The effect of acid rain on building materials Essay Example for Free

The effect of acid rain on building materials Essay Due to dissolved carbon dioxide rainwater is naturally acidic in the form of the weak carbonic acid. However gases such as sulphur dioxide and nitrogen oxides cause acid rain, which is responsible for the corrosion of buildings and damage to the wildlife. The burning of fossil fuels releases these gases into the atmosphere when the small quantities of sulphur react with the oxygen in the air, forming sulphur dioxide. The aim of this investigation is to investigate the way in which one factor alters the rate of erosion of building materials such as stonework and metals. To conduct this experiment I can use marble chips (calcium carbonate) or magnesium ribbon and in place of sulphuric acid dilute hydrochloric acid will be used. This is because sulphuric acid produces an insoluble salt which prevents any further reaction with the acid. The two possible equations for the experiment are: 1) Mg + 2HCl MgCl + H 2) CaCO? + 2HCl CaCl + CO + H O I have decided to conduct my experiment using magnesium ribbon and so equation 1 will be used. Here is a list of the factors which I could investigate: Volume of acid Concentration of acid. Temperature of reaction Mass/length of magnesium ribbon Particle size (no. of strips of magnesium) The factor which I have decided to investigate is the volume of hydrochloric acid. The range of volumes I have opted to use are 10cmi , 20cmi , 30cmi , 40cmi and 50cmi. The concentration of acid will remain at 2M throughout the investigation and the investigation will be conducted at room temperature. Also 1 strip of magnesium ribbon of mass 0. 05g will be used throughout the investigation. For each volume of acid used I will time how long it takes for 50cmiof hydrogen gas to be produced and collected in a gas syringe. Apparatus Conical Flask (with bung) 100cmi gas syringe Scales Measuring cylinder Stopwatch Hypothesis I believe that as the volume of acid increases so will the rate of gas produced. This is because there will be more acid molecules and so there will be more chance of collisions between the magnesium and hydrochloric acid, thus a higher rate of reaction. I believe that the volume of acid will be directly proportional to the rate of reaction and so the following will be true: Therefore, if the volume of acid is doubled then the rate of gas produced should double. Diagram Method First of all the gas syringe was connected to the conical flask. 0. 05g of magnesium ribbon was weighed using the scales and placed inside the conical flask. The first volume of 2M hydrochloric acid, 10cmi , was measured out using a measuring cylinder and then added to the flask. Simultaneously the stopwatch was started and the bung was placed on the conical flask. When 50cmi hydrogen had been collected the stopwatch was stopped. This was repeated 3 times with each of the volumes of hydrochloric acid, 10, 20, 30, 40 and 50cmi. For each volume an average time was calculated and then using that time the rate of reaction was calculated with the following equation: Rate (cmi /s) = Volume of gas produced (cmi ) Time (s) Results Time Taken (s) Volume of HCl (cmi ) Reading 1 Reading 2 Reading 3 Average Reading Rate of Reaction (cmi /s).

