Law School Personal Statement

Graduate school Personal Statement Graduate school Personal Statement Graduate school Personal Statement Graduate school Admission Personal Essay must be flawless in style, position and, obviously, content. You need to be remembered by the entrance advisory board, dont you? Hence, you should give exhaustive responses to affirmation exposition questions. You ought not duplicate anything from the web! In any case, it doesn't imply that you can't counsel online assets for thoughts, arranging tips, and general composing rules. Moreover, there is an alternative of utilizing proficient exposition composing administrations. Our scholars can assist you with any progression of Law School Admission Essay composing. The following is the example exposition composed by our authors on the subject of mediation. This exposition isn't close to home explanation, however. We are open every minute of every day and you can get in touch with us whenever of day and night! Graduate school Personal Statement: Sample Assertion and legal settlement are firmly partnered; undoubtedly the previous is just a types of the last mentioned, for an authority is an adjudicator, in spite of the fact that he varies from the adjudicator of a standing courtroom in being picked by the gatherings, and in the way that his legal capacities end when he has chosen the specific case for which he was selected. The differentiation is significant, in light of the fact that a standing court can develop a legal convention thus to build up the law from case to case; it is, in this way, a methods for settling questions, however somewhat a methods for keeping them from emerging. Be that as it may, most definitely, they are as prone to get an agreeable choice from a court of intervention as from a courtroom, and there may even be exceptional conditions which make the previous an ideal council; for instance, some unique specialized aptitude in the individuals from the court might be a higher priority than a significant informat ion on law. Authorities and judges are will undoubtedly conclude as indicated by rules of law; neither have an optional capacity to ignore the law and to conclude as per their own thoughts of what is reasonable and just. Almost certainly the gatherings, in the event that they pick, may give such a force on a referee, or they may concede to exceptional principles which he is to apply to the avoidance of the conventional guidelines of law, however they may likewise present a unique intensity of this sort on an appointed authority, as is explicitly given in Article 38 of the Statute of the International Court of Justice. It ought to be included, in any case, this absolutely legal character of a judge's capacity isn't constantly perceived; the mainland perspective on it has been less severe than our own, and authorities have some of the time asserted and practiced an optional capacity to give what they see as an only, instead of a carefully lawful, choice. By and by additionally, courts of discretion have not generally in the past given the reasons on which their choices were based, with the goal that it is difficult to be certain what see they may have taken of their capacity. Discretion was a genuinely visit strategy for settling worldwide questions in medieval occasions, yet with the ascent of the advanced state framework it fell into neglect until its recovery in the nineteenth century, to a great extent through the case of Great Britain and the United States in presenting the Alabama Claims to intervention in 1871. Graduate school Personal Statement Writing Service Graduate school confirmation exposition ought to be tirelessly composed. You ought to be prepared to give at any rate two or three days to composing graduate school individual explanation. You should peruse it a few times and edit it for every single imaginable slip-up. When utilizing our expert individual paper proclamation composing administration, you get an ideal confirmation exposition written in full understanding to the prerequisites of entrance advisory board: Peruse too: Case of a Term Paper Socialism Paper Philosophy Term Purchase a Term Paper Science Term Paper APA Style Term Paper

Exploring General Types of Research Design and Approaches Essay

Investigating General Types of Research Design and Approaches - Essay Example Consequently, the worry for Corporate Social Responsibility (CSR) is rising. Organizations are concentrating towards the advancement of a feeling of CSR just as concentrating on their essential qualities to advance their items and continue their customers (Enquist, Johnson and Skalen, 2005). Regardless of the broad improvement of the CSR idea, there is a continuous discussion since long that the essential objective of a business is to amplify the benefit for its partners while the advancement of CSR increments stockholder’s speculation (Friedman, 1962). By and by, various past investigations have set up that CSR truly expands the businesses’ budgetary execution over the long haul. The theme has a ton of extent of innovative work since the relationship between the CSR and the firm’s money related execution has been extremely dubious and had been contended by numerous researchers, for example Pava and Krausz (1996) related CSR to company’s execution while Ul lmann (1985) doesn't relate these two together. Since any of the company’s activities some how or different impacts its exhibition in this manner it very well may be said that the presentation of an organization depends over its CSR activities. Essential Research Question The essential research question defined for the previously mentioned look into issue is: How does the money related execution of a business identifies with it CSR exercises? Auxiliary Research Question In request to examine the previously mentioned essential research question, I have defined the accompanying optional research addresses that will be useful for a quantitative examination of the investigation. How CSR exercises of a business impact the view of its clients for its image? How the distinguished client discernments impact the business’s execution? System I mean to utilize a quantitative research strategy, which essentially centers around the realities and items of common sense of the subject viable. The essential target of choosing this plan approach is the idea of this examination that leads towards the assessment or measurement of the company’s execution based on its customers’ recognitions about the brand that is, thusly, affected by its CSR exercises. It is important to procure the on-ground information on businesses’ exhibitions and their procedures in order to decide the effect of Corporate Social Responsibility over the monetary presentation of a business. Keeping in see the goal of the examination, I believed it to be the best to gain the information identified with the CSR and the turn-over of different organizations and afterward evaluate the gathered data to reach to the finish of the investigation. The post-positivistic rule is the philosophical research approach that supports this examination. The post-positivistic research theory will assist us with finding out the Do s and Don’ts of a business. This methodology is needy over v arious ways of thinking such like implicit understanding hypothesis, righteousness morals, post innovation and Habermasian basic hypothesis. I mean to embrace the post positivistic philosophical plan in this examination since it will give the logical element of reality to the examination that will lead us to challenge and re-imagine logical hypotheses through observational research. I will

Mathematics Research free essay sample

Endeavor in instruction incorporates information and comprehension of the universe of work and profession arranging and chances to take part in innovative exercises, just as the 'advancement of ambitious perspectives and aptitudes which empower youngsters to become fruitful students, sure people, mindful residents and compelling supporters of society all through life and at work, with an educated sense regarding their jobs on the planet. This has advanced from before meanings of big business training, which was regularly deciphered as big business movement. Understudies are likewise assisted with building up those individual characteristics and authority abilities fundamental for the universe of work (Ramsey, 2004). Through venturesome exercises in their arithmetic encounters, both all through the study hall, they might be offered chances to show administration, activity, assurance, certainty and obligation. Instructing business enterprise inside science can likewise create uplifting mentalities to cooperation, to proceeding with training and preparing, to rise to circumstances, and to the perspectives, abilities, abilities and limits of others. We will compose a custom article test on Arithmetic Research or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Venture exercises with social objectives, where results advantage others as well as support an awareness of other's expectations to the network and society in general, assist youthful with peopling to comprehend the associations among big business and dynamic citizenship (Bouchhiki, 2003). It is undisputable that training is a field of human life where essentially everybody accepts they comprehend the issues and furthermore know the arrangements. Maybe it is on the grounds that we are on the whole results of instructive frameworks and think about back things we loved, those we didn’t, and changes that we accept would have made a difference for us. We can likewise look past our very own feelings to those of instructive specialists. Along these lines, this investigation will set out straightforward points which are the worried about the qualities on preparing understudies to address the difficulties of life, creating general information and sound judgment, figuring out how to be separating being used of information that is to comprehend what information is fitting to use for what purposes, coordinating what is found out with the entire being, exciting consideration, and enthusiasm for the field of information so it will be aced in a commendable manner. Further, there are likewise expanding quantities of people should