The Nitration Of Methyl Benzoate Biology Essay

The Nitration Of Methyl Benzoate Biology Essay Methyl Benzoate is electron rich and thus undergoes electrophilic aromatic substitution. Nitration of methyl benzoate will form a major product, methyl m-nitrobenzoate that was further purified by re-crystallization. The electrophile or the nitronium ion attached to the meta position in the benzene ring because of the carboxyl group being meta-deactivator that made the reaction took place in the meta position and the ortho and para positions are destabilized. The mass of re-crystallized methyl m-nitrobenzoate was determined to be 0.257 g compared to the mass of methyl benzoate, 0.360 g that resulted to †¦Ã¢â‚¬ ¦ % yield. The melting point of the methyl m-nitrobenzoate resulted to 74 °C compared to its true melting point 78 °C was computed to have 5.13% difference. Many side-products like different orientations in the benzene ring will be formed during chemical reactions. To see how much were formed and how pure was the product was, its TLC Profile was calculated that resulte d into Rf = 0.79 wherein the result from iodine vapor indicating that the product synthesized was pure. The results of the experiment are therefore accurate and useful in familiarizing with reactions and mechanisms that occur during nitration. __________________________________________________________________________ INTRODUCTION Aromatic hydrocarbons are compounds with one or more benzene rings (3). Due to electron delocalization by its alternating double bonds, it is characterized by being more stable compared to alkenes (2). Benzene, being aromatic, is a cyclic compound, an unsaturated compound due the presence of pi bonds. In contrast to the double bonds causing the unsaturation of benzene, it is strong and unreactive because of its resonance structure where there is rearrangement of electron pair. They undergo EAS or Electrophilic Aromatic Substitution reaction due to the fact that they are electron rich. The nitration of methyl benzoate, C6H8O2, undergoes such type of reaction with concentrated nitric acid and sulfuric acid to yield methyl m-nitrobenzoate. From the methyl benzoate, methyl m-nitrobenzoate will be formed and will undergo purification by re-crystallizing with methanol. Thin Layer Chromatography profile and melting point of the product were used in the experiment to make sure that there are no by-products formed like compounds with o- and p- orientation (2). MATERIALS AND METHODS The mass of conical flask was determined and added with 20 drops of methyl benzoate. The mass was also determined as well as the mass of methyl benzoate itself. The methyl benzoate in the flask was placed in an ice bath while added by 2 ml of conc. H2SO4 while swirling. Then, the nitrating agent was prepared which is a mixture of 1 ml conc. HNO3 and 1 ml conc. H2SO4 chilled in an ice bath. The nitrating agent was then added to the methyl benzoate solution using a Pasteur pipet. The mixture was constantly stirred and still chilled in an ice bath. However, conc. H2SO4 must be added if cloudiness occurs to change the mixture into its clear appearance. Furthermore, the reaction mixture was added 10 g of crushed ice then stirred. As the ice melted, the solid product formed was separated using vacuum filtration where a filter paper was folded into 1/16 big enough to cover holes in the Buchner funnel. Then, the product was washed with cold distilled water, followed by 5% NaHCO3 and with col d distilled water until the filtrate became neutral. The product was transferred in a watch glass and dried over a steam bath. Methanol was used to recrystallize or solidify the product and the percentage yield was calculated. The melting point of the recrystallized product was determined using the melting point apparatus. The TLC profile was determined using a TLC plate. The TLC plate was drawn with a line using a pencil 1 cm from the bottom and from the top then dipped in a beaker with ethyl acetate. The plate was dipped in ethyl acetate 3 times. When the solvent reached the other edge (the other line), the plate was removed from the beaker. Lastly, Iodine pellets were used to further determine the TLC profile. RESULTS AND DISCUSSIONS Methyl benzoate, C6H8O2, is an aromatic hydrocarbon, a methyl ester with a colorless appearance and used in perfumery. With Methyl benzoate, methyl m-nitrobenzoate will be synthesized and will further be purified by re-crystallization (2) with results shown in Table 1. Table 1. Percentage Yield of methyl m-nitrobenzoate Mass of conical flask 91.749 g Mass of methyl benzoate and conical flask 92.109 g Mass of methyl benzoate 0.360 g Mass of re-crystallized methyl m-nitrobenzoate 0.257 g % yield The mass of methyl benzoate was determined by difference then cooled in an ice bath then added conc. H2SO4. The solution will still be colorless because methyl benzoate is soluble in H2SO4. Thus, it will form a homogenous mixture. On the contrary, it will form a yellow solution if the flask used is contaminated. The nitrating agent prepared in an ice bath because nitration is an exothermic that requires only 15 °C and must not increase (1). HNO3 and H2SO4 should be added in the homogenous solution slowly while stirring to avoid side products formation like compounds with o- and p- orientation. Also, it will result to a low yield of the product desired. Likewise, fast addition will result to getting a high temperature that must be 15 °C only. Addition of H2SO4 if cloudiness will occur is important since methyl benzoate is soluble in sulfuric acid and will produce a colorless solution. The mixture of HNO3 and H2SO4 produces nitronium ion that will attach to the benzene ring (5). Methyl Benzoate is characterized for being electron rich and thus capable of reacting to electrophiles and undergoes EAS or Electrophilic Aromatic Substitution with a mechanism via carbocation [C+] intermediate shown in Figure 1. Figure 1. Complete Mechanism of Nitration via Carbocation Intermediate It follows 3 steps that started from the generation of electrophile which is the nitronium ion, NO2. Then, the formation of carbocation intermediate where nitronium ion will be attacked by the nucleophile will follow. The carbocation in the second step is capable of resonating since aromatic compounds are resonance structure wherein the electron pair can move around the molecule. The resonance of the benzene ring makes them stable and favorable to the reaction since the more stabilize the benzene ring is, the more reaction. The last step is the dissociation of H+ and the reformation of aromatic ring where the electrophile will substitute in one of the hydrogens on the benzene ring. This mechanism resulted to an overall reaction shown in Figure 2. Figure 1. Nitration of methyl benzoate The solvent of the nitration which is the sulfuric acid will protonate the reagent, methyl benzoate, which will create stabilized carbocation intermediate. The electrophile or the electron poor nitronium ion, will react to the protonated intermediate in the meta position. The carboxyl group belongs to the e- withdrawing group that deactivates the aromatic ring. Since electron withdrawing group has a meta orientation and a deactivator, the reaction will take place in the meta position. Likewise, the ortho and para positions are destabilized (5). The major product now is the methyl m-nitrobenzene which has nitro and carboxyl group being both electron withdrawing groups oriented at the meta position. After adding the nitrating agent, the reaction mixture was added 10 g of crushed ice until it solidified and filtrated by vacuum filtration to get a dryer product. It was then washed by cold distilled water and 5% NaHCO to