A Resolution to Stop Making the Penny Essay Example

A Resolution to Stop Making the Penny Essay Example A Resolution to Stop Making the Penny Paper A Resolution to Stop Making the Penny Paper A Resolution to stop making the Penny Penny Production shouldn’t be stopped. Some of the problems that will arise are that prices will increase, the poor will suffer, and nickels cost even more than pennies to make, thus wasting more of our money. According to Susan T Leadly, an About. com Guide, â€Å"Americans are traditionalists and the Lincoln cent is the epitome of modern day circulating coin tradition. † We must keep using the penny because eliminating it would hurt us, not help us. First of all, prices would increase, and nobody wants that. Everything will round up to the nickel, and thus costing the U. S and us for the things we buy. According to Penny Debate, â€Å"Merchants will probably round everything up in their favor, costing us more for everything we buy. † This will impact on our daily everyday lives and, an example of that would be, every time we go to the grocery store we will be charged more for what we normally get at a cheaper price. Another point is that the poor will pay the most for the raising of prices. They are the most likely to make small, frequent purchases and will suffer the most for the rounding up to nickels. Charities need pennies, and the charities that depend on pennies to fund a big part of their income are going to have some major losses. Nobody will want to donate some loose change, because people might think nothing of pouring out old penny jars, but they wont part with nickels so easily. And finally, nickels cost even more to make than pennies. The U. S mint can make five pennies and still lose less money than making just one nickel. So to avoid paying more, bankrupting charities, and making the poor suffer more than they have to, keep the penny.

Gender Role Violations essays

Gender Role Violations essays A stereotype is a fixed or conventional notion or concept. There are many different stereotypes. Gender, racial and ages are among some of them. Gender stereotyping is perhaps one of the more serious ones. Stereotypes often associate girls as being cute, sweet, loving and understanding. Although some girls may fit into this stereotype, it can be assured that not all girls are like that and some are just the opposite of this stereotype. Stereotypes often associate boys as being mischievous, carefree, dirty, mean, cruel and stupid. For example, displays of emotion are often criticized for being un-masculine. Whereas emotional behavior in girls is expected, and therefore accepted. Some boys may fit into this stereotype; there are most likely some that dont. Girls can be at least as bad as boys can and likewise boys can be just as sweet as some girls can, if not so more. A lot of males violent behavior and females actions can mostly be accredited to family. Parents usually raise boys to be more on the aggressive side. Playing sports such as hockey and football, which encourage violence. Girls, however, are generally brought up on more feminine activities. Some examples of these are figure skating, dance and gymnastics, just to name a few. Biology, too can have a role in the effects of stereotypes. The males role as being a dominant is apparent before birth. There is a prenatal process that is responsible for this. Testosterone, the predominant male hormone, is rooted before birth and is responsible for the maturing of the areas of the brain that are related too. The fact that men are more willing to endure pain to understand what they must do for dominance is an example of something that could be more biologically inclined. When it comes to different levels of control in different situations, it is still assumed that men have the upper hand. Research done over the years has shown that men an...

Explaining Management Decisions (SPORTS MANAGEMENT) Essay

Explaining Management Decisions (SPORTS MANAGEMENT) - Essay Example Using the case of Karsten manufacturing corporation, this paper seeks to explain the management decisions in a business. While the vice president’s feelings are understandable, it is imperative to understand that a decision takes several stages and considerations before being reached. Secondly, decision makers face situations that require information which might not be available. For instance the situation of uncertainty faces a person when there is limitation of facts. Complexity is another situation that tends to demand the consideration of other interrelated factors. Then, high-risk consequences situations require that one be keen on the decision because it will have significant consequences. As noted above, management often makes decisions with considerations being made primarily about the organization not the feelings of individuals. Thus, managements tend to employ a number of theories to reach this decision. This is section will focus on the steps that management take in the culmination of a decision-making. The first thing a management is faced with is a situation before a decision is made. For this reason, the management takes time trying to understand the situation. According to Nienaber (2010), the reason competent management takes time here is that the definition of a problem will shape the next process. Thus, management tends to be careful on understanding the situation once it has been recognized as one that requires more attention. Once a problem has been confirmed to exist, it has to be solved, and this calls for a solution. However, because of the complexities of situations, coming up with the right decision is not always easy. Hence, the management draws alternatives first in a bid to identify the most applicable in the given situation. Evaluation of the most appropriate alternatives follows where the management closely looks into each of the alternatives. The selection of the best

Business Aspects of the School Community Human Resources and School Essay - 2

Business Aspects of the School Community Human Resources and School Finance - Dis 10 - Essay Example Their view is based on the rationale of awarding bonuses on the basis of the achievement of their students (Brimley, Garfield & Verstegen, 2008). The idea of performance based payment package is an attribute with its own advantages and disadvantages. There is the benefit derived from the hard work that is attained on teachers in an effort to have an excellent output on students. The assumption is that as the students are involved in excellent gain academically, then teachers will benefit a lot through an increased pay. Merit pay is a performance based approach that forms the foundation of an excellent education system. The idea is a propagated agenda that calls for rewarding of teachers who helps in the attainment of a student improvement platform in their academic work. The policy of merit reward is in line with the system of work that is experience in the private sector. The possibility of testing the knowledge acquired by students is a critical benchmark in revealing the effectiveness of teachers. There are benefits associated with a standardized tests program that are extremely helpful to students (Brimley, Garfield & Verstegen, 2008). There exists the advantage of a better jobs being offered to the scholars. This is an attribute that emanates from strong academic pedigree that belongs to high quality scholars from the merit pay based system. These scholars are, therefore, critical enough in offering a powerful decision point in expert thinking and support system. The potential of Tennessee scholars extends to being awarded scholarship programs. This is on the basis of strong candidate potential that is a guarantee of top performers. Merit pay is an initiative that goes an extra mile in helping to recruit the best minds. Teachers who are intelligent and portray an effective approach to their profession are contained in the school administration through an increased pay. The merit pay approach

Requirement Analysis Essay Example | Topics and Well Written Essays - 750 words

Requirement Analysis - Essay Example These assumptions are being made for the problem tracking phase for BIA organization considering the various facts and measures collected in requirement elicitation phase. The assumptions made so far regarding the requirements collected are: This involves the operations of the business with regard to the constraints that it receives. BIA is supposed to be well aware of information its stakeholders have provided us about the organization and its financials as well. These are technical issues that are deemed to be affecting the business. Our group is supposed to value their working criteria’s and propose better solution for the problems encountered by BIA because we have selected this approach. These requirements involve the following collected data from BIA stakeholders. Through understanding of the constraints that are at hand, there is need to verify the requirements through the use problem tracking system that is viable to the business needs. All the requirements are verified on base of cross checking of their recorded illustrations. Further a details analysis is being done through their website and other case studies for exactness of collected data. Our group discussed the whole information gathered and performed analysis on the collected facts individually and then this data is merged together. All the gathered requirements are validated on the following results proposed by understanding overall working of BIA. Owing to the results gathered by detail analysis and information gathering from key stake holders the following solutions are proposed for the organization for more effective going of this

