What makes a great movie :: essays research papers

Great movies do not always have to be something that immediately strikes a viewer’s interest. They can be based on a subject you have always disliked, or have not previously watched because the sheer filming and cinematography could become of great intrigue. Special effects, which play on people’s imagination, a noteworthy soundtrack, scenery, and camera angles, can make a movie spectacular. Movies that relate to real life events and touch the audience’s hearts through strong emotional appeal also help create good movie standards. The truth is what most enjoys seeing as sometimes it can be overwhelming, frightening, irrational, tender or idiotic and people love to watch a good parody. Films have to be understandable, provide insight into all character’s personalities and roles, and quotable. They can be something that sparks laughter, helps us grow, terrifies, or simply entertains. We do not want to have our time wasted or feel that seeing this movie could have hurt us by hindering us from another more important or enjoyable activity. Both of us enjoy movies with an exciting storyline or seriously cool visual effects. A movie does nothing for the audience if the acting is amazing but the story is lost in the first five minutes. Good acting is much appreciated but with out a decent plot, it really has no true impact. Furthermore, movies will generate particular moods and feelings and certain films are more appropriate for, lets say, dates than for a guy’s night out. Altogether, we think originality and creativity are movie musts along with surprise, climax, and emotion. Ones that are different to the normal teeny bopper or action packed Vin Diesel films are much appreciated. Audiences do not enjoy seeing repetition in movie themes and plots with the only significant difference being the cast.

