Pixar- Culture and Organisations Essay Example

Pixar- Culture and Organisations Paper Culture and Organisations Pixar case study HRO372 1. Background Pixar Animation Studios was founded in 1979, initially specializing in producing state of the art computer hardware (Carlson, 2003). In 1990, due to poor product sales the company diversified from its core business and began producing computer animated commercials for outside companies. Success came for Pixar after the production of its first computer animated film ‘Toy story’ in 1995 (Hutton and Baute, 2007). Since then, Pixar has made many innovative animated feature films, with well known ones including A Bugs Life, Toy Story 2, Monsters, Inc. , Finding Nemo, The Incredibles, Cars, Ratatouille and WALL-E, six of which are in the top grossing animated films of all time (Pixar, 2010). The company has won many Academy awards for Best Animated Feature film, and puts its success largely down to the â€Å"rare talent† of its employees (Prokesch, 2008). Pixar’s operates a strong organisational culture, which has seen it become a benchmark for other companies in the film making industry. The company’s key objective is â€Å"to combine proprietary technology and world-class creative talent to develop computer-animated feature films with memorable characters and heart-warming stories that appeal to audiences of all ages (Pixar, 2009). † In 2006, Pixar entered a 7. 6 billion dollar agreement to work with the Walt Disney Company. The Pixar Company is now a wholly owned subsidiary of Disney (La Franco, 2006). Although the merger has been a success long term, it has not been without its problems. We will write a custom essay sample on Pixar- Culture and Organisations specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pixar- Culture and Organisations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pixar- Culture and Organisations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Pixar’s unique ‘hands off’ management culture has often conflicted with Disney’s traditional bureaucratic leadership style. The animation industry is a highly competitive environment, with Pixar’s biggest competition being, DreamWorks Animation and Blue Sky Studios. In 2008, the global animation market was estimated to be worth 300 billion US dollars per year (Skillset, 2009). In order to remain competitive, Pixar need to retain a highly skilled workforce and not lose their strong organisational culture, which is the foundation of their creative power and innovation. 2. Frameworks for analysis . 1 Schein’s framework Many theorists have given their definition of organizational culture. Schein (1997, p. 6), defines it as the â€Å"basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously and define in a basic taken-for-granted fashion an organization’s view of itself and its environment. â₠¬  Schein highlights the importance of understanding culture within an organization stating that â€Å"organizational learning, development and planned change cannot be understood without considering culture as the primary source of resistance to change. Schein’s framework (see appendix a) argues that an organizations culture is made up of three levels, consisting of artifacts, espoused beliefs and values and underlying assumptions. This framework will be used to analyze the human resource management within Pixar to see how it impacts on the company’s organizational culture. In his book â€Å"The corporate culture survival guide,† Schein reveals that there is clear link between corporate culture and Human Resource Management. He states that corporate culture isn’t always what it seems. There are ‘hidden depths’ that managers fail to acknowledge in times of organization failure. Managers need to grasp the true meaning of the company in which Schein states can be â€Å"learned, shared, tacit assumptions on which people base their daily behaviour. Pixar’s HRM is one that is designed to increase employee satisfaction. Catmull (2008), states that the belief at Pixar is that â€Å"people are greater than ideas. † The company’s organizational structure, strategy, communication levels, team work environment, values and norms are central to its unique â€Å"hands off† management culture, which has seen it become a benchmark in the film making industry. 2. 2 Artifacts Physical organizational structures and processes are at the basic level of defining an organizations culture. Schein states that â€Å"these artifacts are those aspects, at the surface, that can be easily discerned, yet are hard to understand. † At Pixar these artifacts are as follows: 1. Pixar University The key to Pixar’s success is its talented employees which lie at the heart of the organisation. The company promotes a learning culture and all employees are encouraged to devote at least four hours a week to their education. In house courses are provided through the company’s own established university- Pixar University (PU). Pixar University is responsible for training and cross training people, helping them progress in their careers (Catmull, 2008). Educational classes include screenplay writing, drawing and sculpting, however there are optional classes such as Pilates and yoga that encourage people from all disciplines to interact and value one another. Through expanding knowledge in and outside of their areas, employees become more resilient to change. Redman and Wilkinson (2006), support this view stating that through training and development, organizations are readily able to adapt to changes in the business environment. 2. Building structure The Pixar building is designed for a functional purpose- to maximize interaction between all Pixar employees. Schein suggests that if you want to understand organizational culture have a look at their work place environment. The building typically represents a â€Å"den† culture (Duffy, 1997-) and is designed to allow for high interaction and low autonomy (see appendix B). The layout consists of a large atrium at its centre and includes a cafeteria, meeting rooms, bathrooms, and mailboxes. This systematically ensures that people gather there repeatedly throughout the day, providing â€Å"valuable encounters† (Catmull, 2008). . Recruitment All new hires attend an ‘orientation session’ where Pixar’s president Ed Catmull, gives a presentation on the mistakes the company have made and the lessons that were learned. The process is intended to ‘break down the barriers’ and change the assumption that successful people are not always right. 4. C ommunication structure There are no channels at Pixar. Members of any department are freely allowed to approach anyone. The decision making hierarchy and communication structure are seen to be separate from one another. Nobody needs to ask permission to speak to another member on how to solve a problem. Pixar offer a â€Å"safe environment† on freedom of speech with all employees being encouraged to email notes to leaders giving their opinions on what they liked and disliked about their work and why. Barret (1997), states that transparent and open communication can positively influence innovation and creative processes in an organization. Ways in which Pixar manage this communication is through the following processes: (a) Pixar’s â€Å"Creative Brain Trust† Teams are typically made up of a director, a writer, some artists, and some storyboard people. All team members are encouraged to share their ideas through a process called â€Å"the brain trust. † This occurs when the producer or director need advice and so call together all members of the group to discuss the current state of work. All employees are actively involved in a â€Å"lively 2 hour session† on how to better their work. All Pixar employees are seen as valuable assets to the organization, and therefore all ideas are valued. (b) Daily Review process The company encourages daily review processes called â€Å"dailies,† in which all teams come together and present their work in progress to one another. All employees are encouraged to give each other feedback on each team’s current state of work. Everyone shares their opinions and make suggestions for improvements. The director ultimately makes the final decision, however the teams get to put forward their ideas. â€Å"Dailies† is a technique that was originally used by Disney. (c) â€Å"Postmortems† After every film is completed, reflections or so called â€Å"postmortems† are encouraged as a way of focusing on the positives and the negatives. The idea is for employees to analyze what went right and what went wrong and use these boundaries as a benchmark for later productions. Through using data, the organization is able to analyze each process, keeping track of the rates at which things happen, how often things are amended, and the current state of a piece of work when it gets sent to another department etc. The data helps to â€Å"stimulate discussion† and challenge any assumptions that may arise. 