Racial and Ethnic Identity and the feelings of Acceptance and Belongingness Essay Example for Free

Racial and Ethnic Identity and the feelings of Acceptance and Belongingness Essay Ethnicity generally refers to a person’s affiliation with a particular ethnic group, or to their sharing qualities, characteristics or customs of that ethnic group. Ethnic identity, on the other hand, has been linked to the sense of belongingness and identification of an individual within a cultural group. The first use of ethnic identity in 1896 by French nationalist and scientist, George Vacher de la Pouge, was synonymous with racial identity which means the â€Å"natural and counterfeit cultural, psychological and social characteristics of a population. † (Timble) According to Smith, â€Å"Ethnic identity is the sum total of group member feelings about those values, symbols, and common histories that identify them as a distinct groupâ€Å" (Smith, 1991) Charlesworth (2000) maintained ethnic identity development to be an essential human need that provided a sense of belonging and historical continuity and created a foundation on which to build a concept of self. On the other hand, Tajfel (1981) described ethnic identity as part of an individual’s self-concept developed from knowledge of membership in a cultural group and the value or emotional significance attached to that membership. However, moving to another community with different culture and ethnicity, like in the case of migration, compromises the maintenance or preservation of ethnicity in relation to the individual’s belongingness to the majority. Parents of the next generation strengthen ethnic identity development of their children by ethnic socialization. Ethnic socialization consists of three themes: 1) understanding ones own culture, 2) getting along in mainstream society, and 3) dealing with racism. (Steinberg, 1996) Racism and racial discrimination has long been a concern of the immigrants and their descendants. The inherent characteristics like skin color, language, religion are parameters in racial identity which sometimes lead to racial discrimination. Belongingness sometimes adapts the adage â€Å"When in Rome, do as the Romans do† which lose their own self-identity and ethnic identity. Maintenance and preservation of ethnicity and original culture is subjected to a strong pressure of the host country’s culture. For example, language is an important issue for the immigrants. The influence of the communication speeds up to learn the host language that previously, the adaptation of language is in the third generation, now the trend is in the children of immigrants. The growing population and influx of immigrants face debates regarding complex issues which dictate acceptance and belongingness of the immigrants to the host country. Prejudice and discrimination may be directed toward an immigrant’s status as a newcomer as well as against his or her ethnicity or race. In Europe, there is a growing concern on how the immigrants affect their culture and national identity which comes with common language, heritage and ethnicity. (Cohen, 2000) Further queries have been raised whether or not to absorb the immigrants and allow them to participate in their national activities or to allow them to become their citizen without the thorough knowledge of their culture and heritage. During elections, opposition to immigration is always an issue in some countries like Britain, Switzerland, Denmark, Italy and Sweden. (Cohen, 2000) Immigrants in some countries are also subjects of distrusts and fear. Opposition to immigrants often claims that immigrants have something to do with crimes and unemployment, if not low-wage jobs. Racial discrimination tends to set in which affects the acceptance of immigrants to the host country and if not properly addressed to by the government will give negative effect to both the immigrants and the host country. Ethnic discrimination was identified by Garbarino (1999) to be one of the risk factors that contributed to youth violence. Rejection and estrangement from the macroculture experienced by many children significantly contributes to acts of violence. Consequently, immigration issues become the central topic for studies of different researchers and sociologists to minimize conflicts. (Garbarino, 1999) There have been clamor that immigrants are linked with social crimes in the host countries. This was contradicted by some researchers who conducted related studies. Based on the studies in Little Village conducted by the Harvard sociologist Robert J. Sampson, having high number of immigrants does not mean high number of crime. Though Little Village is poor, a relatively low incidence of violence is recorded. (Eval Press, 2006) At least, inacceptance and prejudices to immigrants and their children will lessen a bit by the findings of the researchers done by these sociologists.