Chemistry thermo lab, Hess’s Law Essay

Introduction: In this lab, we will be determining the change in enthalpy for the combustion reaction of magnesium (Mg) using Hess’s law. Procedure: 1. React about 100 mL of 1.00 M hydrochloric acid with 0.80 g of MgO. Note the change in temperature and any qualitative data. 2. React about 100 mL of 1.00 M hydrochloric acid with 0.50 g of Mg. Note the change in temperature and any qualitative data. Raw Data: Quantitative: Reaction, trial Mass ( ± 0.01 g) Initial temperature ( ± 0.1à ¢Ã‚ ° C) Final temperature ( ± 0.1à ¢Ã‚ ° C) Volume of HCl ( ± 0.05 mL) Reaction 1, Trial 1 0.80 22.0 26.9 100.00 Reaction 1, Trial 2 0.80 22.2 26.9 100.00 Reaction 2, Trial 1 0.50 21.6 44.4 100.00 Reaction 2, Trial 2 0.50 21.8 43.8 100.00 Qualitative: 1. Hydrochloric acid is colorless and odorless 2. Magnesium tape is shiny after cleaning it from oxidants, increasing its purity. 3. In both reactions, the solution became bubbly. 4. There was a strong odor from the reaction. Data Processing: Trial 1: Reaction 1: First, we have to calculate the ΔT by subtracting the final temperature by initial temperature: 1. 2. 3. Now we calculate the mass of the solution, assuming it has the density as water: 1. 2. 3. 4. Now, we can use q=mc ΔT to calculate the energy gained by the solution: 1. 2. 3. Therefore: 1. Now, we have to calculate the number of moles for MgO: 1. 2. 3. We can now calculate the change in enthalpy by dividing the q of the reaction by the moles of the limiting reagent: 1. Now, we do reaction 2, trial 1 so we can use Hess’s law to calculate the change in enthalpy of formation, but first we are going to calculate the uncertainty in this expression: First, we calculate the uncertainty for the: 1. 2. 3. Now for mass: 1. 2. As for the energy gained: 1. 2. Now for the energy of the reaction: 1. It is multiplied by an integer (-1) so it is the same unc. As for the moles: 1. 2. Finally, the change in enthalpy: 1. 2. 3. Reaction 2: First, we have to calculate the ΔT by subtracting the final temperature by initial temperature: 1. 2. Now we calculate the mass of the solution, assuming it has the density as water: 1. 2. 3. Now, we can use q=mc ΔT to calculate the energy gained by the solution: 1. 2. Therefore: 1. Now, we have to calculate the number of moles for MgO: 1. 2. We can now calculate the change in enthalpy by dividing the q of the reaction by the moles of the limiting reagent: 1. I will now calculate the uncertainties: First, we calculate the uncertainty for the: 1. 2. Now for mass: 1. 2. As for the energy gained: 1. 2. Now for the energy of the reaction: 1. It is multiplied by an integer (-1) so it is the same unc. As for the moles: 1. 2. Finally, the change in enthalpy: 1. 2. 3. Now, we use Hess’s law to calculate the change of enthalpy of formation: 1. MgO(s) + 2HCl(aq) MgCl2(aq) + H2O(l) 2. Mg (s) + 2HCl(aq) MgCl2(aq) + H2 (g) 3. H2(g) + 0.5 O2(g) H2O(l) (given) By reversing reaction number 1, we can get our targeted reaction: Mg (s) + 0.5 O2(g) MgO(s) Now to calculate the change of enthalpy, which will be the change of enthalpy of formation? 1. 2. Our final result is: 1. Mg (s) + 0.5 O2(g) MgO(s) Random error and percent error: We can calculate the random error by just adding the random errors of the component reactions: 1. 2. 3. As for the percent error: 1. 2. 3. Trial 2: Reaction 1: First, we have to calculate the ΔT by subtracting the final temperature by initial temperature: 1. 2. Now we calculate the mass of the solution, assuming it has the density as water: 1. 2. 3. Now, we can use q=mc ΔT to calculate the energy gained by the solution: 1. 2. 3. Therefore: 1. Now, we have to calculate the number of moles for MgO: 1. 2. 3. We can now calculate the change in enthalpy by dividing the q of the reaction by the moles of the limiting reagent: 1. Now, we do reaction 2, trial 1 so we can use Hess’s law to calculate the change in enthalpy of formation, but first we are going to calculate the uncertainty in this expression: First, we calculate the uncertainty for the: 1. 2. 3. Now for mass: 1. 2. As for the energy gained: 1. 2. Now for the energy of the reaction: 1. It is multiplied by an integer (-1) so it is the same unc. As for the moles: 1. 2. Finally, the change in enthalpy: 1. 2. 3. Reaction 2: First, we have to calculate the ΔT by subtracting the final temperature by initial temperature: 1. 2. Now we calculate the mass of the solution, assuming it has the density as water: 1. 2. 3. Now, we can use q=mc ΔT to calculate the energy gained by the solution: 1. 2. Therefore: 1. Now, we have to calculate the number of moles for MgO: 1. 2. We can now calculate the change in enthalpy by dividing the q of the reaction by the moles of the limiting reagent: 1. I will now calculate the uncertainties: First, we calculate the uncertainty for the: 1. 2. Now for mass: 1. 2. As for the energy gained: 1. 2. Now for the energy of the reaction: 1. It is multiplied by an integer (-1) so it is the same unc. As for the moles: 1. 2. Finally, the change in enthalpy: 1. 2. 3. Now to calculate the change of enthalpy, which will be the change of enthalpy of formation: 1. 2. Our final result is: 1. Mg (s) + 0.5 O2(g) MgO(s) Random error and percent error: We can calculate the random error by just adding the random errors of the component reactions: 1. 2. 3. As for the percent error: 1. 2. 3. Processed data: Trial 1 Trial 2 of reaction 1 -104 kJ/mol ( ± 2.10%) -99 kJ/mol ( ± 2.19%) of reaction 2 -463 kJ/mol ( ± 0.509%) -446 kJ/mol ( ± 0.525%) of MgO -645 kJ/mol ( ± 2.61%) -633 kJ/mol ( ± 2.72%) Conclusion and Evaluation: In this lab, we determined the standard enthalpy change of formation of MgO using Hess’s law. First, we reacted HCl with MgO for the first reaction and got -104 kJ/mol ( ± 2.10%) for trial 1 and -99 kJ/mol ( ± 2.19%) for trial 2. As for reaction 2, where you react, I got -463 kJ/mol ( ± 0.509%) for trial 1 and -446 kJ/mol ( ± 0.525%) for trial 2. When we use Hess’s Law, we have to reverse reaction 1 to get the targeted equation, Mg (s) + 0.5 O2(g) MgO(s), and we get an enthalpy change value of -645 kJ/mol ( ± 2.61%) for trial 1, and -633 kJ/mol ( ± 2.72%) for trial 2. For trial 1, my value got a percent error of 7.14%, which is not that bad considering the weaknesses this lab had that will be discussed in the evaluation. However, in trial 2, I got a better percent error, which is 5.15%, we got a better value because we had a bigger ΔH values thus when adding them (since one of them is positive and the other two is negative) we get a smaller value for the enthalpy change of formation thus bringing us closer to the theoretical value. The biggest weakness in this lab was the impurity of the substances, the assumptions that we made about the HCl solution, for example, we assumed that the specific heat capacity of the solution is the same as water, which is an assumption that is not a 100% accurate and affected our ΔH values for both reactions and eventually our final ΔHf value. To fix this, In the different range of specific heat capacity values, 4.10 j/g k would have been more appropriate to get closer to our theoretical values, as you get a bigger qrxn values thus bigger ΔH values. Another thing that I noticed is that the theoretical value that I got was the â€Å"Standard† enthalpy change of formation. Standard meaning at standard conditions which are at 293 K and 101.3 kPa for pressure. These weren’t the conditions in the lab when I did the experiment. This might alter the experimental value closer to the theoretical value reducing the percent error.

