Calculating Concentrations with Units and Dilutions

Calculating Concentrations with Units and Dilutions Calculating the concentration of a chemical  solution  is a basic skill all students of chemistry must develop early in their studies. What is concentration? Concentration refers to the amount of solute that is dissolved in a solvent. We normally think of a solute as a solid that is added to a solvent (e.g., adding table salt to water), but the solute could easily exist in another phase. For example, if we add a small amount of ethanol to water, then the ethanol is the solute, and the water is the solvent. If we add a smaller amount of water to a larger amount of ethanol, then the water could be the solute! How To Calculate Units of Concentration Once you have identified the solute and solvent in a solution, you are ready to determine its concentration. Concentration may be expressed several different ways, using percent composition by mass, volume percent, mole fraction, molarity, molality, or normality. Percent Composition by Mass (%)This is the mass of the solute divided by the mass of the solution (mass of solute plus mass of solvent), multiplied by 100.Example:Determine the percent composition by mass of a 100 g salt solution which contains 20 g salt.Solution:20 g NaCl / 100 g solution x 100 20% NaCl solutionVolume Percent (% v/v) Volume percent or volume/volume percent most often is used when preparing solutions of liquids. Volume percent is defined as:v/v % [(volume of solute)/(volume of solution)] x 100%Note that volume percent is relative to the volume of the solution, not the volume of solvent. For example, wine is about 12% v/v ethanol. This means there is 12 ml ethanol for every 100 ml of wine. It is important to realize liquid and gas volumes are not necessarily additive. If you mix 12 ml of ethanol and 100 ml of wine, you will get less than 112 ml of solution.As another example, 70% v/v rubbing alcohol may be prepared by taking 700 ml of isopropyl alcohol and adding su fficient water to obtain 1000 ml of solution (which will not be 300 ml). Mole Fraction (X) This is the number of moles of a compound divided by the total number of moles of all chemical species in the solution. Keep in mind, the sum of all mole fractions in a solution always equals 1.Example:What are the mole fractions of the components of the solution formed when 92 g glycerol is mixed with 90 g water? (molecular weight water 18; molecular weight of glycerol 92)Solution:90 g water 90 g x 1 mol / 18 g 5 mol water92 g glycerol 92 g x 1 mol / 92 g 1 mol glyceroltotal mol 5 1 6 molxwater 5 mol / 6 mol 0.833x glycerol 1 mol / 6 mol 0.167Its a good idea to check your math by making sure the mole fractions add up to 1:xwater xglycerol .833 0.167 1.000Molarity (M) Molarity is probably the most commonly used unit of concentration. It is the number of moles of solute per liter of solution (not necessarily the same as the volume of solvent!).Example:What is the molarity of a solution made when water is added to 11 g CaCl2 to make 100 mL of solution ? (The molecular weight of CaCl2 110)Solution:11 g CaCl2 / (110 g CaCl2 / mol CaCl2) 0.10 mol CaCl2100 mL x 1 L / 1000 mL 0.10 Lmolarity 0.10 mol / 0.10 Lmolarity 1.0 M Molality (m) Molality is the number of moles of solute per kilogram of solvent. Because the density of water at 25 °C is about 1 kilogram per liter, molality is approximately equal to molarity for dilute aqueous solutions at this temperature. This is a useful approximation, but remember that it is only an approximation and doesnt apply when the solution is at a different temperature, isnt dilute, or uses a solvent other than water.Example:What is the molality of a solution of 10 g NaOH in 500 g water? (Molecular weight of NaOH is 40)Solution:10 g NaOH / (40 g NaOH / 1 mol NaOH) 0.25 mol NaOH500 g water x 1 kg / 1000 g 0.50 kg watermolality 0.25 mol / 0.50 kgmolality 0.05 M / kgmolality 0.50 mNormality (N) Normality is equal to the gram equivalent weight of a solute per liter of solution. A gram equivalent weight or equivalent is a measure of the reactive capacity of a given molecule. Normality is the only concentration unit that is reaction dependent.Example:1 M sulfuric acid (H2SO4) is 2 N for acid-base reactions because each mole of sulfuric acid provides 2 moles of H ions. On the other hand, 1 M sulfuric acid is 1 N for sulfate precipitation, since 1 mole of sulfuric acid provides 1 mole of sulfate ions. Grams per Liter (g/L)This is a simple method of preparing a solution based on grams of solute per liter of solution.Formality (F)A formal solution is expressed regarding formula weight units per liter of solution.Parts per Million (ppm) and Parts per Billion (ppb)Used for extremely dilute solutions, these units express the ratio of parts of solute per either 1 million parts of the solution or 1 billion parts of a solution.Example:A sample of water is found to contain 2 ppm lead. This means that for every million parts, two of them are lead. So, in a one gram sample of water, two-millionths of a gram would be lead. For aqueous solutions, the density of water is assumed to be 1.00 g/ml for these units of concentration. How To Calculate Dilutions You dilute a solution whenever you add solvent to a solution. Adding solvent results in a solution of lower concentration. You can calculate the concentration of a solution following a dilution by applying this equation: MiVi MfVf where M is molarity, V is volume, and the subscripts i and f refer to the initial and final values. Example:How many milliliters of 5.5 M NaOH are needed to prepare 300 mL of 1.2 M NaOH? Solution:5.5 M x V1 1.2 M x 0.3 LV1 1.2 M x 0.3 L / 5.5 MV1 0.065 LV1 65 mL So, to prepare the 1.2 M NaOH solution, you pour 65 mL of 5.5 M NaOH into your container and add water to get 300 mL final volume

