Statement of Purpose. Doctoral program in Education Leadership, Essay

Statement of Purpose. Doctoral program in Education Leadership, Management and Policy at your school (Seton Hall University) - Essay Example The doctoral program will provide me with an opportunity to learn more about higher education and prepare me to be a senior level college administrator. I have had several educational and life fulfilling opportunities to work with many administrators to help contribute to the field. Due to the nature of this program; I believe it will provide me with an opportunity to continue to be a catalyst not only within higher education, but my community as well. In addition, this program will help me further my understanding of first generation Saudi college students’ expectations and knowledge about college prior to enrolling in their respective institutions by participating in pre-college programs. I feel that the program provides the right balance of advanced coursework and research. I believe the Ed.D. in Education Leadership, Management and Policy will combine my interests between business administration and Education Leadership, Management and Policy. I am convinced that by my research in this field, I will be able to learn in depth the concepts of Leadership techniques, Organizational Behavior and Organizational Development and would like to explore new methods in improving the present policies and procedures being used in organizations. This will be a good experience and will be very beneficial to my career. My professional goals are intellectual enrichment, an absolute understanding of the trends in this field and to put to good use my knowledge to help those in need and to effectively contribute to the profession. I would like to be a leadership consultant someday.

Should taking photos be allowed everywhere Essay

Should taking photos be allowed everywhere - Essay Example Individuals often take photos for different reasons and in different avenues; however, issues may arise regarding where individuals decides to take their photos for various reasons that include privacy or security reasons. On another note, society today is liberal and this puts into question why people should be denied the liberty to take photos where they like. Taking photos needs to be allowed everywhere since this will allow individuals to relive their best memories on planet earth. This is especially important for those taking photos as a leisure, to commemorate a particular event or as a profession for instance photo journalism. In the contemporary world, photography has become part and parcel the working class, the youth and families who wants a piece of past events to keep as a souvenir. In industrialized nations such as the United States, United Kingdom and Japan are more attracted to tourism as a way of spending their vocation. In order to keep the memories of the areas that they visit as a tourist, taking photos is important for such tourists. This allows the tourists take back home part of the regions that they visit during their vocations. When back home such photos give some sense of satisfaction regarding how a person spent his vacation, this is often shaped with workmates or friends back home. The workplace is often hectic for professionals and vacations exist to help individuals to take a leave from the work environment. However, instead of resting home, these individuals often prefer to spend their vacation in a way that they will remember for a longer period. This has led to the establishment of vacation sites across the world. The scenes at these sites are often fascinating and tourists want to remember such sites by taking photos. On the other hand, photos hold a special place for families and in terms of remembering lifetime events such as

Electronic positioning system (marine navigational radar) Essay

Electronic positioning system (marine navigational radar) - Essay Example This effect can be observed when a person shouts in a valley. The sound waves travel to the nearby mountains and get reflected. The person thus hears back his own voice. The time taken by the sound waves to return back depends upon the distance between the persons and the mountains. The similar concept is applied in RADAR. Here radio waves are emitted by the RADAR which travel in all directions. If an object comes in the way of these waves they get reflected back with the speed of light and detected by the RADAR. By knowing the time elapsed between sending and receiving back the waves, the position of the object can be determined by calculating the distance the wave has travelled. Now in order to calculate the speed of an object the concept of Doppler shift plays its role. When a wave is reflected by a moving object its nature depends upon the movement of that object. If the object is moving towards the source of the wave, then the pitch of the wave will be higher than if it is moving away from it. This can be observed in case of a car blowing its horn. When a moving car approaches a person the horn seems to be louder and when it moves away it become s somewhat fainter. Knowing the pitch of the sound wave the speed of the car can be detected. This principle is applied in case of RADAR where a radio wave is used instead of a sound wave. The pitch of the reflected radio wave determines the speed and the direction of motion of the object. Combining the Echo and Doppler Shift, we can exactly determine the position, speed and direction of motion of an object in the sea with the help of a Navigational RADAR. Components of Marine Navigational RADAR There are five main components of a Marine Navigational RADAR. Transmitter Modulator Antenna Receiver Indicator 1. Transmitter A transmitter is a device which transmits radio waves into the air. These waves are generated inside the RADAR. 