Gun Control Essay Example | Topics and Well Written Essays - 1750 words - 2

Gun Control - Essay Example There are several points and reasoning about the article that needs to be straightened out. The most disturbing is the justification that calling for gun control is not about the Second Amendment. They are already contradiction in terms and yet it was still used as a justification. The second fallacious argument that was used that also needs to be refuted is the argument that of U.S. Education Secretary Arne Duncan during the assembly of marchers that "This is about gun responsibility; this is about gun safety; this is about fewer dead Americans, fewer dead children" (Martinez and Scmidt) while it is being hinged on the premise that "More guns? More violence" and "Hey La Pierre. How about this? Keep the Bad guy from even getting a gun!" (in respose to NRA CEO Wayne Lapierre statement as "the only thing that stops a bad guy with a gun is a good guy with a gun") (Martinez and Scmidt). Gun control was being called upon in the demonstration as the solution to end violence because it is t hought of as tool of violence, it being a weapon that can indeed harm, mutilate and even kill an individual. The advocates and marchers of this solution posit that if the tools or weapons that were used in those crimes and incidence of violence did not become available, then violence will be reduced. While this may seem to be a plausible solution to reducing violence, gun control may pose a problem of infringing on our basic rights as Americans to bear arms as stated in the Second Amendment of the Bill of Rights contained in the Constitution of the United States of America which was negated during the march for gun control by saying that it was not about the Second Amendment. It is because the moment that gun control is cited, it already an attempt to abridge a right that is guaranteed in the Second Amendment is disturbing. If one will subscribe to the reasoning of the advocates of gun control, it was as if gun ownership is equated to evil and that it does not do anything good excep t perpetuate violence. Under this unreasonable onslaught, it would be important to cite how guns played in the creation of America to refute the argument that it evil and that the people we esteemed in history were in fact gun owners. Those who crafted our Constitution and laid the foundation of this country were even said to be gun aficionados. The venerable George Washington, the first President of this Republic was even a general who had guns and men under his command. And he was never accused of violence neither was there a slightest instance that those guns were used to inflict violence and unnecessary force. Those guns that he had were instead and in fact used to liberate and unite this country from the invading forces until our country became what it is today. Without guns, our country would still have been under British rule because we had no weapons to fight and repeal them. And George Washington is not an exception to those who owned a gun that never had the slightest semb lance of violence. Most founding fathers of this country were bearer of arms and almost every major historical event in this country that led to what it is today also involved guns. Imagine the Alamo when its defenders are without guns or Abraham Lincoln struggle to end slavery when his army did not have the firearms to assert his political will to end slavery against the

Institute Cargo Clauses Essay Example for Free

Institute Cargo Clauses Essay Yatch Insurance entails providing coverage for losses incurred on pleasure craft and also includes liability coverage. Cargo Insurance has a broader scope, which I intend to weigh into more, as far as insurance coverage is concerned. It is a contract under written on the Institute Cargo Clauses offering coverage on an A, B or C basis. Whereas on the on hand A offers a wide cover, C on the other offers a relatively circumscribed one. Institute Cargo Clause A stipulates that the insurer will, upon the incurrence of the loss insured against, cover for all the damage to the subject matter insured. It is however important to note that all damage in this particular case is used to refer only to accidental loss and not that which would eventuate from intentional acts or that are inevitable. Some of the losses that would be excluded from the coverage of this cargo clause include: The above mentioned exclusions are substituted by two other clauses: The War and Strikes Exclusion Clause and The Unseaworthiness and Unfitness Exclusion Clause. Given the nature of structure of the Institute Cargo Clauses B and C, it is important, in the interest of an exhaustive analysis, to look into the content of C before that of B. This is attributable to the fact that to a large extent the content of clause B subsumes that of C and has additional provisions. Institute Cargo Clauses C cover damage to the insured that is attributable to: The insurance also provides coverage for damage or loss to the insured caused by jettison. This covers scenarios where, for instance, a ship caught in a tempestuous sea has to throw into the water certain cargo in the interest of keeping it afloat and protect the remaining. (Donald, OMay. Julian, H. 2003) The B clauses provide coverage for all that is available in the C clauses but stretches farther to include coverage for loss or damage to the subject matter insured that may come about as a consequence of volcanicity, lightening or earthquakes and other tectonic disturbances. It also covers loss caused by †¢ Total loss of any package lost overboard or while loading onto or unloading out of the vessel. †¢ Washing overboard. †¢ Entry of