Flame spectrascopy free essay sample

Answer the following questions about the results of this activity. Record your answers in the boxes. Send your completed lab report to your instructor. Don’t forget to save your lab report to your computer! Lab Activity 1 Sample Number of Bands Colors Present Cesium Calibration Standard Violet, Green, Yellow, Orange, Red Cesium Spectrum from Chart 13 Violet, Green, Yellow, Orange, Red 1. Is the flame spectrum from the Cesium Calibration Standard similar to or different from the spectrum from the Sample Metals Spectrum Chart? 2. What color would you expect cesium to be, based on the spectral data? What would you have to know to determine this? Lab Activity 2 Record the number and color of the flame spectra bands for each water sample. Use the Flame Spectra Chart and Symbol table below to identify the elements (metals) in the different water samples.

Emission Reduction Essay examples

Emission Reduction Essay examples Emission Reduction Essay examples | Emission Reduction | ECON220-1301A-06 | | Ashley Baker | 3/10/2013 | | The two policies that I chose that could be used to reduce the total amount of emissions are Cap and Trade, and a Carbon Tax. They both â€Å"create incentives for businesses and households to conserve energy, improve energy efficiency, and adopt clean-energy technologies† (Policy Basics, 2013). â€Å"The Cap and Trade policy specifies the amount of allowable emissions† (Policy Basics, 2013). â€Å"A Carbon Tax is the obverse of Cap and Trade: rather than fixing the amount of allowable emissions, it specifies their price† (Policy Basics, 2013). I believe that the Cap and Trade policy would work not only because it creates incentives for businesses and households, but it also gives you a certain amount that is allowed. I also think that a Carbon Tax would work because if you were to go over the price that was given you would be charged extra, and no one wants to pay more than what they use. A Carbon Tax also creates incentives for businesses and households. Ther e are many benefits for each of the policies, but I am going to share two for each of them because I feel that they are the most important ones. The two benefits for the Cap and Trade policy are that it â€Å"provides a cost-effective way for the U.S. to adjust to a more sustainable use of energy† (Earl, 2009), and that â€Å"it motivates other countries to join the emission reduction commitments† (Earl, 2009). The benefits of a Carbon Tax are that it â€Å"replaces command-and-control regulations and expensive subsidies with transparent and powerful market-based incentives† (Morris, 2013), and that it â€Å"promotes economic activity through reduced regulatory burden and lower marginal tax rates† (Morris, 2013). There will be no cost for either the Cap and Trade or a Carbon Tax. â€Å"Jim Sims says that the question of how much will it cost is absolutely imperative for policymakers to answer† (Carey, 2010). We think that everything has a cost but in reality not everything does, a policymaker cannot make you pay for one of their

Business Environment Essay Example | Topics and Well Written Essays - 4000 words

Business Environment - Essay Example That is on a rough estimate from 2.1 to 3.1 million tones. At the same time world production of green tea is expected to grow at a faster rate of around 4.5 percent on an annual basis for the next ten years. During this time FAO expects that tea production would outstrip the consumption part (Agritrade, 2009). Tea is basically grown in thirty six tropical and semitropical nations. Twenty one of these are from the ACP region. The first six biggest producer countries include; China, India, Kenya, Sri Lanka, Indonesia and turkey in that respect. This group accounts for eighty percent of the global output. However, it is only less than half of the production which is exported. This is because China and India are major consumers of their own productions. Since the period of 1993-95, global tea production has grown by around two percent. At the same time, consumption in Western states has less than matched this growth by only increasing by a one percentage upward move. In the year 2007, the world tea consumption was on a virtual stagnation point. The increase was quite minimal rising from 3.649 to 3.668 million tones on the basis of the year before. However, in a number of developing countries, the production pace has matched the consumption rate or in other states. In other cases it has fallen short of consumption demands. In this period, China’s consumption overtook that of India as a result of a thirteen point six percentage increase. It is also worthy mentioning that the United Kingdom purchases roughly half of the consumption of the European segment (Agritrade, 2009). The global production of tea witnessed a 2.3 percent growth rate in the year 2007 which saw production levels hit the 3.7 million tones level. It is the Chinese production that accounted for thirty point six percent of the total production, closely followed

