Before You Buy a Chemistry Textbook

Youve gotten the list of textbooks for your course. Before you sell your soul to the bookstore, find out which texts you really need and which ones to skip. Ask yourself these important questions: Will you keep the book? Thumb through the book and ask yourself whether or not you think the book will serve as a handy reference after the course is concluded. If yes, buy it, preferably new. If not, keep reading... Does the course actually use the text? Words to the wise: A book might be listed as required, but that doesnt necessarily mean you have to buy it! Some required texts really dont get used (ask upperclassmen) or can be borrowed. If you dont plan on keeping the book after the class, consider buying a used copy. When in doubt, wait until the first day of class to make a decision. Is this a lab book? Laboratory workbooks need to be purchased and they need to be new. Dont try to sneak in a used laboratory book. Your instructor will not be amused. Is the text available used? Really popular texts are usually available in used form. However, the text is probably popular because it is useful! If you need a book and will use it after the course ends, buy it new. If you are strapped for cash or the usefulness of the book is questionable, buy it used. Will the book help you? Sometimes a book is recommended, but not required. This is true for many study guides. Ask yourself whether or not you will benefit from using the book. Can the book be borrowed? Is it useful enough to buy, new or used? When in doubt, talk with your instructor. Can I afford it? Although this is a good question to raise regarding buying books, it is NOT a question to ask when deciding whether or not to obtain a book. The difference? Buying a book involves money. Obtaining a book might involve money, but it also could include borrowing from a student or professor. I dont recommend sharing important books. If you need a book, then get it!

Essay about The External Environment and Its Effect on...

The external environment in which businesses operate can have a significant effect on their success. To what extent do you think that the external environment in the UK is favourable for businesses at the moment? Justify your answer with reference to external factors and/or businesses that you know. (40 marks) You must include a plan. 3  ½ pages handwritten. Not petrol? Can argue against in evaluation – favourable for some industries but not others Make a point, explain and evaluate (3-4 main points) The external environment for a business is equally as important to its success (or otherwise) as it’s internal environment. This is because external factors will directly impact on the business. These factors are complex and wide†¦show more content†¦For a manufacturing company like Cadbury, a growing UK population is leading to more sales opportunities. Changes in eating habits, with fewer families sitting to eat regular meals together has continued to fuel the ‘on the go’ eating trend, which has lead to the launch of more snacking type product offers, increasing Cadbury’s portfolio of products. Finally, the current and ongoing concern around healthy eating, obesity, sugar and fat intake has necessitated reviews of product recipes, formats and consumer communications. EG there have been a lot more restrictions on advertising to children, which has recently been banned for certain product types. The Technological landscape has seen massive change over recent years and an understanding of this is vital for business owners. This covers areas such as basic infrastructure level, rate of technological change, spending on research development, technology incentives, legislation regarding technology, technology level in your industry, communication infrastructure, access to newest technology, Internet infrastructure and penetration. 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Using “Too much punch for judy” as a stimulus Free Essays

