The Debate Concerning the Legalization of Marijuana :: Legalization Marijuana Drugs essays papers

The Debate Concerning the Legalization of Marijuana The debate over the legalization of marijuana is long standing and will continue indefinitely for years to come. Both sides of this issue are passionate in their positions and provide strong arguments to support their stands. After reviewing all the information, I understand each argument but I feel strongly that it would do our country more good than harm to decriminalize marijuana. Aside from what the government would like you to think, there are actually positive effects that come from the use of marijuana. Perhaps the most popular current controversy dealing with the ongoing war on drugs is legalizing marijuana for medical purposes. As of August 1999, five western states - Alaska, Arizona, California, Oregon and Washington - passed laws legalizing the medical use of marijuana. Over the past two decades, more than 20 states and the District of Colombia have passed measures recognizing marijuana’s therapeutic value, but those did not authorize cultivation as the new measures do. Some states have made progress towards helping the chronically ill, but those in other states who are experiencing the same symptoms and dying from the same diseases deserve the same treatments. It may be a slow process, but we can only hope that every other state cares enough about their people to give them the best therapy for their illness as well. Jeff Jones, executive director and co-founder of the Oakland Cannabis Buyer’s Cooperative, remembers being 14 years old and watching his father die an agonizing death from kidney cancer. â€Å"Exactly four months after my dad passed away, I heard on CNN about Judge Young’s recommendation that marijuana should be made available for treating things like chemotherapy-induced nausea. I’ll tell you the message I got: that the federal government had been withholding valuable medicine and was indifferent to the suffering of its citizens.

Montessori Method and Child

The sequence of exercises through which the child is introduced to group operations with golden beads. â€Å"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is life to be hoped from it in the bettering of man’s future† (Maria Montessori – The discovery of the child) Dr. Montessori recognized that children are born with a particular kind of mind, one that is naturally inclined towards order.This ‘special’ mind is what gives humans the ability to make judgments and to calculate; it is how we have progressed in fields such as engineering and architecture. Dr. Montessori called this ‘the mathematical mind’ – a term borrowed from the French physicist and philosopher Blaise Pascal. Montessori felt that, if we are to support development, then we must offer mathematics at an early age since this is the kind of support that is appropriate for the kind of mind that we have. S he observed: Great creations come from the mathematical mind, so we must always consider all that is mathematical as a means of mental development. It is certain that mathematics organizes the abstract path of the mind, so we must offer it at an early age, in a clear and very accessible manner, as a stimulus to the child whose mind is yet to be organized. ’ (Maria Montessori – The discovery of the child) Dr.Montessori believed that children pass through sensitive periods when they possess a unique and amazing aptitude for learning; to take advantage of these sensitive periods, we must prepare environment to simulate their particular interests and allow them to exercise their innate ability to learn. I began to understand to that the shelf-works are actually the practical life and sensorial exercises that are as necessary as the materials insolated qualities physically and prepare the children before they begin the mathematics learning.From the course manual and the var ious reading materials, I began to discover some important elements that will lead the children to progress mathematics learning from concrete to abstract using Montessori methods in teaching. These elements are:1) The Montessori Sensorial materials and Exercises 2) The Practical life materials and Exercises 3) The unique Montessori mathematics curriculum and materials When we think of Montessori Mathematics, we cannot just consider math materials only because sensorial training is of great importance in teaming the basics of mathematics.The entire sensorial materials for dimension (knobbed cylinders, pink tower, broad stairs and long rods) are in sets of ten. When the child works with the sensorial materials, he is indirectly learning the units of measurement, the ‘tenness’ in the materials. For example, when the child has mastered the arrangement of the long rods, he has a sensorial basis for counting tens. The long rods are identical top the number rods: the child al ready has an impression and is familiar with the long rods which make learning concepts of 1-10 easier when the child is being introduced to number rods.The long rods act as an indirect preparation for a more advanced activity. Dr. Montessori stated that the long rods provide an absolute and a relative concept of numbers. As the children handled and compared would help them to various combinations and contracts. (The Discovery of the Child, Pg. 264) The sensorial exercises are based on a logical learning sequence. It goes from the concrete to the abstract an example of geometry: In the traditional system, when we introduce ‘triangle’, we would show