Labor Relations Hw

In my opinion, the employer now has learned what kind of discrepancies can occur and modify the security issues regarding the remaining medications. Any discrepancies occurred after a â€Å"Just† modification of the rules shall be applied strictly as Intended by the employer. 2. Explain why the relevant provisions of the collective bargaining agreement as applied to the facts of this case dictate the award. I think that it is very natural and obvious that the employer, who is in charge of his company, wants to charge someone of any discrepancy occurred inside his mandarins.Even if there is no exact proof existing, the employer believes that each supervisor must be responsible for their actions and be willing to accept the consequences that come from their own subdivision's control. For example, let's say there was a small bug Inside a potato chip bag. The bug could have got Inside the bag In any process during which the potato chip was being made, but the employer must decide one of the suspicious departments for the discrepancy. Let's say that the employer fired the supervisor of the final packaging vision.Even though all packaging is done by machines and the only daily duty of the packaging division is to identify wrong-packaged bags, the employer has made a decision. If there was a fluoroscopic machine that makes it possible to see inside every bag, then things would have resulted differently, but there wasn't one and the packaging supervisor was fired due to â€Å"irresponsibility. † This example explained above would be a similar example to why the relevant provisions of the collective bargaining agreement as applied to the facts of he previous case dictate the award. . What actions might the employer or the union has taken to avoid this conflict? I en employer malign nave set up a more strict policy Walt personnel controlling Ana accessing the medications. The total number of keys and a reliable sign-in/out system will be installed. Personne l granted access to the remaining medication will surely receive a proper orientation and training before accessing it. Also, to clarify the unjust â€Å"Just cause† standard, a very detailed warning and penalty will be posted to those committing any discrepancy.

