Issues and Traditions of Judaism, Christianity, and Islam Essay Example for Free

Issues and Traditions of Judaism, Christianity, and Islam Essay Religion takes on many different forms and there are several definitions in as many languages used to describe the practices. For the purposes of this paper, the following basic definition will be used. Religion is the belief in and reverence for a supernatural power or powers regarded as creator and governor of the universe. Also, a personal or institutionalized system grounded in such belief and worship (Company, 2000). This paper will examine three major religions of today: Judaism, Christianity, and Islam. An attempt will be made to identify the top two current issues each religion faces as well as look at two sacred traditions and study the significance and major characteristics of each. Judaism Judaism is monotheistic in nature and has been described as a religion, a race, a culture, and a nation. All of these descriptions have some validity to them but Judaism is best described by some as an extended family (Rich, 2006). This extended family consists of four movements Reform, Conservative, Orthodox, and Reconstructionist. All of which, still find themselves victims of discrimination known as anti-Semitism which is based on stereotypes and myths and often invokes the belief that Jews have extraordinary influence with which they conspire to harm or control society. For those Jews living in the Middle East there is also the very real danger and threats from a powerful country possibly in possession of nuclear weapons. The president of Iran threatened them publicly with annihilation. Discrimination and threats of violence Jews are a very real part of Jewish life but there are just as many positive popular time honored traditions that exists still today. One of which is the wedding tradition. The tradition begins with the husband signing a Ketabuh, the groom’s marital contractual obligation to the bride. The groom is then led to the Chuppah, a tarp this symbolizes their future home together. The bride is led in with singing and dances and then she circles the groom seven and comes to stand to the right of him. After several additional steps the marriage is blessed and ends in a wedding feast. Another Jewish tradition performed prior to Yom Kippur is called the ceremony of kapparot. The practice was first discussed at the beginning of the ninth century. It was believed that the sins of an individual could be transferred to a fowl, a rooster for men and a hen for women. The fowl was to be held over the head and swung in a circle three times while the following was spoken: This is my exchange, my substitute, my atonement; this rooster (or hen) shall go to its death, but I shall go to a good, long life, and to peace. (Schwartz, 2009) The fowl was then donated to the poor and hoped to take on any misfortune that might have occurred to the one who took part in the ritual. The primary sacred text used by the Jews is the Torah. Christianity is currently noted to be the largest religion in the world today, with around two billion followers. Christian beliefs center on the life, death, burial, and resurrection of Jesus Christ as the son of God. Jesus’ teachings focused on the kingdom of God, love of God, and love of one another. Today there are many different views his teachings and the meaning of some forms of love. One of the most controversial topics in the faith today is that of practicing homosexuality. The Christian bible stems from the Jewish sacred text which banned homosexuality of any kind. The bible even talks of God destroying two cities over homosexual behavior (Clark, 2009). Today many leaders condone the behavior and some are even practicing it themselves. While homosexuality may serve as a religious divider here in the U. S. , persecution is served cold as a divisionary disabling tactic abroad. It is the number one issue facing many Christians today, outright discrimination as in the case with Jews as mentioned earlier. In countries such as Iraq, Afghanistan, China, Saudi Arabia, and others Christians are being martyred because of their refusal to denounce Christianity. Everyday there are approximately 465 people killed because they will not give up their faith in Jesus (Dearmore, 2009). Most Christians in the U. S. attend a church service of some kind one to three times a week. This is a time honored tradition, just as the wedding tradition is in Judaism. The reason behind this is to participate in a time of fellowship with one another. Normally, the tradition includes worship service, private and corporate prayer, the study and reading of scriptures, and collection of tithes and offerings. There is also the coming together for celebration of special holidays. The most important Christian holiday is Easter, the celebration of the resurrection of Christ and Christmas the celebration of his birth. Christian practices differ by denomination. Easter is a central theme for most if not all denominations. The origin of the word â€Å"Easter† is not certain but it was probably derived from Estre, an Anglo-Saxon goddess of spring (Dreamweaver, 2009). It is a celebration of the central event of the Christian faith, the belief that Jesus rose from the dead on the third day following his death and burial. It is the oldest Christian holiday and the most important day of the church year. There is evidence that the resurrection used to be celebrated every Sunday until some point in the first two centuries when it was agreed to move it to once a year. The sacred text of Christianity is the Bible. Islam The Islamic religion is monotheistic in nature; they follow one God named Allah. The primary meaning of Islam is peace and the prime message is the Unity of God. Islam identifies Jesus and John the Baptist as prophets. They also believe that there will be no other prophet after the prophet Muhammad. One of the primary concerns facing the Muslim community still today is retribution after the terrorists’ attacks of 11 Sept 2001. Many Islamic followers faced discrimination on all fronts because of the fear of their culture and religious stereotyping (Clark, 2009). The attacks on American soil left a scary imprint of terror in the minds and hearts of many. The media portrayal added fuel to the fire and did nothing to ease the tensions caused by the scary pictures of death left behind. Unfortunately, there is also the fight with fundamentalist ideology and division among their own religious sects. Some groups are teaching others to hate Jews, Christians, and Americans as well as others. In the midst of this hate is a tradition of peace and goodwill towards others. One of the most important traditions is the observance of the Five Pillars of Islam. This involves witnessing to the fact that there is none worthy of worship except Allah. The second pillar is Salat, facing toward Mecca, the Holy Land of Muhammad, five times a day and kneeling in prayer. The third pillar is Alms giving, which encompasses giving charitably to other Muslims. The fourth is the performance of a pilgrimage to Mecca at least once in their lifetime. Last is to observe fasting during Ramadan. Muslims normally worship in Mosque; they