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astronomy 4 lab questions

astronomy 4 lab questions.

please include both question and answer in your document The Big Bang, Cosmology Part I: Crash Course Astronomy 42 TranscriptIn the video, science is compared to a tapestry. Explain what is meant by this comparison.Discuss the important contribution Vesto Slipher made to astronomy and the future discoveries that were made as a result. by this comparison.Explain and give an example of “lookback time”. by this comparison.How did the term “Big Bang” become popular and what does it mean? by this comparison.How far back into the universe are we able to see? Explain.Explain what we know about the center of the universe.What’s Next After Hubble? TranscriptDescribe at least two unique characteristics of the new space telescope.Discuss the type of information the new telescope will be able to gather.
astronomy 4 lab questions

Saturated Solution of Thermodynamics and Equilibrium Lab Report.

I’m working on a chemistry report and need a sample draft to help me study.

Group Member Names:undefined undefined undefinedQuestion #1. In your own words, describe the goal(s) of this experiment.undefined undefined undefinedCalculation #1. Saturated solution sample temperature dataundefinedEnter the temperature data you recorded for your saturated Borax samples. undefinedCalculate the mean temperature in units of C and K, and then calculate 1/T (1/K). undefined Report Table 1. Temperature data and calculation results. sample initial temperature (before sampling), oC temperature after sampling (oC) mean temp (oC) mean temp (K) 1/T (1/K) 45A 45.0 44.5 45B 44.5 43.9 35A 35.2 35.0 35B 35.0 34.5 25A 25.8 25.7 25B 25.7 25.7 15A 15.7 15.6 15B 15.6 13.2 5A 5.6 5.6 5B 5.6 5.3 undefined undefined undefinedQuestion #2. (0.5 pt.) Record the concentration of the standard solution of HCl.undefined 0.1962 undefined undefinedCalculation #2. undefinedEnter the volume of HCl solution required to reach the endpoint in each of your titrations.Calculate the molar equilibrium concentration of B4O5(OH)42‒ in each borax sample solution your group titrated. (Refer to equation (7) in the lab for the molar ratio.) Calculate a value of Ksp and ln Ksp for each sample solution. (Refer to equation (6) in the lab).undefined Report Table 2 Equilibrium Concentrations of B4O5(OH)­2‒ from Titrations of Saturated Solutions of Borax at Different Temperatures, and Ksp and ln Ksp values. sample volume of HCl required to reach endpoint (mL) equilibrium concentration of B4O5(OH)42‒ (M) Ksp ln Ksp 45A 21.9 45B 23.5 35A 46.6-21.9=24.7 35B 47.9-23.5=24.4 25A 15.2 25B 14.1 15A 27.6-15.2=22.4 15B 26.0-14.1=11.9 5A 33.2-27.6=5.6 5B 33.5-26.0=7.5 undefined undefined undefined undefinedCalculation #3. Show an example calculation for the equilibrium molar concentration of B4O5(OH)42‒ using the titration data for sample 35A. undefined►Include units and show all work, including the molar ratio of acid to base.undefined undefined undefinedCalculation #4. Show an example calculation for the value of Ksp using the data for sample 35A. Refer to equation (6) in the lab.undefined►Use appropriate significant figures and show all work.undefined undefinedQuestion #3. Using Excel 365, construct a graph by plotting ln Ksp (y-axis) versus 1/T (x-axis) using data from the 10 samples of saturated borax solution. Make sure to use the mean temperature in units of K. Create a best-fit line (trendline) through the ten data points and determine slope and y-intercept of the line. Insert an image of your ln Ksp versus 1/T graph below. undefined►Label the axes, provide a title, and display the best-fit line (trendline) and equation on the graph.undefined undefinedCalculation #5. Calculate the values of ΔHo (in kJ/mol) and ΔSo (in J/molK) using your experimentally determined slope and y-intercept values from your graph of ln Ksp vs. 1/T. Refer to equations (10), (11), and (12) in the lab.undefined►Include proper units (see above), use appropriate significant figures, and show all work.undefined undefinedCalculation #6. Calculate the value of ΔGo using equation (8) (ΔGo = −RT ln Ksp) and the data for sample 35A. Enter your result in Report Table 3 below (Calculation #8).undefined► Use appropriate significant figures and show all work.undefined undefinedCalculation #7. Calculate the value of ΔGo using equation (9) (ΔGo = ΔHo – TΔSo) and the data for sample 35A. Enter your result in Report Table 3 below (Calculation #8).undefined►Use appropriate significant figures and show all work.undefined undefined undefined undefined undefinedCalculation #8. Calculate the value of ΔGo (in kJ/mol) by using equation (8) (ΔGo = −RT ln Ksp) and by using equation (9) (ΔGo = ΔHo – TΔSo) for the nine remaining samples of saturated borax solution.undefined Report Table 3. Calculated Values of ΔGo using Equation (8) and ΔGo using Equation (9) sample ΔGo (kJ/mol) using ΔGo = −RT ln Ksp ΔGo (kJ/mol) using ΔGo = ΔHo – TΔSo 45A 45B 35A 35B 25A 25B 15A 15B 5A 5B undefinedQuestion #4. Does the value of the equilibrium constant change as the temperature changes? If so, explain why the value changes.undefined undefinedQuestion #5. Compare your experimentally determined value for Ksp at 25oC (i.e. samples 25A and 25B) with the accepted value of 1.8 x 10‒2. Are they the same? If they are not the same, explain how they differ. How might you modify the design of the experiment to improve the experimental results (i.e., to produce values that are in better agreement with the theoretical values)?undefined undefinedQuestion #6. Consider your experimentally determined value of ΔHo for the dissolution of borax in water. Is this process exothermic or endothermic? Explain using your data and results.undefined undefined undefinedQuestion #7. Based on your observations in this experiment, predict the sign of ΔSo for the dissolution of borax in water. What is the sign of your experimentally determined value for ΔSo? Are they consistent? Why or why not?undefined undefinedQuestion #8. Based on your experimentally determined value for ΔGo at 25oC, is the dissolution of borax in water a spontaneous process? If not, why does borax dissolve in water? Explain. (Hint: think about the difference between ΔGo and ΔG.)undefined
Saturated Solution of Thermodynamics and Equilibrium Lab Report