Research Paper on Bullying Essay

Bullying is a problem that is evident around the world, and is occurring right now, at this very moment. The issue of bullying is complicated; some believe it should be taken seriously, yet we often disregard it. If you place yourself in the shoes of the victim, the issue is not a joke but extremely serious. Bullying is the unwarranted, aggressive behavior towards a victim that involves a bully, a victim, and those who are witnesses and occurs over a period of time. The bully is a person who uses strength and physical or verbal abuse to intimidate their victim who is usually weaker (physically or emotionally) than the bully. The bully and victim can be male or female. Research has shown that adults, parents, teachers, and school staff rarely respond or intervene when bullying occurs. These studies show that one in four teachers see nothing wrong with bullying and will only intervene four percent of the time (dosomething. org). Adults often believe that bullying is â€Å"just part of life. † They usually do not understand or see the consequences that will take place in this â€Å"part of a young person’s life† for the victim and the bully. The victim’s need for help and the bully’s cry for attention are telling us that something needs to be done. Bullying has countless, negative consequences, if nothing is done to prevent it, for both the bully and the victim. Bullying Must Be Prevented! The consequences of victimization from bullying are many and can be very serious. Some of these consequences may include poor academic performance, and physical and mental consequences. Bullying can have a negative impact on a student’s academic performance. Research has shown that bullies target victims who may have a high academic performance. The bullying begins with friendly teasing but then will increase to verbal attacks. When this occurs, it will cause the victim to lose his/her confidence. He/she will feel outcast, depressed and alone. The school does not often help or intervene. Statistics show that over two-thirds of students believe that schools respond poorly to bullying, with a high percentage of students believing that adult help is infrequent and ineffective (dosomething. org). As a result, the victim may begin to pay less attention in class his/her academic performance will drop. Previous studies of bullying behavior have tended to focus on risk factors and consequences associated with the primary roles of the victim, such as mental health. The victim will feel depressed and an outcast. He/ she will have very low self esteem. â€Å"School is a place where children learn socializing and other skills that will be useful later in life. Bullied students are likely to shy away from any social situation so that they can protect themselves. This stops them from developing healthy relationships with other people† (helium. com). Bullying can be associated with the victim’s past, present and future. In childhood, victims will be faced with poor mental health outcomes such as depression and anxiety. This can be brought from childhood to adulthood and may cause the adult to have poor functioning as she/he goes through daily life. Finally, research has linked bullying to suicide. â€Å"Bully victims are between 2 to 9 times more likely to consider suicide than non-victims, according to studies by Yale University†(bullyingstatistics. org). Physical ailments have also been associated with bullying. Physical ailments may be caused by hitting, pushing tripping, slapping, spitting, stealing or destroying possessions, including books, clothing, or lunch money and many others. Physical bullying can occur to and from school and is most frequently used during middle school due to this period of life when everyone is trying to fit in. A victim may come home from school with bruises, cuts, or other unexplained injuries having damaged clothing, books, or possessions, often â€Å"losing† things that they take to school. Bullying has countless negative effects that have many risk factors. If these effects are not prevented, bullying will begin to become â€Å"part of life† but with mental, physical, and academic consequences to the victim. Bullying Is Not A Problem There are many cons in bullying. Some may say that bullying is not a problem. Some say that bullies need to bully, that it is just part of growing up. Some will also say that bullying is not even a big deal. â€Å"Bullies have always been with us. Back in the day, my generation was told to either walk away or hit them back. No one really took bullies very seriously† (Pauline Wallin, Ph. D. bullying: What’s the big deal? †The Patriot-News). In this context, Pauline tells us that bullying is not taken seriously and that bullies will always be with us. If bullying was a phase of life, why are people dying from bullying? â€Å"A British study reported 44% of suicides occurring in kids 10 to 14 was caused by bullying. † Teachers are not intervening when bullying is taking place. â€Å"1 in 4 teachers see nothing wrong with bullying and will only intervene four percent of the time. Over two-thirds of students believe that schools respond poorly to bullying, with a high percentage of students believing that adult help is infrequent and ineffective† (dosomething. rg). A victim will sometimes feel it is their fault for being bullied. For instance, they might think they are weak and do not have good friendships. They may think of themselves as failures and not worthy of being helped by others. Victims are not failures and are worth being helped. We need to focus more on bullying for the victim’s sake. Bullying has many negative consequences on the victim, including suicide, school shootings, and fighting back. There are many reasons why victims turn to suicide. One reason is that they feel alone and feel that they have no one to turn to for assistance. They don’t know that their parents, teachers, and other adults could be a solution to their problem. The cause for a school shooting is unknown. Most school shootings are shown to be linked with bullying. â€Å"In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied (stopbullying. gov). The victim is taking the situation of bullying into his own hands and is taking revenge on the bully. The victim may use physical violence to hurt the bully to fight back and protect themselves. Bullying is a problem that must be taken seriously. If bullying is not taken seriously, it may lead to consequences that are numerous and will cause multiple problems, for the bully and the victim alike. Opinion and Solutionâ€Å"There are about 160,000 children that miss school every day out of fear of being bullied† (bullying statistics). Bullying is a problem that is evident around the world, and is occurring right now at this very moment. Because many consider it to be a problem, many want to prevent bullying. Bullying is being identified on school campuses and many schools put in programs to deal with the issue. But is this enough? Do our parents and other adults even notice or care about what events take place during school? One in four teachers see nothing wrong with bullying and will only intervene four percent of the time (dosomething. org). And do we know how children really feel after school each and every day? Over two-thirds of students believe that schools respond poorly to bullying, with a high percentage of students believing that adult help is infrequent and ineffective (dosomething. org). Not enough people are taking bullying seriously. Some parents and other adults will consider bullying â€Å"a playful activity† or â€Å"just another part of life†. The issue of bullying is complicated; some say it should be taken more seriously, yet we are often prone to neglect it. Forms of bullying have evolved, but ways to deal with it have not. Theodore Roosevelt says, â€Å"Knowing what’s right doesn’t mean much unless you do what’s right. † There are many solutions to bullying. Children who are being bullied or victims of bullying can talk with an adult. But our adults must recognize the problem with bullying. There will be signs if your child is being victimized during school when she comes home. â€Å"Being alert and observant is critical, since victims are often reluctant to report bullying† (greatschools. org). If you are alert and aware of this taking place, action must be taken immediately to prevent future consequences. By this you must approach the school and make it clear that you want immediate action. Teachers need to set up a non-bullying environment in their classes. This will help children understand and let them know that bullying is a problem that must be prevented.

