Mendelian Genetics Lab Report Essay Example

Mendelian Genetics Lab Report Essay Example Mendelian Genetics Lab Report Paper Mendelian Genetics Lab Report Paper Its also the framework for the modern research that is making inroads in treating diseases previously believed to be incurable. In this era of genetic engineering the incorporation of foreign DNA into chromosomes of unrelated species?it easy to lose sight of the basics of the process that makes it all possible. These were his conclusions: The hereditary determinants are of a particulate nature. These determinants are called genes. Each parent has a gene pair in each cell for each trait studied. The Fl from a cross of two pure lines contains one allele or the dominant phenotype and one for the recessive phenotype. These two alleles comprise the gene pair. One member of the gene pair segregates into a gamete, thus each gamete only carries one member of the gene pair. Gametes unite at random and irrespective of the other gene pairs involved. (Carlson) The purpose of this lab is to teach students how traits of an organism can be predicted with a dibber cross using the recessive and dominant traits. Using a dibber cross given the phenotype and genotype of Fl (parents), the traits f offspring should be predictable with ratios derived from the dibber cross. Materials and Methods: Part A- Materials furnished are containers of green and albino seedlings. Count the number of green and albino seedlings, and add total number of seedlings. Then Calculate the ratio of green to albino seedlings. (stalagmite) Part B- A corn of ear was furnished, the ear of corn contains four different traits. Each kernel can be one of two colors purple or yellow, each kernel can either be wrinkled or smooth (purple, yellow, wrinkled, smooth). Then determine the ratios in which each of the character traits is found and also what possible genotypes the parents might be. (stalagmite) Results: Part A- Observed Ratios of Green to Albino Seedlings # of green seedlings #balloon seedlings Ratio of green to albino seedlings 71 18 0. 83. 1, Total: 89 This graph shows that there is a ratio of green to albino seedlings. There were 71 green seedlings, and 18 albino seedlings, with a total of 89 seedlings.

How to Make Biodiesel From Vegetable Oil

How to Make Biodiesel From Vegetable Oil Biodiesel is a diesel fuel that is made by reacting vegetable oil (cooking oil) with other common chemicals. Biodiesel may be used in any diesel automotive engine in its pure form or blended with petroleum-based diesel. No modifications are required, and the result is a less-expensive, renewable, clean-burning fuel. Heres how to make biodiesel from fresh oil. You can also make biodiesel from waste cooking oil, but that is a little more involved, so lets start with the basics. Materials for Making Biodiesel 1 liter of new vegetable oil (e.g., canola oil, corn oil, soybean oil)3.5 grams (0.12 ounces) sodium hydroxide (also known as lye). Sodium hydroxide is used for some drain cleaners. The label should state that the product contains sodium hydroxide (not calcium hypochlorite, which is found in many other drain cleaners).200 milliliters (6.8 fluid ounces) of methanol (methyl alcohol). Heet fuel treatment is methanol. Be sure the label says the product contains methanol (Iso-Heet, for example, contains isopropyl alcohol and wont work).Blender with a low-speed option. The pitcher for the blender is to be used only for making biodiesel. You want to use one made from glass, not plastic because the methanol you will use can react with plastic.Digital scale [to accurately measure 3.5 grams (0.12 ounces)]Glass container marked for 200 milliliters (6.8 fluid ounces). If you dont have a beaker, measure the volume using a measuring cup, pour it into a glass jar, then mark the fill-line on the out side of the jar. Glass or plastic container that is marked for 1 liter (1.1 quarts)Widemouthed glass or plastic container that will hold at least 1.5 liters (2-quart pitcher works well)Safety glasses, gloves, and probably an apron You do not want to get sodium hydroxide or methanol on your skin, nor do you want to breathe the vapors from either chemical. Both chemicals are toxic. Please read the warning labels on the containers for these products. Methanol is readily absorbed through your skin, so do not get it on your hands. Sodium hydroxide is caustic and will give you a chemical burn. Prepare your biodiesel in a well-ventilated area. If you spill either chemical on your skin, rinse it off immediately with water. How to Make Biodiesel You want to prepare the biodiesel in a room that is at least 70 degrees F because the chemical reaction will not proceed to completion if the temperature is too low.If you havent already, label all your containers as Toxic- Only Use for Making Biodiesel. You dont want anyone drinking your supplies, and you dont want to use the glassware for food again.Pour 200 milliliters methanol (Heet) into the glass blender pitcher.Turn the blender on its lowest setting and slowly add 3.5 grams sodium hydroxide (lye). This reaction produces sodium methoxide, which must be used right away or else it loses its effectiveness. (Like sodium hydroxide, it can be stored away from air/moisture, but that might not be practical for a home setup.)Mix the methanol and sodium hydroxide until the sodium hydroxide has completely dissolved (about 2 minutes), then add 1 liter of vegetable oil to this mixture.Continue blending this mixture (on low speed) for 20 to 30 minutes.Pour the mixture into a widemouthed jar. You will see the liquid start to separate out into layers. The bottom layer will be glycerin. The top layer is the biodiesel. Allow at least a couple of hours for the mixture to fully separate. You want to keep the top layer as your biodiesel fuel. If you like, you can keep the glycerin for other projects. You can either carefully pour off the biodiesel or use a pump or baster to pull the biodiesel off of the glycerin. Using Biodiesel Normally, you can use pure biodiesel or a mixture of biodiesel and petroleum diesel as a fuel in any unmodified diesel engine. There are two situations in which you definitely should mix biodiesel with petroleum-based diesel: If you are going to be running the engine at a temperature lower than 55 degrees F (13 degrees C), you should mix biodiesel with petroleum diesel. A 50:50 mixture will work in cold weather. Pure biodiesel will thicken and cloud at 55 degrees F, which could clog your fuel line and stop your engine. Pure petroleum diesel, in contrast, has a cloud point of -10 degrees F (-24 degrees C). The colder your conditions, the higher percentage of petroleum diesel you will want to use. Above 55 degrees F, you can use pure biodiesel without any problem. Both types of diesel return to normal as soon as the temperature warms above their cloud point.You will want to use a mixture of 20% biodiesel with 80% petroleum diesel (called B20) if your engine has natural rubber seals or hoses. Pure biodiesel can degrade natural rubber, though B20 tends not to cause problems. If you have an older engine (which is where natural rubber parts are found), you could replace the rubber with polymer parts and run pur e biodiesel. Biodiesel Stability and Shelf Life You probably dont stop to think about it, but all fuels have a shelf life that depends on their chemical composition and storage conditions. The chemical stability of biodiesel depends on the oil from which it was derived. Biodiesel from oils that naturally contain the antioxidant tocopherol or vitamin E (e.g., rapeseed oil) remain usable longer than biodiesel from other types of vegetable oils. According to Jobwerx.com, stability is noticeably diminished after 10 days, and the fuel may be unusable after two months. Temperature also affects fuel stability in that excessive temperatures may denature the fuel.

