Capital Structure and Firm Value Assignment Example | Topics and Well Written Essays - 3000 words - 1

Capital Structure and Firm Value - Assignment Example The perfect capital markets are not characterised by any market frictions like trading costs, taxes and the information is easily transmitted between the investors and the managers. M&M made a clear distinction between the financial risk and business risk faced by a firm. While the financial risk refers to the choice of risk distribution between the bondholders and shareholders, the business risk refers to the uncertainty of cash flows of the business. It has been pointed out by Miller and Modigliani that changes in leverage does not cast any significant influence on the cash flows generated by the business. Therefore changes in leverage cannot alter the value of the firm. According to them leverage simply defines the distribution of cash flows between the bondholders and the shareholders. As per M&M model the value of levered firm (VL) is equal to the value of unlevered firm (VU). Suppose there are two companies- Company 1 and Company2. It is assumed that the two companies have identical cash flows and belong to same risk profile. The difference between the two companies is with respect to financing. M&M state that the market value of the two companies is same. Suppose the pay-off of Company 1 in good state is 160 and in bad state is 50. This company is financed only by the equity mode of financing. Similarly the payoff of Company 2 is 160 in good state and 50 in bad state. It is financed by the combination of debt and equity. Suppose the total debt of Company 2 is $60 and its market value is $50; the market value of its equity is $50. Then the value of the Company 2 is- Modigliani and Miller have stated that the â€Å"value of leveraged firm† is equal to the sum of â€Å"the value of unleveraged firm plus tax advantage of debt†. Miller modified the equation obtained under MM Proposition without taxes (Lee, et al., 2009, p.208).   

Proposing a Solution Essay Example | Topics and Well Written Essays - 1500 words

Proposing a Solution - Essay Example Notably, cyber attacks do have the potential to create an extreme economic damage as well as, social impact that are disproportionally costly to the nation or organization at risk. Therefore, it is essential to establish workable approaches to maintaining the security of the communication and technological systems. The advent of the security challenges created another aspect of terror, an establishment that many nations are yet to consider as a possible channel for terror attacks. However, in the U.S. after the memorable 9/11 attack, the subject of security evolved into a critical matter that none of the congressional representatives or the general population would take lightly (Werner 16). It is notable that the cyber attack in all its aspects targets the essential applications and databases within any of the government or public institutions creating havoc against that nation (Levy, Michelle & Raymond 77). The media drama is as subjective as any physical bombing incidence, considering the psychological implications involved in the attack. The cyber attack can create an element of distrust and unstable relations among the populations. The cost to the nation is the absence of coordinated systems, which can bring the entire internet system of the nation down. This creates more chances for advan ced physical attacks on the country. The U.S. is at a heightened level of cyber threats considering the milestones it has made in the telecommunications and technological fields. An eminent attack in the entire systems of the nation would render a cyber apocalypse to the nation, bringing down all essential infrastructure required in daily activities of the government, business entities and the general population (Werner 16). At the helm of the escalating risks to the national security in the country, the cyber environment threats are equally evolving, as