children a plane figure enclosed by 3 straight lines but is quite an intellectual concept and children are being ‘told’ then ‘discover’.However, Montessori Method introduces the triangle in the form of solid wooden insets which can be taken out and fitted into corresponding wooden sockets. When the c hild ‘tough’ and ‘see’, he forms a visual image of the object and make it easier to remember. Secondly, the child is given the ‘triangle’ printed on cards wholly filled in. thirdly, the ‘triangle’ is not filled in now, but drawn with thick outlines. Fourthly, the ‘triangle’ is shown by a thin outline only and lastly it arrives at the Euclidean Definition of a triangle, i. e. a plane figure enclosed by 3 straight lines.In this example, the child has gone through five stages before reaching the abstract concept. (The Course Manual, Pg. 73) The materials also contain a control of error, e. g. in the cylinder blocks, directress will not tell a child if he makes a mistake in placing the cylinder back, the child will make his own judgment when he discovers on his own if the cylinder will not fit in a hole that is too small, this guides him to accurate observation and also builds up the child’s perseverance skills, tha t teachers him not to give up so easily.The sensorial materials basically help the child to learn through their senses. According to Dr. Maria Montessori, there is a purpose for sensory education: â€Å"It is exactly in the repetition of the exercises that the education of the sense consists the aims of the exercises are not that the child shall know colours, form and the different qualities of objects, but that he refines his sense through an exercise of attention, of comparison of judgment. Maria Montessori The sensorial materials provide the child with plenty of opportunities to improve his attention span as the child is allowed to work with the material as long as the child’s interest may hold. The sensorial didactic materials such as the cylinder blocks, the Colour tablets, the geometric cabinet and many other exercises provide the child the skills to make comparison and judgment that are so essential to prepare the child to the next level of learning.When the children work with the sensorial materials, they are being introduced to the idealization of things and isolation of qualities. It fosters concentration and thinking skills, which develop the mathematical mind. The Practical life exercises in everyday living skills help the child to improve his fine motor skills, eye-hand co-coordination and concentration. The activities are familiar tasks to their home settings, such as pouring, transferring, sweeping or even cleaning the shoes. For example, the child begins with simple pouring exercise like pouring water into a bottle with a funnel.These simple exercises prepare the child indirectly for mathematical concepts such as volume and capacity. The practical life materials are mostly practical and creatively made or assembled by the teachers. The various exercises often begin from simple to more complexes in design and usage. Each material has a definite purpose and meaningful to the child. The directress will also observe different childrenâ€⠄¢s capabilities and arrange the shelves with activities helping to progress in their learning paths. These purposeful activities help to assist children in their development: physically, cognitively, socially and emotionally.They increase the children’s attention span, help them to understand achieving objectives through set sequence and gain a sense of â€Å"I can do it† independence. These Practical life exercises ultimately help the children with three basic mathematical skills: exactness, calculations and repetition. Obviously, the Practical Life and Sensorial activities and materials have indirectly preparing them for learning the mathematical concepts and building a strong platform of foundation even before the child begins mathematical learning. Dr.Montessori also knew that the child aged six and under learns through his senses and through movement, that is, through hands-on, manipulation. She concluded that she needed to provide mathematical concepts in a conc rete form, which would be accessible to the children's senses. A prime example is the material used to introduce the concept of quantity: the Number Rods. These wooden rods are painted in sections of red and blue so that each section represents the addition of a unit. The rod for two is therefore twice as long and twice as heavy as the rod of one; that the rod for ten is ten times larger than that for one is strikingly apparent.In traditional education, on the other hand, mathematics is taught in a less hands-on manner. The child is given the abstract symbol as a starting point. Beads on a thread may be used to practice counting to ten, but it is more often done aloud or in the form of songs. Recognizing the symbol and counting up to ten does not imply an understanding of what these numbers mean; they are simply symbols and words to be said in sequence. Furthermore, counting individual objects such as beads requires the child to make the additional mental step of grouping objects to gether in order to come up with the quantity.Far clearer is the Montessori approach of presenting the idea of the quantities as a whole using the Number Rods. As Dr. Montessori wrote, ‘When, on the other hand, in ordinary schools, to make the calculation easier, they present the child with different objects to count, such as beans, marbles etc. , and when, he takes a group of eight