Writing for Children A Study of Two Authors who Truly Understood what Children Love to Read - Literature Essay Samples

Both Lewis Carroll’s Alice in Wonderland and Kenneth Grahame’s The Wind in the Willows are honored and cherished children’s classics. Though the two stories were written over a hundred years ago, they are still popular and widely loved today. Questions have been raised as to why exactly these two books have turned out to be incredible classics and staple bedtime stories for children everywhere. Many believe the reason for the two stories’ success lies in the core of their meaning – the fact that they deal with basic needs and experiences of children everywhere, no matter the time period. Though the tales are very different, they have some very important likenesses that make them both timeless and relatable to children. The most principle of which is subversion. All of the characters in these two stories celebrate, as Alison Laurie states it, â€Å"Daydreaming, disobedience, answering back†¦[and] running away† (Lurie) ¹. For example, bo th stories deal with the concept of a desire to escape from the ordinary, and rebellion against authority. The four main characters in Grahame’s The Wind in the Willows personify these aspects, and Alice in Carroll’s Alice in Wonderland embodies different characteristics of all four.In The Wind in the Willows, the first character the reader is introduced to is Mole. He is doing spring-cleaning in his underground home, when suddenly he is seized with the urge to be aboveground, carefree and enjoying spring. Then, â€Å"he suddenly [flings] down his brush on the floor, said†¦Ã¢â‚¬Å"Hang spring-cleaning!† and bolted out of the house without even waiting to put his coat on.† He knew he was supposed to be taking care of his house and being responsible, but â€Å"something up above was calling him imperiously† (637). Likewise, we first meet Alice outside sitting with her sister, trying to behave, but distracted from that boring task by the appearance of a white rabbit running by. Gripped with curiosity, she finds she must run after it, and so begins her adventure. Alice, like Mole, is very cognizant of the call of escape and adventure, and is eager to follow it wherever it takes her, even if she should know better. A child can easily relate to this as he is constantly being told â€Å"what grown-ups [have] decided [he] ought to [do]† (Lurie) when he would much rather be doing something simply for fun. Also like Mole, Alice is – at times – very naà ¯ve. When Mole decides he wants adventure, he is determined to have it, even against the warnings of wise counsel. When he travels into the Wild Woods, he is sure he will be able to handle whatever he meets there, but soon finds it is all too much for him, and is terrified (652). Similarly, Alice often lets her knowledge of decency and etiquette get in the way of her common sense. For example, when she approaches the house of the duchess, she is stalled going in by her attempt to reason and be polite with an irrational footman. It would be expected that, once one realized the man did not make sense, one would enter the house himself. In Alice’s case, however, she wastes much time at the door, wanting to do things properly in a very improper world (344-45). In these instances, Moles subversion is disobedience, which initially seems to bring a bad consequence but ultimately brings about a positive occurrence – they find Badger and have more wonderfully fun adventures – such that the message is given that his disobedience was a very good thing after all. In Alice’s case, the message is put across that she should have flown in the face of what the adults at home had taught her was proper. Obviously, trying to politely deal with the footman was a waste of time and rather stupid, when it was quite apparent she need just walk in herself and not bother with the silly and pointless ritual of manners that grown-ups put su ch importance on.The second character introduced in The Wind in the Willows is Rat. He is a sensible creature, but lives a carefree and fun-loving life in which the â€Å"only thing†¦.worth doing [is] messing about in boats† (638). Some parents consider this very subversive, as it condones a pleasure-filled life with little to no responsibility. This fact is also what appeals so grandly to children. Alice – like many children – also experiences an affinity for that type of life. For example, when she is on the riverbank with her sister, she is frightfully bored and tries to remedy this by sneaking peeks at her sister’s book. However, she soon finds this is no good because the book has only words and no pictures. After all, Alice concludes, â€Å"what is the use of a book without pictures?† (325). That sort of book is what Laurie describes when discussing books that taught its child readers how â€Å"to be more like respectable grown-ups.