Describe two or three ways in which the measurements you made could lead to errors in the results.

The Molar Mass of a Condensable Vapor
Reading assignment: Chang, Chemistry, 10th edition, pp. 85-87; 185-187.
Goals
To determine the molar mass of a condensable vapor through use of the ideal gas law.
Equipment and Materials
Hot plate, ring stand, analytical balance, 1-L beaker, 250-mL round bottom flask, tap water, 5-cm by 5-cm
piece of aluminum foil, 5-mL of a volatile organic liquid (methyl ethyl ketone or ethyl acetate).
Safety
Safety glasses or goggles are required for this experiment. Heating should take place in a fume hood. Waste
must be disposed of in an organic chemicals waste container.
Discussion
The molar mass of a condensable vapor can be determined by adding an excess of the corresponding liquid to
a weighed bulb, heating the assembly to volatilize all the liquid and to expel the excess vapor, cooling, and
then weighing the bulb with the condensed vapor. We will use one of two organic liquids, either methyl ethyl
ketone (MEK) or ethyl acetate (EA) to study.
In this experiment we place a liquid that possesses a low boiling point in a flask that possesses a small
opening. The flask is then placed into a beaker of boiling water (this is sometimes called a water bath). The
water bath ensures that the temperature of the gas is the same as the boiling point of the water (100C if the
barometric pressure is 1 atm). The small opening in the flask allows the vapor from the liquid to escape at a
controlled rate and ensures that the pressure of the vapor in the container is equal to the barometric pressure.
The ideal gas law (PV = nRT) can then be used to determine the number of moles of a gas that occupies the
container:
PV
n=
RT
where P is the barometric pressure, V is the volume of the gas occupying the container, R is the
universal gas constant, and T is the temperature of the gas and is the same temperature as the water.
If we rapidly cool the vapor, then the gas will be liquefied and can be weighed. The mass of this condensed
vapor is equal to the mass of vapor that fills the flask at the elevated temperature and barometric pressure.
The molar mass of the liquid/vapor is then

mass m

moles n
M  . We can compare the results of this procedure to
the known molar mass of the compound. A result within 20% of the actual value is not unusual.
Procedure

1. Place a hot plate squarely at the bottom of a ring stand. Place a one-liter beaker, containing about 700 mL
   of tap water, on the plate and use setting “HI” to achieve quick heating. When the water boils, reduce the
   setting to 5 or 6 to maintain gentle boiling until you complete all mass measurements in this experiment.
   Place a small vessel nearly full of water on one corner of the plate, for later use in maintaining the water level
   in the big beaker.
2. Obtain a square of aluminum foil (about 5 cm on a side), and fashion a cap for your 250 mL flask by
   laying the foil on the mouth and folding down the sides. With a pin, poke a tiny hole (as small as possible) in
   the center of the cap. Determine the mass of the unwashed flask with cap to the nearest 0.1 mg using the
   analytical balance. From your instructor obtain about 3 mL of an unknown liquid (which contains a few

milligrams of dye to help you see the liquid’s disappearance) in the flask. Replace the cap securely. Do not
weigh the flask at this point.

3. Clamp the flask on its lip and place the flask as far down in the beaker as the clamp permits. Fix the clamp
   to the pole so that the flask is tilted enough to concentrate its liquid in one “corner.” Also record the
   barometric pressure.
4. As the water boils, watch the liquid in the flask. One minute after all of the liquid appears to have
   evaporated, remove the flask and clamp from the pole. Allow cool tap water to run over the flask, being
   careful that no water gets on or under the foil cap. Use paper towels to dry the flask and to dab the foil in case
   any water droplets are on it. Weigh the flask, cap, and condensed unknown liquid. Be sure to readjust the
   water level in the beaker to about 700 mL.
5. Without pouring the liquid out of the flask, add more of the liquid to the flask (perhaps 1 mL) so that you
   have a similar amount of liquid as you did earlier. Then proceed as you did with the first sample (re-do steps 3
   and 4). If your two weights of condensed vapor differ by more than 0.05 g, you must obtain more liquid and
   repeat the procedure. Your two closest weights, those within 0.05 g of each other, should be used to find the
   average mass of condensed vapor.
6. Dispose of the liquid (MEK or EA) in the organic waste container provided. Rinse the flask and fill it
   completely with tap water. The round bottom flask does not have a volume of 250 mL. Measure the volume
   of the flask all the way to the top with a graduated cylinder to the nearest 1 mL.
   3
   Report
   Calculations
7. 1 atm = 760 torr = 760 mm Hg
8. 1 mL = 10–3 L. The ideal gas law uses volume in liters.
9. TK= T°C + 273.15
10. Use the ideal gas law for this calculation: PV = nRT
    5.
    mass of vapor molar mass=
    moles of vapor
11. Using the actual molar mass of your unknown (calculated from its formula), calculate the actual percent
    error of your molar mass determination.
    actual value measured value 
    % error = x 100
    actual value
    After you have reported your calculated molar mass to the instructor, ask for the name or the formula of your
    unknown.
12. Calculate the molar mass of the condensable vapor. From the known molar mass calculate a
    percentage error. Show all calculations clearly on a separate piece of paper.
13. On a separate piece of paper describe (in one paragraph) the evidence that the liquid exists in gaseous
    form at room temperature.
14. Describe two or three ways in which the measurements you made could lead to errors in the results.
    Explain how each error would affect the answer of molar mass. In other words, would the molar
    mass go up or down and why?

