The Rise Of Civilization And Ancient Civilizations

The rise of civilization has always fascinated people. Since the appearance of anatomically modern human beings, some one hundred and fifty thousand years ago, the emergence of civilization has been one of the most important accomplishments of people. Civilization is defined as â€Å"an organizing principle that implies common institutions, economic systems, social structures, and values that extend over space and time† (Matthews 3). Some of the things that make up a civilization are religion, government, arts, writing and language, currency, study of science, math and medicine - as examples. The two earliest known civilizations were Mesopotamia and Egypt. These two civilizations arose around the same time and coincidentally near one another, near the Mediterranean Sea. Many similarities and differences exist between these ancient civilizations. In particular, the religions of these two civilizations are distinguishably different, yet have many concrete similarities as well. The religions of Mesopotamia and Egypt are the products of the environment that the people lived in and their experiences living in it. Because of the harsh and unpredictable nature of their environment, the religion of the ancient people in Mesopotamia was very pessimistic. They lived only at the mercy of their gods, who they believed were of great power and controlled the environment. In ancient Egypt, contrastingly, nature was far more stable and predictable. It was thusly believed that the gods favoredShow MoreRelatedFactors That Affect The Rise And Fall Of Civilizations Essay914 Words   |  4 PagesEffect the Rise and the Fall of Mayan Civilization Area and Egyptian Civilization Area In ancient time, environmental factors were very important. It directed the people to where they should settle to practice agriculture for their living. Among many different important environmental factors such as geography, geology, plant and animal species, agricultural potential, resource abundance, one of the most significants factors which influenced to the rise and the fall of civilizations is climateRead MoreRiver Valley Civilizations Essay726 Words   |  3 PagesAncient river valley civilizations are one of the earliest societies in the world. The rises of these ancient river valley civilizations started the first cradle of civilization. The Indus Valley Civilization, Ancient Egypt, Ancient Mesopotamia, and Ancient China are the earliest civilizations that were successful enough to make enough food for everybody. Every one of these civilizations had three things in common: they all had a special relationship with the river, they created their own writingRead MoreA Brief No te On The Civilization And The Indus Valley Civilization860 Words   |  4 Pagessigns of urban life. 2. Indus Valley civilization: The Indus Valley civilization is located in present day Pakistan. This civilization had evidence to provide little indications of no political hierarchy or centralized. 3. Central Asian/ Oxus civilization: A civilization that was economically based on irrigation agriculture and stock raising. This civilization was a focal point of a Eurasian-wide system of intellectual and commercial exchange. This civilization started to fade away by 1700 B.C.ERead MoreWomen s Status Of Inferiority1405 Words   |  6 Pagesmaking them be seen as â€Å"property† (Ahmed 12). In many instances, the rise of urban societies negatively affected women as Leila Ahmed stated in â€Å"Women and Gender in Islam† and as demonstrated in late Sumerian, Babylonian, and Assyrian cultures. The complexities of these civilizations produced military competitiveness, escalating the aspects of male dominance and classes that further demeaned women (Ahmed 12). However, the rise of Islam rectified the unjust social constructs as women were given moreRead MoreEgypt : The Egyptian Civilization920 Words   |  4 PagesEgypt was never like that today. This essay well talk abou t the development of Egyptian civilization by explaining the prehistory of Egypt and identifying three cultural developments or political events that were important to the rise of Egyptian civilization. Also, explaining what happened and why it was important or significant to the rise of Egypt. Egypt is known to be one of the longest lasted civilization in the world. It is located in the Nile Valley, in the north east of Africa. Its originsRead MoreAnalysis Of Ruins Of An Ancient City, By John Martin1456 Words   |  6 Pagesthat would spread throughout Europe, the United States, and Latin America. The characteristics typical of Romantic painting consist of landscapes, freedom, and beauty. John Martin s Ruins of an Ancient City, completed around 1810-1820, depicts desolate ruins that remind us that all civilizations will eventually collapse. In its wake, a new culture will develop out of the previous one, with or without knowledge of the past. The piece implicitly shows that the ruins serve as a place of sightseeingRead MoreThe Romanticism Of The 19th Century1289 Words   |  6 Pagescharacteristics typical of Romanticism consists of landscapes, freedom, and beauty. John Martin s Ruins of an Ancient City, completed around 1810-1820, depicts desolate ruins tha t remind us that a civilization will eventually collapse due to the passage of time. In its wake, a new culture will grow out of the