Acids and Bases - Calculating pH of a Strong Base

Acids and Bases - Calculating pH of a Strong Base KOH is an example of a strong base, which means it dissociates into its ions in aqueous solution. Although the pH of KOH or potassium hydroxide is extremely high (usually ranging from 10 to 13 in typical solutions), the exact value depends on the concentration of this strong base in water. So, its important to know how to perform the pH calculation. Strong Base pH Question What is the pH of a 0.05 M solution of Potassium Hydroxide? Solution Potassium Hydroxide or KOH, is a strong base and will dissociate completely in water to K and OH-. For every mole of KOH, there will be 1 mole of OH-, so the concentration of OH- will be the same as the concentration of KOH. Therefore, [OH-] 0.05 M. Since the concentration of OH- is known, the pOH value is more useful. pOH is calculated by the formula pOH - log [OH-] Enter the concentration found before pOH - log (0.05)pOH -(-1.3)pOH 1.3 The value for pH is needed and the relationship between pH and pOH is given by pH pOH 14 pH 14 - pOHpH 14 - 1.3pH 12.7 Answer The pH of a 0.05 M solution of Potassium Hydroxide is 12.7.

Global economy Essay Example | Topics and Well Written Essays - 2500 words - 1

Global economy - Essay Example Nevertheless, the end of 2010 was marked with the U.S.’s decision to throw additional money into the domestic economy, to encourage economic growth and slow down the economic downturn. Controversial and radical, the decision to apply to quantitative easing became one of the most actively discussed issues in economics. That quantitative easing has far-reaching implications for the domestic and global economy cannot be denied, but its role in the development and expansion of the positive economic growth is yet to be defined. At the end of 2010, the Central Bank of America announced its decision to pump up additional $600bn into the domestic economy (Elliott & Inman 2010). The decision to use quantitative easing mechanisms was justified by the failure of the American federal authorities and the Fed to accelerate economic growth, encourage lending, and reduce unemployment (Elliott & Inman 2010). It should be noted, that the past recession became the worst economic downturn in Amer ica and the rest of the world since the Great Depression (Elliott & Inman 2010). As a result, traditional instruments of economic recovery failed to improve the situation. Quantitative decision for the U.S. was similar to the instrument of last resort, when there is nothing else the Fed can do to alleviate the burden of economic problems within the country. As part of its strategy, the Fed would purchase long-term Treasury bills every month, until the middle of the year, totaling to $75bn (Elliott & Inman 2010). The United States claims that quantitative easing is simply inevitable, when the state wants to preserve â€Å"ultra-low† interest rates for an extended period, thus keeping the amount of the borrowing costs unchanged for at least two years (Elliott & Inman 2010). The principal intentions of quantitative easing are but positive. The reality, however, is not as bright as economic theory tries to create it. Even if quantitative easing has a potential to support relative stability in the U.S., it may have damaging and even fracturing effects on the global economy. It should be noted, that economic theory treats quantitative easing as â€Å"the central bank’s asset purchases that are designed to inject money directly into the economy to raise asset prices, boost spending and so keep inflation on track to meet the 2% target† (Ganley 2010). The most probable sources of additional assets for the Central Bank include â€Å"insurance companies, banks and non-financial institutions, pension funds and firms† (Ganley 2010). Such injections directly into the economy are justified by the rapid contractions in the amount of spending that follow global financial crises (Ganley 2010). More often than not, quantitative easing is used to stop price deflation and encourage real output (Ganley 2010). The history of quantitative easing dates back to the beginning of the 1990s, when Japan found itself in the midst of a deep economic and financial crisis (Kurihara 2006). â€Å"The development and implementation of the zero interest policy had to encourage economic recovery but did not produce any real effect on the economic development in the country† (Kurihara 2006). Quantitative easing was introduced to initiate long-term economic growth in Japan. Unfortunately, and after so many years of economic recovery and growth in Japan, whether quantitative easi