Fall Leaf Colors by Tree Species

Fall Leaf Colors by Tree Species Certain broadleaf trees can be uniquely identified by their brilliant fall leaf color. In some cases, a trees common name is derived from its primary autumn leaf color  (such as red maple and yellow poplar). The most common leaf colors of fall are red, yellow, and orange. Some tree species can express several of these colors simultaneously as the season progresses. How Fall Leaf Color Develops All leaves start out in summer as green. This is because of the presence of a group of green pigments known as chlorophyll. When these green pigments are abundant in the leafs cells during the growing season, they mask the color of any other pigments that may be present in the leaf. But with autumn comes the destruction of chlorophyll. This demise of the green pigments allows other, previously masked colors to come forward. Those unmasked fall colors quickly become markers for individual deciduous tree species. Trees With Red Leaves Red is produced by warm, sunny fall days and cool fall nights. Leftover food in the leaf is transformed into the color red through anthocyanin pigments. These red pigments also color cranberries, red apples, blueberries, cherries, strawberries, and plums. Some maples,  sweetgum, and oaks have red fall leaves. Dogwoods, black tupelo trees, sourwood trees, persimmons, and some sassafras trees also have red leaves. Trees With Yellow and Orange Shades Chlorophyll is destroyed with the onset of autumnal conditions, which reveals the orange and yellow leaf colors, or carotenoid pigments. Deep orange is a combination of the red and yellow color-making process. These yellow and orange pigments also color carrots, corn, canaries, and daffodils, as well as egg yolks, rutabagas, buttercups, and bananas. Hickory, ash, some maples, the yellow poplar (tulip tree), some oaks (white, chestnut, bear), some sassafras, some sweetgum, beech, birch, and sycamore trees have yellow leaves in the fall.

Employee Relations Essay Example | Topics and Well Written Essays - 2500 words

Employee Relations - Essay Example This essay will look at the effects of law and management in various organisations in the modern society. In every organisation, there are different types of managers who have their own styles of leadership. This is what makes production of goods and services in these institutions different. Organisations may be dealing with the same line of production, but it is clear that there are those that have more clients compared to others. Some have the right number of employees in the company to run daily operations, but some cannot achieve their goals because of lack of labour supply. This essay will therefore look at management and law in the employment sector, looking at how employees should be handled, how they work in a stress-free environment and how they relate with their superiors at work. It will generally look at environment at work and how laws should be implemented to make certain that production of goods and services is done effectively. In his article, Middlemiss points out th at in most institutions, organisational psychologists have always defined and characterised employment correlation in terms of psychological deal. This has been the trend for over 40 years, and within the same period, judges have through their decisions, set terms that are applicable to all employment contracts. Commentators on the other hand have analysed these terms in substantial details drawn from both practitioner and academic backgrounds. In this article Middlemiss particularly aims at analysing the nature and significance of the notion of psychological indenture and takes into consideration its application in the notion of the most significant implied terms in the employment contract (Middlemiss 2011: 42). Middlemiss wrote his article from a review of secondary basis of the two subjects covered. In this article, therefore, he explains the employment relationship and the contract of employment. The two subjects have a common purpose in a way, and Misslemiss goes ahead to expla in more about their potential and roles for combined deployment in the place of work. This article is significant as the context in it entails the nature and effects of two contractual forms that control correlation in the employment sector. This clearly shows the methodology used by many organisations to undertake their operations and how the employees are handled to ensure that they all have a favourable environment to work in. According to Middlemiss, both psychological and contractual terms have effects on the employment sector in every organisation. The psychological contract is somehow problematic as it is derived from notions from various researchers which make it difficult to be defined. In this case, it is hard to undertake organisational operations using this contractual terms because they are derived from other sources. Implied contractual terms, on the other hand, are easier to use in an organisation as they are formed by the internal managerial staff. It is easier to wo rk with such terms because they are internally formed, and no ideas are borrowed. With this type of contractual terms, it is possible to undertake operations easily without inconveniences as they are decisions that are made within the organisation. Though they both have effects on employment laws, the difference is that implied terms are from within the organi

Production and Market behaviour Essay Example | Topics and Well Written Essays - 3750 words

Production and Market behaviour - Essay Example se classical scholars continue to influence contemporary scholars as they attempt to discern the major factors influencing productions and market patterns to enhance efficiency and best economic systems. Our study of production and market behavior will therefore be based principally on neoclassical and institutionalism models that have existed since the last century and will explore the new-institutionalism impact on the theme as well as the recent trends in fair trade and corporate social responsibility (CSR). Neoclassical theories supported by Keynesian economics are the dominant approaches prevalent in mainstream economic theories from the mid twentieth century (Clark, 1998). The theory however can be traced to 19th century after the Industrial Revolution as capitalism ignited intellectual ideas among all disciplines. One prominent neoclassical analyst was William Stanley Jevons and his marginal utility theory of value in 1862. Neoclassical theories are mainly based on individual or microeconomics by exploiting utility as explained in the rational choice theory (Ehrenberg, 1997). Neoclassical economist Marshall’s treatise Principles of Economics (1890) described price disparities in terms of the intersection of supply and demand curves. He also introduced diverse ‘market periods’ as follows: Short period – business faculty is specified, the level of yield, service, assets, and value oscillate to link marginal cost and marginal revenue, where returns are maximized. Economic rents only survive for short duration for unchanging aspects, and the velocity of earnings is not contrasted across segments. The neoclassical model has also engendered the First Theorem of Welfare Economics that emphasis that indirect marginal utility for all the market players is similar. This also depicted in a Pareto-efficient condition that states any enhancement in the utility of one user might jeopardize another’s value. The organizations operating in such a scenario do

Japanese Food †General Analysis and Comparison to American Food Essay Example for Free