Consider this talk from the vantage point of what you’ve learned so far about psychology and think critically about what was presented here.

Statistics Extra Credit

Watch this video of a message delivered at a church  https://www.newspring.org/sermons/detail/these-things-that-are-pleasing-you/

Consider this talk from the vantage point of what you’ve learned so far about psychology and think critically about what was presented here. Then, find at least one journal article that deals with conflict, persuasion, or resistance to change and consider how that article supports or argues against what was presented in this talk.
Then, write a three-page paper (the three pages do not include the title page and references page) that includes the following:
About one page summary about the talk
About one page summary about the article, you chose
About one page about how the article agrees with or refutes what was shared in the talk
Use at least one source
Do not worry if your article argues against what I have presented in this talk.

If you can account for your chosen retailer’s planned international growth by applying PLIN theory, can you see limitations implied by this theory for continued international growth?

Retail and Shopper Marketing Assignment Guideline
For a non-domestic retailer operating in a country of your choice analyse each element of the retail mix. The analysis should include:
Merchandise range and assortment
Retail communications
Store layout, design and visual merchandising
Customer service and facilitating services
Formats and locations
Pricing strategy and tactics 40%
For the same non domestic retailer, assess the extent to which the retail mix provides a basis for sustainable competitive advantage 30%
For the same non domestic retailer, evaluate the challenges to continued international growth that will be faced by your chosen retailer. Consider, for example, PEST factors, the competitive context, growth objectives, growth strategy, market selection and entry methods, emerging retailing trends. 30%

It is important to understand in great depth how your chosen retailer implements its retail mix in respect of each element described above. This understanding can only de developed from detailed observations undertaken during store visits and through analysis of in-store and printed/broadcast marketing communications.
It is important, however, that your work is not merely a description of each element of the retail mix, but rather seeks to analyse the contribution of each element to sustainable competitive advantage.
According to Crawford and Mathews (2001) retailers compete for target customers on five major factors:

• the price for the benefits offered
• service level
• product selection (merchandise line width and depth)
• location
• customer experience (positive feelings and behaviours generated in the purchase process). They must dominate on one key factor and differentiate themselves on at least one secondary factor within their primary competitive set.
  Levy and Weitz (2007) describe sustainable competitive advantage as “an advantage over the competition that is not easily copied and thus can be maintained over a long period of time.”
  According to Johnson and Scholes (2008) competitive advantage is built on core competences which are the skills and abilities by which resources are deployed through an organisation’s activities and processes in ways that are difficult for competitors to imitate.
  Resource-Advantage Theory (Hunt and Morgan 1996) argues that firms gain competitive advantage by offering superior value to customers and/or having lower operating costs. Advantage is based on tangible and/or intangible resources. Because retail demand is dynamic in order to sustain competitive advantage resources must be applied to create changing retail mixes to accommodate changing consumer preferences
  Porter (1985) proposed three generic strategies by which a business might achieve competitive advantage: overall cost leadership, differentiation and focus.
  Bowman (1995) proposed “market facing” generic strategies based on price and perceived benefits: no frills, low price, hybrid, differentiation (with and without price premium) and focused differentiation.
  Applied to retailing the strategies represent the different retail value equations of different segments of shoppers. For example, “no frills” customers are primarily concerned with price and emphasise functionality over factors such as customer service and retail atmospherics.
  For retailers pursuing price based strategies competitive advantage might be sustained by developing capabilities that deliver cost advantages to support price advantages over the competition. Differentiation strategies on the other hand might create sustainable advantage through difficulties of imitation or through intangible assets such as brand, image or reputation (Johnson, Scholes and Whittington, 2008).
  Ghosh (1994) proposes that retailers must give consumers superior reasons to visit their stores, which means that the retail mix must be analysed in a competitive context.
  Walters and Knee (1989) propose that “retail offer advantage” is built on advantages in merchandise, trading formats, customer communication and customer service.
  According to Bridson and Evans (2004) marketing and the resource based view of the firm are combined in the brand orientation model described by Urde (1999) as “an approach in which the processes of the organisation revolve around the creation, development and protection of brand identity in an ongoing interaction with target customers with the aim of achieving lasting competitive advantages in the form of brands”.
  Levy and Weitz (2007) propose a number of bases for sustainability of advantage:
• customer loyalty (brand image with an emotional connection with customers)
• location (convenient locations)
• HRM (committed knowledgeable employees)
• distribution and information systems (systems shared with suppliers)
• unique merchandise (private label/unique brands)
• customer service (knowledgeable and helpful sales people, facilitating services, customer charter).
  Your retailer is an international retailer and has already addressed the fundamental strategic question of whether to replicate their retail operations globally with only modest adaptations or to operate distinct operations in different markets and embrace local needs to a significant degree. Your discussion will recognise different theoretical approaches to retail internationalisation. For example, Simpson and Thorpe (1995) proposed the “Product, Lifestyle, Image and Niche” (PLIN) model suggesting that these elements must exist simultaneously to create a competitive advantage in a foreign marketplace (Alexander and Doherty, 2009). Sternquist’s SIRE model (1997) proposes that competitive advantage in a foreign market must be based on “ownership advantages” such as unique products or superior reputation and “transaction advantages” that come about because of “the way things are done”.
  You have been asked to evaluate challenges facing the retailer in its continued international growth. Your answer to this part involves engagement with the world of retailing and an understanding of how the world of retailing is being shaped by PEST and competitive forces. There is no “book” based answer to this question but rather your own critical examination of current trends in retailing. Your analysis might include though not be restricted to the following: multi/omni-channel developments; PEST factors; ownership structures; the competitive context; market entry decisions and strategies; operational/supply chain issues. It is likely that retail internationalisation theories will be incorporated in this part of the discussion. If you can account for your chosen retailer’s planned international growth by applying PLIN theory, can you see limitations implied by this theory for continued international growth?

Explain your observations

PERIODIC TRENDS
The structure of the periodic table is such that elements with similar properties are aligned vertically in columns called “groups “or “families”. As you will learn in class, this leads to smoothly varying trends in properties such as ionization energy and atomic radius, as one moves both down within a specific group or horizontally. The reactivity of the elements also follow well-defined trends both within the group and across a given row. In this experiment, you will explore these trends in reactivity for the elements.
Elements in the Periodic Table are organized by increasing atomic number. As atomic number increases so does the number of electrons. Electrons, and specifically valence electrons, are important in determining how an atom interacts with other atoms. The elements in a group (vertical column) have similar properties because they have valence electrons in similar configurations. The elements in the periodic table are divided into categories. Not only is this system useful for finding element but much can be predicted about an element based on its position on the periodic table.
Aim: To explore trends in the periodic table
Part 1: Trends in Properties within Groups

1. Place a small strip of magnesium in a test tube and cover with water. Look closely and observe what happens
2. Place a small piece of calcium in a test tube with several milliliters of water. Record your observations.
   Part 2 – Activity Series of Some Metals in HCl
   Obtain a small sample of zinc and tin.
   You may reuse the magnesium from Part 1. Dump out the water from the test tube containing the magnesium but keep the magnesium in the test tube. Place zinc and tin in separate tubes.
   Add a small amount of 1.0M HCl to each test tube, just enough to cover the sample. Record your observations.

List the four metals from most reactive to least reactive. Use data from your lab to support your answer.

In general, is there a relationship between the locations of metals on the Periodic Table and their relative activity? Explain why.

Part 3 – Density Trends in a Group
Silicon (Si), tin (Sn), and lead (Pb) are all in the same group. The density of silicon is about 2.33 g/cm3 and the density of Pb is 11.34 g/cm3.
Based on this trend, what do you estimate about the density of tin?

