Success of Science free essay sample

2. Preparation Of 1 M Na2CO3 Molecular mass of Na2CO3 = 106g Mass of salt in 100 ml of 1M solution = 10. 6g Weighing of salt using electrical balance * Mass of Na2CO3 + beaker = 78. 64g * Mass of beaker = 68. 04g * Mass of Na2CO3 = 10. 6g 1. 10. 6g of Na2CO3 was weighed in a dry beaker. Small amount of distilled water was added and the salt was dissolved. 2. The contents of the beaker were transferred to clean volumetric flask of 100ml. 3. Collection of washings was done 3-4 times. 4. The solution was made 100ml. Shook well to ensure the uniformity of the solution. 5. The contents were transferred to the storing bottle and it was labeled 1M Na2CO3 solution. 3. Preparatiion of 1 M NaHCO3 solution Molecular mass of NaHCO3 = 79. 64g Mass of beaker= 71. 24g Mass of NaHCO3= 8. 40g 1. 8. 4g of NaHCO3 was weighed in a dry beaker. Small amount of distilled water was added and the salt was dissoleved. We will write a custom essay sample on Success of Science or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 2. The contents of the beaker were transferred to a clean volumetric flask of 100 ml. 3. Collection of washings was done 3-5 times. 4. The solution was made 100ml. Shook well to ensure the uniformity of the solution. . The contents wee transferred to storing bottle and it was laveled 1 M NaHCO3 solution. 4. Preparation of 0. 1 M Na2S2O3. 5H2O Solution Molecular mass of Na2S2O3. 5H2O= 248g Mass of salt in 250ml of 0. 1 M solution= 6. 2g Weighing of salt using electronic balance Mass of Na2S2O3. 5H2O + beaker = 70. 60g Mass of beaker= 64. 36g Mass of Na2S2O3. 5H2O= 6. 24g 1. 6. 2g of Na2S2O3. 5H2O was weighed in a dry beaker. Small amount of distilled water was added and the salt was dissolved. 2. HH 3. The contents of the beaker were transferred to a clean volumetric flask 250ml. 4. Collection of washings was done 3-4 times. 5. The solution was made 250ml. Shook well, to ensure uniformity of the solution. 6. The contents were transferred to the strain bottle and it was labeled 0. 1 M Na2S2O3. 5H2O solutions. Preparation of 2. 5% concentrate of H2SO4 a. H i. A clean 250ml measuring cylinder was taken and distilled water was poured till 50ml mark. ii. A 100ml measuring cylinder was taken and dried thoroughly. This cylinder should be absolutely dry. iii. 50ml of concentrate H2SO4 was measured. iv. This was poured in the previous measuring cylinder containing water, 5-6 drop at a time. v. This was accompanied by constant stirring and the cylinder was left time-to-time to cool. vi. This was repeated till the last drop of H2SO4 was transferred. vii. Another 20ml of water is poured in the cylinder so as to transfer the deposits of concentrate H2SO4 on the walls. viii. More water is added to make the volume up to 200ml ix. Solution is transferred to a storing bottle and labeled 25% concentrate H2SO4 and placed away from local throughway. Preparation of indicator for titration 1. Half horn spatula of starch was taken in a test tube and excess of distilled water was added to it and shaken well. . 100ml of distilled water was boiled in 150ml beaker and starch solution was added drop by drop with constant stirring to make a colorless clear solution. 3. The solution is boiled for 3-4 minutes more. 4. Solution is cooled slowly and transferred to a storing bottle labeled starch indicator. Preparation for honey solution 1. 2ml of honey was measured in a graduated pipette least co unt = 0. 05ml 2. 2-3 ml of distilled water was added to it and it was shaken till a clear solution was obtained. 3. This clear solution was transferred to a 50ml measuring cylinder . 4. This washings were collected 3-4 times. 5. The solution was made 50 ml and shook well. 6. The solution was transferred to storing bottle and was labeled as sample 1. 7. Repeat the above steps for the other sample. CORE PROCEDURE 1. 1. An iodometric flask was cleaned using the soap solution, then with the tap water followed by distilled water. 2. 2. 10 ml of honey solution was pipetted out into it with the help of a graduated pipette. 3. 20ml each of NaHCo3 and Na2CO3 was poured into it using a measuring cylinder 4. 50ml of 12 solution was added to the iodimetric flask and shaken well. 5. The flask was labeled with the name of the honey and was immediately placed in the dark. 6. The above steps were repeated for other honey samples and were left for 1 and a half hour. 7. After one and a half hour, shook the iodometric flask and pipetted 10ml of 25% concentrate H2SO4 using a measuring cylinder. 8. 1ml of starch indicator were also added to it and titrated against Na2S2O3. 5H2O solution in the conical flask a measuring cylinder. 9. 1ml of starch indicator were also added to it and titrated against Na2S2O3. 5H2O solution taken in the burette. 10. The same was repeated for the other honey samples. PROCEDURE FOR CARRYING OUT TITRATION 1. All apparatus i. e. beakers, conical flasks, burette, pipette etc. were first cleaned with soap solution, then by tap water followed by distilled water to remove all the tap water. 2. A burette was rinsed with Na2HHHhhhjjjjjggggS2O3. 5H2O solution and the pipette was rinsed with honey iodine solution. 3. The burette was filled with the Na2S2O3. 5H2O solution and fixed to theclamp stand and made sure that no air bubbles were present in the nozzle. 4. 10ml of honey iodine solution was pipetted out in a clean conical flask using a graduated pipette. 5. 0ml of 25% concentrate H2SO4 was measured using a measuring cylinder and added to the conical flask. Shook well. 6. Then it was titrated against thiosulphate solution taken in the burette tgill solution turned light yellow. Then added starch indicator. Added the thiosulphate solution drop by drop near the end point. At the end point the colour of the solution changes from violet to colorless. 7. The above steps were repeated to get three concurrent readings. 8. The above steps were repeated for the other sample of honey. Observations calculations Deriving the general formula * Molarity of I2 solution is 0. 95 M * In 1000 ml : no of moles of I2=0. 095 * In 50 ml : no of moles of I2 = 0. 095*50/1000=0. 0048 2 S203 2- +I2 == S4O6 2- +2I- 2 : 1 M1 * V1/ N1 =M2*V2 / N2 * M1 : Molarity of thiosulphate solution = 0. 10 M * V1 : Volume of thiosulphate solution = V1 * N1 : Number of moles =2 * M2 : Molarity of dextrose = M2 * V2 : Volume of honey iodine solution = 10 ml * N2 : Number of moles = 1 0. 10* V1 /2 = M2 *10 /1 M2=0. 005*V1 Now * 1000 ml solution contains = 0. 005*V1 moles * 1 ml solution contains = 0. 005*V1/1000 moles * 100 ml solution contains = 0. 005 * V1 *100/1000 moles = 0. 0005 * V1 moles Cont†¦..

