Wednesday, May 20, 2020

Molecular Equation Definition in Chemistry

A molecular equation is a balanced chemical equation in which the ionic compounds are expressed as molecules rather than component ions. The Simplest Molecular Equation The molecular formula of a compound lists all its component elements and the number of atoms each element contains. The simplest formula is similar: all the elements are listed, but the numbers correspond to the ratios between the elements.   KNOMolecular vs. Ionic Equations For a reaction involving ionic compounds, there are three types of equations that can be written: molecular equations, complete ionic equations, and net ionic equations. All of these equations have their place in chemistry. A molecular equation is valuable because it shows exactly what substances were used in a reaction. A complete ionic equation shows all the ions in a solution, while a net ionic equation shows only the ions that participate in a reaction to form products. For example, in the reaction between sodium chloride (NaCl) and silver nitrate (AgNO3), the molecular equation is: NaCl(aq) AgNOThe complete ionic equation is: NaThe net ionic equation is written by canceling out the species that appear on both sides of the complete ionic equation and thus dont contribute to the reaction. For this example, the net ionic equation is: Ag

Wednesday, May 6, 2020

Gender Wage Gap And Focus On The Discrimination Against...

Title: Equal Pay for Women Purpose: The purpose is to highlight the gender wage gap and focus on the discrimination against working women Thesis: I intend to assert that women deserve to be paid as much as men for the same job by the same employer. Introduction: l. Working for the same employer and in the same kind of job in the US, if we look at averages, women get paid merely 79 cents against every single dollar paid to their male coworkers. A. This indeed is an alarming figure noting that women have come a long way in attaining education at par with men and are extremely competitive in every field that they are working. It is to be noted that 79 cents are calculated on an average basis. B. The actual figures for each different field of work are different and at least in one category; women get paid no more than 67 cents for every dollar paid for an equivalent job to men. C. I have researched relevant data and material, and I am convinced beyond doubts that it is true that gender gap exists, and it is time to do away with it. ll. Not only the percentage of women is low in many job categories, their wages as compared to men doing the same job are also lower. A. An example of their percentage share of jobs is 4% in the natural resources, construction, and maintenance jobs category and as noted earlier, and I have verified it from credible sources that their wages in this category stand at 67 c as compared to a dollar paid to men. B. I have cross checked these figures atShow MoreRelatedThe Gender Wage Gap And Focus On The Discrimination Against Working Women1350 Words   |  6 Pagespurpose is to highlight the gender wage gap and focus on the discrimination against working women Thesis: I intend to assert that women deserve to be paid as much as men for the same job by the same employer. 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This makesRead MoreGender Discrimination At The Workplace1749 Words   |  7 PagesMatthew Anders Prof. Bross College Writing November 14, 2014 Gender Discrimination in The Workplace In recent years, the issue of gender equality in the workplace and equal pay has been under serious debate. Although there has been significant improvement since when women were first able to work and equal opportunity laws were created, there is still some room for more improvement. The federal government has made laws over the years such as The Civil Rights act, Equal Pay Act and Family andRead MoreGender Wage Gap : Discrimination Or Misinformation1699 Words   |  7 PagesGender Wage Gap: Discrimination or Misinformation In 2014, female full-time workers made only 79 cents for every dollar earned by men, a gender wage gap of 21% according to IWPR Org or Institute for Women’s Policy Research. There is no debate that in the past women have been discriminated against when it came to compensation and wages in the workforce which led to the enactment of the Equal Pay Act of 1963. This a federal law signed by John F Kennedy attempting to amend wage disparity based on sexRead MoreThe Gender Wage Gap Within Society1281 Words   |  6 Pagescounterparts. The gender wage gap has been a real and prevalent thing in our society. Even in the present, women are inclined to get lower salaries than men throughout the world, and most importantly the United States where the constitution says â€Å"all men are created equal.† All salaries are on a weekly basis and percentages are cents a woman earns per dollar a man earns. Though many are currently working to fix the situation, there is much we can do as individuals to stop discrimination in the work forceRead MoreGender And Gender Equality746 Words   |  3 Pagesâ€Å"Behind every great man, there is a great woman.† Gender discrimination is portrayed negatively toward a person, especially of a woman because of her sexual identity. It differentiates from workplace, such as getting less paid for the same profession, to violent crime being committed. On a worldly scale, women are still victims of abuse, rape and violence in modern day societies. Even though there are laws against the discrimination of women, it is really a concerning issue and everyone should beRead MoreLack Of Gender Discrimination On The Workplace1203 Words   |  5 Pages There are numerous individuals who regard gender inequality in the workplace as a myth; however, many companies display an immense resistance to enforce laws that will protect their female employees from unfair and unlawful discrimination. These prejudice actions made against women are b ased on gendered stereotypes that ultimately place women at a disadvantage. These â€Å" Gendered stereotypes, shared at the societal level that describe what men and women are known to be like, influences hiring processes

