19th Century America Essay Example for Free

19th Century America Essay Social Studies Essay Throughout the 19th century, America was a rapidly growing country. It was full of new inventions, new ideas, economic and social development, and new ways of thinking. But, most of these came from the North. The North and the South had many differences and many similarities. The North and South had many differences. One difference is that South’s economy relied on slaves more than the North. Almost all the Northern states immediately or gradually abolished slavery after the Revolutionary War. Another economic difference is that the South’s economy was based on â€Å"cash crops†. â€Å"Cash crops† include rice, tobacco, indigo, and cotton. The South had many plantations to support its farming economy. The North had many small farms as well as larger towns and cities. The North relied more on factory work. In the North, railroads and canals connected the states, allowing for greater economic development. The South’s social development was also very much different from the North’s. For example, in the South, the wealthy plantation owners and the slave owners were at the top. They supported their plantations with slavery. In the North, the upper class was made up of mostly city people who owned factories. Many of the factory workers were European immigrants. One example of a similarity is the class structure. They both had a very small upper class, a small middle class, and a large lower class. Another example is that the white men had all the power, and slaves and women didn’t have equal rights with the white men. In terms of economic similarities, farming was an important part of the economy in both the North and the South. These two regions obviously had many differences. In many ways, this strengthened the nation. The North’s factories processed the South’s crops, which tied the nation together. Also, having male dominance and having women and African Americans with no equal rights kept the nation together. But, these differences also created conflicts, which threatened the nation. The North wanted to abolish slavery for good, but the South needed slavery for crops, such as cotton. Because of this conflict, the Civil War would start later on. Overall, both regions’ differences threatened the nation. When the cotton gin was invented, this caused further conflict. It gave the South more reasons to keep slavery. Another conflict was the difference in wealth between the North and the South. The North had a more developed economy with canals, railroads, and factories. The South continued to rely on agriculture as its main component of the economy, requiring them to import manufactured goods. In conclusion, the North and the South were, overall, very different, but with some similarities. These differences strengthened the nation in a few ways and threatened the nation in many ways. The differences in social and economic structure led to the Civil War.

Concepts of Electrical Principles

Concepts of Electrical Principles Everything is made of atoms; in turn atoms consist of a combination of minuscule particles known as neutrons, protons and electrons. The nucleus of an atom consists of protons and neutrons while electrons exist in a cloud surrounding and rotating around the nucleus. The electron and proton are capable of holding an electrical charge; electrons hold negative charges and protons positive charge. We know that like charges repel each other while opposite charges have the opposite effect in attracting one another. If we wish to measure the flow of electrons around a circuit we refer to this as a measure of electrical current. Electric current is represented by the symbol I and is a quantity of charge carriers passing a given point in a circuit. This is calculated as coulomb of charge passing a defined point in one second, which as a unit is given the name ampere abbreviated to A. This can be measured using an instrument called an ammeter which when connected in series with a circuit to measure the current passing through it. For electric current to flow around a circuit there must be a voltage across it. Voltage is a measure of the potential difference (p.d), which acts like electric pressure pushing the current around the circuit. The pressure can be read in a circuit by a voltmeter, which must be applied through the resistance. This happens when there is a deficit of electrons in a conductive material and this is then connected to another material with excess electrons. This is the case in a battery where chemicals allow electrons to flow from the negative terminal that contains an excess of electrons and the positive terminal containing positively charged protons. This happens because opposite charges attract one another. 1.4 Resistance This flow of current faces opposition from resistance; this is a quantity of how much the electrons bump against the particular conductor they are flowing through. Some materials conduct electricity better then others. Materials that have a high resistance conduct electricity less well. Resistance limits the flow of electrons between the positive and negative ends of a circuit. We measure resistance in units called ohms (ÃŽÂ ©). One ohm is defined as the amount of resistance you have in a conductor when applying one volt of electrical pressure creates one amp of current. 1.5 Energy When electrons sit high in there shells surrounding the nucleus they have electrical energy. This energy can be harnessed to do work in various ways, if the electrons bump into atoms this can cause them to move around which creates heat, they create electromagnetic waves as they travel which can use there attraction and repulsion to move things magnetically, and if the electrons move down there electric shells they give up excess energy giving out light in the manner of photons. 1.6 Charge Carriers The sub-atomic particles that carry charge are known as protons and electrons as previously discussed electrons are negatively charges while protons are positively charged. The unit to measure the quantity of electrical charge (Q) is the coulomb (C) where 1 coulomb of charge is equal to charged electrons. If one coulomb of charge passes a point in one second we say this is one ampere of current. We can use our knowledge of math to deduct that if then if we take (I) as the current in amperes and t as the time in seconds then: Electrical Principles/ Kirchhoffs Laws 2.1 Potential Difference The pull created by the difference in charge between the two sides of a circuit is called the potential difference, which is otherwise known as the voltage. Voltage sources that have higher attractive forces are known to have a higher potential difference. The units we use to measure voltage/potential difference is known as the ampere which is explained in section 1.6 as one coulomb of charge passing a given point in one second. 2.2 Ohms Law a) Ohms law relates Voltage, Current and Resistance in the following equation: I = current in amperes V = voltage in volts R = Resistance in Ohms This law states that the current I flowing in a circuit is directly proportional to the voltage applied to it and inversely proportional to the resistance. b) For a 5m length of wire with a resistance of 600 ohms we can apply this law. If you where to half the length of wire you would half the resistance as there would be half as much material for the electrons to bump into. c) If we where to increase the length of the wire to 8m we can see that the resistance increases as create more material for the electrons to crash into. d) To find the length of the same wire when the resistance is 420 ohms we do the following sum: So we can say that the same wire with a resistance of 420ohms would measure 3.5 meters. 