Spontaneous Human Combustion :: essays research papers

For as yet scientifically unknown reasons, times occur when an unsuspecting person can just burst into flames and be incinerated. This is referred to in the scientific world as Spontaneous Human Combustion or SHC. There are many documented cases throughout history. The earliest cases go as far back as the early 16th century. Then there are the ones that are as recent as 1998 but have no better explanation of what happen then the ones in the 16th century did. There are truly only two types of cases: fatal and non-fatal. The fatal cases of SHC represent three-quarters of all the reported incidents. The most common of these cases is the famous "bedroom burnings" in which a victim is found as a pile of ashes with only limbs remaining. These burnings a characterized by five main features: 1) The victim’s body and clothing is mostly reduced to ash. 2) Small portions of the body (an arm, a foot, maybe the head) remain unburned. 3) Only objects immediately associated with the body have burned; the fire never spread away from the body. 4) A greasy soot deposit covers the ceiling and walls, usually stopping three to four feet above the floor. 5) Objects above this three to four foot line show signs of heat damage (melted candles, cracked mirrors, etc.); objects below this line show o damage. These cases are the ones that mass media tend to cover most and is what most people think of when they hear about spontaneous human combustion. Nearly half of the cases are "bedroom burnings" Another common case under the fatal category are the witnessed combustions, in which people are actually seen by witnesses to burst into flames. Most of the time witnesses claim that there was no other source of ignition and/or the flames were seen to come directly from the victim’s skin. These cases present the fact that maybe SHC has more to do with the supernatural than science. Unfortunately, most of theses cases are poorly documented and usually unconfirmed. The second major type of SHC is the non-fatal cases. The victims usually don’t know anymore than the investigators do. The good thing about this is that the victims are alive to tell about what happened and cause most SHC skeptics to take a look at the picture again. Non-fatal cases usually incorporate one or more of the following features. The most common is the mysterious flames. This is where a victim will just begin to emit flames form their body.

Demographic Data Interpretation Essay

Using the results from A1, we can see that there is the Black American Female Population has a lower CDR and a higher ISDR than the White American Female Population. As we know CDR does not refer to sub-groups that might better represent the population likely to experience the death, which indicates that it takes no account of the age structure of the population. In fact, the age structure of populations can have substantial effects on crude rates. (CDR= ÃŽ £Pop in age sex group/ Total Population* ASDR) It is obvious that there is a significantly larger proportion of the White American female population in the elder age groups (due to high life expectancy and low exposure to mortality). However, the White American Female Population has a higher CDR at 9.162 than the CDR of the Black American Female at 6.735, therefore, the CDRs we calculated do not accurately account for the age structure of the population. When we have a look at the data for ASDRs, it is obviously that ASDRS of aged 55-85+ of the Black are much higher than the White, however, the respectively number of females population of the White is significantly larger than the Black, around ten times averagely. Therefore, even if the CDR is higher, it does not adequately indicate a higher mortality rate instead of consideration of ASDRs, which is difference in age structures. On the other hand, ISDRsï ¼Ë†the Indirect Standardized Death Rateï ¼â€°of the two populations was 11.479 per 1000 population for the Black American Female Population, compared to the ISDR of the White American Female Population at 9.162 deaths per 1000 population.) Since ISDR is the data results from population standardization, which is a procedure of adjustment of crude rates to eliminate the effects age structure from the crude rates, it is more appropriate for evaluating different mortalities. The method we use here is the indirect standardization which are standardises on Age Specific Death Rates. This measure is calculated by using