Cross culture communication and negotiation Essay

Cross culture communication and negotiation - Essay Example It is important to understand the culture of the host country in order to operate effectively in a foreign country. InterNations, ND, Cross cultural training for business, Viewed December 5, 2012 from: . The above mentioned article states the essence of cross cultural training for business people who are likely to make presentations in foreign countries. There are many issues that should be considered such as the culture of the targeted audience since it impacts on their attitude towards something. InterNations, ND, Intercultural communication, Viewed December 5, 2012 from: . This article emphasises the fact that intercultural communication is not only about learning a foreign language spoken in the host country by expatriates. It also looks at other issues such as cultural exchange where people involved learn new things about the culture in the host country. Internations, ND, International business issues, Viewed December 5, 2012 from: . ... This article mainly focuses on what expatriates must know about the cultures of people in the host country. Each country has a unique culture. For instance, foreigners should familiarise themselves with the ‘dos’ and ‘don’ts’ in a foreign country if they are to enjoy their stay in that country. InterNations, ND, Intercultural competence, Viewed December 5, 2012 from: . The article mainly focuses on the aspect of competence among the expatriates in terms of grasping the cultural contexts of other host nations. This helps them to operate within the standard expectations that do not violate the norms and values of the people in their country. Kwintessential, ND, An introduction to intercultural communication, Viewed December 5, 2012, from: ,. The article highlights the importance of intercultural communication to expatriate workers. The articles examines how people from different religions and cultures come to work together and communicate with each othe r in harmony. Demand of intercultural communication skills are increasing as many companies go global. Kwintessential, ND, Cross cultural advertising, Viewed December 5, 2012 from: . This article states that culture affects everything we do in our lives. Culture also affects all facets of business and it can be seen that cross cultural advertising is influenced by the norms and values of different people. Adverts that violate the norms of other people are likely to receive negative attention by

Southwest Air lines Assignment Example | Topics and Well Written Essays - 250 words

Southwest Air lines - Assignment Example People are empowered to make their own decisions at their level of authority, which gives Southwest Airlines the needed flexibility to battle it out with the competition in real time. It can be best described as an ambidextrous learning organization where the culture provides for a fun place environment that serves as a motivation for employees to render excellent service, who are treated as business partners. A strong bond is encouraged among employees (Lauer 30), who readily help each other when needed. Overall culture at Southwest is competitive, despite being a fun workplace, because management offers its employees attractive incentive plans and bonuses based on a pay-for-performance scheme that requires total commitment (passion) and employee buy-in. The leadership in Southwest Airlines is characterized by a strong commitment to its corporate objectives and a passion for rendering outstanding customer service. Its leadership is both inspirational and transformative but does not compromise service quality. Its leaders are viewed as smart, verbally adept, honest and have personable dispositions (Robbins

Paper and Dumas Book Essay Example for Free

Paper and Dumas Book Essay What does Dumas’ decision to take an American name suggest about her feelings toward her adopted country? How does her dual identity enable her to see how Americans really feel about Iran? Dumas’ husband, Franà §ois, experiences life as an American immigrant much differently than does Dumas. What do you think accounts for Americans’ biases in their attitudes toward immigrants from different countries? To what extent are these biases grounded in stereotypes about the immigrants’ native countries? Evaluation: You will be graded on: Organization- Does the paper have an introduction, body, and conclusion? Does the paper have a central argument (thesis) that appears in the introduction and conclusion? Grammar, punctuation, and style- For example, does the writer use the past tense consistently? See â€Å"additional considerations† below. Use of the text- Does the paper successfully incorporate specific examples from the book? Do the examples support the paper’s thesis? Since this is still a relatively short paper, avoid long block quotes. Be succinct. In addition, avoid long summaries of the book. Your paper should be built around examples that support your thesis. You must, however, cite the books to support your claims. In each instance that you draw specific information from the book, you should insert the page number from which the idea or quote originated at the end of the sentence. Plagiarism: See description on syllabus Format: All papers should be double spaced and written in Times New Roman 12 Late Papers: Papers are due in class on the given due date. Computer related problems are not an excuse. Be prepared for a hard drive/ printer disaster. Back up your work often. Papers turned in after class on the due date (unexcused) will be docked 5 points (out of 100). Papers will be docked 3 points for every day they are late with the weekend counting as 1 day. Additional considerations: 1. Use the past tense consistently when discussing historical events. 2. Do not use first or second person in your paper. In other words, don’t use the pronouns: I, me, my, you, your, our, ours, us, etc. So, instead of: â€Å"I think Dumas considered herself to be†¦.† Just write, â€Å"Dumas considered herself to be†¦.† 3. Proof-read carefully. Even if your paper has no misspellings, that does not satisfy your need to proofread. Spell checker will occasionally correct your spelling, but insert a different word than you intended. 4. Do not use contractions. (didn’t should be did not, etc). 5. Your paper should adopt a more formal, authoritative tone. Do not use slang, clichà ©s, or profanity. 6. Use active, not passive voice. 7. Staple the paper 8. Do not use outside sources except lectures from this course (internet, other books etc.).

Moral Force Protesting :: essays research papers

Moral Force Protesting Moral force protest has a greater chance to succeed that physical force protest. Discuss in relation to our contemporary world. In the modern world today, there is an immense diversity of global issues which are constantly being dealt with. Moral force protest as well as physical force protest are used, in hope of achieving a purpose and proving a point. For both of these acts of protest, there must be a substantial amount of facts and evidences backing it up. Both protests, no matter how it's done, are in some way seeking for the support of the ‘leaders', most of the time, the ‘leaders' being the government. Moral force protest involves logical convincing speeches which are fighting for a cause within the boundaries of law. It's possible to legally get enough support for a cause and eventually win by never once using any sort of violence. In some cases, hunger strikes by the ‘victims' are also done. Aside from well constructed speeches and hunger strikes, the refusal to obey certain laws and the passive resistance, that is, resisting to incoming violence usually from the government, are other ways to morally protest without any physical violence. Sometimes due to the refusal to abide to certain laws the supporters may find abusive, the moral force protest supporters might find themselves confronting the law, and perhaps even acting illegally. In recent years, certain countries which hadn't previously given women the right to vote changed their decision by receiving strong moral force protest; this right was gained, and nowadays in those countries women possess the right to vote. Physical force wasn't in any way used in this case. The opposing way to support some strong cause can be through physical force protests. This involves violent protests which may harm people purposely. Destructive attitude from the people supporting a cause by using physical force is indeed very common. In most cases violence is used in hope of getting attention and media publicity. Physical force protest, has a very distinctive difference from moral force protest; one of the most important ones being that, by violence, these supporters are terrorising the general public, and trying to get the government to recognise their terrorism, and give in. Moral force protest is not even remotely linked with terrorism. Not in any way, do the supporters practising moral force protest adapt to terrorism like do these physical force supporters. By terrorising the general public and the government itself, these supporters think they'll create such an intolerable situation that the government will give in to their extreme and sometimes unnecessary violence.