2. 3 Espoused Values Schein states that â€Å"beneath these structures there are espoused values, which are conscious strategies, goals and philosophies. † It is these underlying beliefs, values and assumptions that dictate the way people act. Tesluk et al (1997), believes that shared norms, beliefs and values help individuals to assume whether innovative and creative behaviour determine the way in which the organisation operates. Pixar’s corporate mission is â€Å"to combine proprietary technology and world-class creative talent to develop computer-animated feature films with memorable characters and heart-warming stories that appeal to audiences of all ages† (Pixar, 2009). This corporate mission is managed through the following strategies, goals and philosophies: 1. Recruitment of those with â€Å"rare talent† The hiring process should communicate the organizations shared purpose. The belief at Pixar is to ensure that all recruits don’t fall into what Catmull (2008) calls the â€Å"awe-of-the-institution† syndrome. Management transmit the values of the company through the process of the â€Å"orientation session. † This resembles a storytelling of the company and its culture. The session highlights the belief that all employees are seen as valuable assets to the organization, and that successful people aren’t always right. Harrison (2005) agrees that in order to foster creativity, it is vital to recruit and retain talented employees. Management at Pixar believe that through the â€Å"regular injection of outsiders† (Catmull, 2008), the company will be able to embrace change. Mathis and Jackson (2008) agree that a core competency of any business is to be able to attract and retain employees with unique, professional and technical capabilities. 2. Invest in people Pixar’s employees are seen as valuable assets to the organization, therefore the value of the company is to invest in people. This is achieved through ongoing training and development. Pixar University creates this learning environment. Randy Nelson, dean of Pixar University describes its purpose as: Weve made the leap from an idea-centered business to a people-centered business. Instead of developing ideas, we develop people. Instead of investing in ideas, we invest in people. Were trying to create a culture of learning, filled with lifelong learners. Its no trick for talented people to be interesting, but its a gift to be interested. We want an organization filled with interested people† (Baker, 2008). Pixar believe that through training and developing employees, it will help them progress in their careers. Catmull (2008) states â€Å"Pixar University helps to reinforce the mind-set that we’re all learning and it’s fun to learn together. † All employees learn from their mistakes through the process of â€Å"postmortems. † The idea is not to beat yourself up about what went wrong but to use the experience as a learning opportunity. One way that Pixar overcome this is by getting employees to list the things that went right against the things that went wrong. Conner and Clawson (2004), state that learning should be linked either directly or indirectly to a business goal. 3. Obtain Creative leadership Syrett and Lammiman (1997) believe that the most successful companies are capable of integrating innovation and creativity into their culture through the management process. Pixar’s philosophy is â€Å"You get great creative people, you bet big on them, you give them enormous leeway and support, and you provide them with an environment in which they can get honest feedback from everyone† (Catmull ,2008, p. 68). The management at Pixar operate a â€Å"task based culture† in which Mullins (2007), notes that the organization seeks to bring together the right resources and the right people to utilize the unified power of the group. At Pixar, this task based culture is evident through the process of the â€Å"creative brain trust† in which each team is given creative ownership over all tasks. Catmull (2008) notes â€Å"Clear values, constant communication, routine postmortems, and the regular injection of outsiders who will challenge the status quo aren’t enough- strong leadership is essential to make sure people don’t pay lip service to the values, tune out the communications, game the processes, and automatically discount newcomers’ observations and suggestions. Judge et al (2007), believes that this philosophy is one that increases employee creativity, because top management set strategic goals but allow employees considerable freedom within the context of these goals. 4. Create Trusting Relationships Pixar’s goal is to create lasting relationships. Catmull (2008) states â€Å"we believe that lasting relationships matter. † Much of the production crew at Pixar have w orked with each other for many years. Trust and respect for one another is vital in order for people to work effectively together. The role of management at Pixar is to create an environment that fosters these relationships. Gilbert, (2007) notes, â€Å"Pixar trusts the teams they build to do their jobs and gives them the freedom to do them well. Executives don’t go to story meetings, they recognize that is a job they’ve hired artists for and they trust the artists to do it. There is little micromanagement. † Trust is established through the ongoing process of Pixar’s â€Å"creative brain trust†, daily reviews and â€Å"postmortems†, were employees are able to freely express their ideas and opinions and everyone is actively involved in the discussion process. Barnard (1938) believed that the commitment and contribution of all employees to achieve a common purpose were necessary for the existence of a co-operative system. The Pixar building is typical of a nodal design, which according to Myerson and Ross (2004) is one that is designed to encourage knowledge and learning. The belief is that people will mix in the relaxed atmosphere during the course of the day and discuss their ideas, increasing creative thinking and promoting innovative ideas. Kouzes and Posner (2000) believe that trustworthiness is the foundation of leadership. . Freedom to communicate Pixar’s operational principles (see appendix C) state that every employee should be able to freely and safely communicate their ideas to anyone. Hooper and potter (1999) found that an open communication culture is a key attribute for effective leadership within an organization. Pixar’s open communication structure resembles that of a â€Å"den culture† and allows for h igh interaction and low autonomy. This enables flexibility and co-operative teamwork. Catmull (2008) notes that employees â€Å"really do feel that it’s all for one and one for all. Communication is effectively established through Pixar’s â€Å"creative brain trust,† in which all employees help the director to solve any problems that he/she may have. The strategy enables employees to express any organisational concerns that may arise. 2. 4 Underlying Assumptions Schein defines this bottom level as â€Å"the core or essence of culture. † These assumptions and values are difficult to understand because they exist beneath the surface, operating at an unconscious level. In order for management to understand why things happen the way they do, is to look at the deeper dimensions of human existence. It is through this that they can truly identify with truth and reality. The assumptions at Pixar are as follows: 1. People are good The assumption that people are good leads to the belief that ongoing training and development should be provided. This belief is established through the creation of Pixar University; in which Pixar invest in their employees through providing them with classes to broaden their academic and interpersonal skills. Rodriguez (2005) notes that a successful business is one that invests in its employees. Trust in employees is another belief put forward by management that results in the process of an open communication system and the belief that employees should have creative ownership over all tasks. 