2.3 Resistance Variation If a piece of wire has a cross sectional area of 2mm2 and a resistance of 300 ohms Find the resistance of the same length of wire if the cross sectional area is 5mm2. Given that resistance is inversely proportional to cross sectional area, increasing the cross sectional area increases the flow of electrons, we can calculate this mathematically as such: b) Find the cross sectional area of a wire of the same length and material of resistance 750. 2.04 Calculate the resistance of a 2km length of aluminium overhead power cable if the cross sectional area of the cable is 100mm2. Take the resistivity of aluminium to be 0.03 x 10-6 à ¢Ã¢â‚¬Å¾Ã‚ ¦m Show the equation you are using in your answer. We know that and that if we combine these rules we can create the formula . With one more piece of information we will be able to take the material used into account. This is done by including the resistivity of the material into the relationship treating it as a constant of proportionality. We use the symbol à Ã‚  (Greek rho). The final equation will look like this: 2.5 Power If electrical energy (W) = Charge (Q) x Voltage (V) then :- a) Show the equation for power in terms of current( I) and voltage (V). Electrical Energy (W) = Charge (Q) x Voltage (V) W = Q x V Power (P) = Current (I) x Voltage (V) P= V x I b) Using Ohms law explain how power can also be expressed in terms of I and R, and, V and R. P= V2/R P = I2R C) An e.m.f. of 250V is connected across a circuit resistance and the electric current through the circuit resistance is 4A. What is the power dissipated in the circuit? 2.6 a) To discover the potential difference across the winding we use Ohms law as follows: Voltage (V) = Current (I) X Resistance (R) V= 5A X 100ÃŽÂ © V = 500V b) If we wish to find the power dissipated by that same coil we use our equations for power: Power (W) = Voltage (V) X Current (I) P= 500V x 5A P = 2500 Watts 2.7 A 12V battery is connected a load having a resistance of 40ÃŽÂ ©. a) Determine the current flowing in the load. For this we must again use Ohms law rearranged to make I the subject. I = V /R I = 12V / 40ÃŽÂ © I = 0.3 Amps Determine the power consumed by the load. To calculate this we use our power equation again using the figure we just calculated for the current. P = VI P = 12V x 0.3A P = 3.6 watts c) Determine the electrical energy dissipated in 2 minutes. Electrical Energy (W) = Charge (Q) x Volts (V) Current is charge per second and we discovered that this circuit runs 0.3Amps, finding how much energy is dissipated in 2mins first requires changing minutes to seconds. 2mins = 120 seconds W = Q x V W = (120 X 0.3) x 12V W = 432 Watts 2.8 a) Explain what is meant by one unit of electricity with reference to Electrical Charge (Q), Voltage (V) and Time (T). A standard unit of electricity is usually calculated as a Kilowatt-hour (KWh), Which is 1000 watts of electricity dissipated for one hour. SEE MY BOOK ON THIS b) Determine the power dissipated by the element of an electric fire of resistance 20à ¢Ã¢â‚¬Å¾Ã‚ ¦ when a current of 10A flows through it. For this situation we are provided with the current at 10A and the resistance at 20à ¢Ã¢â‚¬Å¾Ã‚ ¦ therefore we can use our power equation to find how much power is dissipated. P = I2R P = 102 x 20 P = 2000 watts c) If the fire is on for 6 hours determine the energy used and the cost if 1 unit of electricity costs 13p. Firstly we take the power consumption in watts from we determined in question b then apply the following equation to it: Cost per Unit x Watts / 1000 Multiply the per-hour cost by the running time. 26p x 6h =  £1.56p 2.9 Analyse this resistors in series circuit: a) Express V in terms of V1, V2 and V3. VT = V1 + V2 + V3 Voltages in this circuit will each have a different value if the resistances are different but if you add all the values together they should in total equal the supply voltage. b) Express the total circuit resistance (RT) in terms of R1, R2 and R3. Resistances in series always add together. This can be expressed as: RT = R1 + R2 + R3 c) Express in terms of I what the electric current is through the ammeter-A, R1, R2 and R3. In a series circuit the current is the same in any part of the circuit so readings using the ammeter would be the same as any reading taken on each of the resisters R1, R2 or R3. 2.10 A 12V battery is connected across a circuit having three series-connected resistors of resistances 4à ¢Ã¢â‚¬Å¾Ã‚ ¦, 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ and 11à ¢Ã¢â‚¬Å¾Ã‚ ¦. a) Determine the electric current through the circuit. As this is a series circuit the current would be the same throughout the circuit, to calculate this we must use ohms law, first we know that resistances add together in a series circuit to give the resistance total. 4à ¢Ã¢â‚¬Å¾Ã‚ ¦ + 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ + 11à ¢Ã¢â‚¬Å¾Ã‚ ¦ = RT = 24à ¢Ã¢â‚¬Å¾Ã‚ ¦ Then we must implement Ohms law: I =V/R I = 12V / 24à ¢Ã¢â‚¬Å¾Ã‚ ¦ I = 0.5A b) Determine the p.d. across the 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. Via Ohms law and our previous current calculation, we calculate the voltage across the 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ resister. V2 = I x R1 V2 = 0.5 x 9 V2 = 4.5 Volts c) Determine the power dissipated in the 11à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. P = I2R P3 = 0.52 x 11 P3 = 2.75 W 2.11 Two resistors are connected in series across a 24V supply with a flow of electric current of 3A within the circuit. If one of the resistors has a resistance of 2à ¢Ã¢â‚¬Å¾Ã‚ ¦ determine: a) The value of the other resistor. R2 = RT R1 R2 = 8 2 R2 = 6à ¢Ã¢â‚¬Å¾Ã‚ ¦ Trusting in Ohms law we can find the value of the other resistor using the values given for total voltage and current and knowing that resistances in series add together to give the resistance total. RT = V/I RT = 24/3 RT = 8à ¢Ã¢â‚¬Å¾Ã‚ ¦ b) The p.d. across the 2à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. Solving this requires Ohms law. V1 = I x R1 V1 = 3A x 2ÃŽÂ © V1 = 6 Volt c) How much energy is used if the circuit is connected for 50 hours. P=VI P=24v x 3 P=72W 50h = 180000s W = Q x V Q (charge) = I (current) x t (time) W =180000 x 72 W = 12960000 Watt/joules 2.12 Analyse the resistors in parallel circuit. a) In terms of V, express the p.d. across R1, R2, and R3. V= I1R1 = I2R2 = I3R3 We see that the voltage is the same across each resistor. b) Express the total load current I in terms of I1, I2, and I3. 2.13 For the circuit shown below, determine: a) The reading on the ammeter, In a purely parallel circuit the voltage will be the same in each branch of the circuit. V=I x R V = I1 x R1 V = 8 x 5 = 40V I = V/R3 I = 40/20 = 2A b) The value of resistor R2. We now have all the values for I, = 11 8 2 = 1A R2 = V/I2 R2 = 40/1 R2 = 40à ¢Ã¢â‚¬Å¾Ã‚ ¦ 2.14 Find the value of resistor that can replace the six resistors in this diagram. We know that resistances in series can be added together to give the total resistance, in this example we have a parallel network of resisters in series with 3 more resisters. Treating this parallel network as a single resistance will allow us to calculate the total resistance of the circuit easily. Convert the resistances to conductance: Adding them together gives us the total conductance 0.52G This can then easily be converted to resistance. Now the parallel circuit can be treated as a single resister, we can add all the resistors together and find the total resistance of the circuit giving us the value of a resister we can replace it with. 2.15 Analyse the circuit below and determine: The currents I1, I2, I3, I4, I5, and I6 We can treat the two sets of parallel resisters as