Compare and contrast the similarities and differences betwee essays

Compare and contrast the similarities and differences betwee essays The Northern Colony is consisted of Massachusetts, Rhode Island, New Hampshire and Connecticut. The people who lived in Massachusettss colony were Native Americans and Puritans just like in New Hampshire. The people who lived in the Rhode Island colony were Native Americans, aristocratic families and African American Slaves. The people from Connecticut colony were Native Americans, white Europeans, Dutch and Swedish settlers. The latter 1600s had cultural diversity but there was more in the early 1700s. In the late 1600s the Northern Colony region was trying to be more independent. Since they had so many different races and cultures they were able to get different point of views on situations helping them become more independent from England. But in the late 1600s Charles all became King. He took an aggressive hand in the management of the colonies affecting their independence. For example the King had control over who gets a charter and whom he can take one away from. In 1686 the Dominion of the New England made Navigational Laws. The fact that England was trying to control the Northern Colonies caused the Glorious Revolution. Which caused the Dominion of New England to crash down. Which led to the colonist to be more independent. Since the colonist were trying to become more independent many different cultures developed causing people to live different lifestyles. This caused the Salem Witch trials. Also since people thought they were freer in the Northern Colonies Church was not that important anymore. In the early 1700s the Northern Colony there was a mingling of races. Even though there was mostly English people but they were mottled with numerous foreign groups. They had Germans, Scottish and Irish and many more. Also during this time there was a lot more mixes of races like Scot-Irish. There was also multicolored colonial population consisted of other European groups. Like French Hug ...

Specific Heat Worked Example Problem

Specific Heat Worked Example Problem This worked example problem demonstrates how to calculate the specific heat of a substance when given the amount of energy used to change the substances temperature. Specific Heat Equation and Definition First, lets review what specific heat is and what equation you use to find it. Specific heat is defined as the amount of heat per unit mass needed to increase the temperature by one degree Celsius (or by 1 Kelvin). Usually, the lowercase letter c is used to denote specific heat. The equation is written: Q mcΔT (remember by thinking em-cat) where Q is the heat that is added, c is specific heat, m is mass and ΔT is the change in temperature. The usual units used for quantities in this equation are degrees Celsius for temperature (sometimes Kelvin), grams for mass, and specific heat reported in calorie/gram  °C, joule/gram  °C, or joule/gram K. You can also think of specific heat as heat capacity per mass basis of a material. When working a problem, youll either be given the specific heat values and asked to find one of the other values or else asked to find specific heat. There are published tables of molar specific heats of many materials. Note the specific heat equation does not apply for phase changes. This is because the temperature does not change. Specific Heat Problem It takes 487.5 J to heat 25 grams of copper from 25  °C to 75  °C. What is the specific heat in Joules/g ·Ã‚ °C?Solution:Use the formulaq mcΔTwhereq heat energym massc specific heatΔT change in temperaturePutting the numbers into the equation yields: 487.5 J (25 g)c(75  °C - 25  °C)487.5 J (25 g)c(50  °C)Solve for c:c 487.5 J/(25g)(50  °C)c 0.39 J/g ·Ã‚ °CAnswer:The specific heat of copper is 0.39 J/g ·Ã‚ °C.

Accreditation Audit Research Paper Example | Topics and Well Written Essays - 1250 words