2. Company’s should fight the â€Å"success syndrome† Pixar has had many triumphs of success, but according to Catmull (2008) it will continue to improve itself until the end. This assumption is evident through the belief of providing a learning culture for its employees and is evident with Pixar University and through the processes of post-mortems, daily reviews and the recruitment of new hires. Prokesch (2008) notes that â€Å"some of the most exceptional unsung heroes in business are the managers who resist taking authority and the limelight and build a solid stage where others can be stars. † 3. Taking risks is good for business. Pixar operate through the assumption that managing creative talent and taking risks is responsible for their success. According to Catmull (2008) the role of management is not to prevent risk but to build the capability to recover when failures occur. This is evident through the belief of creating trusting relationships and being a creative leader. In the animation industry, companies can’t afford to play it safe. It is up to the management to have trust in the new ideas put forward by employees. Pixar’s creative brain trust offers this safe environment were all employees’ ideas are valued. Catmull (2008) adds â€Å"we believe the creative vision propelling each movie comes from one or two people and not from either corporate executives or a development department. † Koontz and Weihrich (2007) agree that management should take risks for the long term survival of a business. 3. Changes and Improvements It is naive to assume that by giving employees great leeway they will become more creative. While creative leadership may work for Pixar, it may not be the case for other company’s. Although the Disney Pixar merger has proved to be a success short term (with the creation of Award Winning movies such as Ratatouille, WALL-E, and their latest film UP), they could face problems in the long term. The Disney Pixar merger could be seen as a future weakness for the company as Disney’s bureaucratic management culture is quite the opposite to that of Pixar. Previous studies show that there is a high failure rate for mergers. Millier (2008) found that 85% of merger failures are related to the mismanagement of cultural issues. Lundberg (2001) goes on to say that a high percentage of these are the result of failure to integrate management teams. In order to achieve success long term Pixar and Disney could adopt a Transformational Leadership style (see appendix C). According to Crossan and Vera (2004), â€Å"this type of leadership is necessary for creating the organizational environment and culture needed for growth, and for encouraging the development of creative thinking and problem solving. This will help managers of both companies to stay focused on the company’s tasks and goals and help to set up plans of action. Leadership will help them to stay focussed on the individual needs of employees, creating a shared vision and aiding the change process. Through transformational leadership Pixar will effectively break down resistance to change (Prussakov, 2010). 4. Conclusion Human Resource Management plays a big part in developing an organizations culture. Pixar’s HRM culture has helped them to foster an environment in which creativity and innovation prospers. Their creative leadership combined with the rare talent of employees and trusting relationships have become a cultural benchmark for other companies in the animation industry. However, studies have shown that what works for one company may not work for another. Companies need to find out what culture works best for them and which produces the greatest output for them in order to achieve success. References Baker, R. J. (2008) Mind over Matter: Why Intellectual Capital is the Chief Source of Wealth. New Jersey: John Wiley and Sons. Barret, R. 1997) ‘Liberating the corporate soul’, HR Focus, 74(4), pp. 15-16. Bernard, C. (1938) The Functions of the Executive. Oxford University Press. Carlson, W. E. (2003) Pixar Animation Studios. Available at: http://design. osu. edu/carlson/history/tree/pixar. html (

Sentence Structure The Basics of Word Order

Sentence Structure The Basics of Word Order Sentence Structure: The Basics of Word Order A grammatical sentence is more than just the sum of its parts. All those parts have to be in the correct order, too. Using an incorrect word order, on the other hand, may lead to errors or a lack of clarity. Thankfully, the basics of word order are easy to remember if you use the initialism â€Å"SVO.† Subject + Verb + Object (SVO) The minimum required for a grammatical sentence is a subject (i.e., the person or thing that is doing or being something) followed by a verb (i.e., the action or state of being). You can see this in the table below: Subject (S) Verb (V) Steve†¦ †¦dances. The sentence above has only two words: the proper noun â€Å"Steve† and the verb â€Å"dances.† This is enough to create a grammatical sentence, but only if we use those words in the order shown. If we were to reverse the word order here, it would not make sense (â€Å"Dances Steve†). Any sentence with a transitive verb will also require a direct object after the verb. This â€Å"object† is the thing being acted upon in the sentence. For example: Subject (S) Verb (V) Object (O) Sally†¦ †¦kicks †¦the ball. In the sentence above, the subject (â€Å"Sally†) acts upon (â€Å"kicks†) the object (â€Å"the ball†). Any order other than subject + verb + object here would be ungrammatical with adding extra words. And as such, this basic word order is often the clearest, most concise option available. Indirect Objects If you’re feeling a little braver about word order now, you might be ready to tackle indirect objects. An indirect object is the thing that receives the direct object in a sentence, such as in the following: Subject Verb Direct Object Preposition Indirect Object Jimmy†¦ †¦gave †¦the present †¦to†¦ †¦his grandad. To break this down a bit, in this case: â€Å"Jimmy† is the subject. The verb is â€Å"gave.† The direct object is â€Å"the present.† And â€Å"his grandad† is the indirect object. As you can see, then, when following a preposition like â€Å"to† or â€Å"for,† we place the indirect object after the object in the sentence. However, if we omit the preposition the sentence, the indirect object would go before the object (making the correct order subject + verb + indirect object + object): Subject Verb Indirect Object Direct Object Jimmy†¦ †¦gave †¦his grandad †¦the present. This distinction is key, so it’s always worth checking whether your sentence contains a preposition if you’re unsure about the correct word order. Summary: The Basics of Word Order The basic word order in English is captured in the initials SVO: Subject + Verb + Object Each of these plays a specific role in the sentence: Subject (S) – The person or thing that enacts the verb in the sentence. Verb (V) – The action or state of being described. Object (O) – The direct object is the person or thing being acted upon. The minimum required for a grammatical sentence is a subject plus a verb. But any sentence with a transitive verb will have a direct object as well. The word order may be slightly more complicated in a sentence that includes an indirect object (i.e., the recipient of a direct object in a sentence). In this case, the correct word order depends on whether you’re using a preposition. If you are using one, the correct order is: Subject + Verb + Object + Indirect Object If the preposition is omitted, the sentence should be ordered: Subject + Verb + Indirect Object + Object Finally, don’t forget that proofreading is a great way to ensure that your writing is free from grammatical errors. And our expert editors are always here and ready to help, so why not submit a document today?

