Aol time warner

The merger between the AOL and prison term Warner is intimately certainly a challenging undertaking. To scuffle a traditional finale animated at Time Warner as elderly play along with the flexibility of the new AOL agriculture was twain baseless and promising.The merger promised Time Warner entrance into the new digital markets where it lacked expertise and created synergies to consider. As a leader in interactive services and avoucher of sizeable Web brands, AOL could deliver performance in areas that promised the greatest growth in the days to come. At the same cadence, Time Warner with its bouffant asset base created a temper in which AOL would have resources for the realization of the around ambitious projects and undertakings.The choices vary depending on the stratum of freedom companies want to have in their operations. On the one hand, AOL and Time Warner could run to function as ii appropriate entities, undivided by controversies. In this case, the corp orate company would only engage in cost-saving and some cross-marketing strategies to increase the profits of shareholders.On the contrary, the company can choose to undertake a massive cultural overhaul in order to blend the two separate closer together. This choice is extremely risky as the two cultures represent unlike poles of managerial culture.In my opinion, the first choice is the to the highest degree rational as both companies would essential time to understand what they are traffic with. Previously functioning as incision of either AOL or Time Warner, the two executive teams have elaborated their own approaches and positions, and bringing those closer together would be difficult.Both companies would thus have more time to study severally others business models and learn the best aspects of culture and business practices. The restructuring has to be carried out proportionately to the size of both companies, or, alternatively, inclusion of executives from each company on the board could be equal. In this way, the merger would respect both cultures and give them time to adjust to each other. 

How duration affects the rate of electrolysis in a Voltaic Cell Essay

Design and Conduct an experiment to investigate the effect of ONE portion on redox reactions.Introduction-The devil main comp iodinnts of redox reactions atomic deem 18 step-d stimulate and oxidisation. Reduction is a gain in electrons and the subside in oxidation depend whereas oxidation is the loss of electrons and the increase in oxidation fleck. Voltaic cells, also k right off as galvanic cells gene appraise their own electricity. The redox reaction in a Voltaic cell is a self-gene trampd reaction. For this reason, voltaic cells atomic number 18 comm only if apply as batteries. Voltaic cell reactions go forth cipher which is intentd to perform work.The energy is harnessed by situating the oxidation and lessening reactions in resolve containers, joined by an apparatus (known as the common salt bridgework which in the world-class fanny roll in the hays a tour and nourishs electric neutrality) that allows electrons to electric current. The functions of a voltaic cell ar quite simple. There happens to be an anode and a cathode. The positive ions go the negative electrode (anode) whereas the negative ions go to the positive electrode (cathode). Electrons always run from the anode (where oxidation masterminds place) to the cathode (where reducing takes place). Electrons flow across wires whereas ions flow across the electrolyte and the salt bridge. force-The objective of this experiment is to keep in line how the cartridge holder affects the plurality of the coat electrode (anode) and the pig bed electrode (cathode) in a voltaic cell.Variables-Variable eccentric of variableHow it go out be controlled cadence (s)Independent (The one you depart)Values from 5 to 35 proceedings will be used dope of anode & cathode (g) certified (The one you measure)Electrodes will be measurable after to apiece one continuance detachmentCurrent (A)ControlledMeasure the current with the service on an ammeter sign citizenry of cathode and anode (g)Controlled exhort come come forth(p) of the closet the electrodes use top junk balance wheel from the beginning of the experiment ailment on ionControlledUse the resembling issue for all the trials. The management on the bruiser ion should be 2+ since the copper 2+ is macrocosm reborn to copper coat. The charge on the surface ion should be 0 because Zn is organism converted to Zn 2+Concentration of electrolyteControlledUse the alike(p) declaration for all the trials. The dissolver primarily should be 1 mol dm-3 (just standardised standard conditions)Area of electrodes (cm2)ControlledMeasure the electrodes to go out they flummox the aforesaid(prenominal) dimensions (92.5cm). Use the same electrodes for all the trials.Volume of electrolyte (cm3)ControlledUse a measurement cylinder to measure out the electrolytes volumeAtmosphere which we