Blasphemous Movie on Prophet Muhammad Essay

Abstract: Media is held responsible for the distorted and caricature image of Muslims and their most holy figure prophet Muhammad (peace be upon him) in the West. The movie â€Å"innocence of Muslims† is the most recent stereotype demonstration of them. People’s thinking on a matter, which they don’t have much knowledge about, is largely formed by what media determines, following an agenda setting theory. Islam has always been such issue in the West and Muslims have always been shown as fanatics, extremists and violent killers thus giving negative connotations to Islam. According to semiotic theory of sighs, every image or sign has a coded message, which is always decoded by different people in the same way by a common cognitive system. When the messages in the carton images of Prophet Muhammad published by a Danish magazine Jyllands-Posten in 2006 were decoded, there was an outcry in the Muslim world, which later developed a carton controversy around the global politics. This blasphemous movie of prophet Muhammad, another genre of visual communication, created the same political conflict between East and West and upheaval in the politics of Muslim countries too. The first part of my paper which is a media plan for Pakistani government to deal with the issue, analyses how Muslim world reacted to this movie and how a troublesome situation in all the Muslim countries is affecting the relations of Muslims’ with the U.S. Second part examines how western media, in the name of freedom of speech, has been deconstructing the bodies of Muslims as violent treacherous men and their religion as a danger to West. This message has been continuously shot into the heads of masses since ages analyzing magic bullet theory of media. Media effects theory can easily elucidate the results of such efforts. The article advocates media should consider ethical boundaries while discussing religions and religious entities. Key words: Muslims, stereotypes, prophet Muhammad , cartons, movies, western media, protests, politics. Background of the problem. Just a 14 minute trailer of the blasphemous movie â€Å"innocence of Muslims† caused a great upheaval in the Muslim world .the holiest figure of Islam  prophet Muhammad (peace be upon him) has been shown in this movie as a child molester, womanizer, drunk and a violent killer. This is not the first movie, there is a list of such movies against Muslims and Islam, e.g. Black Hawk Dawn, the kingdom, the Seige, fitna, which created havoc in Muslim world and we saw riots, violence, boycotts and deaths as a result of them. Later on, such trouble tic situations were always manipulated by politicians.(see links of movies trailers in references) This movie produced by Nakoula Basseley led Muslims protests in Egypt, Yemen, Libya, Iraq, India, Pakistan, and Saudi Arabia and in many other Muslim countries including the killing of US ambassador to Libya in a violent attack by extremists. Obama and Clinton condemned this movie like many other governments of the countries, even Cindy Lee Garcia told The Hollywood Reporter that she and many actors were duped by filmmaker. â€Å"He has a price to pay, this Mr.Bacile, maybe not here on Earth, but he’ll stand before God one day for what he has done†. These protests were going on and â€Å"meanwhile a French satirical magazine Charlie Hebdo published the controversial cartoons of the Holy Prophet (peace be upon him) further inflaming Muslims’ sentiments†.(the Dawn 30 sep) Such protests were started in earlier September in Pakistan where hundreds of thousands from all walks of life recorded their protest against this movie and publication of carton images again. Many marched towards US embassy in Islamabad and many were killed and wounded in clash with police there. There were rallies of protests nationwide having more than 45,000 people earlier in September, 21 were killed and 229 wounded, more than 200 protesters set fire to effigy of Barack Obama in the capital of Pakistani administered Kashmir.(Aljazeerah 21sep). Pakistanis are demanding from the government to stop missions with US If they don’t ban this movie altogether, though it was banned later in many Muslim countries on a request from Washington house to goggle. Problem for Pakistani Government: In Pakistan election campaigns are going on and the political parties are engaging mob in violent attacks to make unrest in the country. By highlighting the weaknesses of the government and the wrong dealings of the issue by the government, the other political parties are trying to take advantage of the situation. Many banners in the rallies led by other  political parties demand from government to shut US and French missions in Pakistan which is definitely not possible. So there is a great need to make a well developed strategy through media to handle the situation as president is loosing the popularity because of many stories of the corruption of government and this issue of blasphemy is very complex to handle as the demand to ban this movie cannot be accomplished at once like Pakistani are wishing. so is the case with their demands to shut the missions with US. Objectives of the media plan: 1) Stop the people from violent protests by giving references from Islamic values teaching peace and tolerance. 2) Gain trust and confidence of the people as a responsible government by focusing what government has done to deal with the issue. 3 minimize the nation’s hatred for US and shift their focus from their demands of not to assist US in the war going on in the region. 4) Present your nation’s viewpoint on international forums regarding the issue. Key messages of the plan: 1) By quoting from the life of the Holy Prophet (peace be upon him), the people should be stopped from making violent protests and showing hatred to other countries as it is leaving a bad image of the nation and the Islam as well. Media should focus how prophet has taught Muslims to be tolerant and how he hated bloodshed and violence. So key message would be â€Å"Islam is a religion of tolerance not of violence†. 2) Key message to the west should be that we respect freedom of speech but reject freedom of hatred. This movie like other blasphemous movies and carton images of prophet Muhammad fall in the category of later. Such laws should be formulated to avoid these distasteful attempts leading to the unrest in the whole world. 3) Focus on requests of Obama’s government to goggle and you tube to ban the video and also tell your nation through the media the U.S effort to make the laws against such blasphemous acts in the future, so that their hatred towards America could be minimized as their demands to shut missions with America are not easy to be considered. Theoretical framework: Edward said’s famous work on the relations of east and west received much criticism that opens with a quotation by Karl Marx: ‘they cannot represent themselves, they must be represented’. So the west took as its responsibility to represent the east and civilize them by calling them uncivilized. Said unfolds the binary opposition as â€Å"self is familiar (Europe, the west, â€Å"us†) and the other is strange (the orient, the east, â€Å"them†) (said, 1978:43) Said asserts that European knowledge of the East goes arm in arm with expansionism, exploration and settlement. He argues that the ‘Orient’ is constructed and represented in the binary opposition against the Occident, as the ‘Other’. In many respects, the Orient is seen by European values, assumptions, and cultural codes and as the Occident’s other. He criticizes the way that the Occident views the Orient by her own culturally-determined and biased and limited historical perspectives.(Moosavinia, Niazi & Ghaforian,2011) The universal declaration of Human Rights states â€Å"everyone has the right to freedom of opinion and expression† (United Nations 1948). Some people could argue that they have boundless rights to mock other people’s religious believes including their holy books and holy figures. In the name of freedom of speech, 12 cartoons of Muslims Prophet Muhammad (peace be upon him)were published by a Danish magazine. The one most debated showed prophet Muhammad as having a bomb in the cloth over his head. (Bond B, 2007) talks about Danish media landscape as â€Å"It is fair to say that the factual social vulnerability, the stereotyping, and the division between â€Å"them† and â€Å"us† in the news media, has created a very hostile rhetoric against visible foreigners and particularly Muslims.