Islamic Education After Independence Education Essay

Islamic Education After Independence Education Essay Initially, Islamic education was taught after school hours. Starting from 1962, the Islamic religious subject was implemented and officially included in the school time table where it was taught for 120 minutes (2 hours) per week by the teachers approved by the state authority.(Education Ordinance 1957). Rosnani (1996) is of the opinion that although these recommendations were positive, in the sense that they gave importance to religious instruction in national and national-type schools, they affected all Islamic religious adversely i.e a decline in pupil enrolment because Malay parents saw many advantages in the national schools, firstly their children could learn religion whether in national and national-type English schools. Second, greater opportunities to further studies and, greater job opportunities that awaited graduates of national schools compared to religious schools.The decline in enrolment was due also to the automatic promotion until Form Three, the abolition of the Malayan Secondary School Entrance Examination and the establishment of national secondary schools. The second major consequence was the transformation of the the Madrasahs curriculum in accordance with the National Educational Policy where the Malay language replaced Arabic as the medium of language and the religious subject had to be reduced to accomodate new secular subjects i.e Malay language, English, Mathematics, Geography, History and general Science. The third major impact of the National Education Policy was the shortage of teachers in the Madrasah because qualified teachers left for better facilities and better pay offered by National schools. Madrasahs institutions also had acute financial problems and had to be rescued by state religious department. Rosnani, (1996) further claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near demise of pondok in 1960s. Paradigm shift a) The Integrated Curriculum for Primary School (ICPS) and The New Secondary School Integrated curriculum (NSSIC) It was a fact that the 70s witnessed the increase of Islamic conciousness among the Muslim throughout the Muslim World including Malaysia which subsequently contributed to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were also formed during the 70s where their dynamic activities help to strengthen Islam in Malaysia. According to Ghazali (2000), there are many factors contributing to the Malaysian educational reform. Apart from the implementation of suggestions and report made in 1979, the changes in the political climate where people were more inclined to Islam should be considered. The influence of the Islamic movement in Iran gave a significant impact among the Muslims in Malaysia to support the Islamic party (PAS). Then, the government under the leadership of Tun Dr. Mahathir officially introduced Islamization policy in 1983. Consequently The Islamic institutions, the International Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University was inspired by the recommendations of the first World Conference on Muslim Education held in Mecca in 1977. According to this philosophy, knowledge shall be propagated in the spirit of Tawhid leading towards the recognition of Allah as the Absolute Creator and Master of mankind. Thus all disciplines of knowledge should lead towards subservience of this truth. Knowledge is a form of trust(amanah) from Allah to man, and hence man should utilize knowledge according to Allahs will in performing his role as the servant and vicegerent (khalifah) of Allah on earth. In this way the seeking of knowledge is regarded as an act of worship (Diary IIUM, 2005) Subsequently in 1982, The Ministry of Education, introduced The New Primary School Curriculum (NPSC). It was implemented nation wide in 1983. The NPSC was formulated to provide equal opportunity to students to acquire basic skills and knowledge in addition to inculcating noble moral values. The emphasis of this new curriculum is on the acquisition of the three basic skills,namely reading, writing and mathematics. With a renewed emphasis on integration, it was decided in 1993 that a change of name take place. The New Primary School Curriculum (NPSC) is now known as The Integrated Curriculum for Primary School (ICPS)(Curriculum Development Centre 1997). The New Secondary School Integrated curriculum (NSSIC) or integrated Curriculum for Secondary Schools (KBSM) which was guided by the recommendation of the first World Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the curriculum was implemented in phase up to form five level. (Hasan.L, 1993). The main focus of the curriculum is on an integrated educational approach. The approach incorporated knowledge with skills and moral values. It also combine theory with practical training. The strategy is to incorporate Moral Values into curriculum and the Malay language with curriculum (Curriculum Development Centre,1997). b) The National Educational Philosophy (NEP) The Education Act 1961 has determined Malaysias education policies for over three decades until it was repealed in 1996. The Education Act 1996 is the latest and is the most comprehensive where it stated for the first time in writing the National Educational Philosophy (Under Act 550). The official statement of NEP states as follows : Education in Malaysia is an on-going effort towards further developing the potential of individuals in holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on the firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are resilient and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. Langgulung, H (1993) stated that based on this NEP, the planning of KBSM is meant to help students to develop their intellectual, spiritual, emotional as well as physical potentials in comprehensive and integrated manner. It is hoped that the comprehensive and integrated development could create student who is able to adjust himself in society and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development. Southeast Asian Education particularly Islamic Religious Education in Indonesia and Malaysia The Indonesian Experiences After the downfall of Ottoman Empire the entire Muslim countries were completely dominated by Western Colonial countries, particularly British, French, Spanish, Dutch and so forth. Southeast Asian countries were ruled by the British and the Dutch. The British ruled Malaya and North Borneo, whilst the Dutch ruled Indonesia. Dutch rule in Indonesia lasted for over three hundred years who used iron claws to suppress private schools that sought to establish carders to fight colonialists. The establishment of Sekolah Tinggi Islam Japan occupied Indonesia for three years, during which Dutch schools were totally closed down and replaced by Japanese curriculum including language of instruction. Indonesian fighters for Indonesian independence suggested that since all tertiary level of education were closed by Japanese, it is high time that Islamic higher institution of learning (Sekolah Tinggi Islam = STI) be established. The idea was suggested by Majlis Shura Muslimin Indonesia (Masyumi) along with the establishment of armed forces called Hizbullah (Gods Party). The prominent personalities leading the school are : 1. Dr. Mohammad Hatta (Vice President) as chairman 2. Mr. Soewandi (Civil servant) as deputy chairman 3. Mohammad Natsir (later on became the first Prime Minister of Indonesia after independence) as secretary 4. Several other members of society such as Prof. R.A.A Hoesein Djajadingrat, Dr.Hidayat, Dr. Soekiman and many others were acting as members of executives. The Sekolah Tinggi Islam started with four faculties i.e Law, Religion, Economics and Education. After independence, Religious faculty was sponsored by Ministry of religious affairs and became Government Institute religious of knowledge (Institute Agama Islam Negeri = IAIN) whose curriculum were planned by people graduated from Al Azhar. It is logical that the curriculum of IAIN in early days of its establishment was carbon copy of faculties in Al Azhar before the latest reforms in 1961. The institute originally has three faculties like in Al Azhar, i.e Usuludin, Shariah and Arabic language, later they added faculty of tarbiyyah (education) Organization like the Muhammadiyah during the Dutch rule even set schools using Dutch as a medium of instruction to compete with the schools established by the Dutch. Other organization such as Nahdatul Ulama (NU), Persatuan Islam(Persis) and Al -Irsyad continued to maintain Pesantren (religious training centre for Advanced Islamic Studies), Madrasah (Islamic schools) and pondok(Muslim boarding schools) which they had been managing, so much so that bumiputera (the son of the soil) children need not have to go to Dutch government schools for their education. In the early fifties the government tried to set up schools for the training of religious teachers (Sekolah Pendidikan Guru Agama-PGA) by putting some of the exising Madrasah under the management of religious affairs. The objectives was to train religious teachers in government schools where religious knowledge was also taught. This was followed by the setting up of Sekolah Guru Hakim Agama (SGHA) to cater to the needs of the Muslim jurists both in Shariah and the State courts. The Muslim organizations and Muslim community alike were quite disappointed with the scope offered by both the PGA and SGHA. Muslim organizations such as Muhammadiyah continued to be self reliant in the management of their schools. All they needed to do was to comply with the government regulations and current requirements. Pesantren too began to mushroom since the fifties. A press statement issued by the Ministry of Religious Affairs in the later part of the seventies put the figure at 20,000 Pesantren with 9 million students. It is estimated that current figures have far exceeded these numbers in view of the 40% increasing of Indonesian population from 150 million in the seventies to a 220 million currently. Rapid Development of Islamic schools Among the factors that contributed to the rapid development of Islamic schools lately were: 1. The government inability to cater to the educational needs of all children. The problem therefore was partly resolved by the existence of private schools. 2. Dissatisfaction with the scope offered by the PGA and the SGHA in the fifties.The government, however, has been trying to improve the situation by: i) Accepting the standard of madrasah so that they would be at par with public schools. ii) Uplifting students of madrasah for admission into equivalent public schools at primary, lower secondary and upper secondary levels. iii) Recognizing the private madrasah certificate as equivalent to the state (government) madrasah certificate to enable leavers of private madrasah to continue with their studies in equivalent government schools iv) The influence of the Islamic revivalist phenomenon world wide, particularly the international Conferences of Muslim Education first held in Makkah 1977, Second in Islamabad 1980, Third in Dakka (Bangladesh), 1981, Fourth in Jakarta 1982, the Fifth in Cairo 1987 and Sixth in Makkah 1993 and the Seventh in South Africa 1996. The conferences had deliberated on this religious education from elementary to tertiary level and produced guidelines for the implementation. How far Muslim countries, particularly in Southeast Asia, have responded to these guidelines and implement them in their curriculum is yet to be seen. The International Conferences of Muslim Education mentioned above should be a stepping stone toward the unified religious curricular reforms in Muslim countries for the years to come. The Malaysian Experiences The history of Islamic religious education in Malaysia before independence The history of Islamic education in Malaysia dated back as early as 13th century when Islam first came to this region (Abdul Halim, 1995). Islamic education can be divided into four stages : i. Centered around teachers houses ii. Centered around mosques, suraus and madrasahs iii. Centered around religious institutions called pondok. (literally , Hut school) iv. Centered around religious institutions called madrasah schools i. Centered around teachers houses At the early stage it was carried out in a very informal way suitable to the environment of that time which it centered around teachers homes (rumah-rumah guru). Students came to the teachers (normally known as Ulama) homes to learn reading Quran and fardhu Ain (basic Islamic teaching). ii. Centered around mosques, suraus and madrasahs Due to the increasing number of students flocking to the teachers homes where the later could not accommodate all of them, then came the idea of religious education to be centered around mosques, suraus and madrasahs. The teachers used to sit with their students in circles. These teachers were easily received by the society even sometimes they were called to palaces to teach the king of the state and their relatives. iii. Centered around religious institutions called pondok Subsequently it centered around religious institutions called pondok. (literally, it means hut school) Pondoks are traditional religious schools which dominated the Malay world education system in the earlier part of 14th century. i.e pre colonial and even during colonial period. The pondok institution was the first and most influential legacy in Islamic education in both Malaysia and Indonesia (called Pesantran). The management of these pondoks differs from place/center to another place/center and there was no standard set of syllabus. However, the mode of instruction was similar to that practised in Makkah and Cairo before the advent of modern methods of teaching. Rosnani (1996) mentioned that many scholars have discussed the origin of Pondok institution in Malaysia, whether it originated from Sumatera, Indonesia or Pattani, in Southern Thailand. However, she argued that one cannot dismiss the possibility that the pondok institution was an influence of Makkah education of that era because the content and the teaching methods in pondok institutions were comparable to those in the Al Haram Mosque in Makkah and many pondok teachers had taken the pilgrimage to Makkah and deepened their knowledge of Islam. Some of the famous ulama (Tok guru) in the middle of 19th century were Tok Selehor, Tok Kenali, Tok Kemuning, Tok Ku Pulau Manis, etc. Although there was no standardised content and no limitation in the years of study. The pondok curriculum shared some common features of the subject. All pondoks usually include the basic disciplines such as Tauhid, Al-Quran, Fiqh, Hadith, Nahu, Sarf, Tasawwuf and Akhlaq. After years of study and considered as alim or knowledgeable by their guru these students will come back to their respective villages to teach and some may go abroad to further their study to Makkah, Cairo, Pakistan or India.. When these students went to Al Azhar University and other Middle East countries they were taught and trained with the curriculum of that particular place of study and easily got influenced by it. Thus, when they returned to their home countries they usually joined the existing pondok or established a new one. They would planned and implemented either totally or partially the curriculum they had went through in their early days as students. Thus, it was not a surprise to find out that many pond oks or madrasahs curriculum were the carbon -copy of Al- Azhar and other Middle East countries. This situation continues until now since the academic results or certificate given by these pondoks and madrasahs are not generally accepted by mainstream universities, many of these students have to continue their education in locations such as Pakistan, Egypt and other Middle East countries. iv. Centered around religious institutions called madrasah schools At the end of 19th century especially after World War 1, with the influence of Islah movement led by reformists Sayyid Jamaluddin Al Afghani (1839-1879) and Muhammad Abduh, (1849-1905), many religious madrasah schools were established in many places in Malaysia as alternative to pondok school and also to compete with the secular school. The Malaysian reformists ideas came from Sheikh Tahir Jalaludin and Shiekh Ahmad Al Hadi who were very much influenced by Al-Afghani and Abduh (Al Attas,1972). With these Madrasah system, Islamic education not only focus on spiritual, fardu Ain and Tauhid but it became more comprehensive, it include other subjects in the curriculum such as Arabic language, Maths and Geograph. Islamic Education during the British Period Japan conquered Malaysia (1941-45) and was defeated to the British. The British then made few educational reformations starting with Barnes Report and Fern Wu Report. Briefly, the Barnes Report stated the lack of religious instruction in schools had led Malay parents sent their children to learn religion in the afternoon sessions which were very tiresome. The committee suggested jawi be omitted and religious instruction be taught instead. Barnes Report also suggested only one system of primary education (national primary school) to be held. Fenn Wu Report suggested and supported trilingual where Malay, Chinese and English languages should be encouraged to be the medium of instruction. As a compromise, the government passed the Education Ordinance 1952, where the promotion of national school system by gradual introduction of English into Malay Vernacular schools and Malay and English languages into Chinese and Tamil Vernacular school and also recommended the maintenance of English nat ional type school. Interestingly, it also recommended that religious education be provided to pupils either within school premises or in suitable premises close by as part of the school lessons ( Hussein Onn,1957). During the British period education was divided into religious and non religious education. Here has the beginning of the secular education in Malaysia. Secular schools in Malaysia were largely an innovation of British colonial government. Many of the earliest schools in Malaysia were started in the Straits Settlements of Penang, Melaka, and Singapore. The oldest school in Malaysia is the Penang Free school, founded in 1816, followed by Malacca Free School later changed to Malacca High school in 1978. While the Malay College Kuala Kangsar (MCKK) was established in 1905 based on English Public School. Many of these schools still carry with them an air of prestige although there is no formal difference between these schools and other schools. Islamic education after independence and the impact of National Educational Policy Formal educational policies came into place after Malayas independence in 1957. The task of the new government was to establish a national education system which, while making the Malay as the national language of the country, the languages and cultures of non- Malay communities are preserved and sustained. The most important development was the implementation of The Education Act 1961 where The Razak Report and the Rahman Talib Report became the basis for the formulation of this Act. The main features of the Razak Report are; a uniform national education and centralized examination system, A Malayan oriented curriculum, one type of national Secondary school, English and Malay language compulsory and Bahasa Melayu as the main medium of instruction. While the main features Rahman Talib Report are : Free primary and universal education, automatic promotion to Form 3, Establishment of schools Inspectorate, Bahasa Malaysia as the main medium of instruction, Religious/moral education as basis for spiritual development, emphasis on teacher education . In addition, the implementation of Islamic education in National Educationtal System was also based on the reports made during Razak Report (1956) and Rahman Talib Report (1960) where it is clearly stated that in any assisted school where not less than 15 pupils profess the Muslim religion, religious instruction to them shall be provided at public expense. Instruction in other religions to other pupils may be provided so long as no additional cost falls upon public funds and provided that no child shall be required to attend classes in religious instructions without the parents consent Initially, Islamic education was taught after school hours. Starting from 1962, the Islamic religious subject was implemented and officially included in the school time table where it was taught for 120 minutes (2 hours) per week by the teachers approved by the state authority.(Education Ordinance 1957). Rosnani (1996) is of the opinion that although these recommendations were positive, in the sense that they gave importance to religious instruction in national and national-type schools, they affected all Islamic religious adversely i.e a decline in pupil enrolment because Malay parents saw many advantages in the national schools, firstly their children could learn religion whether in national and national-type English schools. Second, greater opportunities to further studies and, greater job opportunities that awaited graduates of national schools compared to religious schools.The decline in enrolment was due also to the automatic promotion until Form Three, the abolition of the Malayan Secondary School Entrance Examination and the establishment of national secondary schools. The second major consequence was the transformation of the the Madrasahs curriculum in accordance with the National Educational Policy where the Malay language replaced Arabic as the medium of language and the religious subject had to be reduced to accomodate new secular subjects i.e Malay language, English, Mathematics, Geography, History and general Science. The third major impact of the National Education Policy was the shortage of teachers in the Madrasah because qualified teachers left for better facilities and better pay offered by National schools. Madrasahs institutions also had acute financial problems and had to be rescued by state religious department. Rosnani, (1996) further claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near demise of pondok in 1960s. Paradigm shift a) The Integrated Curriculum for Primary School (ICPS) and The New Secondary School Integrated curriculum (NSSIC) It was a fact that the 70s witnessed the increase of Islamic conciousness among the Muslim throughout the Muslim World including Malaysia which subsequently contributed to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were also formed during the 70s where their dynamic activities help to strengthen Islam in Malaysia. According to Ghazali (2000), there are many factors contributing to the Malaysian educational reform. Apart from the implementation of suggestions and report made in 1979, the changes in the political climate where people were more inclined to Islam should be considered. The influence of the Islamic movement in Iran gave a significant impact among the Muslims in Malaysia to support the Islamic party (PAS). Then, the government under the leadership of Tun Dr. Mahathir officially introduced Islamization policy in 1983. Consequently The Islamic institutions, the International Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University was inspired by the recommendations of the first World Conference on Muslim Education held in Mecca in 1977. According to this philosophy, knowledge shall be propagated in the spirit of Tawhid leading towards the recognition of Allah as the Absolute Creator and Master of mankind. Thus all disciplines of knowledge should lead towards subservience of this truth. Knowledge is a form of trust(amanah) from Allah to man, and hence man should utilize knowledge according to Allahs will in performing his role as the servant and vicegerent (khalifah) of Allah on earth. In this way the seeking of knowledge is regarded as an act of worship (Diary IIUM, 2005) Subsequently in 1982, The Ministry of Education, introduced The New Primary School Curriculum (NPSC). It was implemented nation wide in 1983. The NPSC was formulated to provide equal opportunity to students to acquire basic skills and knowledge in addition to inculcating noble moral values. The emphasis of this new curriculum is on the acquisition of the three basic skills,namely reading, writing and mathematics. With a renewed emphasis on integration, it was decided in 1993 that a change of name take place. The New Primary School Curriculum (NPSC) is now known as The Integrated Curriculum for Primary School (ICPS)(Curriculum Development Centre 1997). The New Secondary School Integrated curriculum (NSSIC) or integrated Curriculum for Secondary Schools (KBSM) which was guided by the recommendation of the first World Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the curriculum was implemented in phase up to form five level. (Hasan.L, 1993). The main focus of the curriculum is on an integrated educational approach. The approach incorporated knowledge with skills and moral values. It also combine theory with practical training. The strategy is to incorporate Moral Values into curriculum and the Malay language with curriculum (Curriculum Development Centre,1997). b) The National Educational Philosophy (NEP) The Education Act 1961 has determined Malaysias education policies for over three decades until it was repealed in 1996. The Education Act 1996 is the latest and is the most comprehensive where it stated for the first time in writing the National Educational Philosophy (Under Act 550). The official statement of NEP states as follows : Education in Malaysia is an on-going effort towards further developing the potential of individuals in holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on the firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are resilient and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. Langgulung, H (1993) stated that based on this NEP, the planning of KBSM is meant to help students to develop their intellectual, spiritual, emotional as well as physical potentials in comprehensive and integrated manner. It is hoped that the comprehensive and integrated development could create student who is able to adjust himself in society and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development. The Islamic educational challenge faced by Malaysia since Sept 11 To ensure that the Malaysian education system responds properly to the nation building, unity and the development of the country there were many curricula reviews and tremendous changes in Malaysia education since its independence in 1957. It is a well-known fact that the Muslim education system in the Muslim world including Indonesia and Malaysia is the extension of the Western educational system which is compartmentalised and secularized. As a consequence of the Western influence and the weaknesses of the Muslims, the religious curriculum in schools and university levels in both Malaysia and Indonesia are still compartmentalised. Rosnani ( 2004 2nd edition) claimed that the curriculum practiced in Muslim countries either borrowed wholesome or partially from the West and even the subjects and methodologies presently taught in the countries are copies of the Western. Here, it is important to note the statement made by Tan Sri Murad, the President of the social committee for the study of curriculum in national schools that the implementation of religious education at National Schools have a lot of weaknesses because there are still many students cant read Al Quran and write Jawi although they had attended six years of primary schools. (Berita Harian , 26/Feb/2003). Although there were many surveys and writings carried out for examples by Rosnani (1996), Sahari Langgulung (1999) and Abdul Hamid (2003) found several weaknesses of Islamic religious schools such as its curriculum, lack of facilities and financial and poor administration. However, one has to remember that SAR has contributed significantly to Islamic education in both Malaysia and Indonesia before their independence. Despite the weaknesses of Islamic religious schools, informal conversations and interviews with some Muslim parents revealed that they were still interested to enroll their children at this school due to a variety of reasons: i) With the high cost of living, many Muslim parents are both working full time thus they have very limited time to teach their own children and expect the schools to act on their behalf ii) Some of these Muslim parents are interested to teach their own children, unfortunately they themselves do not know how to read the Al- Quran and either have no or very limited knowledge regarding fardu Ain iii) Some parents also opt to send their children for religious classes after school hours or Sunday schools at the mosques because they feel that religious subject at the national school is not adequate or failed to meet their expectation iv) Many muslim parents are aware and worried about the moral decadence (social ills) in the society especially among the youth keep on increasing such as drug addicts, illegitimate child , bullying, gangsterism and etc. Thus it was not a surprise to learn that Peoples Religious Schools (SAR) in Malaysia mushroomed because parents were concerned about their children Islamic knowledge while the national school curriculum seemed inadequate. According to a daily newspaper, there were 500 SARs nation wide with 126,000 students receiving Islamic education in such institutions (NST, 22 Jan 2003). People Islamic religious schools (SAR) are schools mostly built, funded and owned by individuals or a group of people offering full time students Islamic religious education. These schools also use the curriculum which has been standardized by State religious department or Department for the advancement of Islam in Malaysia (JAKIM).These religious shools received the grant given by the government i.e RM 60 per year for a primary school student and RM120 for a secondary school student. However, in November 2002, the Malaysian government has stopped their state subsidy to SAR. The government gave two reasons for i.e that SAR lack of facilities which resulted students poor achievement and lack of trained teachers and thus urged parents to send their children to national schools (NST 9/10 Dec,2002). Rosnani (2004 2nd edition) raised a few important questions rega