Accreditation Audit - Research Paper Example One of the most focused priority communication area of the joint commission standards that needs to be addressed immediately is â€Å"patient safety†. It is a priority because using the survey information it is found that â€Å"patient safety† is one of the priority focus process. It is necessary to review the organization’s patient safety norms from time to time to review the audit compliance standards related to patient safety. Some of the publicly available data which has called for the priority focus area are med par for hospitals and Nursing home compare reports. While all the areas in the hospital accreditation program are important like the assessment and care/ services, quality improvement expertise/Activities, communication, infection control and patient safety. The most important priority focus area which calls for an immediate accreditation audit is â€Å"patient safety† initiative. Therefore an accreditation audit is especially needed for the h ospital accreditation program and the priority focus area is patient safety. 1. Develop a corrective action plan that would ensure compliance with the Joint Commission standards for the identified area. The priority focus identified area is patient safety. Accreditation audit is done to measure the quality and practices followed by a company to achieve its result. The national patient safety goal is a corrective action plan that ensures compliance with the joint commission standards. It is important to conduct an accreditation audit on patient safety because the prime motive of hospitals and health care organizations is patient safety. The National Patient Safety Goals (NPSG), University of Michigan Hospitals and Health Centers (UMHHC) are some of the integrated programs focused on patient safety initiatives. This should be in compliance with the joint commission standards for patient safety. â€Å"The purpose of the National Patient Safety Goals is to improve patient safety. The goals focus on problems in health care safety and how to solve them† (Hospital National Patient Safety Goals, 2011). The national patient safety goals motive is to improve patient safety. The main pu rpose of the National patient safety is to focus on patient safety and find ways to resolve their problems. Efficient patient safety implies identification of all the risks that affect the safety of the patients. Efficient patient safety is a systematic process which involves examining of different activities that is needed to ensure the safety of patients. The patient safety program is to reduce medical hazards and errors so that patient safety can be increased. The accreditation audit for patient safety needs careful planning and analysis such as reviewing and modifying the organizational processes so that there is compliance with the joint commission standards on national patient safety initiative. Patient safety reports should be prepared bi weekly and monthly to ensure proper review of the existing patient safety initiatives and the required improvement needed in patient safety. It is necessary to effectively communicate with the hospital staff on proper compliance with the acc reditation auditing standards on patient safety so that they are fully versant with accreditation audit standards. It is also necessary to communicate effectively the patient safety standards to the patients, the family members of the

Family studies on TV show-breaking bad Research Paper

Family studies on TV show-breaking bad - Research Paper Example It is the nucleus of civilization and the simplest social unit within the society that is established through marriage between the two couples (Dallos & Draper, 2010). According to Aristotle, the family is the first community, the first society and the simplest form of government that has the power to determine the destiny of its people in the face of challenges and opportunities. Bad breaking, an American TV series explores the elements of a family and the devotion that parents make to their families to enable them live a better life in their presence and absence. The thought of an early death before the financial stability of his family is assured convinces him to begin producing methamphetamine, an illegal drug to maintain the status of his family. As a man, he feels obligated to care for his family and use any means available to secure their present and future, even if the spouse leaves him due to his actions. In this paper, the elements of family as the basic unit of the society will be analyzed in line with the movie bad breaking to demonstrate the principles and elements of a family system. The development of a family is covered under the family development theory that discuss the process of family development and the systematic changes that families experiences as they move up the development hierarchy. The family cycle theory was conceived by Reuben Hill and Evelyn Duvall in the 19th century to describe the stages of development that a family undergoes till death. Based on the two social researchers, family development underwent stages that began from the early marriages, couples with young children, children beginning independent lives out of home and the empty nest of retirement and death (Dallos & Draper, 2010). Based on this approach, the family development can be studied from three levels of development which include the individual-psychological stage, the interactional-associational and the societal-institutional models