Psychological Conflicts in Literature(1) Essay

We all experience psychological conflicts, knowingly or unknowingly. They involve psychological conflicts among our thoughts, emotions, and rational thinking. It may be the most dangerous conflict of all due to the battleground in which it take place in — our mind. There are many examples of psychological conflicts in the stories we have read. In â€Å"Leiningen Versus the Ants† by Carl Stephenson, Leiningen battled not only on his South American plantation, but in his mind. He struggled with the issue of running away and letting the ants take over his plantation. He wasn’t a quitter and enjoys the mental aspects of things. But when the ants and the reality of death came, he had to resolve the conflict whether to stay or flee. This was especially true when he ran to the dam wheel. He could of fled then or died, but he chose to try to save the plantation and workers. He was faced with the conflict living or, perhaps the greatest psychological conflict, which he resolved when he chose to run to the wheel. In â€Å"The Contents of the Dead Man’s Pockets† by Jack Finney, Tom also faced a psychological conflict. The story was mainly focused on his physical conflict, but near the end he experienced psychological conflict. As with Leiningen, Tom faced the choice to die or to live, and he realized with that conflict how much his wife meant to him. He overcame the conflict when, as we read, the yellow paper flew out the window again, but he left to be with his wife. In â€Å"Blues Ain’t No Mockin’bird† by Toni Cade Bambara, Granny experienced a psychological conflict with her past treatment and her current conflict with Smiley and Camera. She struggled to break and maybe actually kill them or fall into depression, but she was successful in winning the conflict. When she hummed in a high pitch instead of low, it showed that she had finally won. In conclusion, psychological conflicts are important. They can be very dangerous because we are fighting within ourselves and our rational reasoning. And when we fight within ourself it is hard to win. Psychological  conflicts can be won, however, by set priorities and moral standards.

