Thinking critically Essay Example | Topics and Well Written Essays - 500 words

Thinking critically - Essay Example Being ethical does not mean that an individual has to come from a specific family or attend a certain school. Others feel that they are educated and thus have more ethics. This is due to attending a given school or coming from a certain family. However, this perception is wrong since one may have attended any school and still embrace the sense of being ethical. Possessing the knowledge of what ethics are and conforming to the principles of being ethical goes unnoticed. The society focuses on teaching the young people on right and wrong but do not focus on the essence ethics in once life. However, in schools, there are efforts made to teach students about ethics and ways to be an ethical person but it does not seem to have a lot of effect on our lives. This teaching does not seem to influence our lives since they are not well articulated in our minds. Therefore, this brings into spotlight numerous things that the societies have to put into consideration on focusing. This is due to the conviction that it is not necessarily that a person who have been taught the ethics be ethical, some of them know what it is but turn a deaf ear. The colleges are charged with moral obligation of assist students in the pursuit of being ethical people. Colleges are believed to be the final stage of learning the essence of ethics and being ethical. Therefore, there is the need of having a keen focus on the colleges to ensure that learners have acquired ample knowledge about ethics. Professors are charged with the responsibility of taking their students through acquiring knowledge about ethics. This is most importantly showing them where the knowledge is applied in real life situation. Ethics knowledge is integrated in various disciplines i.e. business, engineering and others. This ensures that the students are acquiring significant information that is going to be helpful in their carrier. Instructors for given courses

Interpretive explication essay Example | Topics and Well Written Essays - 1250 words

Interpretive explication - Essay Example He was accused of stealing a deer. Shakespeare worked in London as a bit actor and member of a theatrical company headed by Richard Burbage that presented plays at the Globe and other London theaters. He was also an associate of a jolly group of men whose revels at the Mermaid Tavern were as famous as their escapades. He had a friend in the person of the Earl of Southampton to whom he dedicated his early poems. â€Å"His real dramatic work began when he was twenty-seven and which extended over a period of twenty years. He made an average of two plays yearly, in addition to his poetry. Because his dramas were popular, he made enough money to retire to Stratford-on-Avon† (Cross, Smith & Stauffer, 1931). On May 4, 1597, he bought large dwelling – a pretty house of brick and timber, with a handsome garden – an indication of his growing prosperity. There his wife and children lived, while he buried himself in the London theaters. On April 23, 1616, the anniversary of his birth, William Shakespeare died and was buried on April 25 within the chancel of Trinity Church, as befitting an honored citizen. On August 6, 1623, a few months before the collected edition of Shakespeare’s plays, Anne Shakespeare joined her husband in death (Wright and Lamar, 1967) We shall now endeavor to provide the reader with a brief paraphrase for the above sonnet, giving an interpretation of its fundamental meaning. The poem starts out with a beautiful but melancholy description of Autumn – a season of the falling of yellow leaves – few or none at all. The scene is made more dismal with the absence of the sweet songbirds that have perhaps flown away or perished due to the cold. The poet then addresses the beloved, saying: â€Å"In me, you see the autumn of life, the twilight of day which will soon yield to night. Seeing this, your love is strengthened for one whom you must soon lose (THESIS). We digress at this point to

Effects of the Environment on Organisms Primary Productivity

Effects of the Environment on Organisms Primary Productivity In this lab, samples of pond water were taken and measured using the Wrinkler and the Light and Dark bottle method in order to study the effects of the environment on primary productivity in organisms. The central purpose was to determine the effect of temperature on the amount of dissolved oxygen and photosyntehitic activity on primary productivity. The results from part A indicate that as temperature increases the amount of oxygen present decreases and the results from part B indicate that as the amount of photosynthetic activity increases the amount of oxygen present growths. For most organisms Oxygen is vital for cellular respiration. There is an abundance of oxygen in the atmosphere (about 200 milliliters of processes). Dissolved Oxygen is oxygen that is dissolved in water. In the aquatic environment there are only five to ten milliliters of DO in a liter of water. Dissolved Oxygen is required by all aquatic organisms. As water travels past an aquatic organisms gills (or other breathing apparatus), microscopic bubbles of oxygen gas in the water, called  (DO), are moved from the water to their blood.  