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Sam Houston State University Story America Like Me America Ferrera Summary

Sam Houston State University Story America Like Me America Ferrera Summary.

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American Like Me: Weekly JournalPages 249-259 chapter: MartinSensmeierOverview and Purpose:The purpose of the American Like Me journal is to foster students’ ability to make connections among various texts, to build a solid connection between reading and writing, with the emphasis of understanding texts, and to practice using the MLA citation method for documenting basic, fundamental research tasks.Prompt:The American Like Me weekly journal is actually a broader term we are using to describe many small writing assignments. Throughout the semester, you will be required to submit journals by the assigned due dates. Each entry has three components: (1) MLA citation, (2) a summary of the chapter, and (3) your reflection on the chapter. Each entry should be a minimum of 500 words (more is fine, less is not). Let’s break this down.MLA Citation:You should begin each journal entry with an MLA citation for the chapter to which you are reading and responding as though you were writing a Works Cited entry. Each chapter is considered a work within an anthology, so you use should the appropriate MLA citation (see Little Seagull Handbook, page 144, no. 19).Summary:For each chapter you read, you will need to include a summary. Your goal should be approximately 250 words in length (about half of the total word count). As with any summary, your goal is to highlight the major plot points and arc of the chapter, not to repeat all of the story’s minor points. It can be difficult to write a good summary when we do not see the difference between major plot points and minor details. To aid you in discerning the difference, you want to give yourself time to digest the chapter sufficiently: you may need to read it more than once. You can ask yourself: if I do (or do not) include this point, would the reader of my summary be able to understand the overall message of the chapter? This will help you start to hone in on the major points to cover. Reflection:In the reflection section of your journal, your goal is to focus on articulating the major take away’s from the chapter. You might consider thinking about what message the writer is attempting to convey or what their purpose was in writing the piece. These chapters are stories, not argumentative essays, so figuring out the writers’ purposes and messages are not as simple as locating a thesis statement, topic sentences, or evidence. Instead, you will want to try to put yourself into the author’s frame of mind and use your understanding of the writing context to guide you.You will also want to reflect on what you’re taking away from the reading the article personally. Below are a few questions to give you an idea of the breadth of responses you may explore:What resonates with you?What challenges you?How is your understanding of the world, the topic of the essay, your own experiences, etc. changing as you read?What connections between other chapters can you make?
Sam Houston State University Story America Like Me America Ferrera Summary