a SMR, which is the mortality ratio between the actual observed number of deaths in the population of interest divided by the expected number of deaths were that population to experience the ASDRs of the base population, which in this case is the White American Female Population. Since the ADSRs of the base population are lower for every point in comparison to the Black American Female Population, the SMR indicates that the population of interest experienced a much higher actual exposure to mortality in comparison to its standard population, which is the White population. Unlike the CDR, the ISDR measures standardize the mortality exposure of the population of interest by for differences in age structure. It is a more accurate measure to correctly adjust for differences in age structure between different populations and allows us to more accurately compare the overall mortality exposure of the two populations. B.2.Using the results from A.2, describe the changes in Total Fertility Rate (TFR) and Age Specific Fertility Rates (ASFR) over time among the Black and White American female population. Suggest possible causes or determinants of the changes. How do the values of Net Reproduction Rates (NRR) for the Black and White American female population in 2011 compare to the replacement level? Refer to Appendix A &B As shown by the table, from 2006 to 2011, ASFRs of age groups 15-29 of the Black female population have declined, while they increased between age 30 to 49 of the Black during this period. In contrast, during this period, the ASFRs of the White female American population have declined for all age groups between 15 to 49, except for an increase of 0.1 in age group 40-44. By comparing the two population in different year, we can see that, in 2006 and 2011, ISDRs of age 15-24 of the Black is significantly higher than the White of same age groups, while In 2006, ISDRs of age 25-49 of the Black is continuously lower than the White of same age groups. However, in 2011, only two ASDRs of age groups 25-29 and 35-39 of the White were higher than that of the Black. On the other hand, the general trends of TFR of both populations were declining from 2006 to 2011, while the TFR of the Black was continuously higher than the White during this period. Possible determinants of these common changes between the different ethnicities could include a primary trend among young adults of both black and white to postpone having children. According to data of 2006, among 18-to-24-year-olds, more women than men are enrolled in college in every racial and ethnic group. Increasing college attendance, especially among women, leads to better education, which affects the timing of marriages and first births of women, typically delaying both. Therefore, the U.S. fertility rate may drop further if the share of women attending and completing college continues to increase. (WSJ 2013) On the other hand, as the flow of immigrants is essential to the maintenance and growth of fertility, a slowdown in immigration into the US has also caused significant drops in the US fertility rate. Moreover, relatively high unemployment rates among African Americans may have played a role in the fertility decline—especially among those with less education and lower incomes. The fertility rate began to depend on women’s employment and earnings relative to men. (Overberg, P 2013) Women outnumber men in college and make up a growing share of the labor force. This gave rise to the recession which hit male-dominated jobs. As more women become primary breadwinners, fertility decisions are more likely to hinge on women’s earnings than they did in previous decades. A growing reliance on women’s employment and earnings had a greater influence on both the black and white fertility rate in America. As to data of NRR, the values for both populations in 2011 are 0.924 for NRR of the black and 0.855 of the white, we can see that the Black American female population had a higher NRR than the White population. This may due to national traditions and cultural norms as well as other important determinants such as socioeconomic status, impact on income, education, trend in marriage and access to contraception. (Population Reference Bureau ) Comparing the NRRs for both populations to the replacement level at 1.0, indicates that if ASFRs and ASDRs (and sex ratio at birth) remain constant over time, and there is no migration, these populations eventually will decline in size. B.3. Using the