Family violence/abuse is not the answer Free Essays

We are told that violence is not the answer, yet our country goes to war when we have problems†¦ It is the way people and families are, the answer to everything. I have chosen to explore the theme family violence/abuse is not the answer. This theme is shown in the short story â€Å"boy† by Bruce Stewart, â€Å"In the rubbish bin† by Apirana Taylor, a true story by Michelle Manning â€Å"its ok† and Harry potter by J. We will write a custom essay sample on Family violence/abuse is not the answer or any similar topic only for you Order Now K Rowling At the beginning of Boy, boy who is Maori he feels like he doesn’t belong in his culture â€Å"im not a Maori† he gets bullied at school and comes home crying. His Dad comes home and sees Boy crying he says to Boy â€Å"Stop being a baby or I’ll give you something to cry about â€Å"This shows that the Boys dad is full of violence and threats. â€Å"Stormed into the bedroom AGAIN and started hitting me with his razor strap†. By this saying in the story with the word â€Å"Again† means this isn’t the first time or the last time Boy will see of that razor strap. At the end of the story boy finds his true place where he belongs from his mother’s death. He is in the hands of his mother’s family and I think that’s the last time Boy would have seen of that razor strap. The short story â€Å"in the rubbish bin â€Å"it portrays the theme that violence/ Abuse is not the answer. More the mental side than the physical side. We see this in the character phillipa. Phillipa who gets mentally abused by her mum. Her poor upbringing causes phillipa to take a smelly trip to a rubbish tin. Imagine how many kids in New Zealand are exactly like her we have over 1,600 gaming machines and over 100 gaming tables and that’s at Auckland sky tower alone. There are cases were we have parents leaving kids in cars on hot days just because the mum or dad want to go have a try on the machines and the tables it needs to stop . Why don’t the parents stop and think before they do, they should be thinking of their kid’s future and saving up on item’s that they will have wanted when they don’t have the money. Maybe the government needs a wakeup call and instead of having the casino open 24 hours a day, seven days a week make it less so we don’t have more cases of them on the news of kids in hot cars and forgotten about. In the rubbish bin and boy have similar backgrounds just with a twist, Boys mother takes one hundred percent care of her child and Ruth shows no appreciation towards Phillipa. The dads in the story are both abusive Boys dad towards boy and Phillipas dad towards Ruth. The short story â€Å"its ok† also identifies the theme â€Å"family violence is not the answer†matt has shown that he thinks that violence is the answer â€Å"sharp hard slaps† , He was hitting her face† ,He was hurting her to much now â€Å" shows that Matt is very abusive and he won’t stop anytime soon. Matt has his wife begging him to stop â€Å"she was begging now â€Å"stop it! Stop it! † How to cite Family violence/abuse is not the answer, Essays

Electrical Installation Design free essay sample

E-power is a company that specializes in residential installation design at incredibly fair and competitive prices. We complete every electrical installation or design service safely, on time and on budget and with over 20 years’ experience in thus industry, we know exactly how to install systems that will save you money as well as help the environment. We provide a comprehensive range of design, installation, testing and maintenance services. Our diverse range of electrical contracting services includes: †¢ †¢ †¢ †¢ †¢ †¢ Commercial electrical design and installation Domestic electrical repairs and installations Lighting and power systems Alarms, CCTV, emergency and security lighting Portable Appliance Testing Commercial and industrial factory refurbishments Contents Chapter 1: Design Concepts 1. 1 Design Requirement †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ General provision of 13 A switched socket outlets (SSO). Each circuit to serve not more than 50 m2 of floor area. Additional SSO to be provided at specific location for known appliance e. . kitchen, living and family areas, Not more than 3 nos. of SSO connected to a 20A circuit serving kitchen area, One number of multi-split air-conditioner unit ( assume 3 kW, pf=0. We will write a custom essay sample on Electrical Installation Design or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 85) provided with isolator point (20A) located at the Yard area, Water heater (instantaneous type) 2 kW located in bathroom, Each lighting circuit should not be connected to more than 10 lighting points, Fluorescent lamps are to be provided in the kitchen and store room, One consumer unit located at the entrance/store room, One meter kiosk located at the entrance, . Use appropriate diversity factors in your calculations and explain why the values are used. 1. 