make excess acid neutralize that made the product green-colored. The product was dried over a steam bath and re-crystallized with methanol for purification. By washing the product with methanol, by-products or impurities like substitution on different places on the aromatic ring (ortho and para positions), methyl-2-nitrobenzoate or maybe methy-3-nitrobenzoate formed during the previous reactions should purified to get the preferred product. However, the methanol is preferred cold to control loss of desired product. The re-crystallized methyl m-nitrobenzoate weighed 0.257 and had †¦Ã¢â‚¬ ¦ % yield. The melting point of the re-crystallized methyl m-nitrobenzoate was determined to be 74 °C that is close to its true melting point being 78 °C. The % difference was determined to be 5.13% as shown in Table 2. Table 2. Melting point of re-crystallized methyl m-nitrobenzoate Melting point of re-crystallized methyl m-nitrobenzoate 74 °C True Melting point of methyl m-nitrobenzoate 78 °C % difference 5.13% To see how much products were formed and to check its purity, the TLC profile or Thin Layer Chromatography should be done (6). Each trial as the TLC plate was dipped in the solvent (Ethyl acetate) should have only 1 spot that is equivalent to 1 compound. If 3 spots were formed in the TLC plate on 3 trials when the solvent moves on the top of the plate by capillary action, it simply means that 3 compounds were present in the product. Thus, making it considered as not pure. The spots will be clealy visualized when the plate is placed in an iodine vapor (4) here it sublimes from solid to liquid stain. Also, other compounds are capable of adsorbing iodine and become visible. On the contrary, the re-crystallized m-nitrobenzene formed had been considered as a pure compound as illustrated in Figure 3 and had an Rf value of 0.79. Rf = dspot / dsolvent front Rf = 3.75 cm / 4.6 cmC:Documents and SettingsnicolleMy DocumentsCollege Files2nd Year 2nd SemORGCHEMLABEXPT4 NITRATION OF METHYL BENZOATETLC Plate.jpg Rf = 0.79 dsolvent front = 4.7 cm dspot = 3.7 cm Figure 3. TLC Profile The desired product, methyl m-benzoate, purified by re-crystallization was successfully synthesized from methyl benzoate by avoiding the formation of other side-products. However, if phenyl benzoate was used, it will also follow EAS or Electrophilic Aromatic Substitution

Circuit Board Fabricators Case Essay -- Business Case Study

CBF has hired you to help determine why they are not able to produce the 1,000 boards per day. 1. What type of process flow structure is CBF using? The company is using a batch shop process flow structure. CBF, Inc. bases its board fabrication process on the average job size or on its typical order. This means that the company proceeds with the manufacturing process in batches so as to meet the specific requirements per order. The typical contract that the company currently gets is 60 boards per order. However, due to persisting factory defects, they manufacture a total of 75 boards per batch in order to compensate for 20% of the boards that they typically reject during the process. 2. Diagram the process in a manner similar to exhibit 6.7. According to the book, the diagram is an operation and route sheet that specifies operations and process routing for a particular part. It conveys such information as the type of equipment, tooling and operations required to complete the particular part. The "Setup Hr." is derived from dividing the setup (minutes per job, as illustrated in exhibit 6.9) by 60 minutes. Likewise, the hourly capacity of each operation (Rate Pc. Hr.) is solved by dividing 60 minutes by the run (minutes per part, as shown in exhibit 6.9). 3. Analyze the capacity of the process. The first thing to consider is the process of cleaning and coating of the boards. This particular process involves the set-up of the machines, the loading of the boards, and the actual cleaning and coating of the said boards by the machines. From the computations above, it is clearly illustrated that there is a disparity between the loading of the boards into the machines and the output of the cleaning and the coati... ...es. 2) Enhance or re-engineer the cleaning and coating machines to improve capacity. Basically, the focus of the recommendations is to reduce the disparities between the capacities of the processes involved. Ideally, their outputs must be equal if not, similar to the preceding and succeeding procedures in order to achieve an efficient manufacturing process. The company is also faced with a 20% reject rate that is absolutely unacceptable. A lot of the produced boards go to waste, and a lot of resources are compromised. Moreover, it contributes to the manufacturing strain, as the production team must start with at least 20% more than the required output just to give allowances to the defects. CBF, Inc. should implement a more rigid supervising/monitoring program with the manufacturing processes in order to pinpoint and arrest the cause of these defects.

Race: Biological or Cultural? :: essays research papers

Through research of DNA samples, scientists have been able to declare that race is not biologically constructed due to the similarities between human genes. Nevertheless, in reality, people still emphasized on biological aspects such as skin color, or hair texture to categorize others into different races. This in turn, denied the true identity of race, which it is culturally constructed. Ethnicity, by definition is also culturally constructed, therefore it greatly resemble race. There is no real clear line to distinct the two. According to Nicholson, encounters between explorers, such as Christopher Columbus and Henry Hudson, and Native Americans were always friendly. There was no â€Å"expression of hostility based on physical appearance† (Nicholson 15) between the two groups. When there was any hostility, it was not based on physical appearance, but rather more of culture practices or values. Cannibalism, for example, â€Å"seems to take place without any regard to race, creed, or religion.† In another case, Nicholson mentions that during the Crusade, about ten thousands Jews were massacred by Crusaders. It â€Å"was a religious slaughter without racial implications.† (Nicholson 26) Through these examples, we can see that Nicholson suggested that race is not scientifically valid because people did not judge others based on physical appearances, but the notion of race is mainly described by one’s skin color or hair texture. Nicholson’s arguments coincided with modern scientific views, which conclude that race doesn’t exist, due to the fact that DNA inside people with different skin color and hair texture is 99.9 percent similar. Therefore, the notion that race is biologically constructed in invalid. Social reality of race simply refers to the fact that people still believed that races are based on physical traits such as skin color or hair texture to judge others. However, what they are doing is stereotyping which lead to discrimination and racism. Also, their actions denied the fact race is culturally constructed, meaning people have different customs, religions, and values from culture to culture. The patterns of biological variation among humans are extremely complex and constantly changing. All of us could be classified into a number of different "races", depending on what genetic traits are emphasized. For example, if you divide people up on the basis of stature or blood types, the geographic groupings are clearly different from those defined on the basis of skin color. Focusing on such deceptive distinguishing traits as skin color, body shape, and hair texture causes us to magnify differences and ignore similarities between people.