Plum Bun and Maggie, a Girl of the Streets Compared free essay sample

Analysis of Jessie Redmon Fausets novel Plum Bun and Stephen Cranes novel Maggie, a Girl of the Streets. A comparative essay on the issue of identity and how gender constructs affect the heroines of both novels who choose either to fight their victimization or submit to their socially prescribed roles. The ideals of existing social structures have managed to deprive individuals of self-created identities. W.I. Thomas writes in The Unadjusted Girl: the role which a girl is expected to play in life is indicated to her by her family in a series of aesthetic-moral definitions of the situation She has been the subject of a far-going idealization [Hence, the individual] does not know she has any particular value until she learns it from others? (98). Thomas theory, that ones identity is determined by these aesthetic-moral definitions, is relevant to the characters in Stephen Cranes Maggie, a Girl of the Streets and Jessie Redmon Fausets Plum Bun whose identities are mere receptacles of societal projections. We will write a custom essay sample on Plum Bun and Maggie, a Girl of the Streets Compared or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Maggie is perceived as a prostitute by her family and neighbors; therefore she is a prostitute. Similarly, Angelas identity is complicated when she disowns part of it. Through the problematic identities of its characters both novels explore the fundamental rules of civilization that attempt to govern ones life. In Maggie, a Girl of the Streets and Plum Bun the embracing of ones identity is essential in defying these social constructions.