results from A.3, write paragraphs describing and accounting for the changes in the female population of USA between 2006 and 2011 shown by your projection for USA (e.g. how is the total number of population projected to change, which age groups are projected to increase and which to decrease, what are the components of the projected growth, how can relative cohort sizes account for the changes by age). According to the graphics of Appendix C, which shows the comparison of American female population of different ages from 0-85+ during year 2006 to 2011, we can see that the 2011 projection has a significantly larger proportion of the population in the 45 and over age group. More significantly, there is a projected increase in the number of elderly dependents especially above age group 50-54 in 2011 compared to year 2006. On the other hand, when having a look at the population of working age referring to the graph, there is a projected reduction from age 35-50 in 2011 compared to year 2006. Therefore, more elderly dependents with less population at work gave rise to larger elder dependency ratio of American females. The total number of the female US population in 2006 was approximately 154,120,000. While the projected figure has been estimated at 146,092,459, which is approximately an 8 million decline in population as a result of lower fertility, net migration and a constant sex ratio. The expected number of births has been projected to decrease at around the same ratio with the US decreasing fertility rates. The Census Bureau projects that the U.S. population will continue to grow, to almost 440 million persons by year 2050, albeit at a slower pace than the growth recorded over the past half-century. However, the population projections are rely upon assumptions about the future courses of mortality, fertility, and immigration. Immigration has been another important component of population growth in the United States. The net immigration rate, which is an essential factor to the age-sex structure of US population, has been projected to be positive nearly among all age groups from 0 to 84, except for the eldest age group 85+ (-49). Average growth rates for each 5-year projection period were positive, but have generally been declining over time. Expressed as a percentage of the population at the beginning of the period, the average population growth rate in the 2006, for example, was 1.7% per annum while it was only 0.9% per year during the 2011. The Census Bureau assumes that the growth rate will remain positive through year 2050, but will fluctuate over the time period. The current level of 0.8% per annum will increase through 2030 to closer to 0.9% per annum. After 2030 the growth rate is expected to return to 0.8% per annum.( Census Bureau 2013) Trends in the size and growth of the U.S. population reflect the importance of the role of human reproduction and the fertility factors, as well as the net effect of population migrants of the United States. Reference According to data of 2006, among 18-to-24-year-olds, more women than men are enrolled in college in every racial and ethnic group. [ONLINE] Available at: http://www.usatoday.com/story/news/nation/2013/02/12/us-births-decline/1880231/. Fact Sheet: The Decline in U.S. Fertility – Population Reference Bureau http://www.prb.org/Publications/Datasheets/2012/world-population-data-sheet/fact-sheet-us-population.aspx. Welcome to Human Life Alliance. 2013. Welcome to Human Life Alliance. http://www.humanlife.org/didyouknow_alarming.php. the U.S. fertility rate may drop further if the share of women attending and completing college continues to increase. http://content.healthaffairs.org/content/24/2/325.full?sid=bd3dc4c6-be39-441c-b9a8-b9e711ee655f The Census Bureau assumes that the growth rate will remain positive through year 2050, but will fluctuate over the time period. The current level of 0.8% per annum will increase through 2030 to closer to 0.9% per annum. After 2030 the growth rate is expected to return to 0.8% per annum. https://mail-attachment.googleusercontent.com/attachment/u/0/?ui=2&ik=01f85fe64f&view=att&th=13ec4dc1b157e429&attid=0.0&disp=inline&safe=1&zw&saduie=AG9B_P9thup8H_Ebi0Peyp5cqgdD&sadet=1369102489566&sads=eGFMn9_Rn4kq-DrLuiCtBKINAzw

Chemistry Extended Essay Essay