have the option to think for themselves in a continually evolving condition, especially as innovation is making bigger amounts of data simpler to get to and to control. They likewise should have the option to adjust to new or unusual circumstances more effectively than individuals expected to previously. Instructing science in an innovative manner envelops abilities and capacities which are a piece of regular daily existence like understanding financial pointers, understanding credit reimbursements, and computing whether the least expensive thing is the best purchase. It is similarly pragmatic to introduce an issue and build up the abilities expected to take care of that issue and is more inspirational than showing the aptitudes without a unique situation. It permits the understudies to see an explanation behind learning the arithmetic, and subsequently to turn out to be all the more profoundly engaged with learning it. Training arithmetic in a remarkable manner can upgrade consistent thinking, helping individuals to have the option to choose what rule, assuming any, a circumstance requires, or if important to build up their own standards in a circumstance where a current principle can't be legitimately applied. Critical thinking can likewise permit the entire individual to create by encountering the full scope of feelings related with different phases of, all things considered, circumstances and to discover arrangements in a handy manner (Baum, 2001). With the above introductions, the scientist is spurred to direct an investigation which identifies with her field of specialization and critical to the all encompassing improvement of the youthful age explicitly in the part of dynamic so as to get by in the realm of ongoing financial issues. It is additionally her expectations and wishes that adjustments in science exertion can change the national instruction change scene and can give something of enduring hugeness to be accomplished to contend universally for ability and to draw in and hold high-aptitudes people to similarly balance to different nationalities. Hypothetical Framework This examination was upheld by a few speculations and ideas managing change and development, secured guidance which is identified with dynamic learning, intellectual and adequacy convictions, humanistic and positive self heading, social picking up, educating and learning business, creative methodologies in educating and learning arithmetic, logical instructing and learning, and making science guidance all the more energizing, intriguing, alluring, and ideally viable which are for the most part strong to the current examination. The accompanying hypotheses and ideas are: Change and Innovation by Gibb (2005), Anchored Instruction Approach by Robinson (2009), Cognitive Approach by Collins (2002), Humanistic Learning Theory by Gage Berliner (1986) as refered to in Huitt (2001), Social Learning Theory by Bandura (1982 ) as refered to in by Morris (2007), the Innovative Approaches in Teaching and Learning Mathematics by Huenda (1981) as refered to in by Baratas (2009) Contextual Teaching and Learning (The Department of Mathematics Education, University of Georgia, 2001). Additionally, this examination is likewise supplemented with the five (5) tips to help make the arithmetic guidance all the more energizing, fascinating, appealing, and ideally viable by Lidstone (2004). The hypothesis of Gibb (2005) on Change and Innovation includes a procedure which creates individuals’ mentalities, practices, abilities, and capacities that can be applied to make an incentive in a scope of settings and situations which connect to the diagram of learning the arithmetic through the idea of big business as well as business suspecting. He unequivocally recommends dependent on his readings and real perceptions and encounters that the previously mentioned kind of learning the subject is required or fundamental in building up the characteristics of brain for the 21st century. Students of this century must have pioneering perspectives as a feature of the learning procedure. It is the place there is currently extensive enthusiasm for governments are quick to build up the apparent monetary capability of inventive enterprises, advancement and imaginative reasoning. It is additionally an idea that these are where imagination and development will flexibly new items which are guage as the level where this potential can be sustained and additionally ‘harvested’ . Most colleges have business ‘start up’ support either physical or guided to create students’ thoughts to bring them ‘to market’. There has been some accomplishment with this kind of activity yet it has not so much arrived at its potential as it has would in general focus on the financial results. In this hypothesis of Gibb (2005), new thoughts and practices in the disguise of the business related or potentially venture approach in encouraging science are consoled to occupy the repetitive customary system in obtaining information. He referenced qualities of developments and change: relative bit of leeway, similarity, and recognizability. Thoroughly specified, relative preferred position is how much an advancement is seen as better than the thought it supplants. The more the apparent bit of leeway, the almost certain developments are to be adjusted. Further, it is seen by contrasting the old method for getting things done to the new way, which is especially pertinent to differ the instructing technique with the goal that it could be measured dependent on the interest of time. As far as showing science in the basic level, shifted procedures ought to be adjusted by the educators with the goal that overall focal points of teaching the students can be accomplished. Science instructors should be inventive and delicate to advancements, which are promptly seen to have a preferred position and should without a doubt correspond with the requests of the students. All things considered, the Change and Innovation Theory can be summarized in adjusting a change to improve the conventional act of gaining a specific control, yet this ought to be painstakingly concentrated by the instructive organizers. In the event that they can shape an ideal impression, in the end to adjust and actualize the development. Tied down Instruction Approach by Robinson (2009) centers really taking shape of the students occupied with the learning procedure by getting arranged in the specific circumstance. The setting can be given through pictures, pictures, movements, recordings, realia, and so forth. Toward this path, the utilization of the diverse web indexes in the web can become effective techniques where the immense and dynamism of substance accessibility in it can cause the students to engage in the subject of study. The complexity accessible in the innovation is that genuine setting or settings can be made and given as recordings. So also, the accessibility of recordings can be composed to suit to the study hall needs. In his commitment to the instructive field, Robbins (2009) underscores that showing science in a pioneering route in the utilization of innovation that encompasses us is probably the most ideal approaches to encourage learning and not a standard adapting but rather with solid thoughts and memory maintenance. Collins (2002) in his Cognitive Approach and Efficacy convictions in learning arithmetic anxieties that significant advancement can be accomplished in explaining the development of psychological capabilities and their utilization in adjusting to and changing the earth. In his underlying exploration, he checked that apparent viability convictions contribute autonomously to scholarly execution instead of essentially reflecting subjective aptitudes. The chose kids who made a decision about themselves to be of high or low viability a

The Ending of Passing Making Sense of Chaos - Literature Essay Samples

Nella Larsen’s novella Passing tells a compelling story about two mixed-race women, Irene and Clare, from drastically different outcomes who shape contrasting perspectives on the notion of â€Å"passing† as one race over another, as Irene is content with being her black self while Clare grew up as a white woman. This crescendo narrative escalates exponentially towards its explosive yet abrupt finale in which Clare falls out of a window and dies and Irene suffers a mental breakdown. The narrative takes a drastic turn from realism to a bizarre hyperreality drenched in subjectivity and impressionism. The ending is stylized to be vague on purpose, and many different interpretations can exist of it. Many readers will come up with different ideas about who murdered Clare, or if she was â€Å"murdered† to begin with, and these various interpretations impose different messages on relations between the characters and what they represent as motifs. Larsen projects the sens ation of passing on the reader through how fractured and fragmented this finale is, which shows readers how fragmented one who passes through different races feels. One possible interpretation is that Irene pushed Clare out of the window to her death. This appears to be the most shared belief, and it’s hard to see why once one gets past the shock of the protagonist, a seemingly sane and reasonable person, would commit such a tragic murder. Irene is seemingly the last person to touch Clare shortly before she falls out of the window. The scene leading right to Clare’s fall is described as follows: â€Å"Clare stood at the window, as composed as if everyone were not staring at her in curiosity and wonder as if the whole structure of her life were not lying in fragments before her. She seemed unaware of any danger or uncaring. There was even a faint smile on her full, red lips, and in her shining eyes. It was that smile that maddened Irene. She ran across the room, her terror tinged with ferocity, and laid a hand on Clares bare arm.