marbles and adds two more marbles to it, the natural impression in his mind is not that he has added 8 to 2, but that he has added 1+1+1+1+1+1+1+1 to 1+1.The result is not so clear, and the child is required to make the effort of holding in his mind the idea of a group of eight objects as one united whole, corresponding to a single number, 8. This effort often puts the child back, and delays his understanding of number by months or even years (Maria Montessori – The discovery of the child) The Montessori mathematics curriculum is organized into six groups.It begins with Group one introducing units of quantity from 1 – 10 using various concrete materials like the number rods, number cards, sandpaper numerals, spindle box, cars and counters and number games to learn the names of the numbers and repetition learning in counting from 1 – 10. The materials are designed to prepare the child indirectly for further learning. For example, the sandpaper numerals are used to teach children the name of the numbers from 1 – 10. By tracing the numerals with his fingers; he builds a muscular memory of the numerals and therefore prepare him to write numbers.The number ‘Zero’ is being introduced through the spindle box when the child learns that ‘zero’ means ‘nothing’ and he does not put any spindles into the spindle box compartment that shows the numeral ‘0’. Each topic is presented to the child individually. The teacher also uses the ‘three period lesson’ to teach the concept of the numbers 1 – 10. For Example by using the sandpaper numerals. First period: The teacher places the sandpaper numeral 1 in front of the child and says, â€Å"This is one. † She also traces 1 using two fingers. She continues with numeral 2 and numeral 3.Second period : To test if the name of the numerals is associated in the child’s mind. The teacher places both the numerals 1 and 2 in front of the child and asks, â€Å"Show me the numeral 2† and asks child to trace 2, followed by â€Å"Show me the numeral 1† and trace 1. The teacher moves on to the next stage should the child succeed in the association. Third Period : The teacher points to the numeral 1 and asks, â€Å"What numeral is this? † If the child is able to name the numerals, she replaces it with the other numerals and asks the same question.Once the child has mastered the thorough knowledge of the units, then he will be introduced to the whole decimal system, learning the names of the power of ten usi ng the bead materials which is Group two. The children are given concrete experiences with the units, tens, hundreds and thousands; and these learning are made possible and easy because of the golden beads and colorful bead stair. Montessori golden beads are golden beads of the same size, which are used to help children understand unit, quantities of tens, hundreds and thousands.A single bead comprises one unit. Ten beads strung on a wire indicate ten. One hundred is indicated by ten bars side by side, which makes a square, and one thousand is ten one hundreds staked on top of each other, making a cube. It uses sensorial approach as the different bead materials can be differentiated in depth, weight and quantity. (www. montessori. com/goldenbeads) The children will explore the quantities and place values as they count though the units, tens hundreds and thousands using the materials.As the children can see visually, making it easier for them to associate the name of the numerals wit h the quantities. With the use of the materials like the large number cards, children also begin to link written symbol with quantities. All these exercises help to prepare the children as they progress towards abstract learning later on. Next, in Group three, the child first learn with the beads and the beads are arranged vertically to help the child to associate his learning later when he is being introduced to use sequin board A to learn 11 – 19 and sequin board B to learn 10,20,30,†¦. 0. Correspondingly, the child is also using the sequin board B and the golden beads to reinforce concepts of learning numerals 11 -99. The correct number of ten bars and short bead stair provide control of error and give the child the muscular impression of the quantities. In Group four, the children are being introduced to not just addition and subtraction but also to multiplication and division. It is not yet written in the book but as a sensorial level with an interesting set-up of a banker and two players.The children will fetch the beads, large numeral cards, small numeral cards on trays, making it fun like a trading game, but most importantly, the children are learning. All the directress has to do is to guide the children, observe their learning capacities and enjoy playing in the game as well. When the children have enough learning and understanding with the operation of decimal system, the children progress on to the next level. This is Group five. Lastly in Group six, the children will begin to transit to abstraction as they move on to internalize the function of arithmetic.At this point, the children would have a good foundation practicing the individual sums with golden beads. Conclusion Indeed, the Montessori mathematics materials and methods have proven its efficiency that is necessary for laying the foundation of counting and arithmetical operations. These key elements of sensorial learning, practical life exercises and mathematics materials are imp ortant process for children to learn from concrete to abstract in mathematical learning. The child is free to explore the material for