To investigate the effect of 2-bromo-2-methyl propane concentration and temperature of the system on the rate of reaction of solvolysis of 2-bromo-2-methyl propane in 90% ethyl alcohol Done by: Habib Iscandar Hinn Friend’s Boy’s School June 22, 2007 To investigate the effect of 2-bromo-2-methyl propane concentration and temperature of the system on the rate of reaction of solvolysis of 2-bromo-2-methyl propane in 90% ethyl alcohol Introduction: The major product of the solvolysis of t -butyl chloride in 70 % water – 30 % acetone is t-butyl alcohol, with a small amount of isobutylene being formed as a by product And this is with accordance of first order kinetic and suggests a two step mechanism in which the rate determining step consists of the ionization of t-butyl chloride, and in this mechanism a carbonium ion is formed as inter- mediate and this bonds immediately to near by nucleophile (in this case nucleophile is a neutral molecule) the initial product is t-butyl carbonium ion. â€Å"Note1: if the nucleophile is neutral the product will be charged since the leaving group takes both bonding electrons away with it† So chemists have proposed to general types of mechanism: 1- Nucleophilic substitution Sn1 The ionization step in a Sn1 reaction is endothermic and much slower than the exothermic neutralization of carbonium ion by a nucleophile. And so the rate determining step being the unimolecular ionization of the t-butyl chloride equation 4, and as a result, the overall rate of reaction is not affected by changes in the concentration or kinds of nucleophilic reagents present. â€Å"Note2: the factor which determines the mechanisms employed is typically the nature of the substrate it self and not the particular nucleophile† â€Å"Note3: if the sum of the energy of the product is lower than the energy of the reactant the reaction is exothermic, and if the product have higher energy than the reactant the reaction is endothermic.† 2- Elimination E1 (elimination unimolecular) And because t-butyl chloride acts as a Lewis acid (an electrophile) and combines with a nucleophile to give a substitution product, so the major product of the solvolysis of t-butyl chloride in water-acetone solvent is t-butyl alcohol. (â€Å"Note4†: electrophile: an electron deficient atom, ion or molecule that as affinity for an electron pair, and will bond to a base or nucleophile.) (â€Å"Note5 â€Å": nucleophile: and atom, ion , or molecule that has an electron pair that may be donated in forming covalent bond to an electerophile.) Evaluating the mechanism: The only reactant that is undergoing change in the rate determining step is t-butyl chloride and so such reactions is a unimolecular and follow a first order equation (Sn1, E1). â€Å"This means that the rate of the reaction varies directly with the concentration of t- butyl chloride†. And since nucleophilic only participate in the fast second step, so their relative molar concentrations rather than their nucleiophilities are the primary product – determining factor, and by using nucleophilic solvent like water, so its high concentration will assure that alcohols are the major product, and because water have a high dielectric constant (e=81) so water molecule tend to orient them-selves in such a way as to decrease the electrostatic forces between ions. And an important factor is the salvations which refer to water molecules ability stabilize ions by encasing them in a sheath of weakly bonded solvent molecules: 1- Anions are solvated by hydrogen – bonding, 2- Cations are solvated by nucleophilic sites on water molecule (oxygen). And in this case of t-butyl carbonium ion the nucleophiles form strong covalent bond to carbon and converting the intermediate to a substitution product. The reaction mechanism is a sequential account of each transition state and intermediate in a total reaction, the over all rate of reaction is determined by the transition state of highest energy in the sequence, so the rate determining step is the rate determining step for both the Sn1 and E1 for t – butyl chloride. (â€Å"Note 6†: the water soluble organic solvent acetone is used to keep a reasonable concentration of t-butyl chloride in solution) The balance equation for t-butyl chloride solvolysis in water-acetone solvent is: The effect of concentration on the solvolysis of t-butyl chloride in 70 %water – 30 %acetone solvent. As the reaction proceeds the solution becomes increasingly acidic until all of the t -butyl chloride has reacted and all HCl that can form has formed. So we will monitor the reaction by allowing HCl formed to neutralize a predetermined amount of NaOH. An indicator dye (bromo-phenol blue) will change color when the