2. Modulator It allows waves to be omitted as pulses (Integrated Publishing, n.d.). 3. Antenna An antenna is used to give direction to the radio waves being transmitted. These waves are sent as 'beams'. The antenna is always in rotating condition so that the whole of the area is covered. 4. Receiver It receives back the reflected waves from the objects and converts the information into usable data (Integrated Publishing, n.d.). 5. Indicator It is a device on which the received information is plotted. It shows the position of the object in the form of a mark on a screen. The standard indicator that is used mainly is known as Plan Position Indicator (PPI). It

The Walt Disney Company and Pixar Inc. Essay Example for Free

The Walt Disney Company and Pixar Inc. Essay To Acquire or Not to Acquire? In November 2005, Robert Iger, the newly appointed CEO of the Walt Disney Company, eagerly awaited the box office results of Chicken Little, the company’s second computer-generated (CG) feature film. He knew that, for Disney as a whole to be successful, he had to get the animation business right, particularly the new CG technology that was rapidly supplanting hand-drawn animation.1 Yet the company had been reliant on a contract with animation studio Pixar, which had produced hits such as Toy Story and Finding Nemo, for most of its recent animated film revenue. And the co-production agreement, brokered during the tenure of his predecessor, Michael Eisner, was set to expire in 2006 after the release of Cars, the fifth movie in the five-picture deal. Unfortunately, contract renewal negotiations between Steve Jobs, CEO of Pixar, and Eisner had broken down in 2004 amid reports of personal conflict. When he assumed his new role, Iger reopened the lines of communication between the companies. In fact, he had just struck a deal with Jobs to sell Disneyowned, ABC-produced television shows—such as â€Å"Desperate Housewives†Ã¢â‚¬â€through Apple’s iTunes Music Store.2 Iger knew that a deal with Pixar was possible; it was just a question of what that deal would look like. Did it make the most sense for Disney to simply buy Pixar? Walt Disney Feature Animation Walt Disney Feature Animation began with the production of Snow White and the Seven Dwarfs in 1934. Toys and memorabilia based on the movie’s characters were stocked in stores such as Woolworth’s around the film’s release, a move that became a trademark of Disney’s strategy. After many early successes, the animation division struggled for decades after Walt Disney’s death but  was rejuvenated with the arrival of Michael Eisner, as well as Jeffrey Katzenberg as chairman of Walt Disney Studios, in 1984. Under them, the studio produced a string of hit films that included The Little Mermaid and Beauty and the Beast, up to the enormous success of 1994’s The Lion King, which alone generated over $1 billion in net income for the company. The Walt Disney Company and Pixar Inc.: To Acquire or Not to Acquire? Eisner believed in making clear who was good at their job, and who was not so good, and wanted to give control to leaders who had a sense of judgment about creativity and business. Seventy-five percent of the time, he was able to find a director who had these skills and wanted to work on a particular movie; the rest of the time directors would be told to â€Å"just do it.†6 Katzenberg, who was known for his grueling work ethic and passion for animation, made it his personal mission to bring the studio back to its former glory. He supervised every aspect of the studio’s films. According to one former Disney executive, â€Å"Jeffrey is the sheep dog and the wolf. He’s the sheep dog guarding us, and the wolf hunting us.†7 Katzenberg was credited with hammering out the storytelling of each film and ensuring that each film had a moral resonance. He also brought on external talent to each movie, such as Elton John, who contributed songs for The Lion King. Recent Box Office Performance After The Lion King in 1994, every Disney-produced animated film fell below expectations (see Exhibit 1). When asked in 1997 about the division’s disappointing performance, Eisner replied, â€Å"I don’t think people quite understand our company. We have many avenues to make money from one of our animated films. The video revenues from one of our films are large, the consumer products huge.† Some of the same features that observers credited for Disney Animations’ success—large staff, large budgets, and lots of time—were also blamed for its demise. Disney Animation had just 275 employees in 1988; about 950 in 1994 for the release of The Lion King; and 2,200 at its peak in 1999.9 Competition for animators in the 1990s also caused salaries, which accounted for 80% of each film’s cost, to balloon, with top animators’ pay rising from $125,000 in 1994 to $550,000 in 1999.10 And these pay increases affected employees across the board. In 1994, Eisner refused to promote Katzenberg to president of the company, prompting his swift departure. The absence of Katzenberg, who was generally considered to be the studio’s creative force, struck many as the cause of the decline. As one commentator noted, â€Å"the company’s once-invincible animation studio has fallen on hard times since studio chief Jeffrey Katzenberg left.