Japanese Food – General Analysis and Comparison to American Food Essay It is generally true that different countries have distinct cultures. The culture of a country is shaped by various factors unique to that country, directly affecting it during its historical development. An example of such factors is geography. The geographic nature and location of a country dictates what resources it may have; a country surrounded by water tends to depend on the aquatic life for food, while a country endowed with vast fields of fertile land tends to feed its citizens through harvested crops. As one can infer, the food source of a country is in a direct relationship with its culture. This concept in turn supports the development of unique variants of food, also defined as its local or traditional food. The United States of America and Japan, in this sense, are two vastly different cultures with diverse food variants. The American continent, although of course surrounded by bodies of water, has a vast land area which it is known for. This prompted the development of the country to be generally agricultural and crop-based. Hence, corn and potatoes are considered as its staple food. Japan, on the other hand, is considerably less in terms of total land area; therefore, the development of its agriculture is quite limited and crop variants held to a minimum. The whole population instead focused its attention on the sea as a limitless source of food. Such basic differences in food also result in additional variance to the details regarding it. Suggested food intake, nutritional claims, health claims are expected to be different to a certain extent between the two. Health issues are expected to vary as well. Hence, the American food culture and the Japanese food culture are expected to be distinctly different with consideration to these aforementioned points of comparison. Methodology In order to begin the analysis of the characteristics of the food from the unfamiliar Japanese culture, a direct sampling of Japanese food is required. Hence, the first major portion of the methodology requires that a restaurant serving authentic Japanese cuisine is to be located within the locality. After choosing one, also keeping in mind that the price range is well within the reach of the researcher’s budget, a sample Japanese dish is to be ordered or bought. If possible, the method as to how the dish is prepared should be properly observed and noted. The characteristics of the dish should also be considered and inspected. Specific details in terms of taste and appearance are to be listed down. If possible, the constituents of the dish or its basic ingredients are also to be identified. After assessing such details regarding a sample dish of Japanese cuisine, a more technical and research oriented approach towards analysis is to be started. The second main segment of the methodology pertains to the technical and research oriented part of the study. Specific details regarding the whole Japanese food culture are to be determined. Further research into the Japanese food culture and its historical development is to be accomplished. Further insights regarding the differences with the American food culture and standards will be provided by searching for the occurrence of a localized food pyramid as well as rules or guidelines for food labeling, health claims, and nutrient content claims. Also, health concerns regarding food in the Japanese culture will also be taken into account. The common health problems, its sources and effects, will be established. Resulting data from the two main sections of the research method gathered through such methods will be properly collated and completely analyzed afterwards. Results Upon locating a restaurant that offers authentic Japanese cuisine, a choice was made to order a highly popular and common Japanese specialty, the sushi. In this case, an unlimited amount of sushi was made available, each variant served in differently colored plates riding on top of a conveyor belt like mechanism. There were so many variants of sushi, making the process of identification more troublesome. Fortunately in this case, each plate was properly labeled. The first variant of sushi sampled is called the nigiri sushi. In physical form, the nigiri sushi mainly consists of hand-shaped rice with a single kind of topping per serving. This variant is however not simply a single kind as there were notable difference in toppings between servings. There were four main types of nigiri sushi served; one type had squid as topping, the second had shrimp, the third had raw fish, and the fourth was egg. Upon immediate sampling, the shrimp, and squid were notably very lightly cooked, if cooked at all. The thin slices of fish served as toppings were obviously uncooked. Also, no additional flavor was added to enhance the flavor of these two toppings. The egg however, was noticeably scrambled and sweetened. The rice below the topping, aside from being shaped, had no detectable additional flavoring. The second variant of sushi sampled was considerably more complex in both structure and appearance. Called as the maki sushi, this variant evidently had more ingredients. There were two main types of maki sushi sampled, futo maki and hoso maki. In both, a thin dried seaweed preparation, known in Japan as the nori, covers the outer area of the flat circular shaped sushi. Another common ingredient noticed for this variant is cucumber, sliced in small portions and apparently used fresh with no additional cooking procedures. Carrots were also noted to be present in both types, having been prepared in the same manner as the cucumbers. The last notable similarity between the two is the use of caviar. The nature and source of the caviar was not determined; the only detail noted regarding it was that it was commonly used as additional toppings or dispersed within the sushi. In terms of differences, the main distinguishing factor between the futo maki and the hoso maki is the inclusion of fish. Of the two, only hoso maki had slices of fresh raw fish, known to be commonly tuna, interspersed within the roll. As an additional note, the sushi variants were dipped in a mixture of Japanese soy sauce and a spicy paste known as wasabi, with the resulting ratio dependent on one’s preferences. After discussing the structure and constituent parts of the sampled dish in detail, findings regarding the taste are placed in focus. It is noticeable that the overall taste of the sushi alone is quite simple and plain, and at the same time pleasant and cool. It draws its appeal from the combined flavor of its parts. Such taste is expected since the parts used are neither seasoned nor flavored in any matter. However, upon the addition of the wasabi and soy sauce concoction, the sushi is given a stronger flavor, mainly a combination of salty and spicy taste. Upon completion of the sampling phase of the study, research was done to determine the historical context of Japanese food. Japan is one of the several island based countries throughout the world which is mainly surrounded by the sea, and along it also contains several bodies of water; hence, even from the early points of Japanese history, food is commonly gathered from aquatic sources (Minnesota State University [MSU], n. d. ). Since fish and other aquatic creatures such as shrimp, crabs, squid, octopus, and urchins, are commonly associated with the Japanese diet, people tend to think that the Japanese consume these exclusively. This however, is not the case in reality. The Japanese also consume various land grown products including well known ones like eggplants and carrots, along with rice which is considered as their staple food (MSU, n. d. ). Another subject of research conducted in the study is concerned with something more current: government issued guidelines and policies regarding the food industry as well as the presence of a food pyramid. Specific points analyzed include food labeling, health claims, nutrient content claims, and of course, the food pyramid. Details regarding food labeling, health claims, and nutrient content claims were not very much analyzed in this case, but rather, the focus was placed upon whether such policies exist. In terms of food labeling, it has been noted that a similar system exists in Japan in comparison to other countries such as America. In fact, there has been a movement by the Japanese government to further increase the scope of the law, making it considerably more stringent in comparison to those of other countries (Gale Group Incorporated [GGI], 2008). As for laws regarding health claims, Japan has a well-defined and extensive policy system, pointing out specific categories for health and nutrient claims and requirements for the application of companies for such claims to be approved for their product (National Centre of Excellence in Functional Foods [NCEFF], 2004). Japan currently has a well-adapted food pyramid. Commonly encountered food items in Japan are included as examples; some of these are rice, miso, honey, soy sauce, milk, soy milk, tofu, fish, clams, plums, and kelp (Southeastern Michigan Dietetic Association [SEMDA], 1998). The final aspect looked upon in the research was regarding the usual health problems accompanying the local cuisine. Given the fact that Japanese food preparations often utilize raw to lightly cooked seafood, parasitic organisms is a usual threat (Ransom, n. d. ). Examples of these parasitic organisms are worms which latch on to various areas of a person, usually the gastrointestinal tract, in order to provide themselves vital nutrients. Another problem arising from their preference towards seafood is the possible occurrence of heavy metals in the flesh of sea-based organisms due to global environmental problems (Ransom, n. d. ). Discussion The results point out evident differences and similarities between the American and the Japanese food cultures. First, regarding food preparation and taste, from what was observed with the sushi, Japanese food preparation is simpler in constituent and is also rather simpler in terms of preparation. The focus of the Japanese cooking is to maintain the natural form and flavor of the ingredients while blending well in combination. This is very much unlike the American way of cooking since the focus is usually to use a main ingredient and season or flavor it in a way that after being cooked for a certain amount of time, the food has acquired an enhanced taste. In relation to this, the Japanese cuisine has a preference towards the uncooked and seafood, while American cuisine focuses on cooking techniques and the use of beef, pork, and chicken. These differences mainly arise from the varied historical development of each country. In terms of the more technical side of food and its culture, specifically food labeling, health claims, and nutrient claims, due to the trend of globalization, it is quite understandable that in general, both Japan and America have law pertaining to food labeling, health claims, and nutrient claims. Differences on these are mainly observed when inspecting the specifics. Aside from this, both countries have food pyramids. The difference on this point pertains to the food examples written in the pyramid; the main structure and recommendations remain the same. Lastly, health issues and risks differ for both countries to a certain degree. The Japanese mainly worry about issues regarding contaminants and parasites due to seafood consumption, while the Americans worry about problems such as heart disease and obesity due to the way food is prepared. Conclusion The historical and geographic differences of America and Japan have led to a distinct difference in terms of their local cuisine. Japan focused on seafood as one of the main food sources unlike America. The staple food is also different for both countries, being rice for Japan which is rather uncommon in the United States. Hence, in relation to this, food-related heath concerns also differ for both countries. However, far from what is expected in terms of Japan and America being completely different, current trends in relation to globalization and exports have shown that in the subject of food in general, America and Japan have several points in common. These points mentioned laws and policies pertaining to food labeling as well as health and nutritional claims. Therefore, although different at various points, Japan and America evidently has certain points of close similarities in the general subject of food contrary to what is commonly thought of.