Strategies for Hiring a Teacher

Strategies for Hiring a Teacher Because teachers can make or break a school, the process used to hire them is critical to a schools overall success. A building principal typically plays some sort of role in the hiring of a new teacher. Some principals are a part of a committee that interviews and decides who to hire, while others interview potential candidates individually. In either case, its important that the necessary steps are taken to hire the right person for the job. Hiring a new teacher is a process and should not be rushed. There are important steps that should be taken when looking for a new teacher. Here are a few of them.   Understand Your Needs Every school has their own needs when it comes to hiring a new teacher and its important that the person or people in charge of hiring understand exactly what those are. Examples of specific needs might include certification, flexibility, personality, experience, curriculum, and, most importantly, the individual philosophy of the school or district. Understanding these needs before you begin the interview process allows those in charge to have a better idea of what you are looking for. This can help create a list of interview questions catered to these needs.   Post an Ad It is important that you get as many candidates as possible. The larger the pool, the more likely it will be that you will have at least one candidate that meets all of your needs. Post ads on your school website, in each of the local newspapers, and in any educational publications in your state. Be as detailed as possible in your advertisements. Be sure to give a contact, a deadline for submission, and a list of qualifications.   Sort Through Resumes Once your deadline has passed, quickly scan each resume for key words, skills, and types of experiences that fit your needs. Try to get as much information about each individual candidate from their resume before you begin the interview process. If you are comfortable with doing so, pre-rank each candidate based on the information in their resume before interviewing. Interview Qualified Candidates Invite your top candidates to come in for interviews. How you conduct these is up to you; some people are comfortable doing a non-scripted interview, while others prefer a specific script to guide the interview process. Try to get a feel for your candidates personality, experience, and what sort of teacher they will be. Do not rush through your interviews. Start with small talk. Take the time to get to know them. Encourage them to ask questions. Be open and honest with each candidate. Ask tough questions if necessary. Take Comprehensive Notes Start taking notes on each candidate as you go through resumes. Add to those notes during the interview itself. Jot down anything that is relevant to the list of needs that you created before beginning the process. Later on, you will add to your notes when you check each candidate’s references. Taking great notes on each candidate is essential for  hiring the right person and its especially important if you have a long list of candidates to interview over the course of several days and even weeks. It may be hard to remember everything about the first few candidates if you do not take comprehensive notes. Narrow the Field After you have completed all the initial interviews, you will need to review all notes and narrow down the list of candidates to your top 3-4. You will want to invite these top candidates back for a second interview. Re-Interview With Assistance In the second interview, consider bringing in another employee such as the  district’s superintendent or even a committee made up of several stakeholders. Instead of giving your co-workers too much background before the interview, its best to allow them to formulate their own opinions about each candidate. This will ensure that each candidate will be evaluated without your personal bias influencing the other interviewers decision. After all the top candidates have been interviewed, you can discuss each candidate with the other persons who interviewed, seeking their input and perspective. Put Them on the Spot If possible, ask the candidates to prepare a short, ten-minute lesson to teach to a group of students. If it is during the summer and students are not available, you can have them give their lesson the group of stakeholders in the second interview round. This will allow you to see a brief snapshot of how they handle themselves in the classroom and perhaps provide you with a better feel for what kind of teacher they are. Call All References Checking references can be another valuable tool in evaluating a candidate. This is especially effective for teachers with experience. Contacting their former principal(s) can provide you with important information that you may not be able to get from an interview.   Rank the Candidates and Make an Offer You should have plenty of information after following all the previous steps to make someone a job offer. Rank each candidate according to which one you believe best fits your school’s needs. Review each resume and all of your notes, taking the other interviewee’s thoughts into consideration as well. Call your first choice and offer them a job. Do not call any other candidates until they accept the job and sign a contract. This way, if your first choice does not accept the offer, you will be able to move to the next candidate on the list. After you have hired a new teacher, be professional and call each candidate, letting them know that the position has been filled.

A Jury of Her Peers by Susan Glaspell Research Paper

A Jury of Her Peers by Susan Glaspell - Research Paper Example Both the story and the play gained much popularity, and many women writers and playwrights included them in their anthologies (Goodman 191). Since Glaspell had been acting as a court reporter in Iowa, she designed a story in which she showed some rural women pondering over the details of the murder of a man, whose wife had killed him. Women take clues from petty things in the murderer’s kitchen, and reach to the disclosure of who killed the man. Glaspell has claimed, after the story received warm appreciation, that it was based on a real court case when she was working as a reporter for the Des Moines Daily. She reported the murder of a sixty-year-old farmer, named John Hossack, in Indianola, Iowa, in 1900. He was found with a crushed skull on the night when he was sleeping with his wife. Somebody had crushed his skull with an axe. His wife, Margaret, was doubted, but was released due to unconvincing evidence. She said that she did not know who the murderer was. A lot of women of the town attended the trial. A sheriff’s wife showed sympathy with Mrs. Hossack, when she had first testified against her. This was the woman who depicted the character of Mrs. Peters in the story. Glaspell created a jury of those female peers in â€Å"A Jury of Her Peers†, because in real, females were not allowed as jurors in the court trial. This paper intends to discuss the main theme and focus of the play, along with the means and techniques the author used to communicate the idea. To start with, it is better to give a summary of the play, so that the reader gets a better idea about what the storywriter is trying to convey. The whole story is about the characters (the county attorney George Henderson, the neighbor Lewis Hale, the large Mrs. Martha Hale, The sheriff Henry Peters, and the thin Mrs. Peters) searching for clues to solve a murder case in a dull and messy kitchen of John Wright's farmhouse. The story begins with Mrs. Hale working in her kitchen, mak ing bread, when her husband, Mr. Hale, comes upon her and asks her to leave with him. She is furious for leaving the task she was doing, but leaves to join the county attorney George Henderson, and Mr. and Mrs. Henry Peters, at the place where the Wrights lived. Wrights were a couple all of them were familiar with. Mr. John Wright has been murdered. His wife, Mrs. Minnie Wright is being under arrest as a suspect. The women refer to her as Minnie Foster. The men- Peters, Henderson and Hale- search through the crime scene for evidence and clues, and mock at the women’s talk about the clues. They make fun of women’s discussion about the quilt, the broken door of the bird cage, and the dead canary. The men consider their interest in these objects as unimportant as Hale says, â€Å"Well, women are used to worrying over trifles†. When men move upstairs to look for evidence, the women search the chaotic kitchen and find clues which point to the guilt of Mrs. Wright. Me n had called these things as â€Å"trifles† and had said, â€Å"Nothing here but kitchen things†. The women form a bond with Mrs. Wright, when they see her shaggy clothing and the run down kitchen. As an objection to men’s mocking, the women decide to keep the evidence to themselves. Ironically, their discussion about unimportant things finally leads to uncovering the truth and solving the murder case.