kneel prostrate on small prayer rugs. The rugs may look to be small oriental carpets. Muslims kneel as a sign of humility before God. There is only one requirement that the place of prayer be clean. The rug is approximately one meter in length just long enough for an adult to fit on comfortably. When prayer time comes the rug is placed on the ground with the top pointed in the direction of Mecca, Saudi Arabia. After prayer the rug is immediately folded and put away until next time. The Arabic word for a prayer rug is sajada, which comes from the same root word (SJD) as masjed (mosque) and sujud (prostration) (Huda, What are prayer rugs, and how are they used by Muslims? ). This paper discussed three major religions of today and two current issues that they face. It also examined the characteristics of some of their valued traditions. Judaism, Christianity, and Islam all have one central theme in common besides the discrimination they all endure; they are all monotheistic in nature. They all believe in their own sacred text, their own version of truth. References http://islam.about.com/od/prayer/f/prayer_rugs.htm http://www.jewfaq.org/judaism.htm http://www.jewishvirtuallibrary.org/jsource/Judaism/kapparot.html

Quality of service of a network

Quality of service of a network CONGESTION MANAGMENT: Networks which are designed to support most different traffic types which share a single data path between routers. Congestion management techniques should be considered in such cases to ensure the quality and treatment for the various traffic types. Traffic prioritization especially important for delay-sensitive, interactive transaction based application for instance, for example takes video conferencing that requires higher priority than the file transfer applications. However use of WFQ (weighted fair queuing) ensures that all traffic is treated fairly. Prioritization is most effective in WAN links where the combination of bursty traffic and relatively lower data rates can cause temporary congestion if there is no congestion on the WAN link, there is no reason to implement traffic prioritization. APPLICATION QUALITY: By various parameters used for network quality of service which allows the specification of quality metrics. Such quality of service metrics are monitored and analysed using network quality parameters and important aspect of quality which is always ignored in many cases and overlooked is the behaviour of each and every individual applications in the internet recognised .most applications try to possess a majority part of network resources possible, immediately it may not or influence the quality of an application. NETWORK QUALITY OF SERVICE: The Ability to provide better service to a selected traffic.Quality of service refers to the ability of a network to provide highest quality service to any selected network traffic using various technologies in the latest networks used with a combination of traffic Qos ensures the exact application to be accessed to the resources of the network first, it is a combination of various technologies which allows application to recive request most acceptable and predicted service levels in terms of data and its Bandwidth (throughput capacity) latency variation in jitter, packet loss and delays.Qos provide the best features and more predictable network service by following methods(cisco 2009) Ø Dedicated bandwidth and support Ø Loss characteristics Ø Congestion avoidance and mangment of network Ø Network traffic shaping OPERATION OF QOS: Ø Qos distinguishes the traffic and splits it with very exact timing requirements Ø It improves resources in the network so that all the traffic reaches the specified destinations reliably and faster Ø It doesnt create any bandwidth it simply manages it effectively to meet the application requirements (OPNET 2008) Here the working of qos follow a series flow of simple rules in order to execute the file or a packet and at first the packet is pass through the classification which means that the following packet must be in which group does it fit then the packet is moved on to the next level which is the pre-queuing which means that the following packet is arranged in a order according to the source and the destination numbers and then it is again moved on to the next level which is the queuing and scheduling its main work is to set the stream to the destination point so that it automatically enforces the bandwidth allocations then moves on to the last level which is the post queuing which increases throughput on the lower speed links so that it reaches the destination point within the time it has decided and thus the working of the qos is completed. ADVANTAGES OF QOS: Ø Dedicated bandwidth Ø Controlled network latency and jitter Ø Improved loss characterstics Ø Control and predictability beyond best effort concept (OPNET NETWORK 2008) NEED OF QOS IN A NETWORK: All packets in a network are given equal access to all the resources , the priorty acn only be given when we can distinguish data packet from a voice packet. For a company network to effectively use the network and its resources it must identify which network traffic is the appropriate and which is not to allocate the right recourses to effectively support the traffic streams . The priority should be given to all the data streams to failing to do so can create low quality of voice and data, because most of the audio and visual application is delay and jitter sensitive. Only a good Qos can give the audio and video packets the best priority access. Qos evolution: The networks which are used with Qos enabled are called the Best -effort network. Where each and every packet is treated in the same way which is significantly important in the network design for preferable results, when even space in the cpu is available these type of networks work prominently. There are two major architectures of qos, both the architecture have different approach and different ways of quality of service in their own preferable ways. The main architecture of Qos is integrated services and differentiated services. Traffic characteristics that Qos tools can effect 1) Bandwidth 2) latency 3) jitter 4) compression 5) queuing BANDWIDTH: Bandwidth refers to number of bits per second that can reasonably be expected to be successfully delivered across same medium. firstly bandwidth techniques are mainly used to describe or define network traffic and to do this we can set some special type of techniques which are mainly used by the network devices such as blue coat for instance and by using this we can setup a type of service (TOS) in the packet of the internet protocol header and by using the required information of the type of service we can set the device in action and allow the traffic to flow in different direction and for another instance we can choose some factors to involve this issue such as audio clarity, if the sound is audible in two different direction then it is said to be working in perfect condition and this can be measured by the MOS (which means the mean opinion score) , so by this we can rate from 1-5 which means that 1 scores the worst and 5 scores the best and the average typical analogue call whi ch rates from 4.1 to 4.7 