Determine the density of tin. Use the water displacement technique to find the density. Use a large piece of tin, not the small pieces in the fume hood.

Data
Mass of sample
Volume of water before adding sample
Volume of water after adding sample
Volume of sample of tin
Density of tin
Do your results support your estimate? Explain.

When elements are organized in the periodic table, various trends appear. Describe some of the trends that you learned about from this lab.

Part 4. Acid-base properties of oxides
Fill a round bottom flask with tap water. Place three drops of universal indicator solution into the flask. Using a straw, exhale into the first test for one to two minutes. Use the air from deep in your lungs. Record any color changes to the solution.

Fill a round bottom flask with deionized water. Place three drops of universal indicator solution into the flask. Using a straw, exhale into the first test for one to two minutes. Use the air from deep in your lungs. Record any color changes to the solution.
Some Acid-Base Indicators Color in Acidic Solutions Color in Basic Solutions
Phenolphthalein colorless pink
Litmus red blue
Bromothymol blue yellow blue
*Universal indicator Red orangeyellow blueindigoviolet

*for universal indicator, the progression in from more acidic to more basic since there are several colors. The most acidic solutions are red. Solutions that are less acidic are orange and then yellow. Solutions that are basic are blue. The most basic solutions are violet.

Explain your observations:

Describe how repercussions of academic dishonesty can affect one’s professional career.

Description
There are websites that facilitate academic dishonesty and provide multiple ways for students to engage in
unethical academic behavior. Conversely, there are tools that help students to properly complete work in a
manner that is aligned with academic integrity. Additionally, there is an arsenal of tools that assist professors and
organizations to verify the authenticity, validity, and academic rigor utilized in a paper. When a violation occurs,
pejorative repercussions can occur.
In your paper,
Identify at least two repercussions for violations.
Describe how repercussions of academic dishonesty can affect one’s professional career.
Explain how a student can prevent academic dishonesty, thus preventing negative effects on one’s academic
journey and professional career.

Based on what you’ve read and heard now, what do you think Walker has to say about (proposition-wise) about the following?

Lock ‘Em Up
LAW & ORDER (not the tv show)
Law & Order goes back to antiquity
Modern law & order derived largely from classical criminology
Beccaria Deterrence Doctrine
• Vigorous punishment, but proportionality a must
• Worried about tyranny
“Crimes are more effectually prevented by the certainty than the
severity of punishment” -Beccaria On Crimes & Punishments, 1794
“We are a nation of laws, not of men” -John Adams
Goldwater
US has vacillated throughout history between retribution on one
extreme and rehabilitation on the other
• Deterrence & Incapacitation throughout
• Last 4 decades definitely toward retribution
Goldwater campaign 1964
• Although law & order always part of American society, first modern
presidential candidate to run on it as a key pillar of his platform
• 1960s-rising crime rates, counter-culture, anti-war protests
• Goldwater lost, but a decade later, law & order took hold
Getting criminals off the street
Conservatives: Incarceration an effective crime reduction policy
• Subtext: Rehabilitation doesn’t work
• Just deserts, do the crime do the time etc…
Liberals: Incarceration results in various negative consequences
• Sky rocketing costs, funds diversion, racial disparities, overcrowding
• Prison rehabilitation considered liberal policy prescription
Imprisonment has in a sense always been about both
Philosophy of incapacitation
Incapacitation seeks to reduce crime by keeping offenders off the
street, without effort to rehabilitate them
• Selective incapacitation designed to lock up only the few high-rate
offenders or career criminals
• Gross incapacitation involves locking up large numbers of offenders
regardless of criminal histories
Philosophy of incapacitation
Selective Incapacitation: The RAND Formula
• Selective incapacitation was hot in the 1970s and 1980s
• 1982 study by Peter Greenwood and Rand estimated selective
incapacitation could reduce crime while reducing the prison population
• RAND sentencing proposal was based on the Rand Inmate Survey (RIS)
which estimated controversial annual offending rates
Rand formula continued