† (Larsen 209) It is quite a sinister scene that Larsen paints. Irene’s frenzied run across the room towards Clare succeeding a declaration of her being â€Å"maddened† imposes a disposition of malice or at least unfortunate circumstance. This passage feels at home with a noire novel describing how the murder attacks its victim, with Irene preying on Clare in a seeming fit of rage. However, there is one piece of detail that stands out amongst the rest, the fact that Irene â€Å"laid† her hand on Clare. â€Å"Laid† is a passive verb and, rather than add to a murder scene, appears to be a calming act. This would lead one to assume that there would be no way Irene could have harmed Clare, but before assuming so, one must consider the following events. After Clare’s death, the narrative becomes broken and perplexing. Irene keeps reassuring herself that everything is okay. Irene, physically weak and dizzy, mutters fiercely â€Å"It was an accident, a terrible accident.† This reassurance signals the Kà ¼bler-Ross Model, also known as the Five Stages of Grief. These are stages that one goes through after a great trauma. The first stage, Denial, is described as the individual believing that their perception of the event is â€Å"somehow mistaken, and cling to a false, preferable reality† (Santrock). The reader knows Irene as a generally good person, and so this â€Å"preferable reality,† should the reader choose to believe Irene killed Clare, is that Clare instead fell out on her own with no help from Irene. Not to mention how earlier, prior to this entire sequence, Irene imagines Clare dying before stopping herself, saying it was vile â€Å"to wish that† (187). With this in mind, it would make sense that by saying she â€Å"laid† her hand on Clare, she really did something more drastic, such as â€Å"forced.† The significance of this interpretation is that understanding this lens and viewing the novella under it transforms the entire work into something closer to a tragic romance. Throughout the novella, tension exists between Irene and Clair that suggests frustrated infatuation. Even in Irene’s last remarks at Clair, she wonders at her â€Å"soft white face, the bright hair, the disturbing scarlet mouth, the dreaming eyes, the caressing smile, the whole torturing loveliness† that had been tearing at Irene (210). One of the primary factors in Irene’s frustration with Clare is her belief that she is stealing her husband, Brian, away from her. However, with this lens, it would be more accurate to say that Brian was stealing Clare from Irene. Irene is not shown to be particularly fond of Brian on numerous occasions, often getting into arguments with him and lamenting his habit of staring at other women. Irene, reuniting with Clare could have sparked a new desire, a break ing away from her husband to pursue this newfound lust. Irene in the entire final Part of Passing becomes flustered whenever Clare is present, despite her appearing cool and collected in every other instance in the novel. Irene’s constant frustrations with Clare could be not out of a disdain for her, but out of a desire for her to be a better person in her eyes as if she is wanting to idolize her. Irene is unable to articulate her feelings for Clare properly, perhaps due to those feelings being so alien in Irene’s society and life. Reading into the story not only with the frame that Irene killed Clare but also with the lens that Irene loved Clare flips the entire story and transforms it into a tragic romance of unrecognized love, and Clare’s death, ignorant of Irene’s feelings, shows how such a romance could not be prescribed in their time and place. Coincidentally, the novel titled Passing could very well be â€Å"passing† a queer novel as a race one. Due to this context and interpretation, the notion that Irene killed Clare is a significant one that radically alters one’s perception of the novel. However, that does not mean there are other interpretations that aren’t worth examining. Another possible interpretation is that Clare committed suicide. During Larsen’s time, there was a trope called the â€Å"tragic mulatto† which is an extension of what will be called her the â€Å"Other† character. The â€Å"Other† is a figure which does not belong in a society or world. The story consists of the â€Å"Other† coming into conflict with the world and the inability to assimilate into the world is the drive for conflict to the character in the story. As the â€Å"Other† does not have a place in its world, the typical end is a tragic death which causes the survivors to rethink their places in life. Examples of â€Å"Others† in literature include the Monster in Frankenstein, John in Brave New World, and Heathcliff in Wuthering Heights. The Tragic Mulatto is not much different. Per David Pilgrim in his essay The Tragic Mulatto Myth, the Tragic Mulatto is a mixed-race individual, typically female, who is depressed or even suic idal due to her inability to exist between two drastically different worlds, typically a â€Å"white world† vs â€Å"black world†¦fitting into neither, accepted by neither† (Pilgrim). The two main characters of Passing are mixed-race women, but Irene, the protagonist, is not a â€Å"tragic Mulatto† by any means. Though she is mixed, she is comfortable in her place and being and wholly identifies and connects to her black world. Clare on the other hand, while seemingly happy in her white world, still suffers from a loss of identity. The killing of her black self could be a metaphoric suicide. However, with an interpretation of the ending being Clare purposefully falling out of the window, it makes her status as a tragic Mulatto literal. Clare killed her black self to preserve her white self, but when she realizes that social life is coming to an end due to the revelations preceding the finale, she sees no choice but to kill her white self. By doing this, met aphorically speaking, she loses all sense of identity and is no longer a human being. Thus, this suicide is a literal one, terminating her life once and for all. This interpretation works as a way of fleshing out Clare’s character into an entirely self-tragic one, and making the novella Passing a defining tragic mulatto work. Finally, another perspective is that Clare’s husband, John Bellew, pushed her out of the window. Bellew, from his introduction, is established to be a radically racist man. It is not much of a stretch to assume he would kill Clare after concluding that she was black. When Clare rhetorically asks Bellew what he would do if he found out she was black, he confidently dismisses the notion, reminding her that there are â€Å"no niggers in [his] family. Never have been and never will be. (Larsen, 69) Bellew’s realization of Clare’s identity adds context to this exchange with him, and him putting the pieces together would serve as a complete mind break. For all these years, he had assured himself he was right, that such a revelation was too far out of notion. In such a moment, all that time spent intimately with Clare becomes to him works of devious seduction into a forbidden world. It would be impossible for Bellew to still love Clare since this would require backpeda ling on a hardcore stance he held for his entire life, that he enforced so strictly upon every second of every day. As said in the quote above, Bellew had convinced himself that there never would be any black people in his family. The only way to make that true since he had unknowingly married a black woman would be for her to die. This adds credibility to the idea of Bellew shoving her out of a window. Bellew, a proud man, would probably not stoop to having to commit murder with his own hands, and rather placing Clare into a deadly situation would, according to mental gymnastics, free him from blame. Think of when someone would say â€Å"I didn’t break his arm, the ground did!† after pushing someone to the floor. Even if Bellew did not push her out of the window, his actions nevertheless lead to Clare’s demise. His violent outburst at the party upon realizing Clare was indeed part black is what causes Clare to run towards the window. No matter who pushed her ou t of the window, even Clare herself, Bellew is to blame to a degree. Clare’s demise therefore can be framed as a hate crime, and having Bellew be the one to directly cause her death it adds onto that perspective. The end of Passing is significant because of how it fits into the narrative of racial passing and identity while translating into another medium its effect on an individual. Passing, for many, can cause them to develop a fragmented self-identity and perspective. The notion exists to some mixed race or cultured people that they do not fit nicely into one picture, like a jigsaw puzzle made from different brands. While the fragmented narration of Passing is literally due to the protagonist’s frantic state of being, this deconstruction of the narrative’s reality conveys such a feeling to the reader as one broken of a self-identity. Such individuals will ask themselves questions and constantly re-examine memories and events trying to fit them into different lenses to gain a greater and more cohesive whole. The lack of closure could be a projection of the empty feeling created by dedicating a lifetime to pursuing the seemingly unachievable task of finding one’s self, a task that is amplified the more fragmented a person is. Passing is a story that is ripe with conflict, both within the self and within the self vs the outside, as individuals in it are forced into situations where they must either relinquish their identity, don a false one, or pay the price for being an â€Å"Other† out of their world. While the ultimate outcome of the ending is concrete, the way to get to that end can be seen in a variety of ways. No one way is â€Å"correct† and each possibility says much about the motifs controlling the characters and how they played out in Larsen’s contemporary world. Irene killing Clare turns the novel into a queer tragic romance far ahead of its time, Clare killing herself paints her as the archetypal tragic mulatto, and John killing Claire feeds into the racial tension that exists in America and the rejection of the â€Å"other† within. Each of these interpretations speaks volumes about identity, and the way the finale is so split up conveys this feeling to those who may not have ever experienced such issues and illuminates the tragedy of race relations in Larsen’s time. Works Cited Larsen, Nella. Passing. New York: BN Publishing, 2012. Print. Pilgrim, David (November 2000). The Tragic Mulatto Myth Santrock, J.W. (2007). A Topical Approach to Life-Span Development. New York: McGraw-Hill. ISBN 0-07-338264-7.