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Table of Contents Introduction Discussion Sources of group conflicts Factors that escalate group conflict Conflict resolution in groups Conclusion Reference Introduction A group refers to an entity that is closed, associative, and has elements that define its identity (Franz, 2012). A group’s identity element is defined by the common goals and interests shared by members. People use groups to meet needs such as socializing, working, and getting moral support. Individuals in a group often have different personalities, viewpoints, and experiences that lead to conflicts due to misunderstandings. Conflicts are one of the common characteristic features of a group. Conflicts refer to differences in opinion between members of a group. Conflicts also arise between groups, especially if they have shared interests (Franz, 2012). Conflicts usually arise when members in a group have incompatible feelings and viewpoints about something. Conflicts in a group and between groups develop out of various factors relating to decision-making, activities carried out, and levels of responsibility. Experts argue that strategies that groups apply in managing change influence a lot on their ability to manage conflicts. Studies have shown that people in a group often lack an open mind regarding the introduction of change. Group conflicts are both advantageous and disadvantageous (Franz, 2012). Various strategies apply to managing group conflicts. These strategies aim to reduce the intensity of effects that conflicts have on individuals and the group as a whole. Experts on group dynamics argue that management of group conflicts has five stages, namely competitive, collaborative, compromising, accommodating, and avoiding levels. Groups can construct or destroy an individual depending on the conflict management strategies applied. It is very hard for people to agree all the time. Therefore, there is a need to ensure that groups have effective strategies for managing conflict (Franz, 2012). Effective management of group conflicts entails identifying and understanding all members and their needs. Discussion Group conflicts develop when members oppose each other because of a fact or a perception that emerges out of other people’s views, interests, demands, or actions. Studies have shown that conflicts are either destructive or constructive depending on the way they are resolved. Destructive conflicts refer to group differences that have negative effects (Franz, 2012). They result from poorly created and defined goals that lead to costs exceeding benefits. Destructive conflicts often destabilize a group and its members. Individuals often suffer negative conditions such as depression, low self-esteem, and hostility. Individuals often lose a sense of direction concerning the interests and goals that drove them into joining the group (Franz, 2012). Get your 100% original paper on any topic done in as little as 3 hours Learn More On the other hand, constructive conflicts refer to group differences that produce positive results. Groups benefit from constructive conflicts because benefits exceed costs incurred. Managing constructive conflicts involve a process that is as equally important as its results. Some of the notable benefits of constructive conflicts include increased belief among group members and spirited cohesiveness. Constructive conflicts help individuals in identifying their strengths, weaknesses, and the best way to achieve success (Franz, 2012). Sources of group conflicts Conflicts are very common in groups. Studies have established that several factors cause group conflicts. Both internal and external forces influence these factors. One of the main sources of group conflicts is change (Franz, 2012). Change in a group often happens due to activities such as acquisition, introduction of new rules, change of leadership, new activities, structural modifications, and reorientation of objectives, among others. Preventing change in a group setting is hard because the dynamics of operations keep changing. Group leaders should develop effective strategies for managing change to prevent conflicts from arising. Group members should be notified in time whenever there are changes to be made to avoid misunderstandings (Franz, 2012). The second source of group conflicts is interpersonal differences. People spend much of their time working or doing other activities that involve engaging with others. Certain aspects of human interaction, such as communication skills, language barrier, attitude, and personality, lead to, conflicts if they are used inappropriately. Interpersonal differences also occur due to factors such as discrimination, gossiping, bullying, and sexual harassment within a group (Franz, 2012). It is important for group leaders to ensure that they apply effective strategies in identifying elements that cause interpersonal differences. The third source of group conflicts is external