Evaluation of Design and Administration of a Questionnaire Essay

Evaluation of Design and Administration of a Questionnaire - Essay Example Generally, the working party was disappointed by the results and had a different pattern of response from those at school. Why the Working Party Members Were Disappointed With the Results The working party members were disappointed with the results because the results did not reflect the actual objectives of the survey. Indeed, the survey was only able to satisfy the objective of what the town’s youth did in their leisure time but failed in satisfying the other objectives. Because of the survey or else the responses to address the objectives, the group’s quest to find out what would capture the interest of the youths in Littlebury town and reduce their boredom was not satisfied. The different pattern of response from the working respondents that suggested that their interests were very different from their counterparts at school only proved challenging to the working party members who aimed at certain objectives different from the working respondents. ... This is because the survey was supposed to define in clarity the activities held at the leisure centre that were patronised by young people in line with the objectives. The time, resources spent on the survey did not rally with the results which is also another source of dissapointment by the working party members. Indeed, the results did notv address the interests of the working respondents as well as the the interests of the working party members on this Littlebury Leisure Survey. A table showing which objective(s) addressed by respective questions in the questionnaire Question Number Objective (s) Question 1 To find out what the people in Littlebury town did in their spare time To find out the frequency of using the available leisure centres in Littlebury town Question 2 To compare leisure activities and preferences for different age groups To assertain the gender and age group attending available leisure clubs Question 3 To find out the most popular sporting activity for the peop le of Littlebury town Question 4 To find out the out the most popular club or society activity in Littlebury town Question 5 To find out the most popular leisure activity amongst all age groups Question 6 To establish what leisure activities they would like to have in town To establish additional leisure activities that people in Littlebury town have Question 7 To establish their potential interest in some of the ideas proposed by the working party Question 8 To establish what leisure activities different people would like to have in town Question 9 To compare leisure activities and preferences of different age groups Question 10 To establish the contact of the respondent Additional Questions That

Philosophy of Education Essay Example for Free

Philosophy of Education Essay Philosophy of education is sometimes referred to as the immediate objectives of education. Immediate objectives on the other hand are purposes which a subject at a given time must aim to achieve through the courses of study or the curriculum. Its aims constitute a very important aspect of the total education. They are more specific and they can be accomplished in a shorter period of time, maybe a day or a week. These, too, are considered goals of specialization. Educational aims cannot be determined apart from the purpose of society which maintains the school. The purpose of any society is determined by the life value which the people prize. As a nation, we have been striving always for the values which constitute the democratic way of life (Demiashkevich, 2003). Theory and practice in modern education have been influenced greatly by the educational philosophy in successive interpretations of the fundamental purpose of education. Since the aims and objectives of education embody the democratic ideal to which we as a nation are committed, they cannot be achieved through a rigid system of indoctrination and control. The application of the principles of teaching and learning always has definite goals. If the teacher wants to obtain desired results, he should know what those goals or objectives are. The usefulness of the principles themselves can best be determined by their appropriateness to the aims and objectives sought. Our primary need, therefore, is to present and develop the philosophical and psychological aims of education (Peterson, 2000). The philosophical aims of education require all public and private schools in this country to pursue, in the development of every child, regardless of color, creed, or social status. All educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological, and vocational efficiency. The study of the Constitution shall be part of the curricula in all schools (Peterson, 2000). The State shall provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarship for poor and deserving students. Moreover, religion shall be taught to their children or wards, in public elementary and high schools as may be provided by law. The State shall provide scientific research and invention. The advancement of science and technology shall have priority in the national development. Furthermore, education shall aim to develop moral character, personal discipline and civic conscience, and develop the attitudes among our youth and strength moral and ethical standards. It must also impart the skills, instill the attitudes and spread the values that are essential to rapid and sustained economic growth. The curriculum of public and private schools will emphasize scientific and technical professions, managerial and vocational skills, and the dignity of labor and standards of excellence (Demiashkevich, 2003). It can be said that the above resolution called for the restructuring of our educational system, public or private, to enhance nationalism or love of country and to achieve social goals.

