployment rates. COMPETITION. Competition is one of the pillars of capitalism because it will stimulate innovation, encourage efficiency or drive down prices. Competition can, in some instances may equally lead to waste because a job could be repeated and thereby increased costs and prices in some circumstances. In the supply and demand curve in economics, if there is so many competing products that are similar, then the customer has more choices to make. The competitors will then try to lower prices in the hope of cornering juice customers. On the other hand, in a monopoly economic situation, the sole supplier of goods can jack up the sales prices to generate profits and increase the sales. The customers have no other alternative but to follow. On the other hand if the demand for a product increases because of lack of finished products, then the prices of goods sold will increase for the customers will prefer to spend more and have the goods now or today.D. G. Goyder stated that (1998) "Competition is the relationship between any number of undertakings which sell goods or services of the same kind at the same time to an identifiable group of customers. Each

Havoc Movie Review Example | Topics and Well Written Essays - 750 words

Havoc - Movie Review Example In such cases, the immigrant is under the power of his/her spouse. Any of the individuals can become dependant on the other individual in any way. In such cases, the independent individual has a greater power dynamic. Power dynamic of an individual is also greater if he/she is more committed to the relationship than the other. Age also matters as the elder members of a relationship have more power dynamic. Therefore, the determinants of power dynamics make one individual dependant on his/her partner. Q.1B These dynamics can be translated into politics. It depends on the person having these dynamics. Like a colonizer, this person can manipulate his/her dynamic to draw the other individual deeper into his/her power. Male units can often be noted boasting about what they do for their family in front of them. The persistent reminder of dependence on her partner has a great psychological effect on the female unit. A colonizer wants to make himself needed and be envied of his power by the people of his colony. In intimate relationships, the dominant partner would not want his/her power to be envied by the other unit but the drive to assert the fact of one's being in power may cajole him to translate his/her dynamic to politics. ... Every person should know his limits and never try to mingle with the people of upper, lower or a completely different class. America's invasion of Afghanistan took a little time but even now it cannot be said that their invasion was successful. It is because the Afghan society is a classless society. They have never craved for other people's possessions and envies are very less in such societies. No ghetto boundaries are created except the ones which have been their even before the invasion i.e. between Americans and Afghans. A colonizer attempts to create these classes so that the people of a particular class can feel inferior or superior to the other class hence making the rule easier. Q.3 Alison and her friends believe that Hector and his friends are very cool and do a lot of drugs whenever they want. Especially after their first encounter, Alison is very impressed with Hector's world and is drawn to him. She saw that he had a gun and a teen-ager has this image in his/her mind tha t it feels great to commit a crime, run away from the police and get away with everything. Alison and her friends were never exposed to Hector's world before and lived in their own ghetto boundary which was away from the South. Similarly, Hector and his friends had lived in their ghetto boundary of the South who did not had to do anything with Alison and her friends. Hector and his friends thought that Alison and her friends showed up repeatedly to quench their sexual craving when they were doing so to fit in Hector's world and mould their lifestyle accordingly. Both groups misunderstood other group's intentions. Hector had been very keen to know what Alison wanted but she was unable to explain it to him.

Adult Learning Essay Example for Free

Adult Learning Essay Adult learning is a complex subject that in recent years has become more of a necessity than a personal pursuit. There are three factors present in the American society today that necessitate the need for adult learning. These factors are: Dramatic changes in demographics, the global economy, and technology. (5) Demographics are concerned with growth and development of adult learners and emerging groups of learners with special needs. There are more adults in our society than ever before and the population will continue to age and increase in the number of older adults. This fact along with the growing cultural and ethnic diversity existing in America today, although, provides many benefits for the society by mixing talents from many lands, but it also, requires a certain amount of familiarization and education to minimize the risks involved by diversification. The second factor influencing the need for adult learning is the global economy. The birth of global interdependent economy has led to changing work practices, which require different kinds of preparation and training. The emphasis has been shifted to improved product and service quality, having more educated workers with more responsibility and stronger team work. This has resulted in control of education shifting more to business. More and more companies opt to provide work place literacy programs, training and development packages, and encouraging their employees to learn how to