James Joyce Essay -- essays research papers

James Joyce James Joyce, an Irish novelist and poet, grew up near Dublin. James Joyce is one of the most influential novelists of the 20th century. In each of his prose works he used symbols to experience what he called an "epiphany", the revelation of certain revealing qualities about himself. His early writings reveal individual moods and characters and the plight of Ireland and the Irish artist in the 1900's. Later works, reveal a man in all his complexity as an artist and in family aspects. Joyce is known for his style of writing called "stream of consciousness". Using this technique, he ignored ordinary sentence structure and attempted to reproduce the rambling's of the human mind. Many of his works were influenced by his life in Ireland as an artist. He was influenced by three main factors in his life, his childhood and parents, his homeland of Dublin, Ireland, and the Roman Catholic Church. These three aspects show up in all his works subtly, but specifically in, The Dead, A Portrait of the Artist as a Young Man, and Araby. James Joyce, was born February 2, 1882 in Dublin, Ireland. He was the first of fifteen kids born to Mary Jane Murray, and John Stanslaus Joyce. He was christened James Augustine Aloysius Joyce. His mother was a mild woman who had intelligent opinions but didn't express them. His father was a violent, quick tempered man who was a medical student and politician. He was educated in Dublin at Jesuit school's his whole life. In 1888, he went to Clongeswood College, but his father lost his job and James had to withdraw. He graduated in October of 1902, from Royal University. He was fascinated by the sounds of words and by the rhythms of speech since he first started school. He was trained by the Jesuits who at one time hoped he would join their order; but Joyce became estranged from the Jesuits and defected from the Catholic Church after graduating college. Joyce made a huge effort to free himself from all aspects of the past such as, family, religion, and country. He left Ireland in 1902 after graduating college. He spent the rest of his life in either Trieste, Zurich, or Paris. During this time he was very poor. He spent much of his working career as a language instructor. He was said to have known 17 languages. He also s... ...and that people should think on their own, without the church telling you how to think. James Joyce's was interested in discovering the truth in his writings and revealing it. He was a good observer of reality, which he loved, and he always wanted to get at the truth behind the appearance. Joyce voluntarily exiled himself from Ireland, but still Ireland was never far from his mind, and his writing. He also exiled himself from the church yet wrote about it and it's constraints often. He left his childhood behind and chose to write his childhood autobiography under a different name. He observed other people's reality and yet choose to ignore his own. He left Ireland, the church, and his childhood, psychically, but he never left them in his own unconscious. He choose to write about his life and feelings in other peoples words and in other peoples mouths. Still wishing to exile himself from his life, he almost felt as if by leaving all these places on the outside he would leave all his feelings behind also. He wrote about the topics he choose to distance himself from, as if to get an unbiased look at them, and to write about the real truth. James Joyce Essay -- essays research papers James Joyce James Joyce, an Irish novelist and poet, grew up near Dublin. James Joyce is one of the most influential novelists of the 20th century. In each of his prose works he used symbols to experience what he called an "epiphany", the revelation of certain revealing qualities about himself. His early writings reveal individual moods and characters and the plight of Ireland and the Irish artist in the 1900's. Later works, reveal a man in all his complexity as an artist and in family aspects. Joyce is known for his style of writing called "stream of consciousness". Using this technique, he ignored ordinary sentence structure and attempted to reproduce the rambling's of the human mind. Many of his works were influenced by his life in Ireland as an artist. He was influenced by three main factors in his life, his childhood and parents, his homeland of Dublin, Ireland, and the Roman Catholic Church. These three aspects show up in all his works subtly, but specifically in, The Dead, A Portrait of the Artist as a Young Man, and Araby. James Joyce, was born February 2, 1882 in Dublin, Ireland. He was the first of fifteen kids born to Mary Jane Murray, and John Stanslaus Joyce. He was christened James Augustine Aloysius Joyce. His mother was a mild woman who had intelligent opinions but didn't express them. His father was a violent, quick tempered man who was a medical student and politician. He was educated in Dublin at Jesuit school's his whole life. In 1888, he went to Clongeswood College, but his father lost his job and James had to withdraw. He graduated in October of 1902, from Royal University. He was fascinated by the sounds of words and by the rhythms of speech since he first started school. He was trained by the Jesuits who at one time hoped he would join their order; but Joyce became estranged from the Jesuits and defected from the Catholic Church after graduating college. Joyce made a huge effort to free himself from all aspects of the past such as, family, religion, and country. He left Ireland in 1902 after graduating college. He spent the rest of his life in either Trieste, Zurich, or Paris. During this time he was very poor. He spent much of his working career as a language instructor. He was said to have known 17 languages. He also s... ...and that people should think on their own, without the church telling you how to think. James Joyce's was interested in discovering the truth in his writings and revealing it. He was a good observer of reality, which he loved, and he always wanted to get at the truth behind the appearance. Joyce voluntarily exiled himself from Ireland, but still Ireland was never far from his mind, and his writing. He also exiled himself from the church yet wrote about it and it's constraints often. He left his childhood behind and chose to write his childhood autobiography under a different name. He observed other people's reality and yet choose to ignore his own. He left Ireland, the church, and his childhood, psychically, but he never left them in his own unconscious. He choose to write about his life and feelings in other peoples words and in other peoples mouths. Still wishing to exile himself from his life, he almost felt as if by leaving all these places on the outside he would leave all his feelings behind also. He wrote about the topics he choose to distance himself from, as if to get an unbiased look at them, and to write about the real truth.