At  low dissolved oxygen levels called hypoxia animal growth or reproduction can be damaged while the complete lack of oxygen called anoxia will kill animals. Also most algae, macrophytes, and any chemical reactions important for lakes require oxygen to survive. The Wrinkler method is used in this lab to measure the amount dissolved oxygen. The procedure includes the addition of alkaline iodine and magnanous sulfate to a water sample. From that manganous hydroxide is produced and upon acidification is changed to a manganese compound by oxygen in the sample. Immediately, the compound reacts with the iodine to release iodine which changes the water color to yellow. The amount of free iodine is equal to the amount of oxygen in the sample. The amount of iodine is measured by titration with sodium thiosulfate until the sample loses the yellowish color. The methods precision rate is 0.1 to 0.6%. The general question for part A of the lab involves the effect of temperature on dissolved oxygen . The hypothesis predicts that the relationship between temperature and dissolved oxygen will be an inverse relationship. So as the temperature increases the amount of dissolved oxygen will decrease. Five major gases that all have biological and physiochemical similar but differ in behavior and origin are dissolved in aquatic environments. The most important are nitrogen, oxygen, and carbon dioxide. Oxygen takes up about 21% of the atmosphere and nitrogen 78%. Water vapor takes up to 3% in volume. Most gases follow Henrys law that states that at constant temperature the amount of gas absorbed by a given volume of liquid is proportional to the pressure in atmosphere that the gas exerts. An exception is Carbon dioxide which may combine with numerous cations while entering natural waters to become more abundant than what the principle of Henrys law dictates. It can be found in both combined and free states. The amount of atmospheric component can be found dissolved in an aquatic environment can be predicted with the following formula: C= K*P where C equals the concentration of the gas that is absorbed, K equals the solubility factor, and P equals the partial pressure of the gas. Temperature is one factor that can influence the amount of oxygen dissolved in water. Waters capability to hold oxygen lowers as water becomes warmer. Warmer water becomes saturated more easily with oxygen. This effect of temperature on DO results in a seasonal wavering of DO in a body of water. Wind also mixes oxygen into the water as it blows across the surface. Oxygen decrease can be so severe enough on windy nights to kill fish. Another factor that affects dissolved oxygen is photosynthetic activity. Aquatic plants are capable of producing more oxygen in bright light. So during night when photosynthesis cannot balance the loss of oxygen through decomposition and respiration, the amount of DO could gradually decrease. Also the amount of DO could differentiate with the lake depth. More oxygen is produced near the top of the lake which is most exposed so that photosynthetic activity can occur from the sunlight. Oxygen consumption is also great along the bottom of a lake, where sunke n  organic  matter accumulates and decomposes. The amount of DO is lowest before dawn when photosynthesis continues. In addition, Microbial processes consume oxygen as organic material decays. Waterfalls, rapids, and wave action all aerate water and increase oxygen concentration. Salinity is the content of dissolved salts in water. As temperature and salinity increase the solubility of oxygen in water decreases. Partial pressure of oxygen in the air above water also influences the amount of DO in water. At higher elevations, less oxygen is present because the air is less dense. Because the air is less dense, it contains less oxygen. Seasonal changes can affect the DO concentrations. Warmer temperatures during summer speed up the rates of photosynthesis and decomposition. When growing season comes to an end and all of the plants die, their decomposition results in heavy oxygen consumption. Also seasonal events, such as changes in lake water levels, volume of  inflows  and   outflows, and presence of ice cover, also cause natural variation in the amount of DO. The general question for part B of the lab is the effect of photosynthetic activity on primary productivity. The hypothesis states that as the amount of light increases the more oxygen will be consumed, showing a direct relationship between photosynthetic activity and primary productivity. Primary productivity is the rate at which plants and other photosynthetic organisms produce organic compounds in the ecosystem. Only organisms that have photosynthetic pigments can use sunlight to produce new organic compounds from inorganic substances. The basic equation of photosynthesis is: 6Co2+6H20à  C6H12O6+6O. This equation says that green plants consume carbon for carbohydrate production from the carbon dioxide in H20 or in air. A measure of oxygen production over time gives a method of finding the amount of carbon that has been bound in organic compounds over a period of time. For each millimeter of oxygen produced about .535 milligrams of carbon has been integrated. Primary productivity can be measured by the rate of sugar formation, the rate of oxygen production, and the amount of carbon dioxide used. Measuring dissolved oxygen can gauge primary productivity in an aquatic ecosystem because oxygen is one of the most easily measured products of both respiration and photosyn thesis. The method of measuring the rate of oxygen production is used in this lab. The light and dark bottle method is one method of measuring the rate of oxygen production. With this method, the DO concentrations of samples of lake, ocean, samples of laboratory algal cultures, or river water are measured and compared before and after incubation bottles in light and darkness. In the lab the light and dark bottle method is used to measure the amount of oxygen in The amount of oxygen that the organisms in the bottles are consuming is indicated by the difference between the measurement of DO in the initial and dark bottles. The biological processes of photosynthesis and respiration are occurring in the bottles exposed to light so the change over time in DO concentration from the initial concentration measures net productivity. Net productivity is the organic material that remains after photosynthetic organisms in an ecosystem have used some of these compounds for their cellular energy needs (cellular respiration). Gross productivity is the entire photosynthetic produc tion of organic compounds in an ecosystem. It is the difference over time between amount of DO in the light bottle and the dark bottle. Materials Pond water 2 Bulbs: Sylvania Gro-Lux F40/GRO/AQ/WS/RP 40W A8/8a Tank Masking tape Carolina Lab 12: Dissolved Oxygen and Aquatic Primary Productivity kit 8-station 74663DA Aluminum Foil Aquaculture aquarium pump MK1504 Thermometer Rubber bands Tank 2 dirt stones Methods Begin part A of the lab by filling three of the bottles with samples of water in the three different temperatures given. With the procedure given, determine the DO of each sample and record the values. Record the values with the class data and then enter the class means in the table. Graph both the lab group data and class data as a scatter plot and draw the line of best fit. Begin part B of the lab, on the first day get seven BOD (water sampling) bottles. Fill all the bottles with the algal or lake water sample given. The water samples in this experiment are from the Green Hope High School wetland. The alga was kept under light for 24 hours a day until January 3rd. The solution then was strained until microscopic colonies of algae were existent. On January 18th, the tank was drained and 20 liters of H2O was used to dilute the solution. For one week, 6 tubes of algal growth were administered to the solution Take caution not to leave air bubbles at the top of the bottles. Label the cap of each bottle with measuring tape. Mark the labels as follows: I ( for initial, D (for dark), 100%, 65%, 25%, 10%, and 2%. Determine the DO for the Initial bottle now. Record this value. Record the class Initial bottle mean. The Initial amount of DO is the DO that the water has to begin with. With aluminum foil, cover the Dark bottle so that no light can enter. No photosynt hesis can occur in this bottle therefore the process of respiration by all of the organisms present will be the only thing that changes the DO. Plastic window screens will stimulate the attenuation of natural light that occurs because of the depth in a body of water. Wrap screen layers around the bottles in the following patterns: 100% light- no screens. Wrap; 65% light- 1 screen layer; % 25 light- 3 screen layers; 10% light- 5 screen layers; and 2 % light- 8 screen layers Make sure to cover the bottoms of the bottles to keep light from entering there. Use clothespins or rubber bands to keep the screens in place. Put the bottles on their sides under the bank of lights. Make sure to turn the bottles so that the labels are facing down to keep from preventing light from getting to the contents. Leave the bottles overnight under constant illumination. On day two of part B, determine the DO in all the bottles that were under the lights. Record the DO of the Dark bottle. Calculate the respiration rate using the formula in the table. Record the other bottles in another table. Complete the calculations to determine the gross and net productivity in each bottle. Follow the Wrinkler method. Fill the water sampling bottle. Add eight drops of Manganous Sulfate Solution. Add eight drops of Alkaline Potassium Iodine Azide. Cap and mix the bottle. Allow the precipitate to settle. Use the 1.0 g spoon to add Sulfuric Acid Powder or 8 drops of Sulfuric Acid. Cap and mix until reagent and precipitate dissolve. Fill the test tube to the 20 mL line. Fill the titrator with Sodium Thiosulfate. Titrate until the sample color is pale yellow. Make sure to not disturb the titrator. Add 8 drops of starch indicator. Continue titration until blue color disappears and the solution is colorless. Read result in ppm Dissolved Oxygen. (College Board, 2001) Equations and Calculations L= Initial Bottle, L= Light Bottle, D= Dark Bottle L-I= Net Productivity I-D= Respiration L-D= Gross Productivity Average= Sum of the values from each