Is fake news journalism?

Is parry parole show journalism?Before we can answer the question, is fake news journalism, we must define journalism. Based on the Merriam Webster dictionary it is the collection and editing of news for presentation through the media writing designed to appeal to current best-selling(predicate) taste or public interest (2010). Based on this definition the answer is yes. Fake news is a certain type of journalism since it uses collects and edits news and presents it in way that appeals to the public.Fake news is journalism, but there are those who think it devalues true journalism. The modestness nation think this way is because the fake news influences their audience by presenting news facts in a comedic way. Also, the real news feels threaten because it is them that are fake by not divulging the entire truth on issues.An example of this was when Jon Stewart went on CNBC show. Stewart utter. He then went on to show CNBC had repeatedly made mistakes in its reporting of the fin ancial crisis, including when CNBC Mad Money host Jim Cramer said that investment bank Bear Stearns was fine only six days before it was saved from total collapse by a fire exchange to JP Morgan Chase (OrganGrinder Blog. 2010). True news journalists do not like it when their facts are confronted or questioned to show the whole truth. So the real question should be is the fake news truly fake.Fake news commentators influence viewers by placing a comedic twist on it and fill a void of the real news. sell for instance CNN who is considered conservative who tends to lean towards the Democratic side. The Daily Show with Jon Stewart is through critical analysis and biting jokes at the expense of politicians and their media lapdogs (especially cable news) filling a critical void that has been completely ignored within the mainstream media (The rid Liberal. 2005). Fake news commentators have been around for a long time.Back in the mid-eighties and nineties there was observance Maher hosting Politically Incorrect and Dennis Miller for the Dennis Miller show. Both comedic journalists attracted a huge following by demonstrating liberal views. Both people took liberal views of politics, religion, and other issues with applying a comedic twist to them. They turned the tables politically by revealing hidden or unmentioned facts that the politicians and news did not mainstream. Due to the mainstream of controversy Bill Maher was canceled for specific remarks he made after 911 and the military took offense to them.Fake news may be more real after all. The only reason there is so much hype about it is because the comedic hosts attract and influence huge audiences. Real news broadcasters feel threatened from this type of news repayable to liberal agenda being presented and the facts that are revealed which has some truth to them. The fake news mainstreams influential information through the media to reach the public and provide them with controversial issues being prese nted from a totally liberal view.ReferencesMerriam Webster, (2010). Journalism definition. Retrieved on February 7, 2010 from http//www.merriam-webster.com/netdict/journalismOrganGrinder Blog. (2010). When the daily shows fake news becomes real journalism. Retrieved on February 7, 2010 from http//www.guardian.co.uk/media/organgrinder/2009/mar/13/jon-stewart-cnbc-daily-showThe Free Liberal. (2005). Is fake news better than real news. Retrieved on February 7, 2010 from http//www.freeliberal.com/archives/001056.html

Effective Intervention Reduce Alcohol Consumption In College Students Nursing Essay