learn, to keep up with a constantly changing global service based economy. Ethnic make up and increased number of women in the work force are also contributing factors for adult learning. (5) The third factor that should be considered is the explosion in the information technology sector. With the development and advancement of computers within the last decade or two, an environment has been created in which the settings for a formal training session, has been outdated. The society is experiencing an increase in mental ability which is growing drastically with the availability of horizontal networks and the advancement of telecommunications. Information is rapidly distributed and easily available and accessible. This causes for efficient use of information. This allows the learner to have better access with those who teach information access skills, it helps the development of higher levels of thinking skills while at the same time, it creates a comfortable environment for the educators. Although consideration must be given to the ethical implication of the information access creates. (1) The three factors above have become intertwined forces. Demographics, the global economy, and technology have come together in adult education in the blurring of the field’s content and delivery mechanisms, dividing up the setting for adult education into formal, non-formal and informal activities. Blurring is also occurring in higher education sector where older students are now making up for about 50 percent of the college attendees, and finally, a blurring of content and delivery is found in such popular slogans as â€Å"workplace literacy† and â€Å"critical thinking. † which focuses on development of skills needed to be productive and informed members of a highly technical society. There are three types of opportunities in which learning occurs for adult: Formal institutional setting, non-formal setting and informal setting. For most adult, learning in adulthood brings to mind a classroom setting. Yet when we ask these same adult about what they have learned informally over the last year, they typically respond with descriptions of learning activities outside these formal settings. However, the use of technology has increase the delivery of learning programs, expanding our picture of learning in an informal setting. Informal learning occurs most often in ones natural setting in which we learn things from our daily experiences. On the other hand, non-formal settings have been used most often to describe learning opportunities outside the formal educational setting that complement the needs of underserved adults such as churches. Knowing why some adults participate in adult education does not tell us why many don’t . The two often cited reasons for non participation are lack of time and money. There is no single theory or model that can explain or predict participation in adults education . The main reasons most commonly used are cite job-related motives, achieving some other personal goal, sake of the activity itself, social relationship (making a new friend), external expectation (complying with the wishes) and cognitive interest engaged for sake of learning itself. Nonparticipation has been from the perspective of the individual’s motivation, attitudes, beliefs, and so on .However they may be social factors that influence the decision . This can also be family-related. (2) Whatever the stated or actual purposes of a learning activity, adult education is usually a form of social intervention that often begins with a problem that needs to be solved . What is seen as problematic depends on one’s values, social position, and perspective. The purpose of adult education today for which there is public support, clusters around the ability of the United States to sustain a competitive edge in the global economy. Purpose of adult education is to improve the self and to improve society. In America all individuals have access and the opportunity to benefit through education. (4) In total the answer to the question of who benefits is clear: It is those who have benefited in the past, and those who have the â€Å"cultural capital†. Those most likely to be the recipients of the dominant cultures are those who, as a result of birth and upbringing, have already acquired the cultural capital to receive it and to take advantage of opportunities. Everyone can improve his/her life situation through learning, every adult can choose to participate in any adult learning activity . There are other reason that certain adults have more access to learning opportunities than other adult . Where one happens to live, what color, age, or sex one happens to be, what one does for a living, all contribute to the participation pattern in adult education (framework) by way of illustrating how these framework conditions can determine who is more likely to benefit from adult learning opportunities. Where and how one lives makes a difference. (3) Individual educators and individual learners are likely to be fairly explicit about why they are engaged in a particular learning activity. Such easily identified objectives are usually aligned with the content of the activity. Underlying many of the state purposes of adult education in America is the assumption that the idea of a society must be maintained, and that education is one way to do this. Individualism, Independence, and a protestant-capitalist work ethic frame the actual provision of adult education in America. (1) Several things are known about self-directed learning: (a) Individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor; (b) Self-direction is best viewed as a continuum or characteristic that  exists to some degree in every person and learning