Analysing The Chemistry Of Coke Chemistry Essay

Analysing The Chemistry Of Coke Chemistry Essay Coke is the most popular carbonated soft drink. Generally there is Phosphoric acid in all fizzy drinks including cokes. The Phosphoric acid is infused as an active ingredient in coke to provide the tangy flavour. There is variety of different types of cokes. For example diet coke which contains less sugar and calories than original coke, vanilla coke which has vanilla flavour and zero coke which contains no sugar at all. Nowadays it is getting issued that phosphoric acid can damage humans teeth or bone health even with minimal exposure. Investigation of finding out the amount of phosphoric acid in each three different cokes; original, zero and vanilla coke by titration is done for consumers to let them know that amount of phosphoric acid is not changed depends the types of the cokes. Introduction Phosphoric acid (H3PO4) is an active ingredient that contributes the tangy taste in the coke. The acid is fairly weak but, more drinks, the more acid human body has to neutralize. For that the body uses calcium from the bones which reduce the bone strength. (AdlersbergJay, 2010) To analyse the phosphoric acid in cokes, the acid/base titration method has been brought. Acid/bas titration is required to determine the unknown concentration of a known reactant. It is performed by dropping the known solution in the burette into the unknown solution in the beaker which has been added a few drops of the indicator or simply using the pH Meter. (KennanMark) The indicator is a liquid that makes the colour change of the solution when it is neutralized. Different indicators are used for different pH levels and they have different colour changes. (Acid-Base Chemistry) Indicator pH Range Color Change Thymol blue 1.2 2.8 red à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ yellow Methyl red 4.4 6.2 red à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ yellow Litmus 5 8 red à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ blue Bromothymol blue 6.2 7.6 yellow à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ blue Phenolphthalein 8.0 10.0 colorless à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ pink The experiment is performed based on the hypothesis, the amount of phosphoric acid in each different types of cokes are different as they are not the same type of the coke. Main Body Aim The aim of the experiment is to analyse a commercial sample of three different types of cokes and determine the mass of phosphoric acid in the samples using volumetric analysis; acid/base titration. Hypothesis If the types of the coke are different then the quantity of phosphoric acid in cokes will differ to each other because each types of coke contain variety of ingredients in different amounts. Materials Balance 50ml beaker 20ml pipette 25ml pipette 50ml burette 250ml volumetric flask 100ml volumetric flask 250ml conical flask Spatula Label sticker Small glass funnel Burette stand and clamp White tile Distilled water Phenolphthalein indicator KHSO4 Approx 0.1M NaOH solution Coca-Cola (original, zero, vanilla) Method Standard KHSO4 Solution Approximately 3g of KHSO4 was measured and put into a clean 50ml beaker. For dissolving the KHSO4, Transferred KHSO4 and distilled water to 250ml volumetric flask and filled the flask with distilled water. Put the stopper and mixed the contents of the flask well. Then calculated number of moles and concentration of KHSO4 and recorded them. Standardising the NaOH solution Pour the 0.1M of NaOH into the burette and made sure that the initial volume exactly 0.00ml. Next, poured the standard KHSO4 solution measured with 20ml pipette into conical flask and added 3 drops of phenolphthalein indicator. Then, the NaOH was slowly dropped into the flask until the KHSO4 solution turned slightly pale pink which tells its end-point and recorded the NaOH volume used. Repeated standardising twice and recorded them as well. After that, calculation of the molarity of NaOH was done by using the average of the three volume measurements. Analysis of Coke Before starting the analysis of the cokes, original coke, zero coke and vanilla coke had been left for approximately 32 hours in the beakers with no lids on, to make sure there was no carbonic acid in them. This was because that coke doesnt only contain phosphoric acid but carbonic acid which makes the drinks fizzy. Put cokes measured by Pipette 20ml in to 100ml volumetric flasks. Then made 20% diluted coke by filling the flask to the 100ml mark with distilled water. Put the stoppers on them and shake the each solution. Labelled the each flask. Pipette 25ml of each three 20% diluted coke solution to clean 250ml conical flasks and added 3 drops of phenolphthalein indicator to each samples in flasks. After that, titrating NaOH solution was performed into the coke samples and recorded the required NaOH volumes for the samples. Again, the steps were