Research proposal Essay Example | Topics and Well Written Essays - 750 words - 4

Research proposal - Essay Example A detailed literature review focusing on the works of Duncan Brown and Michael Armstrong (Paying for Contribution), Michael Armstrong and Murlis, H. (Reward Management) and Michael Armstrong (Employee Rewards). The Human Resources departments of various companies and corporate who are actively working on improving the performance appraisal processes or are preparing proposals to the management on implementing the performance appraisal process Initially a detailed review of the literature available on the topic is conducted. Based on these reviews, a case study is carried out for a company selected. The various aspects of the performance related pay prevalent in the company are discussed. Based on the literature review and the case study, the research objectives are drawn, both from employers’ and the employees’ perspectives. The research objectives will mainly focus on the best practices for performance related pay and also the effects it has on employees, such as productivity, satisfaction level, etc.., In order to conduct a credible research for the objectives that fall under the first category, it is essential to conduct a qualitative research. A questionnaire is prepared based on the research objectives under this category. This questionnaire is then presented a list of employers, HR professionals and experts in the field and an In-Depth interview is conducted. If viable, an in-depth interview will also be conducted with a representative from the HR department of the company that has been discussed in the case study. For the second category, as the research objectives focus on a wider population, it is essential to conduct a quantitative research. A questionnaire is designed based on the research objectives. An appropriate scaling method is used and the dependent and independent variables are fixed based on the objectives. Once the questionnaire is finalized, an online survey is then conducted to a

Case Study 3 - Input Diagnosis (skype) Essay Example | Topics and Well Written Essays - 1000 words

Case Study 3 - Input Diagnosis (skype) - Essay Example Now in the context of the project, the report will highlight the business strategy of Skype. Apart from that the report will also shed light on the three generic strategies of Porter and its resemblance with the organizations strategy of Skype. Furthermore Nadler-Tushman Congruence Model will be also emphasized in accordance with the strategies of Skype. Finally the report will present the critical inputs of Skype and will then offer a conclusion based on the findings from the study. The next part will therefore put emphasis to the business strategy of Skype. Skype mainly follows the business model, which is the combination of network effects model and service provision and thereby collective referred to as â€Å"freemium† model. Skype offers both free as well as premium services to the customers. Some of the applications that are offered free include chatting, Skype-to-Skype calling, file transfer, multi-party calling, and video calling. On the other hand premium or paid serv ices comprise of Skype-In, Online numbers, Voicemail, subscriptions, Skype-Out and SMS. Since Skype offers a number of communication methods via internet, it has been able to target a large number of customers, who seek communication over the internet at low cost. In the recent past the company has also entered the mobile market by incorporating software that runs on a Smartphone. Skype also caters to the television segment along with the blue-ray devices. Hence from an overall viewpoint the basic business strategy of Skype is to have global coverage for the users of mobiles and computers. Apart from generating revenues from the premium services, the company earns revenue by providing partnership perspectives through licensing, and advertisement opportunities (Hagstedt, Hakansson & Thideman, 2011). Nevertheless, one of the important factors that played a major role in driving the business of Skype is the security it offers to the customers and a strong brand reputation supported by Microsoft. Porter’s Three Generic Competitive Strategies The three generic strategies of Porter include cost leadership strategy, differentiation strategy and focus strategy. The cost leadership strategy is about being the low-cost manufacturer. The differentiation strategy can be characterized by the offerings of a service or product that is unique and highly valued by the customers. Finally the focus strategy is about focusing and catering to a particular customer segment. Now comparing with the business strategy of Skype, it can be concluded that Skype makes use of differentiation strategy. The company offers a large number of unique communication modes that are distinctive and are highly value by the customers. Organizational Inputs The organizational inputs are those materials which the organization has to utilize for completion of their desired objectives. There are several different types of inputs, each of which signifies different resource for the organization. All t he organizational inputs are interlinked; especially the environment and resources have a very close relation. The environmental conditions affect the availability and price of acquiring the resources. The key organizational inputs are: a) Environment: It includes all the factors such as events, groups, individuals, institutions, and the whole