previous one, but it will require knowledge of the past to develop. All knowledge of civilization is not erased completely from history; it is documented through the use of observation, preservationRead MoreThe Impact of the Egyptian and the Hebrew Civilizations on Humanity1459 Words   |  6 PagesIntroduction Throughout history, great civilizations have existed in various parts of the world. The cultural, economic, political, and/or intellectual achievements of these civilizations contributed to the advancement of humankind. Civilization is a term that has various meanings. Most popularly and in this context it can be referred to as an advanced state of human society, in HYPERLINK http://dictionary.reference.com/browse/which which  a high level of HYPERLINK http://dictionary.referenceRead MoreTaking a Look at Ancient Egypt1181 Words   |  5 PagesThe first ever civilization in Africa was in Egypt along the river Nile. This civilization later spread to the other parts of Africa. The emergence of civilization in Africa provided a framework for most of developments in African history. There were different setups cultural and political aspects when civilization was emerging. The Egyptian civilization was the earliest and it was one of the catalysts in the development of civilization in other parts of Africa. The civilization began around 3000Read MoreThe Yellow River And The Chinese Nation1405 Words   |  6 Pagesby almost all Chinese people that it is the cradle of Chinese civilization and the spiritual home of the Chinese people (Zhou). The Yellow River is the symbol of the Chinese nation, the spirt of the Chinese people, but most importantly civilization itself. The Yellow River gets its name from the yellowish color of the water. The water is yellow because each year over 1.6 billion tons of soil flows into the river, which causes the rise and shifting of the river bed (Wu). Before the damming of the

Coram, Robert Boyd The Fighter Pilot Who Changed the Art of War Free Essays

A biography of Col. John Boyd, Coram’s book reads much like the collection of interviews that it is. He gives the impression that if the reader happened upon any of these characters at happy hour, the stories would be identical. We will write a custom essay sample on Coram, Robert Boyd: The Fighter Pilot Who Changed the Art of War or any similar topic only for you Order Now Dispersed throughout the book is a supply of background information and context, glimpses and bits about family life, and a very understandable layman’s introduction to the scholarly work of John Boyd. Coram is an ex-newspaper man that has recently produced two military biographies. He lays out for his reader not only the successes of John Boyd, but the rough edges of the man as well. The brilliance that brought the engineering world the Energy-Maneuverability equations was balanced by Boyd’s egoism and anti-authoritarianism. Coram’s objective seems to be to reveal a principle regarding brilliant personnel: that they are invaluable to any organization, providing the leadership can stomach their idiosyncrasies. Coram sets his Boyd biography up in three sections: Fighter Pilot, Engineer and Scholar. The three sections are based on the three major accomplishments of Col. Boyd. As a fighter pilot, Boyd used his creative intellect to develop advanced techniques and tactics, based on his subconscious knowledge of the workings of maneuverability based on available energy. As an engineer, Boyd codified the principles of energy-maneuverability, and evaluated all of the fighter aircraft of the time using the equations he developed. This evaluation, although looked upon skeptically at the time, has been proven to be accurate, and the E-M theory continues to be used to both evaluate and design aircraft. As a scholar, Boyd evaluated decision-making and came up with the ODDA loop. (Observe, Orient, Decide, Act) This concept is a simple diagram of the decision making process, and has been disseminated widely, with variations, all the way from the military to driver training curriculum. A variation of the model is called IPDE; Identify, Predict, Decide, Execute. An old adage says that a man’s best work is done after 50, and I believe that John Boyd validated it. His Destruction and Creation essay, which Coram includes at the end of the biography, is a masterful assembly of the concepts of the Heisenberg Principle and Thermodynamics, applied to a type of his decision-making theory. Concepts of the present system of thought, combined with concepts from multiple other disciplines, can be creatively made into a composite that is more than the sum of the pieces used, and useful for further evaluation. This is essentially the synthesis used in the development of the E-M theory equations. Coram deals as respectfully as possible with the dysfunctional family life of Boyd. Several passages leave the reader deeply saddened that such a brilliant man could be at the same time so base. He also presents the distinct probability that Boyd’s personality and fighter-pilot approach to obstacles caused as many personal difficulties as it remedied. Coram also reveals the truth that presentation is paramount; as Boyd’s abrasive presentation of his ideas initially caused much individual resistance, and his masterful presentation of his ideas later on was the main reason that they became widely adopted. Altogether, a well written biography, that leaves my wishing I had sat thru at least a few happy hours with Col. Boyd and his associates, if only to hear the tall tales of a meritorious veteran warrior-scholar. Coram brings John Boyd to the reader as he was; brilliant, dauntless, abrasive, even offensive, but loyal to his cause and his message. He leaves the reader with the nagging question: Am I going to Do something, or be content to Be somebody? How to cite Coram, Robert Boyd: The Fighter Pilot Who Changed the Art of War, Papers