group/# of groups Results This table showed the group and class average for par A of the lab. The class average is calculated from table 2. The data shows the dissolved oxygen concentration at the cold, room, and warm temperature. The graph shows class data from table 2. The line of best fit shows the decreasing overall trend in dissolved oxygen. As shown by the line as the temperature increase, the amount of DO decreases. This shows the group for part B of the lab. The DO, gross, and net productivity are shown. The gross productivity was found by calculating the DO of the light bottle minus the DO of the dork bottle. So the Gross Productivity of 0 screens and 100% light is 20.0-0.0 which equals 20.00. The Net productivity was found by calculating the light bottle minus the initial bottle. So the net productivity of 0 screens and 100% light is 20.00-8.2 which equals 11.8. The gross and net productivity must be calculated per day so the gross and net productivity calculated form the data had to be divided by two. The table shows the DO concentration of the class. The average DO is calculated by adding all eight of the groups DO and then dividing by eight. Class Gross Productivity Similar to the net productivity, the gross productivity was calculated for two days and needs to be for one day. Each gross productivity of each group was divided into two, and then the average of the eight groups gave the class average of gross productivity for each bottle. Graph 2 The graph shows that as the number of screens increased the DO decreased. Next, the net productivity was calculated from the DO values from chart 5. Because the DO was accumulated over a period of two days the net productivity must also be divided by two. Graph 3 The graph shows that the more screens there were the less DO was present. The screens obstructed light so the more screens there were the more light that was obstructed. The respiration rate was calculated by calculating The DO of the Initial bottle minus the DO of the Dark bottle. So the respiration rate for the group data was the original value of Initial dissolved oxygen divided by 2 minus the DO of the Dark bottle, so 8.2/2 is equal to 4.1-0.0 which is equal to 4.1. The results were accurate because the average was derived from four different groups for part A and eight different groups for part B, performing the same experiments. There was expression for variability because the temperature among the groups were not exactly the same and the sources of error may have led to unwanted variability. Conclusion The results from part A support the hypothesis predicting that the relationship between temperature and dissolved oxygen would be an inverse relationship. Graph 1 shows that as the temperature increases the amount of DO decreases. The results from part B prove the hypothesis which states that there is a direct relationship between the amount of light an organism receives and the amount dissolved oxygen present. Graphs 2 shows that the more screens there were to obstruct light, the less the net productivity of DO there was. The net productivity shows the change over time in DO concentration from the initial. The results proved to be accurate and effectively showed the effects of temperature and light on dissolved oxygen. An error that occurred in the lab was that the bulbs were placed parallel to the tray which caused the light intensity to be varied affecting the amount of DO. Also the bottles may have been shaken while being filled allowing additional oxygen to enter. A third error could have been that the Winkler test may not have been performed quickly enough which maybe have allowed the temperature to be changed in the warm and cold bottles. This maybe have affected the amount of DO present. Also the dark bottle may not have been covered completely allowing light to be absorbed. This would also have affected the amount of DO. The cap may not have been screwed on all the way allowing oxygen to leak, affecting the DO. One improvement could be to place the bottles parallel to the tray so that each bottle receives the same amount of light. Another improvement could be to allow the DO to only accumulate for one day rather than for two. One possible extension is to measure the amount of DO produced at various depths in a lake. Another extension is to measure the affect in dissolved oxygen production if algae is supplied with nitrates and/or phosphates. Work Cited Biology lab manual for students,  2001,  New York: College Board Campbell, N.A., Reece, J. B., Mitchell, L.G. (1999).  Biology (5th ed.). Menlo Park:  Benjamin/Cummings. Dissolved Oxygen. (2007, December 7).  Retrieved from Water on the Web website:  http://www.waterontheweb.org/under/waterquality/oxygen.htm Dissolved Oxygen Water Quality Test Kit. (n.d).  Retrieved from LaMOTTE COMPANY website:  http://www.lamotte.com/pages/common/pdf/instruct/7414.pdf The Flow of Energy: Primary Production to Higher Trophic Levels. (2008, October 31).  Retrieved from University of Michigan website:  http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/energyflow/energyflow.html

Auschwitz Essay -- essays research papers fc