à ¢â‚¬  He also talks about Danish media representations of Muslim women. â€Å"Appearing in the 1970s the stereotype of minority women as oppressed and battered was prominent from the late 1990s to early 2000s. The  stereotype of oppressed minority women was emphasized by televised pictures of veiled women illustrating many stories about refugees and other immigrants. Another stereotype since the 1970s was the image of immigrant men as hypersexual threats to women† (Green L, & Aly A, 2011) state in their research that â€Å"there was some resentment voiced by Muslim respondents in interviews and focus groups that the media did not fully represent the diversity of Muslims and instead perpetuated stereotypes of Muslims: ‘the ugly Muslim male’ and ‘the oppressed Muslim female’. This mediated construction of Muslims was thought to provide an influential pathway for the broader community’s understanding of Muslims.† Reporting on Islam has been a mandatory part of western media agenda. A research about agenda of German media concludes as following. In summarizing the results, it can be said that in non-fictional formats such as magazines, talk shows, documentaries and reportages over 80% of the content reproduces an image of Islam that portrays this religion as a problem and a danger for politics and society. This image of Islam in the non-fictional formats of ARD and ZDF is an exaggerated image of violence and conflict, conveying the impression that Islam is less a religion than a political and social ideology that collides with the morality and values of the West. (Richter C, & Hafez K, 2009) Talking about the publication of caricature images of Muslims’ holiest figure of Muslims prophet Muhammad (Peace be upon him), one can solemnly say that visuals have strong power of global communication. The analysis of one of the images is as following. The turban bomb could also be interpreted as a symbolic depiction of a globe and the Arabic inscription would thus be located in the Middle East. The ideological threat of Islam is translated into a fanaticized face, meant to depict the prophet of Islam, and also the non-communicative attitude of his followers, who are focused on destruction instead of dialogue. This was one of the most criticized of the 12 cartoons, presumably because of its hostile depiction of the prophet, and because of the implication that all Muslims are potentially dangerous suicide-bombers. (Mà ¼ller M Ãâ€"zcan E, & Seizov O, 2009). The examination of over 900 Hollywood movies by Jack Shaheen (2001) may be regarded as a cornerstone in Orientalism canon where he argued how the Hollywood film genre has stereotyped the Arab society by representing them  as greedy precarious men and subjugated women. Such stereotyped presentation paves a way in justification of American foreign policy with the Middle East. The continued production and successes of such movies as Black Hawk Down, The Kingdom and The Siege cannot be overlooked in light of the power struggles resulting from the ‘War on Terror’ and hegemonic representations of Muslim men and women in a variety of Western Media. The visual narrative in The Kingdom—with its deployment of the only American female main character, Janet Mayes, whose body was scripted to represent essential differences between white and brown women—illuminates imperialist discourses, with Muslim bodies becoming the battleground upon which such discourses are both visually and literally being fought. It was argued that a critical engagement with Hollywood cinema is necessary to unveil the complex ways in which Muslim bodies are scripted as dangerous, pre-modern and uncivilized in U.S popular culture. (Michelle Aguayo, 2009) Discussion: The concept of binary opposition given by Edward said (1978) op,cit. as â€Å"us† and the â€Å"Others† is applicable to present scenario easily, western media has always presented the eastern countries specially Muslim countries as â€Å"others† uncivilized, savages, brutal, untamed and western countries as â€Å"us† civilized, educated, tamed and rational. Thinking of Agenda setting approach, I can easily relate how western media has set an agenda against Muslims by presenting them always as violent, precarious, killers and women as oppressed. While talking about Danish media landscape, there were riots, protests, boycotts, deaths in Islamic world including the burning of Danish embassies in Syria and Egypt in response to publication of caricature images of prophet Muhammad. But the western media proved so stubborn that 143 newspapers in 56 countries of West re –published the images again after sometime. To mock Muslims’ holy figure, their holy book and to show Muslims stereotype was included in the common agenda of western media. Semiotic theory helps understanding the process of carrying meanings by those images as semiotics refers to Modality, which is a specific way to encode the information for presentation to people and the meaning, is conceived by people as an effect of it. A list of sign types is considered in such presentations like writing, symbol, color, map, index, graph etc. The different people decode all the signs in the same way by a common cognitive  system according to psychology of perception; this concept elucidates how all people about prophet as a terrorist decoded negative messages in such images of prophet Muhammad. The movie â€Å"Innocence of Muslims† brought another catastrophe in the hearts of Muslims that presented prophet Muhammad as a womanizer, child abuser, homosexual and a violent killer. The purpose of this low quality picture is just to mock and insult Islam and prophet Muhammad and the producer gave as many negative attributes to Prophet Muhammad as he could. Agenda setting approach of media can be helpful in understanding the western agenda of presenting Muslims and Islam as dangerous men and violent religion respectively. Another anti-Islamic movie â€Å"fitna† made by a Dutch parliamentarian Geert Wilders, where Quranic versus are shown alongside the scenes of terrorism. Those versus, in reality, are about the wars going on in that era of fourteen hundred years back but without giving the actual context those versus are misrepresented to show that Quran teaches Muslims to be violent killer. And this proved to be another extreme distortion of Islam. (See link in references). The production of such movies by Hollywood confirms common western agenda to present Muslims stereotypes. All these negative connotations continuously given to Islam and Muslims had a power to shape the thinking of people about Muslims as terrorists, that is also explained by Magic Bullet theory that messages by media are so powerful, and act as a bullet shot into the heads of people by shaping the thoughts of people in a magical way. So the people who don’t know much about Islam and Muslims mostly get Muslims as terrorists. Western media has cast a spell over the people by continuous shots of negativity into their heads. Media effects theory elucidates easily such stereotype representations of Muslims as we can see isolation of Muslims in the world and negative concepts of them in the eyes of common people in the west. People in the West always think of Muslims as extremists, the feelings of hatred and fear against Muslims is prevailing in the western society, which is the most visible effect of media’s stereotype presentations. Conclusion: Whenever media takes such blasphemous steps, they take to riots, protest and upheaval in Muslim countries, which may also lead to global political conflicts sometimes. The biased approach to one religion or to one  particular group of people is surely an attempt to divide the world population into the boundaries of pointless hatred. Media should take great care while talking about religion and religious entities. It should consider some ethical limits while talking negative about Islam as it hurts the feelings of almost 2 billion people in the world. references http://www.youtube.com/watch?v=HR0Vj-8dqTM&feature=fvsr http://www.youtube.com/watch?v=f0ET9qez-Kshttp://www.youtube.com/watch?v=3HLNawUg_ http://www.youtube.com/watch?v=AUJ6cxWdZwA3s Pakistan hit by anti-Islamic video protests. (2012, September21). Aljazeerah Said,Edward W. (1978). Orientalism. New York. Penguin Moosavinia, S. R., Niazi, N. N., & Ghaforian, A. (2011). Edward Said’s Orientalism and the Study of the Self and the Other in Orwell’s Burmese Days. Studies In Literature & Language, 2(1), 103-113. Bonde,B. (2007). How 12 Cartoons of the Prophet Mohammed were brought to Trigger an International Conflict. NORDICOM Review, 28(1), 33-48 Green, L., & Aly, A. (2011). How Australian Muslims Construct Western Fear of the Muslim Other. At The Interface / Probing The Boundaries, 7765-90 Richter C, Hafez K. The image of Islam in German public service television programmes. Journal Of Arab & Muslim Media Research [serial on the Internet]. (2009, Dec), [cited October 23, 2 012]; 2(3): 169-181. Available from: Communication & Mass Media Complete. Mà ¼ller, M. G., Ãâ€"zcan, E., & Seizov, O. (2009). Dangerous Depictions: A Visual Case Study of Contemporary Cartoon Controversies. Popular Communication, 7(1), 28-39. doi:10.1080/15405700802598361 Shaheen, Jack. (2001). Reel bad Arabs. New York: Olive Branch Press Aguayo, M. (2009). Representations of Muslim Bodies in The Kingdom: Deconstructing Discourses in Hollywood. Global Media Journal: Canadian Edition, 2(2), 41-56.