†11 In 1997, Katzenberg, along with Steven Spielberg and David Geffen, started rival animation studio DreamWorks. According to reports, in the years that followed, DreamWorks attempted to lure away some of Disney’s best animators. Joe Roth, former chairman of 20th Century Fox, became chairman of Walt Disney Studios after Katzenberg’s departure. In charge for six years, he focused the studio’s energy on live action films.13 Peter Schneider, former head of Disney Animation, took over in 2000 after Roth left. Schneider’s goal was to deliver â€Å"emotional, thematic stories.†14 He worked solely with established Disney directors and producers and relied on his younger development staff to broker deals with up-and-coming filmmakers, in contrast to the hands-on deal-making style of his predecessors, Katzenberg and Roth.15 The product development group assigned directors for each animated movie. In the late 1990s, Disney set up a â€Å"Secret Lab† in an old Lockheed plant near Burbank Airport as a response to the growing popularity of three-dimensional (3D) CG films. The group’s first CG project was the costly Dinosaur, which was released in 2000 to a strong opening weekend, but which ultimately disappointed at the box office. The Lab was shuttered in 2001 after Roy Disney viewed and rejected the second project underway, Wildlife, which he thought was packed with adult themes and strayed too far from Disney’s family-friendly brand offering. Disney then focused its animation efforts on traditional two-dimensional (2D) projects  such as 2001’s Atlantis: The Lost Empire.16 In 2002, under new feature-animation chief Thomas Schumacher, Disney embarked on an aggressive cost-cutting mission. Lilo Stitch, the first movie made in the new environment, cost about $80 million to make, versus $150 million for the 1999 Tarzan. Instead of 573 animators crafting 170,000 individual drawings, a crew of 208 rendered 130,000 drawings.17 Cost-cutting efforts took Disney’s animation department from its high to around 1,100 in 2003. At that point, as rival studios, such as News Corp.’s 20th Century Fox, exited the market, salaries slid precipitously. The market rate for the animator who brought home $550,000 in 1994 was half as much by the early 2000s.18 Apart from omitting redundancies, Disney Animation kept costs down by cutting corners where it could, in ways that were imperceptible to audiences. For example, the group eliminated things such as the number of characters seen in each frame or the amount of motion in the background.19 The televisionanimation unit also produced very low-cost films, like The Tigger Movie, which could make money with only $45 million in box office receipts, since the production cost was kept down to $15 million.20 In 2003, Disney Studios finally set up its own CG animation department. However, many staff members needed to be retrained in the new technology, which cost Disney money, heightened tension, and depressed morale within the studio. Disney decided to slow production on its animated films to give the staff more time to work on them and hammer out the story lines. American Dog and Rapunzel Unbraided, the second and third releases after Chicken Little, were both pushed back.21 Throughout this period, Disney came to rely on revenue and characters produced by its partner, Pixar. Between 1998 and 2004, Pixar CG movies contributed a total of more than $3.5 billion to Disney Studio revenues, and more than $1.2 billion to Disney’s operating income (Exhibits 2 and 2a). Pixar’s contribution represented 10% of revenue and over 60% of total operating income over the period. In 2005, Disney even set up a group known as Circle 7 to produce sequels to Pixar movies. The 40-person staff working on Toy Story 3 in March 2005 grew to 160 people during the followi ng year. Movie Economics While box office revenues from the theatrical release were the typical  measure of a movie’s success, financial success actually came from other revenue streams generated by the movie. By 2005, such sources included home video sales (originally on cassette tapes, but increasingly on DVD); payper-view and video-on-demand on cable channels; television showings, whether on free channels, such as NBC and CBS, or on cable channels; merchandise sales including toys, apparel, books, etc.; and video games and other electronic uses of the characters (see Exhibit 3). By 2005, the largest of these revenue sources was not theatrical box office but home video. Because character-related sales had such a long tail, revenue for a hit animated movie would come in over many years—up to decades for classic movies that were re-released theatrically and in home video form. Given the longevity of a great movie, film libraries were valuable assets. DreamWorks’ film library, for example, was about to be sold to Paramount for $900 million.23 Sequels to successful movies were another important source of revenue. The sequels to Toy Story, Shrek, and Ice Age, for example, generated between 30% and 90% more box office revenue than the originals. Once a character had been established, the existence of a built-in audience for subsequent  movies reduced marketing costs. Successful sequels would also extend the life of the original movie, particularly for animated features that appealed to successive generations of young children. Pixar Inc. Pixar was unusual among movie studios in generating a succession of box office hits. Its first five full-length films each grossed over $350 million.24 Steve Jobs said, â€Å"Everybody has tried to break into the animation market since Snow White was released in 1937. So far, only two companies  have ever produced a blockbuster production grossing more than $100 million, Disney and Pixar.