To Kill A Mockingbird Is this novel simply a pessimistic presentation of a deeply flawed and discriminatory society Essay Example

To Kill A Mockingbird Is this novel simply a pessimistic presentation of a deeply flawed and discriminatory society Essay Example To Kill A Mockingbird Is this novel simply a pessimistic presentation of a deeply flawed and discriminatory society Paper To Kill A Mockingbird Is this novel simply a pessimistic presentation of a deeply flawed and discriminatory society Paper Essay Topic: Deep Literature In this essay I will be looking at the different types of prejudices that are used in the novel. These include prejudice against colour, sex, class, outcasts and outsiders. I will be looking at how these prejudices affect the characters in the novel and how their attitudes change. I will also be looking closely at the characters of Atticus Finch and Bob Ewell, who have completely different attitudes towards racism. I interpret the word prejudice as literally meaning pre-judge. When someone is prejudiced against someone then it means that they are judging him or her without knowing them and this is usually down to racism. There are many examples of prejudice in the novel and this gives the idea that Maycomb is a deeply flawed and discriminatory society. The main example of prejudice in the novel revolves around the trial of Tom Robinson, who is a black man that is being tried for a rape crime that he did not commit. The pre-judgment of Tom Robinson by a 12-strong Maycomb jury shows that the community is deeply racist. White people considered blacks to be upstart and the reason for this is that the book is set at the time of depression and whites were worried that, black men could take their jobs. This is one of the reasons that Bob Ewell accuses Tom Robinson of murder. Ewell is deeply racist and when he finds his daughter trying to seduce Tom he automatically accuses the black man. Although this prejudice against Tom Robinson is started by one the man most of the town have no trouble in sticking by the white man and this is why the trial is one of the main areas of racism in the book. This racism against blacks though is not the only area of discrimination in Maycomb society. There is also a strong discrimination against outsiders that starts at a very early age. An example of this is when scout goes to school for the first time and her teacher says, I am from North Alabama, from Winston County. At this point the class murmured apprehensively, should she prove to harbour her share of peculiarities indigenous to that region. By doing this, the class is pre-judging their teacher only a few minutes after meeting her for the first time. The children are showing that even at their early age they consider outsiders to be peculiar. The only reason that I can see for this is that this has been drilled into them from a young age and therefore gives us the idea that the town they live in is deeply flawed and discriminatory The character of Bob Ewell can be seen as the epitome of everything that is wrong with the society of Maycomb. He is described as a little bantam cock that crowed like a rooster on a dung hill. This shows what the people of the town think about him and also how his racist opinion would usually count for nothing. Mr. Ewell is also a redneck, which is made clear when the author says, the back of his neck reddened at the sound of his name. This tells us that Ewell is a racist piece of white trash, like most other rednecks. The character of Bob Ewell rubs off on the rest of his family, whom he treats, with no degree of respect or care. The first example of this comes about when his son, Burris Ewell is at school. The teacher tries to repremand Burris but he says, you ain`t sending me home missus. I was just on the verge of leaving- I done my time for this year. This shows how Bob has not laid down any rules for his children and he doesnt set any rules for his children or care what the get up to. It also gives across the idea that the Ewell family is very dysfunctional and this is one of the many differences between the Ewells and the Fiches. An example of how Ewell has no respect for his family is the way that he drags his daughter Mayella through a rape trial for some personal attention. Ewell describes the rape as rutting and this is a word that is only usually used to describe sex between animals. By using this sort of language Ewell is portraying himself and his family as wild animals and when a wild dog appears later in the novel this can be seen as a portrayal of Ewell. Atticuss children are very different from Ewells but they, like many of the other children in the novel are also prejudiced. Scout is victimized by her brother Jem for not being girlish enough. He says, I declare to the lord