Auschwitz: A Historical Overview of the Death Camp The Holocaust is one of the most horrifying crimes against humanity. "Hitler, in an attempt to establish the pure Aryan race, decided that all mentally ill, gypsies, non supporters of Nazism, and Jews were to be eliminated from the German population. He proceeded to reach his goal in a systematic scheme." (Bauer, 58) One of his main methods of exterminating these ‘undesirables' was through the use of concentration and death camps. In January of 1941, Adolf Hitler and his top officials decided to make their 'final solution' a reality. Their goal was to eliminate the Jews and the ‘unpure' from the entire population. Auschwitz was the largest concentration camp that carried out Hitler's ‘final solution' in greater numbers than any other. The first concentration camps were set up in 1933. Hitler established the camps when he came into power for the purpose of isolating, punishing, torturing, and killing anyone suspected of opposition against his regime. In the early years of Hitler's reign, concentration camps were places that held people in protective custody. These people in protective custody included those who were both physically and mentally ill, gypsies, homosexuals, Jehovah Witnesses, Jews and anyone against the Nazi regime. By the end of 1933 there were at least fifty concentration camps throughout occupied Europe. At first, the camps were controlled by the Gestapo (police), but by 1934 the S.S. (Hitler's personal security force) was ordered, by Hitler, to control the camps. (Feig, 20) These camps were set up for many different purposes: Some for forced labor, others for medical experiments and, later on, for the mass destruction of the Jews. (Feig, 21) However, there was never a clear idea from camp to camp as to the true purpose. Was it to extract labor or merely to kill? We do know that Auschwitz was designed for those three reasons stated. Its ultimate goal though was to exterminate as many people possible in the shortest amount of time. The first death camp, Chelmno, was set up in Poland on December 8, 1941. This was five weeks before the Wannsee Conference at which time the 'final solution' was planned out. (Feig, 23) Usually, the death camps were part of exi... ... Chartock, Roselle. The Holocaust Years: Society on Trial. New York: Anti-Defamation League of Bnai Brith, 1978. Ellis, Marc. Ending Auschwitz. Louisville: John Knox Press, 1994. Feig, Konnilyn G. Hitler's Death Camps. New York: Holmes & Meier Publishers, 1979. Gilbert, Martin. Auschwitz and the Allies. New York: Holt, Reinhardt & Winston, 1981. G Gilbert, Martin. The Holocaust - A History of the Jews of Europe During the Second World War. New York: Holt, Reinhardt & Winston, 1985. Meltzer, Milton. Never to Forget the Jews of the Holocaust. New York: Harper & Row, 1976. Nyiszli, Dr. Miklos Auschwitz: An Eyewitness Account of Mengle's Infamous Death Camp. New York: Seaver Books, 1960. Rossel, Seymour. The Holocaust. New York: Franklin Watts, 1981. Schwartz, Aaron F. Hitler's Final Solution. London: Oxford Printing, 1972. Sofosky, Wolfgang. The Order of Terror: The Concentration Camp. Princeton: Princeton University Press, 1991. Auschwitz Essay -- essays research papers fc Auschwitz: A Historical Overview of the Death Camp The Holocaust is one of the most horrifying crimes against humanity. "Hitler, in an attempt to establish the pure Aryan race, decided that all mentally ill, gypsies, non supporters of Nazism, and Jews were to be eliminated from the German population. He proceeded to reach his goal in a systematic scheme." (Bauer, 58) One of his main methods of exterminating these ‘undesirables' was through the use of concentration and death camps. In January of 1941, Adolf Hitler and his top officials decided to make their 'final solution' a reality. Their goal was to eliminate the Jews and the ‘unpure' from the entire population. Auschwitz was the largest concentration camp that carried out Hitler's ‘final solution' in greater numbers than any other. The first concentration camps were set up in 1933. Hitler established the camps when he came into power for the purpose of isolating, punishing, torturing, and killing anyone suspected of opposition against his regime. In the early years of Hitler's reign, concentration camps were places that held people in protective custody. These people in protective custody included those who were both physically and mentally ill, gypsies, homosexuals, Jehovah Witnesses, Jews and anyone against the Nazi regime. By the end of 1933 there were at least fifty concentration camps throughout occupied Europe. At first, the camps were controlled by the Gestapo (police), but by 1934 the S.S. (Hitler's personal security force) was ordered, by Hitler, to control the camps. (Feig, 20) These camps were set up for many different purposes: Some for forced labor, others for medical experiments and, later on, for the mass destruction of the Jews. (Feig, 21) However, there was never a clear idea from camp to camp as to the true purpose. Was it to extract labor or merely to kill? We do know that Auschwitz was designed for those three reasons stated. Its ultimate goal though was to exterminate as many people possible in the shortest amount of time. The first death camp, Chelmno, was set up in Poland on December 8, 1941. This