The Global internet backbone industry analysis paper Essay

The Global internet backbone industry analysis paper - Essay Example This essay will examine the global internet backbone industry and how it is organized. Internet is an open worldwide network that helps to interconnect computer networks using a number of standardized protocols in order to allow the exchange of data among them. Internet backbone is used to designate the core physical infrastructure that carries Internet Protocol traffic. The leading players in global internet industry include some big companies, governments, network center internet exchange points and network access points. Internet is both a point-to-point and point-to- multipoint medium: it connects individuals but also speaks to and interacts with vast numbers of people simultaneously (Dwyer, 2010). Internet is provided at first hand by tier 1 which consists of very large network service providers that own their own fiber optic or satellite links across nations and around the world. Many of these tier one companies operate a number of internet service providers that sell services to final users, others focus mostly on the wholesale market, selling bandwidth to tier 2 and tier 3 providers (Castells, 2011). Tier 1 providers have access to the global Internet routing table but do not purchase transit from anyone. Tier 2 Internet service providers buy capacity from tier 1 providers for resale. Tier 2 have networks with a more limited geographical coverage. Most of Tier 2 have their own PoPs and backbone nodes. The customers of Tier 2 internet service providers tend to be final users and they include businesses and households. On the other hand Tier 3 operators that include small internet service providers provide services exclusively to end users and normally they cover a small geographical area. Tier 3 Internet service providers should connect to either Tier 2 or tier 1 provider in order to access the Internet through the latter’s backbones: they may also have to lease their PoP facilities. The industry

Spectrophotometry Techniques and Devices

Spectrophotometry Techniques and Devices I. INTRODUCTION Spectrophotometry Infrared Spectrophotometry is designed to identify or determine the sample by measuring absorption of infrared radiation of wave numbers in a region of 4,000 to 400 cm-1, at various wave numbers, when it passes through the sample. This method uses the property that the infrared absorption spectrum of a substance is Characteristic of its chemical structure. Infrared spectra are shown in charts drawn by plotting the wave numbers on the abscissa and the transmittances or absorbances on the ordinate. i. Spectrophotometer Spectrophotometry involves the use of a spectrophotometer. A spectrophotometer is a photometer (a device for measuring light intensity) that can measure intensity as a function of the color (or more specifically the wavelength) of light. Important features of spectrophotometers are spectral bandwidth and linear range of absorption measurement. Perhaps the most common application of spectrophotometers is the measurement of light absorption, but they can be designed to measure diffuse or specular reflectance. The use of spectrophotometers is not limited to studies in physics. They are also commonly used in other scientific fields such as chemistry, biochemistry, and molecular biology. [2] They are widely used in many industries including printing and forensic examination. ii. Design There are two major classes of devices: single beam and double beam. A double beam spectrophotometer compares the light intensity between two light paths, one path containing a reference sample and the other the test sample. A single beam spectrophotometer measures the relative light intensity of the beam before and after a test sample is inserted. Although comparison measurements from double beam instruments are easier and more stable, single beam instruments can have a larger dynamic range and are optically simpler and more compact. Historically, spectrophotometers use a monochromator containing a diffraction grating to produce the analytical spectrum. There are also spectrophotometers that use arrays of photosensors. Especially for infrared spectrophotometers, there are spectrophotometers that use a Fourier transform technique to acquire the spectral information quicker in a technique called Fourier Transform Infrared The spectrophotometer quantitatively compares the fraction of light that passes through a reference solution and a test solution. Light from the source lamp is passed through a monochromator, which diffracts the light into a rainbow of wavelengths and outputs narrow bandwidths of this diffracted spectrum. Discrete frequencies are transmitted through the test sample. Then the intensity of the transmitted light is measured with a photodiode or other light sensor, and the transmittance value for this wavelength is then compared with the transmission through a reference sample. In short, the sequence of events in a spectrophotometer is as follows: The light source shines into a monochromator. A particular output wavelength is selected and beamed at the sample. The sample absorbs light. Many spectrophotometers must be calibrated by a procedure known as zeroing. The absorbency of a reference substance is set as a baseline value, so the absorbencies of all other substances are recorded relative to the initial zeroed substance. The spectrophotometer then displays% absorbency (the amount of light absorbed relative to the initial substance).[2] II. UV IR SPECTROPHOTOMETRY i. Ultraviolet spectrophotometry The most common spectrophotometers are used in the UV and visible regions of the spectrum and some of these instruments also operate into the near-infrared region as well. Visible region 400-700nm spectrophotometry is used extensively in colorimetry science. Ink manufacturers, printing companies, textiles vendors, and many more, need the data provided through colorimetry. They take readings in the region of every 10-20 nanometers along the visible region, and produce a spectral reflectance curve or a data stream for alternative presentations. These curves can be used to test a new batch of colorant to check if it makes a match to specifications e.g., iso printing standards. Traditional visual region spectrophotometers cannot detect if a colorant or the base material has fluorescence. This can make it difficult to manage color issues if for example one or more of the printing inks is fluorescent. Where a colorant contains fluorescence, a bi-spectral fluorescent spectrophotometer is used. There are two major setups for visual spectrum spectrophotometers, d/8 (spherical) and 0/45. The names are due to the geometry of the light source, observer and interior of the measurement chamber. Scientists use this machine to measure the amount of compounds in a sample. If the compound is more concentrated more light will be absorbed by the sample; within small ranges, the Beer-Lambert law holds and the absorbance between samples vary with concentration linearly. In the case of printing measurements two alternative settings are commonly used- without/with UV filter to control better the effect of UV brighteners within the paper stock. Samples are usually prepared in cuvettes; depending on the region of interest, they may be constructed of glass, plastic, or quartz ii. IR spectrophotometry Spectrophotometers designed for the main infrared region are quite different because of the technical requirements of measurement in that region. One major factor is the type of photosensors that are available for different spectral regions, but infrared measurement is also challenging because virtually everything