situation; (c) Self-direction does not necessarily mean all learning will take place in isolation from others; (d) Self-directed learners appear able to transfer learning, in terms of both knowledge and study skill, from one situation to another; (e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogues, and reflective writing activities; (f) Effective roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and promoting critical thinking. (g) Some educational institutions are finding ways to support self-directed study through open-learning programs, individualized study options, non-traditional course offerings, and other innovative programs. ( 1) self –directed learning as a process of learning , in which people take the primary initiative for planning, carrying out, and evaluating their own learning experiences, has received a great deal of attention in the literature. This form of learning can take place in both inside and outside institutionally based learning programs. (2) Staff development that improves the learning of all students applies knowledge about human learning and change. No matter the age at which it occurs, human learning is based on a common set of principles. While adults have more life experience to draw on than younger learners and are often clearer about what they want to learn and why it is important, the means by which the learning occurs is remarkably similar. Consequently, it is important that the learning methods used in professional development mirror as closely as possible the methods teachers are expected to use with their students. It is essential that staff development assist educators in moving beyond comprehension of the surface features of a new idea or innovation to a fuller and more complete understanding of its purposes, critical attributes, meaning, and connection to other approaches. To improve student achievement, adult learning under most circumstances must promote deep understanding of a topic and provide many opportunities for teachers and administrators to practice new skills with feedback on their performance until those skills become automatic and habitual. Such deeper understanding typically requires a number of opportunities to interact with the idea or procedure through active learning processes that promote reflection such as discussion and dialogue, writing, demonstrations, practice with feedback, and group problem solving. Because people have different learning styles and strengths, professional development must include opportunities to see, hear, and do various actions in relation to the content. It is also important those educators are able to learn alone and with others and, whenever possible, have choices among learning activities. Another important dimension of adult engagement in change processes is the feelings that such change often evokes in individuals. Even under the best of circumstances, pressure for change, no matter what its source, may produce feelings of anxiety, fear, and anger. Such feelings are most effectively addressed through skillful listening and problem solving within a respectful and trusting school culture. It is helpful for educational leaders to appreciate that, to some degree, such feelings are natural and an inevitable part of the change process. Such appreciation is aided when leaders have a deep understanding of the change literature, particularly the Concerns- Based Adoption Model, and are able to apply its insights when planning and implementing new practices in schools. A third dimension of change is the life stage of individuals engaged in the change process. While recognition of life stage differences would not alter expectations for performance, it may affect an individuals availability and interest in additional work responsibilities during different phases of his or her life. Recognition of life stage differences may also help staff development leaders in tapping educators strengths and talents, such as asking skillful veteran teachers to serve as mentors or coaches for their peers. Electronic forms of learning may prove particularly helpful in providing alternatives that respond to differences in learning styles and availability due to life stage issues. Staff development content may be accessed via the Internet or other forms of distance technology that will enable learning throughout the day in various settings using media that appeals to different learning preferences. (6) References: 1-What is self directed learning? Http://home. twcny. rr. com/hiemstra/sdlhdbk. html 2-Read write plus, DFES, Quality and Training Http://www. dfes. gov. uk/readwriteplus/quality 3-Finding from a national survey of States Directors of Adult Http://www. ncsall. net/fileadmin/resources/reasearch/rep9. pdf 4-Acve-Race and Gender in Adult Education Http://www. calpro-online. org/ERIC/docgen. asp? tbl=tiaID=92 5-How adults learn: Ageless learner Http://www. agelesslearner. com/intros/adultlearning. html 6-NSDC-Standards: About the Standards-Learning Http://www. nsdc. org/standards/learning. cfm.

Basic Economics Definitions Essay Example for Free