was five weeks before the Wannsee Conference at which time the 'final solution' was planned out. (Feig, 23) Usually, the death camps were part of exi... ... Chartock, Roselle. The Holocaust Years: Society on Trial. New York: Anti-Defamation League of Bnai Brith, 1978. Ellis, Marc. Ending Auschwitz. Louisville: John Knox Press, 1994. Feig, Konnilyn G. Hitler's Death Camps. New York: Holmes & Meier Publishers, 1979. Gilbert, Martin. Auschwitz and the Allies. New York: Holt, Reinhardt & Winston, 1981. G Gilbert, Martin. The Holocaust - A History of the Jews of Europe During the Second World War. New York: Holt, Reinhardt & Winston, 1985. Meltzer, Milton. Never to Forget the Jews of the Holocaust. New York: Harper & Row, 1976. Nyiszli, Dr. Miklos Auschwitz: An Eyewitness Account of Mengle's Infamous Death Camp. New York: Seaver Books, 1960. Rossel, Seymour. The Holocaust. New York: Franklin Watts, 1981. Schwartz, Aaron F. Hitler's Final Solution. London: Oxford Printing, 1972. Sofosky, Wolfgang. The Order of Terror: The Concentration Camp. Princeton: Princeton University Press, 1991.

China in the Twentieth Century Essay

The Long March took place from October 1934 – October 1935. It meant that communism was not completely wiped out by the Kuomintang, that the people of China learnt about communism and supported the communists, that the Kuomintang got control of the south of china and most of the communists died from illness, exposure and Kuomintang attacks. At the time it was significant because otherwise all the communists would have been annihilated. Its effects were not seen immediately but in the short term still it allowed the communist army to gather their strength and troops and meant that when they tried to take back the country the ordinary people of China knew about communism and its benefits and would support them over the Kuomintang. This also meant that when the Japanese invaded in 1936 they were strong enough and had enough support to fight and defeat them. In the Long term however, after 1949 when China was declared communist the Long March did not really have many effects. It was used in propaganda, as an example of the strength and determination of the communists but other than that it had no direct effects. The Revolution of the Double Tenth in 1911 was another event in the history of China. As a short-term cause it meant that China was free of imperial rule and became a democracy. It also led to the setting up of the Kuomintang and freedom from the tyranny of the Emperors. However, like the Long March for ordinary people it did not make much difference. Instead of being oppressed by the Emperors they were still living in poverty, oppressed by the Warlords. In the long term the Revolution of the Double Tenth meant that different political parties could be formed, including the Kuomintang and the Chinese Communist Party. It opened the way for change so that different ruling parties could have the chance to make a difference to China and gave more importance to the ordinary people of China, not just the Aristocracy. In 1949 Communist China was formed. In the short term this was very significant. Whereas the Long March and the Revolution of the Double Tenth  did not really improve the lives of the ordinary people in the short term, this event lead quickly to land being divided between the peasants and the old cruel landlords being persecuted and punished. The communists helped the country recover from the damage the civil war had caused enough that extra food grown could be sold and government controlled factories could produce goods to sell in the first of Mao Zedong’s ‘5 Year Plan’s. However the communists wanted everyone to be equal so everyone was paid the same, whether they worked or not. This meant everyone did as little work as possible and were all equally poor instead of equally rich. Also, unlike the Long March and the Revolution of the Double Tenth where different political parties were set up or protected as part of the effects the creation of Communist China meant all other political parties were banned. The remaining Kuomintang members fled to the island of Taiwan. In the long term the creation of Communist China lead to the Cultural Revolution where schools and universities were shut down and teachers and intellectuals were persecuted. This was because Chairman Mao, the leader of Communist China decided that China was not communist enough, and that people were turning back to the old capitalist ways. It also meant that after Chairman Mao’s death in 1976 there was a struggle between different political leaders in the Chinese Communist Party to decide who would be the next leader of China. Deng Xiaoping won and became the next leader of China. Deng’s reforms from 1979-1980 had a lot of short-term effects like the formation of Communist China and were very significant in the short term. Deng restored the capitalist economy system, opened up China to foreign trade and allowed farmers to sell their food for private profit. He set up Special Economic Zones and developed them to improve industry, which lead to the growth of Chinese exports by 500% and introduced wage incentives to encourage workers to work hard. He also brought back universities so