single resisters if we first convert them to conductance and then for each add the conductances together then convert back to resistance. For the set of 3 parallel resisters: The Set of two: The three resisters can be added to give our RT We can now add these conductances together giving us our total conductance for the set of two resistors. This can then be converted to a combined resistance easily: We now proceed to do this for the set of three resistors: We now have the equivalent of 3 resistors in series, which we know can be added together to create a single resistance: Now that we know the total resistance for the circuit we can find I1 easily using Ohms law: We must now find the voltages V1, V2 and V3 in order to later find the currents through the network branches. =20V And now V2 Next I will calculate V3 We can check this by adding all of the voltages to see if they equal the total voltage we have been given. This is over by 1.4V but I believe this is due to the compound effects of the rounding bug and that the calculations made are correct. We know that the current through I1 is 5A now we will work out the currents through the branches of the parallel resistances using Ohms law: 2.16 State Kirchoffs first (current) law. Show that the currents I2 and I3 combined are equal to the input current I1 Kirchhoffs Current Law states: The sum of the currents entering a particular point must be zero. So all currents entering a point must equal all the currents flowing from it. Therefore we must now think of the currents flowing from the junction as negative currents. i1  +  i2  +  i3  +  i4  = 0 Observing our circuit we see 11A of current going in, this means that the same amount of current must come out. Therefore To prove this we calculate I1 and I2 using Ohms law I2= V/R I2=10/10 I2= 1A I3= V/R I3=10/1 I3= 10A We can now calculate I1 expecting it to equal our given figure of 11A. I1= I2 + I3 I1=10+1 I1=11A 2.17 Using Kirchhoffs first (current) law, calculate current I1 and I2 in the network below. Kirchhoffs first current law states that the sum of the current entering a point must be zero. Examining the junctions we have 1.2A and 4.5A flowing in and 0.6A and I1 are flowing out. 1.2 +4.5 = I1+0.6 1.2 + 4.5 0.6 = I1 I1= 5.1A For I2 there are three currents flowing in but none flowing out. This must mean that the last value is a negative value. 5.1+3 + I3 = 0 8.1 + I3 =0 I3 = 8.1A 2.18 The potential divider shown below is used as a simple voltage calibrator. Determine the output voltage produced by the circuit: (a) When the output terminals are left open-circuit (i.e. when no load is connected); We can solve this using the Voltage Divider Rule. Connecting a resistor to V-out will create a parallel resistor network. We can use the product over sum formula to find the comparable resistance because there are only two resistors. to 1 dp With this information we can calculate the voltage. V=0.2V 1dp 2.19 A moving coil meter requires a current of 1 mA to provide full-scale deflection. If the meter coil has a resistance of 100à ¢Ã¢â‚¬Å¾Ã‚ ¦ and is to be used as a milliammeter reading 5 mA full-scale, determine the value of parallel shunt resistor required. REVIEW ME Make the meter useable over 5ma by adding a resistor to switch the range of the meter like you would on a none autorangeing multimeter. This is done by adding a resistor IN PARALLEL with the meter. 2.20 Two resistors, one of 15 à ¢Ã¢â‚¬Å¾Ã‚ ¦ and one of 5 à ¢Ã¢â‚¬Å¾Ã‚ ¦ are connected in parallel. If a current of 2 A is applied to the combination, determine the current flowing in each resistor. As there is only two resistors we can use our product over sum equation to find the total value of resistance the parallel network provides. Using this we are now able to find the voltage. Now we can find the current through each branch, I1: I=V/R I1 = 7.5/15 I1 = 0.5A I2: I=V/R I2 = 7.5/5 I 2= 1.5A 2.21 A switched attenuator comprises five 1 kà ¢Ã¢â‚¬Å¾Ã‚ ¦ resistors wired in series across a 5V d.c. supply. If the output voltage is selected by means of a single-pole four-way switch, sketch a circuit and determine the voltage produced for each switch position 1KÃŽÂ © 1KÃŽÂ © 5V Switch 1KÃŽÂ © 1KÃŽÂ © Vout Answer: 1V, 2V, 3V, 4V, 5V 2.22 With the aid of a diagram, briefly explain in your own words Kirchhoffs second law. In an electronic loop the sum of all the voltages around the circuit taking polarity into account will equal zero. For example if you where to travel around a circuit following conventional current taking the voltage at each resistance including the battery and added all of those voltages up including negative voltages the sum would equal zero. We would see that the battery would give the circuit charge a EMF while all of the resistances would dissipate this force. 2.23 Using Kirchhoffs second law, determine the value of e.m.f. (E) in the circuit below. E+5=14 E= 14-5 E=9V 2.24 Using Kirchhoffs laws together with the use of simultaneous equations, determine the current flowing in each branch of the network shown in the circuit below. Here we are presented with essentially two loops of current where readings in the connecting part of the loops will be affected by one another. We will use Kirchoffs laws to solve the problem by first treating the current as two separate loops. We use simultaneous equations to find our two unknowns I1 and I2 . Loop Two E2 = I2r2 + (I1 + I2)R 2 = I2 + 4I1 + 4I2 2 = 4I1 + 5I2 Loop One E1 = I1r1 + (I1 + I2)R 4 = 2I1 + 4I1 + 4I2 4 = 6I1 + 4I2 6I1 = 4 4I2 Substitute I1 into the second loop. Amps As we have obtained I1 we can now work on I2 4 = 6I1 + 4I2 R=I1+I2 2.25 Analyse the circuit shown below and determine the following parameters a) The current in each branch of the circuit. I1 = I2 = 1.233A b) The voltage across the load resistance. 0.426 c) The power dissipated by the load resistor. P= d) Use computer software to verify your results. 26) A temperature sensor is connected into a bridge measuring circuit as shown. If the value of the sensor is 110R at 0oC and it increases by 0.2% for every degree the temperature rises and falls a corresponding amount if the temperature drops. What voltage will be output on the voltmeter when the temperature is :- (a) 25oC (b) 100oC (c) -40oC Build the circuit using Multisim and demonstrate your answer to part (b) is correct. First we will calculate how the changes in temperature will affect the resistance of the sensor: Now we must find the voltage for the left hand side of this wheatstone bridge. V1=3V And now the right hand side of the bridge, this will vary each time as the resistance of the sensor changes. Firstly we will be doing question a) with the sensor representing 115.1ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations b) Now we continue the calculations for the second value of resistance for the sensor. With the sensor representing 132ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations c) Now we continue the calculations for the third value of resistance for the sensor. With the sensor representing 132ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations 2.27 For the Wheatstone Bridge circuit below, what value of R1 will produce a balanced bridge? Using your calculated answer build the circuit in Multisim and demonstrate your answer is correct. 2.28 A 1m long resistive wire of uniform cross section is connected to a 6V source as shown. If a sliding contact is placed 0.35m from one end and connected to an unknown e.m.f. then no current is measured on the ammeter. A) What it the value of the unknown e.m.f.? This can be solved using the voltage division rule.

Impact Of Agents Of Socialization On Pester Power Education Essay