4. RAND system suffered from the prediction problem
   • Problem of estimating annual offending rates because averages are inflated
   by extremely high rates for the worst offenders
5. RAND prediction scale used employment history as a criterion for
   sentencing with as much weight as a prior conviction
6. Political obstacle: not imprisoning low and medium-risk offenders
   was what corrections experts were advocating as far back as the 60s
   Gross Incapacitation
   Zedlewski (NIJ)
7. Selective incapacitation ignored but gross incapacitation has been adopted and
   is the main reason the prison population soared from the 1980s onward
8. Zedlewski: For every dollar spent on prison $17 saved in social costs,
   Methodology seriously flawed
   Used one of the highest estimates of 187 crimes per year, thus according to some
   criminologists, he deliberately misrepresented facts
9. Did not account for the problem of diminishing returns
   Imprisonment skims off high rate offenders, leads to incarceration of less serious ones
   …thus Lower returns in crime reduction and dollar savings
   The Sentencing Project 2016

Zimring and Hawkins
A “sober” estimate of imprisonment
Concluded that each incarceration prevented 3.5 crimes per year in CA
Locking up 115,000 people would reduce the crime rate by 15%
Not clear that incapacitation was the primary cause of the drop in crime, due to
some unexpected data trends
Cross-state comparison of changes in incarceration rates and crime rates showed no
clear patterned relationship
Gross incapacitation
As discussed earlier, crime declined in the 1990s through the aughts
But we’ve been on an imprisonment binge for 25 years.
Kind of tough to claim success for a policy prescription that failed for 19 years
and then suddenly appeared to work in the twentieth year.
Mandatory sentencing
All states had some form of mandatory sentence by 1994 that typically apply
to certain offenses
Leading conservative crime control strategy
Operationalized in two ways:
• Mandatory imprisonment for certain crimes
• Mandatory minimums prison sentences
Its popularity can be explained by the celebrated case syndrome
“The nation’s toughest drug law”
Rockefeller Drug Law (1973 New York law named after former governor)
Designed to incapacitate and deter future use through mandatory and long
prison terms, restrictions on plea bargaining and mandatory prison terms
Three categories of offenders were major, middle-level and minor dealers
Attempted to prevent the abuse of plea bargaining
• Enormous slippage between arrest and conviction resulting in decreased indictment
and conviction rates
• Law did not completely fail in its objectives; for those convicted, the rate of
incarceration increased, however almost half evaded mandatory sentencing provisions
Slippage explained by CJ “thermodynamics”
CJ Thermodynamics holds that an increase in the severity of the
potential punishment results in pressure to avoid its actual application
Much slippage involved CJ officials adapting to the harsh terms of the law
Slippage can also occur after sentencing as more offenders sentenced for
longer terms results in overcrowding and the response is to release
prisoners early
Finally, the law had no significant effect on crime or drug use
Long term impact
Dramatic increase in the number imprisoned
• 1978: Imprisoned 306k/Released 154k
• 2008: 1.6m/Released 740k
Particularly on drug charges
• Second leading cause of imprisonment (behind violent offending)
• Primarily impacted lower-level drug offenders and minorities
Prison overcrowding
The 2009 reform reduced the penalties
• Eliminating mandatory sentences for lower level drug offenses
• Expanding treatment and alternative options to incarceration
• Allowed for resentencing of some currently imprisoned offenders