2 Design rules for lighting circuit †¢ To indicate the location clearly 4 †¢ To indicate the switching arrangement One way switch control Two-way switch control †¢ Legends 5 L1: same circuit number indicate that they are from the same MCB control by the same switch : One way switch : two gang switch : two way switch †¢ General rules 1. 2. 3. 4. 5. 6. Assume a maximum rating of each lighting point is 100W Not more than 10 lighting/fan points in a circuit No switch should be located inside bathroom Use 6A or 10A SPN MCB Use 1. sq mm cable size For discharge lamp without exact information, the loading of circuit be determined by multiplying the rated lamp power (watts) by a factor 1. 8 I=p*1. 8/V This multiper takes into consideration a circuit power factor of not less than 0. 85 lagging, and also control gear losses and harmonic currents. 1. 3 Design rules for switched socket outlet †¢ †¢ †¢ †¢ †¢ Not more than 3 SSO ( 15/20 A MCB, 2. 5 sq mm) serving area including kitchen Not more than 6 SSO ( 20A MCB, 2. sq mm cable) serving a room which is not a kitchen Not more than 6 SSO (30A MCB, 4 sq mm cable) serving area including kitchen Not more than 10 SSO (30A MCB, 2. 5 sq mm cable) in ring circuit. No socket outlet is allowed inside the bathroom Legends: 6 1. 4 The difference between radial and ring circuit for switched socket outlet Ring circuit Radial circuit 7 The summary of main difference 1. 5 Design requirement for heater 1. Each heater must be connected to its own final circuit 2. The minimum breaker size is 15/20 A 3. Minimum cable size is 2. 5 sq mm 8 1. 6 Design rules for air-conditioner . Supply from 15 A switch socket outlet for window unit. 2. Supply from isolator for split unit type of air-conditioner Split unit—compressor (outdoor) Fan (indoor) Room A/C unit—must have one side facing outside 3. A/C unit is basically motor load, therefore with high starting current and starter may be used. 4. For multi-split A/C unit, one compressor can serve a few areas. Only one isolator is required. 5. For room A/C unit, each unit must be served by a 15 A switch socket outlet Electrical Ampere allowed for air-con in HDB apartments 9 Chapter 2: Calculation 2. The definition of maximum demand and diversity Definition of maximum demand: The maximum anticipated installation load plus any allowance for Future loading Diversity= maximum demand / connection load Recommended diversity The diversity of general power circuit is different, only when using CP5:1988 The method is 2. 2 Demonstration of Maximum Demand 10 Chapter 3: Recommendation 3. 1 Sizing and type of main circuit breaker Recommended Standard Breakers Size used in residential design 11 Chapter 4: Drawings and product catalogues or specifications 4. 1 Layout drawing 12 4. 2 Single-line diagram 13 14

Laboratory Techniques and Measurements free essay sample

Abstract:There were several objectives in this experiment that allowed student to familiarize themselves with different techniques used a laboratory environment. Students were instructed to conduct measurements such as length, mass, temperature, volume, and density using common tools. Dilutions were also created during this experiment, and then calculated using basic algebraic formulae. This experiment allowed students to become proficient in using utensils in the lab, and in conducting basic measurements. Experiment and Observations: Length Measurements In this experiment, students were required to measure three objects with a ruler showing and record the data in the table below, approximating to one decimal place. Object Measured Length in cm Length in mm Baby’s bottle 14. 2 cm 142 mm Pen 14. 5 cm 145 mm Diameter of the opening of a glass 8. 4 cm 84 mm Temperature Measurements There were two temperature measurements: warm and cold. Students were instructed to measure the temperature of hot water in three stages: hot from the sink, the temperature at the boiling point, and finally, the temperature after boiling the water for 5 minutes. We will write a custom essay sample on Laboratory Techniques and Measurements or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Afterwards, students were directed to measure the temperature of cold water in three stages: cold water from the tap, temperature of water after adding ice cubes, and finally the temperature of the same water after 5 minutes. Students were required to add the data in the table below. The measurements were done in Celsius. Hot water from tap (C0) Boiling water (C0) Boiling water after 5 minutes (C0) 54 C0 93 C0 95 C0 Cold water from tap (C0) Ice water (C0) Ice water after 5 minutes (C0) 22 C0 18 C0 5 C0 Volume Measurement In this experiment students were instructed to measure the volume of the water after filling a test tube, and then pouring the content into a 25mL graduated cylinder. The volume was to be recorded in the table below. In the next step, students were required to measure the volume of a thin-stemmed pipet, by