Basic Economics Definitions Essay Colander (2010) stated, â€Å"Economics is the study of how human beings coordinate their wants and desires, given the decision-making mechanisms, social customs, and political realities of the society† (p. 4). The main word defining â€Å"economics† would be coordination, and in economics, refers to three central problems that face any economy and how they are solved. These central problems are 1. What and how much to produce. 2. How to produce it. 3. For whom to produce it (Colander, 2010). Individuals frequently assume that economics only concern is with business, money, and supply, and demand. However, economics began as a branch of philosophy, and Alfred Marshall, the 19th century economist describes economics as the study of individuals in the business of everyday life. * Scarcity Colander (2010) stated â€Å"scarcity has two elements: our wants and our means of fulfilling those wants. These can be interrelated since wants are changeable and partially determined by society† (p. 5). Scarcity is a basic problem of economics it has apparent limitless individual wants and needs when the world in fact has limited resources. We as a society have scarce creative resources to fulfill everyone’s wants and needs. * TANSTAAFL Colander (2010) states TANSTAAFL â€Å"economic knowledge in one sentence â€Å"There ain’t no such thing as a free lunch† (p. 7). This acronym is trying to illustrate the cost of spending and decision making, and expresses that there is always a cost whether hidden or indirect even if it may seem like it is free. * Opportunity Cost Colander (2010) states â€Å"Opportunity cost is the benefit that you might have gained from choosing the next-best alternative. To obtain the benefit of something, you must give up something else. TANSTAAFL theory embodies the opportunity cost concept because it tells us that there is a cost to everything; that cost is the next-best forgone alternative† (p. 9). In economics, the term â€Å"opportunity cost† refers to money or benefits lost or given up pursuing a particular path specific path of action instead of an alternative or something else. Almost every decision made in business has an opportunity cost attached to it. For example should a business continue using a particular piece of equipment, or should the business purchase new equipment with additional features, and pay a higher rate. * Production Possibilities Curve Colander (2010) states the definition as â€Å"The production possibility curve is a curve that measures the maximum combination of outputs that can be obtained with a given number of inputs† (p. 29). The Production Possibility Curve is a graph representing the difference in rate when two products are produced with only a specific quantity of resources. For example, Suzie will bake brownies and cookies, but she has only one oven. An area in the oven used for baking brownies is not necessarily used for the cookies; therefore, for each brownie baked there are fewer baked cookies. * Comparative Advantage Colander (2010) states the definition as â€Å"some resources have a comparative advantage over other resources— the ability to be better suited to the production of one good than to the production of another good† (p. 28-29). Comparative advantage is the capability to manufacture services or merchandise at an opportunity cost lower than other individuals or businesses giving the individuals or businesses the capability of selling their services or merchandise at lower pricing than their competitors price. * Business Cycle Colander (2010) states the definition, as â€Å"a business cycle is the upward or downward movement of economic activity that occurs around the growth trend† (p. 158). Business cycles refer to economic fluctuations in trade, production, and economic activity in over several months or years. Economic fluctuations take place throughout long-term growth trends, involving shifts over time showing fast economic growth, and periods of decline. * CPI Colander (2010) states the definition, as â€Å"the consumer price index (CPI) is an index of inflation measuring prices of a fixed basket of consumer goods, weighted according to each component’s share of an average consumer’s expenditures† (p. 171). The CPI or consumer price index is a measurement showing household purchases indicating the change in the price levels of services and consumer goods. The CPI calculates the price changes for each predetermined item in the â€Å"basket of goods† and averages them, and weighted by their importance with the price changes related to the cost of living. * Labor Force To define labor force or workforce, and this is the calculation of every adult whether employed or unemployed. Estimated by The Bureau of Labor Statistics labor is categorized by employed, unemployed or not in the labor force for individuals age 16 and over. Individuals not categorized into the labor force are students, retired, or institutionalized individuals. The labor force changes over periods because of social and demographic changes. * Transfer Payments Colander (2010) states the definition, as â€Å"payments to individuals that do not involve production by those individuals. Transfer payments include Social Security payments, and unemployment insurance† (p. 184). Transfer payments are monies from the government given to individuals such payments include unemployment, social security, disability, and other welfare payments. References * Business cycle. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/business cycle Comparative advantage. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/comparative advantage Colander, D. C. (2010). Macroeconomics (8th ed.). Boston, MA: McGraw-Hill/Irwin. (pg. 4, 5, 7, 9, 28-29, 158, 171, 184). Economics. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/economics Opportunity cost. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/opportunity cost Scarcity. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/scarcity

Isolation of Caffeine From Tea