INTERNAL

INTERNAL-COMBUSTION ENGINE Essay INTRODUCTIONInternal Combustion Engine, a heat engine in which the fuel is burned ( that is, united with oxygen ) within the confining space of the engine itself. This burning process releases large amounts of energy, which are transformed into work through the mechanism of the engine. This type of engine different from the steam engine, which process with an external combustion engine that fuel burned apart from the engine. The principal types of internal combustion engine are : reciprocating engine such as Otto-engine, and Diesel engines ; and rotary engines, such as the Wankel engine and the Gas-turbine engine. In general, the internal combustion engine has become the means of propulsion in the transportation field, with the exception of large ships requiring over 4,000 shaft horsepower ( hp). In stationary applications, size of unit and local factor often determine the choice between the use of steam and diesel engine. Diesel power plants have a distinct economic advantage over steam engine when size of the plant is under about 1,000 hp. However there are many diesel engine plants much large than this. Internal combustion engines are particularly appropriate for seasonal industries, because of the small standby losses with these engines during the shutdown period. HistoryThe first experimental internal combustion engine was made by a Dutch astronomer, Christian Huygens, who, in 1680, applied a principle advanced by Jean de Hautefeuille in 1678 for drawing water. This principle was based on the fact that the explosion of a small amount of gunpowder in a closed chamber provided with escape valves would create a vacuum when the gases of combustion cooled. Huygens, using a cylinder containing a piston, was able to move it in this manner by the external atmospheric pressure. The first commercially practical internal combustion engine was built by a French engineer, ( Jean Joseph ) Etienne Lenoir, about 1859-1860. It used illuminating gas as fuel. Two years later, Alphonse Beau de Rochas enunciated the principles of the four-stroke cycle, but Nickolaus August Otto built the first successful engine ( 1876 ) operating on this principle. Reciprocating EngineComponents of EnginesThe essential parts of Otto-cycle and diesel engines are the same. The combustion chamber consists of a cylinder, usually fixed, which is closed at one end and in which a close-fitting piston slides. The in-and-out motion of the piston varies the volume of the chamber between the inner face of the piston and the closed end of the cylinder. The outer face of the piston is attached to a crankshaft by a connecting rod. The crankshaft transforms the reciprocating motion of the piston into rotary motion. In multi-cylindered engines the crankshaft has one offset portion, called a crankpin, for each connecting rod, so that the power from each cylinder is applied to the crankshaft at the appropriate point in its rotation. Crankshafts have heavy flywheels and counterweights, which by their inertia minimize irregularity in the motion of the shaft. An engine may have from 1 to as many as 28 cylinders. Fig. 1, Component of Piston Engines. The fuel supply system of an internal-combustion engine consists of a tank, a fuel pump, and a device for vaporizing or atomizing the liquid fuel. In Otto-cycle engines this device is a carburetor. The vaporized fuel in most multi-cylindered engines is conveyed to the cylinders through a branched pipe called the intake manifold and, in many engines, a similar exhaust manifold is provided to carry off the gases produced by combustion. The fuel is admitted to each cylinder and the waste gases exhausted through mechanically operated poppet valves or sleeve valves. The valves are normally held closed by the pressure of springs and are opened at the proper time during the operating cycle by cams on a rotating camshaft that is geared to the crankshaft . By the 1980s more sophisticated fuel-injection systems, also used in diesel engines, had largely replaced this traditional method of supplying the proper mix of air and fuel; computer-controlled monitoring systems improved fu!el economy and reduced pollution. IgnitionIn all engines some means of igniting the fuel in the cylinder must be provided. For example, the ignition system of Otto-cycle engines , the mixture of air and gasoline vapor delivered to the cylinder from the carburetor and next operation is that of igniting the charge by causing a spark to jump the gap between the electrodes of a spark plug, which projects through the walls of the cylinder. One electrode is insulated by porcelain or mica; the other is grounded through the metal of the plug, and both form the part of the secondary circuit of an induction system. The principal type of high-tension ignition now commonly used is the battery-and-coil