and a avg cell phone ranges from 3.5 to 3.9 and if we considered the VOIP CALLS ranges from the 4.0 to 4.4 so which means that the VoIP also has the best average rating in audio clarity and if we comes to reliability comes to 99.999 so which is more reliability to the customers and the usage of them is also more and the techniques used in this kind of symphony which is sophisticated and the consistency is also more which is mixed out with the qos so this is in short all about bandwidth in qos LATENCY: It is mainly specified as some serious problem to qos which is also known as the delay and if we speak in technical words its the same amount of time taken by a packet from source to destination and if the latency and the bandwidth are defined they are for speeding the network so for instance we can say that a normal average person can hear a call upto 250 ms approx and 200 ms in sensitive person ear so if the call doesnt return in that range the caller is going to be disappointed. JITTER: It also refers to the same problem but for connectionless or wireless so which is also called as a delay which must be a serious and most inappropriate but business customers such as for company which is dealing with important calls so in this here if we see the database server is connected to some system and the employees are storing some information to the database systems and in between there are calls to handled and the calls doesnt seems to go through the cloud of the similar database server so we can find the disturbance which are caused by the latency and jitter so in order to watch and control the traffic we must maintain the jitter in control and the specification for this is it must be less than 100 ms for the communication less than 100 ms for normal database because if the jitter took place a bit slow in voice band it doesnt have a problem but if it takes under the packet series then it might be some kind of serious issue so in order to reduce this we must all keep the j itter in control. bandwidth refers to number of bits per second that can reasonably be expected to be successfully delivered across same medium Compression: Either the payloads or the headers compressed by reducing the total number of bits required to transmit the data. Call Admission control: reduces all the overall load of the network by denying any new incoming voice and video calls. Queuing: Qos refers to a broad collection networking technologies and techniques. The goal of Qos is to provide guarantee on the ability of a network to deliver predictable results. Qos involves prioritization of a network, Qos is a method to guarantee the bandwidth relationship between individual or application or protocols. Qos refers to the capability of a network to provide a better service to selected network traffic over various underlying technologies including frame relay,(Cisco systems Inc. 1999). There are seven Qos mechanisms and tools that are used to implement Qos in a computer network. Ø Congestion management Ø Congestion avoidance Ø Control admission control Ø Shaping and policing Ø Bandwidth reservation Ø Link efficiency Ø Classification and marking 1.1.3 Aim of Qos is to provide a dedicated bandwidth sufficient to deliver for the service of the applications by controlling latency and jitter, and by reducing data loss. Network characteristics managed by quality of service. Category of quality of service mechanisms: 1) Admission control 2) Traffic control 1.2.1 Admission control: Gives the information of number of users and the applications used to network resources it allows only specific users and resources which can be used in a network segment (subnet). 1.2.2 Traffic control: It controls and regulates the data flow by classifying and marking the packets based on priority and by stopping traffic, service class assigned to a traffic flow which evaluates the quality of service treatment, the traffic receives. 1.2.3 Call admission control: It provides the overall quality for all the networks, it controls the voice disturbance from the voice traffic, and video from the other video traffic 1.3.2 Classification and marking: For defining a quality of service identifying the traffic is the first case involved in the procedure which is treated either differently or preferentially which is done by classification and marking. 1.3.3 Bandwidth reservation: Bandwidth reservation provides guarantee to the bandwidth, i.e., bandwidth is provided whenever needed without reserving it for a specific application or flow in a network. 1.3.4 Shaping and policing: The significant issues related to quality of service in a network are solved by traffic shaping , the delay and loss in a network are solved by traffic shaping which is called as(egress blocking)The data which is sent or received are measured by traffic shaping and traffic policing . traffic policing in a network is used to remove all the excess packets which helps to overcome the policed rate. The excess packets are again en-queued by shaping. Both shaping and policing prevent the traffic from exceeding the bit rate defined. Link efficiency: Link efficiency is used increase the quality of service of a network,particularly if the given note continuously increase the bandwidth rate on a network which causes the sudden change in behaviour of the network. Which slows down data applications significantly.if the load exceeds the given bandwidth for a period of time the application slows down completely or even stops down ata particular point because of the continuous queues which can be avoided by using the link efficiency. 1.3.6 Congestion management: Whenever queuing occurs in a network congestion management gives the ability to rearrange the packets. 1.3.7 Congestion avoidance: Congestion avoidance tools are used to avoid congestion. It enables queue to avoid congestion. Whenever the rate of transmission load and offer load exceeds the line rate send by various senders.Queues are formed which may cause congestion. The queue are managed by congestion avoidance tool by dropping the packets randomly which are selective which reduces the congestion level. WHY DO WE NEED QOS Each and every packet will be given equal access to resources when we not consider the QoS policies. We cannot give voice priority if we cannot tell a voice packet from a data packet. In order to utilize its network resources efficiently for a company, so to support those traffic streams it must identify which network traffic is critical traffic and allocate appropriate resources to support those traffic streams. Otherwise, the result could be intermittent with voice quality complaints. Applications like voice and video are delay and jitter sensitive. Voice packet will be given first priority access to the interface queue, when we use a good QoS policy. For example, both FTP and an voice packet arrive at the same time at an outbound router interface. When we not consider the QoS policies the voice packet may need to wait in the queue until the FTP packet has been processed out the interface. This may results delay of unacceptable amount of delay into the voice path which will depends upon the interface speed. Traffic flow with out qos (global knowledge,whitepapers,[2],author:gardiner2008) The voice packet could be given priority first over the FTP packet when we use QoS configuration. The FTP packet may be fragmented to make sure that the voice packet does not show any excessive delay, if the interface speed is less than T. QoS Evolution The main reason for the wide transformation of best-effort models to more complex differentiated services models is by privately owned enterprise and service providers networks, the meaning that the network gives different applications differing levels of service. 