Isolation of Caffeine From Tea   James Maitland Xanthines are purine alkaloids synthesised in plants such as coffee, tea, and cacao, with the most known xanthine being caffeine, theobromine and theophylline. Their production is limited in the aforementioned plant species compared to other plant alkaloids such as morphine, nicotine and strychnine, which are widely expressed across the plant kingdom. Caffeine is the worlds most consumed psychoactive drug, with approximately 74% of it used as beverages, 25% utilised for pharmaceutical formulations and the remainder for other purposes.3 It is chemically known as 1,3,7-trimethylxanthine, with a complex purine-based structure, chemically associated to adenine and guanine found in DNA and RNA Caffeines also found in human tissues as well as various organisms. It is appreciated for its role in stimulating the CNS, kidneys, bronchial smooth muscle and relaxing the cardiac muscle.2,3 As a therapeutic, caffeine is administered as a powdered form, but the psychoactive substance found in tea leaves constitutes 2-5% caffeine per weight. Caffeine is used to treat apnea of prematurity, fatigue, in analgesic preparations with aspirin and paracetamol, and in various other roles including night duties (promoting alerting effect by antagonising adenosine A1 and A2A receptors in the brain), and in sports as a performance-enhancer. Because of the prerequisites for its usage in beverages and its significant potential in the pharmaceutical industry, caffeine has been isolated primarily from coffee. However, the increasing demand for naturally derived caffeine for consumption necessitates additional other sources, for its extraction.4 Contrastive to its utilisation and because it is unregulated, there has been increasing concerns pertaining its connection to adverse side-effects on human physiology regarding its high consumptions by some, which is linked with tachycardia, arrhythmia, muscle tremors, headache, coma, or fatality.4,2,3 As such, alternative forms of beverages have been decaffeinated (e.g., green tea) to eliminate the described potential side-effects and the demand for alternative forms of beverages goes hand in hand with increasing environmental-friendly techniques used to decaffeinate the crude product. This article, therefore, looks at the water extracting method for the isolation of methylxanthines and using thin-layer-chromatography and IR spectroscopy to characterise individual methylxanthines, as well as discussing their Rf values, the use of caffeine in cold and flu remedies, and a brief look into the caffeine market. MATERIALS AND METHODS Preparation of Tea solution 200ml of water was placed into a beaker and the solution was allowed to boil using a Bunsen burner. Tea (10.3052g) was then added into the solution and boiled for approximately 15 minutes. The beaker was then removed from the heat and 50ml sulphuric acid was then added to the hot solution and shake to ensure no emulsion occurs. The solution was later allowed to cool at room temperature and then filtered using Buchner system. Extraction of Caffeine 20ml of 10% sulphuric acid was added to the filtrate and stirred. Sulphuric acid converts the tannins to their salts, therefore, making them insoluble in chloroform, though soluble in water. The solution was then extracted by 3 successive washes of 50ml chloroform using a separating funnel, collecting the organic layer for each consecutive wash. The mixture of the solution was frequently shaken with occasional venting to prevent pressure buildup. The extracts were collected and dried by adding the catalyst anhydrous sodium sulphate for 10-15mins, removing all the water, leaving behind a fine powder. Isolation of The Caffeine Remove the sodium sulphate by filtration using the Buchner system. The chloroform was then evaporated by the use of a rotary evaporator, leaving behind the methylxanthine crystals. The weight of caffeine was then measured and the yield calculated. Thin Layer Chromatography TLC was conducted at room temperature and was used to verify the presence of caffeine by obtaining the methylxanthines, which was re-dissolved in 2ml of chloroform, 1ml of which was examined under TLC along with reference solutions and mother liquor. The UV-absorbing methylxanthines absorb UV light and so fluoresce agent (dichloromethane) in the stationary phase was used for visualisation in the UV254nm. On the TLC plate (Silica gel GF254; Dimension: 5cm x 20cm), a 1cm line was drawn above the base of one end of the plate. Capillary micropipette to place a spot of the reference solution (Caffeine, theobromine, theophylline, and mother liquor) along the line drawn on the plate and labelled as appropriate to reduce confusion with the other samples, which were also labelled as appropriate. This step was repeated using different micropipettes for each sample, creating spots at about 1cm from each other. The TLC plate was then placed upright in the TLC chamber contacting the developing solvent (Chloroform: Acetone: N-Butanol: 30% Ammonia, at 30:30:40:10 ratio) at a level below 0.5cm (the origin) and sealed with using a watch glass. The solvent was allowed to migrate along the TLC plate so it reaches at least 1cm from the top and once the solvent had evaporated, the plate subsequently visualised under UV light as most organic compounds are colourless in the naked eye, facilitated by the fa ct that the TLC plate contains chemical additives that fluorescent under UV-light. Infra-Red Spectroscopy The remaining methylxanthine solution of caffeine obtained was used to produce an IR spectrum to deduce the functional groups in the compound. The measured spectral range was between 600 4000 cm. The sample was placed on a sampling window and spectral data collected using a spectrum software (PerkinElmer Spectrum Express version 1.02.00, UK).10 Table 1: Weight of crude caffeine Caffeine 0.1606g Percentage yield = Mass of crude caffeine / mass of tea bags x 100% = 0.1606g / 10g ÃÆ'- 100% = 1.606% Table 2: Distance travelled by the standard solutions and Methylxanthines (mm) C TB TP ML