Thursday, April 23, 2020

The Sorrows Of Young Werther Essays - Romanticism, Knstlerroman

The Sorrows Of Young Werther The purpose of this papers it to give general information about the author, Wolfgang von Goethe, and introduce as well as analyze the main character of one of his most influential works: The Sorrows of Young Werther. The protagonist of this series of confessional letters, Werther, is in fact a tragic figure who committed suicide as a result of his loneliness and critical approach to society, as well as his obsession for a woman, Lotte, whom he could not eventually conquest. Wolfgang von Goethe was a German poet, as well as dramatist, novelist, and scientist who lived between 1749 and 1832. Goethe's poetry expresses a modern, and revolutionary view of humanity's relationship to nature, history, and society; his plays and novels reflect a deep understanding of human individuality. According to the 19th-century English critic Matthew Arnold, Goethe must be considered not only the manifest centre of German literature but also one of the most multitalented figures in the entire world of literature. Goethe was born on August 28, 1749, in Frankfurt am Main, as a son of a government official. From 1765 to 1768 he studied law at Leipzig; there he first developed an interest in literature and painting and became acquainted with the dramatic works of his contemporaries Friedrich Gottlieb Klopstock and Gotthold Ephraim Lessing. Their influence and his own connection to the daughter of a wine merchant at whose tavern he dined are reflected in his earliest poetry and in his first dramatic works. These early plays included a one-act comedy in verse, Die Laune des Verliebten (The Lover's Caprice, 1767), and a tragedy in verse, Die Mitschuldigen (The Fellow-Culprits, 1768). Goethe's health broke down in Leipzig and he returned to Frankfurt, where, during his recuperation, he studied occult philosophy, astrology, and alchemy. Through the influence of a friend of his mother, Susanne Katharina von Klettenberg, who was a member of the Lutheran reform movement known as Pietism, Goethe gained so me insight into religious mysticism. From 1770 to 1771 he was in Strasbourg to continue his study of law; in addition, he took up the study of music, art, anatomy, and chemistry. He lived according to the ideal expressed in Faust: never to be satisfied with what one is, but to strive incessantly to learn, to improve, to accomplish. His writings clearly show his development from youthful rebellion to the search for emotional restraint, objectivity, beauty, and the ideal human personality. The two parts of Faust, moreover, have often been considered representative of the prevailing tendencies of German literature; the first part contains many elements of the literary movement known as Romanticism, and the second represents the classicism most admired by Goethe. When initially began writing The Sorrows of Young Werther Goethe intended for it to be a play, however at the beginning of July 1774 his work came to an end, in a form of a short novel in a series of confessional letters, as Werther in many areas, in fact, reflected Goethe himself, and his relationship with a woman named Charlotte, that like in the novel, was married to his friend Christian.3 Werther represents, on one hand the individual whose intelligence and artistic mind isolate him from the rest of the society. His sensitivity to beauty and nature generally separate him from getting himself involved with the townspeople in the story. For example his disrespect of the Princes superficial knowledge of art, demonstrates that he cannot tolerate anyone who does not share his artistic insight. Furthermore, Werther does not find in the story an equal or a superior to himself. Even Lotte, the woman he loved, did not have the power to help him with his obsessions and desires. Other than his artistic abilities Werther had some psychological problems, which also seem to affect his ability to interact with others. A class difference plays another role in Werthers isolation. He is placed in fact between the lower and higher classes, making it more difficult to find his place in the social status. His middle-class status first accompanied him in town where the lower classes fear h e is trying to patronize them due to their level. Another factor that increases his sense of isolation and bitterness was