system. The current from the battery flows through the low-tension coil and magnetizes the iron core. When this circuit is opened at the distributor points by the interrupter cam, a transient high-frequency current is produced in the primary coil with the assistance of the condenser. This induces a transient, high-frequency, high-voltage current in the secondary winding. This secondary high voltage is needed to cause the spark to jump the gap in the spark plug. The spark is directed to the proper cylinder to be fired by the distributor, which connects the secondary coil to the spark plugs in the several cylinders in their proper firing sequence. The interrupter cam and distributor are driven from the same shaft, the number of breaking points on the interrupter cam being the same as the number of cylinders. Cooling SystemBecause of the heat of combustion, all engines must be equipped with some type of cooling system. Some aircraft and automobile engines, small stationary engines, and outboard motors for boats are cooled by air. In this system the outside surfaces of the cylinder are shaped in a series of radiating fins with a large area of metal to radiate heat from the cylinder. Other engines are water-cooled and have their cylinders enclosed in an external water jacket. In automobiles, water is circulated through the jacket by means of a water pump and cooled by passing through the finned coils of a radiator. Some automobile engines are also air-cooled, and in marine engines sea water is used for cooling. StarterUnlike steam engines and turbines, internal-combustion engines develop no torque when starting, and therefore provision must be made for turning the crankshaft so that the cycle of operation can begin. Automobile engines are normally started by means of an electric motor or starter that is geared to the crankshaft with a clutch that automatically disengages the motor after the engine has started. Small engines are sometimes started manually by turning the crankshaft with a crank or by pulling a rope wound several times around the flywheel. Methods of starting large engines include the inertia starter, which consists of a flywheel that is rotated by hand or by means of an electric motor until its kinetic energy is sufficient to turn the crankshaft, and the explosive starter, which employs the explosion of a blank cartridge to drive a turbine wheel that is coupled to the engine. The inertia and explosive starters are chiefly used to start airplane engines. Patriotism EssayGas TurbineAlso called as combustion turbine, engine that employs gas flow as the working medium by which heat energy is transformed into mechanical energy. Gas is produced in the engine by the combustion of certain fuels. Stationary nozzles discharge jets of this gas against the blades of a turbine wheel. The impulse force of the jets causes the shaft to turn. A simple-cycle gas turbine includes a compressor that pumps compressed air into a combustion chamber. Fuel in gaseous or liquid-spray form is also injected into this chamber, and combustion takes place there. The combustion products pass from the chamber through the nozzles to the turbine wheel. The spinning wheel drives the compressor and the external load, such as an electrical generator. In a turbine or compressor, a row of fixed blades and a corresponding row of moving blades attached to a rotor is called a stage. Large machines employ multistage axial-flow compressors and turbines. In multi-shaft arrangements, the initial turbine stage (or stages) powers the compressor on one shaft while the later turbine stage (or stages) powers the external load on a separate shaft. The efficiency of the gas-turbine cycle is limited by the need for continuous operation at high temperatures in the combustion chamber and early turbine stages. A small, simple-cycle gas turbine may have a relatively low thermodynamic efficiency, comparable to a conventional gasoline engine. Advances in heat-resistant materials, protective coatings, and cooling arrangements have made possible large units with simple-cycle efficiencies of 34 percent or higher. The efficiency of gas-turbine cycles can be enhanced by the use of auxiliary equipment such as inter-coolers, regenerators, and reheaters. These devices are expensive, however, and economic considerations usually preclude their use. In a combined-cycle power plant, the considerable heat remaining in the gas turbine exhaust is directed to a boiler called a heat-recovery steam generator. The heat so recovered is used to raise steam for an associated steam turbine. The combined output is approximately 50 percent greater than that of the gas turbine alone. Combined cycles with thermal efficiency of 52 percent and higher are being put into service. Gas turbines have been applied to the propulsion of ships and railroad locomotives. A modified form of gas turbine, the turbojet, is used for airplane propulsion. Heavy-duty gas turbines in both simple and combined cycles have become important for large-scale generation of electricity. Unit ratings in excess of 200 megawatts (MW) are available. The combined-cycle output can exceed 300 MW. The usual fuels used in gas turbines are natural gas and liquids such as kerosene and diesel oil. Coal can be used after conversion to gas in a separate gasifier. Internal-Combustion Engines and Air PollutionAir pollution from automobile