† These books often had no use or time for pictures, and certainly not pictures that did not assist entirely in reinforcing the â€Å"lessons disguised as stories† (Lurie).The next character that appears in The Wind in the Willows is Toad. He is very much like a child in the sense that he is incredibly impulsive and self-indulgent. Unfortunately, these characteristics often lead to self-destruction. In Toad’s case, his addiction to motorcars pulls him into a life of recklessness and crime, where he was before a dignified heir of great wealth and status. He also demonstrates great subversion in his tendency to see himself as above the law. He constantly questions authority, as he refuses to see himself as guilty and constantly finds a way out of punishment – whether from his friends (676) or from the law (687) and often proclaiming things like, â€Å"Toad again! Toad, as usual, comes out on top!† (707). Alice is also very impulsive, as demonstrated in the fact that she never fails to eat or drink any food that magically appears before her. She does this even if she recognizes that it may be poison, and remembers what she learned – presumably from a book much like the books â€Å"that hoped to teach†¦manners or morals or both† which Lurie discusses – that â€Å"if you drink too much from a bottle marked â€Å"poison,† it is almost certain to disagree with you, sooner or later† (327). Both Alice and Toad seem to know better, but do the potentially harmful actions anyway, serving as examples for the assertion that children have a desire and compulsion to behave subversively whether they have been taught differently or not, and this is why these books resonate with children.The last main character in The Wind in the Willows is the wise Badger. He is highly respected and his words are often heeded without question. When the animals have gathered at Rat’s house to decide what to do about Toad ’s captured home, all the animals shout out ideas or fall into despair, but it is Badger, in his wise way, who reprimands Toad, putting him promptly in his place, and then calmly announces, â€Å"There are more ways of getting back a place then taking it by storm. I haven’t said my last word yet† (714). He then goes on to describe the underground tunnel that they can enter the house through, and – without argument – that is exactly what they decide to do. Though Badger is the character most resembling a grown-up in this story, he is still far from the vision of adults that children experience in some literature. He does not recommend â€Å"depend[ing] on authority for help† (Lurie), but rather that they take the situation in their own hands in order to right the matter. He also does not hold in his excitement for the coming battle, as, after the final plan is made, he joins in with his other three comrades in jumping about the room and shout ing excitedly about the battle to come. Alice can also be considered a wise character. Though she does not always listen to her own advise, she often has some very good bits of wisdom that she reminds herself. She even seeks to punish herself when she feels she has acted foolishly. For example, â€Å"once she remembered trying to box her own ears for having cheated herself in a game of croquet† (327). Though she is only a young girl, Alice often quotes what seems to be lessons she has learned from the very sort of instructional books Lurie discusses, such as when she is asked to repeat different verses she has learned, and promptly assumes her reciting stance and begins. However, she is still a picture of subversion, as she usually ends up not getting the verses correctly and saying something nonsensical that would be comical and pleasing to child readers.Throughout Lewis Carroll’s Alice in Wonderland and Kenneth Grahame’s The Wind in the Willows, examples of su bversive behavior are abundant. This is the essence of why both tales are so cherished by children even in modern times. Alice, Mole, Rat, Toad, and Badger are all characters used by Carroll and Grahame to delve into different aspects of subversion that children most identify with. Though they all have very different personalities, children can relate to all of them because at their core are the subversive ideals children love to read about and let their imaginations run wild with. Lurie calls books like these â€Å"sacred texts† because of the authors’ ability to appreciate a child’s interest in tales of rebellion and an easygoing world in which the main characters have all the abilities and resources of adults but must follow none of the silly rules. That Alice personifies various attributes of all four of Grahame’s main characters is further proof that these beloved classics are so highly regarded for their appeal to children’s’ love of s ubversion and that they fall under Lurie’s description of the wonderful and enrapturing books of her childhood.