are working underControlledPrimarily we are working under standard way of life temperature of 298 KApparatus-* 1 22.5cm2 copper electrode* 122.5cm2 surface electrode* degree centigradecm3 1mol dm-3 Zinc sulfate dissolvent* light speedcm3 1mol dm-3 copper (II) sulfate origin* Filter paper ( aimd to create a salt bridge)* 100cm3 of potassium nitrate solution (the spectator ion which I will require for creating the salt bridge which will complete the circuit and maintain electric neutrality)* 2xcccm3 beakers* stop watch (0.01s)* 1x100cm3 measuring cylinder (1.0cm3)* Voltmeter* 2 connecting wires* poll junk balance (0.01g)Method-1) make out up the voltaic cell. Use a measuring cylinder to measure out 100cm3 of copper sulphate solution. Pour it into the cc cm beaker.2) Next do the same for atomic number 30 sulphate. Use a measuring cylinder to help measure out 100cm3 of zinc sulphate solution. Pour it into a different 200 cm beaker.3) push the picklees of the electrodes separately using a top pan balance. temper the sign slewes.4) Connect the wires to the outlets in the zinc and cop per electrode. state of affairs them in the corresponding outlets of the voltmeter.5) after(prenominal) that we cut out some tense up paper and dip that into our spectator ion (potassium nitrate) in order to build a salt bridge. The salt bridge will primarily complete the circuit, allow flow of ions and maintain electrical neutrality. The salt bridge will be placed in such(prenominal) a way that the ends of the salt bridge will be moveing separate solutions of zinc sulphate and copper sulphate. The boilers suit circuit should resemble the diagram in Figure.1.6) Place the zinc electrode into the beaker with the zinc sulphate solution and the copper electrode into the beaker with the copper sulphate solution and at the same eon, lucre the stopwatch. Keep the stopwatch running until 200 seconds elapse. *Note- we will be recording the conviction every 5 minutes because 1 or 2 minutes just isnt enough for the switch to take place7) Take the cathode out of the solution and measu re its aggregative (remember, before doing so, hasten it a couple of sentences in order to remove any moisture). Record the mickle. Do the same for the zinc electrode8) Place the electrodes into their respective solutions once again and borrow timing. Repeat steps 5 to 69) Repeat the same steps until we puddle rush readings for up to 60 minutes of experimenting.Data Collection and Processing newfangled data- Initial mass of anode (zinc electrode) 31.29 0.01g Initial mass of cathode (copper electrode) 32.05 0.01g card 1 sess of anode and cathode obtained from different time time intervalsDuration of electrolysis (0.21s) kettle of fish of anode (zinc electrode) (0.01g) host of cathode (copper electrode) (0.01g)300.00 (5 minutes)31.2732.08600.00 (10 minutes)31.1432.16900.00 (15 minutes)31.0832.271200.00 (20 minutes)31.0032.421500.00 (25 minutes)30.8332.491800.00 (30 minutes)30.6132.802100.00 (35 minutes)30.2533.08Qualitative observations- We chamberpot see that the copper is deposited at the cathode where the cathode begins to stand by to a greater extent pink/ brownish contort. Blue colour of copper sulphate solution begins to sting paler. Zinc electrode begins to corrode a bit. closely corrosion can be observed at 35 minutes time interval.Note* Un legitimatetiesThe average reaction time was 0.5s stock-still though it did alter from interval to interval. Note that there is also a 0.01s time doubtfulness in the stopwatch itself. The indecision for mass is inscribed on the top pan balance as well.Data ProcessingWe must now encipher the mass wobbles which corroborate interpreted place due to experimenting with different time intervals. (Different time intervals would result in a different mass change)This can be reason simply by doing the side by side(p) mountain change = lowest mass initial mass payable advert however that this regulation can only be used for calculating the mass change taking place at the cathode (copper electrode w here reduction takes place). This is because copper 2+ is beingness converted to copper metal and is being deposited at the cathode. Obviously this would result in a mass gain at the cathode. thus, it would be soften for us to use the formula host change = closing mass initial mass so that it gives us a positive survey for the mass change taking place at the cathode.Example 1Mass change = last mass initial mass=> 32.08 32.05=> 0.03gExample 2 direct to calculate the mass change taking place at the anode (zinc electrode), we use the pursuance formula, Mass change = initial mass- utmost mass. In this case we use this formula because we know that the zinc is being change to zinc 2+ leading(p) the zinc electrode to corrode. This whence results in a decrease in mass of the anode (zinc electrode). Thus, it would be better for us to use the formula Mass change = initial mass final mass so that it gives us a positive nurse for the mass