sea, lake or river water into the vessel or storage place. The clauses entailed in B provide for enormous additional coverage that include, among many others, river or sea water and accidents in loading and unloading. It is discernible, however, that there is a vaccum left as far as coverage for theft, delivery failure and shortages are concerned. The contract that would be most ideal for the ship operator in question is the Cargo Insurance, clauses C. These clauses offer a provision that distinctly caters for loss or damage incurred by the subject matter insured due to collision or destructive contact with other vessels while on voyage. The greatest concern being the damage it may cause to other ships and third party property, the ship owner would have to bear in the mind the work framework of the contract as influenced by the Hulls and Machinery( HM) and the Protection and Indemnity Clubs( PI) stipulations. (Donaldson, E. 2000), Marine insurance can be divided into two broad categories: Vessel and Cargo. The insurance of vessels is known as Hull and Machinery (HM). Cover is provided either on voyage or time basis such that under the time basis, a vessel or cargo is covered for a given duration whereas under the voyage basis, the vessel or cargo is covered for voyage between ports set out in the insurance policy. Protection and Indemnity Clubs came into existence much later as compared to the Hull and Machinery. Up until the 19th century, a marine policy covered only seventy-five percent (75%) of the insured’s liability towards the third party. In this respect typical liabilities arose a lot often from â€Å"running down† which refers to collision with another ship in transit, â€Å"allision† which refers to collision with a fixed object and wreck removal. In the 19th century ship owners came together forming mutual under writing clubs and hence the inception of the Protection and Indemnity Clubs (PI). Their strategic intent in that inception was to insure the remaining twenty-five percent (25%) that up until that moment was yet to be catered for by the insurers. The clubs work on the basis of registering ship owners as members who remit a premium which goes towards accumulating a fund with which reinsurance is subsequently purchased. With this in mind it would be a word of sound advice to the ship owner in question to register membership, if he/she is yet to, with a credible Protection and Indemnity Club so as to ensure one hundred percent (100%) coverage of liability to third parties should the hazard occur. (Donaldson, E. 2000), Membership to these clubs, whichever place in the world, is highly advisable as their coverage comes handy in aiding to offset liability that occurred without the ship owners notice. A good case in point is the case, Thatcher vs. Schell, 2005 BCSC 1121. It involved the accident between a 19’ motorboat and a 26’ sailboat operating under power at dusk on Okanagan Lake. Both vessels were destroyed and the occupants sustained injuries. The owner of the motorboat argued that the failure of the sailboat to have appropriate running lights and in its failure to turn to starboard before the collision as stipulated by the regulations. On the other hand the owner of the sailboat argued that the collision was a consequence of the motorboat’s over speeding and failure to maintain a proper view of its environs. It emerged to be undeniable that the driver of the motorboat had not seen the sailboat until immediately before the accident and failed to take the necessary steps to prevent it. All evidence having been reviewed, it was found as a fact that the lighting of the sailboat had not been proper as required and that had caused the collision. In a case such as this one where many would have easily found themselves heaping blame on the owner of the motorboat the scales of justice found the reverse to be the case. In such scenarios as in many others the coverage of Protection and Indemnity Clubs play a very significant role in the complementing of the seventy-five percent coverage provided by the Institute Cargo Clauses C. (Rose,F. 2004) The case, De Merchant Estate vs. Price, 2001 NBQB 98, [2001] N. B. J No. 328 will perhaps bring to the fore what many would think to be an impossibility. The case involved collision between a sailboat under power and a small runboat in a narrow channel. The core of the case was the question of liability and apportionment. The ruling judge found both parties at fault, a matter that posed very awkward an implication. Whereas the operator of the sailboat was faulted for not having the proper lights, failing to operate on the required side of the channel and failing to take evasive action, the owner of the runboat was at fault for operating his vessel under the influence of alcoholic liquor. In a case where either of the two parties would have hoped to leave unscathed by the rod of justice hence evade the charge of liability, both fell victim of it. In both cases mentioned above, the necessity of insurance coverage that caters for liability to third persons on sea cannot be underplayed. Losses can be of unanticipated magnitude and hence very costly to the liable party. Of equal significance is the role played by the Protection and Indemnity Clubs (PI). It is an inception that has relievingly bailed out many from the twenty-five percent cost of liability which would be, in many cases, quite laden. The ship owner in question, seeking insurance cover for liabilities it may incur for the damage that it may cause to ship and other third party property, would best be advised to opt for cargo insurance clauses C and to further it by being part of a Protection and Indemnity club. (Brown, R. H. 2004).