Anorexia Essay -- essays research papers

INTRODUCTION Anorexia Nervosa is a mental condition which affects one’s both physical and mental health. It is a condition that causes one to have a distorted self-image and forces themselves to starve even if their body weight is already dangerously low. They often restrict their food intake to the point where they are extremely thin. Anorexia is found to occur most often in women, especially those who are aged 15 to 35. There have been cases reported as early as the age of 7 and as late as the age of 80. Researchers believe that about 5 to 10 percent of women overall have a distorted body image but approximately 1 to 2 percent of those women suffer from anorexia nervosa. Often at times anorexia can begin during the early teen years. Over 90 percent of the victims of anorexia are found to be women but yet many cases go unnoticed or unreported. The definition of one who is anorexic is that they are approximately about 15 percent underweight for their age and height, yet still refuses to gain the weight required to be at the minimal standard. They have an intense fear of gaining weight and often starve themselves to the point where there are not receiving the proper nutrients and intake required for a healthy diet. Often anorexics restrict themselves to fewer than 1000 calories per day and may even go as low as 100 calories a day. CAUSES   Ã‚  Ã‚  Ã‚  Ã‚  Anorexia Nervosa has often been associated with both being a physical and mental disease. The number one ca...

A book review of `Bias` by Bernard Goldberg

The book Bias by Bernard Goldberg is statement by its author that network news (CBS, NBC, ABC, and CNN), has failed in its mission by presenting the liberal position on issues as the baseline, of reasonableness and that any variation from that position is controversial or a deviation from should be.   Reasonable minds, in other words, do not differ.The book asserts the claim that the News is packed with the views of liberal advocacy groups and rarely includes the views of conservative thinkers.   In his nearly thirty years at CBS News, Emmy Award- winner Bernard Goldberg earned a reputation as one of the finest reporters in television news. When he looked at his own business, however, he saw that the media far too often ignored their primary mission: objective, disinterested reporting.Time and time over and over he saw that they slanted the news to the left. For years Goldberg appealed to reporters, producers, and network executives for more balanced reporting, but no one listene d. The liberal bias has continued for some time. Now, in BIAS, he blows the whistle on the news business, showing exactly how the media slant their reporting while insisting that they're just giving the basic facts (Regency, 2001).One of the main points in the book deals with how CBS Evening News dealt with the flat tax proposal of the Republican presidential candidate Steve Forbes.   The story as reported by Eric Engberg was one-sided.   There was no time given to flat tax supporters.   In point of fact, the report was actually a mocking of Steve Forbes’ plan.   The only critics were a small number of right-of-center sources.In the book Goldberg shows: ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   how media bias has twisted the facts of some of the biggest stories of the last two decades, ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the facts that prove that conservatives   and liberals in politics are treated radically different by the news media, ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   how the news is knowingly â€Å"manufactured,†Ã‚ ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   why certain key facts are omitted from news stories if they make a case a or a cause seem less compelling ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   that the news media feels free to heap criticism on just about anyone or anything but is absolutely intolerant of any criticism of its own work, and ·Ã‚  Ã‚  Ã‚  Ã‚   a behind-the-camera tour to witness scenes of jaw-dropping arrogance and â€Å"spin-cycle† journalism (Regency Publishing, 2001)The resulting furor was all started by an editorial published on February 13, 1996 by Goldberg in The Wall Street Journal entitled â€Å"Networks Need a Reality Check.†Ã‚   The premise of the editorial was 1) there was a liberal bias on the part of television news reporters that 2) got in the way of their reporting.This was not an earthshaking revelation, in that most people knew of this, without being told.   However, this had not been stated or publishe d before by an admitted liberal.   For that exactly what Goldberg had thought of him as.   But, he was also then a typical network newsman.Another example of liberal bias is during the Clarence Thomas-Anita Hill hearings, NBC News actually brought Catherine MacKinnon in as an ‘expert’ to bring perspective to the hearings.   MacKinnon is the feminist who famously implied that all sexual intercourse is rape (Wilson, 2001).This editorial was a very public announcement of the unpardonable sin of publicly mentioning the issue of the liberal bias in the media.   In the editorial, Goldberg called the offending reporter and his own network employer to task (Hartlaub, 2001).The resulting outcry from reporters and anchors on all three networks including cold shoulders from coworkers help to confirm his suspicions that bias in the new media was real.That editorial, as well as subsequent ones printed on February 15, 1996 and May 24, 2001 all caused extensive, but revealing problems for Goldberg.   It was a reaction not to the comments, whether they were true or false, but to the fact that the statements were made at all.