forces. Studies have established that forces in the external environment of a group can influence its stability negatively. External forces lead to group conflicts when individuals confide in someone who does not share the same values and interests as their colleagues. Sharing group information with an outsider destabilizes a group (Franz, 2012). It is important for individuals to ensure that they do not have any sort of dealings with external entities regarding their internal affairs. Factors that escalate group conflict Research has established that numerous factors increase the intensity of group conflicts. Some of the factors that heighten the level of group conflicts include incompatible goals, lack of compromise on specific beliefs, hostility, poor decision-making, poor leadership, perceptions, and authority (Franz, 2012). People are likely to have misunderstandings when they do not have a common goal. Incompatible goals lead to competition between group members. This often results in the development of rivalry. We will write a custom Essay on Destructive and Constructive Power of Groups specifically for you! Get your first paper with 15% OFF Learn More Studies have established that poor understanding of essential elements that define a group’s identity result in disunity. This increases the intensity of conflicts between group members. Studies have established that lack the f an inclusive decision-making process leads to prolonged conflicts. The reason for this is that certain individuals always tend to feel left out (Franz, 2012). Poor leadership and abuse of authority also can heighten the intensity of group conflicts. On the other hand, these factors also apply to preventing and reducing group conflicts. Group leaders have a responsibility to ensure that there is effective communication, a shared vision, an inclusive decision-making process, and a better understanding of the elements that define their identity. Studies have shown that involving group members in crucial processes such as decision-making help to minimize conflicts. This happens because everyone has an opportunity to express him or herself. Effective communication also helps to prevent misunderstanding between individuals and groups (Franz, 2012). There is little chance of conflicts occurring when people have an opportunity to express their feelings and thoughts. Conflict resolution in groups Several strategies apply in resolving group conflicts. First, there is cooperation, which entails bringing the conflicting parties together and allowing them to talk to each other. This enables them to understand their varied viewpoints for the sake of reaching a solution (Franz, 2012). Second, group leaders use an authoritative command towards individuals who violate group rules. Third, identifying and focusing on the causes of group conflicts helps in getting long-lasting solutions. It is important to identify and eliminate the real source of group conflicts. The reason for this is that it reduces the possibility of a similar occurrence happening in the future. Conflict and conflict resolution plays a crucial role in influencing group development, promoting cohesion, improving the productivity of members, and increasing the effectiveness of group functions (Franz, 2012). Both constructive and destructive conflicts have an impact on individuals because they enable them to discover their strengths and weaknesses. Groups help to inject positive energy in their members, especially when they are used for therapeutic purposes. Studies show that group therapy has more benefits to patients compared to individual therapy. Individuals involved in group therapy have a better chance of being effective change agents in society. The reason for this is that they can learn from the experiences of other people. Groups play a crucial role in providing individuals with moral support, especially when it comes to dealing with life challenges and managing change (Franz, 2012). Individuals receive numerous benefits from group conflicts because they enlighten them and broaden their thinking capacity. Conclusion Groups play a crucial role in influencing change. People join groups to meet various needs that include socializing, working, and receiving moral support. Studies have established that groups are good options for therapists, as they help patients to restore their self-believe and confidence because of moral support. Conflicts are one of the characteristic elements of a group. Not sure if you can write a paper on Destructive and Constructive Power of Groups by yourself? We can help you for only $16.05 $11/page Learn More Studies have shown that conflicts can be either constructive or destructive. Effective management and resolution of group conflicts play a crucial role in influencing success and development of individuals. Reference Franz, T. M. (2012). Group Dynamics and Team Interventions: Understanding and Improving Team Performance. New York: John Wiley