Chimney Sweeper Essay Example for Free

Chimney Sweeper Essay A great writer, or poet, will make their readers feel as if they are a part of their story. The reader will feel happy when the character is happy, or sad when the character is sad. This is achieved by various rhetorical strategies that writers use. Some of these strategies include imagery and word diction. Sometimes it is one sentence that really gets to the reader. Other times it is simply one word that can make the reader feel anything from warm to sad. In William Blake’s poem, â€Å"The Chimney Sweeper,† from Songs of Innocence, there is an important transition in which the reader’s sense of emotions change from negative feelings of darkness, death, and misery to positive emotions of happiness, hope, and salvation. This transition in emotions reflects the child’s innocence and oblivion to his victimization whereas in the same poem from Songs of Experience the child is aware that he is the victim and therefore only reveals feelings of bitterness and sarcasm. This contrast is important to my understanding of the Innocence poem because it reveals a softer and more innocent perspective than the poem of Experience does. In the first half of the poem Blake uses word diction that gives off negative connotations in order to illustrate the horrible conditions the young chimneysweepers live in. The chimneysweeper says, â€Å"And my father sold me while yet my tongue/Could scarcely cry weep! weep! weep! weep! ’ (2-3). Not only does the word â€Å"weep† clearly give off a sense of sadness and depression, but the fact that it is repeated four times puts an emphasis on the sadness that the chimneysweeper feels. The quote implies that the father sold his child at a very young age. As a result, the child was still too young to weep and therefore could not refuse to be sold. Another quote says, â€Å"So your chimneys I sweep in soot I sleep† (4). When one hears the word â€Å"sweep†, they are imagining dirt and filth being lifted off the ground. Moreover, the phrase â€Å"in soot I sleep†, if one imagines it in a literal sense, shows that the child is literally sleeping in soot, which is the black debris that the smoke from the chimney creates. As a result, this quote illustrates a dirty and filthy setting that these chimneysweepers are forced to live in. A phrase that, without a doubt, gives off a sense of death and hell is â€Å"coffins of black† (12). The chimneysweeper uses this phrase to describe where the other chimneysweepers are locked in Tom’s dream, which is still filthy and almost suffocating. While these quotes and phrases observe and reveal the terrible conditions that these children are living in, the chimneysweeper in the Experience poem reasons why he is living in those conditions by blaming his parents. This comparison makes evident the different perspectives from each poem. Hints of hope are first revealed in the Innocence poem where Blake uses the child’s sarcasm to show that in moments of darkness and unhappiness there is still space for optimism so as not to suffer so much. This is revealed when the chimneysweeper reassures Tom to â€Å"never mind it, for when your head’s bare/You know that the soot cannot spoil your white hair† (7-8). In a way this would make Tom feel hopeful because with a bare head, the soot cannot ruin his hair. But in a metaphorical sense, it implies that darkness (the soot) will not prevail over everything, which gives one hope. What follows this sense of hope is Tom’s description of his dream: And by came an Angel who had a bright key/And he open’d the coffins set them all free/Then down a green plain leaping, laughing, they run/And wash in a river, and shine in the Sun/Then naked and white, all their bags left behind/They rise upon clouds and sport in the wind. (13-18) This stanza contains numerous amounts of words and phrases that all give a positive connotation of hope, freedom, warmth, and happiness. Words such as â€Å"Angel†, â€Å"bright key†, â€Å"laughing†, â€Å"Sun†, and â€Å"white† give off a feeling that is too good to be true, which explains why it is a dream in the first place. But that hope and happiness is so strong that when Tom awakes, he continues his work happily. This utopian perspective clearly shows the innocence of these children, while the child in the poem of Experience has no sense of hope because he is aware of the reality he is living in. While the children in the Innocence poem use religious words and phrases to give them something to look forward to, the child in the Experience poem condemns religion. Blake shows how religion is used to almost condone the treatment and conditions of these chimneysweepers when he writes, â€Å"And the Angel told Tom, if he’d be a good boy/He’d have God for his father and never want joy† (19-20). This quote implies that obedience and sticking to your duties will bring happiness in the afterlife. The same thing is implied when the chimneysweeper says, â€Å"So if all do their duty they need not fear harm† (24). In other words, as long as these chimneysweepers continue with their gruesome work while refraining from complaints, they will be happy and will be rewarded in the afterlife for their good behavior. This mentality seems to convince the children that it is acceptable live in these horrible conditions because they will be rewarded once they pass. In contrast, the child in the Experience poem does not see the afterlife or God as something or someone to look forward to because he blames God for the position he is in. He mocks God by saying, â€Å"And are gone to praise God and his Priest and King/Who make up a heaven of our misery† (11-12). The child’s parents are praying in the church and believe that they have not caused their child any injury. In this case, it is the parents that are condoning the brutal life of their child. This major difference between the two poems is important because it reveals how differently each child views the situation they are in as chimneysweepers. Blake’s use of word diction and imagery in the poem of Innocence and in the poem of Experience differentiates the two opposing perspectives of each poem. Because the Innocence poem transitions from darkness and hopelessness to freedom and hopefulness, my understanding of this poem is extremely different from the other. It is clear that the chimneysweeper in the Experience poem is aware that he is the victim; therefore, his feelings of sadness and despair block him from seeing any hope. Instead, he blames God and his parents for the life he lives. In contrast, I am given the sense that the chimneysweeper in the Innocence poem is completely oblivious to the fact that he is a victim, and therefore it is easier for him to see the light in the darkest moments; in this sense he is still innocent of any hard feelings towards his father or God.