Essay --

Anwar el-Sadat tried to change the Arab world by making peace with his adversaries, the Israelis. Born in the poor peasant village of Mit Abdul-Kum, Anwar el-Sadat grew up appreciating the rare opportunities he was given. From an early age, Sadat was exposed to the difference between the rich and the poor peasants like him. After graduating from the University of London, Sadat ultimately failed in his acting career, so he joined the army. As a young boy, he was very nationalistic, believing in the strong history of the Egyptian people. He despised the fact that the British, and not the Egyptians were ruling Egypt. Feeling frustrated with this fact, Sadat created a revolutionary organization with fellow soldiers in his unit. One of these soldiers, Abdel Nasser, is credited with forming the Free Officer’s association, but Sadat played an integral role in laying the groundwork for the revolutionary organization. Despite the fact that Islamic Fundamentalists view Anwar el-Sadat as a traitor, he was a brave and successful revolutionary in his peace negotiations with Israel, resulting in the historic Egypt-Israel Peace Treaty. During the summer of 1941, Sadat and his military troops planned to takeover the government and exile the British. His military troops arranged to meet at the Mena House Hotel, but to Sadat’s disappointment, his unit was the only one to show up, leaving his first attempt at expelling the British unsuccessful. The fact that his first revolutionary attempt was ultimately a failure benefited Sadat in the long run because he never alerted the authorities of his anti-British behavior. Aware of Sadat’s attempt at a revolution, he was recruited by the Free Officers to help al-Masri fly to Iraq. Sadat was successful in ... ...ife for the cause of peace with Israel, Sadat dared to do the impossible and succeeded. Since the Israel-Egypt Peace Treaty was signed in 1978, there have been no wars between Egypt and Israel. From the beginning of his presidency in 1970 to the end of his presidency in 1981 Sadat always had peace on his mind. Throughout his life Sadat participated in the British expulsion from Egypt, the regaining of land lost in the War of 1967, Soviet expulsion from Egypt, becoming the first Arab leader to ask and receive help from the United States, the first Arab leader to travel to Israel and address the Knesset, and the first Arab leader willing to and successfully make peace with Israel. Breaking down a psychological barrier, with the assistance of President Carter and Prime Minister Menachem Begin, Anwar Sadat accomplished his revolutionary idea of Egyptian-Israeli peace.

Understanding the Principles of Assessment

1. Understand the principles and requirements of assessment 1. Explain the functions of assessment in learning and development. Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body. The anticipated outcome of assessment is that the learner will complete assessment to City and Guild standards within the time frame stated, with no assistance and show through answering questions that they have full understanding of the subject. 2. Define the key concepts and principles of assessment. Assessment has to remain fair, consistent and valid to ensure all learners have an equal and fair chance of receiving a fair assessment. An assessor cannot be swayed to give a learner an easier assessment because they favour the learner. The assessment process may have to be adapted to be suitable to the learner’s needs but, needs to eventually lead to the same outcome. 3. Explain the responsibilities of the assessor. The role of the assessor is to assess the learner’s knowledge and performance in a range of tasks. This includes, ? Ensuring that the learner has demonstrated competence and knowledge in the assessment to the standard of City and Guilds criteria. ? Assessments need to be planned between the assessor and each learner; the learner needs to be fully aware of his/her responsibilities in the collection and presentation of evidence. The assessor then needs to observe the learners performance in their workplace or similar environment and can ask questions to confirm a learners understanding. ? Accurate and constructive feedback needs to be given to the learner whether they have passed the assessment or not. If the assessment has not been achieved the learner needs to be aware of why they did not achieve and how they can rectify this for the next time they are assessed. ? Records of the learner’s achievement must be kept up to date and be available for the learner to see. 4. Identify the regulations and requirements relevant to assessment in own area of practice. As a tutor , I am required to discuss and set targets for the completion of tasks, units, skills development and observations to the City and Guild standards. This is to ensure the learner achieves their programme. I am responsible for the learners to complete the programme units with the time-scale stated by the awarding body, the time-scaled will initially be dictated by the Learning and Skills council but, learners will be assessed on an individual basis and time-scales adjusted to suit individuals. As an assessor I have to set challenging targets, record their progress against their targets in the learners individual learning plan (ILP), monitor their progress with every 4 or 8 week reviews in which progress is discussed and targets are agreed and set for learner to work towards. Once assessment begins I have to give learners clear and constructive feedback on their achievement and progress, learner progress is monitored through 1 to 1 .. Each learner has a portfolio logbook that records the learner’s competence against the standards for the qualification they are working towards. I have to ensure that the logbook is completed and kept up to date to show what progress has been made, and what areas of competence have yet to be achieved, this allows me, learner and visitor from the awarding body to easily track the learner’s progress. Once the learner has achieved their qualification, it is my responsibility to advise them of any further programmes they could do to develop their skills further. 2. Understand different types of assessment methods 1. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. | | | |Assessment Methods |Strengths |Limitations | |Observation of performance in the work |Authentic |Demanding on assessors time | |environment |Low disruption to candidates workplace |Travel | | |Assesses real life skills. Need co-operation from candidate’s | | |Could help in integrating assessment across|workplace. | | |outcomes and units. |Reliability may be hard to achieve. | |Examining products of work |Authentic |Time-consuming with large groups. | | |Showcases learner’s skills. | | |Clear feedback back can be given on the | | | |work | | |Questioning the learner |Can occur naturally out of an observation |Is difficult to manage with larger numbers | | |Non-threatening to the learner |of learners | |Can be offered to learners with additional |Due to the range of responses from | | |support needs |learners, reliability may be difficult to | | |May fill in gaps in the learners portfolio |achieve. | |of evidence | | |Discussing with the learner |Learner may feel less threatened. |Time-consuming with large numbers of | | |More one to one |learners. | | |Could help less confident learner. | |Use of others (witness testimony) |Others may see areas which are normally |Authenticity of testimony could be | | |difficult for assessors to observe |questionable | |Looking at learner statements |Builds confidence in the learner’s |Learners with additio nal learning needs may| | |capabilities. |find it difficult. | |Understand the standards they are working |Does not show the learners practical | | |to. |ability. | |Recognising prior learning |Gauge the learner’s knowledge of learning. |Prior learning could be to a higher/lower | | |Recognise if any additional learning needs |standard | | |maybe required. | | . Understand how to plan assessment 3. 