repeated twice for each sample. Lastly, the molarity of phosphoric acid in the 20% coke solutions and the mass of phosphoric acid present in commercial undiluted cokes were calculated. Results Standard KHSO4 solution Mass of KHSO4 used: 3.2g Standardising the NaOH solution V(KHSO4) = 20ml Trial 1 Trial 2 Trial 3 NaOH Volume used 20.4ml 19.8ml 19.8ml Average volume: (20.4+19.8+19.8)/3 = 20ml Analysis of Coke Volume of 20% original/zero/vanilla coke used = 25ml Trial 1 Trial 2 Original 0.7ml 0.8ml Zero 0.8ml 0.8ml Vanilla 0.7ml 0.9ml Average volume: Original: (0.7+0.8)/2 = 0.75ml Zero: (0.8+0.8)/2 = 0.8ml Vanilla: (0.7+0.9)/2 = 0.8ml Discussion Analysis of results The experiment was performed in three parts to titrate the cokes. The first part was for making standard KHSO4 solution. 3.2g of KHSO4 was used to make the solution and that made the concentration of KHSO4 solution 0.0938M which is nearly 0.1 M. Molar mass of KHSO4: 39.1+1+32.1+(161) = 136.2g/mol Moles of KHSO4: m/M = 3.2/136.2 = 0.0235 moles Concentration of KHSO4: n/V = 0.0235/0.250 = 0.0938M (à ¢Ã¢â‚¬ °Ã‹â€ 0.1M) The second part was for standardising the 0.1 M NaOH solutions. It was performed three times and the average volume of NaOH used was applied in the calculation of concentration of NaOH by using the concentration formula, C1V1=C2V2. The calculation below shows the concentration of NaOH was 0.0938 M. Concentration of NaOH: (CKHSO4VKHSO4)/VNaOH = (0.093820)/20 = 0.0938M Lastly the third part was for analysis of cokes. Titrating three different types of coke by NaOH solution was performed in this part. The result showed that NaOH solution has been used 0.75ml for original coke and 0.8ml for zero and vanilla coke. The volume used differences between the three cokes were not that big. However these little differences affected the final result. Concentration calculation was brought to determine the concentration of 20% coke solutions and undiluted coke. After the molarity of undiluted coke (phosphoric acid), it was able to calculate the mass of phosphoric acid in 1L of undiluted coke solutions. Concentration of 20% coke solutions (phosphoric acid): (CNaOHVNaOH)/Vcoke Original: (0.0938 x 0.75)/25 = 0.002814M Zero: (0.0938 x 0.8)/25 = 0.003002M Vanilla: (0.0938 x 0.8)/25 = 0.003002M Concentration of the undiluted coke (phosphoric acid) Original: 0.001814 x 5 = 0.00912M Zero: 0.003002 x 5 = 0.01501M Vanilla: 0.003002 x 5 = 0.01501M Mass of phosphoric acid in 1L of undiluted coke solutions (Molar mass of phosphoric acid (H3PO4): (13)+31+(164) = 98g/mol) Original: 0.00912 x 98 = 0.89376g/1000ml Zero: 0.01501 x 98 = 1.47098g/1000ml Vanilla: 0.01501 x 98 = 1.47098g/1000ml Throughout the titration in third part of experiment, the amount of phosphoric acid in 1L of undiluted original coke, zero coke and vanilla coke have been calculated. The result came out fairly different to the hypothesis of this experiment. Contrary to the expectation, titration results of three cokes were not that different. According to the result, there is approximately 0.89376g of phosphoric acid in original coke and 1.47098g of phosphoric acid in zero and vanilla coke. The original coke has 0.57722g less phosphoric acid than others. Therefore the original coke has less phosphoric acid and zero and vanilla coke contain 0.57722g more phosphoric acid. Error analysis The major error was occurred during the titration. Because the colour of the cokes was too dark to see the colour change to pink, it was needed to be diluted so the coke solutions were 20% diluted with distilled water. However, even if it was able to see the colour change, the colour of the diluted coke was still dark that it was hardly seen the solutions changing of pale pink, end-point. The result was supposed to show their phosphoric acid contents were same but it was not. It is assumed that the titration was not accurate enough because of the dark colour of cokes and that is because there was 0.05ml of NaOH less volume used in original coke. Conclusion The purpose of the experiment was to find out the most phosphoric acid contained coke since it was guessed that different types of coke would contain unlike quantity of acid to each other. So the method of acid/base titration has been invited to figure out the amount of phosphoric acid in each different types of coke; original coke, zero coke and vanilla coke. For the titration, standard KHSO4 solution and standardising the NaOH solution were required. Throughout all the records and calculation, it was able to determine the quantity of phosphoric acid in each types of coke. Different to the prediction, fairly similar amounts of phosphoric acid were contained in the cokes. It is shown through that original coke is bit healthier than other two types of coke as it has 0.57722g less phosphoric acid it but as the difference is not that outstand, it is determined that generally constant amount of phosphoric acid are irrespective of the types of the coke.