mathematics material at his own pace, without pressure.The materials are designed with their own ‘control of error’ so the child is always able to assess his own progress. He is introduced to the concepts of addition, subtraction, multiplication and division in group activities where he is given an actual concrete experience of the meaning of these functions. For example, he experiences addition as the putting together of two quantities that results in the production of a larger quantity and multiplication as a special addition in that it is the putting together of quantities that are all the same.The working in groups appeals to his need to interact socially at this age in sharp contrast to the solitary approach of the traditional ‘worksheet’. The Montessori approach results in the concepts being fully understood at a time when it is easy for the child to understand as long as the ideas are presented to him through the manipulation of concrete materials. By the time the children are six years old they have a solid knowledge of mathematics that will stand them in good stead not only for further study, but also for many other aspects of everyday life

The selection process of candidate

The selection process of candidate Introduction It has also been an opportunity for me to learn various issues surrounding the selection exercise. The selection process involves such issues as job application, short listings and interviews in order to settle down on the right candidate.Advertising We will write a custom essay sample on The selection process of candidate specifically for you for only $16.05 $11/page Learn More There are various factors that are considered before settling down on the right candidate as we will see in the reflective essay below. The basic areas of concern during the selection exercise are the selection decisions, validity and reliability of short listing and interview practices as a component of the selection process. The selection exercise is mainly not a single individual’s task but it is rather an exercise carried out by a panel of professionals mainly the human resources managerial team. Decision making is therefore based upon some laid down policies which are agreed upon by the code of ethics or by the selection panel since depending on individuals’ responses may at times bring about contradictions. The selection panel must therefore carry out adequate prior preparation concerning the exercise whereby it is more appropriate to involve professionals in this field. This is because there are many trained professionals in this field and the selection criteria for various candidates are based upon closely related factors. However, different interviewers have different interviewing approaches thus though there might be structured approach of the selection process, the interviewee ought to be adequately prepared and flexible in order to convince each member of the panel that he is the best candidate (Hackney and Kleiner, 1994, p. 8). The selection exercise All human resource professionals appreciate the fact that attracting and retaining the best manpower for a specific job depends largely on the effectiveness of the recruitmen t, short listing, selection and interview criteria. These are the exercises that largely constitute the selection process. There are a number of factors that affect the effectiveness of these stages and hence the decisions regarding the â€Å"best applicant.† The success in every of the stages depends on both the job seeker and the employer through the human resource section (Buckley, Norris, and Wiese, 2000, p. 116).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The first step in filling any vacant post is recruitment. It involves advertisement of the vacant post either internally, i.e. within the company or publicly, through the mass media. This step allows the qualified and the interested individuals to make application towards the advertised post. Individuals make their application depending on the interest in the job and their belief that they have the required skill s, abilities, and other talents required to do the job well (Catano, 2009, p. 235). However, due to the high rates of unemployment in many nations and other reasons, it is very likely to find individuals who may not be meeting the specified requirements applying for the vacant position. Furthermore, applicants are mainly beyond the required number in most cases thus calling for the short listing exercise. The selection panel puts various factors into consideration, as we will see, in order to shortlist only the individuals who are likely to add value to the company in question. Once the candidates have been shortlisted, personal interviews are carried out to further identify the most suitable candidate since the short listing process may only consider academic and the experience qualifications while the one on one interview enables the selection panel to in identify an individual’s potential. While I have been participating in this exercise, there are various things that I ha ve learnt from observation and interactions with the rest of the members of the panel that I was not able to learn while I was doing my research paper. This has enabled me to enrich my knowledge especially on the fact that academic and other kind of testimonials are not enough proof to settle down on the right candidate thus personal interview is always important in order to combine academics and experience with the right character.Advertising We will write a custom essay sample on The selection