Early Years Education and Children With Disabilities

Early Years Education and Children With Disabilities Partnership and Participation e.g. Sure Start or Direct payment Introduction The Local Government Act of 2000 requires all local authorities to consult with all other appropriate bodies when they are considering strategies for education and care in the community. This attitude to service provision is termed partnership. The Local Authority may call on representatives from service providers, businesses, the voluntary sector, and community groups, as they see fit in order to provide a joined-up approach to care in the community. This approach applies to health services, community and social care services, job centres and education. Such local strategic partnership should also involve, and take on board the views of, people in the community. Partnerships that are formed in areas where social deprivation, social exclusion and health inequalities exist will need to find ways of addressing such problems within that community.[1] Participation refers to the part played by individuals in a community in decision making within local partnerships. Numbers of Government departments, voluntary sector organisations, and community groups are in agreement that children and young people should have more involvement in decision making, in this way they participate in the plans for their future. It is envisaged that such participation will lead to change that benefits young people and the wider community.[2] The Children and Young People’s Participation Project (CHYPP) believes that involving young people in the decision process will only be achieved through effective partnership working.[3] Partnership, as already outlined, and incorporated in the Sure Start initiative means that the information on a child and its family will be shared with other professionals. The Children’s Trust Phase 1 report found that some professionals were concerned about information sharing because of data security. Parents, howev er, were in favour of greater co-operation between agencies and of information sharing providing the security of data was protected. This paper will assess Government discourses of partnership and participation by looking at the inclusion of children with disabilities in the early years sector and whether this is best achieved through initiatives such as Surestart or through Direct Payments. The early years of a child’s life are the most important in terms of their general well being, their emotional and social development, and their physical, intellectual and emotional growth. A very high proportion of what children learn takes place in the first five to seven years of life. Children, whether or not they have disabilities, develop at different rates. What happens in the home is extremely important to development in early childhood. There is also a growing perception that this is a time when children are most open to high quality care and learning experiences. In light of this Government have developed policy for the early years that aims to provide a full and comprehensive range of services for the very young. In line with its initiatives on social inclusion the Government also encourages a more integrated approach to services for children with disabilities or other special needs. In 1999 Early Years Development and Childcare Partnerships were set up in each local authority to promote the expansion of early years education. Delivery of services was to be co-ordinated through Sure Start, local authorities and voluntary organisations. The Government introduced Sure Start Children’s centres in the most deprived areas. These were designed to combine nursery provision, employment information and family support on one site. The Sure Start Children’s Centre programme is based on the concept that providing integrated education, care, family support and health services are key factors in determining good outcomes for children and their parents. The concept itself is not a new one. Sure Start Children’s Centres are about building on existing good practice, rather than starting afresh.[4] At Sure Start Centres under the new regulations parents will be able to access all the information they need and will be able to participate in the decisions that affect them and their children. However, the plan to introduce multi-agency working throughout childhood and to document young people’s progress from early years on into the workforce suggests increasing government control of people’s lives. The document Every Child Matters pledges an overhaul of the early years sector and more and better provision.[5] These policies were introduced in an attempt to encourage greater participation and combat social exclusion, however it is Billington’s (2000) contention that current practice tends to pathologise rather than celebrate and incorporate difference. Power relations that are reproduced in the everyday processes of social interaction which are generated by governments and institutions need to be resisted as they tend to support the pathologising of difference. In November 2005 the first piece of legislation relating to early years provision the Childcare Bill was introduced in Parliament. Under this Bill parent’s expectation of high quality childcare and children’s services for the under fives will become enshrined in law. The Bill aims to achieve greater user participation and give the parents of children with disabilities more say in the provision of care. Nutbrown (2004) suggests that the multitude of early years policy developments in the UK in recent years have had an impact on the effective inclusion of children with disabilities or other special educational needs into pre-school settings. Under the 1970 Chronically Sick and Disabled Persons Act social services have a duty to find out who are the people with disabilities, how many there are in their area and what help it can give people. It also has a duty to publish details of its services and to inform clients of their rights in relation to such services.