2.6.1 Congestion Management (Queuing): QoS queuing tools provide you with a variety of queuing methods. Queuing tools define a number of queues. The queuing tools are as follows: a. Priority Queuing(PQ) b. Custom Queuing(CQ) c. Weighted Fair Queuing(WFQ) d. Class-Based Weighted Fair Queing(CBWFQ) e. Low Latency Queuing(LLQ) f. Modified Deficit Round-Robin(MDRR) a. Priority Queuing: Priority Queuings most distinctive feature is its scheduler. PQ schedules traffic such that the higher-priority queues always get serviced, with the side affect of starving the lower-priority queues. With a maximum of four queues, called High, Normal, and Low, the complete logic of the scheduler can be easily represented, as shown in figure. (Cisco systems, 1999) b. Custom Queuing: As with most queuing tools, the most interesting part of the tool is the scheduler. The CQ scheduler reserves an approximate percentage of overall link bandwidth to each queue. CQ approximates the bandwidth percentages, as opposed to meeting an exact percentage, due to the simple operation of the CQ scheduler. The CQ scheduler performs round-robin service on each queue, beginning with queue 1. CQ takes packets from the queue, until the total byte count specified for the queue has been met or exceeded. After the queue has been serviced for that many bytes, or the queue does not have any more packets, CQ moves on to the next queue, and repeats the process. (Morgan, 1991) c. Weighted Fair Queuing: Weighted Fair Queuing differs from PQ and CQ in several significant ways. The first and most obvious difference is that WFQ does not allow classification options to be configured. WFQ classifies packets based on flows. A flow consists of all packets that have the same source and destination IP address, and the same source and destination port numbers. So, no explicit matching is configured. The other large difference between WFQ versus PQ and CQ is the scheduler, which simply favors low-volume, higher-precedence flows over large-volume, lower-precedence flows. Also because WFQ is flow based, and each flow uses a different queue, the number of queues become rather large up to a maximum of 4096 queues per interface. And although WFQ uses tail drop, it really uses a slightly modified tail-drop scheme- yet another difference. (Cisco systems Inc, 1999) d. Class-Based WFQ: CBWFQ is most like CQ, in that it can be used to reserve minimum bandwidth for each queue. It does differ from CQ in that you can configure the actual percentage of traffic, rather than a byte count. CBWFQ is like WFQ in that CBWFQ can actually use WFQ inside one particular queue, but it differs from WFQ in that it does not keep up with flows for all the traffic. e. Low Latency Queuing (LLQ): LLQ combines the bandwidth reservation feature of CBWFQ with a PQ-like high priority queue, called as Low Latency Queue, which allows delay-sensitive traffic to spend little time in the queue. But first, this section begins with WFQ, which uses a completely different scheduler. Table 2: Comparison of Queuing Tools. (Odom W, et al, 2005) Tool Maximum Number of Queues Classification Capabilities Queue Service Algorithm/ End Result of Algorithm PriorityQueuing (PQ) 4 IP ACL Input interface Fragments Strict service; always serves higher-priority queue over lower queue. Custom Queuing (CQ) 16 IP ACL Input interface Fragments Serves a configured number of bytes per queue, per round-robin pass through the queues. Result: Rough percentage of the bandwidth given to each queue under load. Weighted Fair Queuing (WFQ) 4096 Automatic, based on flows, (Flow identified by source/destination address and port numbers, plus protocol type.) Each flow uses a different queue, Queues with lower volume and higher IP precedence get more service; high volume, low precedence flows get less service. Class-Based Weighted Fair Queuing (CBWFQ) 64 IP ACL NBAR Same as CB marking Service algorithm not published; results in set percentage bandwidth for each queue under load. Low Latency Queuing (LLQ) N/A Same as CBWFQ LLQ is a variant of CBWFQ, which makes some queues priority queues, always getting served next if a packet is waiting in that queue. It also polices traffic. Modified Deficit Round-Robin (MDRR) 8 IP precedence Similar to CQ, but each queue gets an exact percentage of bandwidth. Supports LLQ mechanism as well.

Reaction Between Persulphate And Iodide Ions Biology Essay

Reaction Between Persulphate And Iodide Ions Biology Essay Persulphate (S2O82-) is reduced to sulphate (SO42-) in presence of iodide ions (I-) in aqueous solution. While persulphate is being reduced, iodide is being oxidised to iodine. The overall reaction equation being: S2O82- + 2I- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2SO42- + I2 On the other hand, iodine can be converted to iodide in presence of thiosulphate (S2O32-) as follows: I2 + 2S2O32- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ S4O62- + 2I- If iodine indicator is added to the solution a blue colour of the starch-based iodine indicator complex develops after all thiosulphate has been consumed. This is because the starch-based iodine indicator complex is very stable in high concentrations of iodine. The charges transfers and the energy level spacings in the resulting complex correspond to absorptions in the visible part of the spectrum blue. The strength of the resulting blue colour depends on the amount of iodine present. Therefore, the development of the blue colour is useful as it indicates a constant point in the progress of the reaction which can be taken as being representative of the end of the reaction (Practical Booklet p.37). Several kinetic parameters can be easily analysed and determined if those reactions are timed as they progress from start to end, hence the importance of the component time (t) in kinetic studies. By adding a known amount of thiosulphate and iodine indicator, the reaction rate can be determined as it obeys the following rate equation: AIMS This experiment was undertaken to determine the reaction rate, the order of reaction with respect to both iodide and persulphate, and the effect of variation in ionic strength on the rate constant of this reaction. EXPERIMENTAL Methods Procedures An exact copy of the methods provided in the practical booklet is attached to this document as no deviations were made from those given. RESULTS Reaction Time t (min:sec) Tim t (seconds) 1 19:32 1172 2 9:45 585 3 9:58 598 4 25:20 1520 5 33:30 2010 Table Timing of reaction from the exact time of mixing to the time of the blue colour appearance Treatment of results Reaction Solution A Solution B ( + 0.5g iodine indicator) [KI] (mol cm-3) [Na2S2O3] (mol cm-3) [KCl] (mol