engines ( smog ) was first detected about 1942 in Los Angeles, CA. Smog arises from sunlight-induced photochemical reactions between nitrogen dioxide and the several hundred hydrocarbons in the atmosphere. Undesirable products of the reactions include ozone, aldehydes, and peroxyacylnitrates ( PAN ). These are highly oxidizing in nature and cause eye and throat irritation. Visibility-decreasing nitrogen dioxide and aerosols are also formed. Five categories of air pollutants and percent contribution from all transportation source and the highway vehicle subset are show in Table -1. Virtually all of the transportation CO, about half the hydrocarbons, and about one-third of the nitrogen oxides come from gasoline engines. Diesel engines account for the particulate. Table-1.Estimated Total Annual US Emissions from Artificial Sources (1980)Carbonmonoxide HydrocarbonsSulfuroxidesNitrogenoxides ParticulateTotal, teragram/yr.85.421.823.720.77.8All transportation, %81363.84418Highway vehicles, %72291.73214SOURCE: EPA Report 450/4-82-001, 1982. Emissions from internal-combustion engines include those from blowby, evaporation, and exhaust. These can vary considerably in amount and composition depending on engine type, design, and condition, fuel-system type, fuel volatility, and engine operating point. For an automobile without emission control it is estimated that of the hydrocarbon emission, 20 to 25 percent arise from blowby, 60 percent from the exhaust, and the balance from evaporative losses primarily from the fuel tank and to a lesser extent from the carburetor. All other non-hydrocarbon emissions emanate from the exhaust. At least 200 hydrocarbon (HC) compounds have been identified in exhaust. Some such as the olefin compounds react products. These are termed reactive hydrocarbons. Others such as the paraffin are virtually unreactive. Special Developments The Stratified-Charge Engine a modification of the conventional spark-ignition piston engine, the stratified charge engine is designed to reduce emissions without the need for an exhaust-gas recirculation system or catalytic converter. Its key feature is a dual combustion chamber for each cylinder, with a prechamber that receives a rich fuel-air mixture while the main chamber is charged with a very lean mixture. The spark ignites the rich mixture that in turn ignites the lean main mixture. The resulting peak temperature is low enough to inhibit the formation of nitrogen oxides, and the mean temperature is sufficiently high to limit emissions of carbon monoxide and hydrocarbon. Two rather distinct means for accomplishing the stratified charge condition are under consideration :1. A single combustion chamber with a well-controlled rotating air motion. This arrangement is illustrated (Fig.6) by the Texaco Combustion Process (TCP), patented in 1949. 2. A prechamber or two-chamber system. This is illustrated by Fig.7, which shows the general arrangement of the Honda Compound-vortex controlled-combustion (CVCC) system. For both systems, very careful development has proved to be necessary to obtain complete combustion of the fuel under the wide range of speed and load conditions required of an automotive engine.

Revenge for Emily free essay sample

An analysis of the reasons for murder in William Faulkners A Rose for Emily. This paper argues that William Faulkners A Rose for Emily can be interpreted by either looking at Emilys genetic history and family life, or by looking at the society that she lives in. Interpreting according to the above two styles or by combining both styles of reading, the argument is made that Emily is a victim, and that she kills out of revenge. This paper uses and cites two outside critical sources. Watching the evening news and reading the morning newspaper, one is bombarded by tragic, sometimes mysteriously twisted and brutal tales of homicide. More often than not such tales are accompanied by a biography of the murderer themselves which is equally, if not more, tragic and twisted. In many cases, the murderers are actually painted as the first victim in a crime committed as an inevitable consequence of their victimization. We will write a custom essay sample on Revenge for Emily or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In William Faulkners A Rose for Emily Emily Grierson and her murder of Homer Barron exemplifies the tragedy of one such situation. Is Emily a victim of her own psyche, and its contributing factors? Or is Emily merely a victim of an unstable, judgmental society who pushed her over the edge? Depending on how one reads this story an argument can be made for either interpretation.

EDCI Assignment 3 Essay Example