Magic Methyl Effect: Transition Metal Catalyzed

Magic Methyl Effect: Transition Metal Catalyzed The insertion of a methyl group, the smallest alkyl group, into a C-H bond has been shown to enhance such pharmacological charactistics as bioavailability and potency.1 Traditionally, incorporation of a methyl group into a bioactive compound has required lengthy de novo synthesis. Consequently, synthetic reactions that allow late-stage installation of methyl groups into advanced intermediates are of great potential value in the pharmaceutical industry. In the past two decades interest in directed C−H activation followed by the methylation led to the development of strategies which use precious metals catalysts forarenes ortho-functionalizations.2, 3 Currently, only a few reactions exist which enable such transformations to be achieved in a single step,1, 4 highlighting the difficulty in converting a C-H bond to C-Me bond. Most of these methods require heavy loadings of precious metal catalysts to obtain the desired methylated product (Scheme 1).4 Moreover, some of them use hazardous and toxic methylating reagents1 with strongly basic reaction media what results in a limited scope1,4 and the uncontrolled formation of both mono- and dimethylated products.2 This reflects the need for new methylation methods which will overcome mentioned limitations. Scheme 1. Ortho-methylation with precious metal To address the toxicity and expense of the precious metal catalysis, first row metal-catalyzed C−H functionalization has recently been recognized as a straightforward and a powerful tool for the formation of Csp2 Csp3 bonds in modern organic synthesis. In addition first row transition metals introduce interesting mechanistic possibilities for ortho-methylation; they are readily available and relatively low toxicity.1, 4 Recently Lu and co-workers reported the cobalt (II)-catalyzed direct C-H methylation of unactivated (hetero)arenes using dicumyl peroxide (DCP) as the methyl source, base and most importantly as an oxidant. Cobalt mediated C-H functionalization is a maturing field; however, there exist only two examples of its application to methylation of aromatics, using N-methyl-1-naphthamide and benzo[h]quinolone substrates respectively. The reaction proved to be mild, functional group tolerant and uses a less toxic methylating reagent. The paper reports effective access to a range of ortho-methylated (hetero)aromatic carboxamides (Scheme 2).5 Scheme 2. Ortho-methylation with cobalt catalysts Chatani and co-workers reported the use of aryltrimethylammonium bromide and iodide as new methylating reagents in conjunction with nickel-catalyzed C-H bond activation (Scheme 3). Changing from a palladium6 catalyst to nickel makes the ammonium salt act as a methyl source rather than aryl source for a range of 8-aminoquinoline aryl amides. Unfortunately harsh conditions make it difficult to control the selectivity between mono- and dimethylation at the ortho positions in some cases.7 Scheme 3. Ortho-methylation with nickel catalyst using aryltrimethylammonium iodide as methylating reagent Nakamura and co-workers have reported two separate iron-catalyzed conditions seemingly solving a lot of issues associated with the previous examples. The direct C-H methylation reaction with a picolinoyl or 8-aminoquinolyl directing groups, an iron/diphospine catalyst, and inexpensive 2,3-dichlorobutane as an oxidant furnished an efficient, robust reaction (Scheme 4).8 Unfortunately the method relies upon superstoichiometric methyl equivalents in the form of the pyrophoric trimethylaluminum. Scheme 4. Ortho-methylation with iron catalyst using trimethylaluminum as methyl source Nakamura and co-workers further optimized the iron-catalyzed C-H methylation reaction by screening ligands.9 The tridentate phosphine ligand NMe2-TP in combination with Fe(acac)3 catalyzed the ortho C-H methylation of simple aromatic carbonyl compounds without requiring additional directing groups. This reaction showed wide substrate generality, functional group tolerance, and resistance to catalytic poisons taking advantage of functional groups inherent to the advanced intermediates (Scheme 4).9 This seminar will discuss the scope and limitations of these recently published methods, and assess the progress towards developing general solutions to the challenge of late-stage methyl incorporation. References: Schà ¶nherr H., Cernak T. Angew. Chem. Int. Ed. 2013, 52, 12256 Lyons T. W., Sanford M. S. Chem. Rev. 2010, 110, 1147 Snieckus V. Chem. Rev. 1990, 90, 879 Yan G., Borah A. J., Wang L. and Yanga M. Adv. Synth. Catal. 2015, 357, 1333 Li Q., Li Y., Hu W., Hu R., Li G. and Lu H. Chem. Eur. J. 2016, 22, 12286 Zhu F., Tao J.-L., Wang Z.-X. Org. Lett. 2015, 17, 4926 Uemura T., Yamaguchi M., and Chatani N. Angew. Chem. Int. Ed. 2016, 128, 3214 Shang R., Ilies L, and Nakamura E. J. Am. Chem. Soc. 2015, 137, 7660 Shang R., Ilies L. and Nakamura E. J. Am. Chem. Soc. 2016, 138, 10132 Minds, Brains And Programs: Analysis Minds, Brains And Programs: Analysis Searle is arguing that a computer couldnt understand Chinese. Is this the right way to describe the view that Searle is arguing for in Minds, Brains, and Programs? If not, why not? In his Chinese Room argument, Searle observes that if manipulating Chinese symbols according to formal rules is insufficient for the person to understand Chinese, it is also insufficient for a computer to understand Chinese-both are engaging in mindless symbol manipulation. However, he isnt arguing that a computer couldnt understand Chinese, but rather that their programs themselves cant understand Chinese-symbol manipulation isnt constitutive of or sufficient for minds. Searle is not arguing that computers/machines cant think. In fact, he believes that only a machine can think (namely brains and machines that have the same causal powers as brains); he says that brains are machines, and brains think. However, according to Searle, whether something thinks depends not only on the program that it is running but also its hardware-the nature of the thing running the program. Simply implementing a program that is formally isomorphic to human thought processes, as in the Chinese Room example, is insufficient for intentionality and consequently thought (in this case, understanding Chinese) since a program can be instantiated without mental states-essentially, Searles argument is that formal computations on symbols cannot themselves produce thought. What is the systems response to the Chinese Room argument? Is Searle correct to think that the response begs the question because it assumes that the system understands Chinese? The systems response to the Chinese Room argument acknowledges that the man running the program does not understand Chinese. However, he is a part of a larger system that is comprised of the complete set of components that is necessary for answering the Chinese questions, and which as a whole does understand Chinese. Simply asserting that although the man wouldnt understand Chinese the whole system would, does beg the question. However, Searle is incorrect to think that the complete systems response begs the question-it counters Searles argument by observing that the Chinese room argument is logically invalid, being as its conclusion does not follow logically from its premise. Inferring that the system of which the man is a component does not understand Chinese from the premise that the man himself does not understand Chinese is invalid, because there is no logical connection between the premise and the conclusion. What is the point of Searles Chinese Gym example? What do you think the right response to it is? In his Chinese Gym example, Searle illustrates a hypothetical Chinese gym, populated by monolingual English speakers that follow instructions in English to collectively produce output indistinguishable from that of native Chinese speakers. It is analogous to the Chinese Room example but with more people and involves parallel processing-it can perform many computations at a time. Its purpose is to oppose Strong AI. Searles main argument is that it is self-evident that the only things occurring in the Chinese gym are meaningless syntactic manipulations from which intentionality and subsequently thought could not conceivably arise, both individually and collectively. Using the same method in which Copeland used the systems response to defend Strong AI and respond to the Chinese Room argument, we can respond logically to the Chinese Gym example. In other words, it is invalid to infer that a system (the gym) which consists of entities that dont understand Chinese doesnt understand Chinese, from the simple premise that the entities that comprise the system dont understand Chinese. There is no logical connection between the premise and the conclusion. Question 3 No amount of knowledge of the neural basis of taste experiences (or any other physical information) will enable you to know what Marmite tastes like. Only tasting Marmite can tell you what Marmite tastes like. Why is this an objection to physicalism? Physicalism holds that everything is comprised solely of its physical properties; that is, only physical things exist and everything is explicable in terms of the physical. The Physicalist would argue, for instance, that what it is like for someone to taste Marmite is one and the same as some physical quality-knowing the pertinent physical facts of the taste of Marmite are sufficient for knowing the actual taste of Marmite itself. Therefore the statement in question is an objection to physicalism being as it implies that there arent only physical properties since only tasting Marmite can really tell you what Marmite tastes like-for every experience there exist subjective, phenomenal qualities that one could not know of solely via knowledge, but only through experience. In other words, one will have experiences for which one has no corresponding concept; experiences extend beyond simple, learnable physical qualities. This is an objection to the physicalists argument that for everything in the universe there exist only objective, physical bases for everything in the universe. How would Lewis respond to the argument in (a)? Is this a good response? The argument in (a) is analogous to the Knowledge Argument, which Lewis would respond to with the Ability Argument. His position on (a) is in the middle. He agrees that there are aspects of ability that do not consist simply of information possession, and that we do call knowledge. However, he contrasts possessing a new fact with possessing a new ability-having a new experience does not imbue an individual with any new propositional knowledge, but only a bundle of abilities (to imagine, remember and recognize: know-how). These are abilities you cannot gain except by tasting Marmite, and learning what an experience is like means gaining certain abilities-he is fine with the argument in (a), but simply distinguishes that abilities rather than special phenomenal facts are acquired via experiences. This is a good response because learning what an experience is like means gaining certain abilities but its up for grabs what, if anything, the causal basis for those abilities may represent. There is no proof that tasting Marmite is the only way to know what it tastes like as the experience allows one to acquire special phenomenal facts which cannot be represented in any other way nor taught, other forms of tasting Marmite that lead to the same brain state may exist. What is the hard problem associated with the taste of Marmite, and how does it contrast with easy problems associated with explaining taste experiences? The hard problem questions how and why neural processes lead to certain subjective experiences. In the context of tasting Marmite, it is associated with the subjective experience of the taste of Marmite-facts about conscious experience that cannot be deduced from physical facts about the functioning of the brain. The problem of explaining the subjective taste of Marmite, or why the experience even exists in the way it does, is hard. In other words the hard problem is the problem of explaining why a brain state necessary and sufficient for having the experience of tasting Marmite is correlated with the experience of tasting Marmite and not with some other experience. Here we have no conceptions of how physical goings-on give rise to experiences. This contrasts with the easy problem of experiences, which concerns the objective mechanisms of the cognitive system-everything can be solved or explained in terms of neurological or physical goings-on that stimulate certain responses. In the context of taste experiences, the easy question would state that the experiences come into existence simply when neurotransmitters activate taste buds.