filling it with water, then adding this water into the graduated cylinder one drop at a time, until the 1mL mark was reached. The number of drops used were added to the table below. Finally, students had to empty the content of the pipet into the graduated cylinder, and they were instructed to write the volume of the water from the graduated cylinder into the same table. The measurements were recorded in mL. Volume of test tube (mL) Number of drops in 1 mL Volume of pipet (mL) 12 mL 25 drops 5 mL Mass Measurement For this experiment, a digital scale was used. Students were instructed to use the correct tare in order to reduce inaccuracies. Students were required to try to guess the masses of these objects, and add their estimates into the table below. Afterwards, they were instructed to weigh the objects, and record their actual masses into the same table. Measurements were recorded in grams. Object Estimated Mass of Object (g) Actual Mass of Object (g) Vitamin pill 0. 5 g 0. 6 g Empty plastic measuring cup 5 g 25. 8 g Container filled with garlic powder 200 g 271. 8 g Container filled with toothpicks 153 g 51 g Plastic container, filled ? of the way with parsley 25 g 24. 2g The lid of the scale used in this experiment 10 g 10. 1 g Wedding ring 5 g 3. 1 g Density Measurements In this section, several methods were used to measure densities. 1. Calculating densities using a scale, a graduated cylinder, and the formula: density = mass/volume In the first step, students were required to determine the density of water, using a graduated cylinder, a small scale, and the density formula: density=mass/volume. These measurements were recorded in the table below. In the next step, students measured the density of isopropyl alcohol through a similar method they measured the density of water. In the following step, students were required to measure the density of salt solution through similar methods. After measuring the mass of 5 mL of the salt solution, they were required to form a hypothesis on whether the density of this solution is higher or lower than that of water. The actual measurements were recorded in the table below. Hypothesis: the density of the salt solution would be greater than the density of water, because the mass of the salt solution is greater than that of the water, and when two fractions have the same number in the denominator (5), but the numerators are different, the fraction with the higher numerator will be the greater of the two. Mass A Mass B Mass A-B Object Graduated cylinder + substance Graduated cylinder Substance Density (M/V) Water 21. 8 g 17. 2 g 4. 6 g 0. 9 g/mL Isopropyl alcohol 21. 5 g 17. 2 g 4. 3 g 0. 9 g/mL Saturated salt solution 22. 6 g 17. 2 g 5. 4 g 1. 1 g/mL In the next step, students were required to compare two different techniques of measuring density. 2. Water-displacement method In this experiment, students had to calculate the density of a metal bolt and a magnet using the water-displacement method. The data gathered was entered in the table below. 3. Archimedes’ method In this experiment, students were instructed to calculate the density of the same metal bolt and magnet via Archimedes’ method. 4. Math calculations method Once the comparisons between the above mentioned techniques were completed, students were required to use the math calculations method to determine the density of the magnet. Since the magnet has measurable sides, this is a viable technique. A B B-A Object Graduated cylinder volume Graduated cylinder + object Object volume (mL) Object mass (g) Density (M/V) Metal bolt: water-displacement method 12. 5 mL 13. 5 mL 1. 0 mL 8. 0 g 8. 0 g/mL Metal-bolt: Archimedes’ method 1. 0 mL 8. 0 g 8. 0 g/mL Magnet: water-displacement method 12. 5 mL 13. 5 mL 1. 0 mL 4. 3 g 4. 3 g/mL Magnet: Archimedes’ method 1. 0 mL 4. 3 g 4. 3 g/mL Magnet: math calculation method 0. 8 mL 4. 0 g 5. 0 g/mL Making a Dilute Solution While these steps didn’t require students to collect data into a table, they were instructed to perform certain tasks in order for them to learn how to use certain laboratory tools in order to prepare accurate dilute solutions. The instruments required for this exercise were a 0. 2 mL serological pipet with bulb and a 100 mL beaker. The students squeezed the bulb and placed the tip of the pipet into the beaker. When they released the bulb, they collected enough liquid to reach the 0 mark. Students then released 1. 0 mL liquid from the pipet, then an additional 0. 5, and finally the entire 2. 