How has John Donne treated the theme of love in his poem ‘Lover’s Infiniteness’? Essay

Through his poem, John Donne, expresses his yearning to possess ‘all’ of his lady-love’s affection. He narrates about the pain and feelings he faces whilst trying to woo her. ‘Lover’s Infiniteness’ is part of Donne’s complex collection of literary work known as ‘Songs and Sonnets’; this particular piece was published in 1601. The poem deals with a question of how ‘vast’ or unconditional someone’s love can be, thus the word ‘Infiniteness’ in the title which expresses the enormity of Donne’s love for her. Being a metaphysical poet, Donne induces the elements of religion, identity, passion and reasoning into his poetry- for instance, in this specific poem, he emphasizes his ‘desire’ for the ownership of his lover’s heart yet, continues to think deeply and question her faithfulness to him. This further leads him into overthinking about the unquestioning love he has for her and how she might never reciprocate that amount of love to him. The tone of the poem suggests insecurity and- subtly- jealousy and possessiveness: this can be evident through lines such as ‘This new love may beget new fears’, ‘New love created be, by other men’, ‘The ground, thy heart is mine†¦have it all’. Using a variety of literary devices, Donne puts across the main idea of the poem vividly. Donne compares love to a ‘transaction’ wherein he expects his lady-love to ‘gift’ her love to him after he has ‘spent’ a lot of his ‘sighs, tears, and oaths, and letters’ to ‘purchase’ her heart- this is one of the many examples of both metaphor and visual imagery he uses(a clear picture of his efforts is being made). Some instances of the usage of paradox can also be seen: ‘If thou canst not give it, then thou never gav’st it’ expresses that if she doesn’t care for him every single day, then it would mean that never ever cared for him. The entire poem has been written in a well-structured manner of 3 paragraphs consisting 11 lines. Each paragraphs portrays a different aspect of Donne’s thoughts regarding his pining for his lover, aiding to a gradual build-up of a climatic ending to the poem. The poem follows a consistent rhyme scheme of ABABCDCD. Donne begins with ‘If yet I have not all thy love, /Dear, I shall never have it all.’ The tone suggests gentleness, but the lover seems to be wanting more from his lady-love – more attention, more love and affection. He is completely awestruck by her and deeply craves for her heart; he ‘cannot breathe one other sigh, to move, /nor can entreat one other tear to fall’ for he has been doing so for a very long time and cannot afford to spend any more of his ‘treasures’ of ‘sighs, tears, and oaths, and letters’. He calls her love for him as a ‘gift’ that is ‘partial’: the irony -usually love towards a lover isn’t supposed to be partial- when he stresses on how her heart might belong to other men as well, not fully his. Donne says ‘Dear, I shall never have thee all’, conveying how he worries about she not being his at all in reality. In the second stanza Donne questions his lady-love. He wonders that even if she did give him her ‘all’, what if it doesn’t last for a long time? The lines convey a sense of insecurity and jealousy the poet feels when he ponders about other men- just like him- who too would go through pain and try to gain her heart by using their share of ‘sighs, oaths and letters’ that would ‘outbid’ him- he fears of losing her. ‘This new love may beget new fears/ for, this love was not vowed by thee’, he sadly states out of fear and addressing the harsh reality. The last three lines of the paragraph show a more optimistic side of his: ‘And yet it was, thy gift being general’, he thinks about the positives of owning her love. He says ‘The ground, thy heart is mine; whatever shall/ Grow there, dear, I should have it all’: he compares her heart to fields where the seed of his love would grow and whatever she feels woul d be his too- an example of metaphor. John Donne wants a totality of love, but he has also reached the limit of his capacity to feel; he wants more to look forward to. The theme of possession and, specifically, commercial transactions underscores the inadequacy the lover feels when he thinks of or discusses the â€Å"all† of love that he requires from the lady. In the third stanza, he imagines their growing love as a kind of deposit with interest- he feels the need for her to pay back every single moment he’s spent putting efforts for their relationship with equal amount of love and attention. He could do no more. ‘He that hath all can have no more.’ After deep thought, Donne comes to a very contrasting conclusion: he suggests that if he has earned ‘all’ of her love and has been granted the ownership of her ‘heart’, he wouldn’t have anything more to look forward to as he feels that her love for him isn’t vast or unconditional- it might eventually stop growing. ‘Thou canst not every day give me thy heart/ If thou canst give it, then thou never gav’st it’: he questions that if she didn’t give him her heart before, then what assures the fact that she will give him her heart later on? Through a painful yet gentle tone he says ‘Love’s riddles are, that though thy heart depart†¦sav’st it’, here Donne expresses that even she might never respond to his feelings or leave him, he would still keep her heart- that he once had for a short while- safe and will always cherish the memories that they had shared before. Towards the end of the poem, Donne requests his lady-love to join hearts with him and be everything for each other: ‘Than changing hearts, to join them, so we shall/ Be one, and one another’s all.’ Through 3 paragraphs, Donne successfully conveys the pain, efforts and time he had spent to gain his lady-love’s heart. He portrays different the consequences faced while craving for one’s love and attention. Subtly expressing his possessiveness and jealousy, he tells of his true, infinite love that he has for her and how he wishes for her to answer him with same infiniteness.

Family Branding

Family branding is a marketing strategy that involves selling several related products under one brand name. Family branding is also known as umbrella branding. It contrasts with individual product branding, in which each product in a portfolio is given a unique brand name and identity. There are often economies of scope associated with family branding since several products can be efficiently promoted with a single advertisement or campaign. Family branding facilitates new product introductions by evoking a familiar brand name, which can lead to trial purchase, product acceptance, or other advantages. Family branding imposes on the brand owner a greater burden to maintain consistent quality. If the quality of one product in the brand family is compromised, it could impact on the reputation of all the others. For this reason family branding is generally limited to product lines that consist of products of similar quality. 2. Family branding is a type of marketing tactic. It involves using one brand name to market multiple products. For example, a company may use one brand to market soap, lotion, hair shampoo, and nail polish. This differs from branding individual products, which involves giving each product its own name and image. For example, a company may sell lipstick and nail polish, giving each product line a separate marketing identity. The idea behind family branding is that a company can make a wide range of products both desirable and profitable by giving them all one recognizable name. Then, by building recognition of this brand name, a company can also build customer loyalty. When the company introduces new products or even makes changes to existing products, it can depend on customer loyalty to ensure its market will purchase the new or altered product. Additionally, family branding, makes it possible to use an advertising campaign to successfully market a range of products instead of just one at a time. Often, companies in the food industry use family branding techniques to market their products. For example, a company may make and sell bread, potato chips, frozen food, and condiments all under one highly recognizable name. This umbrella branding may mean such companies will sell more than they would with individual branding. Some consumers are more likely to choose a product with a familiar name over one that is less well-known, even if the known brand is more expensive. . Brands – Brand names Introduction How should brand names be chosen? Is the name important? Marketing theory suggests that there are three main types of brand name: (1) Family brand names: A family brand name is used for all products. By building customer trust and loyalty to the family brand name, all products that use the brand can benefit. Good examples include brands in the food industry, including Kellogg’s, Heinz and Del Monte. Of course, the use of a family brand can also create problems if one of the products gets bad publicity or is a failure in a market. This can damage the reputation of a whole range of brands. (2) Individual brand names: An individual brand name does not identify a brand with a particular company. For example, take the case of Heinz. Heinz is a leading global food manufacturer with a very strong family brand. However, it also operates many well-known individual brand names. Examples include Farleys (baby food), Linda MacCartney Foods (vegetarian meals) and Weight Watcher’s Foods (diet/slimming meals and supplements). Why does Heinz use individual brand names when it has such a strong family brand name? There are several reasons why a brand needs a separate identity – unrelated to the family brand name: †¢ The product may be competing in a new market segment where failure could harm the main family brand name †¢ The family brand name may be positioned inappropriately for the target market segment. For example the family brand name might be positioned as an upmarket brand for affluent consumers. †¢ The brand may have been acquired; in other words it has already established itself as a leading brand in the market segment. The fact that it has been acquired by a company with a strong family brand name does not mean that the acquired brand has to be changed. (3) Combination brand names: A combination brand name brings together a family brand name and an individual brand name. The idea here is to provide some association for the product with a strong family brand name but maintaining some distinctiveness so that customers know what they are getting. Examples of combination brand names include Microsoft XP and Microsoft Office in personal computing software and Heinz Tomato Ketchup and Heinz Pet Foods. What are the features f a good brand name? Brand names should be chosen carefully since the name conveys a lot of information to a customer. The following list contains considerations that should be made before making a final choice of brand name: A good brand name should: †¢ Evoke positive associations †¢ Be easy to pronounce and remember †¢ Suggest product benefits †¢ Be distinctive â € ¢ Use numerals when emphasising technological features †¢ Not infringe existing registered brand names * Family branding is type of marketing tactic which involves the use of one brand name for the sale of several related products. For example, a company may use one brand to market soap, lotion, hair shampoo, and nail polish. It differs from the individual product branding which gives a unique brand name and identity for each product. Family branding aids the introduction of new products by invoking a popular brand name, which can lead to trial purchase, product acceptance, or other advantages. It also promotes lower marketing costs and market acceptance of its products. Family branding is also known as umbrella branding. The concept of family branding allows a company to make a wide range of products both desirable and profitable by giving them all a single brand name. The popularity attained with the brand name helps the company to build customer loyalty. When the company introduces new products or even makes changes to existing products, it can depend on customer loyalty to ensure its market will purchase the new or altered product. Furthermore, family branding allows a company to successfully market a range of products by just one advertising campaign. Family branding inflicts on the brand owner a greater burden to sustain consistent quality. Family branding is mostly limited to products that have similar quality, because any damage to the quality of one product in the brand family will affect the reputation of all the others Family brand or umbrella brand by admin on October 26, 2006 FAMILY/UMBRELLA BRAND When a group of products are given the same brand name, it becomes a case of family brand/umbrella brand. In this case, different products of the company are marketed under one brand name. The examples given below are details of some family brands. Family branding/umbrella do not mean that entire product mix of the company should go under single brand name. A company may resort to different branding approaches for different product lines. Amul is an example of family/umbrella brand. Amul is the common brand name for the companyaâ‚ ¬Ã¢â€ž ¢s milk powder, butter, ghee and milk chocolates. Vijay is the family brand name for the products of Vijay Electricals, Mixer-grinders, electric irons, electric kettles, water heaters and other products of the company go under the aâ‚ ¬? Vijayaâ‚ ¬Ã¢â€ž ¢ brand. Videocon is a family brand name for a variety of products of Videocon Corporation. Its TVs, VCRs, refrigerators, washing machines and air conditioners go under the Videocon brand name. Godrej is another family brand. Several product lines of the company and several products in each of the lines go under the brand name Godrej. The products include locks, steel cupboards, office furniture electronic typewriters, desktop printers, refrigerators, air conditioners etc. The company also uses separate brand names for some other lines. In soaps, it has individual brands like Cinthol and Ganga. In detergents, it has individual brands like key and Biz. Johnsonaâ‚ ¬Ã¢â€ž ¢s is another family brand. The company Johnson & Johnson sells many of its baby care products under the Johnsonaâ‚ ¬Ã¢â€ž ¢s brand name — Johnsonaâ‚ ¬Ã¢â€ž ¢s Baby Powder, Johnsonaâ‚ ¬Ã¢â€ž ¢s Baby soap, Johnsonaâ‚ ¬Ã¢â€ž ¢s Baby Shampoo etc. BPL is another noteworthy family brand about five dozen products of the company go under the brand name BPL. It also happens to be the company name. In the case of Amul, it is an umbrella /family brand name for one line of products of the company. As mentioned earlier, Amul is an umbrella brand for NDDBaâ‚ ¬Ã¢â€ž ¢s milk and milk-related and milk-related products. And Dhara is an umbrella brand for the companyaâ‚ ¬Ã¢â€ž ¢s cooking oil line. Dhara is an umbrella brand for seven types of oil marketed by the company — Dhara mustard oil, Dhara groundnut oil, Dhara sunflower oil etc. Benefits of Family branding It is convenient to adopt a family brand for related products. Promotion of such products becomes easier and less expensive under a family brand. But the marketer in such cases has to ensure that all the products offered under the family brand maintain the same standards of quality. If one product in the group becomes a low quality product, it will affect the entire range of products under it. In other words, in family branding, there is a composite responsibility among the products coming under the brand. A major benefit in giving family brand name is that advertising and promotion effort can be combined for all the products falling under the family brand; the advertising budget can be stretched over several over several products. For example, Johnson and Johnson, with a wide product range in the baby care segment and medicare segment runs an ad campaign every year to promote its products. The same campaign takes care of all diverse products of the company. It is the Johnsonaâ‚ ¬Ã¢â€ž ¢s brand name that is advertised ad all the products get covered. The campaign lasting for new months every year ensures high recall value for all Johnson & Johnson products. Another advantage is that under family branding, new product launch becomes easier and cheaper. New products would enjoy a ready recognition and market set-up retailers too would find it easier to push new products under a popular ongoing brand name.