cm-3) [K2S2O8] (mol cm-3) H2O (cm3) 1 0.05 0.0005 0.100 0.004 25.0 2 0.10 0.0005 0.050 0.004 22.5 3 0.05 0.0005 0.088 0.008 15.6 4 0.05 0.0005 0.050 0.004 27.5 5 0.05 0.0005 0.000 0.004 30.0 Table Concentrations of all substances in the final reaction mixture and water volume to account for dilution to a 50cm-3 final volume. From the rate equation of this reaction: Interpreting the above results, doubling [I-] while keeping [S2O82-] constant doubles the rate of reaction halves t (time of appearance of the blue colour). Doubling [S2O82-] while keeping [I-] constant, also doubles the rate of reaction. The below equation gives the relationship of the variation of rate constant (k) with ionic strength (I): This equation is of type , where k0 is the limiting value of the rate constant at zero ionic strength. where zA and zB are the charges of the two ions involved in the rate-determining step at low ionic strengths. Since [I-] remains constant during each kinetic run, the integrated rate equation is: where a and (a-x) represent [S2O82-] at times t = 0 and t = t respectively. Making k the subject: Hence, for reactions 1, 4 and 5: Per 2 moles of S2O32- consumed 1 mole of S2O82- oxidises iodide because any iodine produced is converted back to iodide until all thiosulphate is consumed. Therefore, adding a known amount of thiosulphate allows to determine the concentration of persulphate at the end of the reaction, when t=t. From 0.0005 mol cm-3 of S2O32- consumed, 0.0005/2 = 0.00025 mol cm-3 of S2O82- were consumed. Therefore the remaining persulphate at the end of reaction = 0.0040 0.00025 = 0.00375 mol cm-3 For reaction 2: For reaction 3: At the start of this run [S2O82-] = 0.00800 mol cm-3 and [S2O32-] = 0.0005 mol cm-3. At the end of the reaction 0.0005/2 = 0.00025 mol cm-3 of S2O82- were consumed. Hence, from the initial concentration of S2O82-: 0.00800 0.00025 = 0.00775 mol cm-3 of S2O82- were present at t=t. Rate Constant Determination The value of k can now be calculated for each mixture. The values were calculated and recorded in the table below: Reaction Rate Constant (k) / mol cm-3s-1 1 2 3 4 5 Table Values of k constant for each reaction mixture Calculation sample: For reaction 1: t = 1172 s Ionic Strength Determination The contribution of each electrolyte to the total ionic strength is given by: Taking into account the dilution of the final volume to 50 cm3 of all electrolytes, and knowing that for 1:1 electrolytes, I=concentration, and for 2:1 electrolytes, I= 3 x concentration. Hence, for these mixtures: The ionic strength was calculated and recorded in the table below: Reaction Ionic Strength (I) / mol cm-3 1 0.164 2 0.164 3 0.164 4 0.114 5 0.0635 Table Ionic Strength per each reaction Sample calculation: Calculation of B and k0 In order to determine B and k0 a plot of v.s. logk was plotted. Reaction k(mol cm-3s-1) Logk(mol cm-3s-1) I(mol cm-3) 1 -2.96 0.164 0.288 2 -2.96 0.164 0.288 3 -2.97 0.164 0.288 4 -3.07 0.114 0.252 5 -3.19 0.0635 0.201 Table k constant and ionic strength for each reaction Graph Correlation between logk and ionic strength The correlation is given as being y = 2.6305x 3.7229. Hence: logK0= -3.72 mol cm-3 s-1 k0= mol cm-3 s-1 k0= mol dm-3 s-1 B = 2.63 à ¢Ã‹â€ Ã¢â‚¬  Hà ¢Ã¢â€š ¬Ã‚ ¡ à ¢Ã‹â€ Ã¢â‚¬  Sà ¢Ã¢â€š ¬Ã‚ ¡ Calculation DISCUSSION (Questions) As stated above: (..) doubling [I-] while keeping [S2O82-] constant doubles the rate of reaction halves t (time of appearance of the blue colour). Doubling [S2O82-] while keeping [I-] constant, also doubles the rate of reaction. Hence, in the rate equation: x= 1 and y=1. The reaction is of first order with respect to and with respect to . As a result, the overall rate of reaction is x+y=2. The overall rate of reaction is of second order in which the rate determining step is: S2O82- + I- à   IS2O83- This is consistent with the rate observed experimentally by comparing mixtures 1 to 2 and 1 to 3. The value of B (2.63) is rather high in comparison with the theoretical value but of same magnitude. As stated above, B is given by where zA and zB are the charges of the two ions involved in the rate-determining step. Hence, theoretically . The value of k0 determined experimentally is rather low in comparison to the published value. k0= mol dm-3 s-1 Published value: mol dm-3 s-1 Some source of error must have influenced this result. Perhaps wrong timing and contaminated glassware would allow a rather faster/slower reaction which results in a different rate constant (k). (Answer to Q1 above.) The ionic strength is the same for reactions 1, 2 and 3. Reaction 4 shows a characteristic ionic strength for the concentrations of ions present in the mixture (Table 2). Accordingly, reaction 5 with no KCl added shows a rather low ionic strength as expected. A variation of Ionic strength vs. Rate constant is notable. With reference to table 5, a decrease in ionic strength accompanies a decrease in the rate constant the lower the ionic strength of a reaction the lower its rate constant (k). It is important to mention that the ionic strength of each mixture remains constant up to time t (appearance of blue colour). This is perfectly understandable because the rate of production of anions is equal to the rate of their expenditure, hence manifesting a constant ionic strength. However, when all thiosulphate has been consumed the ionic strength decreases because an interruption in their equilibrium causes the consumption of iodine to stop. In other words: When the reactions reaches t: S2O82- + 2I- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2SO42- + I2 I2 + 2S2O32- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ S4O62- + 2I- Thus, at t there is an increase in the amount of I2 and a drastic decrease in the amount of I-. Therefore: At t, which results in a low ionic strength. (Answer to Q2 above) For this experiment, the value of calculated is rather low but positive. All systems tend to progress in a direction of increasing entropy and therefore an increase in the disorder of the system in question. For this bimolecular reaction in solution at 25 °C, the entropy of activation of the rate determining step is positive meaning the final starch-based iodine indicator complex is rather stable because increases in entropy correspond to irreversible changes in a system. This is because the amount of work the system can do is limited because most of the energy was wasted as heat; therefore this reaction is thermodynamically irreversible reaction. (Answer to Q3 above) A reaction which proceeds more slowly with increasing ionic strength is CONCLUSION Aims were accomplished. All kinetic parameters were determined although some major sources of error were present during this experiment. Possible sources of error may include difficult or inappropriate timing (non-digital watches were used). Difficulty to quickly detect the end point of the reaction (development of blue colour) as the rate of reaction to some of the mixtures was very slow; contamination of glassware could also contribute for such errors. Nevertheless, the order of reaction with respect to both iodide and persulphate was determined precisely; and the effect of decreasing ionic strength is known to decrease the rate of reaction.