you are getting more like a girl everyday! This upsets Scout because she seems to want to be a boy because men obviously have a higher status in the town. Although Scout is being victimized here she shows signs of being racist herself. When she and Jem are building a snowman that is mostly made of mud she exclaims, I aint ever heard of a nigger snowman. By using the word nigger Scout is showing that from a very young age she is using the language that she has obviously picked up from the people around her and by doing this she is giving the idea that the whole town is discriminatory in one way or another. It is clear that it is not only the white people of Maycomb that are prejudiced against anything that dont conform to their ideals, it is the black community as well. Both communities shun Mr. Dolphus Raymond because he is involved in a mixed marriage that goes against both white and black laurels. Jem explains to scout that mixed children belong nowhere and this shows how everyone in Maycomb is strongly opposed to anything that is not traditional or that doesnt occur on a wide-scale. The language that Harper Lee uses in the book is often racist and if it were used today then most people would take offense. She uses words like Nigger and Negro to show that the town is deeply racist because this language is used daily. I think that it is acceptable for Lee to use this type of language in the novel simply because it was what the language was like at the time that the novel is set and it shows what Maycomb is like. While Lee uses racist language to show racism in the novel she also uses empathy on a number of occasions to show peoples situations from other peoples points of view. An example of this is when Jem and Scout are made to spend time with Mrs. Dubose. Atticus says,I wanted you to see something about her-I wanted you to see what real courage is. With the use of empathy Lee shows the reader what Mrs. Dubose is really like. By making his children spend time with Mrs. Dubose Atticus is showing them not to judge a book by its cover. This is one of the many morals that Atticus tries to pass down to his kids throughout the novel. Another moral that he tries to pass down is the one that you have to fight for what is right. When Scout asks Atticus why he is taking on the Tom Robinson rape case he explains that if he didnt then he could not hold my head up in town. By setting this good example to his children Atticus is showing what type of person he is and this person is very different to Bob Ewell. Atticus is a respectable member of Maycombs society who, unlike Ewell is not racist and has a respectable job. Atticus is also well educated and shows us the importance of empathy. He says that you dont know a person Until you climb into its skin and walk around in it. By having the character of Atticus Lee shows us that not all of Maycomb are discriminatory and that it is only parts of the society that have something wrong with them and this can be said about all of society. Although the main plot of the novel is the trial of Tom Robinson the book also contains an interlacing sub-plot that centers on the mysterious character of Boo Radley. Boo is a man that does not conform to what is considered a normal way of life and he is therefore portrayed to the children of Maycomb as a bogeyman. This becomes apparent when Dill has the idea to make Boo Radley come out. This shows how the children wanted to torment him just because he doesnt come outside and conform to everyone elses way of life. This is a form of discrimination because they are tormenting him just because he is different and shows that even though Atticus tries to install good morals into his children they still go of and do things like this. Along with Tom Robinson, Boo Radley can be seen as the Mockingbird of novel. Atticus says that Mockingbirds dont do one thing but make music for us to enjoy and therefore its a sin to kill a Mockingbird. This can be related to both Boo and Tom because the both do nothing wrong and are both tormented and discriminated against. I think that Lee purposely had two Mockingbirds in the novel, to show that it is all of Maycombs society that is prejudiced. The children torment Boo and the adults persecute Tom. This shows that maycombs society is deeply flawed and discriminatory. So in conclusion, I would say that on the outside the novel is a presentation of a deeply flawed and discriminatory society. If you look deeper then you can see that not all of the society carries this prejudice and I think that the different fate of the two Mockingbirds is very significant. Boo shows us that you should not judge a book by its cover while the death of Tom Robinson shows how cruel humans can be to people who are effectively exactly the same as themselves.