†25 Pixar’s animation broke from the traditional model because the company did not use hand drawings but rather 3D computer-generated models. In 2D traditional animation, frames comprised hand-drawn cels, which required the skills of hundreds of people working for two to three years. Traditional animation constricted artists’ flexibility, too—if a change needed to be made to a character or scene, all subsequent frames had to be changed. Three-dimensional CG, on the other hand, used mathematical models to redraw each cel and mimic camera angles in ways that traditional an imation could not. Pixar used its own proprietary computer animation technology to generate incredibly lifelike 3D images and backgrounds, although CG still could not quite make human characters look perfectly realistic. Said Jobs, â€Å"We have 10 years of proprietary software systems that you cannot buy anything close to in the marketplace. You have to build them yourself.†26 Pixar’s technology allowed animators to manipulate hundreds of motion control points within a single character, to reuse animated images, and to edit easily.27 These technologies enabled Pixar to make animated films faster than its competitors and at a fraction of their cost. For example, the company made Toy Story with just 110 staff members, who spent the time saved on animation to focus on story and character development, as well as fine-tuning visual details. History Pixar traced its origins to the University of Utah in the 1970s, where a young Edwin Catmull studied computer science in a program renowned for creating the new field of computer graphics. Around the same time, Alexander Schure, president of New York Institute of Technology (NYIT), hired a team of animators to make a film version of â€Å"Tubby the Tuba,† a children’s record. Frustrated by the limitations of hand-drawn animation, Schure flew to the University of Utah, where he met and recruited Catmull to work at the Institute. Catmull and his hand-picked team spent four years at NYIT, where they made inroads into the field despite never producing the Tubby the Tuba movie. In 1979, George Lucas approached Catmull’s team with an offer to work on special effects for Lucasfilm, producer of the wildly successful Star Wars and Indiana Jones franchises. While working there in the early 1980s, Catmull met John Lasseter at a computer graphics conference and the two became friends. Lasseter, a young animator from Disney, had studied at California Institute of the Arts with the likes of Tim Burton. Skilled in art as a young boy, Lasseter read a book on the art of animation and Disney during his freshman year of high school and realized what he wanted to do with his life. After graduation, he joined the ranks at Disney and worked on Mickey’s Christmas Carol. He commented, â€Å"I felt that Disney was, at the time, doing the same old thing. They had reached a certain plateau technically and artistically with, I think, 101 Dalmatians, and then everything had been kind of the same ever since then, with a glimmer of characters or sequences that were special.†30 In 1984, Lasseter went to Lucasfilm’s computer division under Catmull. In 1986, Steve Jobs—who had left Apple Computer the year before—bought the Lucasfilm computer business, then called Pixar, for $10 million.31 Initially, Jobs intended Pixar to be a computer hardware and software company. He spent the next several years subsidizing the company to the tune of nearly $50 million from his personal funds. When the graphics computers did not sell, Jobs cut a third of Pixar’s staff in 1991 and left only the animation division.32 Jobs said, â€Å"If I knew in 1986 how much it was going to cost to keep Pixar going, I doubt if I would have bought the company. The problem was, for many years the cost of the computers required to make animation we could sell was tremendously high. Only in the past few years has the price come down to the point that it makes business sense† (see Exhibits 4 and 4a).33 Software Pixar initially developed three proprietary technologies: RenderMan, Marionette, and Ringmaster. In 1989, the company released RenderMan, a software system that applied texture and color to 3-D objects and was used for visual effects. Pixar used RenderMan itself and sold it to Disney, Lucasfilm, Sony, and DreamWorks, which used it to create effects like the dinosaurs in Jurassic Park. The program served as Pixar’s main source of revenue during the company’s early years. As of 2005, it had developed special effects for 100 films, and 44 of the last 47 movies that won the Oscar in visual effects had used RenderMan. In 2001, Catmull, along with two other Pixar scientists, won an Oscar for RenderMan and its advancements to the field of motion picture rendering. Marionette, the primary software tool for Pixar animators, was designed specifically for character animation and articulation, compared with other animation software that was designed to address product design and special effects. Ringmaster was a production management system used to track internal projects and served as the overarching system to coordinate and sequence the animation, tracking the vast amount of data employed in a three-dimensional animated film.