Biography of Thomas Jefferson Essay example -- Essays Papers Bio Presi

Biography of Thomas Jefferson Third President of the United States of America. Thomas Jefferson (1743-1826) was the third president of the United States and a creator of the Declaration of Independence. Thomas Jefferson was a philosopher, politician, scientist, architect, inventor, musician, and writer. Thomas Jefferson was also one of the smartest leaders in history. His father was named Peter Jefferson, a very rich Farmer from Virginia. Thomas's Mother, Jane Randolph Jefferson, was part of the Randolph family. The Randolph Family was a big part of Virginia history, and also very rich also. Peter and Jane Jefferson moved to Goochland county, because Peter had just gotten 400 acres of land there. Thomas Jefferson was born in the log cabin in which the family lived. Thomas Jefferson was the third child out of four brother and six sisters. Two years after Thomas was born, William Randolph, a cousin of Mrs. Jefferson and a close friend of the family, died. His will requested that Peter Jefferson move to his estate, take care of the house and land, and make sure Randolph's four children get educated. The Jefferson?s remained at Randolph's estate for seven years. The estate was called Shadwell. Thomas Jefferson was quite the little intelligent boy. At age nine, Thomas Jefferson Started Latin, Greek, and French Studies at a boarding school. Thomas liked to Horse back ride, Canoe, Hunt, and fish. When Thomas was fourteen years old, his father passed away. Thomas Jefferson was the oldest son, so Thomas had to take care of the family. Jefferson was a tall, slender boy with sandy reddish hair and fair skin that freckled and sunburned easily. A serious student, Thomas also enjoyed the lighter aspects of the education of a Virginia gentleman. Jefferson learned to dance and play the violin. Weekends and holidays Thomas spent either at Shadwell entertaining guests or at his friends' plantations. After two years at William and Mary (A College in Virginia?s capital city), Jefferson left to study law. Thomas still studied French, Italian, and English history and literature. In 1767, Jefferson was chosen to the practice of law in Virginia. Jefferson's main source of income was his land. That?s because most lawyers didn?t make enough money back then. On New Year's Day, 1772, Jefferson married Martha Wayles Skelton, a 24-year-old widow. Patty... ...cts. "I cannot write volumes on a single sheet," Adams wrote plaintively, "but these letters of yours require volumes from me." Jefferson and his friend Adams, both of whom had played such great parts in the winning of independence, died on Independence Day, July 4, 1826. Jefferson left detailed instructions for his burial in the graveyard of his estate. A simple monument was to mark his resting place. Thomas Jefferson specified that the monument was to be made of coarse stone so that "no one might be tempted hereafter to destroy it for the value of the materials." Thomas Jefferson wrote his own epitaph: Here was buried Thomas Jefferson Author of the Declaration of American Independence Of the Statute of Virginia for Religious Freedom And Father of the University of Virginia These achievements were to be inscribed on the monument, and "not a word more ... because by these, as testimonials that I have lived, I wish most to be remembered." Jefferson's wishes were carried out, but vandals later overturned and broke the stone. A careful reproduction now marks Jefferson's grave. Sources: Microsoft Encarta http://encarta.msn.com/ www.whitehouse.gov

HMOs Failing State Standards :: social issues

HMOs Failing State Standards New Yorkers may be covered by one of the nation's most comprehensive health consumer protection laws--but insurers routinely flout it, according to a report released yesterday by New York City Public Advocate Mark Green. Posing as prospective clients, Green's investigators called 12 of the region's health maintenance organizations, including some of the largest on Long Island and in Queens, to get information about their complaint records, lists of covered prescription drugs and medical procedures, and policies on confidentiality and experimental treatments. Although New York's new managed care bill of rights requires health plans to provide the information to both members and potential members, all of the HMOs flunked the test most of the time, with representatives either unwilling or unable to answer the questions. "Five out of six times the HMOs refused to tell one of our callers whether a drug was covered by the HMO," Green said. "Not to know whether the HMO you might join will cover a drug you use monthly is like a computer store refusing to tell you the memory of the computer--or an auto dealership refusing to give you the miles-per-gallon of the Pontiac." "Our callers got extremely frustrated, and their health wasn't even at risk," Greensaid. The survey was conducted in July and August, just months after the New York law went into effect in April. Kevin McGrath--a spokesman for Wellcare, the small plan that had the worst score--said that although he hasn't seen the full report, he is "suspicious" of the survey's methodology because the results were so extreme. "From the results, it looks to me that the survey may be flawed," he said. "The results are hard to believe." [CURE Comment: Not to MCL subscribers, Kevin.] Even Cigna HealthCare of New York, which scored highest on a point system devised by Green, complied with the law only one-third of the time, according to the report. Other top performers were NYLCare Health Plans of New York, which complied 15 percent of the time, and United Healthcare and Oxford, which both complied 14 percent of the time. Prudential HealthCare, MagnaCare/MagnaHealth and WellCare ranked at the bottom of the list, complying less than 5 percent of the time, Green's office said. Health Insurance Plan of Greater New York, Aetna/US Healthcare and Empire Blue Cross and Blue Shield ranked in the middle, complying 20 percent, 16 percent and 13 percent of the time, respectively.