About Delphi Programming For Novice Developers

Hi! Im Zarko Gajic, your About.com Guide to Delphi Programming. Thats my picture at the top of the page (or maybe at the bottom). You can read my bio to learn more about who I am. I write feature articles and tutorials related to Delphi programming. I also gather links to other sites that have articles, tutorials, and important information on specific aspects of programming in the Delphi language. The purpose of this page is to orient newcomers with an overview of some or our special Delphi programming features. Embarcadero Technologies Delphi is an object-oriented, visual programming environment to develop 32 and 64 bit applications; with FireMonkey, Delphi is the fastest way to deliver ultra-rich and visually stunning native applications for Windows, Mac and iOS. If you are just entering the programming world, heres why you should consider learning Delphi: Why Delphi?. Also, dont miss Delphi History! If you are confused about different Delphi versions (Delphi Starter, Delphi XE2, RAD Studio), read the Flavors of Delphi article to easily pick your Delphi of choice. There is a lot of information on this site about Delphi programming; this site covers all aspects of Delphi development, including tutorials and articles, forum, language reference with examples, glossary, free code programs, custom components and much more. Let me help you find what youre looking for (and help your career by looking for the right Delphi job). Learn how Delphi can help you solve complex development problems to deliver high-performance, highly scalable applications ranging from Windows and database applications to mobile and distributed applications for the Internet. If you simply want to build a simple database application (accounting, CD/DVD album), for home use, Delphi will help you build it fast and with ease. Looking for something specific?You can search this Delphi Programming site or all of About.com for a specific programming task. Try it using the search box at the top of the page. Hint: Put phrases in double-quotation marks for better results (i.e. protected hack). If you are looking for more ways to find Delphi programming related materials, go see the Searching for Delphi article. True Beginners, Students, Newcomers ...For those who are new to Delphi, Ive prepared several free online courses designed to get you to a fast start. The free courses below are perfect for Delphi beginners as well as for those who want a broad overview of the art of programming with Delphi. Turbo Delphi Tutorial: For Novice and Non-ProgrammersA Beginners Guide to Delphi ProgrammingA Beginners Guide to Delphi Database ProgrammingA Beginners Guide to ASP.NET Web programming for Delphi developers Be sure not to miss the Delphi Tutorials and Online / Email Courses section. How to program in Delphi – what you need to know?This entire site is devoted to providing the tutorials and other resources needed to learn Delphi programming. There are several broad categories of Delphi programming tutorials to help you in your quest to learn how to create the best solutions fast. These include tutorials for the beginner as well as the more experienced developer, find them listed in A Beginners Guide to Delphi [enter Delphi topic]. If you are looking for free or/and shareware and commercial components, you’ll be happy to know I’ve prepared a dozen of Top Picks pages – where all the best third-party components, tools and Delphi books are collected and reviewed.

The Three Developmental Processes Are Biological - 1361 Words

Reading Assignment 1 The three developmental processes are Biological (Physical), Cognitive, and Socioemotional. The Biological developmental process focuses on the physical development of an individual, such as perceptual and motor capacities and changes in the body’s size, while the Cognitive process focuses on the cognitive development [memory, creativity, language, and knowledge]. The Socioemotional developmental process is focused on the changes in the individual’s psychosocial development, so it covers changes involving self-sufficiency and self-understanding, along with their morality and emotional communication. Each period of development includes pieces of the three developmental processes. Because of this, the developmental†¦show more content†¦- The Cognitive changes include the emergence of capacities such as perception and intellect. - The Socioemotional changes that take place include the child making its first connection to another human being. †¢ Early Childhood: This period is from two to six years. - The Biological changes that occur during this period of time include the individual’s body growing and becoming taller and thinner. - The Cognitive changes occurring include the child becoming more self-sufficient and the capacities of thought and language begin to expand. - The Socioemotional changes taking place include the child growing in ways of morality, self-understanding, and in their relationships with peers. †¢ Middle Childhood: This period takes place from 6 to 11 years. - The Biological changes taking place during this period include advancement in athletic abilities. - The Cognitive changes that occur in this period include the child becoming more logical in their though processes and their basic literacy skills come more naturally to them. - The Socioemotional changes that take place include the child’s self-understanding and morality becoming more evident, as well as more advanced. It also shows progress in their ability to create and maintain friendships. †¢ Adolescence: This period spans from 11 to 18 years. - The Biological changes taking place include the occurrence of Puberty which leads to changes in the body, such as, the body growing larger and becoming â€Å"adult-sized†Show MoreRelatedCognitive Psychology And The Management And Treatment Of Mental Illness1352 Words   |  6 Pagesdifferences. AC1.1, AC3.1 Biological psychology looks at the biological aspects of behaviour. It looks at how the brain s structure, chemistry, activity and genetic make-up etc. relates to behaviour. Cognitive psychology focuses on the way the brain processes information, how people perceive, understand, make decisions about and remember information. Cognitive psychologists would put information in to be processed and then see what the brain does with it. To compare the biological psychologist wouldRead MoreThe Problem Of Human Development1536 Words   |  7 Pagesbehind it. 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Because these changes are innate, they are not influenced by environmental experiences. Many of our basic abilities are closelyRead MoreSchizophrenia/Psychosis/Life Span948 Words   |  4 Pagestranslates as split mind and the psychological changes can be so profound that the affected individual is thrust into a world that bears little resemblance to everyday experience. The person with schizophrenia lives in an internal world marked by thought processes that have gone awry; delusions, hallucinations, and generally disordered thinking become the norm. Hansell and Damour (2005) states: Psychosis is a state of being profoundly out of touch with reality. Psychotic individuals may experience hallucinationsRead MoreComparing Psychological Theories Essay856 Words   |  4 Pages(Gottlieb 2002). The Biological theory emphasizes the influence of biology on our behavior. 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FinallyRead MoreUnderstanding Piaget Theory And Information Processing Theory1208 Words   |  5 PagesThe study of Cognitive theories has many different aspects that have been debated many years ago. Developmental psychologists try to explain cognitive development approaches which describe the process of human s thought. One of the developmental psychologist who studied on the area of cognitive was Jean Piaget. Jean Piaget a Swiss psychologist was the first developmental researcher who has extensive research on cognitive development. In addition, the revolution of Jean Piaget’s cognitive theory