A Study On Agency Sponsorship Essay - 1118 Words

Agency Sponsorship The group will be run by a License Master Social worker (LMSW) who getting supervised to became a License Clinical Social Worker (LCSW). The LMSW is very known in the community and works primarily with adolescents. The LMSW works part time with the local Boys and Girls Club of America. This provides access to a physical location for the group. The Boys and Girls Club America mission is, â€Å"to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens† (Boys and Girls Club Mission Statement, 2016). The group promotes self-care as well as improving the self-esteem of young adolescent females. This not only fits in with the mission, but the core beliefs of proving ongoing relationships with caring, adult professionals and life-enhancing programs and character development experiences (Boys and Girls Club Mission Statement, 2016). Since LCSW works for the local Boys and Girls Club there is no additional cost for using the space. Membership The group will service adolescent females in ages eleven to fourteen. This is a transitional time for most young girls. Most girls in this age group are in middle school or entering high school. Before 15 years old, adolescents will have been exposed to events that can influence their self-esteem in positive and negative ways (Young, 2009). Searcy (2007) states that â€Å"life decisions impacted by self-esteem included: (a) whether to engage in protectedShow MoreRelatedMarketing Definition and Importance1431 Words   |  6 Pagesanyone can do it. But as a business person you have to get rid of this view point and employ a professional marketing agency that will device your marketing strategy and help you execute it as well. 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The Battle Between Protecting Fine Art And Commercial Art

Exam #: 27676 There has been constant debate revolving around the distinction between a painting, and a mural. In this case, a mural is a painting or other work of art executed directly on a wall. (Merriam-Webster Dictionary). In Pollara v. Seymour, the banner displayed inside the empire state plaza, was classified as an advertisement and promotional work, rather than a â€Å"work of art.† However, why did congress exclude certain works of art from being protected? The battle between protecting fine art and commercial art has been an issue. The governing rule of society place a higher standard on fine art, than art made for advertising or promotional purposes. As a society we grant specific â€Å"works of visual art† protections based upon the fact†¦show more content†¦In this case, a mural is any piece of artwork painted or applied directly on a wall, ceiling or other large permanent surface. A distinguishing characteristic of mural painting is that the architectural elemen ts of the given space are harmoniously incorporated into the picture. (Merriam-Webster Dictionary). Here, copyright law and state laws were the only legal protection that many artists’ relied upon. The shift from moderate state laws to the federal policies of â€Å"VARA† created a tremendous impact on artists’ protection. The Visual Artists’ Rights Act expanded the protection of the artists’ work, but also recognized the artists’ work as property. Property ownership is tremendously important because it gives the artists’ the power to have full control over the â€Å"work of art† they created. Congress passed the Visual Artists’ Rights Act of 1990 to protect the property or â€Å"work† of the artists’. The general rule governing our society is that the producer has dominion over property they originally created. According to the facts, Diego’s mural is clearly an original â€Å"work† he painted that incorporates outside elements. However, do these outside elements play a substantial factor in determining whether Diego’s mural is considered â€Å"a work of visual art,† and should be protected under VARA? To make this determination, a more in depth analysis of legal precedent, and the rule of law under VARA must be taken in to consideration. The singleness of the work,

Leadership and Learning Conceptualizing Relations

Question: Discuss about the Leadership and Learning for Conceptualizing Relations. Answer: Introduction The study focuses on development of a school improvement plan of a remote school in Australia. The rural schools of Australia face problems and issues related to retaining and attracting teachers and other staffs. Another aspect of the problem faced by the schools in te remote areas is the implementation of effective school leadership. However, it can be said that the primary problems and challenges faced by the schools while recruiting and retaining new staffs are workload, inexperience, ability of the professional to deal with the competing demands of a manager or educator, professional isolation, etc. The developmental plan of the school will focus on the three areas of the National School Improvement Tool. The study will be focused on the improvement of the school leadership in the school while putting emphasis on rural social space. The developmental plan will focus on the ethical standards, fairness and integrity of the aboriginal culture of the area. School improvement plan The school improvement plan will analyze the context of the situation along with understanding a prevailing culture while leading in a transience