VO2 Max and Aerobic Power

Oxygen is one of the vital elements of life because it acts as a fuel for aerobic respiration, which is the energy source in all organisms (the other fuel being glucose). Without energy from respiration, organisms simply die. As an organism (in this case me, a human) does work, it needs more energy. Thus it will need more fuel and particularly more oxygen since glucose can be stored in the body. The oxygen intake increases as the rate of work done increases, up to a limit known as your VO2 max. VO2 max is the maximum volume of oxygen uptake (hence the V in VO2) anyone can use. It is measured in millilitres per minute per kilogram of body mass (mlO2 min-1 kg-1). People who are more fit have higher VO2 max values and can exercise more intensely than those who are not very fit. Factors Affecting VO2 Max The physical limitations that restrict the rate at which energy can be released aerobically are dependent upon: > The chemical ability of the muscular cellular tissue system to use oxygen in breaking down fuels and, > The combined ability of cardiovascular and pulmonary systems to transport the oxygen to the muscular tissue system.1 The Aim VO2 max can be measured in a variety of ways1. The aim of this experiment is to find out the subjects VO2 max and then covert it to the total aerobic power output. The Method VO2 max can be measured fairly accurately by doing a â€Å"shuttle run† style test (known as â€Å"The Multistage Fitness Test† A.K.A. â€Å"The Beep Test†). Basically, someone has to run a 20 meter track at the starting speed of 8.5 kmh-1 for one minute. Once the person finishes the 20 meter track, they must run back at the same speed, and thus we get an oscillating pattern from one end of the track to the other until the minute is over. The speed is increased by 1 kmh-1 every minute (so after one minute of running at 8.5 kmh-1, the person must run the second minute at 9.5 kmh-1). The same pattern is repeated only this time, because the person (the subject) is running at a higher speed during the same amount of time (one minute), they are going to cover a larger distance and therefore more of the 20 meter laps (in theory anyway). This fact only works in theory because will most of the speeds, the subject can not run a set (integer) number of laps in exactly one minute. It turns out that if the subject runs at 8.5 kmh-1 for one minute, they will cover 7.08 laps. This is impractical (how can you tell that the subject ran 7.08 laps!) and so the number of laps must be rounded up or rounded down to an integer number of laps. Once a set number of integer laps are set, we work out the time taken to run the integer number of laps. (Refer to Columns [5] and [6]). The subject continues running until he or she can no longer keep up the pace. The speed that the subject sustains (i.e. the speed before the speed that the subject stops on) is known as the Maximum Aerobic Speed (MAS) and is measured in kmh-1. Once we have the MAS, we can work out the VO2 max in the following formula: VO2 max = 31 + 3.2 x (MAS – Subject's Age [years]) + 0.15 x MAS x Age The unit for VO2 max is: mlO2 min-1 kg-1. (Note: The above formula is a â€Å"conversion formula developed by researchers, to give an accurate measure of VO2 max†. See Activity Sheet 26) After calculating the VO2 max, we can convert it to maximum aerobic power output. Because the subject will be working with a high energy output, running requires a lot of energy; the only way to keep going is by aerobic respiration. Anaerobic respiration doesn't provide the high amounts of energy that are needed in such exercises, especially for longer periods of time e.g. ten minutes. For every litre of oxygen consumed, the subject's muscles use 20kJ of energy. The total amount of oxygen consumed in a minute is the VO2 max multiplied by the body mass of the subject. This gives us the total oxygen intake of the subject in ml per minute (mlO2 min-1), since VO2 max is millilitres of oxygen per kilogram of body mass per minute. Once we have the total oxygen intake in mlO2 min-1, we multiply it by 20 (if 1 litre gives 20,000 J, then 1 millilitre will give 20 J) to get the total amount of energy used (i.e. power) in Joules per minute, (J min-1). Power (J min-1) = VO2 max (mlO2 min-1 kg-1) x Body Mass (kg) x 20 J mlO2-1 Power (W, Js-1) = Power (J min-1) à ¯Ã‚ ¿Ã‚ ½ 60 s min-1 Conventionally, the power output is measured in Watts per kilogram of body mass, W kg-1 (See Table 3 on Pg 37 of the text book, Salters Horners Advanced Physics), therefore we would need to divide the total power by the subject's mass. However the aim of the experiment is to find out the total aerobic power output. (At least that is what the Activity Sheet 26 says, under the last bullet point in the Analysis section) This means that there is no need to divide the total power output by the subject's mass. We just leave the total power output in Watts. (For Prepared Formulas and An Interactive VO2 max calculator, See File Formula Input Form.xls) Interestingly, the test given on the website1 for calculating VO2 max (look for The Multi-Stage Fitness Test) differs in some ways from the one suggested in Activity Sheet 26. One of the differences is the increase of the speed is 0.5 kmh-1 every minute, not 1 kmh-1. Also, if the subject doesn't complete a whole minute at the speed of 15.5 kmh-1, for example if the subject managed to complete 3 out of the 13 laps, then the subject would have a different (lower) VO2 max than if 10 laps were completed. Later on, I will discuss this issue and other differences in more detail (Under the Evaluation). The Table (Table 1) If you refer to Table 1 (File Table 1.xls) you will see all of the information needed and all of the calculations have been done beforehand. I compiled this table using Microsoft Excel(r). Below is a brief explanation of the table. Column [1] The speed of the subject, in kmh-1. Column [2] The speed of the subject given in ms-1. To convert speed from kmh-1 to ms-1, we multiply by 1,000 (converting km to m) and divide by 3600 (à ¯Ã‚ ¿Ã‚ ½[60 x 60] is converting hours to seconds). Simplified, converting kmh-1 to ms-1 we multiply by 10/36. Therefore: Column [2] = Column [1] x 10/36 Column [3] The time taken to complete one lap can be worked out by the below formula Velocity (ms-1)= Distance (m) à ¯Ã‚ ¿Ã‚ ½ Time (s), if we re-arrange the formula to make time the subject we get: Time (s) = Distance (m) à ¯Ã‚ ¿Ã‚ ½ Velocity (ms-1). The distance is of one lap is 20 m and the velocity has been calculated in Column [2]. Column [3] is just: Column [3] = 20m à ¯Ã‚ ¿Ã‚ ½ Column [2]. Column [4] This is the number of laps made in one minute (60 seconds). If I know that it takes 8.47 s to run one lap, I can calculate the total number of laps made in 60 seconds be dividing 60 seconds by the time taken to run one lap. So: ? of Laps in 60 seconds = 60 seconds à ¯Ã‚ ¿Ã‚ ½ Time Taken to Run One Lap Column [4] = 60 s à ¯Ã‚ ¿Ã‚ ½ Column [3] Column [5] This is just Column [4] rounded up or down to give us an integer number of laps. It means I don't have to deal with 7.08 laps and suchlike. Column [6] This is the time taken to run the integer number of laps. We calculate this by multiplying the time taken to run one lap (Column [3]) by the integer number of laps (Column [5]). Time to Run Integer ? of Laps = Time to Run One Lap x Integer ? of Laps Column [6] = Column [3] x Column [5] Column [7] Since we know that each lap is 20 meters and we know how many integer laps the subject will run, we can find out the total distance covered during a specific speed by multiplying 20 meters by the integer number of laps. Total Distance Covered During a Speed = 20 m x Integer ? of Laps Column [7] = 20 m x Column [5] Column [8] Column [8] is the cumulative distance ran. Here, the distances are added up (accumulated) so that we know the total distance ran through the whole activity. The cumulative distance is the total of the previous distances (previous speeds) plus the distance of the current speed. Column [9] Column [9] is the cumulative time taken for the activity. It is in seconds and works in pretty much way as Column [8], i.e. the times of the previous runs are added to the current run to give the total cumulative time. Column [10] This is the cumulative time presented in a more familiar and user friendly format, the minute : second style. This is just here to give a sense of how long 840 seconds are. The Tape (or The Slideshow) In order to make the subject run at the times listed on the Table, I will need to prepare a tape or some sort of timing device. After attempting to make a tape and failing miserably, I decided