Safety Elements in Aircraft Performance Essay Example | Topics and Well Written Essays - 500 words

Safety Elements in Aircraft Performance - Essay Example The objective of this exercise is to investigate why, if at all, and by how much, if so, each safety element within the overall aircraft performance criteria affects such safety. 6. the take-off thrust performance data is based on take-off thrust setting instructions as per Diamond 1A, General, 2005. These have been left out because they are not considered germane to this paper's purpose. (Diamond 1A, General, 2005) The paper shall now also include the basis on which the operational factors that have been considered for inclusion of the Diamond 1A, 2005, aircraft performance data, the last having been utilized for the purpose of this paper. The decision speed - the speed (IAS), after engine failure or any other cause, at which the pilot may elect to stop or takeoff - varies with weight, temperature, altitude, wind, runway gradient, takeoff flap setting, anti-skid availability, and takeoff speed schedule. (Diamond 1A, p. 6.8, 2005) The IAS at which airplane rotation is initiated assuming a continued takeoff after engine failure . When it is assumed that, under these conditions, the airplane is rotated at nose up body altitude at it will reach a speed of before a height of 35ft is attained the rotation speed will vary with weight, altitude, temperature, takeoff flap setting, and takeoff speed schedule. (Diamond 1A, p. 6.8, 2005) This is the actual speed attained at 35ft above runway surface with engine failure at and

Micro Economics Essay Example | Topics and Well Written Essays - 1000 words

Micro Economics - Essay Example Profit is the difference between the total revenue obtained from sales and the total cost incurred by the firm. In the long-run the decisions taken would be only exit decisions. Exit decisions are decisions taken by a firm to leave the market. They are not called as Shut-down decisions. Shut-down is only in the short-run. Long run equilibrium plays a crucial role in deciding the existence of the firm. In the long run there are enough time periods for the firm to cover its losses and earn normal profits. This is because in the long run, all inputs are variable and the firm can have the most profitable level of output i.e. the profit maximization level of output. (B) In the recent years, the business travel market has seen a tremendous change with respect to the airline industry. Changes in demand for leisure travel include more short term breaks and more independent holidays where passengers book flights, car and accommodation by themselves. The reason for the decline in business class travel is the supply led high business fares which stretched the so called "inelastic business class segment" and also he expansion of low cost airlines. 2. Price Discrimination can be defined as the method of charging different prices for essentially the same good to different buyers. There are three types of Price discrimination. They are, first, second and third degree discrimination. First-degree discrimination - This is the most extreme form of discrimination in which each consumer is charged the maximum price he would be willing to pay for each individual unit consumed. This kind of discrimination can be noticed in the healthcare industry where doctors charge different fees from different patients. Second-degree price discrimination - This is a more practical form of price discrimination. Here firms charge a different price for each set of units sold. Different prices are charged for different blocks or portions of consumption. This kind of price discrimination is followed in the power and telecom industry. The reason behind this is the prices are based on the quantities of output purchased by individual consumers. By doing so, the firms can profit as the quantities used or consumed vary from individual to individual and hence if there is a high consumption by a particular consumer, there is a chance for the firm to earn more profits. Third-degree price discrimination - This is the most common form of price discrimination. Consumers or markets are segmented on the basis of their price elasticity of demand. Often, third-degree price discrimination occurs in the markets that are geographically separated. Foe example, books published by American publishers are sold in other countries at a lower price than in the U.S. Evidently, buyers in the other countries have greater elasticity' of demand that US buyers. At the same time, the high shipping costs makes it unprofitable for firms to buy in foreign countries and resell in the United States. (B) Whenever we travel, is it a train or a flight, it is noticed that adults are charged a different price for the ticket and children are charged a different price. Other similar price discrimination in the same context is that rails some have rail cards entitling them to discounts; others do not. It is cheaper for people who book in advance. This