Connecting Magical Realism and Psychology :: Magical Realism Psychology

Connecting Magical Realism and Psychology At first, German art critic Franz Roh used the term "Magical Realism" to describe a style of painting (Roh 15). Eventually, Arturo Uslar Pietri adapted the term in order to describe a type of literature (Leal 120). While the exact definition of Magical Realism is open to interpretation, it is certain that Magical Realism gives a deeper meaning to ordinary life by unearthing mysteries that hide behind the world (Roh 16-17). In order to uncover these mysteries, Magical Realism combines fantasy with reality (Flores 110-111). Although Magical Realism is now well-known as a genre of literature, Magical Realism extends into "real life" through a treatment in psychology known as Traumatic Incident Reduction. In order to see how Magical Realism is found in this treatment, one must first consider at least one of the identifying marks of Magical Realism. Among the characteristics that identify Magical Realism is the feeling of transcendence that the reader has while reading a Magical Realist text (Simpkins 150). During transcendence, a reader senses something that is beyond the real world. At the same time, however, the reader still feels as if he or she were rooted in the world (Sandner 52). After the reader undergoes transcendence, then he or she should have a different outlook on life. Secondly, one must consider what the process of Traumatic Incident Reduction involves in order to see how Magical Realism relates. In this treatment, the patient who has experienced some type of traumatic incident will replay the incident in his or mind. Then, he or she will describe the event to his or her therapist. After the patient views the event several more times in his or her mind, he or she will usually go into more extensive detail about the incident. Eventually, the patient is supposed to reach a point at which he or she replaces negative emotions regarding the event with positive emotions. Additionally, the patient usually gains new insights concerning life. Most importantly, the Traumatic Incident Reduction offers the patient an opportunity to "confront the trauma at the time it occurred," enabling the patient to move on with life (Schiraldi 209-210). While feeling rooted in the world, the patient must go beyond the physical world in order to overcome his or her post-trauma stress. Even though the patient does not literally go back in time, the results of replaying a traumatic incident and confronting it in his or her mind have real effects in the patient's life.

Factors Influencing Career Choice Among the Senior High School Students in the South Tongu District of Volta Region, Ghana