process of candidate specifically for you for only $16.05 $11/page Learn More Factors influencing the selection process Considering the participation I had on the selection process coupled with the knowledge and the experiences I have had with my own research and lectures, I have realized that there are several factors that determine the kind of a candidate that fits a certain job. One of the factors is the kind of questions that will be asked during the interview ( Class notes, 2011, p. 1). Before an applicant qualifies to sit down with the interviewing panel, it means that the individual application is worth short listing thus he processes the relevant skills and qualifications for the post in question. The kind of questions that he will be asked and the kind of answers he is likely to give will determine his potential for the post in question. In the job market today, there are professionals who are wholly meant for the selection process and the questions asked in the panel are mainly tailor made to fit the needs of the given company (Barclay, 1999, p. 138). There are three main types of questions â€Å"structured interview, unstructured, and behavioral interviewing style† (Hartley and Bruckmann, 2002, p. 21) which can be categorized into the main subjects of interest such as: Intrinsic and motivational factors, skills and abilities, knowledge of the organization, career goals and objectives, experiences in the desired area, extracurr icular activities and college experiences, academic programs and achievements, hypothetical questions, accomplishments and achievements, geographic preferences, and salary and benefits. (Hartley and Bruckmann, 2002, p. 21) This enables the panel to get the right picture of the interviewee thus settling down on the best candidate. Gender is another major factor that influences decision making in a selection procedure (Radford, 1998, p. 108). In many cases, men have always been considered superior to women and this has also been reflected in job allocation thus affecting the selection process. You will realize that the ratio of men to women in most shortlists varies a lot in many nations with the ratio of men being higher than that of women. Though there is a perception that some jobs are best suited for men while others are best suited for women, jobs that can be done by both genders well still are highly influenced by men superiority complex.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some of the causes of gender bias in many nations include â€Å"parental expectation of children, education, advertisement if vacancies, self perception, nature of the assessment methods, attitudes and the perceptions of the assessors among others† (Radford, 1998, p. 108). This is passed on to the employer â€Å"gender discrimination† (Radford, 1998, p. 108) as well as the job seeker â€Å"e.g. in education and self selection† (Radford, 1998, p. 108) thus altering the whole selection process. Gender differences and discrimination may not necessarily be structured within the selection process but may be an overall reflection of the selection process. First, the pool of applicants is usually determined by the individual’s decision to apply for the vacant position. Due to the various forces surrounding the two genders, there may be gender differences in this pool of applicants. The successful candidate is usually a product of the selection process. Both the decision to apply and the selection process usually results to a successive reduction in the pool of applicants. The job definition has a lot of influence on the final selection of candidates which may be further influenced by the number of applicants from each gender (Radford, 1998, p. 108). The physical factors surrounding a job are another major factor that determines the recruitment and the selection process. Individuals decide to apply for a certain vacant position depending on the desirability of working in a particular organizational environment (Catano, 2009, p. 235). Some of the physical factors that applicants may consider include the location of the company, size of the enterprise and the kind of industry the job is categorized under. This is influenced by the age of the applicants, accessibility, and whether the job provides autonomy, and opportunities for self development. Conclusion The selection process is one of the areas that determine the quality of the workforce i n any organization. In the world we are living today, people have gone an extra mile to achieve academic excellence thus it is important for the selection panel to be a little bit keen on other qualities of a candidate. Such attributes are mainly achieved through behavioral interviewing style in order to settle down on the best candidate from the pool of academically qualified applicants. References Barclay, J. (1999) Employee selection: a question of structure. Personnel Review, 28 (12), pp. 134-151 Buckley, M. R., Norris, A. C. and Wiese, D. S. (2000) A brief history of the selection Interview: may the next 100 years be more fruitful. Journal of Management History, 6 (3), pp. 113-126. Catano, V. M. (2009) Recruitment and Selection in Canada. Ontario, Cengage Learning. Class Notes. (2011) Research Essay on selection exercise. (MS word) Hackney, M. and Kleiner, B. H. (1994) Conducting an Effective Selection Interview. Work Study, 43 (7), pp. 8-13. Hartley, P. and Bruckmann, C. G. (2 002) Business communication. Routledge, pp. 16-24 Radford, J. (1998). â€Å"Gender and Choice in Education and Occupation†. London, Routledge.