Demographic Study Of Mdcs And Ldcs Economics Essay

Demography is the study of human population dynamics. Population is shaped by a number of factors including fertility, mortality, migration and urbanization. Significant demographic changes have been shown in many parts of the world. The world population growth has been decelerating since 1970s. Fertility rates in more developed countries (MDCs) have been showing a declining trend, whereas an increasing one in the less developed countries (LDCs). Mortality rates have gone down in both MDCs and LDCs due to medical advancement. Consequently, the population of the countries with low fertility rates aged more quickly, and the world population growth will be concentrated in those developing countries where fertility rates remain high. Uneven population growth among nations accelerated the migration of people across nation borders and the growth of cities. The changes of these interrelated factors with their causes and problems of each of the factors will be discussed, followed by some possible plans and opportunities that may benefit from these changes. 1 – Fertility Fertility is the incidence of childbearing in a country’s population. Fertility rates have been falling in the MDCs. Findings from PRB (2009a) showed that the growth of future population would be almost entirely in the LDCs, with the most rapid growth in the poorest countries and regions where fertility rates still remain high. In the past 2 decades, countries with Total Fertility Rate (TFR) lower than the replacement rate of 2.1 were all MDCs including Netherlands, Norway, Sweden, Japan, Singapore, and Hong Kong etc. (see table 1.1). HK has been experiencing a decreasing fertility rate since 1970s and it reached the historical low of 0.9 in 2003. CSD (2010) projected that TFR of HK continue to decline over the next 30 years. Japan and HK have the lowest projected TFR in 2039 which is 1.25 and 0.94 respectively (see table 1.2). The declining fertility trend can be attributed to a number of factors. Women nowadays have more educational and career opportunities as a result of socio-economic development in many countries, which encourages them to grab these opportunities before they start a family. Marriage postponement in HK is revealed by the increasing median age at first marriage for women, which rose from 26.1 in 1989 to 28.5 in 2009 (CSD 2010). Late marriage for women shortens their childbearing exposure period. Also, women have more access to reliable family planning methods. Worldwide, the use of contraception rose from less than 10% for married women of childbearing age in the 1960s to 62% in 2009 (PRB 2009b). Low fertility rate has led to the decline of young population, and hence, a slow growth of the working population would slow down the economic growth. CSD (2010) projected that the proportion of the HK population aged 65 and over would rise markedly from 13% in 2009 to 28% in 2039. The median age would also increase from 40.7 in 2009 to 47.6 in 2039. An ageing population will put a huge pressure on public finances. Tax base will become narrower because of the shrinking working population. On the other hand, expenditures related to the elderly such as medical and social security payments will increase substantially. The government could stimulate fertility by subsidizing childbirth costs. For example, the Japanese government introduced a new plan in Apr 2009, to pay for all childbirth costs with the public funds (Shimbun 2008). Moreover, regulations and laws should protect and be more favorable to the pregnant women. For example, to extend the maternity leave period. Increasing number of working parents has created a great need for quality childcare. That need is creating a great entrepreneurial opportunity for people who love children and want to start a business in childcare. Childcare services range from small home-based operations to large commercial centers. 2 – Mortality Mortality refers to the incidence of death in a country’s population. The phenomenal increase in world population in the 20th century was a consequence of the worldwide trend towards increasing life expectancy and declining mortality, as a result of health and medical advancements. However, the levels in mortality vary from country to country. Although deaths of children in poorer countries like those in the sub-Saharan Africa make up a large fraction of all deaths, the decreasing mortality rate has declined enough to fuel rapid population growth. Nearly 11 million children died under the age of five in 2003 (UNDESA 2005). 98% of these children lived in developing countries. Sub-Saharan Africa got the highest regional average of under-five mortality in 2003 (see table 2.1), and it also experienced the least reductions over the 1990s. The lack of progress in sub-Saharan Africa can be attributed to the increase in child deaths from AIDS in some countries. For most countries, efforts to reduce malnutrition and provide appropriate interventions to address diseases like pneumonia, vaccine-preventable diseases and malaria were inadequate. Poor health systems and socio-economic stagnation due to instability have been the obstacles to the progress in the region (UNDESA 2005). Over 2,000 children die from malaria each day in sub-Saharan Africa. Episodes of fever and anaemia damage the mental and physical development of those children who survive. As the children is the source of the future workforce, it is important to keep them grow up healthily. If situation never improves, the society will never increase its competitiveness. The 4th Millennium Development Goal (MDG) of the United Nations Development Programme (UNDP) called for reducing child mortality. Its target is to reduce the under-five mortality rate by two-thirds, between 1990 and 2015. There is a great need of nutritious food and medical and vaccine treatment for children in countries where child mortality rate remain high. In fact most of the diseases could be avoided if the children are provided with nutritious food and proper vaccination which are not high at cost. Food manufacturers and pharmaceutical company could find the markets there. 3 – Migration Migration refers to the movement of people into and out of a particular territory. The annual number of legal immigrants has been increasing since the 1950s, and the regions sending migrants have shifted from Europe to Latin America and Asia (see figure 3.1). In 2005, the U.S. was home to more foreign-born residents than any other country, accounting 38 million of people. Russia was the second, which accounted for 12 million immigrants, and Germany was the third with 10 million. Globalization, economic differences across nations, and uneven population growth and have increased the flow of people across national borders. In 2005, 62 millions of immigrants from moved from LDCs to MDCs, while 61 million moved from one LDC to another for work opportunities. Others have moved to escape from economic problems, civil unrest or natural disasters. (PRB 2009b) The Federation for American Immigration Reform (FAIR) impugned in large-scale immigration – leading to excessive population growth and environmental degradation, displacing low-skilled American workers and depressing their wages, and threatening the cultural bonds that hold Americans together (Martin