that young people could study again and overall modernised the whole of China. Nevertheless Deng kept many of the communist ideas, including the anti-democracy stand that lead to the Tiananmen Square demonstrations and  the massacre of the protesters by the army at Deng’s orders. In the long term China continues to modernise and expand economically in the capitalist way that Deng introduced. However it is still not that long since Deng’s reforms took place so we cannot be sure what other long-term effects they may have. I do believe that the Long March was significant in the history of China in the Twentieth Century because it meant the communists survived to defend the country against the Japanese and win back the country from the Kuomintang as well as gaining the support of the people to be able to do this. However I think that the most significant event in the history of China in the Twentieth Century was the formation of Communist China. This is because it affected everyone in the country, unlike the Long March and the Revolution of the Double Tenth which did not really effect the ordinary people in China or change their lives that much. Also it brought an end to the Civil war that led to a period of peace that meant modernisation and social and economic changes could occur, unlike the Long March and the Revolution of the Double Tenth, which lead to more Civil war and rebellions. It also had many short-term and long-term effects, more so than any of the other events I have covered here and lead to political, social and economic change, whereas Deng’s reforms only really lead to economic change and modernisation.

Management Information System at Dell

Management information system involves the information system and the organization. MIS begins where computer science ends. Computer scientists deserve accolades for developing and delivering even more advanced forms of information technology: hardware technology; software technology; and network technology. Yet because no technology implements itself, there is more to MIS than just information technology. MIS has dimensions. The four interrelated dimensions of MIS are as follows: First, MIS involves not just information technology, but also its instantiation; second, MIS involves, as reactive and inextricable elements, both an information system and its organizational context; third, MIS involves information technology as a form of intellectual technology; and fourth, MIS involves the activities of a profession or corporate function which are integral to the essence of what MIS is (Currie & Galliers, 1999). Dell Computer Corporation: Company Background Dell Computer Corporation is a major manufacturer of personal computers, computer peripherals, and software. Among the leading producers of computers in the world, Dell sells its products directly to customers through the Internet and mail-order catalogs rather than through retail outlets. The company is based in Round Rock, Texas. At Dell Computers, customers are brought into the product planning and manufacturing processes, with all employees encouraged having contact with customers. Through effective collaboration across boundaries, ideas can be shared about product designs and value propositions. The result is faster and more customer-focused product and service innovation. To produce the capacity for this, considerable attention must be placed on organizational structures, processes, skills and culture. Such elements may need a radical overhaul in established companies (Dennis & Harris, 2002). Dell was founded in 1984 by Michael Dell. In 1983, during his freshman year at the University of Texas, he bought excess nventory of RAM chips and disk drives for IBM personal computers from local dealers. He resold the components through newspaper advertisements at prices far below retail cost. By 1984, his sales totaled about $80,000 a month. In April 1984, Dell dropped out of school to launch his company (Ford, Honeycutt, & Simintiras, 2003). The new company soon began manufacturing its own IBM-compatible computers under the name PCs Limited. Because Dell sold computers directly to users through advertisements in magazines and catalogs, the company could price its machines lower than those sold through retail stores. Sales reached nearly $6 million during the company’s first year, climbing to $34 million the following year. By 1987, Dell was the leading mail-order computer company in the United States. In that year, it created a sales force to target large corporations and began adding international offices to capture the direct-mail market outside the United States (Ford, Honeycutt, & Simintiras, 2003). While the company continued to grow rapidly; Dell experienced a series of setbacks that hurt profits. In 1990, the company began selling computers through retail stores, an effort it abandoned in 1994. In 1991, Dell launched a line of notebook computers, but quality problems and inadequate production planning forced the company to stop selling for a year. In 1994, Dell launched a new line of notebook computers and expanded efforts to increase overseas sales. Dell also began focusing on the market for servers, which used the computers to run local area networks. By the late 