Physics of Baseball :: physics sport sports baseball

Introduction Baseball is a fairly simple game, once you understand the simple mix of science involved in baseball. Also, there is much more to the game of baseball than simply hitting and pitching the ball. Here is a few bits of information about a baseball that is hit 400 feet. 1. For each 1000 feet of altitude you can add 7 Feet. 2. For each 10 degrees of air temp you can add 4 Feet. 3. For each 10 degrees of ball temp you can add 4 Feet. 4. For each 1 inch drop in Barometer you can add 6 Feet. 5. For each 1 mph following wind you can add 3 Feet. 6. With the Ball at 100 % Humidity you can subtract 30 Feet. 7. When the ball is Pitched, for every 5 mph you can add 3.5 Feet. 8. For a ball Hit along the foul line you can add 11 Feet. 9. When an Aluminum Bat is used you can add 30 Feet. A couple more bits of general information. 1. A curve ball that seems to break over 14 inches never actually deviates from a straight line by more than 3 inches 2. There is no such thing in baseball as a rising fastball! 3. The collision of a ball on the bat lasts only about 1/1000th of a second. 4. That a batted ball should be able to travel no farther than 545 Feet. The Path of a Baseball A baseball will always follow a parabolic motion when hit with the bat. This is mainly due to the force of gravity acting on the baseball after it is hit. A baseball like most other things follows the three laws of motion that were created by Sir Isaac Newton. The three laws of motion are: 1. Law 1. An object continues in its initial state of rest or motion with uniform velocity unless it is acted on by an unbalanced, or net external, force. 2. Law 2.

Reaction Paper: Prenatal, Infancy, Middle Childhood, Adolescence, Adulthood Prenatal Development