NaOH has been neutralized, and clocking of the reaction should begin at the instant. So according to kinetic measurements: Rate of reaction = K [t – butyl chloride] Where K is the specific rate constant in S -1 and [t – butyl chloride] is the concentration of t-butyl chloride in M. Our kinetic measurement will depend on the determination of the amount of HCl produced by the reaction, so by monitoring the color change of the acid – base indicator, we will determine the time required for 10% of t-butyl chloride to hydrolyze by having 10 % as much NaOH present as T-butyl chloride. Rate = – d [Rcl] dt ; Where Rcl = -dt [Rcl] = K [Rcl] dt Rearranging, d [Rcl] = -K dt [Rcl] And integrating for t=0 to t=t will give; = Ln [Rcl] t – Ln [Rcl] 0 = – Kt – 2.303 Log [Rcl] 0 = – Kt [Rcl] t 2.303 Log [Rcl] 0 = Kt [Rcl] t Where [Rcl] 0: is the molar concentration at time t = 0 [Rcl] t: is the molar concentration at time t = t Two methods to calculate K 1- since the equation Kt = 2.303 Log [Rcl] 0 [Rcl] t Is an equation of a straight line (y=mx+b) with slope k. and intercept =0, a plot of 2.303 log [Rcl] 0 / [Rcl] t versus t should yield a straight line with slope k. 2- if the solvolysis reaction run to 10% completion Then, [Rcl] = 0.90 [Rcl] 0 Kt = 2.303 Log [Rcl] 0 = 2.303 log (1.11) 0.90 [Rcl] 0 And therefore, K = 0.104 T So by finding the value of K and compensate it in the rate of reaction equation â€Å"Rate = K[Rcl]† where the concentration of Rcl is known we can calculate the value of the rate of reaction and we will see it’s effect on the solvolysis of t – butyl chloride in 70% water – 30 % acetone solution. The effect of temperature on the solvolysis of t -butyl chloride in 70%water – 30%acetone solvent. In nearly every instance an increase in temperature causes an increase in the rate of reaction, â€Å"because the total fraction of all of the t – butyl chloride 1molecules having energies equal to or greater than activation energy (Ea) Corresponds to the shaded portion of the area under the curve increases by increasing the temperature† and by comparing the area for two different temperature, we see that the total fraction of t- butyl chloride molecules with sufficient kinetic energy to undergo reaction increases with increasing temperature and consequently, so does the reaction rate. â€Å"Note7: changing the concentration affects the rate of reaction changing the temperature affects the rate constant as well as the rate.† By finding the values of reaction rate constant K for different concentration of t-butyl chloride and different reaction temperature, we will find the effect of temperature on the solvolysis of t-butyl chloride in water acetone solvent. Quantitatively, K (s-1) is related to Ea and T by the equation K1 = Ae-Ea/RT1 †¦Ã¢â‚¬ ¦1 Ea is the activation energy, in joule / mole. (Jmol-1) A is a proportionality constant, in s-1 R is the gas constant = 8.314 Jmol-1K-1 e is the base of the natural logarithms. T is temperature in Kelvin. This relation ship is known as Arrhenius equation We measure Ea by taking the natural logarithm of eq.1 Ln K = ln A – Ea RT Thus, a plot of ln k versus 1/T gives a straight line whose slope is equal to -Ea/R and whose intercept with coordinate is ln A â€Å"Note8: Ea is the activation energy, a constant characteristic of the reaction† We can calculate the rate constant at some specific temperature if Ea and K at some other temperature are known. For any temp. T1 (known), Ea (known), K1 (known) K1 = A e -Ea/RT1 For any other T2 (known); (K2 unknown) K2 = A e -Ea/RT2 By dividing K1 over K2 K1 = A e -Ea/RT1 K2 A e -Ea/RT2 Taking natural logarithm of both sides, we get Ln K1 = Ea (1/T2 – 1/T1). K2 R Or in common logarithms (base 10 logarithms) gives: Log K1 = Ea (1/T2 – 1/T1) K2 2.303 R And by finding the value of K2 we will be able to find the rate of reaction at T2 and we will find the effect of temperature on the rate of solvolysis of t – butyl chloride in 70 % water – 30 % acetone solution. By finding the values of reaction rate constant K for different concentration of t-butyl chloride and different reaction temperature, we will find the effect of concentration and temperature on the solvolysis of t-butyl chloride in water acetone solvent. Procedure: Part A: the effect of concentration on the rate of solvolysis of t – butyl chloride in 70%water – 30%acetone solvent. a- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at room temperature. A, a, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer and label it #2. 