UNIVERSITY OF EDUCATION, WINNEBA DEPARTMENT OF PSYCHOLOGY AND EDUCATION FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR HIGH SCHOOL STUDENTS IN THE SOUTH TONGU DISTRICT OF VOLTA REGION, GHANA DANIEL KWASI GAMELI AVUGLA JULY, 2011 UNIVERSITY OF EDUCATION, WINNEBA DEPARTMENT OF PSYCHOLOGY AND EDUCATION FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR HIGH SCHOOL STUDENTS IN THE SOUTH TONGU DISTRICT OF VOLTA REGION, GHANA DANIEL KWASI GAMELI AVUGLA (B. ED BUSINESS EDUCATION, ACCOUNTING OPTION)A Thesis in the Department of Psychology and Education, Faculty of EDUCATIONAL STUDIES Submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for award of the Master of Philosophy (M. Phil Guidance & Counselling) degree JULY, 2011 DECLARATION STUDENT’S DECLARATION I, DANIEL KWASI GAMELI AVUGLA declare that this Thesis, with the exception of quotations and references contained in published works which have all being identi fied and duly acknowledged, is entirely my own original work, and it has not been submitted, either in part or whole for another degree elsewhereSIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. SUPERVISOR’S DECLARATION I hereby declare that the preparation and presentation of this work was supervised by me in accordance with the guidelines for the supervision of Thesis laid down by the University of Education, Winneba. NAME OF SUPERVISOR: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..SIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. DEDICATION I dedicate this work to my dearest wife Rose and children: Albert, Elikplim and Herbert. ABSTRACT The researcher set out to investigate factors that influence career choice among the senior high school students in the South Tongu District of Volta Region, Ghana, and the extent to which those factors influence students’ choice.Survey design was used. The main instrument used for data collection was questionnaire. Simple random sample techniques was used to select 200 students, and convenient sampling techniques used to select three administrators and three guidance and counselling coordinators for the study from the three public second cycle institutions in the District. Both descriptive and inferential statistics were used in analysing data. The construct validity was established using factor analysis and reliability using Cronbach’s alpha.The results of the main hypothesis and the research questions postulated for the study revealed that Intrinsic factors reliably predicted career choice suggesting that Extrinsic factors and Interpersonal factors are not significant predictors when the effects of Extrinsic factors and Interpersonal factors are controlled for. This helps students learn about and explore careers that ultimately lead to career choice. This played a critical role in shaping students career choice.It was recommended that Career Education and Guidance should be introduced in the primary school to enable children to explore the world of work as young people need to make a smooth transition from primary school to the initial years of senior high school and t he Ministry of Education should allocate fund for a Guidance and Counselling activities in all basic and second cycle schools. This will enable the guidance coordinators to function effectively at their various levels of work. ACKNOWLEDGEMENTI am most grateful to the Almighty God for His loving care and mercy which has made it possible for me to complete this work. I also wish to acknowledge with gratitude, the encouragement, corrections and guidance given to me by Mrs. Mary A. Ackummey and Professor M. F. Alonge, my supervisor and co-supervisor respectively for this work to be completed. I am also grateful to Professor J. K. Aboagye, the Head of Department and Dr. Richard Ofori, the Director for research at the National Centre for Research into Basic Education (NCRIBE) for their immerse assistance.He also became my final supervisor to make this work complete. I wish to express my appreciation to Messrs K. T. Agor and C. F. K. Nyadudzi, the Headmasters of Sogakope Senior High School and Dabala Senior High Technical. And also Rev. Father Gbordzoe, the Principal of Comboni Technical Vocational Institute for their assistance in allowing me to administer my questionnaires in their schools. I am grateful to Mr. C. Y. Ablana who allowed me to use his office during the period.Finally I wish to express my gratitude to all those who help in diverse ways throughout the entire work for their criticism, encouragement and corrections. Special thanks go to Dr. Asare Amoah of Department of Psychology and Education who takes his time to see to it that the necessary corrections were carried out. TABLE OF CONTENT CONTENT PAGE Title PageDeclaration i Dedication ii Abstract iii Acknowledgement iv Table of Content v List of Tables x List of Figures xiCHAPTER ONE 1. 1 Background to the Study 1 1. 2 Statement of the Problem 4 1. 3 Purpose of the Study 5 1. 4 Hypotheses 6 1. 5 Research Questions 6 1. 6 The Significance of the Study 6 1. 7Delimitation 7 1. 8 Definition of Term s 7 1. Organisation of the Study 8 CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction 9 2. 2 Factors Influencing Vocational Choice 9 2. 3 Career Decision Making 17 2. 3. 1 Trait-and-Factor Theory/ Actuarial Theory of Career Development 20 2. 3. 2 Holland’s Personality Type Theory 23 2. . 3 Anne Roe’s Personality/Need Theory 28 2. 3. 4 The Ginzberg, Ginsburg, Axelrad and Herman Theory 31 2. 3. 5 Super’s Self-concept Theory 32 2. 3. 6 Four-Humors Theory 35 2. 3. 7 Social Cognitive Theory 39 2. 4 Types of Career 41 2. Barriers to career choice 43 2. 6 The Role of Guidance and Counselling Coordinator in Career Choice and Development 45 2. 7 The Implications of the Study 48 2. 8 Theoretical Framework of the Study 49 2. 8 Summary 57 CHAPTER THREE METHODOLOGY 3. 1Introduction59 3. Research Design 59 3. 3 Population 59 3. 4 Sample and Sampling Procedure 61 3. 5 Study Area 62 3. 6 Instrumentation 62 3. 6. 1 Assessment of Validity and Reliability of facto rs influencing students’ choice of career questionnaire 63 3. Method of Data Collection 66 3. 8Data Analysis 66 CHAPTER FOUR RESULTS 67 4. 1Analysis of Students’ Bio Data 67 4. 1. 1 Sex Distribution of Students 67 4. 1. Age Distribution of Students 68 4. 1. 3Programme Pursue by Students 69 4. 1. 4 Intended Careers of Students 70 4. 2 Testing of Main Hypothesis 71 4. 3 Testing of Auxiliary Hypotheses 73 4. 3. 1 Sex Differences in Extrinsic, Intrinsic and Interpersonal Factors 73 4. 3. Age Differences on Extrinsic, Intrinsic and Interpersonal Factors 74 4. 4Analysis of Qualitative Data 76 4. 4. 1 Analysis of Bio Data collected from Guidance and Counselling Coordinators and Administrators 76 4. 4. 2 Sex Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. 3 Age Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. Position of Respondents 78 4. 4. 5 Number of years served by the Administrators and Guidanc e and Counselling Coordinators in their various institutions 78 4. 5 Qualitative Analysis of Administrators and Guidance and Counselling Coordinators Data 79 CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS 88 5. 1 Discussion 88 5. . 1 The Extent to which Intrinsic Factors Influence Students’ Choice of Career 88 5. 1. 2 The Extent to which Extrinsic Factors Influence Students’ Choice of Career 90 5. 1. 3 The Extent to which Interpersonal Factors Influence Students’ Choice of Career91 5. 1. 4 Problems Students face in making their Career Choice 92 5. 2 Summary of the Findings 93 5. 3 Conclusion 95 5. 4Recommendations 95 5. Suggestions for Further Studies 97 References 98 Appendix â€Å"A†- Factors influencing students’ choice of career questionnaire 105 Appendix â€Å"B†- Validated version of factors influencing students’ choice of career questionnaire 109 Appendix â€Å"C†- Open ended question naire for Guidance and Counselling Coordinators and Administrators 113 Appendix â€Å"D†- Population of final year students in the three public second cycle institutions for 2010/2011 Academic Year. 117 Appendix â€Å"E†- Letter of Introduction 119 LIST OF TABLES Table Page 2. Super’s Vocational Developmental Tasks 34 2. 2 Jobs suitable and jobs to be avoided by each personality type 39 3. 1 Population of Administrators and Guidance and Counselling Coordinators 60 3. 2Distribution of respondents by institutions 61 3. 3Item listings and factor loadings for the four-factor principal component solution 65 4. 1 Distribution of students by intended choice 71 4. Logistic regression model of career choice (white-collar job & blue-collar job) as a function of Extrinsic, Intrinsic and Interpersonal factors. 73 4. 3 Summary statistics and Independent-samples T-test on their influence on the two sex groups 74 4. 4 ANOVA showing the effect of age on Extrinsic factors 75 4. 5ANOVA showing the effect of age on Intrinsic factors 75 4. 6 ANOVA showing the effect of age on Interpersonal factors 76 LIST OF FIGURESFigure Page 2. 1 Holland hexagonal model 27 2. 2 A diagram Reciprocal Causation 40 2. 3 Theoretical model of Career choice 57 4. 1 Sex Distribution of students. 68 4. 2 Age Distribution of students 69 4. 3 Distribution of the Respondents by Programme 70 4. 4 Age Distribution of Administrators and Guidance nd Counselling Coordinators 77 4. 5 Position of the Respondents 78 4. 6 Number of years served by the Administrators and Guidance and Counselling Coordinator in their various institutions 78 CHAPTER ONE INTRODUCTION 1. 1 Background to the Study The importance of career choice among senior high students cannot be over emphasized. Students at this level are mainly adolescents who are moving from this stage of development into adulthood. Pearson Education limited (2007) defines an adolescent as a young person, usually between the ages of twe lve and eighteen, who is developing into an adult.Encarta (2009) defines adolescent as, ‘somebody in the period preceding adulthood: somebody who has reached puberty but not yet adult’. At this stage the individual is said to be going through the period of adolescence. A comprehensive study conducted in America by Remmers and Raddler (1957) cited in Horrocks (1962) indicated that one-third of teenagers after finishing high school within six months expected to be at work, though know less about how to choose a job, train for it and establish in it. â€Å"A job is a kind of work and a career is time spent in one type of job area of interest† (Kelly-Plate and Volz-Patton, 1991, p. 13). Most students have very little help in developing a career direction while still in senior high school.They are often influenced by the media, peers, and with very little knowledge of what they might primarily be interested in or motivated to do. Most of them may have a level of uncer tainty of where to get help on how to choose a career. Since career is a lifelong plan, students at this level should be assisted to enable them have a clear cut plan as it will be difficult for them at their age to see things clearly about themselves. Thinking or making a decision about one’s career and making a choice is vital. Fry, Stoner and Hattwick (1998) opine that it is never too early to begin thinking about careers when in high school. Some students may have clear career direction in mind while many of them will have little clue as to which career is best for them.Fry et al, further said â€Å"even if you are a freshman or sophomore, now is the time to begin thinking about your life beyond college† p. 561. Various people choose jobs for various reasons. A lot of people look for jobs that will pay well since everyone needs money for the basics such as food, clothes, accommodation, education, recreation and others. For many men and women, work helps define thei r identity and their sense of self-worth (Thio, 1989). They see themselves as people, who are responsible, who get things done and capable enough to be paid for the services they render. People take pride in the work they do. They also like the feeling that comes with doing their work well.People enjoy using their skills, talents and working hard to improve those skills. People work to be useful, by working; people feel that they are contributing their quota to the development of the society. They may work to take care of themselves and their family or work to help other people in the society. Most people choose jobs that will enable them interact with others. For example, journalism, teaching, and selling enable one to interact with a whole lot of people. They do not like to be alone for a long period. Their job gives them the opportunity to be with others and talk to people. It is clear that work fulfils many important needs and even those who become rich overnight still work.Sinc e no one particular job satisfies all needs, the right job can be satisfying in a very special way, and that is why it is important to think carefully about one’s own wants, needs, interests and abilities before making a choice. One needs not to joke about his choice of career. Working should not be just occupying oneself. O’Toole (1973), cited in (Thio, 1989, p. 444) opines that People with satisfying jobs have better mental health than those with less satisfying work. Thus, people who are happy with their jobs also tend to have better physical health and to live longer. Although diet, exercise, medical care and genetics are all related to the incidence of heart disease, job dissatisfaction is more closely linked to the cause of death. Each individual is faced with choosing among the large areas of occupational cluster of work.Such as agriculture, business and office, communication and media, health, hospitality and recreation, manufacturing, marine science, construct ion, arts, humanity and sciences, home economics, marketing and distribution, natural resources and environment, personal services, public service, and transportation. Rao (1992) cited in Kankam & Onivehu (2000) identified two factors that call for guidance and counselling services or activities in secondary schools one of which is the making of academic choice that in the end determines the vocational future. The origin of vocational guidance can be traced to the United States of America. Educational guidance originated from the development of vocational guidance services.In 1908 the Vocational Bureau of Boston was formed under the auspices of an American lawyer and educator; Frank Parsons to assist young men make vocational choices based on their occupational aptitudes and interest (Fruehling, 2008). Guidance began to spread as a result of Parsons’ ideas. Brewer (1942) cited in Archer (1997) put across four conditions that work together to bring about the beginning and deve lopment of vocational guidance. These are: division of labour, the growth of technology, the extension of vocational education, and the spread of modern forms of democracy. The four elements listed above were however, intensified by the First World War which led to the shortage of skilled manpower.Though in Ghana vocational/technical can be traced back to the 19th century when both the Basel and Wesleyan missionaries made a shift from the initial three R’s – reading, writing and arithmetic to agricultural and technical curriculum (Hama, 2003), guidance in Ghana started in 1955 when the Ministry of Labour, Education and Social Welfare came together and established Youth Employment Department. Its aim was to cater for the needs of the unemployed middle school leavers below the age of twenty years. By 1960, there were about thirty of such centres in the country (Ackummey, 2003). 1. 2 Statement of the Problem Searching for a job, career planning and deciding on what to cho ose play an important role in students career choices.Many students often are faced with uncertainty and stress as they make career choices. Many of them do not make adequate research on their own career nor do they receive adequate directions from their school guidance coordinators. Most of them are not aware of what goes into career choice. Many youth go into unsuitable careers due to ignorance, inexperience, peer pressure, advice from friends, parents and teachers or as a result of the prestige attached to certain jobs without adequate vocational guidance and career counselling. Lawer (2007) researched on assessing the effectiveness of career guidance in senior secondary schools in Kumasi Metropolitan District.He concluded that majority of students were not aware of major occupation groups in Ghana, knowledge of training and qualification necessary for employment in the various occupations, conditions of work, earning and other rewards of occupation, and did not have better under standing of their career interest, aptitudes and abilities. This clearly shows that majority of them were not concerned about their future career. This situation compels one to ask whether they are given the needed guidance on available careers relating to the programmes they are pursuing. Are they aware of what goes into career choice? And what specific factors influence their choice and how do those factors influence them? This study therefore seeks to find out the extent to which intrinsic, extrinsic, and interpersonal factors influence the choice of career of senior high students. 1. 3 Purpose of the StudyThe purpose of this study is to identify those factors that influence students’ decision concerning choice of career in the South Tongu District and the extent to which these factors influence their choices. In addition, the study seeks to examine the differences between intrinsic factors, extrinsic factors, and interpersonal factors in making career choice. It will also attempt to find out problems encountered by students in making their career choices. 4. Hypotheses The study sought to test a logistic regression model in which Intrinsic, Extrinsic and Interpersonal factors are assumed to influence students’ career (blue/white collar jobs) in the senior high schools.The following supplementary hypotheses were also tested: 1. There will be significant sex differences in Extrinsic, Intrinsic, and Interpersonal factors. 2. There will be significant age differences in Extrinsic, Intrinsic, and Interpersonal factors. 1. 5 Research Questions The following research questions were also used to guide the researcher to carry out the study. 1. To what extent do Intrinsic factors influence students’ choice of career? 2. To what extent do Extrinsic factors influence students’ choice of career? 3. To what extent do Interpersonal factors influence students’ choice of career? 