General Chemistry free essay sample

For a person who weighs 100 pounds or more, three significant figures are typically used to report the weight (given to the whole pound), although people often round to the nearest unit of 10, which may result in reporting the weight with two significant figures (for example, 170 pounds). 165 pounds rounded to two significant figures would be reported as 1. 7 x 102 pounds. b. Copyright  © Houghton Mifflin Company. All rights reserved. 4 c. Chapter 1: Chemistry and Measurement For example, 165 lb weighed on a scale that can measure in 100-lb increments would be 200 lb. Using the conversion factor 1 lb = 0. 536 kg, 165 lb is equivalent to 74. 8 kg. Thus, on a scale that can measure in 50-kg increments, 165 lb would be 50 kg. 1. 3. a. b. c. d. If your leg is approximately 32 inches long, this would be equivalent to 0. 81 m, 8. 1 dm, or 81 cm. One story is approximately 10 feet, so three stories is 30 feet. This would be equivalent to approximately 9 m. Normal body temperature is 98. 6 °F, or 37. 0 °C. Thus, if your body temperature were 39 °C (102 °F), you would feel as if you had a moderate fever. Room temperature is approximately 72 °F, or 22 °C. Thus, if you were sitting in a room at 23 °C (73 °F), you would be comfortable in a short-sleeve shirt. . 4. Gold is a very unreactive substance, so comparing physical properties is probably your best option. However, color is a physical property you cannot rely on in this case to get your answer. One experiment you could perform is to determine the densities of the metal and the chunk of gold. You could measure the mass of the nugget on a balance and the volume of the nugget by water displacement. Using this information, you could calculate the density of the nugget. Repeat the experiment and calculations for the sample of gold. If the nugget is gold, the two densities should be equal and be 19. g/cm3. Also, you could determine the melting points of the metal and the chunk of pure gold. The two melting points should be the same (1338 K) if the metal is gold.  ¦ ANSWERS TO SELF-ASSESSMENT AND REVIEW QUESTIONS 1. 1. One area of technology that chemistry has changed is the characteristics of materials. The liquidcrystal displays (LCDs) in devices such as watches, cell phones, computer monitors, and televisions are materials made of molecules designed by chemists. Electronics and communications have been transformed by the development of optical fibers to replace copper wires. In biology, chemistry has changed the way scientists view life. Biochemists have found that all forms of life share many of the same molecules and molecular processes. 1. 2. An experiment is an observation of natural phenomena carried out in a controlled manner so that the results can be duplicated and rational conclusions obtained. A theory is a tested explanation of basic natural phenomena. They are related in that a theory is based on the results of many experiments and is fruitful in suggesting other, new experiments. Also, an experiment can disprove a theory but can never prove it absolutely. A hypothesis is a tentative explanation of some regularity of nature. Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement 5 1. 3. Rosenberg conducted controlled experiments and noted a basic relationship that could be stated as a hypothesis—that is, that certain platinum compounds inhibit cell division. This led him to do new experiments on the anticancer activity of these compounds. 1. 4. Matter is the general term for the material things around us. It is whatever occupies space and can be perceived by our senses. Mass is the quantity of matter in a material. The difference between mass and weight is that mass remains the same wherever it is measured, but weight is proportional to the mass of the object divided by the square of the distance between the center of mass of the object and that of the earth. 1. 5. The law of conservation of mass states that the total mass remains constant during a chemical change (chemical reaction). To demonstrate this law, place a sample of wood in a sealed vessel with air, and weigh it. Heat the vessel to burn the wood, and weigh the vessel after the experiment. The weight before the experiment and that after it should be the same. 1. 6. Mercury metal, which is a liquid, reacts with oxygen gas to form solid mercury(II) oxide. The color changes from that of metallic mercury (silvery) to a color that varies from red to yellow depending on the particle size of the oxide. 1. 7. Gases are easily compressible and fluid. Liquids are relatively incompressible and fluid. Solids are relatively incompressible and rigid. 1. 8. An example of a substance is the element sodium. Among its physical properties: It is a solid, and it melts at 98 °C. Among its chemical properties: It reacts vigorously with water, and it burns in chlorine gas to form sodium chloride. 1. . An example of an element: sodium; of a compound: sodium chloride, or table salt; of a heterogeneous mixture: salt and sugar; of a homogeneous mixture: sodium chloride dissolved in water to form a solution. 1. 10. A glass of bubbling carbonated beverage with ice cubes contains three phases: gas, liquid, and solid. 1. 11. A compound may be decomposed by chemical reactio ns into elements. An element cannot be decomposed by any chemical reaction. Thus, a compound cannot also be an element in any case. 1. 12. The precision refers to the closeness of the set of values obtained from identical measurements of a quantity. The number of digits reported for the value of a measured or calculated quantity (significant figures) indicates the precision of the value. Copyright  © Houghton Mifflin Company. All rights reserved. 6 Chapter 1: Chemistry and Measurement 1. 13. Multiplication and division rule: In performing the calculation 100. 0 x 0. 0634 ? 25. 31, the calculator display shows 0. 2504938. We would report the answer as 0. 250 because the factor 0. 0634 has the least number of significant figures (three). Addition and subtraction rule: In performing the calculation 184. 2 + 2. 324, the calculator display shows 186. 24. Because the quantity 184. 2 has the least number of decimal places (one), the answer is reported as 186. 5. 1. 14. An exact number is a number that arises when you count items or sometimes when you define a unit. For example, a foot is defined to be 12 inches. A measured number is the result of a comparison of a physical quantity with a fixed standard of measurement. For example, a steel rod measures 9. 12 centimeters, or 9. 12 times the standard centimeter unit of measurement. 1. 15. For a given unit, the SI system uses prefixes to obtain units of different sizes. Units for all other possible quantities are obtained by deriving them from any of the seven base units. You do this by using the base units in equations that define other physical quantities. 1. 16. An absolute temperature scale is a scale in which the lowest temperature that can be attained theoretically is zero. Degrees Celsius and kelvins have units of equal and are related by the formula tC = (TK ? 273. 