climate. Development of excellent school leadership incorporates the importance of strategy, influence and alignment. The leadership shifts from sole responsibility (individual leadership) to shared leadership (collective) (Haslam Mckenzie, 2013). The principal of the school has already founded that the school has no retention policies regarding the principles as well as other staffs. The student attendance is not up to the mark. It remains in between 50% to 65%. However, it can be said that the annual report of the school has cleared the fact that the relationship with the community and the school is positive. But the participation of the students and other staffs are not up to the mark (Lock et al., 2012). The school improvement plan must incorporate the factors of school leadership for all members of the school. Leadership will not only be limited to the principal of the school as well as the other faculties and administrative staffs of the school. The leadership roles will include staff turnover, professional communication, developing mentoring relationships, etc. The teachers along with the principal must harness the framework of learning. The moral purpose of the implementation of the framework is to improve the performance of the school in order to increase the quality of education provided to the indigenous students of Australia (Lock et al., 2012). The learner framework consists of professional development, conditions for leaning, teaching curriculum, parent community support, leadership, etc. Apart from that, the element of culture is also included in the plan as per the elements of National School Improvement Tool (2012). As per learner guide, the context of the school improvement plan contains various aspects that will be incorporated in the improvement plan of the school. The school context will include infrastructures, governance, special programs, local economy, student diversity, community diversity, partnerships, providing quality ICT to students, resources, degree of remoteness, economic aspects, cross or inter agency relationships, etc. to the elements of the National School Improvement Tool (Lambert et al., 2016). The cultural aspect of the school is aboriginal culture. The indigenous students of Australia along with the other administrative staffs of the school in the leadership development if the school development plan. The contextual knowledge is related to the importance of the role of the school leaders in order to utilize skills attributes, leadership knowledge, while bringing high quality learning schooling and teaching. The environments of the school are responsible for the production of creative confident individuals along with active informed citizens and successful learners. It is an important aspect related to the equity of the country as well other countries of OECD illustrate the fact that educational equity is for all. The students irrespective of their caste and other social factors have equal opportunity for having basic education (Whannell Tobias, 2015). The location of the school is important in building strategies of development and enhancing the learning outcomes and opportunities in the school. Plan as per the elements of National School Improvement Tool The National School Improvement Tool has definite educational goals for the aboriginal students of Australia. In all school sectors, the Australian government is closes the gap for all the young indigenous students of Australia. The tool will assist the school in formulating practices that will help in the high performance of the school. The three domains are selected regarding the culture of the school, proper use of resources of the school and development of expert teaching team of the school (Harris et al., 2013). The most important feature of the tool is to set the levels of performances in terms of outstanding, high, medium and low. The four levels of the strategies will enable the school while making judgments in the improvement journey. The school improvement plan will incorporate different types of school wide improvement plan that will incorporate participation of the community as well as the faculties in order to increase the level of quality education provided to the abori ginal students in the school (Harris, 2013). The listed three categories of the tool will kept in between outstanding to high in order to meet the goals of increasing the attendance of the school as well as the participation of students and teachers. Culture promoting learning It can be said that the school has a culture that contains both the culture of the region of Australia and the school culture. However, the promotion of culture in the school has not affected the participation of students and teachers in the school. The strong collegial culture will have to be maintained in the school so that it can develop a strong culture of school leadership in the school. The equity for Australia and other OECD countries interprets that the equity for education is for all. All students of the school irrespective of their economic, social, culture and race must have the opportunity of using the facilities provided by the school (DiPaola Tschannen-Moran, 2014). The contextual factor that are responsible for creating an impact on the achievement of the student are socio-economic factors, family background, geographic location, culture, etc. The current situation of the school