4. What problems do students face in making their career cho ices? 1. The Significance of the Study Many factors affect career choices of senior high school students. Identifying these factors would give parents, educators, and industry an idea as to where students place most of their trust in the career selection process. It will not only focus on factors influencing career choice among students in the South Tongu District, but also highlight career decision making tools that have implications for career counselling. In addition, it will equally provide an update study into how intrinsic, extrinsic and interpersonal factors influence career choice for others who wish to further research into this area of study. 1. 7 DelimitationThe study focuses on what goes on in the South Tongu District instead of looking at the country as a whole, hence its application to the country or larger population may not be reliable. 1. 8 Definition of Terms For the purpose of this study the following operational definitions will be used: Intrinsic factors: includ e interest in the job and personality that satisfies work. In the broader sense they are basic and essential features which form part of someone rather than because of his or her association. Extrinsic factors: include availability of jobs and how well an occupation pays or brings benefit. They also include those essential features as a result of the individual’s associations or consequences.Interpersonal factors: include the influence of parents and significant others. It is concerned or involved relationships between people. Career: is a pattern of work related to preparations and experiences which is carried through a person’s life. Job: is a piece of work carried out for a pay. Work: physical and mental effort directed towards doing something. It is a job in the broader sense. Student: refers to a learner in a senior high school. | | 1. 9 Organisation of the Study The whole study was organized in five main chapters.The first chapter deals with the background to th e study, the statement of the problem, the purpose of the study, hypotheses, and the significance of the study, delimitations, and definition of terms. The second chapter reviewed related literatures that are relevant to the study. It considers the previous studies on the topic. It includes other areas like factors influencing career choice, career decision-making, types of career- blue/white collar jobs, barriers to career choice, the role of guidance co-ordinators in career choice, counselling implication of the study, theoretical framework of the study, and the summary of the literature review.Chapter three focuses on the methodology, the research design, population, sample and sampling procedure, instrumentation- validity, reliability and method of collecting data and its analysis. Chapter four deals with data presentation and analysis, and finally, the fifth chapter covers discussion, summary of the major findings, conclusions, recommendations and suggestions for future study. CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction This chapter deals with the review of related literature. It was organized under the following sub-headings: factors influencing vocational choice, career decision-making, Types of career- blue/white collar jobs, barriers to career choice, the role of guidance coordinators in vocational guidance, counselling implications of the study, and the theoretical framework of the study.It ends with the summary of the literature review done. 2. 2 Factors Influencing Vocational Choice Adolescent occupational choice is influenced by many factors, including intrinsic, extrinsic and interpersonal factors. Kankam & Onivehu (2000) indicate intellectual ability, aptitudes, the school, family, personality, self-esteem, values, interest, and environmental influences as factors that influence people’s choice of career. In the same year, Bedu-Addo (2000) states the following as factors influencing career choice: intellectual ability, apti tudes, the school, family, personality, self concept and self esteem, values, interest, and environmental influences.Similarly, Taylor and Buku (2006) also state abilities, needs and interests, stereotype/prestige, values, the school/educational attainment, family/parental, placement, and aspiration. Mankoe (2007) lists the following as factors that influence people’s choice of career: people’s interests, abilities and personalities, people’s occupational preferences, life and work satisfaction, and employment variables. Jones and Larke (2001) researched on factors influencing career choice of African American and Hispanic graduates of a Land-grant College of Agriculture. The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates' decisions to choose (or not to choose) a career in agriculture or a related field prior to or after college.The population for this study was all African American and Hispanic graduates who received a first degree in an agriculture-related field at Texas A & M University between May 1990 and December 1997. Five hundred and fifty-one questionnaires were mailed to respondents. The research design applied was Ex post facto and both descriptive and inferential statistics were used. The findings revealed that, various commonalities and differences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability that they will select an agriculture-related career. However, the role of significant others and specific job-related factors is validated in this study.But having people who were not white to encourage respondents to consider an agriculture related career, increased respondents likelihood of pursuing an agriculture-related career. Respondents were more likely to pursue an agriculture-related career if their father’s occupation was agriculture-related. Par ents’ level of education did not play a critical role in the respondents’ choosing an agriculture-related career. Salary was not considered to have an impact on respondents’ choice of their current career nor on their choice of agriculture as a career. But having limited job opportunities in agriculture led respondents’ to choose other careers. Likewise, retirement plan and job opportunities impacted respondents’ selection of a career.Issa and Nwalo (2005) conducted a research on factors affecting the career choice of undergraduates in Nigerian Library and Information Science Schools. Data were analysed for frequency and percentage using the cross-tabs sub-programme of the SPSS. The study revealed that majority did not make the course as their first choice but ended up in the Library School as a last resort. However, those who did were influenced mostly by previous library work experience. Available sources of information on the course include pare nts/relations and peers. There are slightly more male librarianship students than females, indicating its popularity among both sexes. That 46. 9% of them were in the 22-26 age bracket showed that the younger undergraduates constitute the majority.The study concludes that despite the evidence of improved popularity of the programme among the respondents, it remains largely unpopular among prospective undergraduates in Nigeria when compared with such other courses as Accountancy, Medicine and Law. It thus recommends that public awareness about the profession and the programme be intensified by all stakeholders if it must attract some of the best brains in the country who can meet the challenges of the 21st century librarianship in Nigeria. This work was similar to that of Jones and Larke (2001) in purpose, sample and method except that while Jones and Larke focused on African American and Hispanic graduates of college of agriculture, that of Issa and Nwalo concentrated on undergradua tes in Nigerian Library and Information Science Schools. The research design applied and instrument used would be relevant to the present study.Myburgh (2005) researched on an empirical analysis of career choice factors that influence first-year Accounting students at the University of Pretoria: a cross-racial study. This cross-cultural study examined the career choices of Asian, black and white students at the University of Pretoria to identify the factors motivating Accountancy students to become chartered accountants (CA) as only two and halve percent (609) of 24, 308 registered chartered accountants in South Africa in 2005 were black, and only six percent (1,573) were Indian. Understanding the attitudes and the perceptions of CA first-year students can help course administrators/curriculum designers to align marketing and recruiting strategies with specific personal ccupational preferences of different racial groups enrolled for local CA courses. Survey design was used. Question naires are used in collecting data with a sample population of 550 and descriptive statistics used in analysis data collected. The finding revealed that performance in Accounting at school and the advice of parent, relatives and school teachers greatly influenced the students’ decision to become chartered accountants. All the three racial groups ranked availability of employment as the most important benefit of CA career and the employment security as the second most important. The cost of education and the difficulty of qualifying as a chartered accountant were identified as a problem.The purpose, sample and method used in data collection were similar to that of the above authors except that he focused on first year Accounting Students of the University of Pretoria. His finding on cost of education as a problem was similar to that of Amedzor (2003) and Borchert (2002). The methodology used here would be relevant to the current work. Trauth, Quesenberry & Huang (2008) researc hed into A Multicultural Analysis of Factors Influencing Career Choice for Women in the Information Technology (IT) Workforce. This article presents an analysis of cultural/actors influencing the career choices of women in the IT workforce. They employed the individual differences theory of gender and IT as a theoretical lens to analyze a qualitative data set of interviews with 200 women in different countries.The themes that emerged from this analysis speak to the influence of cultural attitudes about maternity, childcare, parental care and working outside the home on a woman’s choice of an IT career. In addition, several additional socio-cultural factors served to add further variation to gendered cultural influences: gendered career norms, social class; economic opportunity, and gender stereotypes about aptitude. These results lend further empirical support to the emergent individual differences theory of gender and IT that endeavours to theorize within-gender variation wi th respect to issues related to gender and IT. They also point to areas where educational and workplace interventions can be enacted.This work was similar to others as far as purpose is concerned; however, it focused just on women in the Information Technology Workforce. Borchert (2002) researched on career choice factors of high School Students. It aimed at finding out how influential were factors of personality, environment and opportunities in making career choice. The purpose of the study was to identify the most important factor within these three factors that 2002 Germantown High School senior students used in deciding upon career choices. A survey was the selected instrument device with a sample population of 325 and both descriptive statistics were used in analysing data collected. The finding revealed that, personality factors were identified as most important in choosing career.Environmental factors were not significant in making their choice, though they did not show outr ight disregard for them. There are opportunities for educational facilities and industries where students find themselves intellectually qualified for certain areas but lacked money needed to complete their training. His finding on lack of money to complete their training was similar to that of Amedzor (2003) and Myburgh (2005). The research design used, data collection procedure, and areas of assessing students’ choice were related to the present work. Ferry (2006) researched into Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvania.The qualitative study reported here explored factors that play key roles in rural high school seniors and young adults career choice process. Interview was used in collecting data from 12 focus groups from 11-county rural areas in the central Pennsylvania using purposeful sampling. The cultural and social context of family and community were found to be instrumental in how youth learn about careers and influent ial in the choice process. The economic and social circumstances of the broader community coloured and influenced the youth perceptions of appropriate career choice. Extension strategies that target parents and community to increase their involvement in youth career selection can promote sound career decisions. This work was similar to that of Borchert (2002).However, it used interview and concentrated on a focus group. The areas of assessing students’ choice were related to the present work. Adjin (2004) researched into career choice in senior secondary schools: a case study of Sogakope Secondary and Dabala Secondary Technical Schools in the Volta Region of Ghana and used descriptive research design. He focused on factors that influence career choice, how proficient are the counsellors in handling students’ vocational problems in making career choice and ways of improving career/vocational education. He made use of stratified sampling with a sample population of 200 r espondents and descriptive statistics was used in analysis of data.The result of the study showed that interest was the most motivating factor that influenced career choice among students in Sogakope Senior Secondary and Dabala Secondary Technical Schools considering: ability, interest, monetary reward, and prestige. Also majority of the students of Sogakope and Dabala second cycle schools received help from their parents/guardians in choosing career and some gave no reason for making their choices. Responses collected also indicated that there were guidance coordinators in the schools who organised talks on career choice, decision making and good study habits. However, other areas like problem solving, field trips/visit, group guidance/counselling, individual counselling were not all effective. His work was similar to that of Borchert (2002), Amedzor (2003), Annan (2006) and Edwards and Quinter (2011) in purpose, method and target group.By contrast previous research by Amedzor (200 3) and subsequent researches by Annan (2006) and Edwards & Quinter (2011) showed prestige, personality, and advancement opportunities and learning experiences respectively as the most important factors that influence choice. The research design, instrument used and the areas covered in this work were similar to the present study. Amedzor (2003) researched on career guidance needs of junior secondary two pupils in Ho Township basic schools and used descriptive survey design. It focused on career guidance needs of adolescents in the basic schools, factors that militate against effective guidance services and factors that facilitate the delivery of guidance services in schools. She used simple random sampling and sample population of 200 respondents and descriptive statistics used in analysis of data.Her research showed that, prestige was the most important factor that influences career choice of students in Ho Township considering prestige, personal interest, and parental influence. A nd they also need financial support for training towards their chosen careers. Most of them shared the view that they need an expert to counsel them on how to choose, train, enter and be established in a career. Majority of the coordinators were not train, and guidance activities were below average and students were not willing to approach the coordinators. Her areas of assessment are covered in the current study. Though, the researcher looked at factors that influence choice like others, it mainly focused on identifying career guidance needs of junior secondary two pupils.The sampling procedure, research design and instrument used were similar to the present study. Annan (2006) examined factors affecting career choice among senior secondary school students in Shama Ahanta East Metropolis and used descriptive survey design. He used simple random sampling and sample population of 200 respondents and also used descriptive statistics in analysis of data. This study revealed that person ality was most influential factor that influenced career choice among senior secondary students in Ahanta East Metropolis and significant others as the least factor taking into consideration (ability, personality, material benefit, home background, gender factors, and significant others).Adolescents have difficulties in how to choose a career and there was adolescent male gender biased in career choice as compared to female counterparts. It was similar to that of Borchert (2002), Amedzor (2003), Adjin (2004), Annan (2006) and Edwards and Quinter (2011) in purpose, method, and target group. The methodology used and the purpose of the study relate to the current work. Edwards and Quinter (2011) researched on Factors Influencing Students Career Choices among Secondary School students in Kisumu Municipality, Kenya. The purpose of this study was to examine factors influencing career choice among form four secondary school students in Kisumu municipality, Kenya. The study was conducted us ing descriptive survey design with a population of 332 students.The data for this study was collected using questionnaire and interview schedules. The findings of this study indicate that availability of advancement opportunities and learning experiences are the most influential factors affecting career choices among students. While males reported learning experiences and career flexibility as the most influential factors, females however reported availability of advancement opportunity and opportunity to apply skills as the most influential factors. However, no variance was reported for persons influencing career choice by gender. The methodology used and the purpose of the study relate to the current work.Despite the fact that much has been written about the individual variables influencing career choice, the literature review however, revealed that very little empirical studies on this subject matter exist especially regarding the factors influencing career choice among senior hi gh students in the South Tongu District of the Volta Region, Ghana and the differences that exist among these factors. This study will, therefore, serve to fill up the missing gap in this aspect of the literature. 