Impact Of Agents Of Socialization On Pester Power Education Essay Introduction In this ever changing world, there is an increasing trend in the recognition of pester power of children by the marketers. Pester power is basically the influencing power of the children which they exercise in their routine life to get what they want and indirectly affect the buying decision of their parents. The basic reason behind the acknowledgement of pester power is that exposure of the children is growing over time as they are getting more social so dictating buying decisions of their parents. Thus pester power will be the main focus of my dissertation and the researcher will attempt to determine various factors of socialization that are gradually playing their role in strengthening this kid-influence on parents purchase of products. Background The term Pester Power first originated in US in late 1970s, described as the power children had, by repeated nagging, of influencing their parents to buy advertised or fashionable items. Nicholls and Cullen (2004) studied this parent-child relationship which results in pester power and developed a matrix for it which shows that while a family in making a buying decision parents and child both have to make a tradeoff between desire of control over decision and self realization of resulting purchase. Figure below is the matrix developed by Nicholls and Cullen (2004) it depicts that when children has high self realization and parents have high desire for control their interaction results in pester power of children. Source: Nicholls, A. J., Cullen, P. (2004). The child-parent purchase relationship: pester power, human rights and retail ethics. Journal of Retailing and Consumer Services Problem discussion Children has an increased access to pocket money and a bigger say in purchase decisions is a result of children getting more information from various sources, being more social and demanding as well. This increase in population of youngsters and their influencing power determines a large potential customer base for marketers. Objectives and research question Based upon above background of study and problem discussion, purpose or main objective of this study is to provide a better understanding of how the agents of socialization of children make them influence their parents purchase decision. In order to conduct this research, research questions are Primary Research question RQ: Do the agents of socialization have an impact on pester power of children? Subsidiary Research questions RQ2: Does parents/peer pressure has an impact on pester power? RQ3: Do advertisements and TV programs have an impact on pester power? Literature Review Kids represent an important market segment to marketers because kids have their own buying behavior. More importantly, kids could monitor the buying decisions of their adult parents because they are the adults of future. Today most of the advertisers spend more on TV advertisements having children content to attract more children which are going to change the behavior of their parents. There are different variables involved in pester power effectiveness. That is what McNeal and Yeh, (1997) has also stated that due to increase in awareness of children market potential had increased in three ways that the children were spending money they had, that is essentially their pocket money, to satisfy their own needs and wants. Secondly, they influenced their parents spending and finally they eventually would become a loyal customer base for the companies in the long run. Interaction with parents is the first thing that influences children buying behaviors. The parents teach their children the buying behavior. Same proposition was given by Ward et al (1977) that primary socialization agents for children were parents and children behavior in adulthood was dominated by their parental influence. If there is a direct and clear communication between the children and their parents then children could be easily influenced by their parents. Mostly the pester power works if there is more emotional engagement between the parents and their children. Children learn from their parents the way in which they live, buy and eat. Moore and Moschis (1981) and Mascarenhas and Higby (1993) stated that the most instrumental among social entities were parents from which children learnt consumer behavior. Another researcher Moschis (1985) has concluded that interaction of children with all other entities was majorly influenced by their parents, when they were in direct or in direct contact with each other. Along with this he also postulated that, because of the nature of parent-child relationship, effects of other agents of socialization like peer groups and mass media were modified to a large extent. Peer Pressure is the second component of the research question, which influences children buying behaviors. Children spent a lot of their time in certain peer groups such as at school, play places or street friends belonging to different families. A child learns a lot from other children. The extent to which these gatherings influence varies from situation to situation. For example, a child can even make a decision to buy his school bag by looking at other children. Same element of influence was studied by many researchers including Parsons et al., (1953), David and Roseboroug (1955), Moschis and Moore (1981) has described the impact of peer pressure in two ways, expressive consumption and effective consumption. By expressive consumption they mean the social motivations and the materialistic values that are associated with the purchases while on the other hand, purchase styles and modes of consumptions were categorized as effective consumption influence. This study comes in line with my study that social motivation and the purchase patterns of both the parents and peers influence children. This influence may or may not be productive as Bachmann, et al (1993) stated that consumption learning from peers affected child consumer socialization directly or indirectly. Another research, stated earlier, by Ward (1974) has explained the relationship of parental influence and peer pressure with age that as age increases parental influence is over shadowed by peer pressure Impact of advertisements content and TV programs on children has gained significant importance by researchers and marketers. Berns (2004) has given a reason for the fact that children are now being used as a marketing tool is their cognitive immaturity, he argued on this point by saying that children were more likely to believe that the images or characters they see on TV were real. Some of ways in which this agent of socialization influences the pester power of children are: Making children desire things which their parents do not want to purchase by showing attractive contents in advertisements. Encouraging children to influence or advocate the buying behavior of their parents Presenting children as heroes in a particular situation such as showing a scene in which other children are in danger and one child adopts the rule of savior etc. Making Children feel inferior by showing them that if they will not buy a particular product they are not good but bad. According to OGuinn and Shrum (1997),a advertising and programming content are the two channels of communication which inform children and young people about products and encourage them to purchase. Another point that O Guinn and Shrum (1997) has stated in their findings is that consumer behavior was learned by children more easily if they were targeted with persuasion shown in commercials and various TV programs. Expansion in media messages and continuous changes in media environment are two key contributors for increasing the level of advertisement subjected towards