Health Promotion Interventions For Obesity Health And Social Care Essay

Health Promotion Interventions For Obesity Health And Social Care Essay This chapter presents findings from the articles that matched the inclusion criteria. It will introduce evidence found via literature search described on Chapter 2: Methodology. Therefore, this chapter presents the evidence on the health promotion interventions for obesity in adults with ID; and its effectiveness. It also includes some of the key limitations found by the researcher/s that carried out each of the discussed reviews. The documents reviewed had directly and indirectly the same point: to be designed aiming to reduce and tackle obesity in people with ID. Nine studies met the inclusion criteria. Furthermore a systematic and an integrative literature review were focused on obesity and people with ID. One systematic review was focused on weight loss interventions for people with ID and was written by Hamilton et  al. (2007). It includes programmes that focus on nutrition, physical activity or health promotion (education). From the research five studies will be presented in this chapter. The other documents reviewed could not be included in this piece of work as Hamilton et al. included the review of five outdated studies, in which three were undertaken in the 1980s. The approaches to the management of obesity for people with ID discussed in the systematic review included behavioural approaches, and surgical interventions including gastric bypass surgery and pharmacological treatment. However, relatively few researchers have examined the effectiveness of weight loss interventions for adults with ID. One paper was an integrative literature review of interventions designed to reduce obesity in people who have ID was written by Jinks et al. (2010). The paper is a review of the effectiveness of non-surgical, non-pharmaceutical interventions designed to promote weight loss in people with ID. It also discusses how qualitative evidence on peoples experiences and motivations can help understanding of the quantitative research outcomes. An integrative review method was used and synthesis of the findings related to study design, participants, and types of interventions, outcome measures and participant perspectives. Twelve studies met the inclusion criteria, seven of these studies will be presented in this chapter as it met the inclusion criteria of this research. Interventions presented by Jinks et al. (2010) that included as participants people without ID and focused only in adolescents were excluded. The majority of the interventions discussed were focused on energy intake, energy expe nditure or health promotion. Just a small number of studies incorporated behaviour modification approaches. The nine studies to be discussed in this chapter were undertaken in different settings (supported and non-supported living, day centres, group and residential homes). The majority of the researches were undertaken with population from the United Kingdom (three studies) and United States (five studies) with the exception of one study from Taiwan. Sample sizes of the intervention studies varied in numbers of group of 6 to 201 participants. The preponderance of the studies used samples of people who are considerate to have mild to moderate ID. One study (Rimmer et al., 2004) focused only on people with Down syndrome. Most of the groups were of mixed gender, only Bradley (2003) that included only women in the study. The age of the participants that undertook the researches varied a lot. All participants were aged 16 years or older. None of the studies were focused only with elderly participants, although one study had participants of ageing group, meaning individuals older than 32 years of age. A summary of these findings are presented on the next page on Table 4. Table 4. Study description, sample and findings. Study Description Country and Settings Sample Findings Aronow and Hahn (2005) One year multi component intervention US. Non-institutional settings. 201 adults (mild to moderate ID 59% overweight/obese) Health risks = decreased Health strength= increased Bradley (2005) One year nutritional and physical program. UK. Supported living settings. 09 women (mild ID 8 obese) Weight loss 8 of 9 having breakfast regularly Healthy diet=increased Chapman et al. (2005) One year multi-component intervention UK. Day centre. Input group 38 adults (97% overweight/obese) Nor input group 50 adults (64% overweight/obese) Input group=significant weight loss Non input group= Non significant weight loss Mann et al. (2006) 9 week health promotion program. US. Independent and supported living settings. 192 adults (mild to moderate ID) all overweight/obese Highly significant decrease in BMI Marshall et al. (2003) 6 to 8 week health promotion intervention promoting weight loss. Modifies Active materials including information on exercise and healthy eating. UK Day centres. 25 adults with ID (17 overweight/obese) Weight reduced significant Podgorski et al. (2004) 12 week physical activity intervention promoting weight loss. Follow-up of one year. US. Day Centre. 15 older adults (40 80+) (mild to severe ID) 10 overweight/obese Physical fitness scores improved Rimmer et al. (2004) 12 week physical activity intervention promoting weight loss. Fitness program of 3 sessions a week lasting 45 minutes. US. Supported living settings and Group homes. 52 adults with Down Syndrome (69% overweight/obese) Small but not statistically significant weight reduction Sailer et al. (2006) 10 week weight loss program US. Human services centre. 6 adults (mild to moderate ID all obese). Moderate weight reduction Wu et al. (2010) 6 months physical activity intervention promoting weight loss. Fitness program of daily 45 minutes sessions. Taiwan. Disability Institution. 146 adults with ID (47.9% overweight/obese). Decreases in individuals weight The types of intervention of the studies varied from a range of categories. Some studies focused on nutrition (Sailer et al., 2006), physical activity (Rimmer et  al., 2004; Chapman et al., 2005; Wu et al., 2010) and mainly health promotion intervention (Aronow and Hahn, 2005; Marshall et al., 2006). A study included the use of behavioural relapse prevention strategies (Mann et  al. 2006). Another used mainly behavioural approaches and concentrated on teaching self-control techniques and self-monitoring of food intake (Sailer et  al. 2006). The majority included educational programmes planned to increase understanding of the significance of having and keeping a healthy lifestyle. To obtain improved understanding, some of the studies involved activities that were intended to improve participants life skills. These studies included, for example, visits to supermarkets, food preparation and food-tasting sessions (Bradley, 2005), and health fairs and a Shop, Cook and Eat initiative (Chapman et al., 2005).* The types of interventions were a large combination and examples of different interventions tackling obesity. A variety of professionals apart from the researchers were involved in the process and delivery of the interventions. The BMI was the most common outcome used in the studies to diagnose obesity and outcomes. Even though two researches (Podgorski et al.,2004; Sailer et al., 2006) used as measurement the total body weight. Waist measurement (Bradley,2005), cardiovascular Results of studies with weight reducement:

speech from FDR in our perspective :: essays research papers

F.D.R. Speech Announcer: We interrupt you regular broadcasting, for an urgent word from your president. F.D.R.: Good evening fellow Americans. I speak to you tonight about an urgent issue. I have recently met with my council and advisors on the events in Europe. Japan, Germany and Italy have become axis powers, in the fight to defeat our ally, Great Britain. Together the axis powers have over-thrown much of Western Europe. We have passed the "cash-and-carry" on order to help Great Britain, by supplying when with weapon and such needed for their win. Recently, Britain has run out of cash to pay for our supplies. I have been informed that it may not be possibly for America to remain neutral in this war. In case of the axis powers defeating Great Britain; it is possibly that they may not stop there. There is a chance that Germany, Japan and Italy will extend their fight to the western hemisphere, capturing the US into their power and over-throwing democracy. We, the American people can not sit back and watch these three nations over-power this continent or the continent of Europe. We must fight for our people. We must fight for democracy. These axis powers are three powerful armies combined, and it is our belief that Great Britain can not defeat them single-handedly. We have tried to remain neutral and only supply Britain with supplies, as long as they pay cash and carry it home on their own ships. Now, this is not longer possible. German U-boats are constantly attacking Britain's supply ships, preventing supplies from getting there. Also, Britain no longer has the money to pay for these supplies. In entering this war, we could help Great Britain defeat these three powerful nations, and prevent the Untied States from future threat. In current meetings with advisors a plan has been made to ease the US into this war. Over a year ago, a selective training and service act was signed, established a peacetime draft, in preparation for this time. Germany has conquered many countries in Western Europe, including: Norway, Denmark, Belgium, Holland and France. Soon after Italy joined Germany in the fight to take over Europe, Romania, Greece and Yugoslavia fell into the hands of Hitler and Missolini. In January of this year, the Lend-Lease Act was passed. This allows the United States the right to sell or lend war materials to countries fighting Germany, Japan and Italy.

Essay --

Amongst the pandemonium of relentless sparring and political unpredictability of the Shang and Zhou era, various intellectual thinkers ascended and conveyed such insightful perspectives in the fields of religion, politics and philosophy; the study of ideas about knowledge, truth, the nature and meaning of life. During Chinas rise to Empire, Chinese Philosophers like Kongfuzi, or Confucius, Mencius, and Han Fei implemented two prestige philosophies Confucianism and Legalism. Although Confucianism and Legalism approaches bare a couple of distinct similarities, the differences between the philosophies are significantly evident. The first difference between Confucianism and Legalism is they have completely different beliefs. Based off the teachings of Confucius the Confucianism beliefs were established. The main focus of Confucianism is to instil how to live a harmonious life and adapt socially. Knowledge, humaneness, integrity, righteousness or justice, and etiquette or propriety are the five core virtues that arose from the teachings of Confucianism. The virtues are further instilled in filial piety, contingency, loyalty, and righteousness. Confucianism also communicates that relationships and family are top priorities within one’s lifetime. In contrast to Confucianism, Legalism is a pragmatic political philosophy, and believed using a system of rewards for good citizenship "set clear strict laws, or deliver harsh punishment" for law-breaking citizens, and its essential principle is one of jurisprudence. They believed that human nature is inherently bad, which is why strict laws were needed to keep people under control. This belief about human nature justified dictatorships and authoritarian rulers, which often led to corruption in ... ...he Chinese civilization in to a successful empire. In China from ca. 770 B.C.E. – 220 C.C, two magnificent philosophies were introduced to the Chinese civilization. Although Confucianism and Legalism philosophy approaches bare a couple of distinct similarities, the differences between the philosophies are significantly evident. Since we have examined the similarities and differences between Confucianism and Legalism. It’s clear that Confucianism is an ethical and philosophical system that is normally considered one of the world’s religion. Legalism is a political philosophy that does not address higher questions pertaining to the nature and purpose of existence. Just strict and harsh punishments. Even in our modern day these philosophies are still being practices in the Chinese culture. â€Å"It does not matter how slowly you go so long as you do not stop.†- Confucius