The Battle of Concepcion of the Texas Revolution

The Battle of Concepcion of the Texas Revolution The Battle of Concepcià ³n was the first major armed conflict of the Texas Revolution. It took place on October 28, 1835, on the grounds of Concepcià ³n Mission outside of San Antonio. Rebel Texans, led by James Fannin and Jim Bowie, fought off a vicious assault by the Mexican Army and drove them back into San Antonio. The victory was a huge one for the morale of the Texans and led to the subsequent capture of the town of San Antonio. War Breaks out in Texas Tensions had been simmering in Mexican Texas for some time, as Anglo settlers (the most famous of whom was Stephen F. Austin) repeatedly demanded more rights and independence from the Mexican government, which was in a chaotic state of disarray barely a decade after gaining independence from Spain. On October 2, 1835, rebellious Texans opened fire on Mexican forces in the town of Gonzales. The Battle of Gonzales, as it came to be known, marked the beginning of Texas armed struggle for Independence. Texans March on San Antonio San Antonio de Bà ©xar was the most important town in all of Texas, a vital strategic point coveted by both sides in the conflict. When war broke out, Stephen F. Austin was named head of the rebel army: he marched on the city in the hopes of putting a quick end to the fighting. The ragged rebel â€Å"army† arrived at San Antonio in late October  1835: they were heavily outnumbered by Mexican forces in and around the city but were well-armed with lethal long rifles and ready for a fight. Prelude to the Battle of Concepcion With the rebels camped outside the city, Jim Bowies connections proved vital. A one-time resident of San Antonio, he knew the city and still had many friends there. He smuggled a message to some of them, and dozens of Mexican residents of San Antonio (many of whom were every bit as passionate about independence as the Anglo Texans) surreptitiously left the town and joined the rebels. On October 27, Fannin and Bowie, disobeying orders from Austin, took some 90 men and dug in on the grounds of the Concepcià ³n Mission outside of town. The Mexicans Attack On the morning of October 28, the rebellious Texans got a nasty surprise: the Mexican army had seen that they had divided their forces and decided to take the offensive. The Texans were pinned against the river and several companies of Mexican infantry were advancing on them. The Mexicans had even brought cannons with them, loaded with lethal grapeshot. The Texans Turn the Tide Inspired by Bowie, who kept cool under fire, the Texans stayed low and waited for the Mexican infantry to advance. When they did, the rebels deliberately picked them off with their lethal long rifles. The riflemen were so skilled that they were even able to shoot the artillerymen manning the cannons: according to survivors, they even shot down a gunner who held a lighted match in his hand, ready to fire the cannon. The Texans drove off three charges: after the final charge, the Mexicans lost their spirit and broke: the Texans gave chase. They even captured the cannons and turned them on the fleeing Mexicans. Aftermath of the Battle of Concepcià ³n The Mexicans fled back into San Antonio, where the Texans dared not chase them. The final tally: some 60 dead Mexican soldiers to only one dead Texan, killed by a Mexican musket ball. It was a heady victory for the Texans and seemed to confirm what they suspected about the Mexican soldiers: they were poorly armed and trained and didnt really want to be fighting for Texas. The rebellious Texans remained camped outside of San Antonio for several weeks. They attacked a foraging party of Mexican soldiers on November 26, believing it to be a relief column loaded with silver: in reality, the soldiers were only collecting grass for the horses in the besieged city. This became known as the Grass Fight. Although the nominal commander of the irregular forces, Edward Burleson, wanted to retreat to the east (thus following the orders that had been sent from General Sam Houston), many of the men wanted to fight. Led by settler Ben Milam, these Texans attacked San Antonio on December 5: by December 9 the Mexican forces in the city had surrendered and San Antonio belonged to the rebels. They would lose it again at the disastrous Battle of the Alamo in March. The Battle of Concepcià ³n represented everything the rebellious Texans were doing right†¦and wrong. They were brave men, fighting under solid leadership, using their best weapons - arms and accuracy - to best effect. But they were also unpaid volunteer troops with no chain of command or discipline, who had disobeyed a direct order (a wise one, as it turned out) to keep clear of San Antonio for the time being. The relatively painless victory gave the Texans a great morale boost, but also increased their sense of invulnerability: many of the same men would later die at the Alamo, believing they could hold off the entire Mexican army indefinitely. For the Mexicans, the Battle of Concepcià ³n showed their weaknesses: their troops were not very skilled in war and broke easily. It also proved to them that the Texans were dead serious about independence, something that had perhaps been unclear before. Not long after, President/General Antonio Là ³pez de Santa Anna would arrive in Texas at the head of a massive army: it was now clear that the most important advantage the Mexicans possessed was that of sheer numbers. Sources Brands, H.W. Lone Star Nation: The Epic Story of the Battle for Texas Independence. New York: Anchor Books, 2004. Henderson, Timothy J. A Glorious Defeat: Mexico and its War with the United States.New York: Hill and Wang, 2007.

Warren G Hardings Mysterious death essays

Warren G Hardings Mysterious death essays Warren G. Harding was born on November 2, 1865, on a farm near Blooming grove, Ohio. Harding wasnt always into politics. He started in teaching and selling insurance before becoming a lawyer. In 1884 Harding borrowed three hundred dollars to buy a struggling newspaper, the Marion Ohio Star. (Anthony, Carl. American Heritage pg. 2) He was editor and business manager. Under his guidance the paper began to prosper. Harding got to know local community leaders and political bosses. Hardings life took a dramatic change when he In 1891, Harding married her. Since Florence Harding was the daughter of the richest man in Marion, she was able to pull some strings making him an important figure in the community. Because of his wives urging he decided to embark upon a political career. He was soon elected to the state senate in 1900 and also became lieutenant governor in 1903.(Anthony, Carl. American Heritage pg. 4) After he lost an election for governor in 1910 he was soon going to meet the next important person in his life. He soon met Harry M. Daughterty, a lobbyist and political strategist. Along with Mrs. Harding , the two worked as a team to boast Hardings political career. Finally in 1914 with Daughterty as his campaign manager, Harding successfully ran for a seat in the United Sates Senate.(Groiler Online - American Presidency pg. 3) Although he was against high taxes and federal regulation of business, Harding made no memorable speeches in the senate nor did he sponsor any important legislation. He spent a good deal of his time seeking government jobs for his friends, soon known as the Ohio Gang. Early in 1920, when Republicans began to seek a presidential candidate Hardings name was brought up a couple of times. Harding didnt want such recognition. All he wanted was to remain in the senate, where he was enjoying himself. But, like before, his ambitious...