0 mL liquid. In the following portion of the lab, students were required to observe a volumetric flask, which only measured 25mL volume (quantum sufficit) indicated by a line. Using the serological pipet, students delivered 5 mL of colored liquid into the volumetric flask. The rest of the flask was filled with water up to the 25 mL mark. I used prune juice, which has a reddish-brown color. When I added the water to it, the liquid became lighter reddish-brown color. Still, the mixture wasn’t uniform. Most of the juice collected to the bottom of the flask, and the color gradually faded up to the 25 mL line. Calculations and Error When calculating the length of an object, errors in measurements were minimal, because the ruler was marked to millimeters. This ensured the margin of error was reduced. Had students used a ruler with only inches marked, the error would have been greater. Measuring the temperature was straight forward. I just had to ensure I kept the thermometer straight. The water boiled at less than 100 C0, and didn’t reach that temperature even after 5 minutes. The cold water did not reach the 0 C0, even with the ice in it. These measurements were taken with a mercury thermometer, which are considered accurate. More accuracy could have been achieved by measuring the temperature with multiple thermometers. Measuring the volume in the graduated cylinder was also fairly accurate, because it was clearly marked. The design of test tube allowed me to fill it up completely. The chances of errors was slightly higher in this part of the experiment, due to the difficulty in adding an exact amount of fluid into the cylinder. 1-2 extra drops could make a difference. I attempted to measure by adding the liquids to where they were in one plane with the 5 mL mark. The degree of error when measuring the number of drops in 1 mL was larger due to the possibility of the drops having different sizes. Smaller drops would have been needed to fill the cylinder to the 1mL line than smaller drops. The margin of error when measuring mass was decreased significantly by adjusting the tare appropriately, and using the same scale for every measurement. As shown in the table, most of the time, the actual measurement differed quite a bit from the hypothesized mass. For the measurement of density the following formula was used: density=mass/volume Density of water: 4. 6g/5mL = 0. 9 g/mL Density of isopropyl alcohol: 4. 3g/5mL = 0. 9 g/mL Density of salt solution: 5. 4g/5mL = 1. 1 g/mL Measuring the density of liquids yielded some errors. If rounded to two decimal places, water had a density of 0. 92 g/mL, and isopropyl alcohol had a density of 0. 86. This would have been more accurate, than the data actually entered into the table. Based on rounding requirements stating that the decimal places of the product should match the lowest decimal place of the numerator and denominator, I had to round to only one decimal place. If rounded to one decimal place, water and isopropyl alcohol would show the same density, but the density of isopropyl alcohol is slightly lower than that of water. Measuring the density of objects yielded the same result in water-displacement test and the Archimedes’ method. Both had their own challenges. When using the water displacement method, students had to ensure that the water level was read accurately. With Archimedes’ method, students had to ensure the scale was appropriately calibrated, and they had to ensure the objects weren’t touching the side of the beaker. Based on the data gathered, both yielded similar results. Water displacement method calculation for both the bolt and the magnet used was similar. The volume of water in the graded cylinder was 12. 5 mL in both instances. When dropping the bolt into the cylinder, the volume read 13. 5 mL. The same volume was recorded when the magnet was dropped into the cylinder. In order to determine the water displacement, the students had to subtract the volume of the water from the volume of the water when the object was in it. For the both objects, 13. 5g-12. 5 g=1. 0g. The weight of the bolt was 8. 0g, and the weight of the magnet was 4. 3 g. As such, the data recorded for the bolt was: density = 8. 0 g/1. 0 mL = 8. 0 g/mL, and density of the magnet was: 4. 3 g/1. 0 mL = 4. 3 g. For the Archimedes’ method, I used the scale. This method was easier, but the possibility of errors was greater, because I had to have a steady hand. I filled a beaker with water to the 50mL line, and placed it on the scale, then ensured the tare was set to 0. 0g. Slowly, I submerged the objects using a string, and the weight measured on the scale showed the density. I gathered the same results as in the water displacement test: density of the bolt: 8. 0 g/mL, and the density of the magnet was 4. 3 g/mL. Using the mathematical method yielded a different result. The volume had to be calculated using the measurements of the three sides. The value had to be converted into mL, and the mass had to be divided by the volume. Mass of magnet: 4. 3 g, volume of magnet = 5mm x 6mm x 25mm = 750 mm3 = 0. 750 mL. Density = 4. 3g/0. 750 mL = 5. 