[6] The 1995 DDA covers everyone with a mental or physical disability. The needs of disabled children are also covered by legislation relating to special educational needs (sen) as identified in the 1996 Education Act. All LEAs and educational settings have duties under this act. SEN duties are integrated with the duties defined in the DDA which focuses on the removal of barriers, increased access and prevention of discrimination. The 1996 Education Act specifies that all those professionals involved with the needs of a child are required to provide advice to LEAs so that they can make decisions about a child’s educational needs and placement. The Act states that Disabled children should not be treated less favourably than other children. Adjustments should be made to accommodate disabled children in the setting Increase access to the physical environment The curriculum must be accessible to disabled children Integrated partnership working to ensure continuity for disabled children Regular review of policies and practice to anticipate and address barriers for disabled children. Despite such legislation not all childcare centres are equipped to deal with the needs of children with disabilities and numbers of them do not have sufficient funding for a designated SENCO to address the needs of such children. Government claim that the new Childcare Bill means that parents will be able to choose the services that best suit their needs. They will be able to access services provided through Surestart Centres even though they may not live an area covered by Surestart. Under the terms of the Bill all Local Authorities must: improve the well-being of young children and reduce inequalities in relation to Being healthy physical and mental health and emotional well-being Staying safe protection from harm and neglect Enjoying and achieving education, training and recreation Making a positive contribution to society support for the vulnerable and positive outlooks Social and economic well-being parents in employment Integrated early childhood services must include Early years provision (integrated childcare and early education) Social services Relevant health services e.g. health visitors, ante-natal, post-natal care Services provided by Jobcentre Plus to assist parents to obtain work Information services (under the revised duty in clause 12) (Every Child Matters: Childcare Bill 2005:2). The Bill promises to put early childhood education at the centre of Local Authority Activity. Targeted Surestart funding will be used so that child centres can be sustained for the long term. Thus giving more resources to local communities to tailor these services to meet the needs of local people. The Bill states that Local Authorities will need to have specific regard for the childcare element of Working Tax Credit and for childcare that is suitable for disabled children (Childcare Bill, 2005:4). The Authority will need to review the childcare needs of everyone in their area while paying particular attention to the needs of those families who may have a child with disabilities. The Government is determined, through its introduction of Childcare Trusts, to encourage greater participation of families and young people in the decision making process. Under the Health and Social Care Act 2001, following assessment parents of children with disabilities are entitled to direct payments in lieu of social services in an attempt to give them greater choice and flexibility in the care of their children. In 2003 parents of children with special needs were issued with a guidance booklet on how to get the best value in care and services and how to interview and employ carers themselves. Families with disabled children would also be entitled to a key worker so that they have one point of contact for information regarding their entitlement and choice of care. Government guidelines recommend that the best way of using Direct Payments should be decided by Local Authority Partnership schemes and participating users who would then draw up a plan that best suited their local needs. The Guidelines also recommend that Authorities produce promotional material with respect to the benefits of using Direct Payments. Parents who have children with disabi lities and who use direct payments to access services are still entitled to regular assessments of their situation by the Local Authority. Conclusion Recent policy making encourages partnership between organisations and greater participation of service users in decision making. At the same time such policies might be viewed by some social workers as just another form of social control where Government and other agencies seek control over people’s lives from the cradle to the grave. Although Government are providing more childcare and more inclusive measures for those families who may have children with disabilities, and this is to be applauded, other aspects of this policy making may result in the exclusion of those who most need help. While the Government maintains (Direct Payments Guidelines 2003) that people will have a choice whether to receive Direct payments or to access care through social services, at the same time it is incumbent on Local Authorities to increase the number of people in receipt of Direct Payment and this will be monitored by the Government. It is arguably the case that Direct Payments are just another move in the process of dismantling welfare provision in this country. Monitory Local Authorities in this way is usually a result of budgetary concerns and so it seems fair to postulate the Government are cutting costs under the banner of providing greater choice. References http://www.surestart.gov.uk/surestartservices/settings/surestartchildrenscentres/ http://66.102.9.104/search?q=cache:PV4FziMsekYJ:www.rcu.gov.uk/articles/news/everychildmatters.pdf+every+child+mattershl=en http://www.after16.org.uk/pages/law5.html http://www.odpm.gov.uk/index.asp?id=1133744 http://www.participationworks.org.uk/Categories/Findoutabouttheimpactofparticipation/tabid/76/Default.aspx Billington, T. 2000 Separating, Losing and Excluding Children: Narratives of Difference New York, Routledge. Nutbrown, C. 2004 ed. Research Studies in Early Childhood Education London, Trentham Books 1 [1] http://www.odpm.gov.uk/index.asp?id=1133744 [2] http://www.participationworks.org.uk/Categories/Findoutabouttheimpactofparticipation/tabid/76/Default.aspx [3] http://www.participationworks.org.uk/AboutParticipationWorks/tabid/58/Default.aspx [4] http://www.surestart.gov.uk/surestartservices/settings/surestartchildrenscentres/ [5] http://66.102.9.104/search?q=cache:PV4FziMsekYJ:www.rcu.gov.uk/articles/news/everychildmatters.pdf+every+child+mattershl=en [6] http://www.after16.org.uk/pages/law5.html