3- Using a burette take 30 ml of the solution in flask #1 and put it in another Erlenmeyer and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to an Erlenmeyer flask #4. 6- Add two drops of Bromo-phenol blue indicator to flask #4. A, a, II:- 1- Add quickly the solution in Erlenmeyer flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 2- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into Erlenmeyer flask #4 to minimize the errors in the results. 3- The color of the mixed solutions is blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow, then we stop the stopwatch and record the time. 4- Repeat the procedure at least three times and calculate the average. 5- Tabulate the results in record A. b- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.2 M concentration) in 70 % water – 30% acetone solvent at room temperature. A, b, I:- 1- Prepare 500 ml of 0.2 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1 and put it in another Erlenmeyer flask and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to an Erlenmeyer flask #4. 6- Add two drops of bromo-phenol blue indicator to Erlenmeyer flask #4. A, b, II:- 1- Add quickly the solution in an Erlenmeyer flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 2- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into an Erlenmeyer flask #4 to minimize the errors in the results. 3- The color of the mixed solutions is blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow, then we stop the stopwatch and record the time. 4- Repeat the procedure at least three times and calculate the average. 5- Tabulate the results in record A. Part B: the effect of temperature on the rate of solvolysis of t – butyl chloride in 70%water – 30%acetone solvent. a- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at zero Celsius degree. B, a, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1and put it in an Erlenmeyer flask and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to Erlenmeyer flask #4. 6- Add two drops of bromo-phenol blue indicator to Erlenmeyer flask #4. B, a, II:- 1- Suspend the Erlenmeyer flasks in a water bath full with ice and water, allowing the temperature of the Erlenmeyer flasks and their contents to equilibrate for ten minutes. 2- Adding quickly the solution in Erlenmeyer flask #4 to solution in Erlenmeyer flask #3 and start the stop watch to count for time in seconds. 3- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into Erlenmeyer flask #4 to minimize the errors in the results. 4- The color of the solution after that will become blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow we stop the stop watch and record the time 5- Repeat the procedure at least three times and calculate the average. 6- Tabulate the results in record B. b- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at a temperature greater than room temperature by ten degrees. B, b, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1 and put it in an Erlenmeyer flask and label it #3. 4- By a graduated pipette put 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to Erlenmeyer flask #4. 7- Add two drops of bromo-phenol blue indicator to flask #4. B, b, II:- 1- Suspend the flasks #3 and #4 in a water bath full with ice and water, allowing the temperature of the flasks and their contents to equilibrate for ten minutes.(to reach the temperature of the water bath) 2- Adding quickly the solution in flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 3- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into flask #4 to minimize the errors in the results. 4- The color of the mixed solutions is blue, so continue swirling the solution in flask #4 till the instant color of the solution start changing to yellow we stop the stopwatch and record the time 5- Repeat the procedure at least three times and calculate the average. 6- Tabulate the results in record B. Record A Run number Temperature Time of 10 % reaction Average time / seconds Record B Run number Temperature Time required for 10% reaction Average time/seconds Average time/ seconds References; * E. Brady, James. E. Humiston, Gerard., General Chemistry Principles and Structure, second edition, SI version, john Willy and sons, Inc. * Brewester, Vaderwerf and McEwen. â€Å"Unitized Experiments in Organic Chemistry†, 3rd Ed. * Streitwieser, Andrew. H. Heathcock, Clayton. Introduction to Organic Chemistry. * H. Reusch, William. An Introduction to Organic Chemistry. * J. Laidler, Keith. Chemical kinetics. 2nd ed. * Search engines that where used: o www.google.com o www.yahoo.com * Goldwhite, Harold. R. Spielman, John. College Chemistry, 1984