Tuesday, March 17, 2020

Effective Praise Highlights Student Effort

Effective Praise Highlights Student Effort Praise works. In fact, educational research since the 1960s shows that students at every grade level and in every subject like to be praised for their work in the classroom. The empirical evidence from the research shows that praise can have a positive impact on both student academic learning and social behavior. Yet, as researchers Robert A. Gable, et al. note in their article Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited (2009)  in the Journal of Intervention in School and Clinic, Given the documented positive effects of teacher praise, it is puzzling why so many teachers make little use of it. In determining why praise in the classroom is not used more often, Gable et al. suggest that teachers may not have had the training through peer coaching, self-monitoring, or self -evaluating and may not feel comfortable in acknowledging positive pupil behavior consistently.   Another reason may be that teachers may not know how to deliver praise that is effective. Teachers may give general praise using phrases such as, â€Å"Great work!† or â€Å"Nice job, students!† General phrases are not the most effective way for teachers to give feedback in the classroom. General phrases are directed to no one or to no skill in particular. Moreover, while these general phrases may be nice to hear, they may be too broad, and their overuse may result in becoming humdrum.  Similarly routine responses such as â€Å"Awesome!† or â€Å"Excellent!† by themselves do not inform the student what specific behaviors brought about success. Arguments against generic praise given indiscriminately have been made by education researcher Carol Dweck (2007) in her article The Perils and Promises of Praise in Educational Leadership. The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn. So, what can make praise the â€Å"right kind†? What can make praise in the classroom effective? The answer is the timing or when the teacher gives praise. The other important criteria of praise are the quality or kind of praise. When to Give Praise When a teacher uses praise to acknowledge student effort in problem-solving or in practice, make the praise more effective. Effective praise can be directed to an individual student or group of students when the teacher wants to connect praise with a particular behavior. That also means that praise should not be given for trivial accomplishments or weak efforts by students such as minor task completion or the student completing their responsibilities. In making praise effective, a teacher should explicitly note the behavior as the reason for praise in as timely a manner as possible.  The younger the student, the more immediate the praise should be. At the high school level, most students can accept delayed praise. When a teacher sees a student is making progress, the language of encouragement as praise can be effective. For example, I can see your hard work in this assignment.You have not quit even with this tough problem.Keep using your strategies! You’re making good progress!You have really grown (in these areas).I can see a difference in your work compared to yesterday. When a teacher sees a student succeed, the language of congratulatory praise may be more appropriate, such as: Congratulations! You put in the effort to succeed.Look at what you can accomplish when you do not give up.I am so proud of the effort, and you should be too, about the effort you put into this. Should students succeed easily without effort, praise can address the level of the assignment or problem. For example: This  assignment was not as challenging for you, so lets try and find something that will help you grow.  You may be ready for something more difficult, so what skills should we work on next?  It’s great that you have that down.  Ã‚  We need to raise the bar for you now. After giving praise, teachers should encourage students to take advantage of this opportunity to offer a chance for reflection So when you have another assignment or problem like this, what will you do?  Think back, what did you do that contributed to your success? Quality of Praise Praise must always be connected to a process, rather than student intelligence. That is the basis of Dwecks research in her book Mindset: The New Psychology of Success (2007). She showed that students who received praise for their innate intelligence with statements such as â€Å"You are so smart† exhibited a â€Å"fixed mindset. They believed that academic achievement was limited on innate ability. In contrast, students who were praised for their efforts with statements such as â€Å"Your argument is very clear† exhibited a growth mindset and believed in academic achievement through effort and learning. Thus, we found that praise for intelligence tended to put students in a fixed mind-set (intelligence is fixed, and you have it), whereas praise for effort tended to put them in a growth mind-set (youre developing these skills because youre working hard). Of the two types of praise, Dweck notes, praise for student  effort such as â€Å"All that hard work and effort in completing the project paid off!† improves student motivation. One caution in praising, however, is to Make sure teachers are careful not to be inauthentic to inflate praise for students with low self-esteem. Critics have raised questions about the legitimacy of classroom praise, as rewarding trivial accomplishments or weak efforts. There may be some schools that do not support the use of evidence-based practices such as teacher praise. Additionally, at the secondary level, praise may also be received by students as drawing unwanted attention to an accomplishment. Regardless, there is no evidence to suggest that effective praise has a negative effect on students. Instead, effective praise can provide students with the kind of positive reinforcement that builds on success, motivates them to learn, and increases their participation in class. Steps to Effective Praise Notice effort by the student(s).Make eye contact with the student(s).Smile. Be sincere and enthusiastic.Deliver praise to students in proximity, especially at the secondary level.Prepare for praise by deciding what to say that is specific to the task.  Describe the behavior you want to reinforce telling how you feel about it with specific comments like, Your thoughts were well organized in this essay.Keep records of successful efforts and praise so you can make connections in future assignments. Finally, and most importantly, importantly, do not combine praise with criticism. To keep praise separate from criticism, avoid using the word, but immediately after a compliment. All this can make praise effective in the classroom. Effective praise can provide students with the kind of positive reinforcement that builds on success, motivates them to learn, and increases their participation in class.