What Does Your Handshake Say About You

What Does Your Handshake Say About You We all think we have a killer handshake. And we’ve all shaken a few hands that left us feeling†¦ less than impressed. Find out if any of these subpar shakes apply to you. The Cold FishThe worst handshake is the limp handshake. It makes everybody squeamish. If you’re not squeezing or shaking, but merely laying your hand (or worse, just your fingers!) into someone else’s, then it might be time for remedial work.The Wet FishRegardless of the limpness factor, if your hand is sweaty or clammy, you don’t stand a chance of making a good first impression. Clamminess implies that you are nervous- or worse, ill- or just generally moist. If sweating is a problem for you, try using a bit of talc after you wash your hands to keep them dry.The PrincessYou know who you are. You lay your fingers daintily into someone else’s waiting grip, but nothing further. Unless you’re actually royalty, this is sending all the wrong signals. Man up and shake hands!Th e Knuckle CrusherYou also know who you are. You enjoy watching people flinch as you shock and awe them with your grip and grasp. If you’re not aware of your own strength, ask yourself: does your handshake make people’s eyes water? Can you feel their rings crushing their fingers? If so, go a little gentler.The CreeperIndustry standard is grab, shake three times, release. If you’re lingering any longer than the time it takes to pump your interviewer’s hand a couple of times, then you’re lingering too long. Save the tender contact for the dinner table with your sweetheart and get back to business.The Two-HanderThis is for family on occasions such as funerals and weddings and reunions. Or for your Great Aunt Rita. Or for politicians and priests. It’s not for you. And certainly not for the office. Stick to the basics!We make our first impression in just over five minutes; that’s not a lot of time. Don’t spoil it with a bad handshake .Instead, follow the golden rule: warm, friendly, confident, and dry. Make sure to touch the web of your hand (between your thumb and index finger) to theirs, grip comfortably and firmly (not too firmly!), shake three times (but not religiously!), let go, and smile your surest smile.