What Is Dynamic Equilibrium Definition and Examples

What Is Dynamic Equilibrium Definition and Examples SAT / ACT Prep Online Guides and Tips Dynamic equilibrium is an important concept in chemistry. But what is dynamic equilibrium exactly? How can something be dynamic but also at equilibrium? Keep reading to learn the best dynamic equilibrium definition, common dynamic equilibrium examples, and how dynamic and static equilibrium may look the same but are in fact very different. What Is Dynamic Equilibrium? Chemical reactions can either go in both directions (forward and reverse) or only in one direction. The ones that go in two directions are known as reversible reactions, and you can identify them by the arrows going in two directions, like the example below. H2O(l) â‡Å' H+(aq) + OH-(aq) Dynamic equilibrium only occurs in reversible reactions, and it’s when the rate of the forward reaction is equal to the rate of the reverse reaction. These equations are dynamic because the forward and reverse reactions are still occurring, but the two rates are equal and unchanging, so they’re also at equilibrium. Dynamic equilibrium is an example of a system in a steady state. This means the variables in the equation are unchanging over time (since the rates of reaction are equal). If you look at a reaction in dynamic equilibrium, it’ll look like nothing is happening since the concentrations of each substance stay constant. However, reactions are actually continuously occurring. Dynamic equilibrium doesn't just occur in chemistry labs though; you've witnessed an dynamic equilibrium example every time you've had a soda. In a sealed bottle of soda, carbon dioxide is present in both the liquid/aqueous phase and the gaseous phase (bubbles). The two phases of carbon dioxide are in dynamic equilibrium inside the sealed soda bottle since the gaseous carbon dioxide is dissolving into the liquid form at the same rate that the liquid form of carbon dioxide is being converted back to its gaseous form. The equation looks like this: CO2(g) â‡Å' CO2(aq). Changing the temperature, pressure, or concentration of a reaction can shift the equilibrium of an equation and knock it out of dynamic equilibrium. This is why, if you open a soda can and leave it out for a long time, eventually it'll become "flat" and there will be no more bubbles. This is because the soda can is no longer a closed system and the carbon dioxide can interact with the atmosphere. This moves it out of dynamic equilibrium and releases the gaseous form of carbon dioxide until there are no more bubbles. Dynamic Equilibrium Examples Any reaction will be in dynamic equilibrium if it’s reversible and the rates of the forward and reverse reactions are equal. For example, say that you prepare a solution that is saturated with an aqueous solution of NaCl. If you then add solid crystals of NaCl, the NaCl will be simultaneously dissolving and recrystallizing within the solution. The reaction, NaCl(s) â‡Å' Na+(aq) + Cl-(aq), will be in dynamic equilibrium when the rate of the dissolution of the NaCl equals the rate of recrystallization. Another example of dynamic equilibrium isNO2(g) + CO(g) â‡Å' NO(g) + CO2(g) (again, as long as the two rates are equal). Nitrogen dioxide (NO2) reacts with carbon monoxide (CO) to form nitrogen oxide (NO) and carbon dioxide (CO2), and, in the reverse reaction, nitrogen oxide and carbon dioxide react to form nitrogen dioxide and carbon monoxide. If you’re observing a reaction, you can tell it’s not at dynamic equilibrium if you can see changes occurring in the amounts of reactants or products. (If you can’t see any changes, that doesn’t guarantee it’s at dynamic equilibrium, since it may be at static equilibrium or the changes may be too small to see with the naked eye.) An example of an equation that could never be at dynamic equilibrium is: 4 Fe(s) + 6 H2O(l) + 3O2(g) → 4 Fe(OH)3(s). This is an equation for the formation of rust. We can see that it’ll never be in dynamic equilibrium because the arrow for the reaction only goes one way (which is why a rusty car won’t become shiny again on its own). There's no dynamic equilibrium for this car! Dynamic Equilibrium vs Static Equilibrium If you observe reactions at dynamic equilibrium and reactions at static equilibrium, neither will have visible changes occurring, and it'll look like nothing is happening. However, reactions at static equilibrium are actually very different from those at dynamic equilibrium. Static equilibrium (also known as mechanical equilibrium) is when the reaction has stopped and there is no movement at all between the reactants and products. The reaction is complete and the forward and reverse reaction rates are both 0. While reactions at dynamic equilibrium are reversible (can proceed in either direction), those at static equilibrium are irreversible and can only proceed in one direction.However, both dynamic equilibrium and static equilibrium are examples of systems at steady state, in which the net force action on the systems is zero. Below is a chart showing the key differences between dynamic and static equilibrium. Dynamic Equilibrium Static Equilibrium Reversible Irreversible Reaction is still occurring Reaction has stopped Rate of forward reaction = rate of reverse reaction Both reaction rates are zero Occurs in a closed system Can occur in an open or closed system How Does Dynamic Equilibrium Relate to Rate Constants? When a reaction is at dynamic equilibrium, the reaction will have a specific rate constant, known as the equilibrium constant, or Keq. The equilibrium constant, or rate constant, is a coefficient that shows the reaction quotient (or the relative amounts of products and reactants in the reaction at a given point in time) when the reaction is at equilibrium. The value of the equilibrium constant will tell you the relative amounts of product and reactant at equilibrium. If Keqis 1000, at equilibrium there will be mostly