illustrates the fact that the retention rate of the administrative staffs as well as the f aculties of the school is high. In order to promote the culture of the school, many activities regarding the promotion of culture and participation of the community and the members of the school are necessary. Culture promotion is related to the improvement of learning of the students. The principal of the school must keep the track of the records of the performance of the students and the teachers in the school development plan. It is the responsibility of the teacher while engaging the students as well as their parents in the cultural development plan. The policy will follow the system of rural social space (Bush Glover, 2014). It is consisted of three sections namely economy, geography and demography. These three aspects will encompass the area of profit, place and people. In this area of the National School Improvement Tool, the demography section of the rural social place will be highlighted as this contains history, spirituality, indigeneity and culture. In this way, the school can achieve an outstanding pos ition in the sphere of promotion of culture in the learning procedure of the students (Spillane, 2015). Targeted use of resources In this context, the targeted use of resources of the school i.e. both tangible and intangible resources are to utilized in an optimum level in order to avail the facilities of the school while maximize the learning procedure of the student. The school has scored low in all the aspects of the tool. The plan is formulated for twelve months for flexible delivery arrangements of the curriculum that will establish a positive relation among the staff to address the individual needs of the school (Jensen, 2016). The budget of the plan will align both the system and local priorities. Effective utilization of the physical environment along with the available facilities while providing an opportunity of the best uses of the staff resources and various expertises. School wide programs require proper allocation of resources. The resources of the school include materials, expertise, staff time, facilities and funds which should be used in a targeted pattern. The main aim of this section is to de velop the programs that will meet the well being needs and learning needs of the students (Day et al., 2000). The policies of the school must be flexible in nature so that the school can respond quickly to the procedures and appropriately while meeting the needs of the individual learners. The primary focus of the scope of the program is to allocate the available resource in the programs of the school. Various initiatives of community engagement programs as well as the employees of the school will help in implementation of strategies of creative wide solutions. The responsibility of the principal is to deploy the staffs and faculties of the school in a way so that they can use their skills in a proper way. For instance, the science teachers will focus on the ability of the students while responding to the promptness of the students in responding to the science subject. The record of the school development program will be maintained centrally while sharing it across the different year levels (Dimmock, 2000). Expert teaching team The success of a school in accomplishing its goals is very much depended on the teachers and their level of expertise. The active team of the teachers is responsible for taking active leadership responsibility beyond the classroom. In this context, to keep the rating as outstanding plans and procedures are to formulated that will give priority on retaining, developing and attracting the best talents within the school (Ellyard, 2001). The current situation of the school portrays that the retention rate of the staffs are low due to the remoteness of the place of the school. The remoteness is the major issue of the school is the high rate of the employee turnover. The development plan will include many amenities for teachers as well as building a culture of continuous improvement of professional careers. It will include mentoring, classroom based learning, and various coaching arrangements (Fullan Ballew, 2004). The school leadership program is the best solution that can be used not only to enhance the skills and expertise of the teacher but also to retain them by engaging them in leadership development, principal mentoring, effective interventions, etc. A deeper understanding of the common understandings of the student, learning difficulties, etc. are essential in order to increase their commitment while focusing on mitigating the needs of the students. It will not only help in increase of the attendance of the students but also it will improve the rate of retention of different staffs of the school (Hargreaves, 2003). The aim of the school is to work in a cohesive way while learning from each other. It may include different online professional communities that will help the school in gaining an outstanding rate in this context. Conclusion It can be concluded that the school improvement and developmental plan will encompass different contextual factors that creates impact on the achievement of the students. The factors include geographical location, culture, family background and socio-economic factors. The context of the school suggests that the school is located in a remote place. The principal