2. 3 Career Decision Making Decision making can defined as â€Å"an act of choice by which an executive selects one particular course of action from among possible alternatives for the attainment of a desired end or as a solution to a specific problem† (Attieku, Dorkey, Marfo-Yiadom & Tekyi, 2006). It involves conscious or unconscious attempt at making a choice out of competing alternatives. It implies selecting from alternative policies, procedures, and programmes.Career decision making is vital as the country is faced with the problem of unemployment which is the result of poverty and other social vices in the country. The previous Government introduced the Youth Employment Programme to address the situation. It aimed at facilitating job creation and placement of youth in the various economic ventures as well as social services in all districts throughout the country. The programme consists of ten modules out of the JHS/SHS graduates qualify to undertake: 1. Youth in Agri-Business 2. Community Protection System 3. Waste and Sanitation Management Corps 4. Auxiliary Health Care Workers’ Assistants (Micah, 2007). However was this able to eradicate the problem of unemployment? For the hild to make a better decision about choice of career he must be helped in the areas below: – Self awareness – Educational awareness – Career awareness – Career exploration, and – Career planning and decision making (Gibson & Mitchell, 1995). Self awareness: Each child must be aware of and respect his/her uniqueness at an early age as human beings. Knowledge about ones aptitude, interests, values, personality traits, abilities and others is very essential in the development of concepts related to self and the use of these c oncepts in career exploration (value clarification, group guidance films and video tapes written assignments and standardized test).Puplampu (1998) posit that for one to make good choices, he needs career guidance or career counselling, needs to be aware of him/her self, and to have knowledge of occupations and options available. Educational awareness: It is very essential in career planning for one to be aware of the relationship between self, educational opportunities and the world of work (group guidance, games related to hobbies and recreation, guided activities). Career awareness: Students at all levels of education should be assisted to have a continuous expansion of knowledge and awareness about the world of work. At each level students’ should be assisted to develop recognition of the relationships between values, life styles and careers (through films, career days, interest inventory).They are to be aware of relationships between desirable school habit– respon sibility, punctuality, efforts, positive human relationships and good worker traits. Career exploration: This represents a well designed, planned inquiry and analysis of career that are of interest. Comparisons, reality testing, and standardised testing, and computerised programmes may be useful. Career planning and decision making: Students at this level are to be helped to take control of their life and become an active agent for shaping their own future. They need to narrow down their career possibility and then move on to examine and test these options as critically as possible.Students need to be aware of the process of decision making and choosing between competitive alternatives, examining the consequences of specific choices, the value of compromise, and implementing a decision. Students are to recognise the impact of their current plan and decision making on their future. Knowledge about the above helps students to make informed decision and enable then to cope with career development tasks posed by the society during their school period. Students at this level are influenced by what they see around them- family, friends, neighbours, televisions or in movies. That is why experts suggest that students need to be aware of themselves, and the world around them in order to fully understand and make use of information about their individual interests and what exist beyond their immediate world.It is helping them to explore their likes and dislikes, expand their understanding of the world at large, and enhance their knowledge of how business works. The whole aim is to provide students with the broadest opportunity to learn and grow. In addition to the above, the following theories will also help the individual to be equipped with personality factors, environmental factors and other factors that influences choice of career. 1. Trait-and-factor Theory 2. John Holland Career Choice Typology 3. Anne Roe Personality/Need Theory 4. The Ginzberg, Ginsburg, Axelrad and Herman Theory 5. Donald Super’s Developmental/self-concept Theory 6. Four- Humors Theory 7. Social-Cognitive Theory 2. 3. 1 Trait and Factor/Actuarial Theory of Career DevelopmentIt is also called matching or actuarial approach. It is referred to as the oldest theoretical approach to career development and Parsons as the originator (Kankam & Onivehu, 2000). It is based on the measurement of individual characteristics denoted as traits and factors. Traits refer to characteristics typical of the individual over time, relatively stable, consistent in situations and provide a basis for measuring, describing and predicting behaviour. Factor refers to a construct which represents a group of traits that correlate with each other. Williamson (1939, 1949) cited in Zunker (1990) was one of the prominent advocate of trait-and-factor counselling.Utilization of Williamson’s counselling procedures maintained the early impetus of trait-and-factor approach evolving from the works of Parsons. Even when integrated into other theories of career guidance, the trait-and factor approach plays a very important role. Some of the basic assumptions that underlie the trait-and-factor theory are: 1) Every person has a unique pattern of traits made up of interests, values, abilities and personality characteristics, these traits can be objectively identified and profiled to represent an individual’s potential 2) Every occupation is made up of factors required for the successful performance of that occupation.These factors can be objectively identified and represented as an occupational profile 3) It is possible to identify a fit or match between individual traits and job factors using a straight forward problem-solving/decision making process. 4) The closer the match between personal traits and job factors the greater the likelihood for successful job performance and satisfaction. Some assumptions of this theory by Miller, and Klein and Wiener are below: Miller a) Vocational development is a cognitive process b) Occupation is a single event; choice is greatly stressed over development c) There is a single ‘right’ occupation for everyone; there is no recognition that a worker might fit well into a number of occupations. ) Single person works in each job; one person- one job relationship e) Everyone has an occupational choice (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) Klein & Wiener a) Each individual has a unique set of traits that can be measured reliably and validly. b) Occupation require that workers possess certain traits for success c) Choice of occupation is straight forward process and matching is possible d) The closer the match between personal characteristics and job requirements, the greater the likelihood for success-productivity and satisfaction (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) It called for clear understanding of oneself.Knowledge of job requirements, conditions of success, and true reasoning in relation to these two groups of facts. This theory is used by many career practitioners in one form or another. Many of the aptitude, personality and interest tests and information materials that emerged from this approach have involved and remain in use up to now e. g. General Aptitude Test Battery, occupational profiles and ever expanding computer-based career guidance programmes. Trait-and- factor theory is criticised as not able to produce a perfect match between people and jobs (Walsh, 1990) and became increasingly unpopular in the 1970s, describe as going into ‘incipient decline’ (Crites, 1981).In essence, the trait-and-factor approach is far too narrow in scope to be considered as a major theory of career development. However, we should recognize that standardized assessment and occupational analysis procedures stressed in trait-and-factor approaches are useful in career counselling (Zunker, 1990). In addition to the above, trait -and-factor theory focuses on personality factors without considering the influence of environmental factor like availability of jobs to match the individuals’ trait and interpersonal factors in career choice. And can not provide enough bases for the current studies. 2. 3. 2 John Holland’s Vocational PersonalityJohn Holland’s theory shows that there is a match between an individual’s career choice and his or her personality and numerous variables that form their background (Zunker, 1990). According to this theorist, once individuals find a career that fits their personality, they are more likely to enjoy that particular career and to stay in a job for a longer period of time than individuals whose work do not suit their personality. He groups individuals into six basic personality types. Holland’s theory rests on four assumptions: 1. In our culture, persons can be categorized as one of the following: Realistic, Investigative, Artistic, Social, Ente rprising, and Conventional. 2.There are six modal environments: realistic, investigative, artistic, social, enterprising and conventional. 3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. 4. Behaviour is determined by an interaction between personality and environment (Bedu-Addo, 2000). According to Holland, realistic personality types are practical, stable, self-controlled, independent and down to earth. They enjoy working with their hands, especially in projects which allow one to be physically active, they may be a doer. These individuals are physically strong and have very little social know-how.They are oriented towards practical careers such as labour, farmer, truck driver, mechanic, construction work, engineer or surveyor, landscape architect, aircraft mechanic, dental technician, electrician, athletic trainer, carpenter, licensed practical nurse, archaeologi st, hairdresser, physical therapist, dressmaker, fire fighter, caterer, plumber, x-ray technician, etc. According to him, the investigative personality types are conceptually and theoretically oriented. Investigators are observant and curious about things around them. Typically they are inquisitive and intellectually self-confident as well as quite logical. They delight in situations that call for creative or analytical approach. They are thinkers rather than doers. They enjoy working on their own. They are best suited for careers that offer clearly defined procedures, research and the chance to explore a wide range of ideas are the best choices for investigating people, e. g. ractical nursing, medical lab assistant, pharmacist, ecologist, math teacher, medical technologist, research analyst, surgeon, dietician, physician, police detective, veterinarian, meteorologist, horticulturist, dentist, computer analyst, science teacher, technical writer, science lab technician, computer syst em analyst, military analyst, college professor, lawyer, consumer researcher, astronomer, computer security specialist, horticulture, emergency medical technology, respiratory therapy, surgical technology, dental assistant, water and waste technology, computer languages, computer sciences, economics, biochemistry, geology. According to Holland, artistic personality types are original, innovative, imaginative, and creative. They prefer situations that are relatively nstructured and interact with their world through artistic expression, avoiding conventional and interpersonal situations in many instances. They do well as painters, writers, or musicians, artist, English teacher, drama coach, music teacher, graphic designer, advertising manager, fashion illustrator, interior decorator, photographer, journalist, reporter, cosmetologist, librarian, museum curator, cartographer, dance instructor, entertainer, performer, architect, etc. According to theorist, social personality types are un derstandable, friendly and people oriented. These individuals often have good verbal skills and interpersonal relations. They are helpers and enjoy jobs that let them interact with people.They are well equipped to enter professions such as teacher, social worker, counsellor, youth services worker, recreation director, physical therapist, occupational therapist, extension agent, therapist, teacher, personnel director, funeral director, minister, chamber of commerce executive, athletic coach, claims adjuster, parole officer, attorney, sales representative, fitness instructor, cosmetologist, paramedic, mental health specialist, social worker, nurse, dietician, information clerk, child care worker, travel agent, airline personnel, receptionist, waiter/waitress, office worker, home health aide, career counsellor, etc. According to him, enterprising personality types are gregarious, dominant and adventurous. They are generally extroverted and will often initiate projects involving many pe ople and are good at convincing people to do things their way. They have strong interpersonal skills and enjoy work that brings them into contact with people.They are best counselled to enter career such as real estate appraiser, florist, lawyer, TV/radio announcer, branch manager, lobbyist, insurance manager, personnel recruiter, office manager, travel agent, advertising agent, advertising executive, politician, business manager. According to Holland, conventional personality type refers to those individuals who show a dislike for unstructured activities. They enjoy collecting and organizing information in effective and practical way. They are often like being part of large companies though not necessarily in leadership positions. They enjoy steady routines and following clearly defined procedures.They are best suited for jobs as subordinates, banker, file clerks, accountant, Business teacher, bookkeeper, actuary, librarian, proof reader, administrative assistant, credit manager, e stimator, cad operator, reservations agent, bank manager, cartographer cost analyst, court reporter, medical secretary, auditor statistician, financial analyst, safety inspector, tax consultant, insurance underwriter , computer operator, medical lab technologist, cashier, hotel clerk, etc. It has been employed as popular assessment tools such as the Self-Directed Search, Vocational Preference Inventory and Strong Interest Inventory. Dictionary of Holland occupational Code came as a result of Holland’s work. John Holland created a hexagonal model that shows the relationship between the personality types and environments. [pic] Figure 2. 1: Holland Hexagonal Model It could be noticed that the personality types close to each other are more alike than those farther away.We can see this most clearly when we compare the personalities opposite each other, on the hexagon. For example, read the description of the types for Realistic and Social. You will see that they are virtually the opposite of each other. On the other hand, Social and Artistic are not that far apart. Holland topology is based on the following key concepts: Congruence: it refers to the degree of fit between an individual’s personality orientations and actual or contemplated work environment. One is believed to be more satisfied with his career and can perform better if he is in a congruent work environment. Consistency: it refers to the degree of relationship between types or the various classifications.Types that are adjacent on the hexagon have more in common than types that are opposite. For instance, the conventional type might be more realistic and enterprising than be artistic. Differentiation: it is the establishment of differences or a difference among two or more things. It refers to the degree to which a person or his environment is clearly defined. | | Vocational identity: extent to which a person has a clear self perception of his or her characteristics and goals, and to th e degree of stability which an occupational environment provides.Holland’s theory is criticised as basically descriptive with focus on explanation of casual basis of time period in development of hierarchies of the personal model styles. He was concerned with factors that influence career choice rather than development process that leads to career choice (Zunker, 1990). This theory focus mainly on how a personality can be matched with a career rather than how other factors like environmental and/or interpersonal factors influence the individual’s choice. It is therefore limited as far as the current research is concerned. 2. 3. 3 Anne Roe’s Personality/Need Theory Akinade, Sokan and Oserenren (1996) posit that this theory see one’s need as the main determinant of the nature of an individual’s interests including vocational interest.This theorist was of the view that career choice is based on childhood orientation or experience at home to satisfy ne eds; and that people choose occupation that satisfies important needs. This theory attempts to understand, make meaning of, and utilize individual motives, purposes and drives to support career development. She believed work can satisfy needs in different ways hence classification of occupation into eight groups. According to Roe (1956) cited in Zunker (1990), the first five can be classified as person-oriented and the last three as non-person oriented. 1. Service (something for another person); 2. Business contact (selling and supplying services); 3. Organisation (management in business, industry and government); 4.Technology (product maintenance, transportation of commodities ); 5. Outdoors (cultivating, preserving natural resources); 6. Science (scientific theory and its application); 7. General culture (preserving and transmitting cultural heritage) & 8. Arts and Entertainment (creative art and entertainment) Anne Roe’s theory was based on Abraham Maslow’s hierarc hy of needs stated in this order: 1. Physiological needs 2. Safety needs 3. Need for belongingness and love 4. Need for importance, respect, self-esteem and independence 5. Need for information 6. Need for understanding 7. Need for beauty and aesthetic 8. Need for self-actualization