Vapour Pressure as a Function of Temperature of Ether

Vapour Pressure as a Function of Temperature of Ether Xin Wang Title To measure the enthalpy of vaporization and the boiling point of diethyl ether by cooling the ether down and continuously recording a series of different temperature readings and their corresponding vapour pressure values. Abstract Vapour pressure p of ether under a series of different temperatures T were measured and three repeats were done. The three graphs of ln(p) against 1/T were plotted, all of them showed a nice linear relationship between ln(p) and 1/T . Then the gradient which was equal to à ¯Ã‚ Ã‚ ²Hvap/R was used, and hence the average value of à ¯Ã‚ Ã‚ ²Hvap of three repeats was decided as the final result . The boiling point was calculated by using à ¯Ã‚ Ã‚ ²Hvap and the final value used of constant C was also the mean of three repeats’ constants obtained. Error analysis and improvements both focused on the leaking of apparatus and the validities of measurements obtained. Introduction Thermodynamics is a very important part of chemistry and chemical studies. It involves many studies about energy such as the transfer of energy and the conservation of energy. For this experiment which is to study the vapor pressure as a function of temperature, the thermodynamic part which should be focused on is that a system would tends to make its Gibbs Free Energy which is the energy free to do work minimum at a constant temperature and pressure. In this experiment, a single and pure compound is used and the study is about the equilibrium between its liquid phase and its gaseous phase at a constant pressure and temperature. If the pure compound liquid is placed inside a closed container, under different temperature and different pressure, there will always be a equilibrium between the liquid phase and gaseous phase. This thermodynamic equilibrium will be at different position due to the temperature and pressure Therefore, the region of the temperature and pressure where the compound changes from liquid to gases or reversibly has been defined as phase boundaries, which can be found in a graph of pressure against temperature. To be more specific, the temperature is the temperature of the system, but the pressure mentioned is the vapour pressure. The vapour pressure is defined as the pressure of the vapour which is in equilibrium with its liquid in the closed container, and it does vary with the temperature. According to the second law of thermodynamics which indicates â€Å"At equilibrium, the chemical potential of a substance is the same throughout a sample, regardless of how many phases are present.† [1] , a equation for the two chemical potentials of two phases can be obtained, which shows the chemical potential of the liquid is equal to the chemical potential of the gases in equilibrium in the closed container. To make this simpler, the chemical potential â€Å" µÃ¢â‚¬  which is the molar Gibbs free energy [1] is introduced. Therefore, at a constant pressure and temperature,  µ is equal to the first derivative of G with respect to n, where G is the Gibbs free energy and n is the number of moles. As phase boundary is represented by the line which separates the liquid phase region and gaseous phase region in a graph of vapour pressure against temperature, therefore the gradient of the phase boundary which is written as dp/dT can be considered. In the closed container, the overall chemical potential of the system is always constant by considering conservation of energy. Therefore, the change in  µ of liquid phase should always be equal to the change in  µ of gaseous phase when temperature and pressure change, which can be expressed as d µ(liquid) = d µ(gases)[1]. The fundamental equation â€Å"dU = TdS PdV† [2] can be used to derive another equation of d µ. Because of H = U + pV [3], therefore dH = dU + d(pV) = dU + pdV + Vdp is derived. As known, G = H -TS and then dG = dH d(TS) = dH TdS SdT is obtained. By combining the two derived equations and the fundamental equation mentioned above, dG = -SdT + Vdp can then be obtained finally. Due to the definition of  µ, equation d µ = -SdT + Vdp can be derived. If d µ = -SdT + Vdp is substituted into d µ(liquid) = d µ(gases), [V(gases) V(liquid)]dp = [S(gases) S(liquid)]dT can be derived. Therefore, dp/dT = à ¯Ã‚ Ã‚ ²S/à ¯Ã‚ Ã‚ ²T where à ¯Ã‚ Ã‚ ²S is defined as the the entropy of phase transition which can be equal to S(gases) S(liquid) and à ¯Ã‚ Ã‚ ²T is defined as the volumes of phase transition which can be equal to V(gases) V(liquid). Due to the perfect gas law which is pV = nTR, where R is the gas constant which is equal to 8.314 J K-1 mol-1 and T is the temperature in kelvins. For  µ which is molar, therefore n = 1 and then pV = RT, so V = RT/p is obtained for gases. The assumption that à ¯Ã‚ Ã‚ ²V = V(gases) V(liquid) ≈ V(gases) [2] can be made as the volume of liquid in the closed system is much smaller than the volume of gases, and hence à ¯Ã‚ Ã‚ ²V = RT/p can be derived. For à ¯Ã‚ Ã‚ ²S, as à ¯Ã‚ Ã‚ ²Hvap = Tà ¯Ã‚ Ã‚ ²S can be derived due to the equilibrium, so à ¯Ã‚ Ã‚ ²S = à ¯Ã‚ Ã‚ ²Hvap /T is then derived. By substituting the two new equations for à ¯Ã‚ Ã‚ ²S and à ¯Ã‚ Ã‚ ²T into dp/dT = à ¯Ã‚ Ã‚ ²S/à ¯Ã‚ Ã‚ ²T, dp/dT = pà ¯Ã‚ Ã‚ ²Hvap /RT2 can be obtained. Then do the integration for the equation dp/dT = pà ¯Ã‚ Ã‚ ²Hvap /RT2 , ln(p) = -à ¯Ã‚ Ã‚ ²Hvap/RT + C can be derived, where C is a constant. For the equation ln(p) = -à ¯Ã‚ Ã‚ ²Hvap/RT + C, a graph of ln(p) against 1/T can be plotted to find à ¯Ã‚ Ã‚ ²Hvap