15 K) x 1 °C 1K 1. 17. The density of an object is its mass per unit volume. Because the density is characteristic of a substance, it can be helpful in identifying it. Density can also be useful in determining whether a substance is pure. It also provides a useful relationship between mass and volume. 1. 18. Units should be carried along because (1) the units for the answers will come out in the calculations, and (2), if you make an error in arranging factors in the calculation, this will become apparent because the final units will be nonsense. 1. 19. The answer is c, three significant figures. 1. 20. The answer is a, 4. 43 x 102 mm. 1. 21. The answer is e, 75 mL. 1. 22. The answer is c, 0. 23 mg. Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement  ¦ 1. 23. ANSWERS TO CONCEPT EXPLORATIONS a. First, check the physical appearance of each sample. Check the particles that make up each sample for consistency and hardness. Also, note any odor. Then perform on each sample some experiments to measure physical properties such as melting point, density, and solubility in water. Compare all of these results a nd see if they match. It is easier to prove that the compounds were different by finding one physical property that is different, say different melting points. To prove the two compounds were the same would require showing that every physical property was the same. Of the properties listed in part a, the melting point would be most convincing. It is not difficult to measure, and it is relatively accurate. The density of a powder is not as easy to determine as the melting point, and solubility is not reliable enough on its own. No. Since neither solution reached a saturation point, there is not enough information to tell if there was a difference in behavior. Many white powders dissolve in water. Their chemical compositions are not the same. b. c. d. 1. 24. Part 1 a. b. c. d. e. 3 g + 1. 4 g + 3. 3 g = 7. 7 g = 8 g First, 3 g + 1. 4 g = 4. g = 4 g. Then, 4 g + 3. 3 g = 7. 3 g = 7 g. Yes, the answer in part a is more accurate. When you round off intermediate steps, you accumulate small errors and your answer is not as accurate. The answer 29 g is correct. This answer is incorrect. It should be 3 x 101 with only one significant figure in the answer. The student probably applied the rule for addition (instead of for multiplication) after the first step. The answer 28. 5 g is correct. Don’t round off intermediate answers. Indicate the round-off position after each step by underlining the least significant digit. The calculated answer is incorrect. It should be 11 cm3. The answer given has too many significant figures. There is also a small round off error due to using a rounded-off value for the density. This is a better answer. It is reported with the correct number of significant figures (three). It can be improved by using all of the digits given for the density. V = f. g. Part 2 a. b. c. d. 10 ball bearings 1. 234 g 1 cm3 x x = 3. 90889 = 3. 909 cm3 1 3. 1569 g 1 ball bearing There was no rounding off of intermediate steps; all the factors are as accurate as possible. Copyright  © Houghton Mifflin Company. All rights reserved. 8 Chapter 1: Chemistry and Measurement  ¦ 1. 25. ANSWERS TO CONCEPTUAL PROBLEMS a. b. Two phases: liquid and solid. Three phases: liquid water, solid quartz, and solid seashells. 1. 26. If the material is a pure compound, all samples should have the same melting point, the same color, and the same elemental composition. If it is a mixture, these properties should differ depending on the composition. 1. 27. a. You need to establish two points on the thermometer with known (defined) temperatures— for example, the freezing point (0 °C) and boiling point (100 °C) of water. You could first immerse the thermometer in an ice-water bath and mark the level at this point as 0 °C. Then, immerse the thermometer in boiling water, and mark the level at this point as 100 °C. As long as the two points are far enough apart to obtain readings of the desired accuracy, the thermometer can be used in experiments. You could make 19 evenly spaced marks on the thermometer between the two original points, each representing a difference of 5 °C. You may divide the space between the two original points into fewer spaces as long as you can read the thermometer to obtain the desired accuracy. a. b. c. b. 1. 8. 1. 29. a. To answer this question, you need to develop an equation that converts between  °F and  °YS. To do so, you need to recognize that one degree on the Your Scale does not correspond to one degree on the Fahrenheit scale and that ? 100 °F corresponds to 0 ° on Your Scale (different â€Å"zero† points). As stated in the problem, in the desired r ange of 100 Your Scale degrees, there are 120 Fahrenheit degrees. Therefore, the relationship can be expressed as 120 °F = 100 °YS, since it covers the same temperature range. Now you need to â€Å"scale† the two systems so that they correctly convert from one scale to the other. You could set up an equation with the known data points and then employ the information from the relationship above. Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement 9 For example, to construct the conversion between  °YS and  °F, you could perform the following steps: Step 1:  °F =  °YS Not a true statement, but one you would like to make true. Step 2:  °F =  °YS x 120 °F 100 °YS This equation takes into account the difference in the size between the temperature unit on the two scales but will not give you the correct answer because it doesn’t take into account the different zero points. Step 3: By subtracting 100 °F from your equation from Step 2, you now have the complete equation that converts between  °F and  °YS.  °F = ( °YS x 120 °F ) ? 100 °F 100 °YS b. Using the relationship from part a, 66 °YS is equivalent to (66 °YS x 120 °F ) ? 100 °F = ? 20. 8 °F = ? 21 °F 100 °YS 1. 30. Some physical properties you could measure are density, hardness, color, and conductivity. Chemical properties of sodium would include reaction with air, reaction with water, reaction with chlorine, reaction with acids, bases, etc. 1. 31. The empty boxes are identical, so they do not contribute to any mass or density difference. Since the edge of the cube and the diameter of the sphere are identical, they will occupy the same volume in each of the boxes; therefore, each box will contain the same number of cubes or spheres. If you view the spheres as cubes that have been rounded by removing wood, you can conclude that the box containing the cubes must have a greater mass of wood; hence, it must have a greater density. 1. 32. a. b. Since the bead is less dense than any of the liquids in the container, the bead will float on top of all the liquids. First, determine the density of the plastic bead. Since density is mass divided by volume, you get d = m 3. 2 x 10-2 g = = 0. 911 g/mL = 0. 91 g/mL V 0. 043 mL Thus, the glass bead will pass through the top three layers and float on the ethylene glycol layer, which is more dense. c. Since the bead sinks all the way to the bottom, it must be more dense than 1. 114 g/mL. Copyright  © Houghton Mifflin Company. All rights reserved. 10 1. 33. a. b. Chapter 1: Chemistry and Measurement A paper clip has a mass of about 1 g. Answers will vary depending on your particular sample. Keeping in mind that the SI unit for mass is kg, the approximate weights for the items presented in the problem are as follows: a grain of sand, 1 x 10? kg; a paper clip, 1 x 10? 3 kg; a nickel, 5 x 10? 3 kg; a 5. 0-gallon bucket of water, 2. 0 x 101 kg; a brick, 3 kg; a car, 1 x 103 kg. 1. 