Effects Of Concentration On The Absorbance Values

Effects Of Concentration On The Absorbance Values. Abstract: A 0.2100 M stock solution of cobalt (II) chloride hexahydrate was analyzed using UV-Vis spectroscopy. A series of dilutions of the stock solution were made to analyze the effects of concentration on the absorbance values of cobalt (II) chloride hexahydrate using the UV-Vis spectrophotometer. The copper (II) chloride hexahydrate was found to have the highest absorbance value at an average wavelength of 511.02 nm. The average molar extinction coefficient for copper (II) chloride hexahydrate was found to be 4.5172. Spectroscopic analyses of dilutions of the stock solution were used to create a calibration curve of absorbance versus concentration of the cobalt chloride hexahydrate solution. A solution of unknown concentration was analyzed using the UV-Vis spectrophotometer. The calibration curve was used to determine that the unknown had a concentration of 0.1250 M. Introduction: Ultraviolet/Visible (UV-Vis) spectroscopy analyzes electronic transitions between atoms and molecules. Spectra are produced when electrons in molecules or atoms move from one electronic energy level to another of higher energy. In doing so, the absorbed energy is equal to the difference between to the two levels. Compounds that absorb light in the visible region are colored. Compounds that absorb light only in the ultraviolet region are colorless. Inside a UV-Vis spectrophotometer there are usually two light sources, a tungsten lamp for the visible region (380-800 nm) and a deuterium lamp for the ultraviolet region (10-380 nm). The light source produces a white light ray which contains all wavelengths (all colors). The light ray directed to a monochromator by a mirror. The monochromator is used to separate light into specific wavelengths. Each wavelength corresponds to a different color. The instrument scans through the UV-Vis spectrum, sending different wavelengths of light through the sample. A single wavelength passes into the modulator, which consist of a rotor with mirrors that splits the light into two beams. One beam passes through the sample cell, while the other passes through the reference cell. Both sample and reference beams are redirected by mirrors into a detector. The detector compares their intensities of the two beams and sends a signal to the computer that controls the instrument. The signal is defined as absorbance, which is a measurement of how much light is being absorbed by the sample at that particular wavelength. The Beer-Lambert law states that absorbance (A) is proportional to concentration of the absorbing species and path length of the medium over a certain time: In equation 1, is the molar extinction coefficient and has units of, the path length of the medium or L, is reassured in centimeters or cm and the concentration of the absorbing species has units of molarity or M. In this experiment a solution of cobalt (II) chloride hexahydrate was analyzed using UV-Vis absorption spectroscopy. The purpose of this experiment is to create a calibration curve of absorbance versus concentration by making series of dilutions of cobalt (II) chloride hexahydrate. The calibration curve will then be used to determine the concentration of an unknown sample. The molar extinction coefficient for cobalt (II) chloride hexahydrate will also be determined using the absorption at the concentrations of each dilution. Experimental Procedure: Using the analytical balance, 2.5072 g of cobalt (II) chloride hexahydrate were weighed and placed into a 50 mL beaker. The purple solid was dissolved inside the beaker using 15 mL of distilled water. The purple liquid was then transferred to a 50 mL volumetric flask with the aid of a funnel. The beaker was then rinsed with another 15 mL portion of distilled water to collect any remaining cobalt (II) chloride hexahydrate left behind and then was transferred to the 50 mL volumetric flask using the same funnel. Additional 20 mL of distilled water were added to the 50 mL volumetric flask to create the stock solution of cobalt (II) chloride hexahydrate. Dilutions of the stock solution were made by transferring 2, 4, 6 and 8 mL of the stock solutions to four labeled 10 mL volumetric flasks. Distilled water was added to fill each flask to the line. The absorbance for each solution was calculated using spectrophotometer. Before any samples were analyzed, a sample containing just water was used to blank the instrument. A quartz cuvette was filled with distilled water and covered. The blank sample was placed in the sample holder in the back of the spectrophotometer. Using the program, the spectrophotometer parameters were set to scan the sample from 650 nm to3 90 nm. The program was also designed to automatically let the user know which sample to place next into the sample holder. After the blank sample was analyzed, the cuvette was rinsed with distilled water first and then with a small portion of the stock solution. The cuvette was then filled with a portion of the stock solution, covered and analyzed using the spectrophotometer. This procedure was repeated for all dilutions. After each analysis, the cuvette was first rinsed with distilled water and then rinsed with a small portion of the following sample. Results: In order to analyze the sample using the spectrophotometer, the compound needs to be present in the aqueous form. The copper (II) chloride hexahydrate appeared purple as a solid. After the 2.507 grams of copper (II) chloride hexahydrate were dissolved in 50 mL of distilled water, the compound’s