Disadvantaged groups in education and emergencies

Disadvantaged groups in education and emergencies This chapter first identifies groups or clusters who would be particularly vulnerable educationally in an emergency. This does not catalogue all vulnerabilities in these groups, but tries to restrict it to existing disadvantage which may be exacerbated by emergency or new vulnerabilities created by disaster. It then looks at ‘educational sites’ which are also vulnerable in themselves, or which might contribute to vulnerability. It draws attention to the intersection of multiple vulnerabilities, but also signals the notion of emergency as an opportunity. The chapter also draws attention to hidden or forgotten emergencies. 3.1.1 Gender-related disadvantage It would be commonly agreed that girls as a broad category are at greater risk during an emergency, because of traditional gender disadvantage. ‘Normal’ patriarchal cultures are strengthened during emergencies, as people seek comfort in routine relations, roles and hierarchies. If girls are routinely left without access to education, this is unlikely to change. Afghanistan, for example, is traditionally seen as a site of educational difficulties for girls (although in Kabul they currently attend schools and projects freely). The links of gender disadvantage with poverty and economic vulnerability are well documented (Mujahid-Mukhtar, 2008). Cultural barriers often cited are limited roles for girls and women, differential treatment of girls in nutrition and health, men viewed as breadwinners, a male dominated education system, gender-differentiated child-rearing practices, low status of women, lack of knowledge of the social and personal benefits of education, gender ster eotyping and threat of sexual violence (UNICEF, 2007). Specific areas related to emergency in many or all countries which have been highlighted in this study would be: Early marriage (girls are pushed into marriage because of fragile and insecure situations, increased poverty, death of bread-winning relatives, and therefore they leave school). After war, there are fewer men, so girls are pushed into polygamous marriages (as in Afghanistan), but conversely, therefore, men are forced to accept more than one wife. Older people have not adapted their norms to accept single unattached women, as in other post-conflict locations Child labour (sons recruited in conflict, the need to work, displacement causing vulnerability to be incorporated into trafficking and sex trade). Domestic labour, normally girls, is often not viewed as ‘child labour’ although this can prevent school attendance. Boys are more likely to receive kits and educational materials because of ‘normal’ male preference in and out of schools (interview data, Nepal). Protectionism/lack of independence. In the context of the tsunami, in the Maldives secondary schools do not exist on every island, and parents may be reluctant to send their daughters to neighboring islands for fear of pregnancy and also fear of sexual abuse Abuse. Sexual abuse, rape, gang rape and physical abuse all get worse in the camps and in situations of emergency with the breakdown of law and order and lack of supervision. Men experiencing loss of status are more likely to engage in domestic violence. Trafficking for prostitution increases, particularly post-emergency when police or security force protection is withdrawn (interview data, Nepal). During conflict, boys may be recruited or taken for enforced labour. Kidnapping and abduction are a threat as well as trafficking. Religious taboos and misinformation. Oxfam reported that in some cases in the tsunami the heavy and voluminous clothing worn by Muslim women and the cultural barriers that prevent girls from learning to swim contributed to the death by drowning of many women and girls. The same clothing also restricted some women from running to high places or from climbing trees. Anecdotal evidence suggests that many men survived by doing just this. There are reports from many of the tsunami-affected countries of Muslim women who perished because they were too afraid to leave their home with their head uncovered. Conversely, in some cases the waves were so strong that women were stripped of their clothing and there are reports of naked women refusing to climb into rescue boats manned by males from their villages (Pittaway et al., 2007). Marginalization of females during humanitarian and reconstruction efforts after the tsunami, with lack of consultation about needs and with response efforts almost exclusively headed by male staff. Refuges and camps often showed little regard for women’s health, safety and privacy. However, gender-related disadvantage does not always mean girls come off worst: in conflict, boys may be more likely to be recruited as child soldiers, and hence lose schooling; in economic difficulties caused by disaster, they may be taken out of school because they have greater earning power. Conversely, there is evidence from Nepal that females joining insurgent groups (e.g. Maoists) may experience higher status there and participation in decision making, and that in this sense, conflict has increased rather than decreased female status. Much depends on their role, whether combatants, supporters or dependents (Plan, 2008a). While an ex-combatant woman may enjoy a more equal status within a relationship or marriage with another ex-combatant, when an unmarried woman otherwise wants to return to her family or community she is a seen as ‘spoiled’, as she would not have been protected in the same way as non-combatants growing up in traditional or conservative cultures. 