children. Store Visits and Retailing environments also influence children buying behavior as Shim, et al (1995) proposed that children became more conscious about the information regarding products such as price and brands the more often parent took their children for the shopping. Keeping this in view marketer induce sales by adding some incentives for children to influence their parents to buy a product. For example, a fast food restaurant usually adds play place along with the dining hall or some retailer give away toys, snacks, sweets as gift with the products purchased. Although products are for adults but retailers make children pester their parents to buy that product. The attractive display of product also works in inducing this power more efficiently; these kinds of purchases made by parents under the influence of children are usually impulse purchases. According to research conducted by Schulman and Clancy (1992) on the most admired after school activities among the children depicts that watching TV got the highest attractive scores while second on the list was shopping which shows that in either of the two cases our research questions are being supported that these agents of socializations are impacting children behavior to a large extent. Cartoon character and Celebrities endorsement also has some bearing on children buying behavior. A recent study conducted by Dotson and Hyatt (2005) states that association of brands with certain popular sports, music and stars had increase the level of influence on children. Almost all children watch cartoon programs and other children oriented TV programs such as Quiz shows, Sports Shows etc. By introducing heroic characters like super-man, spider-man and various celebrities in advertisement make children buy that product because of emotional attachment of children with these things. Product category and stage of decision making process are being varied by children as the amount of influence they exert and product they prefer. For some product categories they influence purchase made by the parents and for some other products they are active initiators, information seekers, and buyers. Children influence is different for different products, product sub division, nature of socialization of children and they prefer product what they are attracted towards. Beside of the goods which are for direct consumption, children shows their influence in buying of goods for their family as their parents are less involved in the goods are preferred by them and preference increases in case of less expensive and the products for their own use. (Belch, 2004) Today, most of the marketers are targeting kids because of the change in demographics and psychographics of children population. The first learning point for the children about Where to buy is from family. The family characteristics such as family environment and parental lifestyle enhances the impact of the role of children in the different stages of taking buying decisions, as stated by Belch (2004) as well. Most of the children, when they go out with their parents on shopping, learn where a particular product or service is available and how they can reach them. The second source of children learning about where to buy comes from peer or social group they usually spend their time. As Belch (2004) stated that cultural values influence consumption related behaviors of children. The third source of children learning about where to buy comes from different advertisements and TV programs. There is big problem for children and their parents as viewers because young children are easily at tracted towards the content of advertisements and promotions. Theoretical Framework The independent variable in this study is agents of socialization and the dependent variable is pester power of children. Agents of socialization Pester power Independent variable Dependent Variable Operationalization In order to quantify independent variable, agents of socialization, the researcher has identified two indicators based upon the findings of literature review which are operationalized as under: Parent/Peer pressure: How the parents buying behavior and patterns are learned by the children because they are in constant contact with them and to what extent the interaction of children with their peer transform their preferences for products? Advertisements / TV programs: How much attention children pay to what they see on television, the retail environment impact children in nagging for a particular product and to what extent children get inclined towards a cartoon character or even children in a commercial? In order to quantify the dependent variable, pester power the researcher has identified three indicators which are operationalized as follows: Product preferences: How much differences in preference of children make them influence their parents purchase decision? Where to buy: How do children know from where they can get their desired product? How to buy: Do they know the tactic of buying the product, by nagging? Hypothesis The hypotheses developed for conducting the research are: H1: There is a relationship between agents of socialization and pester power Null Hypothesis: There is no relationship between agents of socialization and pester power Alternative hypothesis: There is a positive relationship between agents of socialization and pester power. Objectives of the Research Study Several factors such as interaction with parents, interaction with peers, shopping experiences and advertisement (Normal + Celebrity endorsement) has increased the nagging behavior of children. The more increase in interactions of a child with all these factors; it gives rise to pester power or the power of nagging in the child. For measuring pester power, the researcher has prepared a questionnaire (See Appendix) for measuring the impact of these two variables (parent/peer pressure and advertising) on pester power in children. The objective of this study is to measure the nature of relationship that exists between parent/peer pressure, advertising and pester power. Another objective is to find out if only these variables are there to boost up the pester power or there is also something else which has not yet been discovered in the previous research conducted (literature review) on pester power. Due to limited time and money constraints, it is not possible to get accurate and pure results, but the researcher will try his best to get the better results from limited resources. The finding of this study will also be helpful in the professional career of researcher being a business student. There is dramatic increase in the population of youngsters. Being an entrepreneur or marketer, this study will help the researcher to devise an efficient marketing communication strategy in his professional career for example this part of population can be targeted in marketing campaigns because of their larger proportion in the total population and maximum net marketing contribution can be obtained out of it. Secondly, this study will also be beneficial to the parents. The reason is, due to increase in population of youngsters, the marketers are targeting them in their marketing communications. This trend has positive as well as negative effects. Some marketers are using unethical tactics to market their product which is socially unacceptable. This study will help the parents to efficiently control the exposure of children to advertising and parent/peer pressure to minimize pester power and its negative effects. Research Methodology Design This study will be a questionnaire study. In questionnaire study, the respondents will be given a questionnaire and they will have to select from only available options. It is not a