Saturday, February 29, 2020

All quiet on the western front by Erich Maria Remarque

All quiet on the western front by Erich Maria Remarque Essay In one part of our being, a thousand years. By the animal instinct that is awakened in is we are led and protected. It is not conscious; it is far quicker, much more sure, less fallible, than consciousness. One cannot explain it56. On the battlefield of any war, past or present one would think any soldier had felt that sense of survival at one point or another. This could be named impulse acted on by fear, nervousness, or as the quote defined it, instinct in violence. The very descriptive violence in the book is one of the large clues that tell us Erich Maria Remarque, the author, is telling us some of the events he had to go through when he served in the war. Other wise it would have been another boring war novel of which classes could be spared the time. These points in the novel All Quiet on the Western Front, can be greatly explained and identified. When confronted with his survival, this instinct can drive a man to do anything for survival, even turn his senses and behavior into a wilder state of human evolution. One of the strongest themes in the book is that war makes man inhuman when confronted by violence and, or in war. From the authors point of view soldiers were often compared to various non-living objects, that were inhuman. The soldiers are often compared to coins of different provinces that are melted down, and now they bear the same stamp. 236 Remarque thinks that the soldiers mind-state has been changed from when they were school boys, the stamp being the mark of the soldier, changing them forever. Also soldiers are compared with automatons or more commonly referred to as robots. In reminder of all soldiers of either side had to go through and witness without the traumatizing violence and gore one would not have much understood this point. To a country or at least in charge, the soldiers are no more than this: inanimate devices of war or pawns. Remarque uses this analogy to give the impression that the soldiers are enduring the same feeling over and over again, as if they were inhuman. In this classic war story Remarque also describes the soldiers as inhuman wild beasts in addition to the non-living objects. Paul states that when soldiers reach the zone where the front begins they are transformed into instant human animals56 Remarque explains the zone is like a magical line; once crossed the soldiers are not the same persons as they were in a safe distance. Experiencing violence on the front trapped in a crater of a shell, though protected by it, Paul Baumer feels such desperation. My eyes burn with staring into the dark. A star shell goes up;-I duck down again. I wage a wild and senseless fight. I want to get out of the hollow an yet slide back into it again; I say you must, it is your comrades, it is not an idiotic command and again what dies it matter to me, I have only one life to loose. 211 This could mean even then though acting as some beast for survival he too has scrummed to the belief he is just another pawn. As nothing more than wild beasts Remarque states that the German soldiers are only defending what they have, not attempting to take what they dont We have become wild beasts. We do not fight, we defend ourselves against annihilation we feel a mad anger. No longer do we lie helpless, waiting on the scaffold, we can destroy and kill to save ourselves, to save ourselves and to be revenged. 113 This could be explaining that any emotion they are fighting out of at this point is from aggravation and for their own survival, and no other situation other than that of war and violence could bring this about. The sense of fighting for the glory of the FatherLand has long since gone. READ: Anthem For Doomed Youth and The Man I Killed EssayThese points have highlighted when confronted with their survival and the presence of survival even if it means changing his human nature. A second point is they can be as dolls, or coins that bare the same stamp, almost as war currency. Though all in all they were beasts when confronted with violence, or dogs without names, as long as they can survive it all. All that is needed to make such points clear does not have to be a series of explanations, rather simple and to the point imagery.

Thursday, February 13, 2020

Long-Term Relationship Research Paper Example | Topics and Well Written Essays - 1750 words

Long-Term Relationship - Research Paper Example Performance based payments are preferred government financing method when the CEO if a company finds them to be practical and the contractor agrees them to their use. Performance based payments are contract financing payments which are not payments for accepted items. They are fully recoverable in the same manner as progress payments in case of default. It is not used in case of payments under cots-reimbursement line items when the contracts are assigned for progress payments based on a completion percentage and for those contracts which are awarded through advanced procedure of sealed-bid. Performance based payments are made on either a whole contract or a deliverable item basis unless it is prescribed by agency regulations. Financing payments which are made on a whole contract are applicable to the entire contract and not to specific deliverable items. Since the business can take the idea and form concept phase to full implementation phase then Performance based payments can help t he company is achieving good returns for the company. The quality of the work will improve since on the basis of delivery of goods, monies will be paid to them. Thus indirectly the performance of the business will improve as they will try to deliver the best results which they can. Advance payments are least preferred method of contract financing and should be used sparingly if at all. Other types of financing should be available to the contractor in adequate amounts. But credit and loans at excessive interest rates or other exorbitant charges are not considered reasonable available financing. Such type of financing is considered to be useful and appropriate in the cases where Contracts are solely for the management and operation of government-owned plants. It is used in contracts for research, experimental or development work with nonprofit education or research institutions. It is useful