3.1.2 Internally Displaced Persons (IDPs) and refugees While these groups which can be caused by an emergency are clearly vulnerable generally, there is sometimes a difference relative to other groupings in that they are identifiable, and that they receive help. In some countries, those formally identified as IDPs may be the more fortunate ones, as they can claim assistance, including educational support. They are visible in the camps, whereas the ‘lone IDPs’ who are fleeing a personal emergency, or who do not have the political knowledge to claim official IDP status, can suffer problems of discrimination or exclusion in a new community. IDPs may not want to, or be unable to, return to their own communities, and have resettled: at what point do they cease to be IDPs, especially in normally nomadic societies where there is much seasonal migration for work? Specific issues relating to education and emergency are: Internal displacement exposes children to forced military recruitment; they may become direct targets in the conflict or be subject to unequal or biased educational service provision (Sri Lanka). Refugees suddenly become a minority, with loss of status and position; there is lack of choice, including educational choice. Afghan refugees in Pakistan complain that they are given very little choice about where to live – the camps nearer Afghanistan cannot guarantee security, and food or shelter cannot be guaranteed in Peshawar. There are the well-documented issues of language and curriculum of their new schools, as well as problems of ‘return’. Afghan refugees in Pakistan for example are now being sent back, causing a highly uncertain situation for them with all this movement. There is pressure on remaining schools after an emergency to accept more children, which means larger classes, therefore a decrease in quality and in drop-out for all children. ‘Hosting’ refugees amounts to an education emergency in affected communities, with jealousies and feelings that incomers drain resources or hold ‘our’ children back. Refugees may have services that the surrounding communities lack. Children and families may move several times before settling in one place where they could stay more than six months. If they go to school, children drop out continuously when they cannot keep up or catch up. Older children may be forced to learn with younger children, to match their perceived learning levels, which cause distress and a lack of self-esteem. Security in the camps is a problem (see above), as is health, for example with cholera in Pakistan. Relocated communities in the tsunami can suffer: in Sri Lanka, various buffer zones in the coastal areas were established to impose limits on where people could live after the tsunami, but some were far from the sea, and parents tend not to send children to school in these circumstances, as this could show acceptance of the unsatisfactory situation. Refugee and IDP children may be more subject to abuse and trafficking; children living with ‘host’ families are more likely to be abused. There can be drug and alcohol problems of parents (and children) in IDP camps. 3.1.3 Minority groups/caste/ethnicity In all countries there are pre-existing patterns of social stratification based on ethnicity, caste, tribe or clan. These are highly linked to social class and socio-economic status. Emergencies will tend to mean that low status groups are further disadvantaged or discriminated against, as power to attract resources is not evenly distributed. Conflict may be between different ethnic groups, or with a majority group and there is rarely a win–win resolution of the conflict; even if the conflict is not directly related to ethnic or other status, as in natural disasters, the lack of capacity to claim rights and resources post-conflict means more polarization. Areas under conflict may find it more difficult to respond to natural disasters, as has been reported for reconstruction after the tsunami in LTTE-controlled areas of Sri Lanka. Recommendations for action suggest projects focusing on a specific group, e.g. safe play areas for children from a specific ethnic group, or educatio n facilities for a specific religious group (Save the Children, 2008a), although there is a danger of focusing, say, on one caste which may cause attitudes to that group to harden. 3.1.4 Economically disadvantaged Poverty on its own is not always a predictor of vulnerability, and clearly combines with other axes of disadvantage. Emergencies will highlight these. While homelessness in disasters can affect families in every economic stratum, their social capital becomes crucial, as does the network of relatives and friends who can provide support. The poor are likely to have poorer quality housing, in poorer or lower lying land (or conversely in steep hills) which does not withstand floods, cyclones or earthquake; therefore they can be displaced or live in the open not near to a school. Animals too are not protected, and subject to loss. Food shortages are made worse by emergency, and may mean migration to urban areas to find work. Rural children are more likely to be out of school, particularly when poor; natural disasters may mean that distances to the nearest school become even greater. The rapid recent increase in food prices in Bangladesh and elsewhere has had an impact on school attendance, both because children have become hungry and less attentive and because parents have been less able to meet educational expenses. Parents have also been forced to cut back on the use of kerosene for night lighting thereby reducing the evening study period for students (Raihan, 2008). 