color changed from a dark purple to a pink colored solution. The concentration of the copper (II) chloride hexahydrate stock solution was found using the molecular weight of the compound, the amount of compound used and the amount of distilled water used to dissolve it. Table #1 shows the how the concentration of the copper (II) chloride hexahydrate stock solution was found. When the dilutions were made by taking 8, 6, 4 and 2 mL of the stock solution, the concentration of each dilution decreased proportionally to the amount of stock being added. The intensity of the pink color of each dilution also decreased as the amount of milliliters of distilled water increased. Table # 2 shows how the concentration for each dilution of the stock solution was calculated. The software was programmed to analyze the solutions in the following order, the blank sample, the stock solution (0.2100 M), the 0.1680 M dilution, the 0.1260 M dilution, the 0.0840 M dilution and 0.0420 M dilution. All samples were analyzed in the spectrophotometer, by using quartz cuvettes. The blank sample had no visual results as expected. When the 0.2100 M stock solution was analyzed by the spectrophotometer, the computer’s monitor displayed the formation of a graph starting at 650.00 nm on the x-axis and 0.00 Absorbance on the y-axis. After the graph passed 580.00 nm, the graph’s absorbance values started to increase exponentially. The maximum absorbance value was recorded at 0.9993 and it occurred at maximum wavelength of 511.34 nm. After the was passed, the graph’s absorbance values started to exponentially decreased until the graph reached 420.00 nm, after 420.00 nm the graphs absorbance values displayed a slightly constant pattern until the end of the graph at 380.00 nm. Similar results were observed for all the dilutions. The 0.16800 M dilution analysis showed a maximum wavelength of 510.92 nm and a maximum absorbance value of 0.7266. The 0.12600 M dilution analysis showed a maximum wavelength of 511.11 nm and a maximum absorbance value of 0.5703. The 0.0840 M dilution analysis showed a maximum wavelength of 510.98 nm and a maximum absorbance value of 0.4024. The 0.0420 M dilution analysis showed a maximum wavelength 510.75 nm and a maximum absorbance value of 0.1758. Table # 3 summarizes all the maximum wavelengths and absorbance values for the stock solutions and all its dilutions. Figure # 1 (appendix-pg 14) illustrates the graph for each solution. Using the data from table # 3, a calibration curve of absorbance versus concentration can be created. Figure # 2, the calibration curve can be found in the appendix section, page 13. The molar extinction coefficient for copper (II) chloride hexahydrate can be found using data found in Table # 3 and the Beer-Lambert law. By algebraically manipulating the Beer-Lambert equation (A = ε * L *c), the molar extinction coefficient (ε) for copper (II) chloride hexahydrate can be determined by: ε = A / L*c. The molar extinction coefficient for all the solutions can be found in Table # 4. The average molar extinction coefficient for copper (II) chloride hexahydrate was found to be 30445. A solution of unknown concentration was analyzed using the spectrophotometer following the same procedure as all other solutions. The solution of unknown concentration was found to have a maximum wavelength of 511.49 nm and a maximum absorbance value of 0.5715. The concentration of the unknown sample was determined using the equation of the line found on the calibration curve (page 13-Appendix). The unknown’s absorbance value of 0.5715 was used as the y-value and the equation was solved for its correspondent x-value or concentration. The unknown’s concentration was found to be 0.80 M. Table # 5 shows how the equation of the line from the calibration curve was used to determine the concentration of the unknown. Figure # 3 in the appendix section-pg 14, is a graph of all the solutions tested. In figure # 3, the unknown is easier to identify because the graph is in a landscape format and the x-axis increases by a factor of 20 nm as opposed to a factor of 50 nm in Figure # 1. Conclusion: The spectroscopic analysis of copper (II) chloride hexahydrate made the students familiar with operating a spectrophotometer. Dilutions to a stock solution of copper (II) chloride hexahydrate were made to examine how different concentrations of the compound affected the absorbance values of each sample. The copper (II) chloride hexahydrate was found to have the highest absorbance value at an average wavelength of 511.02 nm. A calibration curve for the concentration versus absorbance of copper (II) chloride hexahydrate was created using the data obtained from stock solution and dilutions using the spectrophotometer. A unknown sample was found to have a concentration of 0.1250 M. The concentration of the unknown was determined by using the calibration curve along with the data obtained from the spectrophotometer. The average molar extinction coefficient for copper (II) chloride hexahydrate was found to be 4.5172. The value for the molar extinction coefficient was determined using the theory behind Beer-Lambert law and maximum absorbance values from the spectrophotometer. Discussion A different approach to determine the concentration of the unknown involves using the average molar extinction coefficient for copper (II) chloride hexahydrate found in table # 4. By algebraically manipulating the Beer-Lambert equation a formula for concentration can be derived: c = http://www.800mainstreet.com/elsp/Elsp.html Effects Of Concentration On The Absorbance Values