Learning Styles Classification Essay

While some people can read a book and then ace a test on it the next day, others may not be able to do the same without hearing a lecture on the subject. Individuals perceive and process information in different ways; while some people are visual learners, others may retain information better through auditory or tactile means. And a large percentage are a combination of one or more of the aforementioned categories. Those who learn best by seeing are more visual learners. Visual learners like to take notes and they tend to sit in the front of the class (Learning Styles). They usually forget names but remember faces. When putting together items, visual learners need diagrams or pictures to understand. When trying to spell a difficult word they try to â€Å"see† the word. Visual learners are most often neat and clean and are easily distracted by untidiness and noise (Rose). They may commonly use phrases such as â€Å"I never forget a face† or â€Å"I can’t quite picture it.† Visual learners also have a good spatial sense. They are good with maps and rarely get lost. They may love drawing, scribbling or doodling and usually with color. They tend to be good dressers with a strong sense of color coordination (advanogy.com). Flash cards and acronyms are powerful memorization tools for the visual learner (Three Different Styles). Auditory learners are ones who retain and absorb new information best by hearing it. They tend to read aloud and prefer listening to a lecture rather than reading a text. They tend to prefer the telephone over face-to-face conversation and utilize technical help-lines when in need of assistance. They are easily distracted by noises or sounds. When bored, they may hum or talk to themselves (Rose). Auditory learners may not be able to color coordinate their clothes, but they can explain what they are wearing and why (Three Different Styles). Those who learn by hearing or listening typically tend to have a good singing voice, can play a musical instrument or can easily identify the sounds of individual instruments. Music may invoke strong emotions in an auditory learner or they may notice the background music when watching a movie or television show. They may use phrase such as â€Å"That sounds about right† or â€Å"That’s music to my ears (advanogy.com).† They ten d to forget faces but remember names or what was talked about. Tactile, or kinesthetic learners learn through doing and touching. They prefer a hands-on approach in the classroom, and usually will not pay attention during lectures. They find it hard to sit still for long periods of time and usually use hand gestures and movement when speaking. They may write a word down when trying to spell to see if it feels right. When putting something together, a tactile learner will discard the directions and instead jump right in and figure it out as they go along (Rose). Tactile learners tend to enjoy physical activity such as sports or gardening. They may use phrases such as â€Å"That doesn’t sit right with me† or â€Å"I follow your drift (advanogy.com) .† Activities such as cooking and art usually help to stimulate and help them to perceive and learn. They enjoy field trips and rely on what they can feel and experience (Three Different Styles). Whenever someone is learning something new or difficult (e.g. a job, school) it can be helpful to assess their individual learning style. From the above categories, one should be able to determine in which way they learn best. Once that is established, they can adapt their habits to that system. For example, if someone is more of a visual learner, it may be helpful to make use of highlighters or sticky notes when starting a new position at work. If they tend to lead towards the auditory style, it may be beneficial to record lectures so that they can be listened to and reviewed in the future. A tactile learner may opt to take classes more geared towards hands-on learning such as biology and physical education. By doing this, one can be assured that they are getting the most benefit out of their education, and absorbing as much new material as possible when training for a job. Works Cite dadvanogy.com. Overview of Learning Styles. 2004. 23 November 2008 . Learning Styles. 2008. 23 November 2008 . Rose, Colin. Learning Styles. 28 March 1998. 23 November 2008 .