Sample 36 24 18 Spot 1= 34 Spot 2= 26 Spot 3= 16 34 Note: C=caffeine, TB = Theobromine, TP = Theophylline, ML = Mother Liquor, S = Sample Rf value= Distance travelled by the compound (mm) Distance travelled by the solvent (mm) Caffeine = 36mm/38mm = 0.95 Theobromine =24mm/38mm = 0.63 Theophylline =18mm/38mm = 0.47 Mother Liquor spot 1= 34mm/38mm = 0.89 ML spot 2 = 26mm/38mm = 0.68 ML spot 3 = 15mm/38mm = 0.39 S= 34mm/38mm = 0.89 Table 3: Rf values of the standard solutions and Methylxanthines (mm) C TB TP ML Sample 0.95 0.63 0.47 Spot 1= 0.89 Spot 2= 0.68 Spot 3= 0.42 0.89 Note: C=caffeine, TB = Theobromine, TP = Theophylline, ML = Mother Liquor, S = Sample Figure 1: IR spectra of the caffeine. Peak 3000 cm-1 represents amides and amines, and peaks between the regions 1700 -1600cm-1 indicates the presence of alkene in caffeine. A and B shows the carboxyl groups C=O bands of carbon-2 and 6 in region 1700-1659 cm-1. Figure 2: IR spectrum of the standard. The peak around 3000 is due to amides and amines. Peaks 1700-1600 is alkene in the caffeine molecule The structure of caffeine (Figure 3) is a function of how it behaves and interacts with other molecules and defines its properties such as solubility (e.g., due to the presence of nitrogen atoms), boiling point, as well as the melting point. The tertiary purine-based caffeine constitutes an amine, amide and alkene function group, all containing lone pairs of electrons on the nitrogen atom. The achiral molecule is polar in nature due to the electronegativity difference between carbon-oxygen and carbon-nitrogen covalent bonds due to dipole-dipole interactions, London dispersion forces, and hydrogen bonding once in water. The higher melting point of this molecule is as a result of these strong intermolecular forces and would necessitate high energy to break the associated bonds.1,2 Figure 3: Structures of caffeine, theophylline and theobromine Figure 3 indicates that the methylxanthines share similar structures (purine ring), but the slight molecular difference in structure results in the differences in properties. The difference in structure is based on the positioning of the methyl groups. Caffeine has three methyl group in carbon-1, 3 and 7; theobromine has two methyl groups on carbon-3 and 7; and theophylline has two methyl group on carbon-1 and 3, and is deficit of methyl group at position 7 and so has only a proton that can be donated, the same for theobromine having a proton on carbon-1, making them a weakly amphoteric compared to caffeine (a base compound).2       The TLC result shows the distance travelled by caffeine, theobromine and theophylline were 0.95, 0.63 and 0.47mm, respectively (Table 2). This implies that caffeine is more of a solvent compared to theobromine and theophylline. Mother Liquor contains three substances as shown by spot 1 to spot 3 in Table 3, with spot 1, 2 and 3 having Rf values of 0.89, 0.68 and 0.42, respectively. This means that spot 1 and caffeine are more attracted to the mobile phase, interacting less with the polar adsorbent (thats interaction with the silanol group of the silica gel, with the most prevailing interactive force being dipole-dipole) as the compound is less polar, restricted to form hydrogen bonds by its three methyl groups (these contain electrophilic sites and the compound possess electrophilic and nucleophilic function groups, but caffeine is not a proton donor so less polar to adsorb) and so having large Rf values, consequently spent less time travelling towards the solvent front as it is more soluble in the mobile phase. Theoretically, compounds that are less polar characteristically dissolve in the solvent, thus migrate faster, and that the silanol group of the silica surface is highly polarised and is capable of forming dipole-dipole and hydrogen bonds. The more polar compounds such as theophylline (spot 3) strongly binds to the silanol group of the adsorbent or the stationary phase as theyre both capable of hydrogen bonding (theophylline is more of a proton donor thus has more electronegative substituents than for example, caffeine, so binds tightly to the stationary phase), and so moved slower than both spot 1 and 2, but also spends more time closer the origin, held by the resistive force of the sorbent.5,28 Spot 1 is likely to be containing samples of caffeine as they travel almost the same distance. Spot 2 is likely to contain samples of theobromine and spot 3 contains samples of theophylline as they have almost similar Rf values. IR spectroscopy was employed to e lucidate the types of the functional groups in an unknown sample. The results from the IR (Figure 1) shows the presence of a compound indicated by the energy speaks. The spectrometer produced a graph based on the measurements of the photon within 600 4000 cm-1 frequencies. Comparison between the IR spectrum of the standard solution (Figure 2) and that of Figure 1 confirms the likeliness in functional groups shared between these solutions. Figure 1 indicates photon energy peak visible at 3000 cm-1, representing amides and aliphatic amines6, and peaks between the regions 1700 -1600cm-1 are due to the presence of alkene in caffeine molecule9. A and B specifies the carboxyl groups (C=O) of carbon-2 and carbond-6 in region 1700-1659 cm-1, indicating the most intense bands.17 Opinion on the use of caffeine in cold and flu remedies The effects of caffeine vary around the body and are dependent on the dose limit (400mg), at which beyond this parameter will elicit a range of physiological effects including muscle tremors, stomach upset, urinary incompetence, and a possible death. Below this dose limit, however, its effect is less detrimental to health.11 Due to it being readily available in foodstuffs