EDCI Assignment 3 Essay Example EDCI Assignment 3 Paper EDCI Assignment 3 Paper Chapter 1 Chemistry 1201/1202 Give the chemical symbol or name for the following elements, as appropriate: (a) sulfur, (b) magnesium, (c) potassium, (d) chlorine, (e) copper, (f) F, (g) Ni, (h) Na, (i) Al, (j)Si Question 1.13 Make the following conversions: (a) 62 degree Farenheit to Celsius, (b) 216.7 degree Celsius (c) 233 degrees Celsius to Kelvin, (d) 315 K to degrees Farenheit (e) 2500 degrees Farenheit to Kelvin. Question 1.25 Round each of the following numbers to four significant figures, and express the result in standard exponential notation: (a) 102.53070, (b) 656,980, (c)0.008543210, (d) 0.000257870, (e) -0.0357202 Question 1.37 By using estimation techniques, arrange these items in order from shortest to longest: a 57-cm length of string, a 14-in. long shoe, and a 1.1-m length of pipe. Question 1.51 A 32.65-g. sample of a solid is placed in a flask. Toluene, in which the solid is insoluble, is added to the flask so that the total volume of solid and liquid together is 50.00 mL. The solid and toluene together weight 58.58 g. The density of toluene at the temperature of the experiment is 0.864 g/ mL. What is the density of the solid? Question 1.70 Suppose you are given a sample of a homogeneous liquid. What would you do to determine whether it is a solution or a pure substance? Question 1.78 Chapter 2 Chemistry 1201/1202 Four of the boxes in the following periodic table are colored. Which of these are metals and which are nonmetals? Which one is an alkaline earth metal? Which is a noble gas? [Image on back] Fill in the gaps in the following table, assuming each column represents a neutral atom:[Image on back] How many hydrogen atoms are in each of the following: (a) C2 H5 OH (b) Ca (CH3 COO)2 , (c) (NH4 )3 PO4 ? Question 2.45 Write the chemical formulas for the follwing compounds: (a) aluminum hydroxide, (b) potassium sulfate, (c) copper (I) oxide, (d) zinc nitrate, (e) mercury (II) bromide, (f) iron (III) carbonate, (g) sodium hypobromite. Question 2.67 The element oxygen has three naturally occuring isotopes, with 8,9,10 neutrons in the nucleus, resepctively. (a) Write the full chemical symbols for these three isotopes. (b) Describe the similarities and differences between the three kinds of atoms of oxygen. Question 2.88 From the molecular structures shown here, identify the one that corresponds to each of the following species: (a) Chlorine gas; (b) propane, (c) nitrate ion; (d) sulfur trioxide; (e) methyl chloride, CH3 Cl. [Image on back] Chapter 3 Chemistry 1201/1202 (a) What is the difference between adding a subscript 2 to the end of the formula CO to give CO2 and adding a coefficent in front of the formula to give 2 CO? (b) Is the following chemical equation, as written, consistent with the law of conservation of mass? 3Mg(OH)2 (s) + 2 H3 PO4 (aq) - Mg3 (PO4)2 (s) + 6 H2 O(l) Question 3.10 Balance the following equations, and indicate whether they are combination, decomposition, or combustion reactions: (a) Al (s) + Cl2 (g) AlCl3 (s) (b) C2 H4 (g) + O2 (g) CO(g) + HO(g) (c) Li(s) + N2 (g) Li3N(s) (d) PbCO3 (s) PbO(s) + CO2 (g) (e) C7H8O2(l) + O2(g) CO2 (g) + H2O (g) Question 3.19 Determine the formula weights of each of the following compounds: (a) nitric acid, HNO3 ; (b) KMnO4; (c) Ca3 (PO4 )2 ; (d) quartz, SiO2; (e) gallium sulfide, (f) chromium (III) sulfate, (g) phosphorus trichloride. Question 3.21 The molecular formula of allicin, the compound responsible for the characteristic smell of garlic, is C6 H10 OS2 . (a) What is the molar mass of allicin? (b) How many moles of allicin are present in 5.00 mg of this substance? (c) How many molecules of allicin are in 5.00mg of this substance? (d) How many S atoms are present in 5.00 mg of allicin? Question 3.37 Give the empirical ormula of each of the following compounds if a sample contains (a.) 0.0130 mol C, 0.0390 mol H, and 0.0065 mol O; (b) 11.66 g iron and 5.01 g oxygen; (c) 40.0% C, 6.7% H, and 53.3% O by mass. Question 3.43 Hydrofluoric acid, HF (aq), cannot be stored in glass bottles because compounds called silicates in the glass are attacked by the HF (aq). Sodium silicate (Na2SiO3), for example, reacts as follows: Na2SiO3 (s) + 8 HF (aq) H2 SiF6 (aq) + 2 NaF (aq) + 3 H2 O (l) (a) How many moles of HF are needed to react with 0.300 of Na2SiO3 ? (b) How many grams of NaF form when 0.500 mol of HF reacts with excess Na2SiO3 ? (c) How many grams of Na2SiO3 can react with 0.800 g of HF ? Question 3.57 A manufacturer of bicycles has 4815 wheels, 2305 frames, and 2255 handlebars. (a) How many bicycles can be manufactured using these parts? (b) How many parts of each kind are left over? (c) Which part limits the production of bicycles ? Question 3.69 Chapter 4 Chemistry 1201/1202 We have learned in this chapter that many ionic solids dissolve in water as strong electrolytes, that is , as separated ions in solution. What properties water faciliate this process? Question 4.13 Will precipitation occur when the following solutions are mixed? If so, write a balanced chemical equation for the reaction. (a) Na2CO3 and AgNO3, and (b) NaNO3 and NiSO4 (c) FeSO4 and Pb (NO3 )2. Question 4.21 HCl, HBr, and HI are strong acids, yet HF is a weak acid. What does this mean in terms of the extent to wshich theses substances are ionized in solution? Question 4.33 Which circled region of the periodic table shown here contains the most readily oxidized elemnts? Which contains the least readily oxidized? [Image on back] The average adult human male has a total blood volume of 5.0 L. If the concentration of sodium ion in this average individual is 0.135 M, what is the mass of sodium ion circulating in the blood? Question 4.63 What mass of KCl is needed to precipitate the sivler ions from 15.0 mL of 0.200 M AgNO3 solution? Question 4.79 Chapter 5 Chemistry 1201/1202 Consider the accompanying energy diagram. (a) Does this diagram represent an increase or decrease in the internal energy of the system? (b) What sign is given to delta E(energy) for this process? (c)If there is no work associated with the process, is it exothermic or endothermic?