John Locke Questions Essay

1. John Locke describes the â€Å"state of nature† as a sort of equality between men. No man has any rights over the other, and they can be free in doing what they want. All being able to use the same faculties. Locke also explains that although they are free it does not give them the right to hurt one another because the â€Å"natural law† still exists even through the â€Å"state of nature†. Locke defines the state of nature as political power. This â€Å"state of nature† is basically where humans can exist without a government or social contract. And that people would follow this â€Å"law of nature† and would protect it against anyone who did not follow it. â€Å"The execution of the law of Nature is in that state put into every man’s hands, whereby everyone has a right to punish the transgressors of that law to such a degree as may hinder its violation. † Locke also mentions that eventually people would try to form a government to try to protect their rights further. The â€Å"state of nature† is more of a thought rather than something that actually happened in history. 2. John Locke explains that the reason why people leave this â€Å"state of nature† is because this â€Å"paradise† is uncertain and insecure. There is no guarantee that people will always go along with the â€Å"laws of nature† and everyone will think of others as equals. So it makes it harder for individuals to enjoy this â€Å"paradise† because they fear something might go wrong so they want to quit and become part of a political society where someone can tell them what to do with there freedom. This feeling is because of the â€Å"mutual preservation† of their lives, estates, liberties and a big part, property. Men want to join a government to protect their properties; it says that they would want a known law that is a standard for right and wrong. Also another issue with the â€Å"laws of nature† is the judging system it would cause a lot of anarchy within the people because if everything was so â€Å"equal† then wouldn’t you be equal with the judge and not have to abide by their rules and regulations? In addition Locke also states â€Å" there often wants power to back and support the sentence when right, and to give it due execution. † With this being said, if something were to go wrong they would not know what the consequence would be. Overall the â€Å"state of nature† system has a lot of flaws and would cause many conflicts. 3. The social contract that is laid out by john Locke is a contract between the legislature and the people. The people’s side of the contract Is that they follow the rules and regulations that the legislature creates. In addition the legislatures part of the contract is separated into four different promises. One of the promises they make is to make the laws apply to every class, rich and poor. Another promise that they made was not to raise taxes without having the consent of the people. The people must be fully aware of the tax changes. Thirdly all the laws have to be beneficial to everyone, not just one class or group of people. Lastly the legislature promises that only they can create laws for the good of the people. They decided this because if everyone was allowed to voice there own opinion about what the laws would be nothing would actually get established and there would be nothing but chaos among the people. Above all the contract is just to be for the good of everyone. 4. The government can be dissolved if the social contract is breached in certain scenarios. The basis of the society is the constitution. The constitutions purpose is to protect the ones within the society. When a member of the legislature goes against any of the four agreements that were made the people have a right to protest, peacefully that is. And if its serious enough fight against the legislative, thus â€Å"dissolving† the government. So basically the people have a right to â€Å"cancel ties† and create a new legislative that they feel will be more beneficial for the people, since the legislative before were not doing things that were fair or went out of their rights of being in the legislature. Since the people were the ones who were in control and ultimately chose them to be in power, they have the right to dissolve the government if there choices aren’t for the good of the people. 5. Locke’s philosophy is remarkably similar to the Declaration of Independence. Both articles have the same ideas of everything being for the people, and things being equal. It states â€Å"of the people, for the people, and by the people. † I believe that Thomas Jefferson made what he put in the Declaration with similar viewpoints that’s in â€Å"The Second Treatise of Civil Government. † Both talk about government and the society in the same way. The government was made to â€Å"secure natural rights†. If the government goes against their rights the people have a right to rebel in a certain way. And express how they feel about the matter at hand, to make a difference and change it. You can tell that Locke’s ideas influenced Thomas Jefferson, and that both go hand in hand when the Declaration of Independence was created. One similarity between the two is when Locke’s main ideas were â€Å"life, liberty, and property. † But Jefferson states â€Å"life, liberty, and the pursuit of happiness†. These statements are almost identical, with a minor change.