3.1.5 The invisible Children without a formal identity (estimated to be 50 million globally) are never registered and there-fore deprived of access to education. In emergencies, they have no claim to resources or proof of age when relocating. It is more difficult to resist recruitment into insurgent or security forces. Children of different ethnic groups may be deprived of nationality and identity. Street children may come under the category of invisible, as they are harder to track and monitor, and also may not be in formal school. However, there is a debate as to whether they are particularly vulnerable during emergencies, as they are used to surviving, and have personal and social resources which the newly homeless do not have. The out-of-school by definition tends to be more invisible. They are more vulnerable during emergencies, since, as in Sri Lanka, most of the educational and emergency provisions utilize schools, and the out-of-school tends to be invisible among service providers. The turning away of children in Afghanistan from orphanages, schools or projects can precipitate them being involved in the sex trade, as dancers or working with truck drivers. 3.1.6 Differently affected This is a broad category of children who are differentially affected by emergency, or who have pre-existing conditions which may be exacerbated by emergency: Those with disabilities. Those with physical and mental disabilities are less likely to survive a disaster. Special facilities or education are not always prioritized during emergencies. Schools that refuse to take children with disabilities in ‘normal’ times are even less likely to accept them after an emergency. Children may have been injured by landmines, and all need landmine education. Traumatized children. Children experiencing conflict and witnessing the violent death of relatives and friends suffer a range of traumatic conditions. Children were scared of going back to schools after the tsunami, and even after four years were reported to be ‘very jumpy’ and emotionally unstable at school. Orphans, especially where there is lack of social welfare support. Absence of orphanages may be a problem, or conversely orphanages may be a site for abuse or trafficking of children. Agencies such as UNICEF and World Education may be against the institutionalization of children, including orphans, and there can be lack of integration mechanisms and support. Child-headed households. The child can be of either sex, but additional responsibilities (economic and caring) mean such children are unlikely to go to school. Child soldiers and ex-combatants. Such children have not just lost schooling, but may be traumatized as well as stigmatized on their return. They may be placed in classes inappropriate to their age. Drug users (living in badly bombed buildings in Kabul, for example). In the Maldives, there is strong social stigma against drugs and children will be expelled from school if caught with them. There are few rehabilitation centers or organizations to help them. School failures. Those who were failures before an emergency often use the crisis as an excuse to drop out of school. War children or ‘lost generation’ need to ‘catch up’ within rigid school systems which make this impossible. They may be jealous of the younger generation whose education was not disrupted, and fear the future. Children in conflict zones. There may be security checkpoints preventing access to school (also for their teachers) and/or danger of mines. Children of prisoners (criminal or political). These may suffer low esteem as well as economic hardship. Children in detention centers and prisons themselves. UNESCO runs a de-institutionalization project in Afghanistan, which also includes children in and from orphanages. Children of sex workers. Children of the HIV affected and from homes where there are diseases such as leprosy. 3.2 Educational sites and personnel Schools were destroyed. Schools (and colleges) can collapse in an earthquake and a hurricane in the worst case with students and teachers are still in them. In most of Nepal, a non- architectural and designing phase the presented seismic safety measures. National Society for Earthquake Technology (NSET) with a modification or restructuring of the school program, but can reach only a few. But in the actual school vulnerability of particular importance is the contract and the corruption of the materials used to make it easier to make the collapse of natural disasters to the schools. Do not let this corruption in Pakistan and China, is going on the list, and this sustained after a disaster or even. In Bangladesh, which has been identified (interview), build back on the poor instead of