7 g/mL. Discussion and Conclusion The measurement for the length was straight-forward. There wasn’t too much of a margin for error. All the objects I measured were the exact length I added into the table. I didn’t measure any objects that ended between the millimeter marks. One might argue that the baby’s bottle would be more difficult to measure, and measuring this object would yield the most errors, because of the shape of the object. Using a pen to connect the top of the bottle to the ruler alleviated much of this error, and allowed me to have an accurate reading for the length. Due to the design of test tubes, I was able to fill it all the way with the water, and this yielded accurate results when measuring its volume in the graded cylinder. Filling the pipet was a bit of a task until I found the right trick to it. Counting the drops seemed somewhat subjective, because it depended on how big the drops were. The instructions did not state how bid the drops should be. One way to alleviate this error would be to describe the size of drops. Or, an even better way would be to use a pipet that is less flexible, and has standard drops flowing from it. As mentioned in the â€Å"Errors and Calculations† section, measuring temperature with an alcohol thermometer was fairly accurate. The degree of accuracy could have been known if the temperatures had been taken with multiple thermometers. I expected the water to boil at less than 100 C0, because the house was above sea level, closer to Denver, CO. I did expect the water to reach that temperature after 5 minutes, but it didn’t. It seemed to cap out at 96 C0. My expectations were similar to the outcome when measuring the temperature of the cold water. I did not expect it to reach 0 C0, because there was plenty of liquid water in addition to the ice, even after 5 minutes. It was interesting to note the difference between the hypothesized mass, and the actual mass measured with the scale. In some cases, I was only a tad off, while in other cases, I was very off. The degree of accuracy was questionable. It was based on the fact that I faith that the scale was calibrated properly. I did adjust the tare accordingly, but in order to ensure a better degree of accuracy, I could have weighed each object on multiple scales. I already knew the density of water, and as a result, I was happy to see that my measurements were accurate. Still, when measuring the isopropyl alcohol, if rounding to only one decimal place, the density was the same as that of water. Of course, when rounding to two decimal places, the rubbing alcohol was slightly less dense than water, at 0. 86 g/mL versus 0. 92 g/mL. Rounding to more than one decimal place increased the accuracy. I expected the density of the salt solution to be higher, because the mass of the solution would increase compared to just water. Just as I had predicted, the density of the salt solution was 1. 1 g/mL. Measuring the densities with the water displacement vs the Archimedes’ method was surprisingly similar. I expected to see at least a slight difference, but both yielded the same results. The density of the bolt was 8. 0 g/mL, and the density of the magnet was 4. 3 g/mL. I could see based on these results why Archimedes’ method was accurate. Both methods required much precision. I had to ensure the scale was calibrated properly, and that my hands weren’t moving frantically while lowering the objects into the beaker. Based on these results, both measurements proved to be accurate. The mathematical method yielded some issues. The result was very different from the above methods. I even converted mm3 to mL to ensure accuracy. Still, the result was surprisingly different. The density was 5. 0 g/mL. I added details on how I completed the calculations in the â€Å"Calculations and Errors† section. I was trying to devise different theories behind the discrepancies. I was thinking that it may have been that the length measurements had nothing to do with the actual material. We had to calculate the volume based on the length, height and width. This yielded 750 mm3, which is 0. 75 mL. The object’s density then would be 4. 3 g/0. 75 mL=5. 7 g/mL . Although the results were identical when measuring with the water displacement method and Archimedes’ method, these two methods are not always accurate. The cylinder might be calibrated differently, water might spill when the object is drooped in it. Archimedes’ method can also be inaccurate. If the water or the hand moves, the numbers start changing on the scale. The mathematical calculation method is considered to be the most accurate, if the object has definite sides. Creating the mixture was fun, but based on the fact that the pipet can have hair bubbles trapped, I had to be very careful. One air bubble could throw off the entire experiment. Because I used prune juice, it all tended to gather on the bottom of the flask. I was still able to see the juice disperse in the water, and the closer to the 25 mL mark, the lighter the color of the liquid. I didn’t think that the consistency of the juice was different, so I expected for the juice to evenly mix in the water. I was proven wrong by the experiment. Questions A. The water did boil at a lower temperature, because the experiment was conducted above sea level. The reason for this is that there is less atmospheric pressure at higher altitudes. Less pressure requires energy. B. The percent error is calculated with the following equation: 100 x(|experimental value-theoretical value|/theoretical value) |102-100| 100 x = 100 x 0. 