Determination of Unknown Salt Experiment

Determination of Unknown Salt Experiment Siar Azizi Introduction: Cold packs or medical cold packs are made and used in a variety of different ways. Cold packs are typically used in regards of medical treatment. Many athletes used cold packs to heal from any injuries. Furthermore, cold packs are used to keep medications cool for a given period, such medications include vaccinations. Cold packs contain a liquid inside, in most cases its water. In addition the water is mixed with a salt, which allows the cold pack to stay cool. The mixture that occurs between the salt and the water causes an endothermic reaction, which means that heat is absorbed. Due to the heat absorption, the temperature of the solution will decrease substantially. The cold pack experiment lab allowed us, the students, to apply theories learned in class to actual real life experiments; such experiments prepare us for future tasks the will be put forth to determine. Our main trajectory through this assignment was to determine what our unknown salt was, through experimental analysis. The main purpose of this lab was for us to determine what the given unknown salt is. For this experiment, my group and I were given unknown salt 7. Information recognized before starting the lab, were the materials needed, background information on the math required to determine the unknown(s). In addition, other background sources before starting the experiment included having previous knowledge of chemical formulas, understanding concepts learned throughout class and how a calorimetry works. Furthermore in order to determine how to complete the lab, we needed information upon how to properly keep the temperature of the water from decreasing or increasing, and this required that we needed to know what an insulator is and how to use it. To base a conclusion on what the unknown variables are, we needed to determine how to start and complete this experiment. To being with, we completed this activity by taking two of the three foam cups and placing them into each other. The foam cup inside the other cup will hold our water, while the other acts as an insulator, to prevent heat from escaping. Secondly, we used a graduated cylinder and measured 25.0-ml of water into it and put the water into the cup. After that we place the third cup, over the other two (acts like a cover) and put the thermometer through the top of the cup (This helps us determine the temperature of the water). Lastly, we measured the 3.0grams of our unknown salt and placed that into the water, letting it dissolve, and measured the temperature. The theories that needed to be taken into account for to help complete the lab, includes determine the heat capacity, q=mcà ¢Ã‹â€ Ã¢â‚¬  T. Other theories that we will also need to take into account for include, determine enthalpy, determining the change in temperature, and determining the percentage yield. In order to determine the enthalpy, the equation needed to be used is à ¢Ã‹â€ Ã¢â‚¬  H=-q. The equation used to determine change in temperature and percentage yield are, à ¢Ã‹â€ Ã¢â‚¬  T= T1 – T2 and Percent error= Theoretical yield-Actual yield x100. Theoretical As you read on, every equation will be examined and explained on what they mean and how they will be used. Brain, Marshall , and Sara Elliot. How Refrigerators Work.HowStuffWorks. N.p., n.d. Web. 13 Apr. 2014. Materials: The materials required in order completing the lab included goggles/eye wear; this will help prevent any type of harmful substances that we worked with from damaging your eyes. Three Styrofoam cups, the cups helps make an insulator and create the calorimeter. The thermometer was required in order to determine the temperature of both the water and the unknown salt. A weighing boat was also another source of material needed, in order to place 3.0grams of our salt. In addition, a scoopula and a scale were needed to help us determine the exact measurements of the unknown salt needed. Water was required to dissolve our salt into and measure the temperature of. A 100ml graduated cylinder was used to determine the accurate quantity of water required. Our unknown salt was another source of material given by our teacher, and this allowed us to complete the experiment. Other materials needed in order to complete the lab included paper towels. Procedure: In order to determine what our unknown salt is, we needed to make a guideline of the steps required to determine it. The procedure of our lab is: Gather all equipment/ materials to start procedure. Weigh the weighing boat, record the weight. Place 3.0 grams of our unknown salt 7 Take two of the three foam cups and place them within each other to create an insulator from preventing heat to escape or cold air from entering. Take the 100-mL graduated cylinder and measure 25.0mL of water. Take the 25mL of water and place it in the two foam cups Cut the third Styrofoam cup to fit the top of the first two cups. Make a hole, place thermometer in the calorimeter Read the temperature of water record it. Remove thermometer, add 3.0grams of unknown salt into the calorimeter. Let the salt dissolve and determine the temperature, by placing the thermometer through the top of the third cup. Before measuring the temperature, shake the cup to insure the unknown salt reacted/ dissolved completely. Determine the temperature and record results. Dispose of waste, clean the equipment and restart for the remaining two trials. Observations and Results: Before beginning the calculations for the lab, we need to determine what possible equation we will have to use. Equations: à ¢Ã‹â€ Ã¢â‚¬  T= T2 – T1 The equation above is the change in temperature, represented by delta (à ¢Ã‹â€ Ã¢â‚¬  ), which is the second temperature recorded subtracted by the first temperature recorded (T2 – T1). Q=mcà ¢Ã‹â€ Ã¢â‚¬  T The equation above allows us to determine the q, which is the quantity of heat transferred, which equals the mass (m), multiplied by the specific heat capacity (c), and multiplied by the change in temperature (à ¢Ã‹â€ Ã¢â‚¬  T=T2 – T1 ). à ¢Ã‹â€ Ã¢â‚¬  H=-q The equation above allows us to solve for the à ¢Ã‹â€ Ã¢â‚¬  H system. Once we determined the quantity of heat transferred, by using the equation q=mcà ¢Ã‹â€ Ã¢â‚¬  T, we can determine delta h by either replacing the q with mcà ¢Ã‹â€ Ã¢â‚¬  T, or place the result of q in the equation. Average Enthalpy= Trail 1+Trail 2+Trail 3 3 The equation above gives us the average enthalpy for the number of trails that was conducted by our group. We add up all the Enthalpy of all trials and divide it by 3, to give the average. Percent error= Theoretical yield-Actual yield x100 Theoretical This equation allows us to determine the percentage error of our results. After calculating for our enthalpy, we can take the theoretical yield, found on page 347, table 1 in our textbook, we can subtract is by the actual yield. After determining the value of that, we divide it by the theoretical value and multiply it all by 100%. With the recording of all our data obtained from doing the experiment, we were able to form a chart for all three procedures and mathematically determine what the unknown salt was. Weighing Boat=1.81 Grams Temperature of water and unknown salt obtained from three trails Table 1: Temperature results and Change in temperature of water through three trails. From this chart above, we can see that we completed three trails to determine the exact value of the unknown salt, and to determine what the unknown salt is. In addition, we recorded our temperatures of the water before the salt was added (T1) and after the salt was added (T2). From that point we calculated the change in the temperature for each trail, with the equation, à ¢Ã‹â€ Ã¢â‚¬  H=T2 – T1. Heat capacity and enthalpy of unknown salt for three trials Table 2: Enthalpy and heat capacity of unknown salt 7 for three trials. The chart above shows the heat capacity and enthalpy of the unknown salt from three different tests conducted. We determined the heat capacity using the equation q=mcà ¢Ã‹â€ Ã¢â‚¬  T and the enthalpy using mà ¢Ã‹â€ Ã¢â‚¬  H=q. The calculations for determine the results are shown below: Calculations: Note: 1mL is 1 gram. (M=dV, mass= density (1.00grams/mL) x volume (mL)) Trail 1: Q=mcà ¢Ã‹â€ Ã¢â‚¬  T mà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-8oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.836KJ) Q= -836J à ¢Ã‹â€ Ã¢â‚¬  H=0.836KJ/3.00g à ¢Ã‹â€ Ã¢â‚¬  H=0.279KJ/g Trail 2: Q=mcà ¢Ã‹â€ Ã¢â‚¬  T mà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-7oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.7315KJ) Q= -731.5J à ¢Ã‹â€ Ã¢â‚¬  H=0.7315JK/3.00g Q= -0.7315KJ à ¢Ã‹â€ Ã¢â‚¬  H=0.2438KJ/g Trail 3: Q=mcà ¢Ã‹â€ Ã¢â‚¬  Tmà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-7oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.7315KJ) Q=-731.5J à ¢Ã‹â€ Ã¢â‚¬  H=0.7315KJ/3.00g Q=-0.7315KJ à ¢Ã‹â€ Ã¢â‚¬  H=0.2438KJ/g Average Enthalpy: Avg Enthalpy= Trail 1+ Trail 2+ Trail 3 3 Avg Enthalpy= (0.279KJ/g) (0.2438KJ/g) (0.2438KJ/g) 3 Avg Enthalpy= 0.256KJ/g After determining our average enthalpy, we can determine what compound it is. Going into our textbook, onto page 347 and taking a look at table 1, we are given a list of compounds. The nearest compound our enthalpy is at is ammonium chloride. Ammonium chloride has an enthalpy of 0.277kj/g and we got an enthalpy of 0.256kj/g. using our knowledge based on rounding, we rounded up and made a conclusion stating that our compound was in fact ammonium chloride. Percentage Yield: Percent error= Theoretical yield-Actual yield x100 Theoretical Percent error= 0.277KJ/g – 0.256KJ/gx100 0.277KJ/g Percent error= 7.58% Therefore, the percentage error of our results was 7.58% Discussion: Throughout the cold pack experiment not all our results were accurate. Our results weren’t as accurate because we stumbled upon some errors while completing the lab. One error that we encountered while completing this experiment and one that had an impact on our final results was the way our calorimeter was created. Through the experiment we were to assume that the calorimeter would create an isolated and insulated system, but in truth it didn’t. As we proceeded through the experiment of putting the water into our calorimeter, there was a possible moment when there was a transfer of heat in between the Styrofoam cups and the solution, in our case unknown salt 7. The stage when there may have been a transfer of heat, was not taken into account and this could of have caused an increase or a decrease in the temperature of our solution. As we already know that the reaction was endothermic and since it’s endothermic the solution absorbed the heat, from the cups and re action. Such an error would cause a change in the temperatures of our solution to either increase or decrease. The result of this error had a medium impact on our final results. This was a medium impact because it not only affected our solution, but also the measurements we took. Resolutions to possibly prevent this error from occurring includes, taking account that the temperature may increase or decrease due to that fact it isn’t an actual isolated system. Another solution can include using different materials that would insulate the solution better. Our second source of error was taking the measurements of the water and measuring the accurate temperature of the water. When taking the measurements of the temperature of