build back better. In China, the authorities have also asked the parents did not cause to complain about the building to ensure the death or injury of their children and financial incentives for them. Poor building standards of experience, but also on their return folded the school itself forms to create an emergency (Harber 2005) anxiety in the child and parents. Schools as a refuge or a takeover of the internally displaced, disrupting education. Built schools or on the ground that the social distance is an issue, renovated. If the site is in this sense are people died as a cemetery, still popular. As one respondent said: The school is a graveyard it. Children do not go to school for fear of appearing recruited into armed groups, or to go on the road. In the Maldives, an island, when the school was destroyed, and it was reported that sometimes reluctant to take on children in other islands of the school, while others welcome. Child labor and domestic workers in their own home or in someones home is difficult to adapt to the standard items or in school. Older children can be destructive, is considered cute employees. Temporary schools (even permanent) can move the missing girls and teachers sanitation special. To form an important topic in the vulnerability of certain groups, the maintenance management systems and school officials. These are usually male-dominated groups, at least moderately high caste and socio economic status. You are likely to be, during and after CIES EMERGEN the same group, it may be necessary to change the mindset so that they meet for the child or to seek an appropriate school concept. Now the question is, what incentives could make them to change this mindset. How can teacher’s high caste be persuaded to teach low caste children and interact? How can the person who convinced for the school management committee has been grant equitable distribution? One study examined community-based education system in Nepal, that the use of community based school improvement plan to bring elite processes, the process of creating incentives and equity. Strategy of education untouchables girls the opportunity to the majority of the population are less willing to tolerate a d irect attack, but would under the heading (Gardner and Subrahmanian, 2005) to agree. 3.3 Multiple vulnerabilities Although it is possible to a certain group or website, as can be seen above, two important questions are immediately clear: First, within and between the clusters they intersect in various ways, secondly , therefore it is difficult to around the disadvantaged or even draw the most vulnerable limit. It is commented on how to report in India, even if it is taken out of the equation of sex , the majority of the population is at risk. Caste is said to individual well over 50 % of the population affected , although there are exceptions, generally poor Dalits , disenfranchised , less educated , more abused . The vast majority of the population to be at risk if they are fragile along a parameter, they are more likely to have multiple vulnerabilities . Everyone has a different vulnerability so-called beam (Fluke, 2007), from a political, economic, social and ideological complex interactions. Practice of: The third complex is the time when they begin and end with emergencies (if they do), for those in danger? Vulnerable orphans temporarily take care of a family, but later at a loss and abandonment and exploitation of resources. Vulnerability often associated with children (Zelizer, 1994), perceived social value to work in practice or emergency emotionally as the context victim. This can dramatically change the changing social and economic priorities. Schools can a neutral body to maintain and improve the childs value when their environment is sensitive.

Christians And Non-christian Culture Essay -- Cultural Identity Essays

In the world today there are believers and non-believers. There are those who devote themselves whole-heartedly to God and those who choose the lukewarm approach to Christianity. Regardless, humans are all from God and God is in all of them. It is the duty of the human race to unite as one under God and rise up against the evil forces of the world. In order to do this everyone, both religious and the not religious, need to be aware of and recognize the lifestyles of each other. Non Christians should at least study the Philosophy of Christianity, as Christians should explore the philosophy of infidelity. Justin Martyr found discussion with Tryphno very stimulating because the two ended up sharing similar viewpoints on important religious philosophies. (Justin, Dialogue with Tryphno, Ch.1,2)   Ã‚  Ã‚  Ã‚  Ã‚  First of all, as in any intelligent discussion or argument, each opponent can use the knowledge of the other to put their own claim in understandable terms and analogies. (Tertullian, Apology, ch.21) By gathering facts about the non-Christian culture such as social interactions and entertainment sources, Christians can understand what kind of mind set the non-Christians are in and better explain how Christianity can improve their life. While Christians should build up relationships with other Christians, they should not limit themselves from the entire non-Christian culture because they can use it to understand the world and why God is needed. Looking into ...