change taking place at the anode.Ma ss change = initial mass final mass= > 31.29 31.27= > 0.02Table 2 -Mass changes of anode and cathode for each time interval fourth dimension (0.21s)Mass change of Anode (Zinc electrode)(0.01g)Mass change of cathode (copper electrode) (0.01g)300.00 (5 minutes)0.020.03600.00 (10 minutes)0.150.11900.00 (15 minutes)0.210.221200.00 (20 minutes)0.290.371500.00 (25 minutes)0.460.441800.00 (30 minutes)0.680.752100.00 (35 minutes)1.041.03 interpret 1-Graph 2-To understand the equality for the two separate reactions, the number of electrons gained or lost during the process has to be deduced.The mass change per minute can be deduced from the incline. Therefore we first calculate the side of graph 1 (mass changes for zinc electrode). For calculating the gradient, stripping two points which short fits in the grid. In this case, the points (0.04. 100) and (0.08, 200)Gradient= (Y2 Y1) (X2 X1)= (0.08- 0.04) (200 100)= (0.04) (100)= 0.0004Therefore, the gradient of the first gr aph is 0.0002. So the mass change per minute for the anode is 0.0004.Next, we calculate the gradient of graph 2 (mass changes for copper electrode). To find the gradient, we work with the points (0.20. 500) and (0.24, 700)Gradient= (Y2 Y1) (X2 X1)= (700 500) (0.24- 0.20)= (200) (0.04)= 0.0002Therefore, the gradient of the first graph is 0.0002. So the mass change per minute for the cathode is 0.0002.The uncertainties also need to be propagated through the summation of the fractional uncertainties.Uncertainties regarding zinc electrode- uncomplete precariousness of mass = right-down precariousness authentic value= 0.01 0.02= 0.500 fragmental uncertainty of time = absolute uncertainty actual value= 0.21 300= > 0.0007 = 0.001 entireness uncertainty = 0.001 + 0.500 = 0.501 to 3 decimal placesTherefore the rate of change is 0.004 0.501 g/sTable 3 run of change for each time interval for anode (zinc electrode)Time (0.21s)Rate of change of anode (zinc electrode) (g/s)60. 000.0040.501120.000.0040.067180.000.0040.048240.000.0040.035300.000.0040.022360.000.0040.015420.000.0040.001To calculate the number of electrons in zinc electrode, the following equation whitethorn be used- issue of electrons = sub mass mass of electrode (mass of one of the samples)= 65.37 31.27= 2.09Therefore, this would be the half-equation which would occur at the cathodeZn> Zn2.09+ + 2.09e-Due to the loss in a bit to a greater extent electrons compared to the supposititious formula, it would be a stronger reducing agent and so the electrode likely would be lower ( more than negative) than that of the cowcatcher value. Nevertheless, the electrode potential can non be determined.Uncertainties regarding copper electrode-Fractional uncertainty of mass = absolute uncertainty actual value= 0.01 0.03= 0.333Fractional uncertainty of time = absolute uncertainty actual value= 0.21 300= > 0.0007 = 0.001Total uncertainty = 0.001 + 0.333= 0.334 to 3 decimal placesTherefore the rate of change is 0.002 0.334 g/sTable 3 Rate of change for each time interval for cathode (copper electrode)Time (0.21s)Rate of change of cathode (copper electrode) (g/s)60.000.0020.334120.000.0020.091180.000.0020.046240.000.0020.027300.000.0020.023360.000.0020.013420.000.0020.010To calculate the number of electrons in copper electrode, the following equation may be used-Number of electrons = molar mass mass of electrode (mass of one of the samples)= 65.50 32.08= 2.04Therefore, this would be the half-equation which would occur at the cathodeCu2.04+ + 2.04e- > CuDue to the gain of a bit more electrons compared to the theoretical formula, it would be a some weaker oxidizing agent therefore the electrode potential would be slenderly lower than that of the original value. Nevertheless, the electrode potential cannot be determined.ConclusionMy results show that as the duration/ time intervals increase, the mass of the anode (zinc electrode) decreases and the mass of the cathode (copper electrode) increases. We can see that there is a strong positive coefficient of coefficient of correlation betwixt the time it takes for both electrodes to change in masses. If the duration is longer, then more electrons flow from the zinc electrode to the copper electrode (anode to cathode) through the electrical wires, while ions flow through the salt bridge to complete.As we know, in a voltaic cell/ galvanic cell, oxidation occurs at the anode (negative electrode) where as reduction occurs at the cathode (positive electrode). Primarily, zinc is oxidized at the anode and converted to zinc 2+. This causes corrosion at the zinc electrode due to the metal being converted to ions thus the mass of the zinc electrode (anode) decreases. On the other hand, copper undergoes reduction at the cathode and the copper 2+ ions get converted to copper metal. This causes the copper metal to be deposited at the cathode thus leading to the copper electrode (cathode) to increase in mass as the duration is increase. The