Personal Assessment Interview Essay

1. What are your three most important reasons for wanting to be a teacher? I want to be a teacher because I value education. I apprehend the importance of education in leading a meaningful and successful life, and I plan to become a valuable vehicle in realizing the purpose and acceptance of learning. I would regard it as an honor to play a part in the learning process and find that the teaching instruction provides desirable holistic changes that unlocks potentials and makes room for personal growth and development in the learners. I want to be a teacher because I realize the importance of education in building a strong and stable foundation of society. Teachers are granted the capacity to mold the future of society by training learners to become responsible and productive citizens. A vision of a peaceful environment, where people work together harmoniously to build a prosperous, righteous and humane society, is nurtured through the teaching-learning process. I want to be a teacher because I also want to learn in the process. In the teaching-learning process, the teacher and the learners swap roles successively. It is not only the teacher who teaches, but also the learner. Learners have different cultural backgrounds, perspectives, worldviews, and opinions that a teacher should learn from in order to enhance understanding and widen the boundaries of the mind. 2. What characteristics do you possess that you believe will make you an effective teacher? I am passionate about learning and education. I believe that there is always something valuable to learn from everything and I know that love for learning completes who I am as a teacher. In everything I do, I always look for opportunities to learn and improve. This innate quality measures up to the attributes of an effective teacher because the growing passion for learning impels the teacher to influence learners to the same. Moreover, teachers who are highly motivated to learn are also highly motivated to teach. I deem education boundless. It is not limited within the confines of the classroom, nor is it limited to books, teacher-learner interaction alone, and other traditional means of teaching. I am open to changes in trends and developments. Open-mindedness allows me to become an efficient teacher because I am able to tolerate and acknowledge change in order to unlock new avenues for the teaching-learning process. I am adaptable to unfamiliar situations, because I am open to new frontiers, as long as I deem it has potential to improve the teaching-learning process. Adaptability and open-mindedness yields an efficient teacher, able to cope with global changes allowing real-time learning that assists learners to survive in the ever changing world. 3. Name three staff development topics you believe would be most beneficial to offer in schools. Staff development is highly significant in order to improve services that will be provided by educational institutions. It should be implemented in order to assure that the quality of educational services efficiently meets the requirements of learners and the obligations of the school as an academic institution fostering learning and development. I believe that the three most important topics that should be included in staff development are legal and ethical issues, team building, and professional growth. Legal and ethical issues guide the staff to act accordingly, putting the best interest of the learners, and stakeholders (families, the community, the state, etc.) first. Educational institutions must be able to abide by constitutional laws pertaining to education, and act accordingly to invite respect and integrity to the field of education. Team building is necessary in order to ensure that all members of the staff of the educational institution work together to meet the mission, vision, goals, and objectives of the school. Promoting professional growth is most important to teachers because it encourages improvements and developments in pedagogical processes as well as personality development. This may be attained by graduate program services related to teaching, made available to the teaching staff in order to assist them enhance their craft, apprenticeship, seminar, training programs, etc. Valuing professional growth means that educational institutions take necessary steps in ord er to enhance the quality of educational programs and services that they provide to learners. 4. Prior to planning a lesson, what do you need to consider? Planning a lesson is crucial in the teaching-learning process because it dictates the learning outcomes, especially changes in the learners’ behaviors as influenced by a particular lesson. There are various factors to consider when planning a lesson, all of which determine whether a lesson will effect to desirable learning outcomes or not. Prior to planning a lesson, there is a need to consider the existing skills and abilities of the learners. The depth of the lesson, teaching strategies and approaches, instructional materials and activities should be designed to suit the skills and abilities of the learners. This ensures that learners will be able to grasp the concepts that will be taught in each lesson. Instructional objectives should be set prior to planning a lesson because it reminds the teacher that the content of the lesson should be in line with the objectives. Instructional objectives form the framework of a lesson. Another thing to consider in planning a lesson is the variety of resources available that will go along with the learning objectives. Presenting a lesson through aids and materials is highly dependent on the availability of resources. Therefore, before planning activities for learning, available resources should be checked. Once these factors are met, the teacher is prepared to plan a lesson. 5. What ideas do you have to address diversity (e.g. culture, special needs, ESL, etc.) in your classroom? As a teacher, I should be able to promote equality within the classroom and recognize the rights of the learners as human beings. Although individual differences is considered in instructional planning, due to the learners’ varying skills and abilities, diversity in relation to other aspects including culture, disabilities or handicap, proficiency in the English language should be undervalued. Teachers should be able to determine when to acknowledge individual differences, and when to promote camaraderie and egalitarianism in the classroom. To address individual differences and diversity, the teacher should be able to design the program of instruction in such a way that it is discernible and achievable to all learners considering their talents, skills, abilities, and interests. Educational programs and activities in part should focus on diversity by including the need for learners to be aware of other cultures, non-native English speaking individuals, and special needs of other learners experiencing difficulties. An example of an educational program may be a cultural show where students share their culture through artistic forms (dancing, singing, dramatization, role-playing, etc.), or an activity wherein a non-native English speaker teaches the rest of the class some significant words in his native tongue. It is important to remember that the key is to promote learners’ awareness of differences. 6. What do you anticipate to be the greatest challenge in your teaching? Perhaps the greatest challenge in teaching is meeting its ultimate objective, and that is to affect desirable learning outcomes and behavioral changes to the learners. Accomplishing this objective requires a diverse set of knowledge, talent, and skills. Teaching is a long process, from diagnostic assessment, to lesson planning, classroom management, going about the teaching process itself, evaluation, etc. The greatest challenge is how to keep it together, despite the pressures and demands of the teaching-learning process, in order to complete the process and in the end prove that the ultimate objective of teaching was achieved. 7. What would you like to see as outcomes of your student teaching experience and your experience in the Teacher Education Program? I am expecting that my experiences in student teaching will affirm my aspiration to become a teacher. All knowledge obtained from classroom courses will equip me with necessary information in order to go about the student teaching experience knowledgeably and appositely (i.e. classroom management techniques, teaching strategies and approaches, laws protecting the rights of the learners, etc.). The student teaching experience becomes a playing field where all the information learned is applied and weathered and the skills and abilities as an aspiring teacher is tested. Through these experiences, I am able to determine my strengths and weaknesses as a teacher, and determine ways in order to improve and become a professional educator worthy of respect and learning inspiration. The Teacher Education Program provides the essential knowledge and skills that must be learned, required of every teacher. 8. Describe an ideal classroom situation. An ideal classroom situation is one where classroom management is consistently implemented (i.e. children are disciplined, routine activities are followed, lessons are completed on time, etc.). Learners are highly motivated to learn, allowing a harmonious and interactive classroom environment, guided by the teacher. The objectives of learning are attained at the end of each lesson, and the learners are able to apply what they have learned in real life situations. The teacher is able to play all the necessary roles of the teacher as a manager of classroom activities and discipline, a facilitator of learning, a guide and a role model, a good listener, and a nurturer of well-motivated learners. Learners are able to adjust to changes in the classroom environment, and although it is called an ideal classroom situation, they are allowed to make mistakes. Through these mistakes and the identification of their weaknesses, they are able to take it constructively and push themselves to improve and become independent learners.