which is the enthalpy of vaporization can obtained from the gradient of the graph due to the linear relationship between ln(p) and 1/T. Therefore, à ¯Ã‚ Ã‚ ²Hvap = -gradient Ãâ€" R To use the equation to find the boiling point of the compound used, due to the definition of boiling point, just substitute pressure = 1 atmosphere ≈ 1 bar into the equation to find the corresponding T which is therefore the boiling point. Therefore, ln(1) = 0 = -à ¯Ã‚ Ã‚ ²Hvap/RTboil + C, and hence Tboil = à ¯Ã‚ Ã‚ ²Hvap/RC can be used for calculation. Equipment Methylated spirits, cardice, ether(diethyl ether), tweezers, a large dewar flask, a smaller dewar flask, wasted dewar flasks, clamps, experimental vacuum set-up with air pump connected, stopwatch, electrical mixer, thermometers, funnels, beakers Experiment Turned on the digital vacuum gauge and then took down the bulb A from the apparatus set, some ether was added into the bulb and then the bulb was reconnected to the apparatus. Next, prepared methylated spirits was added to a large dewar, then enough cardice was transferred from the the main container into a small container and added to the dewar with methylated spirits by using a tweezer. Enough cardice was added to make the methylated spirits reach a very low temperature which was about -78à ¢Ã¢â‚¬Å¾Ã†â€™. After the temperature of the methylated spirits was low enough, some of the mixture was poured into a smaller dewar and then the cold trap was submerged by the mixture in the smaller dewar which was clamped and therefore fixed to continuously cold the cold trap. Then the air pump was turned on, the Tap 1 which was vacuum to Ether in the bulb A and the Tap 3 which was vacuum to Atmosphere were both closed while the Tap 2 which was vacuum to Transducer was open. After the cold trap was cold enough, open Tap 1 to boil the ether for seconds to make sure all the air inside those tubes were pumped out, and then closed Tap 1 and measure the rate of leaking by closing Tap 2 as well and then measuring the amount of pressure increased by looking at the digital vacuum gauge in one minute by using a stopwatch. The thermometer and the electrical mixer were well setted up around the bulb A as a thermostat bath, then submerged the bulb A with ether inside into the remaining mixture in the large dewar and clamped the large dewar to make it fixed. Then continuously add cardice into the large dewar and the smaller dewar to cool down the ether and keep the cold trap still cold. When the temperature of the mixture in the large dewar reached about -78à ¢Ã¢â‚¬Å¾Ã†â€™, the large dewar was removed and Tap 2 was closed with Tap 1 open. The mixture in the large dewar was the pored into a wasted dewar and then the dewar was allowed to warm up. Then the ether in the bulb A was allowe d to warm up to room temperature and cold tap water in a beaker was used to submerge the bulb A to help warm up. After a enough long time was used for warming up, the thermometer was touched to the bulb A to measure the temperature of the ether at room temperature and this temperature reading and the corresponding pressure reading were both recorded as the first pair of data. The empty large dewar had also been warmed up already, fresh methylated spirits was then added to the dewar and the bulb A was submerged into the fresh mixture with the thermostat bath set also submerged in the mixture. The thermostat bath was started by turning on the electrical mixer, at the same time, Tap 3 and Tap 2 were still closed while Tap 1 was open. For obtaining data sets, a small amount of cardice was added each time to make sure the temperature only went down by 2 to 3 degrees or kelvins. The temperature reading and its corresponding pressure reading were both recorded after adding the cardice and waiting for both reading to be steady. The experiment was finished until the temperature had reached about -55 degrees . After finishing the experiment, the electrical mixer was then turned off and the Tap 1 and the Tap 2 were closed but the Tap 3 was then opened. The air pump was switched off after that. Next, both the large dewar and the smaller dewar were removed, and the methylated mixture in both dewars were poured back into the the container of methylated spirits using a funnel. The experiment had been repeated for three times and therefore three data sets were obtained. And all the repeats were done by using the same apparatus under the same condition. Results During the experiments, the raw data recorded for temperature was in degree and pressure was in mbar. See Table 1. For 1/T, Temperature was changed into the unit of kelvin. For ln(p), pressure was changed into the unit of bar. See Appendix A, Appendix B and Appendix C. Run 1 Run 2 Run 3 T /degrees p /mbar T /degrees p /mbar T /degrees p /mbar 15 661 8 511 14 582 9 547 5 448 4 432 7 476 3 393 1 385 4 424 -1 342 -2 316 2 378 -4 296 -6 268 -2 330 -7 253 -10 216 -4 291 -12 205 -14 182 -7 250 -15 174 -18 150 -10 220 -18 150 -21 126 -12 193 -21 132 -25 102 -14 175 -25 105 -27 91 -17 155 -31 80 -31 73 -20 132 -34 66 -35 59 -22 116 -37 53 -38 46 -26 95 -41 43 -42 37 -29 80 -44 38 -45 30 -33 65 -47 32 -48 26 -36 53 -51 26 -50 22 -40 41 -55 23 -52 20 -42 35 -60 18 -57 15 -44 32 -59 13 -48 25 -62 11 -52 20 -54 17 -56 14 -59 12 Table 1. Raw data from the experiments Figure 1. ln(p) against 1/T for Run 1 Figure 2. ln(p) against 1/T fro Run 2 Figure 3. ln(p) against 1/T for Run 3 Rate of leaking of pressure of the apparatus = 2 mbar/min To obtain à ¯Ã‚ Ã‚ ²Hvap, the average value of gradients of three repeats