emits IR light as thermal radiation, especially at wavelengths beyond about 5ÃŽ ¼m. Another complication is that quite a few materials such as glass and plastic absorb infrared light, making it incompatible as an optical medium. Ideal optical materials are salts, which do not absorb strongly. Samples for IR spectrophotometry may be smeared between two discs of potassium bromide or ground with potassium bromide and pressed into a pellet. Where aqueous solutions are to be measured, insoluble silver chloride is used to construct the cell. III. INFRARED Infrared (IR) radiation is electromagnetic radiation with a wavelength between 700nm and 300Â µm, which equates to a frequency range between 1THz and 430THz—a span of more than three orders of magnitude. Its wavelength is longer (and the frequency lower) than that of visible light, but the wavelength is shorter (and the frequency higher) than that of terahertz radiation microwaves. Bright sunlight provides an irradiance of about 1kilowatt per square meter at sea level. Of this energy, 527 watts is infrared light, 445 watts is visible light, and 32 watts is ultraviolet light. The infrared part of the electromagnetic spectrum covers the range from roughly 300 GHz (1 mm) to 400 THz (750 nm). It can be divided into three parts: Far-infrared, from 300 GHz (1 mm) to 30 THz (10 ÃŽ ¼m). The lower part of this range may also be called microwaves. This radiation is typically absorbed by so-called rotational modes in gas-phase molecules, by molecular motions in liquids, and by phonons in solids. The water in the Earths atmosphere absorbs so strongly in this range that it renders the atmosphere effectively opaque. However, there are certain wavelength ranges (windows) within the opaque range which allow partial transmission, and can be used for astronomy. The wavelength range from approximately 200 ÃŽ ¼m up to a few mm is often referred to as sub-millimeter in astronomy, reserving far infrared for wavelengths below 200 ÃŽ ¼m. Mid-infrared, from 30 to 120 THz (10 to 2.5 ÃŽ ¼m). Hot objects (black-body radiators) can radiate strongly in this range. It is absorbed by molecular Vibrations, where the different atoms in a molecule vibrate around their equilibrium positions. This range is sometimes called the fingerprint region since the mid-infrared absorption spectrum of a compound is very specific for that compound. Near-infrared, from 120 to 400 THz (2,500 to 750 nm). Physical processes that are relevant for this range are similar to those for visible light.[4] IV. Infrared spectroscopy (IR spectroscopy) is the subset of spectroscopy that deals with the infrared region of the electromagnetic spectrum. It covers a range of techniques, the most common being a form of absorption spectroscopy. As with all spectroscopic techniques, it can be used to identify compounds or investigate sample composition. Infrared spectroscopy correlation tables are tabulated in the literature. A common laboratory instrument that uses this technique is an infrared spectrophotometer. i. Background and theory The infrared portion of the electromagnetic spectrum is divided into three regions; the near-, mid- and far- infrared, named for their relation to the visible spectrum. The far-infrared, approximately 400-10cm−1 (1000-30ÃŽ ¼m), lying adjacent to the microwave region, has low energy and may be used for rotational spectroscopy. The mid-infrared, approximately 4000-400cm−1 (30-2.5ÃŽ ¼m) may be used to study the fundamental vibrations and associated rotational-vibrational structure. The higher energy near-IR, approximately 14000-4000cm−1 (2.5-0.8ÃŽ ¼m) can excite overtone or harmonic vibrations. The names and classifications of these subregions are merely conventions. They are neither strict divisions nor based on exact molecular or electromagnetic properties. Infrared spectroscopy exploits the fact that molecules have specific frequencies at which they rotate or vibrate corresponding to discrete energy levels (vibrational modes). These resonant frequencies are determined by the shape of the molecular potential energy surfaces, the masses of the atoms and, by the associated vibronic coupling. In order for a vibrational mode in a molecule to be IR active, it must be associated with changes in the permanent dipole. In particular, in the Born-Oppenheimer and harmonic approximations, i.e. when the molecular Hamiltonian corresponding to the electronic ground state can be approximated by a harmonic oscillator in the neighborhood of the equilibrium molecular geometry, the resonant frequencies are determined by the normal modes corresponding to the molecular electronic ground state potential energy surface. Nevertheless, the resonant frequencies can be in a first approach related to the strength of the bond, and the mass of the atoms at either end of it. Thus, the frequency of the vibrations can be associated with a particular bond type. Simple diatomic molecules have only one bond, which may stretch. More complex molecules have many bonds, and vibrations can be conjugated, leading to infrared absorptions at characteristic frequencies that may be related to chemical groups. For example, the atoms in a CH2 group, commonly found in organic compounds can vibrate in six different ways: symmetrical and antisymmetrical stretching, scissoring, rocking, wagging and twisting: The infrared spectrum of a sample is collected by passing a beam of infrared light through the sample. Examination of the transmitted light reveals how much energy was absorbed at each wavelength. This can be done with a monochromatic beam, which changes in wavelength over time, or by using a Fourier transform instrument to measure all wavelengths at once. From this, a transmittance or absorbance spectrum can be produced, showing at which IR wavelengths the sample absorbs. Analysis of these absorption characteristics reveals details about the molecular structure of the sample. When the frequency of the IR is the same as the vibrational frequency of a bond, absorption occurs. This technique works almost exclusively on samples with covalent bonds. Simple spectra are obtained from samples with few IR active bonds and high levels of purity. More complex molecular structures lead to more absorption bands and more complex spectra. The technique has been used for the characterization of very complex mixtures. ii. Adjustment and Instrument Use a dispersive infrared spectrophotometer or a Fourier-transform infrared spectrophotometer. Before using the infrared spectrophotometer, adjust it as specified in the operating manual. The linearity of the absorbance between 20% and 80% of transmittance (%) should be within 1%. The reproducibility of the transmittance should be within 0.5% in two consecutive measurements. The reproducibility of wave number should be within 5 cm-1 at about 3,000 cm-1 and within 1 cm-1 at About 1,000 cm-1. In addition, adjust the instrument so that a spectrum exhibits absorptions at the wave numbers as indicated in the following figure when measurement is made on a polystyrene film (about 0.03 mm thick).