1990s, Dell was firmly in place as the world’s number one direct seller of computers. More than 50 percent of the company’s computer sales transactions took place via its website, which generated worldwide sales in excess of $40 million a day (Ford, Honeycutt, & Simintiras, 2003). Information Processing Tools Information processing or Data processing is the analysis and organization of data. It is used extensively in business, engineering, and science and an increasing extent in nearly all areas in which computers are used. Businesses use data processing for such tasks as payroll preparation, accounting, record keeping, inventory control, sales analysis, and the processing of bank and credit card account statements. Engineers and scientists use data processing for a wide variety of applications, including the processing of seismic data for oil and mineral exploration, the analysis of new product designs, the processing of satellite imagery, and the analysis of data from scientific experiments (Thierauf, 1978). Data processing is used extensively in business, engineering, and science and to an increasing extent in nearly all areas in which computers are used. Data processing is divided into two kinds of processing: database processing and transaction processing. A database is a collection of common records that can be searched, accessed, and modified, such as bank account records, school transcripts, and income tax data. In database processing, a computerized database is used as the central source of reference data for the computations. Transaction processing refers to interaction between two computers in which one computer initiates a transaction and another computer provides the first with the data or computation required for that function. Most modern data processing uses one or more databases at one or more central sites (Thierauf, 1978). Transaction processing is used to access and update the databases when users need to immediately view or add information; other data processing programs are used at regular intervals to provide summary reports of activity and database status. Examples of systems that involve all of these functions are automated teller machines, credit sales terminals, and airline reservation systems (Thierauf, 1978). The information processing tools that Dell uses include computers, the internet, maps, spreadsheets, models, and databases. For the operational level of Dell, the most appropriate tool for information processing is maps. Through the said information processing tool, decisions on how to operate the organization can be initialized and made. Maps can be used to determine which country/place information will be acquired from, it can also assist in determining the demographic level of people and information will be gathered. Maps can be in the form of charts that can also provide necessary information. The information gathered in turn can assist in helping to decide how an organization will be operated. For the tactical level of Dell, the most appropriate tool for information processing is databases. Through the said information processing tool, the records that can assist in finding out the strength and weakness of the company can be used to determine the tactic that will be used by the organization. For the strategic level of Dell, the most appropriate information processing tool is the internet or World Wide Web. Through the internet, trends and strategies by other companies can be known. After analyzing the trends and strategies used by other companies, an appropriate strategy can be formulated to use by the organization. Inventory control systems Individual businesses need, first and foremost, an efficient inventory control system. This implies the minimum amount of inventory that will provide the consumers with what they need whenever and wherever they need it. Effectiveness of the inventory system means basically having an inventory mix that is most likely successful in satisfying consumer needs (Samli & Sirgy, 1995). The inventory control systems used by Dell is up to date and reliable to prevent problems to arise. The inventory system of Dell makes sure that anything the consumer need will be available to them at any given time. It is also what the company uses to know if certain products are still available or misuse of the inventory system may cost problems to the company. Conclusion Management information system involves the information system and the organization. Dell benefits a lot from the management information system. The system helps the company create strategies that will help the company conquer any problems and threats from competitors. The system also assists the company in processing the needed information. Management Information Systems also helps a company to create or update its inventory control system. Recommendations Since the MIS of a company is a vital part of its operations and its survival in the modern world, it must be well updated and it must compete well with MIS’s competitors. The MIS of a company should be created from high standards so that it can be of stiff competition against its counterparts. The MIS system should help the company to achieve its goals and assist the company in reaching its potential