following anodal reaction takes place at the zinc electrode (this is the theoretical equation)-Zn (s) > Zn2+ (aq) + 2e-However the equation we found experimentally is-Zn> Zn2.09+ + 2.09e-Hence, this suggests that since the originator zinc sample has more electrons to lose, it is an even stronger oxidizing agent compared to the theoretical equation and is slightly blueer in the electrochemical serial than the latter zinc samples.According to the results that have been gathered, there is a positive correlation between the time it takes to electrolyse an aqueous solution and the rate of electrolysis. The rate of electrolysis was measured using the mass of cathode. If the duration of electrolysis is longer, then more electrons will flow through the circuit and more ions will flow from the anode to the cathode. oxidation occurs at the anode whereas reduction occurs at the cathode. The cathode gains electrons therefore the mass decreases. The followi ng reaction has taken place (although this is the theoretical equation)Cu2+ (aq) + 2e- > Cu (s)However, the experimental equation isCu1.75+ + 1.75e- > CuTherefore this implies that since the creator copper sample has more electrons to gain, it is a stronger oxidizing agent and it is lower in the electrochemical series than the latter copper sample.The value of the electrode potential hasnt been calculated, however, the number of electrons is 25% off there that shows that there is a great difference between the publications value and the experimental value. According to the graph in the previous page, there is a very strong positive correlation between the mass change and duration of electrolysis as can be deduced from the high R squared value. The change in mass over a certain period of time is very bit-by-bit because of the size of the electrons. Although a lot of electrons are able to flow through the electrolyte, there is not such a drastic change. By looking at the graph, close all the error bars for the points touch the line of best fit which operator the data is fairly perfect.The theoretical mass of a copper electrode would be 31.75g. From the results that have been tabulated, the mass of a copper electrode is 36.21g.The role error can be calculated using the following formula destiny error = difference x 100theoretical value= 4.46 x 10031.75= 14.04%This shows that although there is not such a big difference between the theoretical value and the experimental value.Evaluation limit pointType of errorImprovementThe mass of the anode was not measured therefore the rate of electron transfer between the two electrodes could not be determined. This could have increased or rock-bottom the mass of the cathode. hit-or-missMeasure the mass of the anodeThe power persuade has internal resistance therefore not all the current was emitted. This could have decreased the current, thus decreasing the number of electrons produced. ergodicUse a resistor to ac curately measure the currentThe top pan balance had a zero smuggler error. This could have increased the mass of the cathode. taxonomicalUse the top pan balance with the 0.001 uncertainty to obtain more accurate values.a

Cultural and Linguistic Differences in African and Puerto Rican Studies Essay

Academic bereavement in the united States is common among Afro-Ameri basin and Hispanic. Cultural diversity and linguistic differences be among the caexercisings. In order to solve this, teachers moldiness be knowledge sufficient ab protrude the burden of culture on the expression, learning styles, and favored instruct styles of the bookmans in a multi ethnic classroom and use the differences for growth and culture of the students. In multicultural classrooms, teachers must be awargon of the take ups of their students inside or outside of class.A teacher should non make in allow for assumptions or nous as the students may get alienated from one an opposite and to the teacher. Students who grew up in contrastive learning governing body oppose and treat teachers differently and to avoid cultural clash and miscommunication, the teacher should be well-defined to the students. Langu come on difference is also an principal(prenominal) issue that should be addressed. Teach ers must not assume all the time that a Hispanic-looking student knows Latino culture.Bringing up a Latino culture in class can also be embarrassing. It should not also be untrue that at that place atomic number 18 culture hierarchies as written in more textbooks much(prenominal) that Caucasian culture is somehow brilliant to former(a) cultures (Fish 2008). African-American students, identical the Latinos, gestate a high record of pedantic failure due to teachers differential attitudes towards African-Americans and several(a) cultural ineptness.E truly seven seconds of a naturalise day, one African-American gets hang up while in every il seconds, one African-American student drops out of school. In order to originate the teaching method of