Art Of Portraiture

Art Of Portraiture Essay The three works that I chose that are art of portraiture are Head of a King, Mask of an Lyoba, and Mother Goddess. The first two portraits are West African Art from two different tribes, Ife, who created the Head of a King and Benin, whom created the Mask of an Lyoba. The Mother Goddess is an Aztec piece. These groups of people are from different cultures, time periods, and share different religious beliefs. The similarity of the groups is the symbolic meaning the portraitures brought to its people. The first work is the Head of a King. This Ife creation altered the perception that scholars had of the tribe. It was known that the Ife tribes did not do portraits because of the spirits that could harm the subjects. The sculptures that were discovered all seemed to resemble rulers, so the conclusion was that the institution of kingship and the need to revere royal ancestors were strong enough to overcome concerns. Also the figures were naturalistic. The proportions of the few knownful figures are characteristically African.. The heads may have been taken from life models, but seem more like idealized images. An example is of the proportions of the head of the sculpture. These proportions probably reflect a belief in the heads importance as the abode of the spirit, and the focus of the individual identity. Life is the sacred city of the Yoruba people, were naturalistic sculpture began. The Benin tribe arose after the Ife, and was greatly influenced by their art. Their portraits were also naturalistic, but as they grew more knowledgeable in art, they drew away from the naturalistic works of the Ife people into stylized works of their own. The Mask of an Lyoba is a beautiful ornamental mask of royalty. This works shows that the people no longer use the naturalistic approach, but a bold, more idealized, representation of its people. The art of Benin is a royal art, only the oba could commission the works. This work was commissioned in ivory, but most of the works were commissioned in brass. The Benin transition from naturalistic to stylize is better explained in the brass heads. It ranges from small, thinly cast, and naturalistic to large, thickly cast, and highly stylized. The conclusion of scholars is that in their Early Period, their heads were small and naturalistic from the Ife influence. Heads then grew increasingly stylized during the Middle Period. Then in the Late Period, the heads were very large and heavy, with angular stylized features and an elaborate beaded crown. In Mexico there was also portraitures. Specifically in the Aztec Empire were the Mother Goddess was created. This was a strong and powerful empire that was divided in classes. The religion was based on a complex pantheon that combined the Aztec deities with more ancient ones that had long been worshiped in Central Mexico. According to the Aztec belief, the gods created the current universe at the ancient city of Teothhuacan. Which is similar to the Ife belief that Gods came down and created the people. The culture and purpose of the people is then to worship and honor their gods forever. This was done by sacrifice and in their art. We are aware of the religion and the beliefs of the Aztec people because of their art. The gods were represented in statues and paintings that were narratives to teach their people and show respect to the gods. The Mother Goddess was a broad shouldered figure with clawed hands and feet has a skirt of twisted snakes. A pair of serpents, symbols of gushing blood, rise from her neck to form her head. Their eyes are her eyes; their fangs, her tusks. The writhing serpents of her skirt also form her body. Around her stump of a neck hangs a necklace of sacrificial offerings- hands, heart, and a dangling skull. READ: Art and humanities test 1 EssayDespite the surface intricacy, the sculptures simple, bold, and blocky forms create a single visual whole. This dramatic impact was also heightened by the color. This portraiture is very symbolic. Unlike the previous two works it is not of the rulers or the people at the time, it is of a god. But much like the first two works it is also idealized. This is what their mother god that guides them should look like. The Ife people created works that were spiritual and revealing their groups identity. The Benin people, once understanding art created stylized works that also expressed their identity, far more than anything naturalistic did. All three works represents the people and what is important to them. For the Aztec people it was their gods, and representing them in a dramatic and powerful way to teach their people. While the Ife people believed that the gods created them in likeness to themselves, so the portraits were also of their people in the ideal form that the gods wanted. The Benin culture were fascinated by art, and wanted to show respect to their rulers by their representation of them.

Wk10 Comment from Peers DQ1AE and DQ2 CK Assignment

Wk10 Comment from Peers DQ1AE and DQ2 CK - Assignment Example I also liked the comment you mentioned in your response which stated that companies that have good corporate governance are worth nearly 27% more. This statement clearly shows that ethical conduct is expected and rewarded in the marketplace by investors. â€Å"Ethical conduct is something that becomes inherent in an organization over a long period of time (Raymond, 2011). DQ2 - I agree with you that corporate officers did not have must accountability in the past. This all changed with the creation of the Sarbanes-Oxley Act of 2002. Today corporate executive officers such as CEOs which are found guilty of fraudulent behavior can receive up to 20 years of prison time (Sox-Online). Criminal penalties are covered by section 802 of the Sarbanes-Oxley Act. Now that corporate executives face such steep and severe penalties for white collar crimes they will think twice before committing this type of criminal behavior. I like and I believe in the Sarbanes-Oxley Act, but the costs to implement the Act are extremely high. It is estimated that first year compliance with Section 404 of the Sarbanes-Oxley Act can cost upwards of $4.6 million (D’Aquila, 2009). The SEC should look for ways to reduce the constraints and mandates that are driving cost upwards in the implementation of the Sarbanes-Oxley

When in Rome Essay Example | Topics and Well Written Essays - 1000 words

When in Rome - Essay Example There are impÐ ¾rtant salt flats near the city Ð ¾f RÐ ¾me, because salt is sÐ ¾ impÐ ¾rtant in the ancient wÐ ¾rld. As RÐ ¾mans expanded their empire they encÐ ¾untered many different envirÐ ¾nments. The RÐ ¾man army had tÐ ¾ learn different ways Ð ¾f fighting ways Ð ¾f cÐ ¾nquering different areas. During the periÐ ¾d Ð ¾f the RÐ ¾man Empire (100 B.C. tÐ ¾ 500 A.D.) RÐ ¾mans had envirÐ ¾nmental advantage Ð ¾f cÐ ¾ntrÐ ¾lling the Mediterranean Sea. AlsÐ ¾ anÐ ¾ther advantage is getting fÐ ¾Ã ¾ds and materials frÐ ¾m lÐ ¾ts Ð ¾f different envirÐ ¾nments. YÐ ¾u cÐ ¾uld get tin frÐ ¾m England, wÐ ¾Ã ¾d frÐ ¾m Germany, cÐ ¾ttÐ ¾n frÐ ¾m Egypt, and silver frÐ ¾m Spain. RÐ ¾mans started Ð ¾ff as farmers and shepherds. They never lÐ ¾st the lÐ ¾ve Ð ¾f "simple"cÐ ¾untry life. In the spring farmers prepared field strips using heavy flÐ ¾ws pulled by an Оxen. They planted by seeds by hand. They tÐ ¾Ã ¾ls farmers used were irÐ ¾n spades, hÐ ¾es, wÐ ¾Ã ¾den rakes fÐ ¾r cutting grass, they have knifes fÐ ¾r cutting wheat called sickles and scythes. Even thÐ ¾ugh they have knifes they invented a wheat cutting machine called Vallus. A vallus is a 2-weeled cart pushed by a hÐ ¾rse Ð ¾r mule. Farmers tÐ ¾Ã ¾k crÐ ¾ps frÐ ¾m Asia and the Mediterranean all Ð ¾ver EurÐ ¾pe. They were alsÐ ¾ RÐ ¾man dÐ ¾ctÐ ¾rs. They relied Ð ¾n a mixture Ð ¾f cÐ ¾mmÐ ¾n sense, superstitiÐ ¾n and what had wÐ ¾rked befÐ ¾re. They didnt understand the causes Ð ¾f disease. DÐ ¾ctÐ ¾rs were usually men. SÐ ¾me medicines are based Ð ¾n plants. PÐ ¾ppy seed is Ð ¾ne Ð ¾f the main seed medicines. PÐ ¾ppy seed juice is given tÐ ¾ crying babies because it helped them tÐ ¾ sleep. The mÐ ¾dern pain-killing drug mÐ ¾rphine is made frÐ ¾m pÐ ¾ppy seed. Ancient RÐ ¾man wÐ ¾men wÐ ¾re lÐ ¾Ã ¾se tunics. The main garment is an ankle length stÐ ¾la tied at the waist belÐ ¾w their breast. A brÐ ¾Ã ¾ch at the shÐ ¾ulder fastened the stÐ ¾la. Оver it, a rectangle clÐ ¾th usually drÐ ¾pped Ð ¾ver Ð ¾ne shÐ ¾ulder, arÐ ¾und back. They usually wÐ ¾re sandals. At hÐ ¾me they wÐ ¾re elegant

Managing Absence Assignment Example | Topics and Well Written Essays - 2750 words

Managing Absence - Assignment Example This leads to poor and staggered service to customers, as agency employees, being untrained and raw, could never do justice to customers without bungling or making glaring mistakes. Problem of delayed service is very common and Line managers have to deal with unpleasant customer complaints, which sometimes, run for days and months, causing immense man-hour loss over trivia. If not attended sincerely and find suitable solutions, Company will lose the carefully nurtured image and goodwill in the market, not to mention facing the unpleasant and enraged reactions from the customers. Temporary staff is unsuitable for another reason that it needs more guidance and managers have to frequently accompany them to see that serious errors do not occur. This naturally results in distraction and wastage of managers' precious working time. Recruitment and staff turnover of the Company in recent years has become noticeably frequent and this is financially undesirable1. It is a matter of serious concern that unforeseen absences are creating major problems to management and managers and hence, are unpleasant to the image of the Company. The gravity of the situation is acute as absenteeism can result in service failures, recovery actions, implications etc. There are instances when Company was even drawn into unpleasant legal battles and this shows that prevention and solution both are immediately needed. Managing absence and its effect on productivity and efficiency is no small concern, and it is desirable to get practical advice to deal with long and short-term absences, ill health and absence resulting from working stress. It is essential to assess the damage to Company and inconvenience to managers who are forced to reorganise the entire group to set it rolling. Costs of frequent re-organisations cannot be ignored either. The downward trend in Company performance is creating an unhealthy atmosphere2. Reasons and excuses of sickness should be considered against the real sickness, manager bullying, children responsibility, exhaustion, depression, old relatives and their responsibility, their hospitalisation, sickness of tiny children and partner or husband etc. Handling absenteeism with professional help and on the basis of research already done is essential. Diagnosing problems, identifying weak spots, controlling systems and spotting training requirements for heads of department, line managers and team managers on how to deal with persistent absentees is important. Consulting employment law consultants and human resource professionals and frequent meetings with employee relations officers is another form of tackling this evil. In house legal advisers should be consulted for further actions against the absentees. Possibilities of future damage repair like in-house training; continuing professional development focussed on developing the employee's full potential, encouraging interactions, advising on employment law issues and practical law issues could guide strategy mapping. This will also involve line management solutions, return to work interviews, and frequent monitoring. It is better to involve employee work commitment, peer pressure, and medical opinion etc. and arrive at a decision after going through every aspect of absenteeism including from the