Some academics and opinion leaders have considered 'gatewatching' and Essay

Some academics and opinion leaders have considered 'gatewatching' and 'produsage' the driving forces of Web 2.0. With re - Essay Example (What Is Web 2.0) Many academicians all over the world have started doing an in depth analysis on the concept of the Web 2.0 and have found that ‘gatewatching’ and ‘produsage’ have become the driving forces of this web generated collection of applications. These terms have been further explained within this paper with respect to other spheres like technological convergence, collective intelligence and democratization and how this has helped to further propagate the practice of making use of the Web 2.0. Gatewatching is basically a term used to refer to the process whereby which people tend to post different interesting stories and pieces of news all over the internet. This is all furnished from time to time on different websites and people can gain access to the same through search engines by typing in keywords. It is a very helpful and integral part of Web 2.0 because it has helped a large number of people in searching and finding information as per their n eeds with respect to reliable sources all over the internet. This is a practice that has been followed in the field of citizen journalism as well. It is also known as ‘gatekeeping’ news because anyone can post absolutely anything with respect to any topic of concern and that is why it has helped in creating a number of controversies all over the world as well. For example, in recent news, the founder of Wikileaks, Julian Assange was arrested for having leaked out vital information and news stories through such ways of citizen journalism; Wikileaks is a website whereby which news and stories are posted anonymously by reporters and people all over the world. Anyone can come ahead and submit information of importance to other people, and once it has been verified by the department at the website, it is published for the public in order to read and verify details regarding a certain topic at hand. (Gatewatching and Citizen Journalism) There are a number of communities and g roups that carry out gatewatching as well, instead of individual people having to submit their information elsewhere on to different websites. They help to offer a much better perspective along with a forum of discussion from people all around the world as to whatever has been happening or whatever has been posted. Axel Bruns, along with two other of his co workers, began the Gatewatching blog where the website is run with the help of information that they receive from all over the world with respect to important events happening in Australia, and now recently, everywhere. They have also, through the website, tried to promote the concept of citizen journalism, by taking on the task of reporting important events taking place during the Australian elections from the late 2008 and onwards. Such websites are very informative and provide opinions with respect to whatever has been happening, for the benefit of the common people who might not be aware of what has been going on in the news in their surroundings. They help people formulate their own opinions and not get swayed by a certain stance on a certain subject of matter or interest. Thus, it does help a great in bringing about democracy within a country. In countries like China where the government will even take the required steps, like it

Strategy planning Essay Example | Topics and Well Written Essays - 750 words

Strategy planning - Essay Example However, the younger generation between the age of 18 and 28 seem to be comfortable with the brands from crystal fashion. The idea is to ensure that brand that resonates with them such as scarfs, sweaters and dresses. Crystal fashion in pursuit for a credible customer base needs to be more radical than the other competitors in the market (Wittmann & Reuter, 2008). The young professionals from either gender who have so far embraced the brands from the fashions talk of the products as being unique and classic effectively revealing who they are are in the society (Kurtz, 2012). The company should be more interested in the secrets of the young people as a strategy for producing future brands. Crystal Fashion is an organization that deals with production of garments and clothes for both men and women. In the recent past the company has sought to venture into new markets and to expand its market portfolio as appropriate. Most of the brands from the company have found favor with most of the consumers in Saudi Arabia region and the strategy is to position the clothing and garment brands in the market to attract more loyal customers. Crystal fashion is an organization closely held, for profit and is medium sized compared to other entities in the market (May, 2010). The company has a substantial customer base with earn a profit of one million turnovers. The idea is to have the young people share their stories concerning their preferred brands and fashion to enable the company factor such issues in the production of future brands. The strategy is to obtain the secrets from the target group as a basis for coming up better and improved brands that are accepted by a majority (Dillon, 2012). The company needs to come up with diverse channels that enable the target group share their secrets, learn from other people then use the input from the individuals to improve on the brands. The