laboratory experiment where the environment of respondents can be controlled. It is a social research and the respondents are humans. The environment or context of this research cannot be controlled. The researcher will conduct questionnaire surveys. Questionnaire surveys are appropriate because these surveys allow quantification of data and thus quantitative evidences will be used to justify the results from research study. Questionnaire Surveys will help to gain required responses which can be further converted in quantitative terms for research. Subjects To test above mentioned hypothesis, the researcher will need to find data about agents of socialization and level of pester power. This data will be collected from parents having kids entering a shopping mall. The researcher will be using non-probability sampling method. A sample size of 100 parents entering shopping malls will be taken. Large shopping malls will be targeted for carrying out this research study. Convenience sampling method will be used for this research study. Instruments Instrument for carrying out research is already discussed above which is questionnaire surveys (quantitative research) for getting deep insights of the research problem. The researcher chose questionnaire surveys to get desired responses because quantification of data was desired. Moreover, the subjects find it easy to select an answer from given responses and therefore the response rate of questionnaire surveys are high. An interviewer completed questionnaire of close-ended statements will be used. Each questionnaire is expected to be completed within 10 minutes. So, questionnaire surveys are more flexible than any other instruments for research. Therefore, the above instruments for research study are reliable. Similarly statistical tests like z-test and t-test will be used to measure the reliability of measures. Context The research will be applied to the retail industry of United Kingdom (UK) by visiting the retail chains, retail stores and shopping malls. The research will be conducted from parents visiting the retail stores, retail chains and shopping malls of UK retail industry. Only those parents will be interviewed who will have the children under the age of 10-20 years old. Results Results obtained from the research study will be tested and validated by statistical measures using Microsoft Excel and SPSS. A z-test and t-test will be used to test significance among variables. Moreover, ANOVA will also be used to test significance of variables. Similarly, results obtained from focus groups and in-depth interviews will be tested qualitatively by recording video of these events. Research Paradigm This study Impact of agents of socialization on pester power is a quantitative, deductive and correlation study. The study is quantitative because it involves collection and analysis of numerical data as questionnaires responses can be measured on different scales and could be coded. The study is deductive because hypotheses is tested as There is a positive relationship between agents of socialization and pester power. The researcher arrived at the above hypothesis from the literature review. Now, the researcher already has a statement in the form of hypothesis, and this statement would be tested by collection of data and analysis which is a deductive approach. Finally this study is correlation study because a relationship is being measured between two different kinds of independent variables and dependent variable. In this study, agents of socialization are independent variables and pester power is dependent variable. Ethical Concerns The participants of the research study will be involved in the research with their informed consent by explaining them the purpose of the research study. The participants of the research study will be at minimal risk with no physical harm. A briefing would be given to respondents about the purpose of study by explaining the true nature of our study in order to have their informed consent. The respondents will be given a free choice to opt for giving information and responding to the questionnaire. The element of confidentiality and privacy will be of major concern during this study. The researcher will ensure confidentiality by using dummy data. Limitations It is a single mans effort and therefore some limitations will also be associated with the project and these limitations would be constraints of time and cost. In case of questionnaires surveys, participant in hurry or thinking about something else may choose a wrong response. Moreover, fatigue, anger and hunger may alter the interpretations of surveys. There could be human errors in the analysis and presentation of results. Conclusion The prime users of the study conducted will be the marketers who have to develop their advertising campaign. This point is also very important for parents as well, they try to reduce this pester power in their children, because it bring about negative changes in them, this is the reason that many countries like Canada have banned such advertisements that enhances pester power in children.

Essays --

 The Civil War lasted for four years, three weeks, and six days. The Civil War caused a numerous amount of good and bad things. Along with the union coming out victorious, slavery was abolished, territorial integrity was gained, the reconstruction era began, and Abraham Lincoln was assassinated. Although, many people were involved in the process leading up to the civil war. Abolitionists played a huge role in the progression in civil rights. They fought for the freedom of slaves and the ceasing of slave trade from Africa. There were many activists involved in this movement, including Harriet Tubman and Sojourner Truth. These two women abolitionists are two of the most dynamic woman and well known abolitionists. Although Harriet Tubman and Sojourner Truth have many similarities, they have certain aspects that allow them to differ from each other. Despite their slight differences, Tubman and Truth were seemingly the most efficient and effective in their duties as abolitionists. Consequently, Harriet Tubman was born a slave into a slave family. As a slave, at five years old, Tubman was "rented" to families where she was put to work winding yarn, checking animal traps, cleaning the houses and nursing children among many more laborious tasks. When she was older, she decided she prefered to work outside of the house as opposed to laboring inside the house with domestic chores. As a teenager, she would upset her owners and often was reprimanded and sent home because of her rebellious attitude. Later on in Tubman’s life, she married a free man and also found out that her mother was freed by her owner, but her mother was never informed of her freedom. This directly affected Tubman because her mother’s freedom also meant that Tubman was b... ...ght her battles and was often victorious. According to Sandra Johnson, in her article Truth and Tubman: Women who fought against slavery, in the Austin Weekly News, 2005, Tubman did not feel Lincoln was working hard enough to free slaves, yet when Truth met with Lincoln she praised him for his efforts. One more difference between the two women is that Tubman worked to free slaves, but Truth fought for women’s rights in addition to ending slavery. In summation, Tubman and Truth were exceptionally brave women who fought for ideals in which they strongly believed. While Tubman’s courage was founded in a rebellious nature, Truth’s courage was based in her faith in a Higher Power. Both women, despite their differences in opposing their foes, have rightfully earned their positions as heroines in American history with their efficient and effective duties as abolitionists.