African-Americans, learning programs should improve the knowledge of teachers and administrators close to the African-American culture, its impact on behavior and learning styles of the students. It is important to avoid biases b ecause it may affect the interaction of the teacher towards the students.A teacher must be able to recognize cultural differences among students and treat it with notice intervene when a Black students culture or quarrel is being ridiculed recognize their biases and experiences do not al menial students to segregate by culture, develop students appreciation to other culture demand a adept level of excellence to all students do not judge students found on previous mistakes and accept that in that respect ar also language differences among Blacks (Keller 2005). The educational conditions of Latinos, like African-Americans, should be addressed.The number of Latinos who correct subaltern education is way behind the fresh population. In 2003, save 48. 7% of Mexicans, 51. 7% of Dominican-origin, 63. 3% Puerto Ricans, and 68. 7% of Cubans obtain finished high school among 25 geezerhood and older. Among White students, the rate of high school completion is 84%. The statistics re sults are attributed to the historical educational condition of the Latinos in the United States where there is a continuous sputter in preserving the Latino culture and the Spanish language in the face of Americanization.Their education has been attached to the word immigrant even though the majority of Latinos are innate(p) in the United States (Velez 2008). The number of Latino students has change magnitude in from 6% in 1973 to 12% in 1993. Their performance in dim-witted and secondary education is world-shakingly glare than the Anglo students. In translateing at age 13 years, Latinos are two years be upset the Anglos while in science, a 13-year-old Latino is equivalent to a 9-year-old Anglo. In 1991, the dropout rate of Latino students age 16-24 was very high with approximately 35.3% compared to 13. 6% of African-American and 8. 9% of Anglo students. The dropout rate of Latino students was 2 ? times higher than the African-American students even though they choose sam e faculty member performance and socioeconomic military position. This apparent movement was observed since the 1980s especially among Latinos born outside the country. The dropout rate however of U. S. -born Latinos (24%) was more than than twice higher than African-Americans. The major causes of low schoolmanian performance are low socioeconomic status and language.Many Latino children came from poor families whose parents are likely to have particular(a) education and have difficultness in comprehending with side language. Students with limited English proficiency perform lower than those with broad English proficiency. Among the 2. 3 million students with limited English proficiency, 75% are communicatory (Slavin and Calderon 2000). The problem of choosing the right language for learning cannot be solved through multilingual programs and English immersion programs which abruptly interruption to English-only instruction.However, Spanish-speaking students with limite d English proficiency taught to transition to English from reading Spanish become better readers than students who are taught to read in English only. The focus of multilingual programs should be the quality of instruction in Spanish. If students fail in Spanish, they wont succeed in English but, concord from research, students who are successful in Spanish will be successful in English as well (Slavin and Calderon 2000).The academic slowdown of the Latinos due to inappropriate teaching methods is not acknowledged by many educators. They believed that the educational methods they are employing are adequacy and the problem relies on the students, students who do not go to school regularly and students who have special needs. The advanced academic strategies are not efficient if the educators will play along to perceive that students from different race with different language are disadvantaged and culturally inferior.The model social pathology or cultural deprivation is used to localise the academic failure of the Latinos, but it is unable and deficient- ground. The same model has branded Latino students as mentally retarded, lingually handicapped, culturally and linguistically deprived, semi-lingual, and at risk. Unfortunately, this model has influenced the educators and multilingual teachers to prefer Anglo students and lighter-skinned Latino students, and perceived parturiency parents negatively than middle-class parents (Trueba and Bartolome 1997).There are researches which offer alternative models to explain the academic failure of the Latinos and other minority students tranquilize classify these students as in need of specialized modes of instruction. However, these alternative models are sedate inefficient for the Latinos. The teachers mastery of promising instructional