1Summarise key factors to consider when planning assessment. Key factors that have to be taken into consideration when planning assessment are; †¢ Is learner ready? †¢ Suitable time †¢ Suitable model †¢ Convenient for workplace †¢ Suitable environment Is Learner Ready? To determine if the learner is ready for assessment, Assessment has to be planned between the assessor and each learner, together they must come up with a plan that will suit the learner’s employers and the unit the learner is to be assessed on. As an assessor you have to be flexible to accommodate the learner. Suitable model The learner has to ensure the correct model is selected for assessment the learner is planning to do. For the colour unit (GH9), all models must have been skin tested 24-48 hours before the application of colour; this is a requirement to ensure insurance is valid. The correct model must be chosen so the learner can be assessed on what they plan, for example; a short haired client would not be suitable for a long graduation assessment. Convenient for workplace. A good relationship has to be established between the assessor and the learners employers. The learners workplace needs to be aware of the learners progress throughout the course and when planning the assessment the assessor hs to contact the workplace to ensure it is a suitbale time for the learner to be assessed. Suitable place Observing the learner in their workplace is the most suitable place to assess the learner. Whilst in the workplace a holistic assessment is more likely to happen, as different units may also be assessed when the assessor only planned on one. . 2 Evaluate the benefits of using a holistic approach to assessment. An holistic assessment will make the learner feel comfortable and competent in their assessment as it gives the assessor the oppourtunity to see the learner in their workplace covering another unit or aspect of the learners course as it naturally happens. This could occur without the learner realising. An holistic approach will help the assessor to use their time more efficiently, as hopefully more assessment than planned will occur. . 3 Explain how to plan a holistic approach to assessment. The assessor has to take some responsibility for collecting and structuring evidence when planning an holistic approach to assessment, further evidence is collected through observation of the learner and questioning the learner. The learner can also collect evidence but, must be supported by the assessor. 3. 4Summarise the types of risks that maybe involved in assessment in own area of responsibility. The types of risks that maybe involved in assessment of my own area are high, it is important for the assessor and learner to ensure the assessment is carried out in a safe environment. Learners must adhere to their own salon procedures and insurance policies. When assessing a learner at their workplace the assessor would have to ensure it was safe to do so, before the planning of assessment the assessor would have to make sure the workplace had carried out a risk assessment, have health and safety certificates, liability insurance, a first aid box, fire extingushers and fire procedures. . 5Explain how to minimise risks through the planning process. Risks will be minimised through the planning process by making sure the learner is complying with the worksplaces in-house policies (each salons policies will differ) and local by laws. The assessor must follow their policy and procedures when planning the assessment. The learner can be questioned on any of the policy and procedures and t he learner has to be able to explain them. 4. Undertand how to involve learners and others in assessment. 4. Explain the importance of involving the learning and others in the assessment process. It is important to involve the learner and others in the assessment process so that the learners and employers know the progress of the learner and what the learner still has to achieve. If the employers know the learners know the learners progress they are more likely to encourage and motivate the learner, the employer may make time to train with the learner or let the learner observe other stylists work which will expand the learners skills and understanding. Knowing the learners progress, employers may be able to observe a specific piece of evidence that has not occurred when the assessor has been present, when the assessor does visit the workplace the employers could provide the assessor with a witness testimony of the evidence they observed. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. Documentation Log books are given to each learner once registered on the course and are available to the learner and others and provide useful means of assessing the progress of the learners achievement and performance. The log book documents the learners ability to carry out a range of tasks. This document works well for the assessor to minitor progress and any areas the learner may require more guidance. Log books are alos checked by the internal verifier once a unit is completed, to ensure everything is completed to the standards, also the log book may be sampled by an external verifier. Policies Policies are necessary to ensure learners and others know what is expected and what they have to achieve to gain the qualification. All learners will work against the same policies so each learner has to meet the same requirements to complete the qualification. Procedure Procedures are in place for learners and others to follow, each assessment follows the same procedure and cannot be amended. Assessors work is sampled by IV’s to ensure each learner is being treat equally and fairly and that the assessment is following the standards procedure. Skills analysis Learners and others need to be aware of the learners skills, so guidance and further teaching can be given to the learner to pass assessment. If the learners has not passed assessment this is documented with constructive critism and help on areas the learner has missed. By keeping a record the learner can check and practice the skills. . 3Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. to promote learner involvement a tracking grid is used for each individual learner. The tracking grid is for the learner to keep a record of their own progress on what they have practiced in salo n, this encourages the learner’s development of skills as they can track what they need to practice and when they will be ready for assessment. Learners also reflect on what they have done, learnt and what they can learn from after each session by completing an end of day form. The learners have to state what they have learnt, what they enjoyed the most and least and anything they have achieved in the session, there is also spave for the assessor/tutor to make comment on what they learner has done, these forms are filed and can be used for learners to reflect on. Learners are to approach the assessor once they feel ready to be assessed, the assessor has to advise the learner to look through the criteria of the unit the learner wants to be assessed on and the learner is to decide if they feel they can meet the criteria. If the assessment id not achieved feedback is a must, by asking the learner ‘how they felt it went’ will encourage the learner to analyse their work and reflect on what they could do better next time to achieve the assessment. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. An assessor is the hairdressing sector would have to be flexible to fit in with the salons opening times. Many salons are closed Mondays but, open Saturdays. In order to assess a learner it may require the assessor to work when they normally have a day off, work later or start earlier. If a learner was particularly shy the assessor may have to go at quieter times in the salon to carry out an assessment, if it is a busy salon the assessor has to ensure they do not get in the way whilst doing assessment. 5. Understand how to make assessment decisions. 5. 1Explain how to judge whether evidence is:- Sufficient A performace criteria is stated in each learners log book for each unit within the NVQ qualification. The learner must achieve the stated outcomes to have sufficient evidence to meet the requirements. Authentic The learner is watched by the assessor from start to finish of the assessment to ensure outcomes are met and assessment is completed with the time scale stated by the standards. Current All assessments are recorded in the learners logbook, which is completed by the assessor dating and signing to confirm assessment has been achieved, the learner also signs the log book. Dating the log book ensures assessments are current. 5. Explain how to ensure that assessment decisions are:- Made against specified criteria The outcomes in the logbook for each unit ensure that the assessment decision is made against the specified criteria and that the learner is working to City and Guild standards. Valid To ensure the assessment is valid, the assessor has to ensure that the learner is being assessed against the correct standards. For example; if a learner was being assessed on styling hair (G H10), the assessor would not use change hair colour (GH9) standards to assess the learner against. Reliable By following the standards set by City and Guild for each assessment, it ensures that the same result will be achieved. Fair By following the standards all assessments are fair. An assessors personal feelings about the learners cannot cloud cloud the assessors judgement. 6. Understand quality assurance of the assessment process. 6. 1Evaluate the importance of quality assurance in the assessment process. A trainee assessor is observed by an internal verifier, at Woodspeen Christopher Pauls, assessors are given 5 days notice before the observation. The observations take place to ensure assessors are working to the same standards and that assessments are being completed correctly. The IV will also have interviews will the learners to see how they are learning and interacting with their assessor, this gives the learners to air any grievances they may have which they may have not wanted to discuss with their assessor. An IV will go through the learners logbook after the learner has been on the course for 6 months, this is to ensure that the assessors accupational competence is up to date. The IVwill give feedback to the assessor verbally and written. The IV can sample the log book at anytime and will go through the whole log book again once the learner has completed. At Woodspeen Christopher Paul all assessors attend a standardisation meeting in which the assessors are split into small groups and given the same unit to work through and assess. The assessors then discuss their findings and work together so all assessors come to the same outcome, so all assessors is working to the same standards. 6. Summarise quality assurance and standardisation procedures in own area of practice. To ensure trainee assessors are correctly assessing they will be observed by the IV every 3 months, trainee assessor also have 100% sampling/counter signing which takes place initially and all assessment decisions will be countersigned by qualified assessors. Any problems that are identified during sampling the IV will follow up with discussion/training with the assessor involed. All evidence sampled in the log book is initialled in red by the IV, all feedback will be kept and dated for EV’s. All these actions are taken to ensure every assessor is working to the standards set by the awarding body, ensuring there is standardisation within the assessors. 6. 3Summarise the procedures to follow when there are disputes concerning assessment in area of practice. Every learner has the right to a fair assessment process, if the learner feels that they have been treated unfairly they have the right to appeal the decision. There is a NVQ appeal procedure in line with the awarding body requirements and NVQ code of practice which must be followed. The learner must first approach the centre lead internal verifier, if not resolved then to the centre manager, if the learner is still not happy with the outcome it will then be referred to the awarding body who will pursue the matter with the external or lead verifier. Assessment decision unfair Report to the internal verifier within 10 days Internal verifier to investigate within 10 days If problem not resolved it will be passed to centre co-ordinator who will give a decision within 10 days or within a time scale that has allowed for full investigation of the complaint If still not resolved it will be passed to the awarding body within 10 days The final decision will rest with the awarding body. 7. Understand how to manage information relating to assessment. 7. 1Explain the importance of following procedures for the management of information relating to assessment. It is important to follow procedures when managing information relating to assessment to ensure all assessors are working to the NVQ standards. All information collected during assessment must be kept up to date and and follow the policies and procedures of the awarding body. This information should be available to learners and others to see at any point. Following procedures in the assessment process enables internal and external verifiers track the work of the learners and sample work of the assessor to ensure everything is being done to the company and awarding body standards. 7. 2Explain how feedback and questioning contribute to the assessment process. The assessment process is to plan, assess, give feedback and develop. Firstly, the assessor and the learner must come up with a plan for assessment, the assessor will write up the planned assessment plan before assessment begins, the learner is then assessed through observation and the assessor asking relevant questions, once assessment is completed feedback needs to be given to the learner from the assessor, if the learner has achieved the assessment feedback still needs to be given on what the learner did really well on anything they could still improve on and then a plan is made between the assessor and learner on what the assessor would like to see next assessment and how the learner can achieve and develop their skills for this. If the learner has not achieved the assessment constructive cristism is given to the learner, the feedback will be what they didn’t achieve on, what they did well and what they need to do to imporove, the learner will also be given a plan on what they need they need to complete to enable the learner to achieve asses sment next time. The learners are given a 2 week period before they are assessed again to develop their skills. 8. Understand the legal and good practice requirements in relation to assessment. 8. 1Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare.