02 = 2% For water boiling at 1020C 100 |99. 2-100| 100 x = 100 x 0. 08 = 8% For water boiling at 99. 20 100 C. First, we calculate the volume: 3. 6 cm x 4. 21 cm x 1. 17 cm = 17. 7 cm3 If we want the density in g/mL, we convert 17. 7 cm3 to mL, which is 17. 7 mL. Second, we determine the mass of the object, which is 21. 3 g. The density is found by dividing the mass by the volume. D=mass/volume D=21. 3 g/17. 7 mL = 1. 2 g/mL D. Density=mass/volume as a result Volume=mass/density The Au sample has a mass of 26. 15 g The density of the sample is 19. 30 g/mL Volume = 26. 15 g / 19. 30 g/mL Volume = 1. 35 mL E. This is a difficult question to answer, because based on my experiment, both methods were equally accurate. It depends on the object that is being experimented upon on, the tools used within the experiment, and the person completing the experiment. For example, for the bolt it would be easier to just use Archimedes’ method, because it is easy to just get a string, tie it on the bolt, and submerge it into the water. With the magnet it may be more beneficial to use the water displacement method, because the string might fall off. If one doesn’t have steady hands, it is more beneficial for them to use the water displacement method. I believe it is a matter of preference and also a matter of what resources one has available. F. If one dropped the object into the beaker the measurements would be incorrect. The experiment specifically states not to touch the bottom or the sides of the beaker. It is important to complete the experiment gently. G. Although I got similar results when using Archimedes’ method as when I used the water displacement technique, there is more room for error when using Archimedes’ method. The hands need to be perfectly still, without the water touching the beaker. Plus, the experimenter has to ensure the scale is calibrated properly. H. In this exercise, we can determine the density, because we have the volume and the mass. Volume = 0. 40 cm3 = 0. 40 mL Mass= 6. 0 g Density = mass/volume Density = 6. 0 g/0. 40 mL = 15 g/mL The density of gold is 19. 3 g/mL. As a result, this object is not made of gold. I. First, we convert 0. 25M to moles/L 0. 25M=0. 25 moles/L In order to determine how many moles of HCl we need, we have to multiply the 10mL by . 25mol/1000L. 10*(0. 25mol/1000L)=0. 0025mol In order to determine how much 1M HCl solution one should use, we have to multiply the 0. 0025 mol by 1000mL/1. 0 mol HCl 0. 0025 mol *(1000mL/1. 0 mol HCl) = 2. 5 mL Since we have 10 mL of solution, and 2. 5 mL of HCl, the amount of water used is 10 mL-2. 5 mL = 7. 5 mL. J. Using molarity to express concentration: Original liquid: 2. 43 M Volume of solution = 25. 0 mL = 0. 025L 2. 43 M = 2. 43 moles/L Molarity = moles of solute/volume of solution Molarity = (2. 43 moles/L)/0. 025L Molarity = 97. 2 M K. The color after diluting is lighter, because it is less concentrated. The reason for the dilution is to make the original liquid less concentrated. The more the liquid is diluted, the lighter in color it gets. M. When diluting a liquid, the color gets lighter, the more water we add. The reason for this is the fact that the original liquid becomes less concentrated. The more water add, the more the original liquid disburses throughout the water. N. The water will boil faster in Colorado. The reason behind it is the difference in atmospheric pressure between seal level and high altitudes. The lower the pressure, the less energy is required to boil the water. Based on the experiment, the water started boiling at around 920 C, and it didn’t reach 1000C even after 5 minutes. O. 1. Calculating the change: 4. 521g/(13. 534 g/cm3-13. 472 g/cm3) = 72. 919 cm3 (72. 919 cm3)/(? 0. 0252 cm2)=(72. 919cm3)/(3. 1410. 000625cm2)=3. 714105 mm. 2. Calculating the number of atoms of Hg in the thermometer: (4. 521 g)/(200. 592 g/mol)x(6. 0221023 atoms/mol) g and mol cancel out Answer: number of Hg atoms: 1. 357 x 1022 P. 1. V=? r2h Vgold=? (4. 1cm2)(21cm) vgold=1109. 014 cm3 Densitygold =massgold/volumegold Massgold = densitygold x volumegold Massgold = (19. 3 g/cm3)(1109. 014 cm3) Massgold= 21403. 97 g Massgold = 21404 g Vsand = ? (4. 1 cm2)(21 cm) Vsand = 1109. 014 cm3 Densitysand = masssand X volumesand Masssand= densitysand x volumesand Masssand = (3. 0 g/cm3)(1109. 014 cm3) Masssand = 3327. 04 g Masssand = 3327 g 2. The alarm would have been tripped, because the sand is less massive than the gold. Although the volume is identical for both, the density isn’t. Because the density isn’t identical, neither is the mass. In our scenario, the mass wasn’t even comparable. The sand is much less massive than gold. Indiana Jones would have been in big trouble.