both the water and solution, there could have been an error from what we saw and what we wrote. Furthermore, since we don’t know whether the thermometer was actually inside the water, it could have not been touching it which in turn gave us the wrong results. An example could include is when taking the temperature of the water, the thermometer could have read 22oC and we could have seen it as 23oC or24oC. The result of this error had a medium effect on our data and due to this effect, our enthalpy wasn’t as accurate, and didn’t exactly match the ones in the textbook. When measuring the amount of water required dispensing in the calorimeter we need to use a graduated cylinder for accurate measurements. The cylinder was to give us the accurate measurement of whether we had exactly 25ml of water o r not. The error in this measurement was for us to check with if it was exactly 25ml, and this may have resulted in either something less than 25ml or more than 25ml. The impact the source of error had on our final result was medium. The impact was medium because even though it did affect our final results, it didn’t affect it by a lot. It hadn’t affected our results by a large quantity because the difference between the solution we were supposed to get and the one we had, had a small margin of differences. The last source of error, that we hadn’t taken account for throughout the process of completing the experimental lab, may have had an impact on our final results. This error that affected our results was the fact that our unknown salt 7, was exposed to air for a periodic time. Due to a fact that the salt was exposed to air, it may have resulted in some of the salt reacting with the atmosphere. Due to this error, our results could have been incorrect because when massing the 3.0 grams, it could have reacted with the atmosphere, giving us 0.10 off, such as 2.90grams. This may not affect the results by a lot, but there would still be an effect on it. Another example of our results being affected by this includes that since some of our unknown salt reacted, when we measured the temperature it could have actually been either lower or higher than what we actually expected. For example, if the salt wasn’t exposed to the atmosphere we could have got a temperature of 18oC, but i nstead due to the fact it was exposed we got 20oC. The affect this had on our results and solution is a medium result. This is a medium result because if some of the unknown salt reacted, it would have been in such a small quantity, that it wouldn’t have a large effect on our results. Possible solutions from stopping this problem from occurring includes, either keeping the salt in an isolated room, put a tad more of the unknown salt in the water, just to counter act for the ones that reacted. In the mixed of completing the lab, we stumbled upon a mistake with determining the unknown salt. The mistake had an impact on final answer and wasn’t taken into account that it may possible have an effect on our final solution. The mistake that may have been encountered includes that our unknown source of salt, when added into the water, may have not dissolved properly. This resulted in the reaction not taking place to dissolve the entire product, which may have affected the temperature that was measured. Due to the fact that the salt wasn’t dissolved and it didn’t participate in the reaction, the temperature we may have taken could have been only the waters temperature. This source of error had a large effect on our solution because we had no way of determining whether it dissolved or not, without tampering the solution. Furthermore, due to the fact of the error, we may have been given the wrong temperature of the solution that in turn gave us the incorrect res ults for the enthalpy. In accordance, not only will we have been given the incorrect enthalpy, but the results were affected as well. In order to prevent this source of error from occurring again, what I could do is, while the unknown salt is in the water, I could stir it to dissolve properly; another method can include is to shake the calorimeter to dissolve the salt. When shaking it, I would hold it from the top to prevent heat transfer from my hand and the water. Diagram 1: From the diagram we can see the calorimeter being constructed and the final result is over on the right. I would hold the middle of the calorimeter and spin it around to better dissolve the unknown salt. DoChem 095 Heat of Solution of Magnesium.DoChem 095 Heat of Solution of Magnesium. N.p., n.d. Web. 10 Apr. 2014. Conclusion: In conclusion, this experiment allowed us, the students, to use theories learned in class to real life applications, or real life applications that we will soon encounter. The lab better prepared us for what may be expected in the future, and allowed us to determine different factors that affected our results in more than one possible way. The cold pack experiment lab that was conducted by my group and I, had resulted in us facing errors such as measurement errors, errors including the calorimeter and errors including our unknown salt. These errors were recorded and explained to better help us prevent it from occurring again. By following the correct procedure and having the correct materials required, we were able to determine the final enthalpy. That allowed us to determine what our unknown salt was, which was ammonium chloride. Bibliography: DoChem 095 Heat of Solution of Magnesium.DoChem 095 Heat of Solution of Magnesium. N.P., n.d. Web. 10 Apr. 2014. Brain, Marshall , and Sara Elliot. How Refrigerators Work.HowStuffWorks. N.p., n.d. Web. 13 Apr. 2014. Kessel, Hans Van. The Bohr Atomic Theory.Nelson Chemistry 12. Toronto: Thomson Nelson, 2003. 174-76. Print.