The Existence of Intelligent Life Essay -- Extraterrestrial Intelligen

The Existence of Intelligent Life Bertrand Russell wrote, "There are two possibilities. Maybe we are alone. Maybe we are not. Both are equally frightening (Jakosky 1)." The question of life in the universe is one that leaves many in a state of bewilderment. It becomes even more interesting when it leads to another question -- that of intelligent life in the universe. Finding other intelligent civilizations among the interstellar space would greatly affect every aspect of our existence. Conversely, not finding such a civilization would force us to examine the purpose of our own existence. To help answer the question, astronomers and scientists set up a program in search for extraterrestrial intelligence. This program, or SETI, was set up to verify, by observation that extraterrestrial life does exist. SETI tries to prove this by picking up and analyzing radio signals by means of satellites and advanced computers (Heidmann 116). The history of the SETI program is quite interesting. It started back in 1959 with the help of two famous Cornell University physicists, Guiseppi Cocconi and Phil Morrison. Both claimed that it would be possible to communicate with other potential extraterrestrial life in space by the use of techniques used in radio astronomy (Heidmann 112). Together, they voiced their belief that if other "alien astronomers" elsewhere in the universe possessed radio telescopes, that it would be possible to converse between the two (Heidmann 112-113). A young astronomer by the name of Francis Drake agreed with the theories of Cocconi and Morrison. He proposed building a radio receiver in order to listen for waves of sound being transmitted through space. It wasn't until the spring of 1960 that Dra... ...sity Press, 1992. 2. Jakosky, Bruce. The Search for Life on Other Planets. New York: Cambridge University Press, 1998. 3. Kahney, Leander. "A Search for Intelligent Searchers." Wired News (1999). 29 January 2000 *http://www.nitehawk.com/rasmit/*. 4. Hipschma, Ron. " The Problem -- Mountains of Data." How SETI @Home Works (1999). 29 January 2000 http://www.nitehawk.com/rasmit/. 5. "Project Omar." SETI Institute. 1999. SETI Institute. 28 January 2000 http://www.seti.org/science/ozma.html. 6. "History of SETI." SETI Institute. 1999. SETI Institute. 29 January 2000 http://www.seti.org/general/history.html. 7. "The Optical SETI Resource for Planet Earth." The Columbus Optical SETI Observatory. 1999. Columbus Observatory. 27 January 2000 http://www.coseti.org/. 8. Ward, Peter. Interview with Lori Stokes. The Debate Over Life Beyond Earth. MSNBC. 10 Feb. 2000.