Getting to Yes: Negotiating Agreement Without Giving In by Roger Fisher and William Ury :: essays research papers

Getting to Yes: Negotiating Agreement Without Giving In by Roger Fisher and William Ury In this classic text, Fisher and Ury describe their four principles for effective negotiation. They also describe three common obstacles to negotiation and discuss ways to overcome those obstacles. Fisher and Ury explain that a good agreement is one which is wise and efficient, and which improves the parties' relationship. Wise agreements satisfy the parties' interests and are fair and lasting. The authors' goal is to develop a method for reaching good agreements. Negotiations often take the form of positional bargaining. In positional bargaining each part opens with their position on an issue. The parties then bargain from their separate opening positions to agree on one position. Haggling over a price is a typical example of positional bargaining. Fisher and Ury argue that positional bargaining does not tend to produce good agreements. It is an inefficient means of reaching agreements, and the agreements tend to neglect the parties' interests. It encourages stubbornness and so tends to harm the parties' relationship. Principled negotiation provides a better way of reaching good agreements. Fisher and Ury develop four principles of negotiation. Their process of principled nego tiation can be used effectively on almost any type of dispute. Their four principles are 1) separate the people from the problem; 2) focus on interests rather than positions; 3) generate a variety of options before settling on an agreement; and 4) insist that the agreement be based on objective criteria. [p. 11] These principles should be observed at each stage of the negotiation process. The process begins with the analysis of the situation or problem, of the other parties' interests and perceptions, and of the existing options. The next stage is to plan ways of responding to the situation and the other parties. Finally, the parties discuss the problem trying to find a solution on which they can agree. Separating People and Issues Fisher and Ury's first principle is to separate the people from the issues. People tend to become personally involved with the issues and with their side's positions. And so they will tend to take responses to those issues and positions as personal attacks. Separating the people from the issues allows the parties to address the issues without damaging their relationship. It also helps them to get a clearer view of the substantive problem. The authors identify three basic sorts of people problems. First are differences on perception among the parties.