Federal Sentencing Guidelines (1987)
Included several mandatory sentencing provisions that have contributed
to the increase in the federal prison population
There is mixed evidence on the compliance of prosecutors and judges
Less than half of offenders eligible for man-mins are receiving them and
defendants are allowed to avoid them through plea bargaining
Through prosecutorial discretion mandatory sentences are not
necessarily mandatory in practice which makes them more arbitrary
Growth of life sentences
By 2008, 1 in 11 inmates were serving a life term
The harsher sentences encourage prosecutorial discretion to avoid them
Public pressure for getting tough has affected pardons and commutations for those
with life sentences
Life terms are disproportionate to the risk of reoffending; recidivism decreases with
age
Life terms aggravate the costs of dealing with elderly inmates
***1996 report found no correlation between incarceration rates and crime rates,
however some studies have purported to find varying effects
Three Strikes and you’re out!
Most popular idea in mandatory sentencing;
Mandatory life sentence for anyone convicted of a third felony
State laws vary considerable in terms of strikable offenses and second strikes
Almost universally condemned by criminologists and other experts
Criticized for not focusing on serious repeat offenders
Not new; most states had repeat offender laws for decades, but rarely used
Besides CA and GA states have not used their three-strikes laws, so they have
become plea bargaining tools
Three Strikes in CA
CA law was more punitive and far-reaching as it applied for any felony
Also, well known absurd third strike cases
Sent a lot of people to prison for long terms, but did not send as many as had
been expected because it was not implemented in most counties
Weighed most heavily on less serious non-violent offenses and compounded
racial disparities as more African Americans received it
Did not produce a reduction in crime and would have only had a modest
impact if it was fully implemented
In sum…
Classic example of overreaction to celebrated case
Crude policy that sweeps nondangerous criminals rather than a precise instrument
that locks up dangerous repeat offenders
Laws are not consistently implemented so they are arbitrary
They upset the going rate and impose new costs on the CJS
There is no clear evidence that these laws will reduce serious crime
Old repeat offender laws failed to distinguish among seriousness (gravity),
repetitiveness (prior record or criminal career), intensity (rate of annual offending),
and dangerousness (assessment of harm the offender might do in the community)
Collateral damage
Prison overcrowding
• Directly contributes to the resource crisis
• Inability to Provide Treatment Alternatives
• Diverts funds from drug courts and other treatment initiatives that are more effective
High Prison Medical Expenses
• Longer terms, overcrowding and risky behaviors result in various medical expenses
associated with elderly inmates, communicable diseases, HIV and Hepatitis C
Crowding Out Other Social Needs
• Mass imprisonment has diverted funds from education
• Between 1987-2007, states increased spending on prison 127%, while spending on
education increased only 21%
Collateral damage
Racial and Ethnic Discrimination
• People of color represent two-thirds of the prisoners serving life sentences, and 90% of
the NY inmates convicted under the Rockefeller Drug laws
Destructive Social Effects
• Gross incapacitation impacts families (e.g., child support)
• Communities and democracy itself (e.g., the right to vote)
• Ex inmates face what Mauer & Chesney Lind (2002) termed invisible punishment
Question…
Based on what you’ve read and heard now, what do you think Walker has
to say about (proposition-wise) about the following?
-Selective and Gross Incapacitation
-Mandatory Minimum Sentencing
-Three Strikes laws

Write an essay based on the following Topic: the effect that technology has on students’ academic health.

For your final submission, you are putting together all the elements developed in previous submissions and you are encouraged to take into consideration all the feedback from the class. I. Background Information: Provide a brief overview of your chosen health problem or health hazard. Identify the population(s) at risk with respect to the public health issue or trend and substantiate your claims with research.
II. Describe the literature Review: Provide a summary of the literature that informed your project III.Describe and state research Question: Craft your research question with respect to its relationship to an emergent topic or trend, target population, and location.
IV. Methodology Analysis: This area addresses the methodology you will use for this research. This is where you will discuss the type of study or design that informed your methodology. Describe the population, sample size, and location, and the methodology aligned to your research question. What ethical issues are pertinent to your research and the timeline.
V. Statistical Data Analyses: This area addresses the statistical data analyzes you will employ. Describe the methodology
VI. Conclusions: Discuss the limitations to your research with respect to the needs of the study, use beyond this study, and your resources and why is this research important to and need in reference to the known literature.

References to be used

Campisi, J., May, J., Burch, K., Larson, K., Doscher, J., Doherty, S., … & Gahan, A. (2017). Anxiety-inducing Facebook behavior is associated with higher rates of upper respiratory infection in college-aged users. Computers in Human Behavior, 76, 211-217. https://www.sciencedirect.com/science/article/abs/pii/S0747563217304405?via%3Dihub
Chern, K. C., & Huang, J. H. (2018). Internet addiction: Associated with lower health-related quality of life among college students in Taiwan, and in what aspects?. Computers in Human Behavior, 84, 460-466. https://www.sciencedirect.com/science/article/abs/pii/S074756321830116X?via%3Dihub
George, M. J., Russell, M. A., Piontak, J. R., & Odgers, C. L. (2018). Concurrent and subsequent associations between daily digital technology use and high‐risk adolescents’ mental health symptoms. Child development, 89(1), 78-88. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5670031/
Kardefelt-Winther, D., Rees, G., & Livingstone, S. (2020). Contextualizing the link between adolescents’ use of digital technology and their mental health: a multi-country study of time spent online and life satisfaction. Journal of Child Psychology and Psychiatry, 61(8), 875–889. https://doi.org/10.1111/jcpp.13280
Kelly, Y., Zilanawala, A., Booker, C., & Sacker, A. (2018). Social media use and adolescent mental health: Findings from the UK Millennium Cohort Study. EClinicalMedicine, 6, 59-68. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6537508/
Mowatt, L., Gordon, C., Santosh, A. B. R., & Jones, T. (2018). Computer vision syndrome and ergonomic practices among undergraduate university students. International Journal of Clinical Practice, 72(1). https://doi.org/10.1111/ijcp.130
Rouvinen, H., Jokiniemi, K., Sormunen, M., & Turunen, H. (2021). Internet use and health in higher education students: a scoping review. Health promotion international, 36(6), 1610-1620. https://academic.oup.com/heapro/article/36/6/1610/6178542#324746558
Saunders, T. J., & Vallance, J. K. (2017). Screen time and health indicators among children and youth: current evidence, limitations and future directions. Applied Health Economics and Health Policy, 15(3), 323–331. https://doi.org/10.1007/s40258-016-0289-3
Scarpellini, F., Segre, G., Cartabia, M., Zanetti, M., Campi, R., Clavenna, A., & Bonati, M. (2021). Distance learning in italian primary and middle school children during the covid19 pandemic: a national survey. Bmc Public Health, 21(1), 1035–1035. https://doi.org/10.1186/s12889-021-11026-x
Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children and adolescents: a systematic review of reviews. BMJ open, 9(1), e023191.https://bmjopen.bmj.com/content/bmjopen/9/1/e023191.full.pdf