The Leadership Education

A. Leadership education. While the debate over whether effective leaders are born that way or can learn these skills, the fact remains that even natural-born leaders need some help in understand the dynamics involved in teams. All of the U.S. military branches of services recognized this need early on and established service academies to help train their future leaders, but people in business, academia and other professions also have relevant leadership education available as well. According to Barker and Rost (2000), the content of leadership education courses required for the 21st century should address three general categories: (i) the evolution of social change and development, (ii) the processes that influence social development, and (iii) the dynamics of human nature in change processes. These authors add that, â€Å"Leadership education is aimed at producing citizens for a democratic society† (p. 3). B. Continuing education. Many professions require continuing education credits to maintain credentialing and privileges for practice; for example, lawyers and healthcare practitioners must complete a set number of credit hours each year for this purpose. While all professions may not mandate it, the individual pursuit of continuing education in any field should be regarded as a sound business investment, just as the provision of such training by organizations makes good sense. Because of the importance of having effective leaders in any organizational setting, it is vitally important for them to remain cognizant of changes and innovations in their field, as well as in allied fields that may impact their industry. Today is an excellent time to be a professional in search of continuing educational opportunities, though, because of the explosion in adult education classes designed for this purpose, particularly in online forums of various types. In this regard, Jarvis (2002) reports that, â€Å"Adult and continuing education is changing at a tremendously rapid rate in this contemporary, urban world,† and the purposes for which adult leaders are seeking continuing education have changed in fundamental ways in recent years (p. iii). Likewise, Beaudoin (2002) points out that, â€Å"The proliferation of instructional technology in the past decade, particularly in higher education settings, is having a profound impact on how teaching and learning now occurs, and is transforming the means by which institutions reach and support an emerging worldwide market across time and distance† (p. 131). This author adds that because it is so important to organizational and individual success, continuing education has a well developed format concerning not only to the planning and management of continuing education activities, but also insights in the area of leadership (Beaudoin, 2002). C. Types of education. Because every business situation is unique, leadership is taught in a variety of ways across many disciplines. According to Nirenberg (1998), â€Å"Most schools of business typically include the study of leadership as part of a survey of organizational behavior (OB) theory and not as a course in its own right. By all accounts, though, there are continuing and adult education opportunities available for virtually any vocation and avocation today through community colleges and online learning forums and even busy professionals can take advantages of these services. More importantly, though, effective leaders need to be well-rounded individuals with a basic understanding of how the business world works and what makes people behave the way they do. The types of education required for these complicated purposes are clearly a lifelong endeavor because they must continue to be updated and refined, and the more variety in the educational services taken over the course of a individual's career, the more effective leader that person will likely be. The Leadership Education A. Leadership education. While the debate over whether effective leaders are born that way or can learn these skills, the fact remains that even natural-born leaders need some help in understand the dynamics involved in teams. All of the U.S. military branches of services recognized this need early on and established service academies to help train their future leaders, but people in business, academia and other professions also have relevant leadership education available as well. According to Barker and Rost (2000), the content of leadership education courses required for the 21st century should address three general categories: (i) the evolution of social change and development, (ii) the processes that influence social development, and (iii) the dynamics of human nature in change processes. These authors add that, â€Å"Leadership education is aimed at producing citizens for a democratic society† (p. 3). B. Continuing education. Many professions require continuing education credits to maintain credentialing and privileges for practice; for example, lawyers and healthcare practitioners must complete a set number of credit hours each year for this purpose. While all professions may not mandate it, the individual pursuit of continuing education in any field should be regarded as a sound business investment, just as the provision of such training by organizations makes good sense. Because of the importance of having effective leaders in any organizational setting, it is vitally important for them to remain cognizant of changes and innovations in their field, as well as in allied fields that may impact their industry. Today is an excellent time to be a professional in search of continuing educational opportunities, though, because of the explosion in adult education classes designed for this purpose, particularly in online forums of various types. In this regard, Jarvis (2002) reports that, â€Å"Adult and continuing education is changing at a tremendously rapid rate in this contemporary, urban world,† and the purposes for which adult leaders are seeking continuing education have changed in fundamental ways in recent years (p. iii). Likewise, Beaudoin (2002) points out that, â€Å"The proliferation of instructional technology in the past decade, particularly in higher education settings, is having a profound impact on how teaching and learning now occurs, and is transforming the means by which institutions reach and support an emerging worldwide market across time and distance† (p. 131). This author adds that because it is so important to organizational and individual success, continuing education has a well developed format concerning not only to the planning and management of continuing education activities, but also insights in the area of leadership (Beaudoin, 2002). C. Types of education. Because every business situation is unique, leadership is taught in a variety of ways across many disciplines. According to Nirenberg (1998), â€Å"Most schools of business typically include the study of leadership as part of a survey of organizational behavior (OB) theory and not as a course in its own right. By all accounts, though, there are continuing and adult education opportunities available for virtually any vocation and avocation today through community colleges and online learning forums and even busy professionals can take advantages of these services. More importantly, though, effective leaders need to be well-rounded individuals with a basic understanding of how the business world works and what makes people behave the way they do. The types of education required for these complicated purposes are clearly a lifelong endeavor because they must continue to be updated and refined, and the more variety in the educational services taken over the course of a individual's career, the more effective leader that person will likely be.