Free Essays on Multicultural

In today’s society, many Americans feel the need to pursue the â€Å"American Dream†. The American Dream is most commonly associated with success, freedom, and happiness. This concept seems to have dwindled from where it was in past generations. It has gone from success, freedom, and happiness to having lots of money and the nicest possessions. To achieve the status of being successful, many feel that the best way to reach their goal is to receive the best education they can get. Education in the early nineteenth century was thought of to be essential in the prosperity and survival of the nation. The philosophy at the time was that education would build a better society and it would enable the nation to compete better with other countries. In the next century, that same philosophy carried over. But the attitude towards education was not the same as it was in the previous century. The quality of education declined due to many different reasons. To bring the quality of ed ucation back up, America in the twenty-first century should turn to a â€Å"multicultural† education system. With the diversity in the United States, it would be more beneficial to the nation. After the American Revolution, the founders of the United States argued that education was essential for the prosperity and survival of the new nation. Thomas Jefferson was the first American leader to suggest a publicly funded school system. In 1779, he proposed an education plan that would have supported free schooling for all children in the state of Virginia for three years. The best students from this group would continue in school at public expense through adolescence. The most advanced of these students would go on to publicly funded colleges. Jefferson's proposal was never enacted and his idea of selecting the best and brightest students for special advantage failed to gain widespread support. However, Jefferson's plans for universal education and for publicly funded schoo... Free Essays on Multicultural Free Essays on Multicultural In today’s society, many Americans feel the need to pursue the â€Å"American Dream†. The American Dream is most commonly associated with success, freedom, and happiness. This concept seems to have dwindled from where it was in past generations. It has gone from success, freedom, and happiness to having lots of money and the nicest possessions. To achieve the status of being successful, many feel that the best way to reach their goal is to receive the best education they can get. Education in the early nineteenth century was thought of to be essential in the prosperity and survival of the nation. The philosophy at the time was that education would build a better society and it would enable the nation to compete better with other countries. In the next century, that same philosophy carried over. But the attitude towards education was not the same as it was in the previous century. The quality of education declined due to many different reasons. To bring the quality of ed ucation back up, America in the twenty-first century should turn to a â€Å"multicultural† education system. With the diversity in the United States, it would be more beneficial to the nation. After the American Revolution, the founders of the United States argued that education was essential for the prosperity and survival of the new nation. Thomas Jefferson was the first American leader to suggest a publicly funded school system. In 1779, he proposed an education plan that would have supported free schooling for all children in the state of Virginia for three years. The best students from this group would continue in school at public expense through adolescence. The most advanced of these students would go on to publicly funded colleges. Jefferson's proposal was never enacted and his idea of selecting the best and brightest students for special advantage failed to gain widespread support. However, Jefferson's plans for universal education and for publicly funded schoo...