In the Mind of Psychopaths Essays

In the Mind of Psychopaths Essays In the Mind of Psychopaths Essay In the Mind of Psychopaths Essay Ravina Patel 1136613 General Psychology assignment- Wider awareness Pondering on psychopathic traits Aided by brain scans (MRI), scientists have found that psychopaths have significant brain impairments, which are decreased amount of grey matter in the brain responsible for processing empathy, moral reasoning and guilt that clearly affect their ability to feel emotions, and to react to other people’s distress. Also, other studies have linked the amygdala with psychopathic traits as this area is related to aggressive behavior. Abnormalities in other parts of the brain such as the orbitofrontal cortex have also been correlated to psychopathy, as this area is responsible for lying, irresponsibility, and lack of emotion. Brain scans have also shown that psychopaths (with mean, aggressive, rude attitude) have more activity in the part of the brain related to the expectation of rewards. Other than physical brain abnormalities, genes could also be playing a role on psychopathic behavior (monster-like behavior such as merciless killing, torturing, cannibalism, etc. . Psychopaths can also be considered as â€Å"natural born predators† as they tend to sense emotions such as fear accurately. Apart from biology, social upbringing can also be playing a role in psychopath’s lives. In fact, violent upbringing can contribute to psychopathic traits. However, psychopathic traits cannot be explained with simply one factor or another; it is a combination of biological traits, social traits, personal psychology and biochemical traits that are combined to explain psychopathic behavior. According to Dr. Robert Hare, the percentage of psychopaths in Canada goes up to 1% of the total population. One important distinction to make is that psychopaths are not necessarily murderous creatures. In fact, many of them may not even be criminals. However, people with lack of emotions, feelings, remorse or concern for other’s well being do tend to contribute to destroyed lives. Antisocial personality disorder (psychopath) is defined as â€Å"behavior outside any ethical and legal standard of society† (376). As stated in the article, the textbook confirms that the amygdala plays a key role in emotion, especially when it comes to fear and aggression (57,315). In accordance with the article, the textbook’s authors also state that psychopaths feel little distress for others and they see no wrong in their cruel behaviors toward others (376). From Kohlberg’s stages of moral development, morality in the first stages (childhood stages) is based on rewards, punishments and exchange of favors. On the conventional level, morality is based on the adherence of social rules and norms. Lastly, in the postcoventional level, individuals do the difference between what is right and what is wrong, and define morality in terms of social principles (274,275). Psychopaths do not seem to follow this path at all since their judgments are impaired with other brain abnormalities. In agreement with the article, psychopaths are not always criminals. Some may be politicians or even business people. Their impulsive behavior and lack of conscience harm people surrounding them (377). Unlike sane people, psychopaths â€Å"have abnormal low activity in the brain during stress periods† (they do not feel the pressure to perform well or whatsoever) and they have less grey matter in their frontal lobes (responsible for emotion, reasoning, and problem solving (377). In agreement with both the article and the textbook, lack of grey matter in the frontal lobe can also explain psychopath’s manipulative behaviors and impulsive acts. As stated in the article, the nurture environment plays a role in antisocial personality disorder. Abusive upbringing, anything from emotional deprivation to wrong disciplinary rules affects psychopaths (377). They also have low sense of moral development. In fact, they do not have a sharp sense of what is right and what is wrong (276). Killing and causing harm to others may not be considered â€Å"bad† from psychopaths’ judgment. Other people may be just perceived as mere objects of pleasure, or torture. The textbook and the articles basically state the same concepts of brain abnormalities to explain psychopathic behaviors. The amygdala, along with other regions of the brain can explain some cruel behaviors. Similarly, during the early stage of development of the child, some trauma such as violent upbringing can also accentuate violent behavior in the future. I found this article particularly interesting because psychopathic behaviors are not always subject to a lot of discussions. Psychopaths are hidden in society and we tend to live with them, not knowing how they can (or can’t) ruin our lives. Maybe someone close to us may present traits of a psychopath, but we ignore or deny it. I am almost fascinated by their relationship with the rest of humanity. I probably wont ever get over the fact that psychopaths are capable of doing inhuman acts and not find anything wrong to it (such as cannibalism). I used to think that psychopaths had completely different social behaviors, which made them very distinct from other people. Now I know that it is not the case. I can’t tell if someone close-minded, incapable of loving, insincere, impulsive, egocentric and harsh is dangerous or not. At some point, this feeling causes insecurity in its own environment.