In the second lesson we had to act out ‘A night on the town’ in the form of still images, we did this in a group of four (myself, Luke, Reece and lee). Our stimulus for this task was our own visualisation from reading the script. In the first two scenes we had a split stage, showing two men and two women getting ready for their night out, in doing so we wanted to create juxtaposition; so the audience can clearly differentiate between the two groups of people in the still image. We will write a custom essay sample on Using â€Å"Too much punch for judy† as a stimulus or any similar topic only for you Order Now In the third scene we had to show a still image of the two men watching the two women in the bar we (me and Reece) had to enhance our facial expressions and body language to seem attracted to the women (Luke and Lee). What we did to show that we was interested in the two girls was have our line of sight directly on them, and our bodies had to be very ‘masculine’ and facial expressions were inquisitive, we made this possible by raising our eyebrows and having wide eyes, and our heads were leaned back at an angle, to show that we are ‘checking them out’. Lee and Luke had to close themselves from the audience, and have them facing the floor, to show shyness. We did this to show a typical night out in a bar, it was a convention. Towards the end of the lesson we had to develop the still images into a role play, using chat up lines and other explorative strategies. In the first scene we had both groups getting ready for their night out, at the same time, but this time we added movement, and speech. Myself and Reece playing the two men, was from east London, so we had a typical cockney accent , and slow and heavy movement, to create a sense of presence. To make the two women to start acting, we marked the moment by using the line ‘come on mate, it’s not like we’re ’gonna’ crash. After that line was said that was the cue for Luke and Lee to start their performance, they were two typical women from Essex; with their role play they enhanced the women by having feminine movements and doing typical gestures for example putting on make-up and asking ‘if this outfit looks nice? The next scene involved us in the bar, we stared with the men entering the bar before the women, and they’ve already settled with a drink. With our characterisation we had created two typical men looking for women to chat up to in a bar, we had a calm and smooth tone to our voices to signify this. Once the two women entered the bar, we froze with a still image that we used in the first exercise, to continue the performance I pretended to whisper in to Reece’s ear ‘I’m having the one on the left. We had a spilt stage where the two groups spoke between each other, while the other group mimed in the background. This was done so the audiences could understand what the men and women’s intentions were. Each group talked about their feelings for the person they want to ‘chat-up with, we did this engage the audience as we are revealing our purposes in this performance. To end our performance Reece walked up to Lee and used a ‘cheesy chat-up line’ so we can finish off with a bit of comedy; the line was ‘Hey babe, I’ve got the pencil; and you’ve got the sharpener! Just after that line we went straight into a still image, to show the shock on all our faces as if to say, that was the worst chat-up line used. In another lesson we had to watch a short advertisement about drink driving, and the effects on alcohol on people. We had to create a short awareness advert that shows the effects of drunk driving, and a way to stop driving while intoxicated with alcohol. Our group consisted of, me (driver), Brandon (passenger), Binte (passenger) and Tyrell (passenger). We came up with a basic outline for a performance. The story was the four of us went on a typical ‘night out’ and got drunk and decided to drive home, as soon as I put the key in the ignition we froze, symbolising that I was having a vision, but was unaware of it. We then used realism to imitate us driving along in a key, by doing standard protocols, or missing them and then realising what happened, we did to show the audience that drinking can slower your reaction and thinking process . Then suddenly Brandon announces that he has another drink in his pocket, this causes a brawl in the car as we fight for the drink, then Tyrell, who is the front seat passenger , reaches around and kicks the steering wheel, causing the car to go astray and collide into a tree, to portray the crash we threw our bodies in different directions as if we got thrown out, we did this as it was naturalism, as it’s natural to get throw about in car crash and go in a completely different direction . Then we re-wound the whole journey, including the crash, this was us using physical theatre and cross-cutting, we did this to enhance and engage the audience as it would be much more interesting to watch instead of simply just cutting back to the firs scene. When we got back to the first scene when I put the key in the ignition we stopped, and then we cut out all sound and I had a quick thought track, while the others were miming in the background, I talked about my vision and what is about to happen, we returned to the performance by Tyrell hitting me and saying ‘hurry up lets go’ like he did the first time, to show that this was the real world now. I suddenly said ‘No! We’re not driving’ then suddenly we pictured another car hitting a tree, which would have been us, this was the repellent from driving. How to cite Using â€Å"Too much punch for judy† as a stimulus, Papers

Compare and Contrast Jobs in a Kitchen free essay sample

In the hustle and bustle of working in a restaurant there are key things to always remember, stay organized, keep time, and know what’s going on around you. In the kitchen especially; there is a chain between everyone working. When one link is broken then, the kitchen doesn’t run very smoothly. For example, if a prep cook were to not prep the vegetables needed for a night, then the meals that need those certain vegetables would take longer to prepare; causing others to become less organized with time, and putting a dent into the flow of things. The kitchen has a chain of command. The person in charge is the Executive or Head chef, this person sees over everything that is going on in the kitchen. They are responsible for the menu, staffing and payroll of the kitchen, ordering, plating design; anything that is kitchen related the executive chef is in charge of. We will write a custom essay sample on Compare and Contrast: Jobs in a Kitchen or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Next is the Sous chef; the Sous chef is like the Executive chefs assistant, when there is something that the Executive chef needs help with the Sous chef is the go to person. The third person is the expediter, this person more commonly called a waiter or waitress, takes and relays customers’ orders to the kitchen; they are also the person that will sometimes finish off a plate with garnish. Fourth is the Chef de Partie or the station chef or also the line cook. This part of the kitchen staff can be broken down in to a lot of sections. The station chef is in charge of a certain area, making or doing something specific. Each component on a plate can be broken down into a station. Station chefs can have their own hierarchy as well, depending on the size of the kitchen, there might be more than one person working at a certain station. Therefore, there would be the Station Chef in charge then they just number off as first, second, or third cook. The fifth person on the command would be the prep cooks; they are responsible for the basic prep of any food needed to create the menu. Last but not least, the kitchen aids are the finial on the totem pole. In most cases this is just the dishwasher and maybe one or two people that can carry out simple, basic, unskilled tasks that may be needed around the kitchen. Working in a kitchen there is one main goal: make the customer happy. Working together as a team to create a tantalizing menu for a consumer to get lost in the way the food looks, tastes, a how it feels when its eaten is the reward of hard work and a job well done.