A Comparative Study of Evolution and Religion in Education in the United States and China :: Compare Contrast Religious Essays

A Comparative Study of Evolution and Religion in Education in the United States and China Buddhism does not believe in a creator god. It accepts modern ideas about the universe. Hinduism believes that the universe existed first, and then the divine spirit awoke within it and seeded itself and formed Brahma, who is the God. Hinduism, similar to Buddhism, has an evolutionary perspective of life. Both religions accept Darwin’s evolution theory. Islam, Christianity and Judaism all share the same Mesopotamian mythologies (http://www.bbc.co.uk/schools/gcsebitesize/sosteacher/re/37690.shtml). Over half of the world’s population believes in these religions. They believe the world was created by God in six days, which was recorded in the first chapter of Genesis of the Bible. God created the heaven and earth in the beginning and He created day and night on the first day. Then He separated water from the sky on the second day. On the third day God created vegetation, and on the fourth day He created the Sun, the moon and stars to govern day and night. On the fifth day, God created living creatures that live in the water and fly in the sky. One the sixth day, God made the land to produce living creatures on land, and He said â€Å"let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth and overall the creatures that move along the ground.† God created man in his own image, and He told man to be fruitful and multiply. On the seventh day, God rested from all the creation he had done. What is evolution? The Merriam-Webster Dictionary has many definition of the term â€Å"evolution† (http://www.m-w.com/). The one definition that this paper is mainly referring to is as follows: â€Å"a theory that the various types of animals and plants have their origin in other preexisting types and that the distinguishable differences are due to modifications in successive generations.† Evolution is tightly associated with Charles Darwin. The British naturalist was under the influence of Charles Lyell, who argued in his book Principles of Geology that the Earth was shaped by accumulative, gradual changes instead of great catastrophes. Darwin traveled with the Beagle around the world and collected specimen. He published his book Origin of species in 1859. The two major themes or Darwin’s theory are â€Å"Descent with Modification† and â€Å"Natural selection and adaptation. A Comparative Study of Evolution and Religion in Education in the United States and China :: Compare Contrast Religious Essays A Comparative Study of Evolution and Religion in Education in the United States and China Buddhism does not believe in a creator god. It accepts modern ideas about the universe. Hinduism believes that the universe existed first, and then the divine spirit awoke within it and seeded itself and formed Brahma, who is the God. Hinduism, similar to Buddhism, has an evolutionary perspective of life. Both religions accept Darwin’s evolution theory. Islam, Christianity and Judaism all share the same Mesopotamian mythologies (http://www.bbc.co.uk/schools/gcsebitesize/sosteacher/re/37690.shtml). Over half of the world’s population believes in these religions. They believe the world was created by God in six days, which was recorded in the first chapter of Genesis of the Bible. God created the heaven and earth in the beginning and He created day and night on the first day. Then He separated water from the sky on the second day. On the third day God created vegetation, and on the fourth day He created the Sun, the moon and stars to govern day and night. On the fifth day, God created living creatures that live in the water and fly in the sky. One the sixth day, God made the land to produce living creatures on land, and He said â€Å"let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth and overall the creatures that move along the ground.† God created man in his own image, and He told man to be fruitful and multiply. On the seventh day, God rested from all the creation he had done. What is evolution? The Merriam-Webster Dictionary has many definition of the term â€Å"evolution† (http://www.m-w.com/). The one definition that this paper is mainly referring to is as follows: â€Å"a theory that the various types of animals and plants have their origin in other preexisting types and that the distinguishable differences are due to modifications in successive generations.† Evolution is tightly associated with Charles Darwin. The British naturalist was under the influence of Charles Lyell, who argued in his book Principles of Geology that the Earth was shaped by accumulative, gradual changes instead of great catastrophes. Darwin traveled with the Beagle around the world and collected specimen. He published his book Origin of species in 1859. The two major themes or Darwin’s theory are â€Å"Descent with Modification† and â€Å"Natural selection and adaptation.