[5] iii. Preparation of Sample According to an appropriate one of the methods below,Prepare the sample so that the transmittance of the most intense absorption bands should be within a range of 20 to 80%. For the optic plate, use sodium chloride, potassium bromide, or thallium iodide bromide. Potassium Bromide Disk Method Place 1 to 2 mg of a solid sample and 100 to 200 mg of dried potassium bromide for infrared spectrophotometry into an Agate mortar, quickly reduce to fine particles protecting from moisture, mix Completely, and transfer into a die. Press the surface of the disk at 500 to 1,000 N/cm2 under reduced pressure of not more than 0.7 kPa for 5 to 8 minutes, and use this disk for the measurement. Solution Method Prepare a solution of the solid or liquid sample in the Specified solvent, inject the solution into a fixed cell for liquid, and use this cell for the measurement. Place the similar cell containing the same solvent for the Compensation beam. The thickness of the fixed cell is generally 0.1 mm or 0.5 mm. Paste Method Crush finely a solid sample and knead well with liquid Paraffin in the mortar. Hold the paste between two optic plates without any air gap, and measure. Liquid Film Method Hold 1 to 2 drops of liquid sample as a capillary film Held between two optic plates, and measure the liquid layer between the plates. If it is necessary to thicken the liquid layer, place rings of aluminum foil or a similar material between the two optic plates so that the liquid sample lies between the plates. Thin Film Method Dissolve the sample in the specified solvent, and apply it to one optic plate. Evaporate the solvent by drying with hot air, and measure the thin film adhered on the plate. If the sample is a film with a thickness of not more than 0.02 mm, measure the film just as it is. Gas Sample Measurement Put the sample gas in a gas cell with a light Path of 5 to 10 cm in length, previously evacuated, under pressure specified in the individual monograph, and measure. A long cell with the light path of not shorter than 1 m is also used if necessary. iv. Conventional method A beam of infrared light is produced and split into two separate beams. One is passed through the sample, the other passed through a reference which is often the substance the sample is dissolved in. The beams are both reflected back towards a detector, however first they pass through a splitter which quickly alternates which of the two beams enters the detector. The two signals are then compared and a printout is obtained. A reference is used for two reasons: This prevents fluctuations in the output of the source affecting the data This allows the effects of the solvent to be cancelled out (the reference is usually a pure form of the solvent the sample is in) v. Fourier transform infrared spectroscopy Fourier transform infrared (FTIR) spectroscopy is a measurement technique for collecting infrared spectra. Instead of recording the amount of energy absorbed when the frequency of the infra-red light is varied (monochromator), the IR light is guided through an interferometer. After passing through the sample, the measured signal is the interferogram. Performing a Fourier transform on this signal data results in a spectrum identical to that from conventional (dispersive) infrared spectroscopy. FTIR spectrometers are cheaper than conventional spectrometers because building an interferometer is easier than the fabrication of a monochromator. In addition, measurement of a single spectrum is faster for the FTIR technique because the information at all frequencies is collected simultaneously. This allows multiple samples to be collected and averaged together resulting in an improvement in sensitivity. Virtually all modern infrared spectrometers are FTIR instruments. Summary of absorptions of bonds in organic molecules vi. Uses and applications Infrared spectroscopy is widely used in both research and industry as a simple and reliable technique for measurement, quality control and dynamic measurement. It is of especial use in forensic analysis in both criminal and civil cases, enabling identification of polymer degradation for example. It is perhaps the most widely used method of applied spectroscopy.[citation needed] The instruments are now small, and can be transported, even for use in field trials. With increasing technology in computer filtering and manipulation of the results, samples in solution can now be measured accurately (water produces a broad absorbance across the range of interest, and thus renders the spectra unreadable without this computer treatment). Some instruments will also automatically tell you what substance is being measured from a store of thousands of reference spectra held in storage. By measuring at a specific frequency over time, changes in the character or quantity of a particular bond can be measured. This is especially useful in measuring the degree of polymerization in polymer manufacture. Modern research instruments can take infrared measurements across the whole range of interest as frequently as 32 times a second. This can be done whilst simultaneous measurements are made using other techniques. This makes the observations of chemical reactions and processes quicker and more accurate. Techniques have been developed to assess the quality of tea-leaves using infrared spectroscopy. This will mean that highly trained experts (also called noses) can be used more sparingly, at a significant cost saving. Infrared spectroscopy has been highly successful for applications in both organic and inorganic chemistry. Infrared spectroscopy has also been successfully utilized in the field of semiconductor microelectronics[8]: for example, infrared spectroscopy can be applied to semiconductors like silicon, gallium arsenide, gallium nitride, zinc selenide, amorphous silicon, silicon nitride, etc. V. USES IN ORGANIC A technique to identify materials including organic polymers. An infrared spectrometer directs infrared radiation through a sample and records the relative amount of energy absorbed by the sample as a function of the wavelength or frequency of the infrared radiation. The method is applicable particularly to organic materials, because the vibrational frequencies of the constituent groups within the molecules coincide with the electromagnetic frequencies of the infrared radiation. Therefore, the infrared radiation is selectively absorbed by the material to produce an absorption spectrum. The spectrum produced is compared with correlation spectra from known substances. VI. SPECTRORADIOMETERS Spectroradiometers, which operate almost like the visible region spectrophotometers, are designed to measure the spectral density of illuminants in order to evaluate and categorize lighting for sales by the manufacturer, or for the customers to confirm the lamp they decided to purchase is within their specifications. Components: The light source shines onto or through the sample. The sample transmits or reflects light. The detector detects how much light was reflected from or transmitted through the sample. The detector then converts how much light the sample transmitted or reflected into a number. CONCLUSION In this topic which is infrared spectrophotometry I have introduced what is spectrophotometry. And it is used in a device called spectrophotometer which is explained in the above thesis. Followed on single beam spectrophotometer is also explained with its design working. Spectrophotometry is generally of two types UV IR spectrophotometry, UV spectrophotometry is explained in short but IR spectrophotometry is explained briefly. The word INFRARED is explained i.e. what it means, infrared region is explained in EM radiation. In EM spectrum there comes a topic infrared spectroscopy which is explained briefly with its background theory. Its preparation of sample followed by conventional method of it. There is other phenomenon called FITR (Fourier transform infrared spectroscopy) is a measurement technique for collecting infrared spectra. FTIR spectrometers are cheaper than conventional spectrometers. Uses application is also explained in the above thesis. At last but not the least its use in organic is explained. The idea of Spectroradiometers is also given, which operate almost like the visible region spectrophotometers. This is end of the conclusion of my thesis infrared spectrophotometry.