Public Health Nurse

essay writer free Public Health Nurse.

Paper format (20 points)3-5 pages (not including title and reference page) typed (12 Times Roman/Arial Font) in APA formatTitle page and reference pageNo spelling or grammatical errorsPaper outline similar to this:IntroductionCommunity resourcesPriority diagnoses, the goal and reason for the changeRealistic solutionHealth educationRole of the nurse and community in the interventionConclusionCommunity resources (15 points)
Identified and analyzedHow will the resources support the intervention of your nursing diagnosis?Priority diagnosis, the goal for change, and rationale (15 points)Develop a realistic solution to your nursing diagnosis in a teaching manner (evidenced-based practice) (20 points)Describe the health education you will promote which follows from your nursing diagnosis (20 points)Describe the role of the nurse and other community members in the interventions (10 points)
Public Health Nurse

Borderline Personality Disorder and the Efficacy of Dialectical Behavior Therapy

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Borderline Personality Disorder and the Efficacy of Dialectical Behavior Therapy Borderlines and Dialectical Behavior Therapy According to the National Institutes of Mental Health (2017), Borderline Personality Disorder (which will be referred to as BPD for the remainder of this paper) is a mental illness characterized by extremes, changes in mood, disturbed self-image and suicidal ideation just to name a few. Borderlines are often impulsive, have abandonment and trust issues and typically self-harm. Most borderlines tend to display an “all or nothing” belief (NIMH, 2017). One day a person may be a best friend, the next, a mortal enemy. For a proper diagnosis of BPD, practitioners must positively identify five out of nine markers. Dialectical Behavior Therapy (which will be referred to as DBT for the duration of this paper) is a type of psychotherapy custom designed around 1990 for people suffering from BPD by Dr. Marsha Linehan (May, Richardi

Roles of Families and the Community

Roles of Families and the Community.

Preschoolers (Ages 3-5) is the chosen age group for this assignment. when answering the questions please put them in the attached file. Influence of Theory (2 points): Explain how theory can influence the choices families make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed thus far in the course.Piagetian Theory/ Social Constructivist TheoryHome Environment (1.5 points): Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage families to use to foster this type of environment.Families and Executive Functions (2 points): Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest families use to help foster the development of executive functions.Families and Memory Development (2 points): Examine the role that family plays in memory development for your chosen age group. Provide at least two strategies families can use to support memory development.Families and Conceptual Development (2 points): Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week Three Discussion 1 forum to provide at least two strategies families can use to support development in this area.Community Resources (1 point): Explain at least two community resources that you would suggest families use to support the cognitive development of their children for your chosen age group.Supporting Families (2 points): Analyze the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.please use these references for this assignment only-Farrar, M. J. & Montgomery, D. (2015). Cognitive development of children: Research and application [Electronic version]. Retrieved from https://content.ashford.eduhttps://ashford.instructure.com/courses/26367/exte…-Lugo-Gil, J., & Tamis-LeMonda, C. S. (2008). Family resources and parenting quality: Links to children’s cognitive development across the first 3 Years. Child Development, 79(4), 1065-1085. doi:10.1111/j.1467-8624.2008.01176.x-Center on the Developing Child. (n.d.). Enhancing and practicing executive function skills with children from infancy to adolescence (Links to an external site.)Links to an external site.. Retrieved from http://developingchild.harvard.edu/resources/tools…http://developingchild.harvard.edu/resources/tools…
Roles of Families and the Community