Childhood friend Essay Example | Topics and Well Written Essays - 500 words

Childhood friend - Essay Example I however develop closer ties with some of my friends, especially if I share in their social issues, and Saad is one of the people with whom I have been very close. We behaved like brothers and that is what some of our peer perceived us to be. Saad’s social condition is what attracted me to his life and made us so close. I do empathize with people and having noted a level of distress in his life drew me close to him until he told me his story, a sad story that induced my unrestricted psychological support to him. I have always loved my parents so much and can imagine what it feels like to lack one or both parents. Realizing that he was an orphan made him so special to me and I purposed to help him feel loved in order to be stable and build on his life. His parents had died when he was three years old and he was living with his uncle. Consequently, we became very close and spent a lot of time together. We shared so much about his life and I would encourage him to work hard and ensure that his children get the parental attention and love that fate had denied him. We lost touch with Saad during my second year in of high school. This occurred because his uncle got a transfer to a different city. He had no other relative to stay with, in the locality, and was therefore forced to move with the uncle. The distance barrier then played a significant role in our separation because we did not have time to meet as often as we used to. Travelling to his city or my city was also a challenge because of involved cost and time and our positions as students. There were other communication means but we did not utilize them to keep in touch. Even though Saad came back after two years, there is a lot of difference between us and the lost touch has persisted. He changed a lot and he is so much into drugs while I am not. I sometimes see him in the streets but the difference between our social lives is a significant barrier to the close relationship that we had. This is

Price Waterhouse Coopers Essay Example | Topics and Well Written Essays - 1500 words

Price Waterhouse Coopers - Essay Example It is also the perspective that individuals view their organization and its environment (Baligh 7-10). The objectives of the organization determine the different ways in which an organization can be structured (Fenez 4-6). PwC organization structure is structured in a way to determine the mode in which it operates and performs. Its organization structure lets this enormous company to express the allocation of the responsibilities for different functions and processes to different entities, which involve the branch,  department,  workgroup,  and individual (Fenez 4). The following structures show the organization structure of the company depending with country. ... erience Senior partner China & Hong Kong Senior partner Germany Senior partner United Kingdom Senior partner United States Director Technology Although success has prevailed failure in PWC, the company has in several occasions been on the lime light for its actions. For instance in 1990, Internal Revenue Service seized most of the assets of Willie Nelson who they claimed that he owned $32 million in back taxes. However, this was not the case since these were disallowable by IRS and on suing PWC Willie got a fat sum for damages. Nevertheless, PWC is one firm that provides services to like Academy of Motion Pictures arts and Sciences, which makes it the tabulator and certifier of votes for the Academy awards since 1934. An article Over Cutting Corporation Tax Rate by BBC, on 8 August 2011, quotes the PwC Company explaining the various implications of cutting Scotland’s rate of corporation tax being highly complex. The article features PwC Company giving the advisory role to the government and the entities involved. In this article, the company examines the various effects of cuts in Northern Ireland where a new rate of just 12.5% was proposed (BBC News). The comments by PwC followed similar comments echoed by HM Revenue and Customs (HMRC), which argued that matching Northern Ireland's proposals could cost Scottish taxpayers about ?2.6bn a year a claim that was dismissed by the Scottish government. PwC mission statements and ideas were well communicated. The role communicated in this case was to give a sense of direction on where the country was headed to after it adjusted its corporation tax. The mission of the PwC Company is to provide intellectual expertise to the various agencies and individuals who need it (BBC News). In a second article by BBC News Company dated

Marketing research Term Paper Example | Topics and Well Written Essays - 500 words

Marketing research - Term Paper Example Explain what the research firm means and what you might do. The research firm means that donors have declined in terms of donating towards the good course of the agency. Since before that there used to be high number of donations, the agency is determined to identify the root cause of the problem and come up with solutions. Thus, to solve this, I would explore and research on the root cause and find the main reason for the declining donations. Then I would give a detailed explanation of this to the agency in a language they can understand and then together we come up with a solution based on these findings. There are various advantages of secondary data over primary data. The first one is that it is in time saving and inexpensive to obtain. The reason is that secondary data is readily available either in the census or other records available for the organization unlike primary data which organizations have to conduct research to obtain. It is easily accessible and can be used over a long period of time (Jong & Berg, 2012). 4. An entrepreneur is contemplating establishing a funeral home in a small town. This person believes the demand for funeral home services is greater than the services being provided. The entrepreneur contacts a consultant and tells the consultant he needs a quantitative survey to determine the total demand for funeral home services in the small town and surrounding communities. If you were the consultant, how would you react to the entrepreneurs request for a survey? What kind of counter proposal would you make? It is quite unfortunate and for the entrepreneur to request for a survey to identify the total request for a funeral home services. The reason is that no one likes to lose their loved ones. Thus, I would be very shocked with the request since it would be like mocking the individuals who have lost their loved