Development is a lifelong and dynamic process that follows highly definitive processes from conception to old age. Basic themes developed in childhood are transferred or modified through the development stages unto adulthood. The prenatal development as covered by Gregoire & Jungers is extremely crucial for child development specialists or counselors.The developments that occur even before the birth of a child have profound influences on the health and well being of the individual as the process of growth and development continues. In the chapter, â€Å"Prenatal Development† the authors highlight physical, cognitive, emotional and social gains that is made.According to the authors, physical and behavioral characteristics are influenced by genetics and the environment. Prenatal development is further subdivided into three distinct categories based on the duration and the associated developments in pregnancy.For instance, between week one and week three marks ovum period, week f our to eight marks the embryo period and week eight onwards marks the fetal period(Gregoire & Jungers 115).During the ovum period, implantation of the fertilized egg occurs followed by the formation of the neural tube. Most organ systems begin forming in the embryonic period. Development of organ systems precedes both in a cephalocaudal and proximodistal direction.During this period of development, the only risks to normal development are the teratogens. The understanding of the risks to prenatal development is useful because it aids the mother in making decisions aimed at avoiding events, activities or nutrition that may negatively impact on the health and development of the fetus.Some of the teratogens as listed by the author include any substance that may cause structural damage to the unborn such as drugs, environmental pollutants, alcohol, infectious diseases, diet and other factors related to psychological health like stress and anxiety. However, there are other factors that m ay also directly affect the physical development at the prenatal phase.The prenatal phase of development is defined by some authors as the period between conception time and birth. In normal circumstances, this duration typically lasts 38 to 42 weeks. During this entire period rapid changes accompany the transformation of fertilized egg, to zygote and eventually to a baby.It is only during this phase of development that systemic growth occurs so rapidly in the absence of any form of direct external influences. Any influence to the unborn is transmitted via the mother. Due to the rapidity of growth and development coupled to the vulnerability of the unborn to deleterious external influence, the prenatal phase demands strict medical management (Curtis & Newman 58).The authors succeed in presenting a critical analysis of the prenatal stage of development; however the presentation is highly complex and extremely modeled for the sole benefit of counselors. The text may not be appropriate from child development specialists without an advanced level of professional or academic achievement.During the prenatal stage of development, all activity takes place in the uterus. The behavior of the unborn can only is described through the experiences of the mother. Mothers possess an extraordinary sensitivity to the movement of the fetus.Based on the descriptions of these movements, the behavior of babies is described as being active or passive. They are active when they are kicking or rolling while when they are quiet their behavior is described as being passive.Fetal movements are more noticeable from the sixteenth week towards the twentieth week. By the seventh month of pregnancy, eyelids open. Taste and smell also develop. Studies have also established that grasp reflex also exists in utero.InfancyAfter the birth of an infant, the development domains necessarily expand from the biological aspects to other domains that had earlier on been less important. Thus, Gregoire & Ju ngers begins the analysis of the stage of infancy by looking into the physical, cognitive as well as the socioemotional domains that categorically characterize the changes and transitions that will occur during the entire lifespan of an individual.The first noticeable changes at infancy are the reflexes fundamental for survival and adaptation to the new environment. As development progresses, other some reflexes are maintained while a select number are discarded due to their non-importance in survival and adaptation.Some of the survival reflexes that the author notes include; rooting, breathing, papillary, eye blink and sucking while the primitive reflexes may be observed as swimming, stepping, plantar, babinski, startling and palmar(p. 114).Just like in prenatal development, motor and physical development proceed via the cephalocaudal and proximodistal patterns. Motor developments allow the infant to accomplish the raising of heads and chest followed by sitting, crawling, standing and eventually walking. Between eleven to fifteen months, many infants begin to walk unaided.Fine tuning of motor skills allows them to perform tasks such as uncoordinated reaching and grasping using their palms. Later on coordinated reaching and grasping is observed as the infant learns to use thumb and the forefinger.As these motor developments become more and more apparent other physical developments in seeing and hearing also becomes noticeable. It is at this time that sensitivity to sounds becomes evident. As such they can be soothed, distressed, or even alerted via the influence of varying frequency or rhythms of tones.Through auditory developments, infants learn how to discriminate between non speech sounds and speech sounds and even begin to show preference for human voices and by extension, ton specific human voices. Moreover, attachment and temperament attributes begin to not only determine their bonding with closer carers but also how they behave and respond to the enviro nment.Gregoire & Jungers, posit that during infancy emotional development is externally affected by the nature of parent's responsiveness and that over a period of time self regulation among infants is internalized. It is also during the same time that gains in self awareness are achieved.In a nutshell, infants learn of their own existence as distinct beings and as they begin to discover how to interact with their environment they realize that their actions possess predictable results. At the later stages, they gain knowledge of their own physical composites (p. 119).According to Christiansen et al, infancy extends to toddler hood and is associated with cognitive, sensory and musculoskeletal development. Social and emotional gains are also made. By early infancy, differences in temperament and personality become manifest. These character attributes are modeled by genetic and environmental factors which directly influence early social development (Christiansen et al 49).These first e ighteen months after birth characterize the beginning of communication, the acquisition of walking skills and use of hands for grasping and reaching and the child's relationship with the social environment. With rapid physical growth, motor and sensory fine tuning, the impacts of cultural, social emotional and cognitive influences become integral in development.Middle ChildhoodBy middle childhood, sense of identity as reflected through play activities, gender roles, and family