which were obtained from Figure 1, Figure 2 and Figure 3 was used to calculate the final result à ¯Ã‚ Ã‚ ²Hvap. This was the same for the constant C, therefore the mean value of constants C of three repeats was used as the final result of C. The average gradient value = [(-3381.1) + (-3048.6) + (-3287.6)] à · 3 = -3239.1 K à ¯Ã‚ Ã‚ ²Hvap = -gradient Ãâ€" R = -3239.1 Ãâ€" 8.314 = 26929.8774 J mol-1 Constant C = (11.329 + 10.087 + 10.969) à · 3 = 10.795 Boiling point = Tboil = à ¯Ã‚ Ã‚ ²Hvap/RC = 26929.8774/(8.314 Ãâ€" 10.795) = 300.0555813 K ≈ 26.9 à ¢Ã¢â‚¬Å¾Ã†â€™ (to 3 s.f.) Data Analysis The theoretical value of the enthalpy of vaporization of diethyl ether is 27140 J mol-1 at 25 à ¢Ã¢â‚¬Å¾Ã†â€™ [4] , therefore, percentage of error of à ¯Ã‚ Ã‚ ²Hvap = [(27140 26929.8774) à · 27140] Ãâ€" 100% ≈ 0.774% (to 3 s.f.) The theoretical value of the boiling point of diethyl ether is 34à ¢Ã¢â‚¬Å¾Ã†â€™ [5], therefore, the percentage of error of boiling point = [(34 26.9) à · 34] Ãâ€" 100% ≈ 20.9% (to 3 s.f.) Uncertainty in T = (0.25 à · 1) Ãâ€" 100% = 25% Uncertainty in 1/T = (0.25 à · 12) Ãâ€"100% = 25% Uncertainty in p = (0.5 à · 11) Ãâ€" 100% ≈4.55% (to 3 s.f.) Uncertainty in ln(p) = (0.5 à · 11) Ãâ€" 100% ≈4.55% (to 3 s.f.) Uncertainty in à ¯Ã‚ Ã‚ ²Hvap = uncertainty in gradient = 25% + 4.55% = 29.55% Uncertainty in constant C = 29.55% Uncertainty in boiling point Tboil = 29.55% + 29.55% = 59.1% The values of R2 which are coefficients of determination were all shown to be fairly close to 1, therefore, the linear correlation between ln(p) and T was shown to be very nice. The percentage of error of boiling point is much larger than the percentage of error of à ¯Ã‚ Ã‚ ²Hvap, and the uncertainty of boiling point is even larger due to the uncertainties of 1/T and ln(p). This might come from two main sources of errors. One is the leaking of the experimental apparatus and the other is not high enough validities of temperature and pressure measurements obtained due to other errors like human errors. For the leaking of the apparatus, the rate of leaking was measured as 2 mbar/min. To be more specif, the leaking was caused by the incompletely sealed connections between those glass tubes. The time from starting to take down measurements to finishing the experiment was about half an hour, this has led to a large uncertainty in the pressure measurements. Therefore, the readings of pressure at the lower temperature are much less accurate and smaller than the actual value that they should be, this shifted the gradient to a higher value, but the more serious effect was on the constant C which is the intercept with the axis of ln(p). As pressure was first recorded in mbar, when changing it into the unit of bar, the value was less than 1, therefore ln(p) is less than zero, a decrease in the pressure value can lead to a large change in the value of ln(p). So the constant C is much higher than the actual value. Although the percentage of error of à ¯Ã‚ Ã‚ ²Hvap is small, but this does not mean the experiment was very accurate because its uncertainty is quite large, and this low percentage error might due to the combination of different errors. For not high enough validities of temperature and pressure measurements obtained. The human error of recording temperature has the largest effect, and it has been indicated by the uncertainty of temperature reading which is 25%, this uncertainty is quite large enough to lead to inaccurate temperature readings and therefore the large uncertainties of the enthalpy of vaporization and boiling point. Another error causing low validities is the time used to wait until the temperature and pressure readings to be steady, which can definitely lead to more leaking of pressure. Although the experiment was about 30-minute long, but some readings were recorded before they became steady, and this would make he readings recorded higher than the actual ones. Improvements To reduce the error caused by the leaking of the apparatus, more advanced apparatus much be used. The leaking in these experiments was mostly caused by the incompletely sealed connections between those glass tube. Therefore, a set-up which has all glass tubes well connected without any crevice would be an ideal choice, this kind of set-up should be an entirety and can effectively avoid leaking. If the problem of leaking is solved, the time for waiting until the readings to become steady each time can be as long as possible to make sure the measurements are as accurate as they can. To reduce the human error on taking down the readings of temperature and pressure, computers and sensors are suggested. For example, thermocouples [6] which are common temperature sensors used in industry, this type of temperature sensors can directly provide the electrical readings of temperature on the screen of the equipment and the size is fairly nice for using in laboratories. Computers can be used to take down the reading on those electrical equipment such as temperature sensors and the digital vacuum gauge by using the softwares or internal programs. More precautions must be payed attention. Therefore, make sure the ether used is pure enough and the experimental apparatus especially the bulb is clean to prevent from impurities, and during the step of boiling the ether by vacuuming the bulb, take a longer time to boil the ether to make sure that all the air in the tubes can be swept out. Conclusion In conclusion, the graphs have proved that the linear relationship between ln(p) and 1/T was reliable. Therefore, the main equation