Adolescent Girls :: essays research papers

This study examined the perceived role of three types of sociocultural agents (peers, parents, and media) in influencing body dissatisfaction and dietary restraint in adolescent girls. Participants were 577 grade 10 girls from six schools who completed questionnaires in class and had height and weight measured. Two path analyses resulted in a similar pattern. While current body size strongly predicted ideal body size and body dissatisfaction, perceived influence of multiple sociocultural agents regarding thinness also had a direct relationship with body ideal and dissatisfaction. Dietary restraint was predicted directly from body dissatisfaction and sociocultural influences. Peers, parents, and media varied in their perceived influence. The findings support the idea that those girls who show the most body dissatisfaction and dietary restraint live in a subculture supporting a thin ideal and encouraging dieting. Body concerns and/or dieting behaviors are reported by mast adolescent girls (Paxton et at, 1991; Wadden, Forster, Stunkard, & Linowitz, 1989; Wertheim, Paxton, Maude, Gibbons, Szmulker, & Hillier, 1992). Although body concerns may lead to healthy eating choices and exercise in some girls, many others diet despite already being a healthy weight or report using unhealthy methods such as fasting or vomiting (Paxton et al., 1991; Wadden et al., 1989; Wertheim et al., 1992). These latter behaviors are of concern since longitudinal studies suggest that dieting in adolescence is a risk factor for the development of eating disorder symptoms (Killen et al., 1994; Leon, Fulkerson, Perry, & Early-Zaid, 1995; Patton, Johnson-Sabine, Wood, Mann, & Wakeling, 1990). Most theories of dieting, body image, and eating disorders assign a major role to sociocultural factors (Levine & Smolak, 1992; Stice, 1994), such as the media. There has been a trend in the media, over several decades, for smaller ideal female body size despite increases in the actual body size of young women (O'Dea, 1995). These findings have led to the idea that body dissatisfaction results from the discrepancy between a female's actual body size and an ideal size strongly influenced by images in the media. Indeed, larger girls (those farthest from media ideals) report more dieting and body dissatisfaction, and many normal-weight girls also diet and report dissatisfaction (Huon, 1994; Patton et al., 1990; Paxton et al., 1991; Wadden et al.

Prescription Drug Abuse and Addiction

These medications are prescribed by a physician and purchased at a pharmacy to treat cute or chronic pain (Byrne, Lander, & Ferris, 2009). Description Prescription Drug misuse and abuse affects all members of society to include the rich and famous, homemakers, physicians, executives, teachers, the young and the elderly. The fact that the medications are self-administered substances prescribed to treat acute or chronic conditions contributes to the increased Incidence of Dalton (Wolfed, Appear, & DuPont, 2011).There are some factors that affect the rated of prescription drug abuse such as older people and women are less likely to abuse drugs (Weaver, & Jarvis, 2010). However adults that range In age thirty- five to forty-four have the highest drug abuse rates as wells as residences of the Southern and Western regions of the US (CDC, 2008). Rationale Everyday increasing amounts of the patients seek treatment in the emergency departments across the Valley of the Sun. These patients are actively seeking prescription painkillers.Some of the patients have legitimate pain issues but most do not. Many of the high emergency room utilizes are treated in over four different hospital emergency departments per week. Many have been caught altering, or forging prescriptions. Patients give explanations such as their medication was lost, stolen, or the pharmacist did not give the correct amount of drugs for the Increased frequency of the need for refills (Wilfred, Appear, & DuPont, 2011). There are increased incidences of identity theft and patients using aliases to obtain prescriptions.