The Canterbury Tales :: Essays Papers

The Canterbury Tales Historical Background The Canterbury Tales were written in 1386 by Geoffrey Chaucer. In "The General Prologue," Chaucer introduces the Monk as a rebellious person who does what he wants and does not follow the rules of the monastery. However, in the Middle Ages, monks could not behave this way. They had to follow the rules of the monastery which were written by St. Benedict. They took vows as proof that they would follow these rules. In the Middle Ages, monks had to follow rules and be divided. The rules for the monasteries were written in 520 by St. Benedict. He was the leader of a monastery and wanted to write a set of rules "that were not so strict that monks would abandon their vocations"(Americana, p. 542). They were simple and allowed monks to exercise their minds and live stress-free lives. The rules said that monks had to pray, perform manual labor, and study. The studying was beneficial to the monks since they were able to become well educated. The knowledge gained from studying led many monks to write books. As part of their manual labor, they hand copied books because xerox machines were not invented yet. According to the Encyclopedia Americana, in the Middle Ages, monks in monasteries were divided into choir monks and lay brothers. This was a way of dividing the work because choir monks had to recite the prayer, the Divine Office, which was a requirement in the rules. The lay brothers did the manual labor. Hand copying books probably took a long time and they had a lot of other work to do, like studying and praying. Monks in the Middle Ages had to follow the rules and be divided. It was advantageous to be a monk because all they did was devote their lives to studying and praying. Since they led stress free lives, they were able to concentrate on their studies. The division of monks into lay brothers and choir monks seemed like an adjustment to the rule because the work was divided whereas before, all the monks had to recite prayers and do manual labor.

Importance of balance of trade

Importance of balance of trade Balance of trade data is a very important piece of understanding the global puzzle of international trade, and thus, forex. Much like an income statement, balance of trade data clearly defines whether a trade deficit or trade surplus is in play. Why Balance of Trade Matters Balance of trade data shows the imports and exports of goods and how a country competes in a global marketplace. Balance of trade numbers can run a trade deficit, showing that a country imported more than it exported, or they can reflect a trade surplus, exporting more than was imported in a specific time period.Imports and exports can include physical goods and intangible services. Luxembourg, which is a popular banking destination, has one of the highest per capita service exports because its banking system is used internationally. Likewise, Middle Eastern nations have stronger physical exports due to the international oil trade. Just as a negative balance of trade is a bad sign fo r a country's long run economic health, high export figures can be equally poor for domestic trade. China, which has for a long time been a net exporter, has fought several bouts of domestic inflation as money flows into the country from all over the world.When the supply of money rises internally at pace faster than the relative increase in wages, internal consumption and demand can be temporarily stymied, causing recessions. However, all things considered, a country would much prefer to attract too much foreign export purchases than too few, as a negative balance of trade cannot be sustained forever. In addition, negative trade increases the possibility of high national debts or inflation from the central bank to maintain domestic currency levels. Making Use of the DataBalance of trade data is released once per month and may be revised as time passes and the numbers become clearer. Since tallying all the exports flowing out of a country and all the imports flowing in requires a su bstantial amount of record keeping and manpower, these reports on trade surplus or trade deficit may be revised for years following their first release. From a forex trading point of view, balance of trade statistics are best used in conjunction with balance of payments. While a net importer cannot show a positive balance of trade, it can, and in many times does, show a positive balance of payments.This is because net importers have to borrow from other countries to sustain their current consumption, and they routinely borrow more funds than are needed in a single time period or calendar year Factors that can affect the balance of trade include: Measuring the balance of trade can be problematic because of problems with recording and collecting data. As an illustration of this problem, when official data for all the world's countries are added up, exports exceed imports by almost 1%; it appears the world is running a positive balance of trade with itself.This cannot be true, because all transactions involve an equal credit or debit in the account of each nation. The discrepancy is widely believed to be explained by transactions intended to launder money or evade taxes, smuggling and other visibility problems. However, especially for developed countries, accuracy is likely. * The cost of production (land, labor, capital, taxes, incentives, etc. ) in the exporting economy vis-a-vis those in the importing economy; * The cost and availability of raw materials, intermediate goods and other inputs; * Exchange rate movements; Multilateral, bilateral and unilateral taxes or restrictions on trade; * Non-tariff barriers such as environmental, health or safety standards; * The availability of adequate foreign exchange with which to pay for imports; and * Prices of goods manufactured at home (influenced by the responsiveness of supply How to calculate BOT Trade balance shows how countries interact with each other in the international market place. Trade balance is also kno wn as net exports. The trade balance shows if a country exports more than it imports.A positive trade balance means the country exports more than it imports. A negative trade balance shows a country imports more than it exports. Having a positive or negative trade balance is neither good nor bad. Trade balance is also part of the calculation for gross domestic product. 1. Use the U. S. Census Bureau to find net imports for the period for which you seek the U. S. trade balance. The Census Bureau releases these statistics periodically on its website. On the Census Bureau website, click â€Å"Balance by Partner Country† on the left-side of the screen. Then select a country.For example, select Ivory Coast. Then select the year to analyze. In the example, select 2010. In the example, for January 2010, the United States had net imports of $221. 