[Image on back] (a) Calculate the kinetic energy in joules of a 45-g golf ball moving at 61 m/s. (b) Convert this energy to calories. (c) What happens to this energy when the ball lands in a sand trap? Question 5.13 Calculate delta E (energy), and determine whether the process is endothermic or exothermic for the follwing cases: (a) A system absorbs 105 kJ of heat from its surroundings while doing 29 kJ of work on the surroundings; (b) q= 1.50 kJ and w = 657 J; (c) the system releases 57.5 kJ of heat while doing 22.5 kJ of work on the surroundings. Question 5.25 You are given delta H (enthalpy) for a process that occurs at constant pressure. What additional information do you need to determine delta E (energy) for the process? Question 5.33 (a) What is the specific heat of liquid water? (b) What is the molar heat capacity of liquid water? (c) What is the heat capacity of 185 g of liquid water? (d) How many kJ of heat are needed to raise the temperature of 10.00 kg of liquid water from 24.6 degrees Celsius to 46.2 degrees Celsius? Question 5.49 Calculate the enthalpy change for the reaction P4O6 (s) + 2 O2 (g) P4O10(s) given the following enthalpies of reaction: P4(s) + 3O2(s)- 2H2O(g) delta H = -483.6 kJ P4(s) + 5O2(g)-2 O3 (g) delta H = +284.6 kJ Question 5.61 (a) What is meant by the term standard conditions, with reference to enthalpy changes? (b) What is meant by the term enthalpy of formation? (c) What is meant by the term standard enthalpy of formation? Question 5.65

Signs of Teacher Bullying

Signs of Teacher Bullying The majority of teachers genuinely care about their students. Although they may have the occasional bad day, they are kind, fair, and supportive. However, almost everyone who has been a student in a public or private school classroom has experienced mean teachers. In some cases, the alleged mean behavior is merely a personality conflict between the teacher and student. In other cases, a teacher’s irritability may result from burnout, personal or work-related stress, or a mismatch between his teaching and the students learning style. However, there are cases where the mean behavior crosses the line, and the teacher becomes the classroom bully. What Is Teacher Bullying? In an anonymous survey whose results were published in 2006, psychologist Stuart Twemlow noted that 45% of the teachers surveyed admitted to having bullied a student. The survey defined teacher bullying as: â€Å"...a teacher who uses his/her power to punish, manipulate or disparage a student beyond what would be a reasonable disciplinary procedure.† Teachers may bully students for several reasons. One is a lack of training in proper discipline techniques. Failure to arm teachers with an arsenal of appropriate, effective disciplinary strategies may result in feelings of frustration and helplessness. These feelings can cause teachers to resort to intimidation tactics. Teachers who feel bullied in the classroom by students may be more likely to bully in retaliation. Finally, teachers who experienced childhood bullying may turn to those tactics in the classroom. Parents or school administrators usually address physical altercations between students and teachers. However, behaviors such as verbal, mental, or psychological abuse may be less likely to be reported by the victim or fellow students and teachers. Conduct that may cross the line and be considered bullying include: Belittling or intimidating a studentSingling out one student for punishment or ridiculeHumiliating or shaming students in front of classmatesYelling at a student or group of studentsUsing racial or religious slurs or other forms of belittling a student based on gender, race, religion, or sexual orientationSarcastic comments or jokes about a studentPublic criticism of a childs workConsistently assigning poor grades to one student on objective assignments or projects If your child complains about any of these behaviors, look for other signs of teacher bullying. Signs to Watch For Many children won’t report abuse to parents or other teachers due to embarrassment, fear of retaliation, or concern that no one will believe them. Minority or special needs children may be more likely to fall victim to teacher bullying. Surprisingly, high-performing students may be at increased risk of harassment by insecure teachers who feel intimidated. Because children may not report teacher bullying, it’s important to pay attention to clues that it may be happening. Look for these signs that your childs teacher is a bully: Unexplainable ailments. One telling clue is a child who used to enjoy school suddenly making excuses to stay home. He may complain of stomach aches, headaches, or other vague ailments to avoid going to school. Complaints about the teacher. Some children may complain about a teacher being mean. Often, this complaint is nothing more than a personality conflict or a teacher who is more strict or demanding than your child would like. However, ask questions and look for subtle clues that may indicate a more severe situation. Ask your child to explain how the teacher is mean or give specific examples. Inquire if other kids feel the same. Pay particular attention if the complaints about the teacher being mean include him or her yelling at, humiliating, or belittling  your child (or others). Changes in your child’s