Determining the Concentration of Calcium Carbonate in an Unknown Substance through the Methods of Titration Aim Essay

Determine the concentration of the unknown ethanoic acid solution by titrating with a known concentration of sodium hydroxide Equipment and Materials * Unknown ethanoic acid * 50cm3 burette * 250cm3 Erlenmeyer flask * 100cm3 beaker (for CH3COOH) * 200cm3 beaker (for NaOH) * 100cm3 beaker (for waste) * Standardized sodium hydroxide solution * Burette clamp * Retort stand * Phenolphthalein indicator * 50cm3 graduated cylinder * Distilled water (to rinse the flask) Procedure: To begin with, obtain approximately 200 cm3 of sodium hydroxide solution. Then, set up the retort stand and burette clamp as indicated in the diagram below. Using two 10 cm3 aliquots of the NaOH solution, rinse the burette twice. Next, fill to above the 0.00cm3 mark and drain down to below the 0.00cm3 mark in order to remove any air bubbles. After that, transfer 50 cm3 of the unknown acid into the 250cm3 flask. Into the same flask, place 2 drops of the phenolphthalein indicator. Finally, add sodium hydroxide from the burette until you reach the endpoint. Procedural Notes To accommodate for the sodium hydroxide that splashes to the sides of the flask, distilled water was used. Using the distilled water on the sides of the flask was rinsed down to bring the sodium hydroxide to the rest of the solution in the flask. Also, when dropping a half-drop into the flask, the following procedure was used: First, a half-drop was made at the tip of the burette. Then, using the flask, the half-drop was collected to the flask’s side. Finally, using the distilled water, the half-drop was rinsed down to the rest of the solution. To make it easier to recognize the endpoint of the reaction, a white paper was put under the flask. This way, it was easier to see when the solution changed color. Observation (Data Collection): Quantitative Data Measurements Recorded During the Experiment Trial 1 2 3* 4* Initial Burette Reading (ml?0.02ml) 0.20 0.42 0.10 0.23 Final Burette Reading (ml?0.02ml) 45.70 45.93 45.39 45.30 Volume of Ethanoic Acid Used (ml?0.04ml) 50.00 50.00 50.00 50.00 *To increase the results, trial 3 and 4 was taken from another group to get more data, thereby increasing the accuracy of the data. Qualitative Data Descriptions of the Substances Used and Produced Sodium Hydroxide Clear solution, low viscosity, slippery Ethanoic acid Clear solution, acidic, Phenolphthalein indicator Clear solution, comes in bottle, add as drops Solution Produced (NaCH3COO(aq) + H2O) Clear/pink throughout, trail 4 was the most successful as it was closest to clear than all other trails. Volume of trial 1 was greatest as a lot of water was used in order to wash down the sodium hydroxide stuck to the side of the flask. Data Analysis The neutralization reaction between sodium hydroxide and ethanoic acid is Sodium Hydroxide + Ethanoic acid –> Sodium Ehthanoate + Water Therefore, the molar ratio is 1 mole of sodium hydroxide to 1 mole of ethanoic acid. Sodium hydroxide is known to have a concentration of 1.003 mol dm-3à ¯Ã‚ ¿Ã‚ ½0.004 mol dm-3. Consequently, the following represents the calculations to determine the concentration of ethanoic acid in trial 1: Using similar calculations, the concentration of ethanoic acid for trials 2,3, and 4 were calculated as well. The following table represents the results. Results for the calculations of the concentration of ethanoic acid used in each trial Trial Concentration of CH3COOH / mol dm-3 CH3COOH Uncertainties / % 1 0.913 1.3 2 0.913 1.3 3 0.909 1.3 4 0.904 1.3 Average 0.910 1.3 Conclusion: In conclusion, the result of this lab indicates that the concentration of CH3COOH is 0.910 mol dm-3. Using this value, and the actual value of ethnoic acid, 0.9190 mol dm-3 à ¯Ã‚ ¿Ã‚ ½0.0004 mol dm-3, percent error was calculated as follows: With this, we see that the percent of uncertainties is greater than the percent error. The percent of uncertainties represents the random errors, in which the measured value can either be bigger or smaller than the accepted value, due to an imprecise measurement. To improve these random errors, it is necessary to use more precise equipment and/or repeat measurements. One example of this would be to use a pipette instead of a graduated cylinder, especially because ?0.4 cm3 is a relatively large uncertainty. Consequently, the use of such equipment led to the percent of uncertainties being greater than the percent error. This means that the random errors cover for the errors in this lab. However, there are a couple potential systematic errors that should be appointed in this lab. The biggest one would be that it is hard to get to the endpoint, where the solution is barely pink. In all trials, the solution became clear pink. However, it was only in trial 4 that the solution was truly ambiguous to whether it was slightly pink. The difficulty of getting to this ambiguous clear pink is definitely a systematic error as it always leads to a larger volume of sodium hydroxide used to react. One way to improve this may be to perform the lab in a longer time span. When I performed the lab, I felt pressured to get a sufficient amount of trials done within the class period. By stretching the time span of the lab, it may be possible to take more time and get better quality results. A more realistic improvement may be to record measurements more frequently when approaching the endpoint. This would give us two measurements that the endpoint lies within, helping us estimate where the endpoint actually is. However, improving this error would lead to a smaller volume of sodium hydroxide, a smaller value for the concentration of ethanoic acid, which would make the observed value further from the true value. Another systematic error in this lab is the sodium hydroxide splashing to the sides of the flask. Although using water to rinse the sodium hydroxide down was aimed to cover this, another way to improve this may be to use equipment with a wider mouth, such as a beaker, instead of a flask. Once again, improving this error would lead to a greater percent error for the same reasons as the difficulty of getting an ambiguous pink color. Next, although it most likely did not affect the results in this lab, there is a question to whether rinsing the burette two times is sufficient. To improve this, it may be suggested that rinsing the burette 4 times is more sensible, even though it is time consuming. A final systematic error comes when transferring the ethanoic acid from the graduated cylinder. When this happens, some of the ethanoic acid may be retained in the graduated cylinder. This is a systematic error as this always leads to a smaller volume of ethanoic acid than measured. To improve this error, one may pour a tiny bit more than 50 ml of ethanoic acid, and measure that as 50 ml of ethanoic acid. Improving this error leads to a larger volume of ethanoic acid, a lower concentration of ethanoic acid, and once again, an increase in percent error. All in all, it is very interesting how knowing the amount of one substance can help determine the amount of another substance, although it is a topic that appears frequently in chemistry. In this case, knowing the number of moles of sodium hydroxide enabled us to know the concentration of the ethanoic acid. Furthermore, this lab helps one enhance their knowledge on the difficulty of setting up a lab. By reviewing and understanding the errors to a lab, one can relate the improvements to future labs. In a nutshell, this lab exemplified the process of titration, and how useful it can be.