PA Mod 2 New Homeland Security Challenges Assignment

PA Mod 2 New Homeland Security Challenges - Assignment Example For example, following the rail system bombings in both London and Madrid, a number of suspected terrorists were arrested in Florida, Britain and Canada with the help of the cooperation between the locals and law enforcement agencies. Consequently, this is a likely indication that such campaigns are important in the achievement of the goals of community policing because they may provide key information that can be used to identify suspects and prevent terrorist attacks (McGarrell et al. 142). At a time when asymmetric terrorism is increasingly posing the greatest threat to our homeland security, such campaigns as used in the Dearborn case also help in the achievement of community policing goals because they encourage community members to voluntarily provide information that may lead to the prevention of crime and terrorist activities, and the improvement of public security. According to the current homeland security policies, emergency responses to terrorist attacks should be based on an interrogated approach between law enforcers, DoD, FEMA as well as other emergency response agencies based on intelligence gathering. Yes. Although both community policing and zero tolerance policing are all designed to help fight against crime and criminal activities, zero tolerance policing often works against the goals of community policing particularly with regard to the efforts of logical crime prevention. For example, most citizens and members of the communities generally view the street sweeps aimed at enhancing zero tolerance policing to be biased, brutal and militaristic. In this regard, zero tolerance policing may actually discourage community members from actively participating in community crime prevention initiatives that involve cooperating with the police. Zero tolerance was supposedly initiated to help crack down low level crimes such as scribbling graffiti, loitering and other related

Is Microsoft a Monopoly Research Paper Example | Topics and Well Written Essays - 1750 words - 1

Is Microsoft a Monopoly - Research Paper Example Before drawing any conclusions about Microsoft being a monopoly, we must first understand what a monopoly really is. A pure monopoly exists when there is a single supplier (Grant). In another definition monopoly is defined as the only supplier of a good for which there are no close substitutes (Perloff). From the above two definitions of monopoly it is safe to assume two characteristics that a firm must possess to be called a monopoly: 1. Sole supplier: variations may exist regarding the context of the sole supplier. In case of a pure monopoly there will be only one firm in the industry, meaning that the firm is the industry. It can also mean that there is one major firm with nearly the whole market power and other small firms have negligible share of the market that they can be ignored. Based on the two definitions I believe that Microsoft is not a monopoly. Firstly we must establish the industry, before labeling Microsoft a monopoly. If we consider the software industry then Microsoft is definitely not a monopoly. The software industry is huge with a diverse range of software ranging from OS software in which Microsoft holds a considerable market share to medical software where Microsoft has no market share. The fact is that before classifying a firm’s position in the industry first the industry needs to be defined. If we consider the first attribute then Microsoft is not the single supplier even in the OS industry, where it holds considerable market share. It faces competition from Android OS for tablet computers, Linux, Oracle, Xerox, DEC, Psion, Apple’s OS which is found in most Apple machines, and iOS, Apple’s OS for iPad and iPhones. There are some other OS that are developed on little known platforms, some of the most notable of these OS are: Haiku for IA-32 platform, RISC OS for ARM platform, MorphOS for Pegasos, EFIKA and Amiga platforms. Although these OS are in the market, Microsoft is the industry

Managing Absence Assignment Example | Topics and Well Written Essays - 2750 words

Managing Absence - Assignment Example This leads to poor and staggered service to customers, as agency employees, being untrained and raw, could never do justice to customers without bungling or making glaring mistakes. Problem of delayed service is very common and Line managers have to deal with unpleasant customer complaints, which sometimes, run for days and months, causing immense man-hour loss over trivia. If not attended sincerely and find suitable solutions, Company will lose the carefully nurtured image and goodwill in the market, not to mention facing the unpleasant and enraged reactions from the customers. Temporary staff is unsuitable for another reason that it needs more guidance and managers have to frequently accompany them to see that serious errors do not occur. This naturally results in distraction and wastage of managers' precious working time. Recruitment and staff turnover of the Company in recent years has become noticeably frequent and this is financially undesirable1. It is a matter of serious concern that unforeseen absences are creating major problems to management and managers and hence, are unpleasant to the image of the Company. The gravity of the situation is acute as absenteeism can result in service failures, recovery actions, implications etc. There are instances when Company was even drawn into unpleasant legal battles and this shows that prevention and solution both are immediately needed. Managing absence and its effect on productivity and efficiency is no small concern, and it is desirable to get practical advice to deal with long and short-term absences, ill health and absence resulting from working stress. It is essential to assess the damage to Company and inconvenience to managers who are forced to reorganise the entire group to set it rolling. Costs of frequent re-organisations cannot be ignored either. The downward trend in Company performance is creating an unhealthy atmosphere2. Reasons and excuses of sickness should be considered against the real sickness, manager bullying, children responsibility, exhaustion, depression, old relatives and their responsibility, their hospitalisation, sickness of tiny children and partner or husband etc. Handling absenteeism with professional help and on the basis of research already done is essential. Diagnosing problems, identifying weak spots, controlling systems and spotting training requirements for heads of department, line managers and team managers on how to deal with persistent absentees is important. Consulting employment law consultants and human resource professionals and frequent meetings with employee relations officers is another form of tackling this evil. In house legal advisers should be consulted for further actions against the absentees. Possibilities of future damage repair like in-house training; continuing professional development focussed on developing the employee's full potential, encouraging interactions, advising on employment law issues and practical law issues could guide strategy mapping. This will also involve line management solutions, return to work interviews, and frequent monitoring. It is better to involve employee work commitment, peer pressure, and medical opinion etc. and arrive at a decision after going through every aspect of absenteeism including from the

Is Microsoft a Monopoly Research Paper Example | Topics and Well Written Essays - 1750 words - 1

Is Microsoft a Monopoly - Research Paper Example Before drawing any conclusions about Microsoft being a monopoly, we must first understand what a monopoly really is. A pure monopoly exists when there is a single supplier (Grant). In another definition monopoly is defined as the only supplier of a good for which there are no close substitutes (Perloff). From the above two definitions of monopoly it is safe to assume two characteristics that a firm must possess to be called a monopoly: 1. Sole supplier: variations may exist regarding the context of the sole supplier. In case of a pure monopoly there will be only one firm in the industry, meaning that the firm is the industry. It can also mean that there is one major firm with nearly the whole market power and other small firms have negligible share of the market that they can be ignored. Based on the two definitions I believe that Microsoft is not a monopoly. Firstly we must establish the industry, before labeling Microsoft a monopoly. If we consider the software industry then Microsoft is definitely not a monopoly. The software industry is huge with a diverse range of software ranging from OS software in which Microsoft holds a considerable market share to medical software where Microsoft has no market share. The fact is that before classifying a firm’s position in the industry first the industry needs to be defined. If we consider the first attribute then Microsoft is not the single supplier even in the OS industry, where it holds considerable market share. It faces competition from Android OS for tablet computers, Linux, Oracle, Xerox, DEC, Psion, Apple’s OS which is found in most Apple machines, and iOS, Apple’s OS for iPad and iPhones. There are some other OS that are developed on little known platforms, some of the most notable of these OS are: Haiku for IA-32 platform, RISC OS for ARM platform, MorphOS for Pegasos, EFIKA and Amiga platforms. Although these OS are in the market, Microsoft is the industry

The Dog Days Essay Example for Free

The Dog Days Essay Jasper Jones is an Australian novel written by Craig Silvey, from the opening line Craig Silvey puts the reader right in the action. Jasper Jones is written in the first person from Charlie Bucktin’s point of view, he is a teenage boy living in a country town called Corrigan. The novel starts when Jasper Jones pays Charlie an unexpected visit in the middle of the night. And the novel tells the story of how Charlie’s life changes from that moment on. Charlie’s recollection of events is shared honestly, making the story both tangible and humorous. The font cover of Jasper Jones The novel was short listed for the Miles Franklin award in 2010. Jasper Jones is a page turner a ‘whodunit’. Craig Silvey has created a tightly crafted novel and Jasper’s arrival foreshadows the beginning of the hero’s journey for Charlie. From the opening page Charlie and the reader want to know why, Jasper has come to his room in the middle of the night? The action of the story starts immediately. Charlie is a teenager who has never snuck away from home, the fact that Jasper has sort him out is both thrilling and ominous. Jasper asks Charlie if he is ready! â€Å"What? Ready for what? † Jasper doesn’t give any details, â€Å"I tole you. I need your help, Come on. † Craig Silvey via his characters, raises engaging story questions to keep the reader involved. Charlie is conflicted, he tells us he is excited yet afraid, this inner conflict also adds to the drama of the first chapter, as we also get a sense of who these characters are. The scene is set in the first chapter, Charlie is following Jasper through the town, and like Charlie the reader has no idea where they are headed. Charlie describes where they are, and as he thinks the reader is introduced to the key characters in the town. Every detail raised in the opening chapter is paid off either in the first chapter or by the end of the novel. We learn about Charlie’s dreams and about the social currency of the small-minded Australian town, called Corrigan. Charlie’s thoughts give us important back story. For example they stop out the front of Mad Jack Lionel’s place, which Charlie hopes is not their destination. The reader learns about the local urban myth surrounding Mad Jack Lionel. And how to raise your social status in town- by stealing peaches from Mad Jack’s tree. This back story helps set up the story themes; of truth, courage and coming of age. Jasper Jones, explores dynamic relationships of love, friendship, loyalty and abuse. The characters are strong with a terrific commaraderie between Jeffery and Charlie. It is well worth a look, it’s not just for young adults but for adults who love reading a book that you can’t put down.