Guava Extract Soap Essay

Significance In finding a cure for the said problem, we conducted a research and we found out that there are natural compounds that can contribute in treating these kinds of problem. Natural compounds that are used for making soap are more appropriate than chemical-based products. I. Introduction II. Abstract III. Statement of the Problem This study determined the effectivity and practically of 4 Season Fruits in making a homemade facial soap. It sought to answer the following questions: IV. Hypothesis The researchers hypothesize that the product, Four seasons soap, can be a viable alternative to the ordinary facial soap in treating different types of skin problems including acne and pimples due to its â€Å"4 seasons† fruits component. â€Å"Effectiveness of 4 Season Fruits as a treatment for pimples and acne.† Sacred Heart Catholic School of Cainta Investigatory Project Nowadays, having pimples and acne is a common problem for teenagers and adults aside from growing of their facial hair, eye bags and the like. This is due to exposure from dirt, dust, pollution and many agents that can produce skin reaction and form pimples and acne. These natural ingredients namely: Pineapple ( (Ananas Comosus), Mango (Mangifera Indica), Guava (Psidium Guajava) and Orange (Citrus Sinensis) (commonly called as 4 Seasons). These fruits have healthy benefits for the skin and some of their common effect are for treating pimples and acne. Is the component of the 4 Seasons soap is effective as an alternative treatment for skin problems? Is it an effective treatment for pimples and acne? What are the possible effects of 4 Seasons soap for the skin? Since it is a homemade soap, Is it possible that an individual can create soap just like this easily and safely? Our investigatory project focused in different benefits that can heal skin problems due to daily exposure to pollution, dust and other agents that can contribute to similar skin problems. These fruits have healthy benefits for the skin and some of their common effect is for treating pimples and acne. We researchers have guessed that the 4 seasons fruits are effective in treating pimples and acne because it contains Vitamin C which has antioxidant properties. But since it is a homemade soap, is it possible that an individual can create soap just like this easily? The possible effects of the 4 seasons soap are: Cleansing,  Moisturizing, Exfoliating and Clearing pimples and pimple marks. The researchers believed that because of the most of the components can be found at home, It is possible that any individual can make their 4 seasons soap easily and safely if they just follow the steps carefully and faithfully. To recognize all the healthy benefits of each of the four seasons for the skin. To determine if the 4 season soap is an effective antioxidant and its anti-aging properties. VII. METHODOLOGY MATERIALS: PROCEDURES: VI. Scope and Limitation Scope The study was conducted to reveal some of the advantages and disadvantages of the 4 season fruits for making soap as treatment for some major skin problems. The study aims to prove that not all chemical-based soaps are used in treating pimples and acne. The study concentrates on how fruits( Pineapple, Mango, Orange and Guava) can benefit human skin. Limitation The study is limited in human skin problems. 3 tbsp. Oil 1/2 tbsp. Guava leaves extract 1/2 tbsp. Mango extract 1/2 tbsp. Orange extract 1/2 tbsp. Pineapple extract 1 tbsp. NaOH or Lye 3 tbsp. H2O or Water Tools Used: Bowl Soap Molder Sauce pan Spoon Stirring rod Rubber gloves Masks Plastic cups Prepare the things to be needed. First, get the extract of each fruit ( Guava, Orange, Mango & Pineapple) . Note: For the Guava, We will be using the leaves for the extract. FOR THE EXTRACT: Remove the peelings of the fruits, and then set aside. In a small pot, put the peelings of each fruit (Note: Separate the peelings of each fruit from another fruit. Don’t combine it with other fruits when getting extracts, it might have different chemical reaction). Then Add water with this amount: 10 tbsp. for peelings of 3 mangoes. 13 tbsp. for the peelings of 5 oranges. 15 tbsp. for the peelings of 2 pineapples. 15 tbsp. for the guava leaves. Prepare the stove to be used. Boil it for 10 minutes (Low Heat); Separate the skin from the extract. Put it in a clean container, let it cool and then set aside. Prepare the Sodium Hydroxide (NaOH) or Lye. Put in a container. (Note: Read first the directions in using Lye. For Example: Don’t put the NaOH on aluminum containers. You must use rubber gloves and Masks in dealing with lye and with other chemical substances. Don’t play with them and Keep out of reach of children.) Put some oil (3 tbsp.) and Water (3 tbsp.). Mix it thoroughly. Put the extract of the fruits to the mixture. (1/2 tbsp.). Stir the mixture continuously in a single direction. ( Note: Make sure the mixture is viscous) Let it dry for about 2 days or more. VIII. FINDINGS & RESULTS The researchers found out that the 4 seasons fruits can help minimize pimples and pores. It can also help clear skin impurities because of the anti-oxidants that the soap contains. This research gave us a hard time because there are a lot of instances that the measurements of the ingredients would not compliment the desired results. There can also be a downside in this experiment because the soap is not intended to be used in scars because it might irritate it and it stings. IX. Conclusions The researchers therefore conclude that the 4 seasons soap can reduce pimples and other skin impurities. This is shown by the experiment that we conducted by putting various kinds of ingredients in different amounts and sizes. The experiment was successful because the researchers came up with their desired result even after several tries. This product can be a solution in the problem of many teenagers, including the researchers because of its effectiveness during our experiment. X. RECOMMENDATION The researchers recommend that the further experiments similar to this that will be performed by others must use variety of fruits and not just focus on the 4 seasons used in this experiment. It is also suggested that they test the product before producing to help decrease the chances of having skin irritations and rashes. If given a chance, the researchers suggest that they test it on animal skins that are most likely to be similar to the human skin in order to have a possible result as how it would be on the human skin. The researchers hopoe that you may have a successful study and an imporved product in the future.