and medicines, some may not be aware of the imposing dangers of caffeine, coupled with the fact that the FDA and the European guidelines consider caffeine not being a nutrient, but a natural ingredient found in beverages and so does not require identification in labelling of caffeinated product unless theres added caffeine in the product.12 This makes it a daunting task for those tracking their caffeine intake especially those that are more vulnerable to its side-effects. Caffeine is issued both as a prescription and as an OTC medication treating various conditions from lethargy to being used as an adjuvant in analgesic, as well as in flu or cold remedies.12 Flu causes rhinorrhea, resulting in loss of fluid, which is counter to sustaining the bodys fluid balance needed for healthy wellbeing. The elderly are the most at risk if not hydrated and the problem exacerbates with the consumption of diuretic substances including any of the methylxanthines.14 A literature review by R. J. Maughan and colleague of caffeine ingestion and its effects on fluid balance assessed various age groups (adults) and the elderly of both sexes. Robertson et al. (1978) reported that R. J. Maughan and colleague administered a single dose of caffeine (250mg) and a placebo to the subjects and urine was accumulated for 3hrs. The result produced an increase in urine output from 366  ± 30 mL (mean  ± SD) on the placebo trial to 469  ± 43 mL on the caffeine trial, accompanied b y an increase in urinary sodium excretion. However, in the same report by Robertson et al., other studies indicated that the diuretic effect of small doses of caffeine had minimal effects, which may be in the same dose range in these flue/cold remedies. It was also reported that long-term caffeine users are not susceptible to this diuretic effect and may not lose water via urine output14, but those that are may be disposed to electrolyte abnormalities (e.g., natriuresis) to kidney dysfunction. The mechanism in which caffeine induces diuresis is not yet clear, but it is believed that the compound acts as a phosphodiesterases inhibitor in the kidneys, along with its antagonistic effect on adenosine receptors.15 Another complication that may arise using caffeine remedies is the possibility of drug-drug interactions such as in the case of taking tizanidine (muscle relaxant), causing low blood pressure and dizziness16, or its inhibitory effect on the antipsychotic medications clozapine and olanzapine, metabolised by CYP1A2. Caffeine may also pose as a competitive inhibitor of CYP1A2 if metabolised at a slower rate compared to an administered drug, thus minimising the drugs plasma concentration with the likelihood of toxicity.20 The compounding benefits of caffeine, when consumed within physiological limits, cannot be contested. Studies have shown that the groups most at risk of caffeine overdose are young people/children and adolescents due to the lack of awareness and incorrect social perception regarding the benefits versus harmful effects.17 It was reported by the American National Poison Data System that 6,309 cases related to caffeine overdose. A recent article by the telegraph newspaper reported that some students came close to fatality upon accidentally overdosing on caffeine (consumed 30000mg) and were placed on dialysis to remove the intoxication from the kidneys.19 So, in support of it still being a legal stimulant, not only does the benefits outweighs the adverse effects, the compounds plasma half-life is approximately 5hrs. This fast pharmacokinetics or elimination via urinary excretion entails that its concentration in the blood will always be regulated, adverse side-effects occurring or at lea st decrease its effects.20 Due to caffeine being readily available, there are no age limits for their purchase and are not costly either as beverages. The FDA and EMA must assume responsibilities in engaging and communicating with the most at-risk groups, using public education campaign, and firmly addressing the potential risks of overdosing, especially when using multiple caffeine products in combination, and also labelling of such products, indicating the caffeine concentration, as well as targeting the medium used by these at-risk groups such as social media, the internet, and television. The European legislation, however, has taken the incentive in labelling beverages containing caffeine equal to or over 150mg caffeine per litre, affirming in their statement, High caffeine content. Not recommended for children or pregnant or breastfeeding women.17 Additionally, self-monitoring of caffeine concentration by providing device similar to those used by diabetic patients may assist with staying within physiologi cal limits, but also restricting accessibility (age-dependent) might just be one way to control the likelihood of abuse. As a commodity, caffeine can be obtained in various forms for many applications (cosmetics, medical, etc.) and there is always a huge demand, which are popular amongst young people, particularly with the emergence of caffeine-fuelled energy drinks that are used to mix alcohols in social venues.21 Compared with other drugs, the Global Drug Survey 2014 (Figure 4) reported that caffeinated energy drinks were the fourth most drug bought (45.9% prevalence use) after alcohol, tobacco, and cannabis. This illustrates caffeines importance both at physiological level, and as a big earner for the industrys major players in global caffeine market (Pfizer, Boehringer Ingelheim, CSPC Pharma, BASF, and Cocam) as it is consumed by 90% of the worlds population.24,25 One of the drivers of the industry is the production of coffee, which is forecasted to produce 156.6 million bags in 2016/17, and global consumption