34. When taking measurements, never throw away meaningful information even if there is some uncertainty in the final digit. In this case, you are certain that the nail is between 5 and 6 cm. The uncertain, yet still important, digit is between the 5 and 6 cm measurements. You can estimate with reasonable precision that it is about 0. 7 cm from the 5 cm mark, so an acceptable answer would be 5. 7 cm. Another person might argue that the length of the nail is closer to 5. cm, which is also acceptable given the precision of the ruler. In any case, an answer of 5. 7 or 5. 8 should provide usefu l information about the length of the nail. If you were to report the length of the nail as 6 cm, you would be discarding potentially useful length information provided by the measuring instrument. If a higher degree of measurement precision were needed (more significant figures), you would need to switch to a more precise ruler—for example, one that had mm markings. 1. 35. a. The number of significant figures in this answer follows the rules for multiplication and division. Here, the measurement with the fewest significant figures is the reported volume 0. 310 m3, which has three. Therefore, the answer will have three significant figures. Since Volume = L x W x H, you can rearrange and solve for one of the measurements, say the length. L = V 0. 310 m 3 = = 0. 83496 m = 0. 835 m W x H (0. 7120 m) (0. 52145 m) b. The number of significant figures in this answer follows the rules for addition and subtraction. The measurement with the least number of decimal places is the result 1. 509 m, which has three. Therefore, the answer will have three decimal places. Since the result is the sum of the three measurements, the third length is obtained by subtracting the other two measurements from the total. Length = 1. 509 m ? 0. 7120 m ? 0. 52145 m = 0. 27555 m = 0. 276 m 1. 36. The mass of something (how heavy it is) depends on how much of the item, material, substance, or collection of things you have. The density of something is the mass of a specific amount (volume) of an item, material, substance, or collection of things. You could use 1 kg of feathers and 1 kg of water to illustrate that they have the same mass yet have very different volumes; therefore, they have different densities. Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement 11  ¦ SOLUTIONS TO PRACTICE PROBLEMS Note on significant figures: If the final answer to a solution needs to be rounded off, it is given first with one nonsignificant figure, and the last significant figure is underlined. The final answer is then rounded to the correct number of significant figures. In multistep problems, intermediate answers are given with at least one nonsignificant figure; however, only the final answer has been rounded off. . 37. By the law of conservation of mass: Mass of sodium carbonate + mass of acetic acid solution = mass of contents of reaction vessel + mass of carbon dioxide Plugging in gives 15. 9 g + 20. 0 g = 29. 3 g + mass of carbon dioxide Mass of carbon dioxide = 15. 9 g + 20. 0 g ? 29. 3 g = 6. 6 g 1. 38. By the law of conservation of mass: Mass of iron + mass of acid = mass of contents of beaker + mass of hydrogen Plugging in gives 5. 6 g + 15. 0 = 20. 4 g + mass of hydrogen Mass of hydrogen = 5. 6 g + 15. 0 g ? 20. 4 g = 0. 2 g 1. 39. By the law of conservation of mass: Mass of zinc + mass of sulfur = mass of zinc sulfide Rearranging and plugging in give Mass of zinc sulfide = 65. 4 g + 32. 1 g = 97. 5 g For the second part, let x = mass of zinc sulfide that could be produced. By the law of conservation of mass: 20. 0 g + mass of sulfur = x Write a proportion that relates the mass of zinc reacted to the mass of zinc sulfide formed, which should be the same for both cases. mass zinc 65. 4 g 20. 0 g = = mass zinc sulfide 97. 5 g x Solving gives x = 29. 81 g = 29. 8 g Copyright  © Houghton Mifflin Company. All rights reserved. 12 Chapter 1: Chemistry and Measurement 1. 0. By the law of conservation of mass: Mass of aluminum + mass of bromine = mass of aluminum bromide Plugging in and solving give 27. 0 g + Mass of bromine = 266. 7 g Mass of bromine = 266. 7 g ? 27. 0 g = 239. 7 g For the second part, let x = mass of bromine that reacts. By the law of conservation of mass: 15. 0 g + x = mass of aluminum bromide Writ e a proportion that relates the mass of aluminum reacted to the mass of bromine reacted, which should be the same for both cases. mass aluminum 27. 0 g 15. 0 g = = x mass bromine 239. 7 g Solving gives x = 133. 1 g = 133 g 1. 41. a. b. c. d. 1. 42. a. b. c. d. 1. 43. a. b. c. d. 1. 44. a. . c. Physical change Chemical change Chemical change Physical change Physical change Chemical change Physical change Solid Solid Solid Liquid Solid Liquid Gas Solid Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement 13 d. Physical change 1. 45. Physical change: Liquid mercury is cooled to solid mercury. Chemical changes: (1) Solid mercury oxide forms liquid mercury metal and gaseous oxygen; (2) glowing wood and oxygen form burning wood (form ash and gaseous products). 1. 46. Physical changes: (1) Solid iodine is heated to gaseous iodine; (2) gaseous iodine is cooled to form solid iodine. Chemical change: Solid iodine and zinc metal are ignited to form a white powder. 1. 47. a. b. c. d. e. 1. 48. a. b. c. d. e. Physical property Chemical property Physical property Chemical property Physical property Physical property Chemical property Physical property Physical property Chemical property 1. 49. Physical properties: (1) Iodine is solid; (2) the solid has lustrous blue-black crystals; (3) the crystals vaporize readily to a violet-colored gas. Chemical properties: (1) Iodine combines with many metals, such as with aluminum to give aluminum iodide. 1. 50. Physical properties: (1) is a solid; (2) has an orange-red color; (3) has a density of 11. 1 g/cm3; (4) is insoluble in water. Chemical property: Mercury(II) oxide decomposes when heated to give mercury and oxygen. 1. 51. a. b. c. Physical process Chemical reaction Physical process Copyright  © Houghton Mifflin Company. All rights reserved. 14 d. e. 1. 52. a. b. c. d. e. 1. 53. a. b. c. d. 1. 54. a. b. c. d. 1. 55. a. b. c. d. 1. 56. a. b. c. d. Chapter 1: Chemistry and Measurement Chemical reaction Physical process Chemical reaction Physical process Physical process Physical process Chemical reaction Solution Substance Substance Homogeneous or Heterogeneous mixture Heterogeneous mixture Substance Solution Substance A pure substance with two phases present, liquid and gas. A mixture with two phases present, solid and liquid. A pure substance with two phases present, solid and liquid. A mixture with two phases present, solid and solid. A mixture with two phases present, solid and liquid. A mixture with two phases present, solid and liquid. A mixture with two phases present, solid and solid. A pure substance with two phases present, liquid and gas. Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement 15 1. 57. a. b. c. d. e. f. 1. 58. a. b. c. d. e. f. three four six four four four six three four five three four 1. 59. 40,000 km = 4. 0 x 104 km 1. 60. 150,000,000 km = 1. 50 x 108 km 1. 61. a. b. c. d. 1. 62. a. b. c. d. 0. 871 x 0. 57 = 0. 08456 = 0. 085 5. 871 8. 937 ? 8. 930 = 0. 007 8. 937 + 8. 930 = 17. 867 0. 00015 x 54. 6 + 1. 002 = 0. 00819 + 1. 002 = 1. 0101 = 1. 010 8. 71 x 0. 0301 = 8. 457 = 8. 5 0. 031 0. 71 + 92. 2 = 92. 91 = 92. 9 934 x 0. 00435 + 107 = 4. 0629 + 107 = 111. 06 = 111 (847. 89 ? 847. 73) x 14673 = 0. 16 x 14673 = 2347 = 2. 