is the school leader that is responsible for the influence of the student achievement. The leadership learning framework will incorporate features like vision and values, interpersonal skills, personal qualities and social qualities. The related contexts of the school development plan are community, education systems, and socio-economic national, global and regional levels. Regarding the understanding of the remoteness of the school, a better understanding is created by the teachers of the school and the educational leaders. It can be said that in the format of the NSIT (2012), all the sections of management are low. The plan is formulated for the development of the plan in the category of outstanding. References Bush, T., Glover, D. (2014). School leadership models: What do we know?.School Leadership Management,34(5), 553-571. Day, C., Harris, A., Hadfield, M., Tolley, H., Beresford, J. (2000). Leading schools in times of change. Buckingham: Open University Press. Dimmock, C. (2000). Designing the learning-centred school: A cross-cultural perspective. London: Falmer Press. DiPaola, M., Tschannen-Moran, M. (2014). Organizational citizenship behavior in schools and its relationship to school climate.Journal of School Leadership,11(5), 424-447. Ellyard, P. (2001). Ideas for the new millennium. (2nd Ed.). Carlton South,Vic: Melbourne University Press. Fullan, M., with Ballew, A. (2004). Leading in a culture of change. SanFrancisco: Jossey-Bass. Hargreaves, A. (2003). Teaching in the knowledge society. Maidenhead, UK: Open University Press. Harris, A. (2013).Distributed school leadership: Developing tomorrow's leaders. Routledge. Harris, A., Day, C., Hopkins, D., Hadfield, M., Hargreaves, A., Chapman, C. (2013).Effective leadership for school improvement. Routledge. Haslam Mckenzie, F. (2013). Delivering enduring benefits from a gas development: governance and planning challenges in remote Western Australia.Australian Geographer,44(3), 341-358. Jensen, R. (2016). School leadership development: what we know and how we know it.Acta Didactica Norge,10(4), 48-68. Lambert, P., Marks, W., Elliott, V., Johnston-Anderson, N. (2016). Generational change in Australian school leadership: Collision path or smooth baton change?.Journal of Educational Administration,54(2), 114-134. Lock G., Budgen, F., Oakley, G., Lunay, R. (2012). The Loneliness of the Long-Distance Principal: Tales from Remote Western Australia. The Australian and International Journal of Rural Education. 22(2) 65-78. Lock G., Budgen, F., Oakley, G., Lunay, R. (2012). Welcome to the Outback: The Paradoxes of Living and Teaching in Remote Western Australian Schools. The Australian and International Journal of Rural Education. 22(3), 117-134. Spillane, J. P. (2015). Leadership and learning: Conceptualizing relations between school administrative practice and instructional practice.Societies,5(2), 277-294. Whannell, R., Tobias, S. (2015). Improving mathematics and science education in rural Australia: A practice report.Australian and International Journal of Rural Education,25(2), 91.

The Facts Of Life [about Homosexuality] Essays - The Facts Of Life

The Facts of Life [about homosexuality] The Facts of Life [about homosexuality] Why you might say, well its up in arms what people think the real cause is, some say nature and others say nurture! What is it ? Well Its all on how you look at it. Nature is the way god made you and nurture is the way of there upbringing. From readings most say its from the nature, quote from the gay male interviewed he said" from the time that I could remember I have always found my same sex more attractive" so its hard to judge because he also said " as I grew up as a young child and played the tough guy sports that my older brother played, I just could not play hard and physical like he did, also my family is one known for there tough guy image so it may had some effect on my views as a young one. " So as the table turns there is times in ones life where they see things that could have been a factor but really I believe its from the start when they were born. The definition for Gay reads "happy and loving " now why is it if these people are said to be loving and happy why is it for society finding it so hard to accept and why does the gays and lesbians have to hide from everyone else! "it was the most difficult thing that I have ever had to do" said Steve and yes that was when he had to tell his parents. Yes he could have not told his parents and kept it a big secret but that is why today the Gay and Lesbian community is so underground and that is because it is to hard for the parents, family, friends and these are the people who make up our society and if the persons family cant accept it then the community will have a harder time. Steve also said " its like having your life taken right from your hands when the family refuse to talk to you", and that has to be the hardest thing that he has ever done to his family. But its natural he said when they hear that news they start to think what have we done and I remember Steve telling me the day he told his parents he said " Chris I don't think its a great idea that we talk for a bit" I could not understand till he told me his parents would not accept it and he not to talk to anyone of the kids around him, they thought he was evil. As of today Steve is now talking to his mother and father and both his sister