ln(p) = -à ¯Ã‚ Ã‚ ²Hvap/RT + C can be used to find the enthalpy of vaporization and the boiling point of ether and the assumption which has been made about the volumes is reliable in this case. However, the apparatus and some technics much be improved to reduce errors and then obtain accurate results. References [1] 6. Vapour Pressure a a Function of Temperature, 1st Year Physical Chemistry Laboratory 2013 lab script, p. 2 [2] 6. Vapour Pressure a a Function of Temperature, 1st Year Physical Chemistry Laboratory 2013 lab script, p. 3 [3] Enthalpy. Available from: http://en.wikipedia.org/wiki/Enthalpy [Accessed 26th March 2014] [4] Majer, V.; Wagner, Z.; Svoboda, V.; Cadek, V., Journal of Chemical Thermodynamics, 1980 , vol. 12, # 4 p. 387 392 [5] Gomberg, M., Journal of the American Chemical Society, 1923 , vol. 45, p. 398 398 [6] TemperatureSensors. Available from: https://controls.engin.umich.edu/wiki/index.php/TemperatureSensors [Accessed 26th March 2014] Appendix A Run 1 Temperature/degrees Pressure/mbar 1/T (T in kelvin) ln(p) (p in bar) 15 661 0.003470415 -0.414001439 9 547 0.003544214 -0.603306477 7 476 0.003569516 -0.742337425 4 424 0.003608154 -0.858021824 2 378 0.003634381 -0.972861083 -2 330 0.003687996 -1.108662625 -4 291 0.0037154 -1.234432012 -7 250 0.00375728 -1.386294361 -10 220 0.003800114 -1.514127733 -12 193 0.003829217 -1.64506509 -14 175 0.003858769 -1.742969305 -17 155 0.003903963 -1.864330162 -20 132 0.003950227 -2.024953356 -22 116 0.003981684 -2.154165088 -26 95 0.004046126 -2.353878387 -29 80 0.004095843 -2.525728644 -33 65 0.004164064 -2.733368009 -36 53 0.00421674 -2.937463365 -40 41 0.004289084 -3.194183212 -42 35 0.004326195 -3.352407217 -44 32 0.004363954 -3.442019376 -48 25 0.004441483 -3.688879454 -52 20 0.004521818 -3.912023005 -54 17 0.004563085 -4.074541935 -56 14 0.004605112 -4.268697949 -59 12 0.004669624 -4.422848629 Appendix B Run 2 Temperature/degree Pressure/mbar 1/T (T in kelvin) ln(p) (p in bar) 8 511 0.00355682 -0.671385689 5 448 0.003595182 -0.802962047 3 393 0.00362122 -0.933945667 -1 342 0.003674444 -1.072944542 -4 296 0.0037154 -1.217395825 -7 253 0.00375728 -1.37436579 -12 205 0.003829217 -1.5847453 -15 174 0.003873717 -1.74869998 -18 150 0.003919263 -1.897119985 -21 132 0.003965893 -2.024953356 -25 105 0.004029821 -2.253794929 -31 80 0.004129672 -2.525728644 -34 66 0.004181476 -2.718100537 -37 53 0.004234597 -2.937463365 -41 43 0.00430756 -3.146555163 -44 38 0.004363954 -3.270169119 -47 32 0.004421844 -3.442019376 -51 26 0.004501463 -3.649658741 -55 23 0.004584002 -3.772261063 -60 18 0.004691532 -4.017383521 Appendix C Run 3 Temperature/degree Pressure/mbar 1/T (T in kelvin) ln(p) (p in bar) 14 582 0.0034825 -0.541284831 4 432 0.003608154 -0.839329691 1 385 0.003647638 -0.954511945 -2 316 0.003687996 -1.152013065 -6 268 0.003743215 -1.316768298 -10 216 0.003800114 -1.532476871 -14 182 0.003858769 -1.703748592 -18 150 0.003919263 -1.897119985 -21 126 0.003965893 -2.071473372 -25 102 0.

The Definitions and Arguments of Literacy :: Technology Literary Works Essays

The word â€Å"literacy† conveys different meanings to different people. Some people may accept a single definition, while others may develop complex, multi-faceted meanings of the word. This essay explores a broad range of literary definitions, arguments and statistics to convey a clearer picture of how people embrace literacy. Throughout this essay, we will focus on three sources: the National Endowment for the Arts (NEA) recently published â€Å"Reading at Risk† report, and two pieces by Nancy Kaplan, Professor and Director of the University of Baltimore’s School of Information Arts and Technologies. The â€Å"Reading at Risk† report published in June 2004, proclaims the findings of a Census Bureau survey performed in 2002. Survey participants were asked questions over the telephone about their reading habits, participation in civic activities, TV watching and the like. The NEA holds that a gradual decline in reading over the past twenty years has occurred. Even more recently, they claim that a 10% decline has occurred within the past 14 years suggesting a more rapid decline in the years to come (NEA, 2004). According to this report, literacy is defined as the ability to read high quality works, which require increased intellectual capacity, dependent upon a reader’s education, culture and social skills. The report doesn’t mention that reading online, whether news or novels, is acceptable; therefore, it would seem that they are ignoring a large percentage of where and how people are doing reading today. In fact, it appears that the NEA supports the notion t hat with the rise of the Internet, literacy declined as people began â€Å"surfing† in favor of reading literary works, which supposedly require more detailed cognitive skills to absorb. One of the things â€Å"Reading at Risk† does well is offer statistics: People who read are 3 times more likely to go to a performance event and 4 times more likely to visit a museum; People who watch no TV are 1.475 times more likely to read 12+ books per year; 59.4% of people who make over $75k a year are literate (NEA, 2004). Yet it discounts modern mediums, such as the internet, other hypertexts and online publications, a bone of contention for people such as Kaplan. Kaplan holds that traditional society might harbor some ill will toward these online publications and consider them threats, but she goes on to further assert that these texts are growing up with the times—fast-paced, ubiquitous and evolving dynamically (for the better).