Comparing the Humility of Kings in Shakespeares Richard II through Henry V :: comparison compare contrast essays

The Humility of Kings in Richard II through Henry V  Ã‚  Ã‚  Ã‚  Ã‚   Though Shakespeare was a conservative, he believed in the humility of Kings. The plays Richard II through Henry V assert Shakespeare's idea that a King must understand the common man to be a good ruler. These four plays chronicle the history of three Kings' ability to recognize, relate to, and be part of the humanity he rules. Shakespeare advocates his belief with the falling of Richard II, who could not or would not understand his subjects; the constancy of Henry IV, whose combined humility and strength won him the thrown; and Hal, whose raucous behavior led his father to worry and his country to victory. King Richard II is Shakespeare's example of a king who removes himself from the reality of the common people. Richard views his position as a source of amusement. His "cares" as King, other than an opportunity for an agreeable audience, are merely a burden. Instead of investigating the accusations of treachery from Henry and Mawbrick, he exiles both men as an easy way out. Richard was born a King, and knows no life other than that of royalty. Unfortunately the lesson that must know men to rule them costs him the thrown. Richard's lesson influences his usurper and his usurper's heir to the thrown, demonstrating to them both the value of humility. After exiling Henry, Richard takes the opportunity to criticize his "courtship to the common people." His speech at first seems to merit Henry for his sociability, but it quickly becomes clear that, to Richard, commoners are not fit for royal consumption: How he did seem to dive into their hearts With humble and familiar courtesy, What reverence he did throw away on slaves, Wooing poor craftsmen with the craft of smiles (I.iv.25-8) Shakespeare is of course establishing Henry's ability to gather support from the masses, the very key to his victory over Richard later in the play. The speech also clarifies Richard's position on the subject to underline this contrast between the two men. To fine tune Richard's character, Gaunt gives a revealing and unbridled description of Richard to his face just before dying. After Richard exiles the soul heir to his estate, Gaunt is bitter and fed up with his weak and pompous qualities: A thousand flatterers sit within thy crown, Whose compass is no bigger than thy head,

Grading System Reform Essay example -- Argumentative Persuasive Educat

Grading System Reform Teachers have always used grades to measure the amount a student has learned. This practice is becoming ineffective. Many students have a wide range of grades, which show that grades may not show what a student really knows. Therefore, the standard grading system should be replaced. Some reasons why grades should be replaced are bad grades can hinder a child’s performance, grades define who a student is in the classroom, and grades are not an effective way to see if students have learned the material. The current grading system should be upgraded and every school should incorporate the plus/minus system in their method of grading. The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools. Hindering a student’s performance with a bad grade in the middle of the year can make them give up for the rest of the year. Once a student has received a bad grade they might lose faith in their academic ability. By giving up a student does not reflect their academic ability and their bad grades are not based on what they learned. Students are... Grading System Reform Essay example -- Argumentative Persuasive Educat Grading System Reform Teachers have always used grades to measure the amount a student has learned. This practice is becoming ineffective. Many students have a wide range of grades, which show that grades may not show what a student really knows. Therefore, the standard grading system should be replaced. Some reasons why grades should be replaced are bad grades can hinder a child’s performance, grades define who a student is in the classroom, and grades are not an effective way to see if students have learned the material. The current grading system should be upgraded and every school should incorporate the plus/minus system in their method of grading. The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools. Hindering a student’s performance with a bad grade in the middle of the year can make them give up for the rest of the year. Once a student has received a bad grade they might lose faith in their academic ability. By giving up a student does not reflect their academic ability and their bad grades are not based on what they learned. Students are...