Marketing Plan Essay

I. Background Analysis For 26 years, the Cabalen chain of restaurants has been the standard for excellent Filipino cuisine. Combining the freshest ingredients and the most stringent quality control, Cabalen has kept its patrons coming back for more through the consistency in Taste and Quality of its dishes served in the buffet. Balikbayans and regular patrons say that dining at a Cabalen Restaurant will make you feel the aunthentic traditional home-cooked food the Kapampangan way that you have not experienced for a long time in a very reasonable priced buffet. This is why Cabalen is every family’s all-time and leading buffet favorite for 25 years now. II. Introduction Cabalen Restaurant is a casual and amiable restaurant of molave wood tables and chairs and folk songs playing in the background, Cabalen serves up traditional Filipino entrees heavy on influences from the Campanga region of Central Luzon. Cabalen, which literally translates to a fellow Capampangan, is a group of casual – fine dining restaurants known for authentic Capampangan dishes and different Filipino specialties, originating from Pampanga. This province is known to food connoisseurs as the seat of sumptuous food and delicacies while the Capampangans are widely known as people with good taste and innate cooking talent. These factors contributed to the eventual birth of Cabalen, the Capampangan specialty restaurants. Philippine Cuisine has evolved over several centuries, influenced by East Asian Indian, Malay, Chinese, Spanish and American cooking. Filipinos traditionally eat three main meals a day- almusal (breakfast), tanghalian (lunch), and hapunan (dinner) plus an after noon snack called merienda. Dishes range from a simple meal of fried fish and rice to rich paellas and cocidos. Popular dishes include lechà ³n (whole roasted pig),longanisa (native sausage), tapa (beef jerky), torta (omelette), adobo (chicken and/or pork braised in garlic), soy sauce, and vinegar or cooked until Dry for the Visayan variety), kaldereta (goat in tomato stew), mechado (beef or pork cooked in tomato sauce, pochero (beef in bananas and tomato sauce), afritada (chicken cooked in tomato sauce and vegetables), kare-kare (oxtail and vegetables cooked in peanut sauce), crispy pata (deep-fried pig’s foot), hamonado (pork sweetened in pineapple sauce), sinigang (pork, fish, or shrimp in tamarind stew),pancit (stir-fried noodles), lumpia (fresh or fried spring rolls). Typical dishes include bopiz (kidney), Gatang Kohol (snails in coconut milk), Ensalata Ampalaya (a bitter vegetable with garlic and ginger), and laing (a root vegetable in coconut milk. There’s also choices of pork, beef, and fish stews, as well as Chinese influenced fried Lumpia, Pinakbet (noodles), and Adobos (traditional barbeque). Finish off with some local ice cream or one of the rice-based puddings (yam, corn, or plain milk), or the fried banana. III. History Cabalen family started in 1974 in San Fernando, Pampanga as a small Bahay Pasalubong Restaurant selling specialty food dishes, then grew into a restaurant called â€Å"Ituro Mo, Iluto Ko†. In 1986, the first Cabalen Eat-all-you-Can, Eat-all-you-Want Restaurant was opened in West Avenue, Quezon City that ushered the expansion .to more outlets. Gradually it became the most popular buffet restaurant in the Philippines. Many Kapampangan festivals display an indigenous flavor unique only to the Kapampangan people. Consider the Curaldal or â€Å"street dancing† that accompanies the Feast of Santa Lucia in Sasmuan or the Aguman Sanduk were men cross-dress as women to welcome the New Year in Minalin or the Batalla Festival to reenact the battle between the native Muslim Moor and the new colonist Native Capampangan Christians, the historical battle between the two religious native Kapampangans. They start the battle in Ugtung-aldo or afternoon and they end it in Sisilim or sunset with the tune of what Macabebeanons and Masantuleà ±ios called BATTALA Masantol, Macabebe and Lubao. The Pistang Danum of the barrios of Pansinao, Mandasig, Lanang and Pasig in Candaba – where food is served on floating banana rafts on the waters of the Pampanga River – was originally a non-Christian holiday that is now made to coincide with the baptism of Christ. The Kapampangan New Year or Bayung Banwa that welcomes the coming of the monsoons and the start of the planting season is made to coincide with the feast of John the Baptist. The colourful Apung Iru fluvial procession of Apalit, once a thanksgiving celebration in honour of the river, has become the feast of Saint Peter. The most dramatic festivals can be witnessed during the Mal ay Aldo, which is the Kapampangan expression of the Holy Week. These include the erection of a temporary shrine known as the puni where the pasion or the story of Christ’s suffering is chanted in archaic Kapampangan. The melody of the Kapampangan pasion was said to have been taken from their traditional epic, whose original words were lost and replaced by the story of Christ. The highlight of the mal ay aldo celebration is the procession of the magdarame orsasalibatbat penitents covered in blood from self-flagellation. Some of them even have themselves crucified every Good Friday at the dried up swamp of barrio Cutud in San Fernando. Kapampangan cuisine, or Lutung Kapampangan, has gained a favourable reputation among other Philippine ethnic groups. Some popular Kapampangan dishes that have become mainstays across the country include sisig, kare-kare, â€Å"tocino† or pindang and their native version of the longaniza. Other Kapampangan dishes – which are an acquired taste for the other ethnic groups – include buru (fish fermented in rice), betute tugak (stuffed frogs), adobung kamaru (mole crickets sauteed in vinegar and garlic), estofadong barag (spicy stewed monitor lizard), sisig,calderetang asu (spicy dog stew), sigang liempu, â€Å"dagis a tinama†(marinated rats), laman panara and bobotu. IV. Marketing Orientation The Cabalen Buffet Restaurant was Affordable and Easy to Go. They have Different Foods. You have so many options to eat it’s either you want deserts, sea foods, meats, chicken and vegetables. It is a good Buffet Restaurant because, the place is near on the transportation area, so that you can easily go there. And also, they had a good serving and nice crews.

Exploring the use of digital gaming in teaching

It is the general intent of the research that is presently being undertaken to research the usage of digital gambling in instruction and acquisition of mathematics in order to run into up educational ends. The survey is specifically being conducted in the scene of the Kingdom of Saudi Arabia with the purpose of looking at the consequence of digital gambling to learning mathematics, that is, either heightening learning or larning or looking at the possibility of digital gambling non holding any positive consequence at all in accomplishing educational ends. There is voluminous information in the literature about digital gambling being used in the educational scene, more often in scientific discipline and mathematics-related topics. Eck ( 2006 ) asserts that digital game-based acquisition has been unpopular for old ages until 2006 but get downing 2003 the involvement in the use of digital games to back up larning in assorted Fieldss have already started ( Wolz et al, 2005 ) . Habgood et Al ( 2005 ) , on the other manus reference that since the 1980s, there has been significant literature demoing how digital games are really related to instruction and acquisition. Since 2006, there has been a turning involvement in the usage of digital games for acquisition and harmonizing to the writer, advocates of this type of learning have been rather taken aback by the alterations that have been go oning. Harmonizing to Eck ( 2006 ) , this can be mostly attributed to three of import factors. The first of these factors is that advocates of digital game-based acquisition have unfailingly continued research on this new larning aspect and printing them through books, essays and articles with writers such as Marc Prensky, James Paul Gee and Clark Aldrich, to call a few. In the web, one would happen a volume of information that discusses about digital games as tools for acquisition, some showing the theoretical concepts underlying the tool while other readings provide empirical researches that aimed to accomplish specific ends in digital game-based acquisition. Second, the current coevals which is fundamentally the Internet coevals and instead, Eck ( 2006 ) calls the â€Å" digital indigens † play a big function in the broad credence of digital games as acquisition tools. Persons who were fundamentally borne and have practically lived the Net coevals adapt good to a fast-paced life welcoming and