behavior. Look for changes in behavior. Victims of teacher bullying may have angry outbursts at home or temper tantrums before or after school. They may appear withdrawn, moody, or clingy. Negativity toward self or schoolwork. Pay attention to self-deprecating comments or  excessively critical  statements about the quality of their schoolwork. If your child is usually a good student and suddenly starts complaining that he can’t do the work or his best efforts aren’t good enough, this could be a tell-tale sign of classroom bullying. Take note if your child’s grades start dropping. What to Do If You Suspect a Teacher Is Bullying Your Child Parents may be somewhat reluctant to report bullying behaviors. They often fear making the situation worse for their child. However, if a teacher is bullying your child, it is vital that you take action. Support your child. First, talk to and support your child, but do so calmly. Angry, threatening, explosive behavior may frighten your child even though you’re not mad at her.  Let her know that you believe her.  Normalize the situation and assure your child that  you will take action to stop the bullying behavior.  Ã‚   Document all incidents. Keep detailed written records of all bullying incidents. List the time and date of the incident. Describe exactly what happened or what was said and who was involved. List the names of any other teachers, students, or parents who witnessed the encounter. Understand what legally constitutes bullying in your state. Check bullying laws by state  so that you understand what actions are considered bullying. Investigate how the school is expected to address such conflicts.  Many states bullying laws are focused on students bullying other students, rather than teachers bullying students, but the information you uncover may be useful in your situation. Meet with the teacher. Depending on the severity of the bullying, schedule a meeting with your child’s  teacher. Speak to him or her  calmly and respectfully. Give her the opportunity to explain  her perspective. There may be  reasons that she appears to be singling out your student and coming across as mean or angry. Perhaps there are  behavioral issues or personality conflicts that you, your child, and his teacher can discuss and resolve.   Ask around. Ask other parents if their children have similar complaints about the teacher. Ask other teachers if they know of any problems with your child and his teacher or have concerns about the teachers behavior in general. Follow the  chain of command. If you are still concerned about the actions of your child’s teacher after speaking with her  and other parents and teachers, follow the chain of command until the situation is addressed and satisfactorily resolved. First, talk to the principal. If the issue remains unresolved, contact the school superintendent or the school board. Consider your options. Sometimes, the best action is to request a transfer for your child to a different classroom. In extreme cases, if the school administration is not adequately addressing bullying situation, you may want to consider  transferring your child to a different public school, moving to private school, homeschooling  (even if homeschooling isn’t a long-term solution), or online schooling.

Ethical Businesses Vs Unethical Businesses Research Paper

Ethical Businesses Vs Unethical Businesses - Research Paper Example adership in depth and provides examples of how ethical and unethical behaviours of leaders persist in today’s globally diverse business environment. Increasing business competition, globalization, immigrations and technological advancements have changed the course of business. The way of conducting and managing businesses has been changed dramatically. It has become vital to understand the change required, incorporate it in the plans of business and efficiently implement the change needed. However, the idea of change and maintenance of loyalty among stakeholders is a very complex and complicated task. The increasing diversification around the globe has changed the communication, management and leadership techniques to continue with their effects. Business owners are now required to keep in view the needs of the diverse workforce, customers, suppliers and other stakeholders. Business management and leadership has become a more complex phenomenon to deal with. More ethical and moral concerns are rising with the advancements and changes in business environment. Researchers are taking greater interest than ever in understanding the ethical issues that are continuously increasing. Ethical crisis has been taking more attention than ever knowing its devastating effects not only on the employees but also on customer behaviours, government perceptions and overall performance of businesses. It is important to understand the concept of ethical crisis and its factors in order to resolve or reduce the threats it brings. Where did ethical crisis come from? Who can resolve the issue arising from it? How? What is the public opinion about leaders? How is it affecting businesses? Can leaders help making the situation better? What are some current examples of ethical business operations and decisions made by leaders? The aim of this paper is to answer these questions and include all possible factors to understand the value of ethics in business. The paper also aims to understand