relationships can be observed. Even though physical growth can easily be measured, rapid development in social skills, linguistic skills and cognitive gains are even more compelling.It is at this period that imaginary and physical play, self care activities, school and family chores and responsibilities emerge to demand the child's concentration (Christiansen et al 48). According to Gregoire & Jungers, this period ranges from six years to eleven years and is marked by great strides in cognitive development. It is also at this period that children are exposed to peer and other social sphere influences (124).Children demonstrate an extensive knowledge of language. Gains and use of vocabulary, grammar as well as pragmatic skills are astounding. After mastering good grammar correcting of grammatical mistakes, these young learners then begin to communicate with regard to context. Code switching enables them to adapt their linguistic skills to the persons they are communicating with.Gains on self concept can be observed when children start to make social comparisons and interpret their behaviors and abilities in relation to their social environment. During middle childhood children demonstrate very high esteem which later drops off to realistic levels.This leveling off of self esteem is only possible after children succeed in incorporating feedback about their competency in relation to that of other peers or other individuals in the social environment.On the emotional scale, self conscious emo tions develop as children begin understanding the concept of personal responsibility. By learning to interpret how others are feeling or thinking, they understand other people's perspectives. These developments are further buttressed by emotional self regulation which is linked to a variety of social functioning aspects.Pre-schooling and schooling increases the importance of peer associations in middle childhood. Through peers they learn socially appropriate behaviors and emotions such as empathy, sympathy and shyness.Since children only make friends with other children identical to them in terms of gender, race, age, socioeconomic status, ethnicity, achievement, popularity and social behavior, peer associations became incredibly important in modeling their behavior and cognitive gains.The importance of middle childhood developments cannot be underrated as some researchers point out. Middle childhood activities can be used to predict adult work competence. Peer relations in middle c hildhood may be used to predict early adulthood involvements in romantic relationships(Huston & Ripke 25).In a nutshell, middle childhood is characteristic of a stage where individuals continually refine motor skills, focus on academic and/or school related tasks while at the same time nurture peer relationships that would become very useful not only in adolescence but also in early adulthood.AdolescenceAccording to Copher & Mortimer, adolescence marks the development period when individuals establish identities. This stage of development is often associated with significant emotional strain as individuals are forced to model themselves into who they think they are and what they hope to become as they progress to adulthood.Identities are basically grounded on relationships, roles, status and character traits. Character trails can either be classified as behavioral or psychological attributes. In the western world, adolescence as a stage is conceptualized as experimental, carefree an d playful. As these adolescents mature into adulthood, the conceptualization changes to being independent, hardworking, responsible and productive.It is important to note that the author restricts this classification to Western conceptualization since these definitions vary the world over with regard to the cultural, social and even legal context. These asynchronies attribute to identity conflicts and status inconsistencies among different social institutions(http://family.jrank.org).Typically, adolescence occurs between the ages of 12 to 19 years. The period is characteristic of hormonal changes. The pituitary gland releases growth hormones which stimulate the release of a wide variety of other homes by different glands in the body.These hormones aid in body growth and sexual maturation. Key aspects of sexual maturation include the release of androgens and estrogens which trigger sexual maturation.Physical changes in the body as manifest in the growth and maturation of reproductive organs and other secondary sexual features also signify sexual maturation and finally, spermarche in boys and menarche in girls are directly related to pubertal changes.There are other physical developments that are not associated with sexual maturation   but which can also be observed during adolescence. For instance, as opposed to childhood, a reversal of cephalocaudal growth occurs. Release of thyroxine by thyroid glands results in height and weight gains.These developments can be measurably be seen as broadening of the boy's shoulders and girls hips, increase in the growth of legs, feet and hands. Boys increase muscles while girls accumulate more fat. Gins also occur with respect to the improvement in motor skills which vary between the sexes.On the cognitive development front, adolescents develop the capacity to engage in abstract scientific thinking but this does not necessarily imply that such individuals find it much easier to plan and make everyday decisions. Peer associ ations lead to the formation of cliques. Peer affiliation, conformity and peer pressure also increases during this development phase(Gregoire & Jungers 130).Adolescents are always in search of autonomy and their emotional development is characterized by the same. While early childhood is almost supremely influenced by the family, peer influences rival family influences in adolescence. Thus, even though parent-child relationships remain crucial, conflicts between adolescents are their parents are not unusual occurrences.Huge gains in cognitive development imply that many adolescents can engage in operational thought hence they may often recognize multiple choices that are available to them. Some choices may not be optimal. Problems in decision making are attributable to this multiplicity of choices.Since adolescents have to make decisions in a dynamic sociopolitical world with varying traditional expectations, economic upheavals and contemporary conditions, there are times when the d ecisions made may be grossly inappropriate. In fact, a majority of the changes related to sexual maturation and hormonal changes also reflect on physical and motional status of the adolescents.In preparation for adulthood, adolescence marks the period of educational attainment while at the same time working to attain considerable financial health. However, for a majority of youth, adolescence which comes with increased risk taking creates several youth problem behaviors like substance abuse and delinquency.Problems with the law may also arise due to engaging in legally prohibited activities like smoking and drinking. Play in adolescence assumes a structured and formalized nature hence music, competitive sports, dances and a host of other group experiences. Social relationships are nurtured because of their importance. Productive pursuits like volunteer activities and work are taken up by some individuals and such pursuits may last a lifetime.