to be 153.3 million bags.26 This points out the growing demand for caffeinated products, predominantly in traditional markets including Canada, EU, USA, Japan, Norway and Switzerland, but also in emerging markets; Turkey, Algeria, Russia.27 Figure 4: Prevalence of top 20 drug use. Caffeinated drinks was among the most drugs bought in the year 2014.21 It is concluded by the study that the amount of caffeine extracted in tea was almost consistent with the theoretical constituents per weight, 2-5%. This research yields 0.1606g (1.606% ) from 10kg of tea bag and so was impossible to recover 100% of caffeine, greatly impacted by the fact that the reaction was never at completion, not all the caffeine was extracted through the funnel separation, loss of product may have occurred due to emulsions, discrepancies with the instruments due to factors affecting calibration, and steaming during brewing affects the mass of the extracted caffeine. One way to improve the percentage yield may be to explore different organic solvents. Although caffeine has numerous health benefits within physiological optima, it is also detrimental and causes death if these limits are breached. As such, healthcare authorities, as well as the caffeine industry must put in place measures so it is better regulated, and may mean being transparent about the health benefits/risk factors, and spread this awareness in all media used by their target users, especially young people as this is the group that are less aware of the risks. References   Ã‚   Caffeine: The Molecule. [2017 Feb 9]. Available from: http://caffeinethemolecule.weebly.com/physical-properties.html Preedy V.R, editor. Caffeine Chemistry, Analysis, Function and Effect. UK: The Royal Society of Chemistry; 2012, p.3 -6,44 Vuong Q.V, Roach P.D. Caffeine in Green Tea: Its Removal and Isolation.[2017 Feb 16]. Available from: http://www.tandfonline.com/doi/full/10.1080/15422119.2013.771127 Vuong Q.V, Bowyer M.C, and Roach P.D. L-Theanine: properties, synthesis and isolation from tea. J. Sci. Food Agric. 2011; 91: 1931-1939 Analyzing a Mixture by Thin Layer Chromatography (TLC). [2017 Feb 17]. Available from: http://cactus.dixie.edu/smblack/chemlabs/analyzing_a_mixture_by_thin_layer_chromatography.pdf Gunasekarana S, Sankarib G, Ponnusam S. Vibrational spectral investigation on xanthine and its derivatives-theophylline, caffeine and theobromine. Spectrochimica Acta Part A. 2005 Caffeine. [2017 Feb 16]. Available from: https://tinyurl.com/hsbppmn Al-Hitti IK, Ibrahim SS. EXTRACTION, IDENTIFICATION AND DETERMINATION OF CAFFEINE AND TRACE METALS IN THREE TYPES OF TEA LEAVES. J. of al-anbar university for pure science. 2009 Sing BM et al., Determination of caffeine content in coffee using Fourier transform infra-red spectroscopy in combination with attenuated total reflectance technique: a bioanalytical chemistry experiment for biochemists. Biochemical Education. 1998 Palo M et al., Quantification of caffeine and loperamide in printed formulations by infrared spectroscopy. JDDST. 2016 Behind the hype: Caffeine. [2017 Feb 12]. Available from: http://nutritionandactivity.govt.nz/sites/default/files/2%202%20NPA161%20Behind%20the%20Hype-Caffeine_5.pdf Why isnt the amount of caffeine a product contains required on a food label?. [cited 2017 Feb 12]. Available from: http://www.fda.gov/aboutfda/transparency/basics/ucm194317.htm Caffeine and Your Body.[Cited 2017 Feb 13]. Available from: https://www.ctclearinghouse.org/Topics/Customer-Files/Caffeine_And_Your_Body_052113.pdf Maughan RJ, Griffin J. Caffeine ingestion and fluid balance: a review. J Hum Nutr Diet. 2003 Dec;16(6):411-20. Zhang Y et al., Caffeine and diuresis during rest and exercise: A meta-analysis. J Sci Med Sport. 2015; 18(5): 569-574 25 Most Severe Caffeine and Drug Interactions. [2017 Feb 14]. Available from: http://www.caffeineinformer.com/caffeine-drug-interactions Caballero B, Finglas PM, Toldra F, editors. Encyclopedia Of Food And Health. Oxford: Elsevier; 2016 S. Jain, et al., Caffeine addiction: Need for awareness and research and regulatory measures. Asian J Psychiatry. 2017 Bodkin H. Students left fighting for lives after taking enough caffeine for 300 cups of coffee in botched university experiment. Telegraph. 2017 Jan 25 Caffeine: An Evaluation of the Safety Database. In: Gupta RC, editor Nutraceuticals: Efficacy, Safety and Toxicity. London: Elsevier Science Publishing Co Inc;216. P421,430. Caffeine. Technology, Products, Market, Manufacturing. [2017 Feb 10]. http://www.primaryinfo.com/industry/caffeine.htm The Global Drug Survey 2014 findings. Dr Adam R Winstock. Global Drug Survey. [2017 Feb 10]. https://www.globaldrugsurvey.com/past-findings/the-global-drug-survey-2014-findings/ Caffeine Drug Interactions. Anna Duggett. Drugsdb. [2017 Feb 10]. http://www.drugsdb.com/cib/caffeine/caffeine-drug-interactions/ Global Caffeine Market Forecast and Analysis 2016-2021. Radiant Insights. [2017 Feb 11]. https://www.radiantinsights.com/research/global-caffeine-market-forecast-and-analysis-2016-2021 Caffeine Market 2016 Sales, Price, Revenue, Gross Margin and Market Share. GlobalInfoResearch.[cited 2017 Feb 10]. Available from: https://www.wiseguyreports.com/reports/637714-global-caffeine-market-by-forecast-to-2021 Coffee: World Markets and Trade. Foreign Agricultural Service/USDA Office of Global Analysis.[cited 2017 Feb 10]. Available from: https://apps.fas.usda.gov/psdonline/circulars/coffee.pdf An industry study: The Coffee Industry. Mairin M. OConnor. [2017 Feb 10]. Available from: http://www.slideshare.net/MairinOConnor/coffee-industry-analysis Thin Layer Chromatography. Industrial Economics.[2017 Feb 16]. Available from: https://yvesrubin.files.wordpress.com/2011/03/tlc.pdf