to use Microsoft PowerPoint(r) instead (making the tape proved to be a long winded, boring and fruitless exercise), because, with PowerPoint, I can set time intervals between slide transitions and add sounds on every slide transition, making it a visual as well as an aural aid and I can have a lot more fun making it! (i.e. I can have lots of â€Å"interesting† and slightly odd sounds on the slide show) I also realised that it would be more helpful (to the subject) if I had a sound in the middle of each lap and to have a marker on the middle of the lap (10 meters). In case the subject is going too slowly and doesn't reach the middle marker when the middle bleep sounds, they can speed up to reach the end of the lap in time. However there is a slight disadvantage with using PowerPoint because the transition periods can only be set to 0.1 of a second (1 d.p.) and the lap times are given to 0.01 of a second (2 d.p.) and some of the half laps are to 0.001 of a second (3 d.p.). Therefore I have had to alter the timing of the transitions slightly so that there isn't a cumulative error. For example, during the first speed (8.5 kmh-1), it takes 4.235 seconds to complete half a lap, but I can only have 4.2 and 4.3 as time intervals in PowerPoint, therefore I had to find a pattern that consisted of 4.2 and 4.3 time intervals to fit the 4.235 time interval as well as possible. This technique took quite some time, however, using Excel helped greatly. With Excel, I could input different patterns (using 4.2 and 4.3 seconds) and view the sum automatically. If it wasn't right (i.e. if the total time wasn't near the time in Column [6] in Table 1), I simply changed the pattern until I got the closest time. Also I decided that there wasn't a need to go beyond 13.5 kmh-1 because when we did a warm up to the test (a kind of preliminary), none of the subjects managed to run over a thousand meters. In order for any of the subjects to complete the 13.5 kmh-1 speed, they would need to run at least 1100 meters, therefore there was no point in extending the presentation beyond that speed. (See Files Timing.xls for the pattern generating, and Timing Presentation.ppt, listen out for a treat during the last few slides) The Safety (Issues) It is always important to consider safety in any situation, and it is especially important in this type of activity where there is a fairly high risk of an accident and or an injury occurring. Below is a set of guidelines that the subject and others present during the activity should follow. The subject should begin with a five to ten minute warm-up period, before the test is started. It should consist of stretches and short runs where the subject should rapidly accelerate and then decelerate. This helps the subject to run better in the test and also helps avoiding any muscle cramps during the test. In the (relatively) unlikely event of the subject falling, or hurting him/herself in any other way, the subject should stop running immediately. Also if the subject feels any pain or dizziness, they should stop. The subject should not continue with the test, even if they seem or appear to have recovered. The Results The results are in the Result Sheet (unsurprisingly). The results were gathered from the experiment, which was conducted with ten subjects, including myself. They are in order of VO2 max. (The Results Table can be found in Results.xls) The Evaluation After completing the experiment, I worked out the aerobic power of the subjects very easily, with the help of Excel. I personally found the experiment enjoyable and it my got the heart pumping! (A somewhat rarity in physics, consider electricity†¦ ok, maybe pacemakers, and the way they electrically shock people who have had heart attacks with two funny looking handle things, not much else though). However, there were many problems I encountered while conducting the experiment. To begin with, we couldn't find a 20 meter track anywhere in our school, considering the fact that there had to be a socket close by since my timing mechanism uses a computer (there are three sports halls in the school, but they were all busy). Therefore, I had to settle for a smaller 10 meter track. The fact that I had midpoint bleeps in the timing mechanism meant that each bleep (midpoint and full-length bleeps) was a signal for the subjects to reach the end of the 10 meter track. This meant the timing was not affected, however the experiment could have been affected greatly. (See the Miscellaneous Calculations section) Secondly, in the Activity Sheet, it says, â€Å"For every litre of oxygen consumed, 20kJ of energy are transferred to the subject's muscles†. However it fails to mention whether or not some of that energy is lost as heat and other ways of energy loss (e.g. fiction from the ground, the energy needed to stop at the end of every lap and even the energy needed to move the muscles themselves, i.e. contracting and relaxing of muscles). There are no suggestions or hints on how much of the energy is used to propel the subject. Although this can be calculated in the kinetic energy equation, EK = 1/2mv2, and the power equation P = ?E/?t . However, I suspect that these energy fluctuations are taken into account via the VO2 max formula. But even the formula itself isn't very accurate in my opinion. As I mentioned earlier, if two subjects managed to sustain the same MAS (Maximum Aerobic Speed) but one of the subjects ran more laps, then logically that subject has a higher VO2 max. This logicality is not, in any way, included in the formula. On the website (See Note 1 of Reference) the tables show that if one of the subjects ran more laps during the same speed, that subject would have a higher VO2 max that if he/she managed to run a smaller number of laps. Therefore, I do not believe that the formula for calculating VO2 max on the Activity Sheet 26 gives a correct quantitative value of the subject's VO2 max. Although the experiment has shown that some of the subjects are fitter that others (i.e. the experiment is correct qualitatively), it did not produce reliable figures with regard to the VO2 max of the subject. On the first of the Activity Sheets, Figure A26.2 shows a line graph of VO2 max for boys and girls at different ages. According to the graph, 16-year-old boys should have a VO2 max of 52-53 mlO2 min-1 kg-1. Ops! (My VO2 max is nowhere near that, or at least the formula tells me that it is nowhere near that). It shows that I am not as healthy as I should be, considering that my mass is 85 kg! Unlike Robert, who is a very healthy person and managed to run at a high enough speed to get a high VO2 max. (Although I should stress again my doubt about the numbers given by the formula) The Miscellaneous Calculations A velocity-time curve of the subject's motion. Note the area under both of the curves should be equal since the same distance, 10 meters, is travelled. The distance is the speed multiplied by the time i.e. the area under the graph. A As mentioned earlier, the energy needed to propel a subject can be calculated via the kinetic energy equation. EK = 1/2mv2 and P = ?E/?t My mass is 85 kg. If I ran one lap at 8.5 kmh-1 (which is 2.36 ms-1, Refer to Table 1), the energy needed is: EK = 1/2mv2 so, EK = 1/2 x 85kg x (2.36ms-1)2 EK = 236.7 J If the above amount of energy were delivered by my muscles in one lap (10 meters, since that was the length each subject had to run) at 8.5 kmh-1, it would have taken 8.47/2 seconds (only half a lap, 10 meters). So: P = ?E/?t P = 236.7/4.235 P = 55.9 Js-1, W However, if I ran 20 meters, then the power is: P = 236.7/8.47 P = 27.9 Js-1, W The amount of energy accumulated while running a lap is then dissipated towards the end (of each lap) as the subject must come to rest i.e. the velocity is zero. Notice also that because the subject has to accelerate at the beginning of every lap, some extra energy is needed for that acceleration. The subject must accelerate every 10 meters because he/she has stop and then run in the opposite direction. As the lap distance decreases, the power transfer increases. This shortage (of lap distance) will also cause the subject to accelerate and decelerate more often. Therefore, the smaller the lap distance, the larger the error could be (due to the fact that some of the energy is used up in accelerating). Using a 10 meter track instead of a 20 meter track could have affected the results because this meant more energy used in accelerating. It is therefore, justifiable to say that had the track been longer (i.e. 20 meters), myself and all of the other subjects could have been able to sustain a higher speed instead of the one that was achieved.