Early Childhood Educational Philosophy

â€Å"It must be remembered that the purpose of education is not to fill the minds of students with facts †¦ it is to teach them to think, if that is possible, and always to think for themselves. † Robert Hutchins. It is very clear to me that a successful early childhood program must provide a safe and nurturing environment that promotes social, emotional, physical and cognitive development. Young children need a warm and inviting atmosphere to learn. Children must have their basic needs met before any learning can take place. Safety, nutrition, and shelter are a few needs which must be provided. Although early childhood centers may not directly provide these services outside the regular school day, administrators must connect with outside agencies in order to recommend and provide families with necessary services. Children need to be encouraged to express themselves though verbal communication, text/pictures, play, and through art. Children learn through manipulation of objects in their environment, creative play, and discovery of the world around them. It is through group play, role modeling, and through supportive teaching that children grow socially and emotionally. These group activities teach young children how to live, work and play together. Independent and guided problem solving and independent exploration help children gain greater independence. Children need both independent and teamwork skills to become a well rounded person Early childhood teachers need to understand that often they are the one person spending the majority of the time with the children they are teaching. Parents today are busy with work and trying to keep the household together. Released by the U. S. Census Bureau in November, 2009 there are approximately 13. 7 million single parent s in the United States today. These single parents are responsible for raising 21. 8 million children which is roughly 26% of children under 21 in the U. S. today. I strongly believe that early childhood teachers are responsible for forming a superior bond with each parent so they can work together to help each child grow as an individual, based on the child’s needs. A classroom is places where differences should be valued and children and their families are appreciated and respected. Each Classroom is diverse in many ways, including economically, and culturally. I believe each teacher, parent and administrator should be committed to promoting diversity in all its forms, including those related to racial and ethnic identity, gender, socioeconomic status, sexuality, age, family structure, religion, national origin and ability. I believe as educators we should actively seek to teach children tolerance of all forms of difference, and just as actively seek to dissuade children from bias about norms and stereotypes. Throughout the classroom as well as the center there should be displays that show diversity as a celebration of people, of differences and of ways of living. I believe in early childhood education the best form of assessment is performance records. Performance records are any documentation regarding the child’s development and learning. These records help the child care provider to notice patterns in a child’s behavior as well as learning patterns. It is important to document at various times of the day as well as with a variety of teacher directed and child directed activities. I feel in early childhood children develop at differently, some children develop faster than others and therefore standardize testing is not an accurate account of the children’s abilities. At this age in a child’s life children should not be measured against their peers. I believe that each child should be measured on an individual basis. I feel that the best approach to curriculum is the integrated curriculum approach which involves picking one topic that can be explored across more than one academic discipline. I do feel that children are going to be more interested if they have some choice in the topics. With preschool children they are at an age where they can express what they want. I feel that a teacher should include them in some of the topics they explore. Children should participate independently, with the entire group and cooperatively in small groups. Each day should be a balance of free-choice time and planned structured activities in specific time blocks. Activities throughout the day are either child-initiated or teacher-directed. This variety promotes independence, provides opportunities for children to practice and acquire social skills and fosters the development of a positive self-image. It is important for every teacher and administrator to remember that â€Å"In early childhood you may lay the foundation of poverty or riches, industry of idleness, good or evil, by the habits to which you train your children. Teach them right habits then and their future life is safe. † Lydia Sigourney. I truly believe that each child that walks into our lives is there for us to nurture and help grow and we may be the only one that is laying the foundations. We have a chance to change the life of every child that walks in our center.

Free sample - A sound mind in a sound body. translation missing

A sound mind in a sound body. A sound mind in a sound bodyHuman Resource Management. A contemporary world arena of business making continuously watches an incessant competition race among contestants. They pursue the goals of getting profits and taking a prevailing position in a particular business field. No doubt, each company focuses on reaching success which is hard to imagine without leadership. It is true to assume that the dominance in the world market place requires huge resources involvement. Thus, the shareholders having invested in the company’s prosperity expect the ‘harvest’ to be visible and tangible. So, in this connection we speak about the feedback that the investing participants are eager to see. Here it is relevant to consider the paramount importance of the company’s human resource management (HRM), since it is the human resources (HR) that bring along the company’s exuberance. The personnel being the integral parts of the whole profit making machine comprise the ‘motive force’ that can’t be neg lected. In addition, the workforce is commonly quite varied, thus the HRM is supposed to apply a smart diverse managing program referring to and taking into account the employee-concerned factors. Such factors include race, gender, age issues. With the hindsight we may assert that the above mentioned aspects used to and still to some extent continue to be a sticking point on the way to individual recognition at workplace and field of activity. Hence the company’s management policy resorts to certain regulations in leveling inequalities when evaluating the personnel potential and proficiency. So, in 1960’ emerges the notion of ‘affirmative action’ aimed at minimizing and eventually eliminating the prejudiced attitude to the employees for the recruitment process to be regardless of race, religion, origin, gender etc. Thereby, on the grounds of this idea special affirmative action programs (AAP) became to be developed to provide equal   opportunities for such groups as minorities, women, disabled people, veterans (Berkley Lab, 2010, Oct 26). However, why was such practice in human resource management perceived in different ways? Perhaps we should mind that each notion, idea, process in our world faces diverse opinions and there can be arguments both ‘for’ and ‘against’. The AAP enclosed into the managerial policy evoked a dual response as well. One of the points to say ‘NO’ is a financial side of the matter, since the program presupposes expenses. Not the least of the aspects appears to be a complicated and long-term cultivation of the non-discrimination-prone standpoint and attitude. Still let’s analyze whether the game is worth the candle. Should the companies be obsessed only with revenues and ignore the role of the individuals and their direct impact on the business development? It’s a pure delusion to exploit human resources as soul-absent money-making mechanisms. As a matter of fact, the sound environment and fair non-biased approach to people is a substantially essential aspect of the company’s well-being, since the staff in such conditions w ill demonstrate loyalty and effective productivity. Moreover, even today and in the future perspective the company is likely to gain respect and acknowledgement for the efforts to adhere and spread the idea of equality. Thus, the company’s sound system – ‘body’ is sure to have a sound ‘mind’ – company’s human resources. So, maybe that is the key to success. References Aclu position paper. Affirmative Action (2000) European Academy of Legal Theory. Brussels. Affirmative Action Program (2002-2003) Lawrence Berkley National Laboratory. Affirmative Action Program (2010, October 26)