Google Classroom Website Goals and Objectives of The Program Research Paper

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My most important requirement is someone who is not busy and therefore could read a lot about my topic and spend time focusing on my work. I am always open to any suggestions or changes and would willingly make appropriate changes. The person who is willing to help me should have the following skills:An excellent English speaker and writer also an expert on analysis design.Someone who is familiar with the google classroom app or website and how the educational system works there.Someone who has had access to and the ability to find academic journals appropriate to the topic.A person who is very good at writing strong and knowledge-based papers of appropriate length.I am looking for someone with critical and analytical thinking who also has good explanation skills.Great writing skills and the ability to use various recourses.Used and familiar with APA citation format 7th edition. Must use APA citation format 7th. Must add at least 10 sources instead of the highlight paragraphs and sources by academic articles.Editing the mistakes in the APA format (7th edition). here is a guide of that in the link https://owl.purdue.edu/owl/research_and_citation/a…Note:I use two plagiarism detection tools on the Internet, safe-assign, and Turnitin. So if I see any content without citation and reference will ask for cancellation immediately and no chance to redo it. Of course, I will provide a report for that to show you where you plagiarised. Sorry for the long talk but I am i want you to know that I am looking for free plagiarism work and high quality. I have no limited number of pages but you are responsible to answer and cover all these instructions. Not less than half page in each paragraph. The paragraphs that are highlighted in electronic sources should be changed to academic articles or books.
Google Classroom Website Goals and Objectives of The Program Research Paper

MGM 336 CTU International Strategic Planning and Implementation Paper

MGM 336 CTU International Strategic Planning and Implementation Paper.

Deliverable Length: 800–1,000 wordsAssignment ObjectivesAnalyze factors that influence an industry’s potential for globalization.Develop an international, multinational, and global management plan.Evaluate how various legal, political, economical, ethical, and cultural systems affect business attitudes, norms, behaviors, practices, and philosophies.Evaluate various international, multinational, and global strategic plans.Explain the challenges of managing a diverse, globally-based workforce.Research a top multinational company in the world including its international strategy over the last 10 years. Using your research, write a report explaining its strategy, including a discussion of the following questions:How do management practices, HR policies, and strategy decisions differ between multinational companies and local companies?Identify some cultural, legal, political, and financial issues this multinational company may have based on their environment.What sort of international orientation does it have?Do you think it is ethno-, poly-, or geocentric?What were the decision factors for the locations it chose to expand in?Did it have the core capabilities to succeed in those markets?Think about its objectives, how it chose its countries, what opportunities and constraints were apparent at the time, and what it needed to do to succeed in those markets.If you were going to compete with this company what would you use as an international marketing entry strategy (licensing, franchising, exporting, joint ventures, etc.) and justify your answerDefine what a value chain dispersal and integration strategy is, and then describe how the strategy is organized around it.
MGM 336 CTU International Strategic Planning and Implementation Paper

SDSU Do the Golden Arches Bend Towards Justice Discussion

SDSU Do the Golden Arches Bend Towards Justice Discussion.

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Check out these podcasts: Scroll to episode: “A plan to protect the planet”Episode: “Do the Golden Arches Bend Towards Justice”Episode: “Screams and Silence” For a possible 35 points (more than one full discussion’s worth of points!): For, “A plan to protect the planet” name and bold 2 INTERCULTURAL COMMUNICATION terms that directly relate the podcast content to our course (10 points).For, “Do the Golden Arches Bend Towards Justice” name and bold 2 INTERCULTURAL COMMUNICATION terms that directly relate the podcast content to our course (10 points.For, “Screams and Silence” name and bold 2 INTERCULTURAL COMMUNICATION terms that directly relate the podcast content to our course (10 points.* You need 6 different terms total! Do not repeat the same terms.Have podcasts or movies enhanced your learning in this course? Why or why not? (5 points)
SDSU Do the Golden Arches Bend Towards Justice Discussion