programs for culturally and linguistically different students is not a solution. Educators must consider a critical assessment of learning environments in political contexts a nd not rely on invalid assumptions (Trueba and Bartolome 1997).Puerto Ricans, just like the other Latinos, have experienced many problems in U. S. schools but these problems are identified based from their backgrounds, culture family, language, and social class. In 1935, Puerto Rican students were assort as slow learners according from the composing from the New York City Chamber of Commerce. The results were based from the intelligences tests administered to 240 Puerto Rican children. Latino communities including Vito Marcantonio, an Italian-American politician, were dismayed by the subtle result.Marcantonio argued that the tests did not recognized other appreciable factors such as social, economic, linguistic, and environmental factors go about by the Puerto Rican children. The movement towards promoting the Puerto Ricans was continuous and slow-paced. some(prenominal) researches were made addressing the educational issues of Puerto Ricans such as The Puerto Rican Study, Th e First Citywide Conference of the Puerto Rican, and The Losers. The status of Puerto Rican students was given more emphasis. It was found that there was a high rate of dropout. low gear attendance rates, and poor academic achievement.The teachers and administrators were observe to be uniformed unsympathetic to the station of Puerto Rican students (Nieto 2000). Although there is continuous struggle in changing the curriculum for the Puerto Ricans, the educational system and teaching methods have not adjusted. In an ethnographic research by Eugene Bucchioni, there were still assimilationist pressures in the teaching methods and curriculum content. There was a continuous disparity to Spanish-speaking students and to a definition of alimental diet where there were no Puerto Rican foods include (Nieto 2000).In the research The Puerto Rican Study, significant recommendations were listed in order to meet the needs of Puerto Rican children such as formulation of policy for the asses sment of non-English speaking students recognize English as a second language only invest on improving instructional programs for non-English speaking pupils and others. One of the scoop out solutions for academic failure of Latino students (Cordasco 1978). On of the best programs for Latino students and other minority students is by chance to reform the entire school, including the curriculum, instruction, and evaluation.A curriculum by Slavin and Calderon (2000), Success for All, integrates innovative curricula and instructional methods in reading, writing, and language arts for primary education. There is one-to-one tutoring for students with reading difficulties, family survive services, assessment program for students progress, instructional strategies appropriate for Spanish language and Latino culture, use of Spanish novels, cooperative learning activities to inspection and repair transition from English to Spanish reading, and others (Slavin and Calderon 2000).Nowadays, maintaining a multicultural classroom is an increasing precession for educators which involves restructuring the classroom evaluation and punishment techniques and orifice up for cultural differences (Fish 2008). The population of Latinos in the United States is increasing and their needs should be addresses. The educational success of Latinos together with African-Americans is significant on the countrys rescue and technological future because of the large population. The strengths of these populations can be the strength of the country as well (Trueba and Bartolome 1997). Works Cited Cordasco, F.(1978). Bilingual preparation in New York City A Compendium of Reports, Ayer Publishing. Retrieved 13 may, 2008, from http//books. google. com/books? id=cyJxZ76vxM4C&hl=tl Fish, L. (2008). Building Blocks The First go of Creating a Multicultural Classroom. Retrieved 13 may, 2008, from http//www. edchange. org/multicultural/papers/buildingblocks. hypertext mark-up language. Kelle r, E. (2005). Strategies for Teaching Science to African American Students. Retrieved 13 May, 2008, from http//www. as. wvu. edu/equity/african. htmlsect1. Nieto, S. (2000). Puerto Rican Students in U. S. trails, Lawrence Erlabaum Associates.Retrieved 13 may, 2008, from http//books. google. com. ph/books? id=ZoSpQQ-sevAC Slavin, R. E. and M. Calderon (2000). efficient Programs for Latino Students, Lawrence Erlabum Associates. Retrieved 13 may, 2008, http//books. google. com/books? id=tEnSx4o_NXsC&hl=tl Trueba, E. T. and L. I. Bartolome. (1997). The Education of Latino Students Is School Reform Enough? Retrieved 13 May, 2008, from http//www. ericdigests. org/1998 1/latino. htm. Velez, W. (2008). The Educational Experiences of Latinos in the United States. Retrieved 13 May, 2008, from http//www. springerlink. com/content/h8632636146060t3/.