9 million from the Ivory Coast. 2. Use the U. S. Census Bureau to find net exports for the period. In our example, U. S. net exports to the Ivory Coast were $24. 3 million 3. Subtract net imports from net exports to determine the trade balance. In our example, $24. 3 million minus $221. 9 million yields a trade balance of negative $197. 6 million, which the Census Bureau rounds to $197. 5 million.The balance is negative because net imports is greater than net exports. Goods and Services Deficit Decreases in February 2013 The Nation’s international trade deficit in goods and services decreased to $43. 0 billion in February from $44. 5 billion (revised) in January, as exports increased more than imports. | Goods and Services * Exports increased to $186. 0 billion in February from $184. 4 billion in January (revised). Goods were $132. 2 billion in February, up from $130. 8 billion in January. Services were $53. 8 billion in February, up from $53. 6 billion in January. February imports were $0. 1 billion more than January imports of $228. 9 billion (revised). Goods were $192. 4 billion in February, down from $192. 5 billion in January. Services were $36. 5 billion in February, up from $36. 3 billion in January. * For goods, the deficit was $60. 2 billion in February, down from $61. 7 billion in January (revised). For services, the surplus was $17. 3 billion in February, up from $17. 2 billion in January. Goods by Category (Census basis) * The January to February increase in exports of goods reflected increases in industrial supplies and materials ($1. billion); other goods ($0. 5 billion); and automotive vehicles, parts, and engines ($0. 2 billion). Decreases occurred in capital goods ($0. 8 billion); consumer goods ($0. 3 billion); and foods, feeds, and beverages ($0. 1 billion). * The January to February decrease in imports of goods reflected decreases in industrial supplies and materials ($2. 6 billion) and other goods ($0. 3 billion). Increases occurred in automotive vehicles, parts, and engines ($1. 1 billion); consumer goods ($0. 7 billion); capital goods ($0. 3 billion); and foods, feed s, and beverages ($0. billion). Services by Category * Exports of services increased $0. 2 billion from January to February. The increase was mostly accounted for by increases in other transportation ($0. 1 billion), which includes freight and port services, and travel ($0. 1 billion). Changes in the other categories of services exports were relatively small. * Imports of services increased $0. 2 billion from January to February. The increase was more than accounted for by increases in other transportation ($0. 1 billion), travel ($0. 1 billion), and passenger fares ($0. 1 billion).Changes in the other categories of services imports were relatively small. Goods by Geographic Area (Not Seasonally Adjusted) * The goods deficit with Canada decreased from $4. 8 billion in January to $2. 6 billion in February. Exports were virtually unchanged at $23. 1 billion, while imports decreased $2. 2 billion (primarily crude oil) to $25. 7 billion. * The goods deficit with China decreased from $27 . 8 billion in January to $23. 4 billion in February. Exports decreased $0. 1 billion (primarily soybeans and nonmonetary gold) to $9. 3 billion, while imports decreased $4. billion (primarily cell phones and other household goods) to $32. 7 billion. * The goods deficit with Mexico increased from $3. 6 billion in January to $4. 3 billion in February. Exports decreased $0. 3 billion (primarily computer accessories, electric components, and semiconductors) to $17. 7 billion, while imports increased $0. 4 billion (primarily automobiles, automotive parts, and accessories) to $21. 9 billion India Balance of Trade India recorded a trade deficit of 561. 19 INR Billion in March of 2013. Balance of Trade in India is reported by the Ministry of Commerce and Industry.Historically, from 1978 until 2013, India Balance of Trade averaged -113. 01 INR Billion reaching an all time high of 13. 91 INR Billion in April of 1991 and a record low of -1111. 46 INR Billion in October of 2012. India had been recording sustained trade deficits due to low exports base and high imports of coal and oil for its energy needs. India is leading exporter of petroleum products, gems and jewelry, textiles, engineering goods, chemicals and services. Main trading partners are European Union countries, United States, China and UAE. This page includes a chart with historical data for India Balance of Trade

Lady Macbeth Sit

Macbeth is walking and talking with friends at the party, and one of Machete's rinds mention my name. You can see the guilt and discomfort approach his face. If only he could see my face right now. When everyone is away I will make sure he gets to see my face one last time! Will make his life so horrible he is going to regret the thought of trying to kill me and my children. Macbeth is luckily distracted by his evil deceiving and conniving wife Lady Macbeth. What Macbeth doesn't know is that I am watching his every move. And waiting for the perfect time to surprise him!I'm so angered and pained that I m not here on this earth anymore to take care of my children. And to see my children approaching the castle for Macbeth coordination party. I am only curious and confused as to why they would want to attend Machete's party. I can see my children strolling and pacing the castle as if they are planning something. I have to see what my children are up to before they hurt their selves, some one else or hurt Macbeth. My plan is to distract Macbeth by showing him ghost face and getting my children out of this castle before Macbeth gets a chance to see them.Macbeth is having a nice conversation with his wife in a separate room and I figured this is the perfect time to surprise them. My first plan of action is to scare them by making noises next I want to fluster them. As I approach the room, and whisper Macbeth, Lady Macbeth. The expression on their face is priceless. I can hear Macbeth say what is that, who goes there. He has no clue that is me. And for my finale I will make my appearance. Hi Lady Macbeth and Macbeth. What a wonderful coordination dinner you have here. Banquet is thou?Yes am he Banquet ghost, here to ruin your lives like you ruined mine. Lady Macbeth we have to get out of here now. Oh no there is no way of escaping this. You and your wife will not be able to get away with this. You and Lady Macbeth caused pain and suffering to so many people that now you all must suffer. And for the ultimate finale, finish off Macbeth and Lady Macbeth. Before I could even finish them off my children come storming through the room ready to finish what I started. Startled and surprised to see my ghost, they say in unison â€Å"this is for you dad†.