3 x 103 Copyright  © Houghton Mifflin Company. All rights reserved. 16 Chapter 1: Chemistry and Measurement 1. 63. The volume of the first sphere is V1 = (4/3)? r3 = (4/3)? x (5. 10 cm)3 = 555. 64 cm3 The volume of the second sphere is V2 = (4/3)? r3 = (4/3)? x (5. 00 cm)3 = 523. 60 cm3 The difference in volume is V1 ? V2 = 555. 64 cm3 ? 523. 60 cm3 = 32. 04 cm3 = 32 cm3 1. 64. The length of the cylinder between the two marks is l = 3. 50 cm ? 3. 10 cm = 0. 40 cm The volume of iron contained between the marks is V = ? r2l = ? x (1. 500 cm)2 x 0. 40 cm = 2. 82 cm3 = 2. 8 cm3 1. 65. a. b. c. d. 1. 66. a. b. c. d. 1. 67. a. b. c. d. 1. 68. a. b. c. d. 6. 20 km = 6. 0 x 103 m 1. 98 ns = 1. 98 x 10? 9 s 2. 54 cm = 2. 54 x 10? 2 m 5. 23  µg = 5. 23 x 10? 6 g 6. 15 ps = 6. 15 x 10? 12 s 3. 781  µm = 3. 781 x 10? 6 m 1. 546 A = 1. 546 x 10? 10 m 9. 7 mg = 9. 7 x 10? 3 g 4. 851 x 10? 6 g = 4. 851  µg 3. 16 x 10? 2 m = 3. 16 cm 2. 591 x 10? 9 s = 2. 591 ns 8. 93 x 10? 12 g = 8. 93 pg 5. 89 x 10? 12 s = 5. 89 ps 0. 2010 m = 20. 10 cm 2. 560 x 10? 9 g = 2. 560 ng 6. 05 x 103 m = 6. 05 km Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement 17 1. 69. a. b. c. d. tC = tC = 5 °C 5 °C x (tF ? 32 °F) = x (68 °F ? 32 °F) = 20. 0 °C = 20.  °C 9 °F 9 °F 5 °C 5 °C x (tF ? 2 °F) = x (? 23 °F ? 32 °F) = ? 30. 55 °C = ? 31 °C 9 °F 9 °F 9 °F 9 °F ) + 32 °F = (26 °C x ) + 32 °F = 78. 8 °F = 79 °F 5 °C 5 °C 9 °F 9 °F ) + 32 °F = (? 70 °C x ) + 32 °F = ? 94. 0 °F = ? 94 °F 5 °C 5 °C tF = (tC x tF = (tC x 1. 70. a. b. c. d. tC = tC = 5 °C 5 °C x (tF ? 32 °F) = x (51 °F ? 32 °F) = 10. 555 °C = 11 °C 9 °F 9 °F 5 °C 5 °C x (tF ? 32 °F) = x (? 7 °F ? 32 °F) = ? 21. 6 °C = ? 22 °C 9 °F 9 °F 9 °F 9 °F ) + 32 °F = (? 41 °C x ) + 32 °F = ? 41. 8 °F = ? 42 °F 5 °C 5 °C tF = (tC x tF = (tC x 9 °F 9 °F ) + 32 °F = (22 °C x ) + 32 °F = 71. 6 °F = 72 °F 5 °C 5 °C 1. 71. tF = (tC x 9 °F 9 °F ) + 32 °F = (? 21. 1 °C x ) + 32 °F = ? 5. 98 °F = ? 6. 0 °F 5 °C 5 °C 1. 72. F = (tC x 9 °F 9 °F ) + 32 °F = (? 196 °C x ) + 32 °F = ? 320. 8 °F = ? 321 °F 5 °C 5 °C 1. 73. d = m 12. 4 g = = 7. 560 g/cm3 = 7. 56 g/cm3 V 1. 64 cm3 m 17. 84 g = = 0. 7136 g/mL = 0. 714 g/mL V 25. 0 mL 1. 74. d = 1. 75. First, determine the density of the liquid. d = m 6. 71 g = = 0. 7894 = 0. 79 g/mL V 8. 5 mL The density is closest to ethanol (0. 789 g/cm3). Copyright  © Houghton Mifflin Company. All rights reserved. 18 Chapter 1: Chemistry and Measurement 1. 76. First, determine the density of the mineral sample. d = m 59. 5 g = = 7. 531 = 7. 5 g/cm3 3 V 7. 9 cm The density is closest to cassiterite (6. 99 g/cm3). 1. 77. The mass of platinum is obtained as follows. Mass = d x V = 21. 4 g/cm3 x 5. 9 cm3 = 126 g = 1. 3 x 102 g 1. 78. The mass of gasoline is obtained as follows. Mass = d x V = 0. 70 g/mL x 43. 8 mL = 30. 66 g = 31 g 1. 79. The volume of ethanol is obtained as follows. Recall that 1 mL = 1 cm3. Volume = m 19. 8 g = = 25. 09 cm3 = 25. 1 cm3 = 25. 1 mL d 0. 789 g/cm3 1. 80. The volume of bromine is obtained as follows. Volume = m 88. 5 g = 28. 54 mL = 28. 5 mL = d 3. 10 g/mL 1. 81. Since 1 kg = 103 g, and 1 mg = 10? 3 g, you can write 0. 480 kg x 103 g 1 mg = 4. 80 x 105 mg x 1 kg 10-3 g 1. 82. Since 1 mg = 10? 3 g, and 1  µg = 10? g, you can write 501 mg x 10-3 g 1 ? g = 5. 01 x 105  µg x 1 mg 10-6 g 1. 83. Since 1 nm = 10? 9 m, and 1 cm = 10? 2 m, you can write 555 nm x 1 cm 10-9 m = 5. 55 x 10? 5 cm x -2 10 m 1 nm 1. 84. Since 1 A = 10? 10 m, you can write 0. 96 A x 10-10 m = 9. 6 x 10? 11 m 1A Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement 19 1. 85. Since 1 km = 103 m, you can write ? 103 m ? 3. 73 x 10 km x ? ? ? 1 km ? 8 3 3 = 3. 73 x 1017 m3 Now, 1 dm = 10? 1 m. Also, note that 1 dm3 = 1 L. Therefore, you can write ? 1 dm ? 3. 73 x 1017 m3 x ? -1 ? = 3. 73 x 1020 dm3 = 3. 73 x 1020 L ? 10 m ? 3 1. 6. 1  µm = 10? 6 m, and 1 dm = 10? 1 m. Also, note that 1 dm3 = 1 L. Therefore, you can write ? 10-6 m ? 1. 3  µm x ? ? ? 1 ? m ? 3 3 ? 1 dm ? x ? -1 ? = 1. 3 x 10? 15 dm3 = 1. 3 x 10? 15 L ? 10 m ? 3 1. 87. 3. 58 short ton x 2000 lb 16 oz 1g x x = 3. 248 x 106 g = 3. 25 x 106 g 1 short ton 1 lb 0. 03527 oz 1. 88. 3. 15 Btu x 252. 0 cal 4. 184 J x = 3321 J = 3. 32 x 103 J 1 Btu 1 cal 6 ft 12 in. 2. 54 x 10-2 m = 4434. 8 m = 4. 435 x 103 m x x 1 fathom 1 ft 1 in. 42 gal 4 qt 9. 46 x 10-4 m3 = 2. 066 x 109 m3 = 2. 1 x 109 m3 x x 1 qt 1 barrel 1 gal 3 1. 89. 2425 fathoms x 1. 90. 1. 3 x 1010 barrels x 1L ? 2. 54 cm ? 1. 91. (20. in. )(20. 0 in. )(10. 0 in. ) x ? = 65. 54 L = 65. 5 L ? x 1000 cm3 ? 1 in. ? ? 1000 m ? 25 worms 1. 92. (1. 00 km)(2. 0 km)(1 m) x ? = 5. 00 x 107 = 5. 0 x 107 worms ? x 3 1m ? 1 km ? 2 Copyright  © Houghton Mifflin Company. All rights reserved. 20 Chapter 1: Chemistry and Measurement  ¦ SOLUTIONS TO GENERAL PROBLEMS 1. 93. From the law of conservation of mass, Mass of sodium + mass of water = mass of hydrogen + mass of solution Substituting, you obtain 19. 70 g + 126. 22 g = mass of hydrogen + 145. 06 g or, Mass of hydrogen = 19. 70 g + 126. 22 g ? 145. 06 g = 0. 86 g Thus, the mass of hydrogen produced was 0. 86 g. 1. 94. From the law of conservation of mass, Mass of tablet + mass of acid solution = mass of carbon dioxide + mass of solution Substituting, you obtain 0. 853 g + 56. 519 g = mass of carbon dioxide + 57. 152 g Mass of carbon dioxide = 0. 853 g + 56. 519 g ? 57. 152 g = 0. 220 g Thus, the mass of carbon dioxide produced was 0. 220 g. 1. 95. From the law of conservation of mass, Mass of aluminum + mass of iron(III) oxide = mass of iron + mass of aluminum oxide + mass of unreacted iron(III) oxide 5. 40 g + 18. 50 g = 11. 17 g + 10. 20 g + mass of iron(III) oxide unreacted Mass of iron(III) oxide unreacted = 5. 40 g + 18. 50 g ? 11. 17 g ? 0. 20 g = 2. 53 g Thus, the mass of unreacted iron(III) oxide is 2. 53 g. 1. 96. From the law of conservation of mass, Mass of sodium bromide + mass of chlorine reacted = mass of bromine + mass of sodium chloride 20. 6 g + mass of chlorine reacted = 16. 0 g + 11. 7 g Mass of chlorine reacted = 16. 0 g + 11. 7 g ? 20. 6 g = 7. 1 g Thus, the mass of chlorine t hat reacted is 7. 1 g. 1. 97. 53. 10 g + 5. 348 g + 56. 1 g = 114. 54 g = 114. 5 g total 1. 98. 68. 1 g + 58. 2 g + 5. 279 g = 131. 579 g = 131. 6 g total Copyright  © Houghton Mifflin Company. All rights reserved. Chapter 1: Chemistry and Measurement 21 1. 99. a. b. c. d. 1. 00. a. b. c. d. Physical Chemical Physical Chemical Chemical Physical Physical Chemical 1. 101. Compounds always contain the same proportions of the elements by mass. Thus, if we let X be the proportion of iron in a sample, we can calculate the proportion of iron in each sample as follows. Sample A: Sample B: Sample C: X = X = X = mass of iron 1. 094 g = = 0. 72068 = 0. 7207 mass of sample 1. 518 g mass of iron 1. 449 g = = 0. 70476 = 0. 7048 mass of sample 2. 056 g mass of iron 1. 335 g = = 0. 71276 = 0. 7128 mass of sample 1. 873 g Since each sample has a different proportion of iron by mass, the material is not a compound. . 102. Compounds always contain the same proportions of the elements by mass. Thus, if we let X be the proportion of mercury in a sample, we can calculate the proportion of mercury in each sample as follows. Sample A: Sample B: Sample C: X = X = X = mass of mercury 0. 9641 g = = 0. 92612 = 0. 9261 mass of sample 1. 0410 g mass of mercury 1. 4293 g = = 0. 92607 = 0. 9261 mass of sample 1. 5434 g mass of mercury 1. 1283 g = = 0. 92612 = 0. 9261 mass of sample 1. 2183 g Since each sample has the same proportion of mercury by mass, the data are consistent with the hypothesis that the material is a compound. 1. 103.