product. If Keqis between .001 and 1000, at equilibrium there will be a significant amount of both product and reactant. If Keqis .001, at equilibrium there will be mostly reactant. For the reactionaA + bBâ‡Å'cC+dD, A and B represent the reactants and C and D represent the products. The equation for the equilibrium constant is Keq=[C]c[D]d/[A]a[B]b. Example Take the reaction N2(g)+O2(g)⇋2NO(g). Using the equation for the equilibrium constant, Keqis equal to [NO]2/[N2][O2]. You would either leave the equation like this, or, if you're given equilibrium concentrations/the equilibrium constant, you can plug those in to find any missing values. Say we know the concentrations of both[N2] and [O2]=.15 M and the concentration of [NO] is 1.1 M. Plugging in those values would give you: Keq= (1.1)2/(.15)(.15) or 1.21/.0225. You can solve and find that Keq=53.8. SinceKeqis between .001 and 1000, there will be a significant amount each of NO, O2, and N2at equilibrium. Summary: What Is Dynamic Equilibrium? What is the best dynamic equilibrium definition? Dynamic equilibrium occurs when, for a reversible reaction, the rate of the forward reaction equals the rate of the reverse reaction.Since the two rates are equal, it looks like nothing is happening, but in reality the reaction is continuously occurring at its stable rate. In contrast, reactions at stable equilibrium are complete and no further reaction is occurring. The equation for the equilibrium constant isKeq=[C]c[D]d/[A]a[B]b. What's Next? Writing a research paper for school but not sure what to write about?Our guide to research paper topicshas over 100 topics in ten categories so you can be sure to find the perfect topic for you. Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius?We've got you covered!Check out our guide to the best ways to convert Celsius to Fahrenheit(or vice versa). Are you studying clouds in your science class?Get help identifying thedifferent types of cloudswith our expert guide.

Free Essays on Joy, Pain, And Pride

Joy, Pain, and Pride It all began with one simple decision that would change a life forever. A commitment that could never be took away, a life style that would be hard to break and a pride that would be there forever. The last day at home with family and friends was a day to cherish forever. You would hold onto that moment forever in your mind, until the day came when you would get to see them again. It has come down to the last few minutes that you have with your wife, children, mother, father, and everyone you cherish. Eyes are filling with tears as you turn and walk off, but their hearts are screaming with pride, love, and fear for you. You turn around to take one last mental picture in your head, one to keep forever, one that cannot be taking away or lost. They all watch with heavy hearts, until they can no longer see that man anymore. That is all they know for now, until they get that one five minute phone call, if they even get it. They might receive a letter in the mail that was dated t wo weeks ago. Every day while you are gone they continue on with their daily life. Monday it’s going to the grocery store. Wednesday its football practice, but no matter what day it is that man is on their mind every minute. The wives will go to the park on Thursday to let the kids play together, trying to keep their lives as normal as possible. Every meal there is the one empty chair that no one sits in cause it was â€Å"Daddy’s† chair. At night children are sleeping with their mothers to get some type of comfort. All with the vision of a man all alone with only that one mental picture in his mind. Everyday spouses and children are running to the mail, just the same as the man is, waiting just to see if there is that one letter to let everyone know that all is ok. Birthdays come and go, maybe there will be a phone call. The holidays are soon approaching, with parties for the families left behind to fill the spaces of thei... Free Essays on Joy, Pain, And Pride Free Essays on Joy, Pain, And Pride Joy, Pain, and Pride It all began with one simple decision that would change a life forever. A commitment that could never be took away, a life style that would be hard to break and a pride that would be there forever. The last day at home with family and friends was a day to cherish forever. You would hold onto that moment forever in your mind, until the day came when you would get to see them again. It has come down to the last few minutes that you have with your wife, children, mother, father, and everyone you cherish. Eyes are filling with tears as you turn and walk off, but their hearts are screaming with pride, love, and fear for you. You turn around to take one last mental picture in your head, one to keep forever, one that cannot be taking away or lost. They all watch with heavy hearts, until they can no longer see that man anymore. That is all they know for now, until they get that one five minute phone call, if they even get it. They might receive a letter in the mail that was dated t wo weeks ago. Every day while you are gone they continue on with their daily life. Monday it’s going to the grocery store. Wednesday its football practice, but no matter what day it is that man is on their mind every minute. The wives will go to the park on Thursday to let the kids play together, trying to keep their lives as normal as possible. Every meal there is the one empty chair that no one sits in cause it was â€Å"Daddy’s† chair. At night children are sleeping with their mothers to get some type of comfort. All with the vision of a man all alone with only that one mental picture in his mind. Everyday spouses and children are running to the mail, just the same as the man is, waiting just to see if there is that one letter to let everyone know that all is ok. Birthdays come and go, maybe there will be a phone call. The holidays are soon approaching, with parties for the families left behind to fill the spaces of thei...