An Annotated Bibliography Essay

Chin, Jean Lau. (2004). The Psychology of Prejudice and Discrimination. Westport, CT: Greenwood Publishing Group This book discusses the effects of prejudice and discrimination on the psyche and one’s participation in society as a whole. The relevant section in this book discusses the unique plight of gay or bisexual black men that have to contend with homophobia as well as racism. Of special note is the section in which sexual orientation often has a negative effect on the career development of many gay black men. This is an interesting resource since most of the material on the subject does not address the secondary sub-category of sexual orientation (Chin, 2004). Daniels, C. (2004). Black Power Inc. : The New Voice of Success. Hoboken: John Wiley & Sons C. Daniel’s Black Power Inc. is a book of medium length that explores the phenomenon of black people placing a growing emphasis on economic rather than political power. The book is geared toward young to middle-aged black professional men and women, who are Working While Black (WWB). C. Daniels writes for Fortune magazine with an extensive history in writing about the social dynamics inherent in big business—especially as it relates to the unique issues black men and women face in the corporate world (Daniels, 2004). Davis, G. & Watson, G. (1982). Black Life in Corporate America: Swimming in the Mainstream. Ann Arbor: University of Michigan Press Although written twenty-seven years ago, this account by Davis & Watson (1982) is still relevant in chronicling the early stages of Black integration into corporate American life. The book describes the upstream struggles of educated black professionals as they attempt to make a living commensurate with their skills. While also observing the lesser tolerance of open bigotry in the workplace, certain â€Å"jokes† and comments are often alienating to black men (Davis & Watson, 1982). Gates, Henry Louis. America behind the Color Line. New York: Warner Books, 2004 This book contains interviews from several powerful African-American men including Russell Simmons, Quincy Jones, Vernon Jordan, Colin Powell and Morgan Freeman. Written by Henry Louis Gates, Jr. , one of the premier scholars of African-American studies today. This book shows the diversity of successful Black men from the corporate and political arenas to the performing arts and community activism, and discusses triumphs and challenges. A very good read for anyone studying black achievement (Gates, 2004). Livers, A. & Caver, K. A. (2002). Leading in Black and White: Working across the Racial Divide in Corporate America. Hoboken: John Wiley & Sons This book by Livers & Caver (2002) describes the challenges faced by Blacks who occupy a higher level on the corporate ladder (i. e. managerial positions). They challenge the popular assumption that black leaders have the same issues as white leaders, and underscore the problems of trust many black men have with their white colleagues because of lack of common experiences. This book was intended for black managers that need help in continuing to navigate the system (Livers & Carver, 2002). Merida, K. (2007). Being a Black Man: At the Corner of Progress and Peril. Washington: Public Affairs This is a collection of essays about the personal and professional struggles of black men in America. Many points of view deal with identity intersections of different roles—husband, father, employee, and businessman—as well as dreams and ambitions. This book generated a great deal of interest in the reading public as it offers a personal glimpse of the realities of black life. K. Merida is a reporter for the Washington Post, and was thus able to use his credentials to find many contributors to this volume (Merida, 2007). Van Horne, W. A. (2007). The Concept of Black Power: Its Continued Relevance. Journal of Black Studies, 37(3), 365-389 This is a study of the growth of Black Power in America as the middle-class grows slowly and quietly. Even though over time, black people have gained more civil rights in America, there is still a significant lag between them and the white majority. However, W. A. Van Horne notes that the black underclass often overshadows the slow, but inexorable growth of the black middle class. He also raises questions of whether the black power movement is still relevant (Van Horne, 2007).