Topic: the effect that technology has on students’ academic health.

What is the role of social media in the restaurant dining experience amongst customers?

Instruction
Please carefully read the whole dissertation proposal and make sure you clearly understand the main purpose, and objectives of this dissertation, and the research methods it will use before you do the work, thanks in advance.
The main aim of this study is to assess the use of different social media platforms impacts customers’ selection of restaurant.
Based on the aim, following are the objectives of the research:
To assess the influence of social media on generating perceptions about any restaurant.
What is the role of social media in the restaurant dining experience amongst customers?
To examine the role of social media in stimulating customers’ selection of restaurant.
Which popular social media platforms do users depend on to access restaurant information? And which are the most effective social media tools for marketing the restaurant industry in New Zealand?
To compare popularity and effectiveness of social media platforms particularly used to access restaurant information in New Zealand.

Then please following the instruction below:

Please write the result of the qualitative research part of this dissertation research, you need to find at least 35 relative peer-viewed research articles in the past 20 years that are all related to the relationship between social media and restaurant business (or at least hospitality industry if you are struggled to find 35 more of them), and at least 5 of those journal articles are based in New Zealand (the more the better), then gathering secondary data and necessary information from each peer-viewed article and do the research and analysis. (3000-3500 words)

Please make a table that lists the name, author, year, and country(of the research) of each journal article you find and show in the beginning of the dissertation result. The result must be related to the research objectives & proposition, and please follow all the qualitative research method such as coding to finish the result display, make one or more table/graph to help with the explanation will be great. Please manage your paragraphs with sub-heading.

The research method is clearly explained in the methodology part, please carefully read and understand it. Please be in mind that this is NOT JUST a literature review but a dissertation result. The quantitative data is still under gathering process, please finish the secondary data research result first, and if you have done a fantastic job, I would love to choose you to finish the quantitative research result part, and discussion/conclusion of this dissertation if you also wish to write.

Please contact me anytime if you have anything thats not clear regarding to the instruction or the research topic. I will also keep updating and adding more detail of the instruction towards this work if necessary.

Thank you for your time and please do a great job!

How does NIMS impact your leadership style as an emergency manager?

Description
The purpose of this assignment is for you to think critically about how a National Incident Management System
(NIMS) and Incident Command System (ICS) could impact your leadership style as an emergency manager.
Think about all of the leadership theories that you studied in this course. Think about the theories that align with
your leadership style. Then, write a two-page essay that answers each of the following questions:
How does NIMS impact your leadership style as an emergency manager?
How does ICS impact your leadership style as an emergency manager?
Which leadership theories might conflict with NIMS and ICS? Explain.
Thinking back to the Unit I assignment, how does your own leadership style align with NIMS and ICS? Explain.
Format your assignment in APA style. There is no need to include title or reference pages, as you are not
expected to conduct research

Based on the community in which you reside, if you were in a leadership position (or working as an emergency manager), what are some of the future challenges your community might face in regards to changes in disaster and emergency responses?

Description
Based on the community in which you reside, if you were in a leadership position (or working as an emergency
manager), what are some of the future challenges your community might face in regards to changes in disaster
and emergency responses? How will your previous experiences and trainings be used in order to convey those
skills to new leaders in your community?