Energy Inc

There is no Present obligation because there is no obligating event either for the costs of fitting smoke filters or for fines under the legislation. Therefore, according to IAS 37 and ASC 450, FuelSource Co. should not recognize a provision as f December 31, 2011 neither in reporting to its U. K. parent under IFRSs nor in reporting to its U. S. -based lender in accordance with U. S. GAAP. Question A Any of four scenarios of the cases is not changed by the removal of ‘probable outflows' criteria 2, which requires a probable future outflow of economic benefits resulting from the liabilities.In the first and the second scenarios, the entity should recognize a provision as of the balance sheet date in reporting to its U. K. parent, while not recognize in the third and the fourth scenarios. Question B In my opinion, often criteria 1 and criteria 2 serve the same purpose. They both serve to prevent recognizing a liability if it is not probable. Thus, the removal of criteria 2 would makes IAS 37 more consistent with ASC 450 of U. S. GAAP. With this revision, there would be more enhanced comparability between those two standards.ASC 450-20-25-1 When a loss contingency exists, the likelihood that the future event or events will confirm the loss or impairment of an asset or the incurrence of a liability can range from probable to remote. As indicated in the definition of contingency, the term loss is used for convenience to include many charges against ncome that are commonly referred to as expenses and others that are commonly referred to as losses. The Contingencies Topic uses the terms probable, reasonably possible, and remote to identity three areas within that range.ASC 450-20-25-2 An estimated loss from a loss contingency shall be accrued by a charge to income if both of the following conditions are met: (a) Information available before the financial statements are issued or are available to be issued (as discussed in Section 855-10-25) indicates that it is probable that an asset had been impaired or a liability had been incurred at the date of the financial tatements. Date of the financial statements means the end of the most recent accounting period for which financial statements are being presented.It is implicit in this condition that it must be probable that one or more future events will occur confirming the fact of the loss. (b) The amount of loss can be reasonably estimated. The purpose of those conditions is to require accrual of losses when they are reasonably estimable and relate to the current or a prior period. Paragraphs 450-20-55-1 through 55-17 and Examples 1-2 (see paragraphs 450-20-55-18 through 5-35) illustrate the application of the conditions. As discussed in paragraph 450-20-50-5, disclosure is preferable to accrual when a reasonable estimate of loss cannot be made.Further, even losses that are reasonably estimable shall not be accrued if it is not probable that an asset has been impaired or a liability has been i ncurred at the date of an entity's financial statements because those losses relate to a future period rather than the current or a prior period. Attribution of a loss to events or activities of the current or prior periods is an element of asset impairment r liability incurrence. ASC 450-20-50-5 Disclosure is preferable to accrual when a reasonable estimate of loss cannot be made.For example, disclosure shall be made of any loss contingency that meets the condition in paragraph 450-20-25-2(a) but that is not accrued because the amount of loss cannot be reasonably estimated (the condition in paragraph 450-20-25-2[b]). Disclosure also shall be made of some loss contingencies that do not meet the condition in paragraph 450-20-25-2(a)†namely, those contingencies for which there is a reasonable possibility that a loss may have been incurred even hough information may not indicate that it is probable that an asset had been impaired or a liability had been incurred at the date of th e financial statements.IAS 37-14 A provision shall be recognized when: (a) an entity has a present obligation (legal or constructive) as a result of a past event; (b) it is probable that an outflow of resources embodying economic benefits will be required to settle the obligation; and (c) a reliable estimate can be made of the amount ot the obligation. It t recognized. nese cond itions are not met, no provision shall IAS 37-17 A past event that leads toa present obligation is called an obligating vent. For an event to be an obligating event, it is necessary that the entity has no realistic alternative to settling the obligation created by the event.This is the case only: (a) where the settlement of the obligation can be enforced by law; or (b) in the case of a constructive obligation, where the event (which may be an action of the entity) creates valid expectations in other parties that the entity will discharge the obligation. IAS 37-23 For a liability to qualify for recognition th ere must be not only a present obligation but also the probability of an outflow of resources embodying economic enefits to settle that obligation.For the purpose of this Standard,l an outflow of resources or other event is regarded as probable if the event is more likely than not to occur, ie the probability that the event will occur is greater than the probability that it will not. Where it is not probable that a present obligation exists, an entity discloses a contingent liability, unless the possibility of an outflow of resources embodying economic benefits is remote. IAS 37-36 The amount recognized as a provision shall be the best estimate of the expenditure required to settle the present obligation at the end of the reporting period.