synthesising assorted sorts of information at any one clip. The â€Å" digital indigens † as Eck ( 2006 ) relates, someway became disentangled with the conventional ways of acquisition and normally enjoys speedy interactions. Besides, first-class ocular accomplishments used for larning are what embody the current coevals and this accomplishment is something that would tremendously prefer digital game-based acquisition. Hoyles and Noss ( 2006 ) even reference that kids, with the emerging involvement in games as tools for acquisition, even heighten their abilities to plan their ain games and drama with them after, utilizing certain tools , one of which is the Playground, where in general, kids are able to pull strings alive characters. The increased celebrity that games have fundamentally acquired through the old ages is the 3rd factor that says why digital game-based acquisition is widely accepted as of recent. Digital games are merely everyplace and come in assorted media, therefore doing it more accessible to the general populace and therefore more apprehended. As if to farther set up how games have been used to heighten larning today, Prensky ( 2001 ) describes the many chances connected with digital games-based acquisition. The writer asserts nevertheless that digital games are merely options used by educational establishments to farther pupil acquisition. Harmonizing to him, a new paradigm of acquisition has emerged and this is larning through playing. He cites some of the activities which are chiefly digital games incorporated in assorted degrees of instruction. Some of these are typing games, pre-school acquisition of the alphabet through computing machines and computing machine cheat being used by K-12 pupils. For grownup scholars, like in the instance of those preparation in the armed forces, the existent conflict in the battleground has been re-created through digital games and military trainees have to play these games that resemble a realistic conflict as simulations of the true conflict that has to go on when they serve the state . Indeed, the computing machines and the package for digital games that have been created and made more realistic by package experts have provided manners of larning for immature and big scholars.Digital Games in EducationSandford and Williamson ( 2005 ) describe computing machine games and picture games as digital applications which individual or groups of participants control utilizing a personal computing machine or some other media such as a PlayStation. The writers suggest that by playing digital games, participants are able to hone accomplishments in confronting challenges that are more complex than what they encounter in school. The environment that digital games provide to participants is a learning environment. While playing, gamers are confronted with ambitious state of affairss that they need to decide to win in the game. This provides participants the accomplishment to confront realistic jobs of the same sort in the hereafter. While playing, gamers are besides provided options which mean they have to prosecute themselves in some decision-making exercising and be able to see the effects of their determinations or actions. Identifying with the characters of the game is besides another facet that participants deal with when playing computing machine or picture games. Particularly in role-playing games, participants are besides able to heighten their vocabulary, familiarising themselves with the footings used in the game that normally come because of the devices that the character in the game has to utilize. In this manner, participants will larn to understand the whole character being portrayed in the game. Socialization is besides enhanced by digital games as participants would usually be affiliated with certain groups which have common ends while playing. Squire ( 2003 ) relates some of the features of digital games which make it utile for the educational scene. A digital game provides participants with drill and pattern. Presently, this map of computing machine games makes it of import for pedagogues because of its incorporation into the traditional course of study as exercisings that will enrich the acquisition of the pupils as they immerse through it during single survey times. The other property of digital games that makes it utile for the educational scene is the being of simulation and scheme games. Simulation games provide the participants a image of the world, within the walls of the house, the schoolroom or a computing machine store. Squire ( 2003 ) portions two types of simulations used and these are low-fidelity and hi-fidelity simulations. Hi-fidelity simulations try every bit near as possible to mime the interactions and state of affairss that may be experienced if it were to go on in existent life. Low-fidelity simulatio ns, on the other manus, are meant to supply system simplification so that some of import constituents of the system may be highlighted. Video games that are both educational and entertaining let the pupil participants to pull strings some variables which in existent life, an ordinary pupil can non change merely yet. Players can besides larn about different topics of involvement when they engage in educational games that will do them presume a certain function or personality. In this manner, the pupil is besides given the opportunity to see state of affairss in assorted positions. Digital games besides make it possible for the participants to visualise a peculiar in three-dimensional infinite hence increasing apprehension of the affair. Gros ( 2007 ) asserts that digital games can be used by scholars to get cognition and larn certain schemes. The writer cites the survey conducted by Nussbaum and co-workers in 1999 with 300 4th twelvemonth pupils as topics. A series of games in linguistic communication and mathematics was developed utilizing Gameboy and that the games have characters that the pupils can place with. In mathematics specifically, the end of holding the pupils play the game is to familiarise themselves with the cardinal construction of accomplishments and mathematical thought every bit good as larning arithmetic and geometry. The instructors were able to besides larn utilizing the instrument used in the experiment in 2 to 3 months and feedbacks from the pedagogues themselves reveal that videogame is an instrument that is easy learned and used and can function as extra learning stuff that they can utilize as back-up for the conventional instruction stuffs that they are already utilizing. Games have besides found its utility in Science and Engineering topics, in general. In the instruction system of the United States Science and Engineering, Mayo ( 2007 ) asserts that picture games have played of import functions in turn toing lacks in the system because of five primary grounds. One of these grounds is monolithic range. The Internet has provided a manner for persons, pupils and even those who are already in the on the job category, to acquire entree to digital games. Some of these games can be downloaded for free, while others have to be purchased. Besides, the games need non be violent as there are games that educate users about assorted subjects. As the writer relates, these games are non really portion of the educational system as pupils did non entree these games through the four walls of the schoolroom but merely the same, pupils learn. The 2nd ground is effectual larning paradigms. The act of playing video games is associated with enhanced larning results because the undermentioned accomplishments are being honed while playing: experiential and inquiry-based acquisition, self-efficacy, end scene, cooperation or squad playing and uninterrupted feedback ( Mayo, 2007 ) . Enhanced encephalon chemical science is the 3rd ground behind the potency of video games in turn toing jobs in instruction. Mayo ( 2007 ) asserts that a survey in 1998 established the relationship between the sum of dopamine nowadays in the encephalon of the participant and his/her public presentation in the game. Dopamine serves to excite acquisition of the participant. It must be taken into consideration, nevertheless, that the game tested in the 1998 survey is non educational in nature and hence subsequent surveies are still necessary. Time on bet oning undertaking is the 4th ground as participants normally take more than a twosome of hours to play digital games. If lessons in school have to be incorporated in these games, efficaciously, so it is uniting amusement with acquisition and pupils now take more clip larning than they did before with conventional acquisition. The last of these five grounds is larning results informations which suggest that have already been surveies conducted which compared the larning