The interesting topic

The purpose of this unit is to carry out a practical investigation of a topic chosen from a set of options supplied by OCR. In the course of the investigation, there will be an opportunity to look in depth at an aspect of computing that goes beyond the subject matter outlined in A451. The tasks will require a significant element of practical activity, which must be evidenced in the report and which will form a major element of the assessment. The topics will enable practical investigation and some supplementary research to be carried out in a variety of ways.These will include, but are not restricted to: practical investigations with hardware or software practical investigations with online resources Supplementary research may be required and resources may include: web-based enquiry contact with IT professionals research using computer industry pu blications OCR 2010 A452 jani3/jun15 3 Candidates should complete all tasks. Validating web forms Many web sites collect information from people using forms. These forms can be put together using HTML form objects. The data entered is normally sent back to the web server where it is processed by database software.It is always a good idea if the data entered into a computer system is validated in order to reduce the number of errors that occur. A lot of this validation can be carried out at the client end of the process. In other words, processing can be carried out by the browser. There are various ways in which this can be done. A common way is to write scripts that intercept the input data and check it before it is submitted to the server. There are various scripting languages that can be used to write the necessary validation routines. A popular example is JavaScript. Most browsers are able to interpret JavaScript.JavaScript, Just like other elements of a web page, is best written using a plain text editor such as Notepad. Scripts can be embedded in a web page or saved separately as JavaScript files, using the exte nsion Is. The web page can access these scripts when needed. Here is the starting point for a form that collects information about exam entries. File Edit View History Bookmarks Tools Help http://examentry. net Exam entry Exam Entry Form Name Subject Submit Fig. 1 It contains two text boxes. When the Submit button is clicked, a script checks that both boxes have been filled in.Here is the HTML code that lies behind the form and the JavaScript code that does the validation. function validateForm() { var result = true; if (document. ExamEntry. name. value=†) { msg+n'ou must enter your name â€Å"; document. ExamEntry. name. focus(); document. getElementByld(‘name'). style. color=†red†; result = false; if (document. ExamEntry. subJect. value=†) { msg+n'ou must enter the subject â€Å"; document. ExamEntry. subJect. focus(); document. getElementByld(‘subJect'). style. color=†red†; result = false; return result; alert(msg) In order to wor k, the page needs to have access to a second HTML file called uccess. tml. Its purpose is to test the code. It Just needs four lines: Success message You entered all the data required Your assignment Describe how this HTML code produces the form displayed in the browser (Fig. 1). 2. Describe how the JavaScript function performs the validation check. 3. Describe how the HTML calls the validation routine. 4. Add another text field to the form to take the user's examination number. Extend the Javascript code to validate this field to make sure that it is not left blank. Extend the Javascript code to make sure that the user's examination number is xactly 4 digits.Produce evidence to show that you have planned, written and tested your code. 5. Add a set of radio buttons to the form to accept a level of entry such as GCSE, AS or A2. Write a function that displays the level of entry to the user in an alert box so that the level can be confirmed or rejected. Produce evidence to show that yo u have planned, written and tested your code. 6. Produce an evaluation of your solutions. 7. Write a conclusion about the effectiveness of JavaScript validation routines to reduce the number of errors that are made in data input. BLANK PAGE Copyright Information OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials.

My Polish Teachers Tie Essay

Dunmore presents the relationship between Carla and the head as if Carla despises him. † He sees his staff together for ten minutes once a week, and as usual he had a pile of papers in front of him.† This quote shows that Carla finds him unpleasant, as 10 minutes out of one week is not a long time. She expresses this as if he should be more caring towards the staff of the school. I think Dunmore added this bit of information to give the reader a better understanding of Carla’s overall relationships with people in the school, as if they just glance over her, as if she is nothing. The part of â€Å"as usual he had a pile of papers in front of him† shows us that Carla is thinking of what it must be like to be the head, what it could be like to be of importance, this is why she despises him, because at the start, she sees herself as worthless with the way she describes her job. During Carla’s voyage of discovery, she begins to lean a lot of things about herself which she had never come to realise were her main characteristics which together, all created the self conscious woman she is. Ashamed of her career, Carla is portrayed to under estimate what she is capable of. This assumption is created from the extrinsic feedback others give her and the way they fluctuate their personas. ‘Oh, er- Mrs, er- Carter’ Showing very little knowledge of his staff, the head teacher is illustrated to be an arrogant, audacious, aloof of a creature. With minute understanding of who this hesitant lady is, this shows just how little he cares and that he wouldn’t ever go out of his way to learn more about his staff and where they come from. Evidently he doesn’t even know Carla’s name, never mind her previous nationality. Hiding behind her facade, Carla is truly an ashamed woman who is embarrassed to tell her pen pal what her career really is all about. As a reader, I feel sympathy towards Carla as the writer has shown her feelings to be very emotional and hidden which is a way no one deserves to feel. As a mother, Carla has to make herself feel more confident by doing things to others. For example, Carla wanted to ‘Let him think I’d written once and then not bothered.’ I feel this implies that Carla wants Steve to feel she isn’t interested; giving herself a confidence boost as this will make Carla believe that he is thriving for her to reply, also meaning that someone does actually want to talk to her. Writing to Steve has meant that he would become close to Carla because of who she is as a person, not because of her profession. Due to her lack of confidence, she believes that she’d ‘Never  had letters like that before, and I was never going to again, not after Steve knew who I really was.’ However, her polish pen pal did actually like her for who she was