Kiss Of The Spider Woman Essays - High School Musical, Free Essays

Kiss Of The Spider Woman Essays - High School Musical, Free Essays Kiss Of The Spider Woman In the play Fences, which was written by August Wilson, Bono, Gabe, and Alberta are all very important people in Troys life. Bono is Troys best friend, and through him the reader learns that Troy is a very strong character. Through Gabe, people can see some of the guilt Troy has inside. Alberta helped Troy escape from his problems, and have a few laughs every once in awhile. Each one of these characters tells the reader something different about Troy. Throughout the years, Bono has always been there for Troy. They have been friends for about eighteen years. Bono never hesitated to tell Troy anything, especially his opinion on Alberta. I know what Rose means to you, Troy Im just trying to say I dont want to see you mess up. (p.63) Bonos words show the reader how much he cares about Troy. Bono was always straightforward with Troy. He even said, Thats right. I know you. I know you got some Uncle Ramus in your blood. You got more stories than the devil got sinners. (p.13) Much of Troy is shown in Bono because he has been with him through the good times and the bad. Another character who has helped reveal complexities about Troy is Gabe, Troys brother. Gabe has a metal plate in his head; caused by his time in War World II. The government in return gave Gabe monthly checks. The only way Troy was able to pay for his house was through the governments money. Thats the only way I got a roof over my headCause of that metal plate. (p.28) When Gabe moved in with Miss Pearl, Troy started to feel guilty. He was feeling culpability because not only was Gabes money paying for Troys house, but now he was paying money to Miss Pearl that could have been Troys. When Gabe said, Got me two rooms. In the basement. Got my own door key too. (p.25) Troy felt very guilty. He could have used that money for his own family. Also, almost weekly Troy had to pay $50 to get Gabe out of jail. Neighbors complained that he was disturbing the peace. Gabe added to Troys character tremendously. Alberta is another character that helps reveal some of the complexities of Troy. Alberta is the woman with whom Troy had an affair. She helped Troy escape from his everyday life problems. When asked about Alberta, Troy had replied, She gives me a different understanding about myself. I can step out of this house and get away from the pressures and problemsbe a different man. (p.69) When he is with Alberta he feels that he does not have anything to worry about. This is shown when Troy says, I aint got to wonder how Im gonna pay the bills or get the roof fixed. I can just be a part of myself I aint never been. (p.69) Alberta also helped Troy realize the value of responsibility. When Alberta passed away, Troy was the only one who originally had to take care of Raynell, until Rose said she would. Alberta was very important in this play. Throughout this play, many of Troys complexities are shown through other characters. Through Gabe, Bono, and Alberta, Troy shows all of his complexities as a man.