Consequences of Teen Alcohol Use Essay - 1089 Words

We live in a society that drinks heavily, and this influences teens. Most Americans use alcohol to celebrate wedding anniversaries, to welcome the New Year, and to enjoy many other special events. Alcohol is a legal drug for people over the age of twenty-one. By the time most teens reach senior high school, nearly all will have faced a choice about whether or not to take a drink. Although this drug is illegal for teenage use a large percentage of teens use alcohol. Many teens die in automobile accidents, which could have prevented if they had chosen to say no. Each year it is blame in the deaths of more than four thousand teens (Claypool, p. 42). No crime kills more teenagers in America. Kids who are drinking regularly in high school seem†¦show more content†¦Drinking will only make things worse. Many teens drink because of peer pressure or just to fit in. Kids may think that if they drink then they will fit in with the crowd and become more popular. Kids spend most of their spare time partying. The kid who doesnt take something to drink has a dozen friends all over him. This may be true for the first couple of times that you drink, but it begins to become a habit and soon you are not only drinking at parties but also drinking alone and that is a sign you need help. Teens drink for the effect. To get high, to rebel, to alter their feelings of their environment, if only temporary. One of the main reasons kids drink for effect is the freedom it gives them. A problem of drinking for effect is whatever age the child is when he starts depending on the effect of alcohol, thats the age they are when they have overcome there drinking problem. In other words, when a child is fourteen and starts drinking to become more social and relaxed, when he is eighteen he will still be fourteen socially (Coffey, p.62). Many adults fail to take teenage alcohol problems seriously because they believe that their teens are too young to worry about. 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