The Curious Case of Whet

The Curious Case of Whet The Curious Case of â€Å"Whet† The Curious Case of â€Å"Whet† By Maeve Maddox Here’s a question from Caro that cites a usage for whet that I’ve never heard: I have recently seen several people using the word â€Å"whet† in place of the word â€Å"wet†.   (In one case, I asked a friend if shed meant to say â€Å"wet† but she said it can also be used as a dirtier form for â€Å"wanton† I can only wonder what the friend understands by wanton. Both whet and wet have been in the language since Ango-Saxon times. whet: OE hwettan to sharpen† Even back then the word could have the figurative sense of â€Å"to encourage.† wet: OE wà ¦t moist, liquid, OE wà ¦tan to be wet. OE wà ¦ter, â€Å"water.† When I taught young girls in England, I often heard one of them say that So-and-So was â€Å"wet.† It meant that the unfortunate girl under discussion was â€Å"socially ineffectual† or, as they may be saying now, â€Å"wimpy.† I don’t often hear the word wanton in ordinary conversation. It can mean â€Å"lascivious† as in â€Å"that wanton hussy.† Youre more likely to hear someone refer to â€Å"wanton cruelty.† In the latter example the meaning is â€Å"merciless, unfeeling, inhuman†: Leaving those dogs tied up in the backyard when they moved was wanton cruelty. The earliest meaning of wanton was similar to the French expression mal à ©levà ©, â€Å"badly brought up.† Wanton was a word to use when referring to unruly or unsocialized children as Shakespeare does in Lear: As flies to wanton boys are we to the Gods. They kill us for their sport. Wanton was originally a two-part word: wan-towen. OE wan meant â€Å"wanting or lacking.† OE togen was the past participle of teon, â€Å"to train, to discipline.† The wanton child was lacking in discipline. Expressions with â€Å"whet† in the sense of â€Å"encourage† or â€Å"stimulate† whet one’s appetite: stimulate one’s desire to eat whet one’s whistle: clear one’s throat by taking a drink whet one’s anger: increase feelings of anger Expressions with â€Å"wet† wet one’s whistle: take a drink wet-nurse (1620): a woman hired to nurse another’s infant wet dream (1851): nocturnal emission wet blanket (1879): a person who brings down the spirits of others, (the way a wet blanket may be used to smother a fire). to be all wet (1923): to be in the wrong wetback (1924): illegal Mexican immigrant (wet because of wading the Rio Grande). Bottomline: Using whet as a â€Å"dirtier form of wanton† is totally bizarre. (But then, not being au courant with the latest slang, I may be all wet.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Regarding Re:50 Diminutive Suffixes (and a Cute Little Prefix)Oppose and Opposed To

Development, Frameworks and Methods Essay Example | Topics and Well Written Essays - 750 words - 1

Development, Frameworks and Methods - Essay Example Since 1983, cellular phones have evolved from what was Motorola DynaTAC 8000X to the current iPhone 5 (Burgess, & Burgess, 2012). Besides the initial models lacking the many incorporated features, they were also bigger in size with protruding antennae compared to the current models. The phones also weighed much compared to the current ones. From basic conversation gadgets, cellular phones were later designed to take up more tasks including multimedia functions. This was a milestone achievement in the history of phones and no one could envisage any other advancement. In that era, phones were used to take personal images and record fascinating event in occasions like wedding and parties (Burgess, & Burgess, 2012). It is true that technology never stops to evolve. After the amazing feature in the history of the phone, another functionality was invented. The phone could now be used to access internet by either mobile broadband or Wi-Fi. Again, it was astonishing that computer based services could now be accessed using cell phones. This technology made it possible for the phone users to keep track of the word breaking news and to explore the various internet social sites like Facebook and twitter (Kling, 2010). Access to information was widened and just by having a phone, one could get direct access to all the information they needed. This technology made it possible to believe that cell phones could be made to suit any human need. Currently, cell phones can be used as Global Positioning Devices (GPS) that are able to receive satellite signals. In this regard, current position and location of the phones can be determined. This technology has been used to trace stolen or missing phones (Kling, 2010). It has been used to track criminals for apprehension by providing the exact longitude and latitude where the device is on the earth surface. GPS

A significant patient care event within a multidisciplinary care Essay

A significant patient care event within a multidisciplinary care setting - Essay Example The paper will focus on the events that led to her injury and the steps taken by the emergency department staff to stabilize her. After stabilization, the steps taken to manage the patient are discussed. I was on duty when Elizabeth reported to the emergency. She had an attendant, James, with her. Elizabeth was conscious but she had sustained severe injury and so was not in a condition to tell the details of what had happened to her. James was bruised but and had a bleeding tooth but had not sustained any serious injury as Elizabeth. James gave the history. He said that Elizabeth was driving while he was in the back seat when a deer came on the road. They were on a relatively silent country road on their way to the city. On seeing the deer, only a few meters from them, Elizabeth immediately reacted by steering the car towards the side of the road. In doing so, the car hit the side pavement. Since the car was being driven at 80km/h, the collision threw them forward in their seats. Jam es was not badly hurt but Elizabeth sustained serious head injuries. James said that Elizabeth had seizures before she lost consciousness. Panicking, he called for help. When the paramedics arrived, they immediately lay her on a stretcher, and transported Elizabeth and James both to the hospital. They gave James some shot that lessened the pain that he was experiencing. On reaching the hospital, John was examined and found not to have any serious injury. His bruises and bleeding from the teeth were addressed and managed. I was assigned as the critical care nurse for Elizabeth. The paramedics mentioned that Elizabeth had gained consciousness while on the way back; however she was not oriented in time and space. She had mobility of all her limbs but her speech was not clear and coherent. She was speaking broken words that made no sense. On measurement of her pupils, they were of 3mm in size, with intact papillary reflexes. On assessing her consciousness level, she was rated as 9 on th e Glasgow Coma Scale. According to Brooker and Nicol (2003), measurement of the GCS is the one of the most significant procedure the nurse carries out when a patient who is not well oriented in time and space comes. It is also the duty of the nurse to properly and accurately write down the results. Moreover, the nurse must be alert and continually observe the neurological condition of the patient. If there is any change, the nurse must report them immediately since quick interventions are required. Clinical decisions are dependent on the credibility and strength of these nursing interventions (Brooker & Nicol 2003). When assessing the consciousness, if the patient has a GCS rating of less than 7, the patient is said to be in a comatose state. Elizabeth, with a GCS rating of 9, was not labeled comatose. On carrying out the assessment and the standard protocol of ABC and stabilization of her vitals, it was seen that she was experiencing a quick decline of her neurological functioning. It is necessary to keep a track on the neurological condition of the patient. As mentioned above, such deterioration in the patient’s neurology is a matter of concern and should be duly addressed. Within a matter of a few seconds, Elizabeth’s speech started to deteriorate and she only made incomprehensible sounds now. Her eye