Professional Practice in Critical Care - Critical Incident Analysis Essay

Professional Practice in Critical Care - Critical Incident Analysis - Essay Example The process of withdrawal of ventilatory support was also explained to the parents. However they did not want the ventilatory support to be withdrawn till the patient’s sister had arrived from Canada in 48 hrs. Despite further explanations regarding the concept of brain stem death, the family threatened legal action for withdrawal of ventilatory support . The following day a senior consultant and senior nurse in the ICU came into the unit and were informed of the situation and intervened. After lengthy discussions with the parents, ventilatory support was withdrawn. The heart stopped beating shortly after. The reason for examining these features in the case study is to gain an insight into the errors in the system and clarify human error in the cause of such incidents. This is a key characteristic of critical incident reporting (Buckley, Short, Rowbottom & Oh, 1997). A review of these features helps in highlighting the problems and paves the way for quality assurance through implementation of preventative measures to control such incidents. By analysing these key features, the critical incident analysis assists in identifying areas of improvement within the ICU. Brain stem death has been accepted as death of the individual in the United Kingdom since 1976, when the royal colleges published criteria for making a diagnosis of what was then called brain death (Royal Colleges, 1976). With advances in life support, the line between who is alive and who is dead has become blurred (Capron ,1995).Life support technologies introduced in the 20th century have produced a new kind of patient - one whose brain does not function, but whose heart and lungs continue to work (Center for Bio Ethics, 2005). Trachtman (2003) states that â€Å"technological advances in sustaining life might increase the difficulty in making the diagnosis of death†. And, while medicine diagnoses brain stem death as death, it may still be difficult for family to accept the death while the

Leadership in Healthcare Essay Example | Topics and Well Written Essays - 3000 words

Leadership in Healthcare - Essay Example By applying this method to my beliefs and values, and leadership experience in various situations both in working and social environments I have concluded that I exhibit mostly the Adair’s Action-Centred leadership (Adair, 1988), Situational leadership (Hersey, Blanchard and Johnson, 1966), and Charismatic leadership (Bass, 1990). The Action Centered leadership model (Adair, 1988) is based on three overlapping circles: task, individual and group. Thus, the leader, applying this approach is enabled to make the task to be performed and goals to be achieved through fostering the work group and being attentive and reactive to the individual’s needs (Remme, Jones, Heiden, and Bono, 2008). Situational leadership style, developed by Paul and Ken Blanchard (1966) implies that leader’s behavior depends mainly on the readiness of the followers to perform certain task or achieve a goal (McShane and Glinow, 2000). While this leadership style is different from the previous one, I do apply both in my working and social environment. The third leadership style that I have discovered through my behavior is the Charismatic leadership. According to Bass (1990), charismatic leaders exude confidence, inspiration, a sense of purpose, and dominance (Chizoba, 2010). These features can be often observed in my behavior when I am excited about my future plans. While working as a Senior Support Worker I was responsible for providing direct supervision to support staff. Once I was given a task to conduct a marketing research survey on the preferences and needs of current and newly referred individuals. In our research study we had to analyze whether all the needs were satisfied and whether people got enough support. For performing this task I decided to form a group of 5 people in order to conduct a primary research on a given topic. The next day I have circulated by e-mail