Reactions in Water or Aqueous Solution

Reactions in Water or Aqueous Solution Several types of reactions occur in water. When water is the solvent for a reaction, the reaction is said to occur in aqueous solution, which is denoted by the abbreviation (aq) following the name of a chemical species in a reaction. Three important types of reactions in water are precipitation, acid-base, and oxidation-reduction reactions. Precipitation Reactions In a precipitation reaction, an anion and a cation contact each other and an insoluble ionic compound precipitate out of solution. For example, when aqueous solutions of silver nitrate, AgNO3, and salt, NaCl, are mixed, the Ag and Cl- combine to yield a white precipitate of silver chloride, AgCl: Ag(aq) Cl-(aq) → AgCl(s) Acid-Base Reactions For example, when hydrochloric acid, HCl, and sodium hydroxide, NaOH, are mixed, the H reacts with the OH- to form water: H(aq) OH-(aq) → H2O HCl acts as an acid by donating H ions or protons and NaOH acts as a base, furnishing OH- ions. Oxidation-Reduction Reactions In an oxidation-reduction or redox reaction, there is an exchange of electrons between two reactants. The species that loses electrons is said to be oxidized. The species that gains electrons are said to be reduced. An example of a redox reaction occurs between a hydrochloric acid and zinc metal, where the Zn atoms lose electrons and are oxidized to form Zn2 ions: Zn(s) → Zn2(aq) 2e- The H ions of the HCl gain electrons and are reduced to H atoms, which combine to form H2 molecules: 2H(aq) 2e- → H2(g) The overall equation for the reaction becomes: Zn(s) 2H(aq) → Zn2(aq) H2(g) Two important principles apply when writing balanced equations for reactions between species in a solution: The balanced equation only includes the species that participate in forming products. For example, in the reaction between AgNO3 and NaCl, the NO3- and Na ions were not involved in the precipitation reaction and were not included in the balanced equation.The total charge must be the same on both sides of a balanced equation. Note that the total charge can be zero or non-zero, as long as it is the same on both the reactants and products sides of the equation.

Discuss the controversies that have occurred around the issue of race Essay

Discuss the controversies that have occurred around the issue of race and intelligence - Essay Example According to scientists, the relation between the two constructs race and intelligence cannot be defined accurately (Sternberg, 2005). Psychologists and sociologists have come up with different views on what the constructs imply. In their attempt to correlate them, researchers have only given way to more contradictory ideas. It is a common belief that level of intelligence varies from race to race. This belief has fuelled controversy over the issue of racial discrimination on the basis of intelligence quotient or IQ. Nisbett (2005) states that there is a difference of intelligence level among the Blacks and the Whites. He further claims that the Whites have scored over the Blacks in intelligence testing by one deviation point. However, Nisbett’s point is countered by the view that intelligence testing methods vary depending on the socio-cultural context of the individual (Sternberg, 2005). There have been a lot of debates and discussions over the analysis of intelligence and its genetic bearing. Though it is an abstract concept but can be measured by means of a number of techniques that keep on evolving. Experts are of the opinion that as intelligence is multi-dimensional in nature and conceptually vary from society to society it calls for different conceptual methods of measuring it (Neisser et al, 1996). Of late there happens to be a disagreement over the authenticity and validity of IQ test patterns as it has been declared to be outdated in ascertaining the intelligence level or mental ability of different races. It is because of the simple reason that the conceptual construct varies culturally and socially. As a result the attributes that make for intelligence within the Chinese might not be so for the Americans. Therefore it could be said that the IQ test’s predictability is limited (Neisser, 1996). Neisser’s views though

Survey Design Assignment Example | Topics and Well Written Essays - 500 words

Survey Design - Assignment Example Please send back the filled questionnaire within two weeks of receipt. Thank you in advance. The target population for the study is employees and employers in the Department of Veterans Affairs who agree to participate in the study. The reason for the choice of the population are that the employers and employees are mostly affected by workplace conflicts and the ability of resolving workplace conflicts in an amicable manner is beneficial for the employers and employees for work efficiency and effectiveness The chosen sample will consist of 100 employers and employees in the Department of Veteran Affairs. The sample is divided into two strata consisting of 50 employers and 50 employees to ensure the data is collected within the available time and the conclusions are all encompassing in terms of the views and opinions of the employees and the employers. The benefits of the sample chosen include accessibility and allows for the limited time for the research to be enough for completion of the study in a comprehensive manner1. The sampling process to be used is probability random sampling ensuring the selection of an appropriate sample for the study2. Stratified sampling will be in the division of the sample to two strata consisting of employers and employees. The benefits of using stratified random sampling include equitable distribution of the population under study, ensures equitable representation of the two strata in the sample chosen for use in the study, and accounting for the differences in the groups used for the study. The order of the questions has an effect on the responses through providing context for preceding questions. In a survey, having closed-ended questions before open-ended questions result in mentioning of concepts mentioned in earlier close-ended questions in filling open-ended questions. Open-ended questions have order effects in terms of contrast and assimilation effects in questionnaires where