and his brother, Steve said " now the family knows I don't care what they say or how they tell and its made my life so much more enjoyable, because there is no more things to hide!!! " . The mental aspect about the Gays and Lesbian is the pressure to "Coming out of the closet " This is like putting all your cards on the table because you have a chance of loosing everything (your friends and family). Is this worth it? Do you think a gay person has the chance to change back to a headeralsexual person again! Its is said to be a thing you a born with or that's what the gays and lesbians say. Its to my believe that you can change some body back because the way I see it, its all like a cult because when the said if your unsure of your sexuality it is easy to defected to that of the sexuality being stressed. I believe its also a brain wash system, because if you look ways back to 1900's and even up to the 1950,s there was no suck thing as the Gay and Lesbian community it's all been very well hidden or its a new thing maybe that is what it is. Steve said " I have known people who have been married for 20 years and are now coming out" see this not what its about these people see the live the gays and lesbians lead they think its fun and free well its just the same as mine and your life we live said Steve, you wake up and go to work then come home and then go to bed its all the same. So its to

Strategic Analysis essays

Strategic Analysis essays The United States offers a stable economy for the semiconductor industry but one that is not growing as rapidly as some of the other key markets. In 2004 the GDP for the United States was estimated at $11.75 trillion with a GDP growth rate of 4.4%. The United States is not expected to experience a sharp increase in GDP with growth probably hovering around 4% to 5%. What the United States lacks in growth it makes up in stability. The United States provides a stable economy for semiconductor companies in which to operate. The United States also has a relatively low rate of inflation with a 2004 estimate of 2.5%. It is important for a country to have a low inflation rate so that consumer prices remain stable over the years. Investment of businesses in fixed capital such as factories, materials, and equipment is another key economic indicator that affects an industrys external environment. In 2004 15.7% of the GDP consisted of investment by businesses in capital assents. This wa s the lowest rate among the four key markets in which the semiconductor industry operates. This low number is a reflection of the decline in GDP growth that is currently occurring inside the economy of the United States. This rate also reflects that many companies may be investing in capital assents in other countries that are experience faster growth. The unemployment rate in the United States though is among the lowest of the four key markets, with a rate estimated in 2004 to be 5.5%. An unemployment rate in the United States near 5% is understood to mean that the economy is at full employment. It is impossible to have a rate of unemployment of zero due to the nature of employment cycles there will always be some that are unemployed but looking for jobs. A low unemployment rate also represents a strong and stable economy. The United States though is faced with a very large trade deficit, and imports for 2004 were estimated at $1.476 trillion ...

Experiment 5 Lab Report Example | Topics and Well Written Essays - 1000 words

Experiment 5 - Lab Report Example The solar cells are not only cheap, but they are also safe for the environmental use because they do not result in pollution. In electrolyzing water using solar energy, dye-sensitized photovoltaic cells are used. The sensitizer absorbs light that excites the chromophore leading to the production of electrons that undergo a series of processes within the cell to produce electric current for electrolyzing water. It is hypothesized that dyes or quantum dots can be used to sensitize the semiconductor oxide films of a solar cell to generate electricity (Gratzel 6841). Thus, this experiment aims to construct a dye-sensitized solar cell and to measure its current and voltage as well as using the cell to convert light into electricity for electrolysis of water. The materials required for this experiment included a multimeter for measuring resistance, a candle flame for producing carbon powder, and a piece of wire for connecting glass layers. Two pieces of glass and a piece of tissue paper are also required. The chemicals included ethanol for removing dirt on the surfaces of the glass, anthocyanin dye, titanium dioxide paste, potassium triiodide (KI3) electrolyte. In addition, a lab coat, goggles, and tongs were required for safety reasons. We assembled the cell in the first lab session and determined the current and voltage. During this process, we identified the conducting side of a tin-oxide piece of glass by a multimeter and wiped off the surface with an ethanol-moistened tissue to remove dirt. We then added a small amount of titanium dioxide paste and heated the glass on a hot plate in a hood for 20 minutes until it turned green. On cooling to room temperature, we introduced anthocyanin dye. We coated the second piece of tin oxide glass with carbon powder by passing it through a candle flame. After which, we assembled the two glasses by putting the coated sides together