Random and Nonrandom Samples

Depending on how a sample is drawn, it may be a random sample or a nonrandom sample. A random sample is a sample drawn in such a way that each member of the population has some chance of being selected in the sample. In a nonrandom sample, some members of the population may not have any chance of being selected in the sample. Suppose we have a list of 100 students and we want to select 10 of them. If we write the names of all 100 students on pieces of paper, put them in a hat, mix them, and then draw 10 names, the result will be a random sample of 10 students.However, if we arrange the names of these 100 students alphabetically and pick the first 10 names, it will be a nonrandom sample because the students who are not among the first 10 have no chance of being selected in the sample. A random sample is usually a representative sample. Note that for a random sample, each member of the population may or may not have the same chance of being included in the sample. Two types of nonrando m samples are a convenience sample and a judgment sample. In a convenience sample, the most accessible members of the population are selected to obtain the results quickly.For example, an opinion poll may be conducted in a few hours by collecting information from certain shoppers at a single shopping mall. In a judgment sample, the members are selected from the population based on the judgment and prior knowledge of an expert. Although such a sample may happen to be a representative sample, the chances of it being so are small. If the population is large, it is not an easy task to select a representative sample based on judgment. The so-called pseudo polls are examples of nonrepresentative samples.For instance, a survey conducted by a magazine that includes only its own readers does not usually involve a representative sample. Similarly, a poll conducted by a television station giving two separate telephone numbers for yes and no votes is not based on a representative sample. In the se two examples, respondents will be only those people who read that magazine or watch that television station, who do not mind paying the postage or telephone charges, or who feel compelled to respond. Another kind of sample is the quota sample.To draw such a sample, we divide the target population into different subpopulations based on certain characteristics. Then we select a subsample from each subpopulation in such a way that each subpopulation is represented in the sample in exactly the same proportion as in the target population. A quota sample based on a few factors will skew the results. A random sample (one that is not based on quotas) has a much better chance of being representative of the population of all voters than a quota sample based on a few factors. Random and Nonrandom Samples Depending on how a sample is drawn, it may be a random sample or a nonrandom sample. A random sample is a sample drawn in such a way that each member of the population has some chance of being selected in the sample. In a nonrandom sample, some members of the population may not have any chance of being selected in the sample. Suppose we have a list of 100 students and we want to select 10 of them. If we write the names of all 100 students on pieces of paper, put them in a hat, mix them, and then draw 10 names, the result will be a random sample of 10 students.However, if we arrange the names of these 100 students alphabetically and pick the first 10 names, it will be a nonrandom sample because the students who are not among the first 10 have no chance of being selected in the sample. A random sample is usually a representative sample. Note that for a random sample, each member of the population may or may not have the same chance of being included in the sample. Two types of nonrando m samples are a convenience sample and a judgment sample. In a convenience sample, the most accessible members of the population are selected to obtain the results quickly.For example, an opinion poll may be conducted in a few hours by collecting information from certain shoppers at a single shopping mall. In a judgment sample, the members are selected from the population based on the judgment and prior knowledge of an expert. Although such a sample may happen to be a representative sample, the chances of it being so are small. If the population is large, it is not an easy task to select a representative sample based on judgment. The so-called pseudo polls are examples of nonrepresentative samples.For instance, a survey conducted by a magazine that includes only its own readers does not usually involve a representative sample. Similarly, a poll conducted by a television station giving two separate telephone numbers for yes and no votes is not based on a representative sample. In the se two examples, respondents will be only those people who read that magazine or watch that television station, who do not mind paying the postage or telephone charges, or who feel compelled to respond. Another kind of sample is the quota sample.To draw such a sample, we divide the target population into different subpopulations based on certain characteristics. Then we select a subsample from each subpopulation in such a way that each subpopulation is represented in the sample in exactly the same proportion as in the target population. A quota sample based on a few factors will skew the results. A random sample (one that is not based on quotas) has a much better chance of being representative of the population of all voters than a quota sample based on a few factors.