Edge Habitats

Edge Habitats Across the globe, human development has fragmented once-continuous landscapes and ecosystems into isolated patches of natural habitat. Roads, towns, fences, canals, reservoirs, and farms are all examples of human artifacts that alter the pattern of the landscape. At the edges of developed areas, where natural habitats meet encroaching human habitats, animals are forced to adapt quickly to their new circumstancesand a closer look at the fate of these so-called edge species can give us sobering insights into the quality of the wild lands that remain. The health of any natural ecosystem depends significantly on two factors: the overall size of the habitat, and what is happening along its edges. For example, when human development cuts into an old-growth forest, the newly exposed edges are subjected to a series of microclimatic changes, including increases in sunlight, temperature, relative humidity, and exposure to wind. Plantlife and Microclimate Create New Habitats Plants are the first living organisms to respond to these changes, usually with increased leaf-fall, elevated tree mortality, and an influx of secondary-successional species. In turn, the combined changes in plant life and microclimate create new habitats for animals. More-reclusive bird species move to the interior of the remaining woodland, while birds better adapted to edge environments develop strongholds on the periphery. Populations of larger mammals like deer or big cats, which require large areas of undisturbed forest to support their numbers, often decrease in size. If their established territories have been destroyed, these mammals must adjust their social structure to accommodate the closer quarters of the remaining forest. Fragmented Forests Resemble Islands Researchers have found that fragmented forests resemble nothing so much as islands. The human development that surrounds a forest island acts as a barrier to animal migration, dispersal, and interbreeding (its very difficult for any animals, even relatively smart ones, to cross a busy highway!) In these island-like communities, species diversity is governed largely by the size of the remaining intact forest. In a way, this is not all bad news; the imposition of artificial constraints can be a major driver of evolution and the flourishing of better-adapted species. The problem is that evolution is a long-term process, unfolding over thousands or millions of years, while a given animal population may disappear in as little as a decade (or even a single year or month) if its ecosystem has been wrecked beyond repair. The changes in animal distribution and population that result from fragmentation and the creation of edge habitats illustrate how dynamic a cut-off ecosystem can be. It would be ideal if- when the bulldozers have disappeared- the environmental damages subsided; unfortunately, this is rarely the case. The animals and wildlife left behind must begin a complex process of adaptation and a long search for a new natural balance. Edited on February 8, 2017, by Bob Strauss

Theories and Paradigms of International Business Activity Essay

Theories and Paradigms of International Business Activity - Essay Example Being a master of the ‘rules of the game’ or, more specifically, the rules in the alliances and acquisition entails an ability to navigate, solve and work around these variables otherwise the objective of globalising the organizational operations is doomed to fail. This paper will explain some of the most important variables why forging alliances or partnerships and the acquisition of foreign companies are legitimate and effective strategies. Leveraging Reputation Alliances and acquisition are tools for companies to leverage their brand and their reputation (Kotler and Pfoertsch, 2006, pp.255). For example, when Lenovo acquired IBM’s personal computer (PC) business, the organization was able to enhance its reputation, establishing its own global brand in the process. IBM is a global leader in the technology industry and its products such as the ThinkPad laptop series, enterprise technologies, and other patented technologies are popular the world over and equated w ith quality, premium branding and innovation (Gupta, Wakayama and Rangan, 2012, pp.195). This is explained by the theoretical model called â€Å"springboarding†. The idea is that for companies to effectively expand overseas, it is necessary to design a strategy that is typified by activities that can capitalize on the reputation of others in order to compensate for its absence in the organization, its products and its global brand. It is equivalent to the concept of exporting of goods through â€Å"piggybacking† or taking advantage of the â€Å"carrier†, in order to successfully enter a market, survive in it and claim sizable market share (Gilligan and Hird, 1986, pp.103). â€Å"Springboarding† or â€Å"piggybacking† work during an acquisition and is also achieved when forging alliances with established companies in a location that the organization intends to penetrate. This strategy is more important for companies located in non-traditional FDI co untries. The reason is that these economies do not have well developed institutions as well as a viable domestic market necessary to support an outward expansion. China has recognized this dilemma especially when it took into consideration the fact that it lags behind major global economic players in terms of outward FDI (Taylor 2002 and Zhang and Filippov 2009). What distinguished the country from other non-traditional investing states is the manner by which the country aggressively pursued a policy of internationalisation for its national firms (Bell 2008, pp.254). Favorable business, political and financial landscapes, featuring state support, has lead to a conducive environment that fosters the growth of MNCs. Other developing economies do not have this advantage. That is why there is huge opportunity for MNCs coming from these countries because the strategy allows the high degree of exploitation of the ownership-specific competitive advantages in foreign countries (Luo and Tung , 2007, pp.485). When Lenovo started expanding in Japan, its market share was estimated to be around 5 percent but when the forged an alliance with the Japanese firm NEC, which commenced in January of 2011, the figures

How Art Deco came to be Term Paper Example | Topics and Well Written Essays - 750 words

How Art Deco came to be - Term Paper Example It mainly affected decorative arts, such as furniture, architecture, graphic arts, pottery or jewelry, but its influence extended to other artistic fields like films or fashion. â€Å"This movement was, in a sense, a broad umbrella covering many different artistic styles and movements in the early 20th century such as Neoclassical, Constructivism, Cubism, Modernism, Bauhaus, Art Nouveau, and Futurism†. As Carol Fisher says, its origins are rooted in a reaction to the flowing motifs and fussiness of Art Nouveau with its emphasis on individual craftsmen made pieces. Its strongest points were its elegance and functionality. It was mainly based in geometric forms, zigzags and curves, and it is said that it was influenced also by tribal arts from Central America or Africa. Of course, the epoch’s advances in machinery and technology also influenced Art Deco, especially in the use of new materials such as crystal, steel, aluminum, lacquer or inlaid wood. These materials were u sed to produce pieces of art with staggered motifs, streamlined forms, stylized lines, gentle clean curves and rosette patterns. Exotic motifs and patterns inspired in nature, like plants or flowers, were also typical in Art Deco’s works of art. The declination of Art Deco came when it started to be seen as extremely loud, excessive and opulent art. Art Deco was finally ended, until the 80s, when there was an interest for it coming from graphic designers. Some colonial countries like Philippines continued using Art Deco until 1960. (Pheebay.com, "So What is Art Deco Design", October 2008. http://www.pheebay.com). Streamline Moderne was the artistic movement which followed Art Deco as a consequence of the Great Depression of 1929, based in the principles of aerodynamics and the simplicity of lines, ideas that were more in agreement with the sobriety of that period. Some splendid examples of Art Deco buildings could be the spire of the Chrysler Building or the Rockefeller Center in New York, the Bacardi Building in La Havana, the Goinia Theatre in Brazil, the BBC Broadcasting House in London, Palais de Tokyo in Paris or the Sta. Cecilia's Hall in Manila. Also, magnificent examples can be found in