Synthesis of Cyclohexene from Cyclohexanol

Synthesis of Cyclohexene from Cyclohexanol Experiment #1: Synthesis of Cyclohexene from Cyclohexanol Johanna Bernadette C. Halili Mr. John Ephraim Torres June 21, 2014 ABSTRACT The synthesis of cyclohexene from cyclohexanol is an example of elimination reaction. Cyclohexanol, a secondary unsaturated alcohol, undergoes dehydration reaction to form a good leaving group which is H20 because the OH group of an alcohol is a very strong base making it a poor leaving group. The reaction will then be followed by the obstruction of a hydrogen atom to form a carbon double bond or an alkene which in this case is cyclohexene. Cyclohexene is an unsaturated hydrocarbon which is very reactive due to its negative center (Ault, 1973; Williamson, 2013; Eagleson, 1994). Gas chromatography-mass spectrometry is an instrument which is used to separate gaseous substances and it functions as an analyzer for the compound. This instrument may be able to provide the molecular weight, formula and structure of an unknown compound. Synthesis was done via simple distillation since distillation gives a relatively pure yield (Karesek-Clement, 1988). Phosphoric acid was added to cyclohexano l in a round bottomed flask to have the dehydration reaction which would yield to the cyclohexene. It was then distilled and the group was able to get 3 ml of yield. The distillate was observed using the mass spectrometer and it showed that the yield had an 81.98 molecular weight which is very close to the theoretical molecular weight of cyclohexene which is 82. Fragments were also observed with the result obtained and some can be considered as impurities. The product was affirmed to be cyclohexene based from the results obtained from the mass spectra. We can say that the gas chromatography-mass spectrometry is a great tool in analyzing either an unknown or for comparative reasons of a compound since it gives accurate results. Also, it is recommended to analyze at once the product for it not to evaporate. INTRODUCTION Alcohols undergo elimination reaction in the presence of a strong acid to form an alkene. Strong acids such as Sulfuric acid (H2SO4) and Phosphoric acid (H3PO4) are used in the dehydration reaction of alcohols. The acid needs to protonate the –OH group because -OH is a strong base making it a poor leaving group. Once the –OH has been protonated to H20, it can leave and the nucleophile will obstruct a beta hydrogen to form a carbon double bond or an alkene (Williamson, 2013). An example of this reaction was observed in this experiment with the synthesis of cyclohexanol to cyclohexene via distillation and extraction. Cyclohexanol is a secondary saturated alcohol with boiling point of 100.16 celcius which undergoes elimination reaction to form cyclohexene product with respect to their interaction with the column (stationary phase) and the gas/helium (mobile phase). A mass spectrum may be able to give the following information: molecular weight, molecular formula and molecular structure of the substance (Ault, 1973).. The objectives of this experiment are to isolate cyclohexene from cyclohexanol through acid-catalyzed elimination of water and to be able to determine the identity of the distillate product through Gas Chromatography. II. METHODOLOGY In this experiment, Cyclohexanol was synthesized to cyclohexene via distillation and extraction. In a 50 ml round bottomed flask, 5.0 grams of cyclohexanol, 1 ml of 85% phosphoric acid and boiling chips were added. After the flask was swirled to mix the contents, it was attached to a fractionating column which was fitted with a distilling adapter, thermometer and a simple condenser. The flask was heated using an oil bath with boiling chips for 5 minutes. The distillation process was done until the residue reduced to 1 to 15 ml. The group was able to collect only 3 ml of distillate. The receiver was placed in an ice bath for the residue not to evaporate. The distillate in the receiver was then transferred to a separatory funnel. Furthermore, 5 ml of water was added and was stoppered and mixed through shaking. The lower aqueous layer was discarded while the upper organic layer was decanted to an Erlenmeyer flask. Enough amount of Anhydrous sodium sulfate were placed in the Erlenmeyer f lask to absorb water residues as it was swirled occasionally for 10 minutes. The contents of the Erlenmeyer flask was then transferred to a test tube and the next distillation process was not done since the yield of the distilled product was too few. The product was then analyzed using a gas chromatography-mass spectrometry apparatus in the instrument room. III.RESULTS AND DISCUSSIONS For this experiment, the yield was analyzed using the gas chromatography-mass spectrometry apparatus. The graph shows the relationship between the relative abundance (y-axis) to M/Z ratio (x-axis). The result of the gas chromatography-mass spectrometry of the product can be seen in fig 1 at the last page, the parent ion or the molecular ion denoted by M+ has a value of Distillation helps in obtaining purer substances. Also, an advanced instrument such as the gas chromatography-mass spectrometry apparatus gives a very accurate result or molecular weight of the product and other fragments. There can still be further modifications for better results. First, the instruments to be used should always be dried properly to make sure that there will be no impurities such as water. Second, another round of distillation should also be done to have purer product to avoid seeing impurities. Lastly, it is greatly recommended for the yield to be analyzed at once since it was observed that for some, the distillate evaporated. V.REFERENCES Bernard, M., Chandler, Z. The-Mach. Elimination reactions; cyclohexene from cyclohexanol. http://the-mach.wikispaces.com/Elimination+reaction%3B+cyclohexene+from+cyclohexanol (accessed June 12, 2014) Khan Academy. E1 elimination: Carbocation rearrangements. https://www.khanacademy.org/science/organic-chemistry/substitution-elimination-reactions/e1-e2-tutorial/v/e1-eliminationcarbocation-rearrangements (accessed June 12, 2014) Ault, A. Techniques and Experiments for Organic Chemistry, 6th ed.; Waveland Press Incorporated: Illinois, 1973. Eagleson, M. Concise Encyclopedia Chemistry; Walter De Gruyter Inc: Berlin, 1994. Masters, K., Williamson, K. Macroscale and Microscale Oorganic Experiments, 6th ed.; Cengage Learning: Stamford, USA, 2010 Clement, R.E., Karasek, F.W. Basic Gas Chromatography-Mass Spectrometry: Principles and Techniques; Elsevier, 1988. University of Bristol. Gas Chromatography Mass Spectrometry (GC/MS). http://www.bris.ac.uk/nerclsmsf/techniques/gcms.html (accessed June 20, 2014) Baklajian, Alex (May 2012). Introduction to mass spectrometry. and water which co-distill (Eagleson, 1994). The distillate product is cyclohexene which is unsaturated and has the boiling point of 83 celcius. Synthesis was done via distillation since it helps in obtaining purer substances (Bernard-Chandler, n,d). Gas chromatography-Mass Spectroscopy is a physical method of separating a compound which are volatile and thermally stable. This instrument can separate, identify and quantify compounds. The two phases that involves the process are the stationary phase which is the column and the mobile phase which is the carrier gas like helium (Karesek-Clement, 1988). The vaporized sample will be attacked by beam of electrons which is called the ionization process in which the positively charged ionic fragments are produced. This process involves the removal of electrons since the beam of electrons knock off one electron from a molecule which forms the parent ion or molecular ion. Fragmentation happens with the product of ionization to give smaller charged and neutral pieces. A magnetic field would force the circular flow of the ions and the separation will occur since they will follow different path of radius 81.98 which gives us the relative formula mass of the molecule (University of Bristol, n.d; Ault, 1973). Also, it can be seen that there is a presence of an isotope since there is a peak that is close in value with the M+ to the right. This is because carbon has an isotope which is 13C. The natural abundance of Carbon 12 is much higher than the natural abundance of Carbon 13 but since the mass spectrometer gives very accurate results, it may be able to detect the isotope. The parent ion M+ has the highest mass among the peaks. Any peaks lower than the M+ are just considered as fragment readings in the spectrum while the isotope, denoted by M+1, is the peak which is to the right of the parent ion which is lower in intensity (chem.ucla.edu, n.d; Baklajian, 2012). Other peaks can be considered as just fragments. These fragments are due to the breaking down of the unstable positive ions (chemguide.co.uk, n.d; Ault, 1973). On the other hand, the base peak is the one with the 56 molecular weight indicated by its 100 reading in abundance. The base peak always has the highest abundance among all the peaks (Karesek-Clement, 1988). The peak with the 100.013812 reading can be considered as an i mpurity. Even if it has the highest mass reading, it was not considered as the molecular ion peak since the compound being talked about here is cyclohexene. To sum it all up, the group was able to collect cyclohexene via distillation of cyclohexanol. The obtained results from the mass spectrum showed the presence of an impurity and also an isotope peak. The yield’s molecular weight (81.98) was indeed very close to the theoretical molecular weight which is 82. IV.CONCLUSION AND RECOMMENDATION It was observed that in this experiment on synthesis of cyclohexene from cyclohexanol, the group was able to produce cyclohexene as can be seen in the mass spectra which indicates that the product obtained by the group had an 81.9265 molecular weight which is relatively close to the theoretical molecular weight of cyclohexene which is 82. The group was able to perform all of the objectives for this experiment which are to synthesize cyclohexene from cyclohexanol and obtain a mass spectra of the product via gas chromatography-mass spectrometry. In conclusion, the synthesis of cyclohexene from cyclohexanol can be done in many ways and distillation is one of its examples. chemguide.co.uk. Mass Spectra: The Molecular ion M+ Peak. http://www.chemguide.co.uk/analysis/masspec/mplus.html (accessed June 20, 2014) https://www.youtube.com/watch?v=6q-M5V9roL0 (accessed June 20, 2014) Chem.ucla.edu. Mass Spectrometry. [Online] n.d, http://www.chem.ucla.edu/harding/notes/notes_14C_MS.pdf (accessed June 20, 2014) â€Å"I hereby certify that I have given a substantial contribution to this report and I did not copy and/or quote from any resource material unless being cited as reference. I am make known that failure to accomplish the second clause would eb grounds for plagiarism and a failing grade for my final laboratory report.† Halili, Johanna Bernadette C. 11332654 Fig 1: Mass Spectrum of cyclohexene distillate Page 1 of 4 Experiment #1: Synthesis of Cyclohexene from Cyclohexanol