Standardization Chemistry Lab Report Essays

Standardization Chemistry Lab Report Essays Standardization Chemistry Lab Report Paper Standardization Chemistry Lab Report Paper To be able to prepare standard solutions. To determine the strength of a given solution of Hydrochloric acid (HCI) To analyze errors that occur during standardization experiments. Introduction: A standard solution can be defined as a solution that contains a precisely known concentration of a substance. Concentration refers to the abundance of a substance in its mixture or solution. Standard solutions are used to determine the concentration of other substances with which they react in known ratios/ proportions. Standardization, therefore, refers the process in which the value of a potential standard is fixed by a measurement made with respect to a standard whose value is known; or simply the act of accurately determining he concentration of a substance by titrating it with a solution of accurately known concentration (standard solution). Standardization, therefore, basically involves titration, especially acid-base titration. Common reagents used for standardization of acids include: Pure sodium carbonate Pure borax (sodium metabolite) Pure calcium carbonate (Iceland spar) Common reagents used for standardization of alkalis comprise of solid crystalline acids like: Succinct acid Oxalic acid Good standardizing reagents should have the following characteristics: They should have a high degree of purity They should be stable and unaffected by the atmosphere, i. E they should not be efflorescent or deliquescent, for easy weighing. They should have a relative molecular mass such that a solution of about 0. 01 M to 0. MM can be prepared easily. A standard solution of Noah cannot be made by direct weighing. This is because Noah is hygroscopic and will therefore absorb moisture from the air. Therefore, a standard solution of some stable acid (e. G Oxalic acid) has to be prepared to standardize the given Sodium Hydroxide solution. This can then be used to determine the unknown concentration of the Hydrochloric acid solution. In the experiment, two titration were therefore performed: Titration A: Standardization of Sodium Hydroxide solution using standard solution of Oxalic acid. Titration B: Determination of the concentration of Hydrochloric acid solution using the standardized Sodium Hydroxide solution. The terms used in titration are therefore used here too. Therefore, in titration A, the analyze was the Sodium Hydroxide solution; and the iterant was the Oxalic acid. In titration B, the analyze was the Hydrochloric acid solution; while the iterant was the Sodium hydroxide solution. Precaution: Oxalic acid is very poisonous. Apparatus: Electronic balance Volumetric flask Pipette Burette Conical flask Funnel Reagents: Oxalic acid (Ethnocentric acid) Sodium hydroxide solution Hydrochloric acid solution (of unknown strength) Phenolphthalein indicator Water Procedure: Titration A: Standardization of Noah Solution A standard solution of Oxalic was made by measuring 0. Egg of Oxalic acid and adding it to distilled water in a volumetric flask. The mixture is shaken till the crystals dissolve and the solution is made up to mall. Ml of this standard solution is pipettes into a conical flask and two to three drops of the indicator are deed to it. The contents of the flask are then titrated against the Noah solution from the burette till a permanent light pink color is obtained. The titration were repeated till concordant results were obtained and then recorded. Titration B: Determination of the Concentration of the given HCI solution ml of the given Hydrochloric acid was pipettes into a conical flask. Two to three drops of the indicator were then added. These errors include: Personal errors One example of this is whereby the solution taking part in the reaction, say the Oxalic acid, is not homogeneous. This happens when the student does not shake the crystals well after adding water when preparing the solution. This error is minimized by thorough shaking of the crystals with water when preparing the elution so as to ensure that it is homogeneous. Another personal error is Parallax error. This error occurs when the line of sight of the analyst/student when taking readings is not at right angles to the scale. It may have occurred in three instances in the experiment: 1. When filling the Oxalic acid in the volumetric flask to the mall mark. 2. When petting the Oxalic acid during titration A and the Hydrochloric acid during titration B. 3. When making the readings of the Sodium hydroxide solution from the burette before or after each titration. Parallax error is indeterminate/uncertain It is minimized by proper positioning of the eyes by the student when making the readings or measurements. Instrumental error This error is also indeterminate. It is caused by imperfect calibration of the measurement instruments, e. The burette, pipette and volumetric flask. This is because these instruments are manufactured by mass production methods, which pose high chance for certain inaccuracies. This error is minimized by use of instruments of higher precision. Averaging of the titers obtained also minimizes the error. Contamination/limpidity of reagents This error may have risen due to the use of unclea n apparatus, like the limerick flask, pipette, conical flasks and the burette. It arose in the experiment especially due to improper cleaning of the conical flask after a titration and before the next. It is minimized by thorough cleaning of the experimental apparatus before use. Contamination also arises from presence of impurities in the various reagents provided. Oxalic acid usually contains impurities of calcium and potassium oxalates which may have interfered with its reaction with sodium hydroxide. The oxalic acid also may have contained some amount of moisture before weighing leading to an error in mass. Such errors are minimized by storing the substance in a desiccators for a few hours before use so as to remove the moisture. Contamination errors may also have arisen from action of atmospheric carbon (IV) oxide, oxygen and dust particles on the standard solutions. This is minimized by use of colored glass bottles, tightly fitting stoppers and soda lime tubes to absorb carbon (V) oxide. Indicator error The pink color of the indicator used (phenolphthalein) which was obtained after each titration faded away when the solution was vigorously shaken till it became colorless. This gave the impression that the color change witnessed was not permanent, hence prompting us to continue with the titration. This led to obtaining of a larger volume than necessary. The fading away is due to the reaction of the phenolphthalein with atmospheric carbon dioxide. The indicator, being a weak acid, may have taken part in the reaction, hence affecting the readings. There also may be an inaccuracy in the end-point recorded. This is caused by adding of too much indicator to the solution being titrated. This is minimized by adding very little but sufficient indicator, and also having flask intonating water for comparison so that any alteration in color can be easily observed.

Assignment Essay Example | Topics and Well Written Essays - 250 words - 85

Assignment - Essay Example This is bad experience since the victims may end up living in constant fear and they may end up failing to fit in the societies in which they would be living. This negatively impacts the psychological as well as social aspects of human development. The problem can destabilize peace in the society if it is left unchecked. C- This threat could be identified by an organization through designing network software that can filter all mails that are unidentified. All unsolicited e-mail messages or any other form of message posted on the website of the organization should be blocked and treated as spam. This will help the people to be in control of what they read. The organization may also respond by giving tips to the members of the network about how they should respond in the event that they have responded suspicious messages. Organizations should also enlighten the victims about the measures they can take to deal with messages from unknown

How I Met Your Mother vs. I Love Lucy Movie Review

How I Met Your Mother vs. I Love Lucy - Movie Review Example Additionally, both the shows revolve around the theme of relationships and, therefore, a hilarious story emerges. Relationships and friendship are the most significant things to the characters. Their social lives and interaction between them forms the largest part of the plots. The clues that are offered, in the shows, to depict this are shown in the way the characters relate with each other, and the way they act when they are together. The love that these characters have for each other forms the main argument of the plot. Such shows are developed with the hope that viewers will get to find a common view in the show. These shows win awards because people agree that they have changed their lives significantly and that they support the view that the show presents. Yes, I do believe that my views on the two shows are true among many. The two shows have unique plots in, which the aims and objectives of the film are clear, and these views are the easily identified. It is from these shows that some people have understood the value of relationships. This shows that the two shows were developed to help the society in some way. They have also helped some parents in managing their teenage children. These shows teach people crucial lessons in life. However, one has to be highly attentive so as not to miss these teachings. The shows also teach people how to manage their relationships and social lives. They show the consequences that can develop because of relationship neglecting, or other factors and matters that affect relationships between two or more people. They make us think of and value the relationships that we have formed with people who around us. First, people are drawn to the shows because of they are hilarious contents. The two shows offer unending laughter during the few minutes that they run. Some people watch the two shows in the evening to get rid of stress that they had from work. Others watch the shows to see how the plot will develop. This is