We Are Not A One Language Nation Essays -- Argumentative Essay

We Are Not A One Language Nation My mother always told me, â€Å"Before judging someone, walk a mile in their shoes.† That piece of advice has been ingrained into me since I was a child. However, I never really understood its importance until the summer of 2013 when I went on a missionary trip to Mexico. I had never been to another country, so I was unsure how to act, dress, or blend in with society. When I arrived in Mexico, the buildings, city, and people all looked much different than back home in small town Iowa. A new perspective came over me when I looked at the road signs and had no idea what they said. I could credit my partial understanding only to my three years of high school Spanish but, beyond that, I was lost and left to fend for myself. This was the first time in my life, I understood what it felt like to be different than the majority, and I felt self-conscious of my every move. That week I spent in Mexico will forever remain in my memory. It was the only time in my life that I can slig htly comprehend how difficult it must be to live in a land of strangers. I was fortunate enough to be put in that uncomfortable situation and walk away a stronger person. Since I returned I’ve seen how unfair it is for people to assume that immigrants should immediately assimilate into our culture without even thinking about how difficult it actually is, or what their life is really like. My trip to Mexico lasted for only one week, and then I went home to my friends, family, and everything I grew up with. Immigrants to the United States don’t have this luxury, and are faced with difficult situations every day. My biggest decision every day is what to wear, or if I should tape my soap opera. However, people who don’t s... ...jdavidchadwick.com/2003columns/englishin america.html The national center for ESL literacy education. (2003, September 17). Retrieved November 10, 2013, from http://www.cal.org/ncle/. Ng, V. (2002, November 25). Why is America a multicultural but monolingual society? Retrieved November 10, 2013, from http://www.ucsdguardian.org/cgi- bin/print?param=features_2002_11_25_01. Okamoto, L. (2001, March 30). 100 rally to protest official-English bill. Retrieved November 3, 2013, from http://www.desmoinesresgister.com/news/stories /c4780934/14240519.html Public policy and the far right. Retrieved November 9, 2003 from http://www.thecdr.org /public_policy_far_right.html Smith, H. (1997, October 6). â€Å"English only† proposal does more harm. Retrieved November 3, 2013, from http://www.aclu-wi.org/issues/rights- ofminorites/english-only.html.

Hypnosis and Weight Loss Essay -- Hypnotize Internet Health Papers

Hypnosis and Weight Loss Hypnosis has many practical uses, and these days it is becoming increasingly popular as a method of behavior modification. The Internet contains many advertisements for self-help programs that use hypnosis to reduce stress, quit smoking, or lose weight. In the area of hypnosis and weight loss, there are many web sites for both products and services for sale that promise to help anyone lose weight. Hypnosis uses suggestions to change a person's behavior and eating habits in order to facilitate weight loss. What are the expected outcomes? There are many different outcomes expected from this type of hypnotic treatment. Most vendors of hypnosis specify that it's purpose is not only lose weight but to also maintain that ideal weight. Some companies also promise that hypnosis will stop cravings for unhealthy foods, such as foods high in salt or fat and also fried foods. http://www.clauser.com/announce3.html Through hypnotic suggestion, the person will learn how to eat healthy and may also become physically fit. Basically, the person becomes subconsciously motivated to eat better food and to become physically active. http://www.biocentrix.com/hypnosis/wghtplan.htm How Does Hypnosis work? There are many different forms of hypnosis used to control weight. A very popular method is the use of hypnotizing tapes. DreamLab, a web site selling these tapes, describes the procedure, and advises customers to start the tape when they go to bed. They claim that the tape contains both music and instructions that "lull you into the right mood." http://www.dream-lab.com/noweight.html While a person is in this mood, they are open to changes in their attitudes about eating habits and exercise through the suggestion of dream i... ...thard-Morris. "Effectiveness of Hypnosis as an Adjunct to Behavioral Weight Management." Journal of Clinical Psychology 41.1 (1985): 35-41. Buckingham, Carol W. "Hypnotherapy and the Behavioral Aspects of Obesity." Occupational Health Nursing April 1980: 20-22. Cochrane, G. "Hypnosis and Weight Reduction: Which is the Cart and Which is the Horse?" American Journal of Clinical Hypnosis 35.2 (1992): 109-118. Eldredge, K.L., et al. "The Effects of Extending Cognitive-Behavioral Therapy for Binge Eating Disorder Among Initial Treatment Nonresponders." International Journal of Eating Disorders 21.4 (1997): 347-352. Vanderlinden, J. and W. Vandereycken. "The (Limited) Possibilities of Hypnotherapy in the Treatment of Obesity." American Journal of Clinical Hypnosis 36.4 (1994): 248-257.