results of pupils subjected to games while larning and those under the traditional acquisition. It must be considered nevertheless that the games used in the ratings are non the popular commercial games that can be seen played today, but so the â€Å" not-so-big-time † games are still digital games and hence portion of the concern of looking how these games can better acquisition ( Mayo, 2007 ) . Squire et Al ( 2004 ) elaborate on an empirical survey conducted among 96 pupils, of which 61 were assigned to the experimental group and 35 to the control group. The experimental group played Supercharged! In their Physicss category apart from the synergistic talks on electrostatics and other addendum stuffs provided to them by the instructor. The same instructor provided electrostatics lessons to the control group through synergistic lessons, observations and experiments. Supercharged! Is an electromagnetism simulation game developed through the aid of John Belcher, an MIT physicist? The game itself is chiefly be aftering and playing as participants have to travel through electromagnetic labyrinths and playing with charges to command a ship. Consequences of the survey showed that pupils belonging to the experimental group had better public presentation than those in the control group in footings of construct comprehension. Merely to add to the treatment on the inventions done for acquisition, in universities, where higher instruction can be acquired, engineering has besides been embraced. Together with this are the developments effected in order to supply larning to college pupils. Brown ( 2001 ) asserts that in this digital age, the universities have besides done their portion in bettering instruction. One of the inventions that have been taken is the integrating of studio classs as replacing for lecture-based introductory classs. In the studio classs, the pupils have the opportunity to see talk, recitation and research lab, all in one incorporate class. The module is besides being given a better environment to learn synergistic lessons. The studio courses accommodate big categories but can manage an array of activities, digital and non-digital within the category. The MIT Media Lab is another invention that has been brought to the universities. In this lab, theory and application are brought together in one category. The lab provides the category a collaborative environment where pupils can work out solutions to existent life jobs despite being confined in the lab. Brown ( 2001 ) besides adds that computing machine games, specifically, role-playing games ( RPG ) with multiple participants online have besides transformed the ways of larning. In RPGs, participants do non merely vie but they are besides able to make and set up groups. The higher instruction sees this as a theoretical account for constructing a networked acquisition environment. Players, by prosecuting in RPGs experience interaction with other participants as they swap their cogwheels and techniques among members of their group. The pupils ‘ originative and strategic accomplishments are besides being honed as they try to spread out their functions within the game. The literature discoursing the usage of digital games in mathematics instruction in the Kingdom of Saudi Arabia ( KSA ) seems to be scarce. Al-Wakeel ( 2001 ) asserted that in the yesteryear, universities in KSA deficiency adequate computing machine instruction plans which are besides of high-quality. There have been attempts to beef up computing machine instruction in KSA but have failed non because the purposes were non good but because design of the plans was non planned good. Furthermore, there is a noteworthy scarceness in professionals who are subjects who could learn computing machine instruction. This is apparent in the past plans preparation of computing machine professionals who came from outside KSA. There is besides concern in research of computing machine applications that can be used to better instruction. To turn to this, KSA revamped its educational system with the constitution of Comprehensive Education Programs in the College of Computer and Information Sciences ( C CIS ) . With such move, although there are besides obstructions hurdled, research in computing machine instruction may be done including the geographic expedition of the usage of digital games in learning mathematics to KSA pupils. Because of sensed scarceness of researches done in this country in KSA, this research will be chiefly done to research the usage of digital games in acquisition and learning mathematics to profit and ease educational ends, with peculiar scene in the Kingdom of Saudi Arabia. This research will be conducted in order to look into the consequence of digital game-based acquisition to pupils ‘ motive and academic public presentation, peculiarly among pupils in the secondary degree of instruction.The Future of Digital Games-Based LearningDigital games provide agencies of accomplishing a figure of ends. Prensky ( 2001 ) relates that through digital games-based acquisition, motive for larning topics that are hard to learn can now be achieved. This motive works in both ways. If the pupil finds topics to be deadening, so integrating digital games into the topic will do it interesting. On the other manus, if the pupil finds the lesson excessively complex, so digital games can be used to su pply an alternate manner of showing the topics to the category in a manner that will direct the feeling of being hard to something that they will larn and bask at the same clip. The usage of digital games in larning besides provides an chance for a conjunct attempt among people in different Fieldss such as instructors, content experts and digital game developers. In footings of the being of the Internet, the usage of digital games in instruction and acquisition will ensue to holding the Internet non merely as a medium of instruction but will be a lively locale of forum for users and manufacturers of games to get at new constructs everyday for larning that will do its manner through the scholars via digital games. There will besides be a uninterrupted thought of how digital games can be improved and innovated to outdo function the intent of conveying instruction to the pupils at its fullest potency, thereby bring forthing alumnuss will all-around personalities who can do determinations non merely in conjectural state of affairss but in realistic conditions as good. Squire ( 2003 ) believes that since the 1980s, there has been a important betterment in the gambling engineering but so integrating these betterments into larning environments is one missing measure in order for digital game-based acquisition to boom. The writer comes up with his ideas on the hereafter of picture gambling in instruction. First away, the writer suggests that pedagogues have been keen on buying educational and entertaining digital games that are commercially available presents. Harmonizing to the writer, there is increased frequence in the usage of ‘edutainment ‘ but so there is non much evidence-based research which has been conducted to demo how these games really work. Design experiments must be incorporated into the work of games research so as to do educational games be more utile for instructional engineers and therefore set up research from at that place. Second, instructional engineers who design the synergistic acquisition environments of larning games can besides acquire lessons from the present inventions in gambling. The writer cites two facets of gambling that harmonizing to him hold non been to the full studied and these are synergistic fiction and online gambling. Synergistic fiction will supply instructional engineers information on how characters can germinate and develop in an synergistic environment. Online gambling, on the other manus, can supply instructional engineers valuable information on the design of on-line environments. Finally, by simply taking a close expression at all the digital games that have abound presents in whatever medium such as those streaming in the cyberspace or games installed in personal computing machines, one would really happen himself amazed at how the design, sounds and artworks have evolved through the old ages. The many games found online every bit good as those played in picture houses and in the comfort of the places have all passed through betterments. The artworks about resemble that of real-life persons every bit good as the motions of the objects in the digital game. Aesthetics has continuously improved to the pleasance of consumers. Possibly, for educational games, this can besides be done. The creativeness in coming up with new designs and new games is one of the aspects of digital game-based acquisition that can be improved in the hereafter.