Effective Intervention Reduce Alcohol Consumption In College Students Nursing EssayHeavy intoxi give the gatet consumption among college students remains a concern across colleges and universities in the United States. Approximately 80% of all told college students drink, including nearly 60% of students ages 18 to 20 (Johnston, OMalley, Bachman, Schulenberg, 2008). Even more troubling, 40.1% of full- time college students minor for legal intoxication engage in binge drinking and 16.6% of students engage in heavy drinking (National Survey on Drug Use and health NSDUH, 2006). Binge drinking is defined as consuming five or more drinks on the same occasion on at least 1 day in the past 30 eld, bringing a persons blood alcohol concentration (BAC) to 0.08 or preceding(prenominal) (National Institute on Alcohol profane and Alcoholism NIAAA, 2004NSDUH, 2006). Consuming five or more drinks on the same occasion on each of 5 or more days in the past 30 days is considered heavy drinkin g (NSDUH, 2006). All heavy alcohol users argon also binge alcohol users.Many colleges and universities have use numerous initiatives ranging from enhanced enforcement to deferred community-wide celebratory events, but with little or no success (Turner, Perkins, Bauerle, 2008). College counselor-at-laws and health education centers have been the main source of counseling for students who raven alcohol. Students have the opportunity to meet with counselors to discuss their alcohol use and their interest in moderating alcohol consumption and receive change prescriptive feedback, advice, and behavioural strategies for avoiding alcohol-related harm (Barnett, Murphy, Colby, Monti, 2007). Although this traditional method is still used by counselors, advances in technology be allowing counselors to use bare-ass and innovative methods to educate students on the dangers of profuse alcohol consumption. Key programs include wireless devices, e-interventions, and cybercounseling.Wirele ss devices provide counselors with an interactive method of reducing drinking and alcohol consequences in college students. They range from mobile devices such as cell phones and handheld computers to audience response technology, or clickers (Bernhardt et al., 2009 Killos, Hancock, Wattenmaker McGann, Keller, 2010 Labrie, Hummer, Huchting, Neighbors, 2009 LeGreco, Hess, Lederman, Schuwerk, LaValley, 2010 Turner et al., 2008). Compared to one-on-one counseling sessions, soft accessibility and the ability to assess a base of students during one session are advantages of using this intervention model. The use of such technology varies, but the outcome is the same- providing fast and accurate minds close college students own drinking habits and the drinking habits of their peers (Bernhardt et al., 2009 Killos et al., 2010 Labrie et al., 2009 LeGreco et al., 2010 Turner et al., 2008).Mobile devices would alleviate the need for pen and paper assessments. The Handheld Assisted Net work Diary ( touch) is an potent and valid method of evaluating effortless drinking among college students (Bernhardt et al., 2009). Rather than counselors expecting a student to complete a daily assessment and have them return it to them after 30 days, counselors can have students accede this same data on mobile devices. Although more students are likely to complete a pen and paper assessment than HAND, Bernhardt et al. (2009) found no important difference between the two methods when students recorded their total drinks, number of drinking days, and drinks per drinking day. This suggests that those students who did complete HAND were comfortable with using the device and provided accurate education mistakable to those who completed pen and paper assessments. The difference in completion rates between the two methods is due to the design of HAND students have a special time-frame to complete the days assessment and are locked out of their devices at a predetermined time. Thi s inhibits students from completing missed assessments. The disadvantage of students self-reporting data in the HAND should not diminish its advantage of world able to be completed daily with little deviation from a students active lifestyle (Bernhardt et al., 2009). Although HAND whitethorn sound promising, it should be noted that Bernhardt et al. developed this program and any of their published results may be biased.Audience response technology, commonly known as clickers, is a second type of wireless device used by counselors and health educators. Clickers are used in group interactive-feedback alcohol education sessions to decrease students comprehend norms of how much other students drink (Killos et al., 2010 Labrie et al., 2009). During these sessions, a counselor or health educator would ask a group of students a series of multiple prime(a) questions pertaining to their own drinking habits and their perception of their peers drinking habits. Students can then simultaneous ly respond and have their answers recorded and displayed to the group in graphical form. Killos et al. (2010) found that students who go steady at least one of these sessions are more likely to believe that the typical student drinks less alcoholic beverages than perceived those who do not understand such sessions are more likely to over-perceive the amount of alcohol a typical student consumes. This demonstrates that group clicker sessions are effective in positively influencing students beliefs about their peers drinking behaviors (Killos et al., 2010).Clicker sessions are practical because they can be designed for any variety of student groups including resident assistants, freshmen orientation groups, and high-risk drinkers such as Greeks and athletes (Killos et al., 2010). Labrie et al. (2009) examined the long suit of one type of group intervention, brief live interactive normative group intervention (BLING), on collegiate athletes. During a one-month follow-up after the c licker session, athletes showed manifest of changes in perceived norms, leading to changes in their own drinking habits no further changes were seen at a two-month follow-up (Labrie et al., 2009). This suggests that clicker sessions are a fast and effective model for educating students.Clicker sessions have expanded to include two- management communication models promoting health and encouraging dialogue, rather than the original one-way communication from facilitator to student. Lets Talk About It, for example, is a simulation game engaging students about decision-making and drinking on a college campus (LeGreco et al., 2010). It was created to generate, identify, and challenge the social norms that students utilize to construct and reconstruct reality through taradiddle sharing, facilitated learning, and inter-student dialogue. A scenario prompt about going to a party with a friend was given to a group of students and they were asked what they would do in a particular situation (e.g. your drunk best friend is about to leave with a boy she just met). LeGreco et al. (2010) concluded that facilitators can encourage students to complete the story of a night of drinking, filling the gaps with personal experiences, choices, and narrative details by utilizing incomplete scenarios. The advantage of using programs like this is that simulations can provide a safe perpetrate for individuals to critically examine their more risky behaviors and experiment with different possibilities for healthy changes (LeGreco et al., 2010).Wireless devices are think to expose the truth about perceived norms of college drinking. Although the studies mentioned above have shown the effectiveness of these devices, particular limitations cannot go unnoted. The major concern is that these programs only evaluated the short-term effects of the devices, whether it was 30 days or 2 months. More query is needed to examine any maintained changes and long-term effects of using wireless device s as an alcohol intervention in college students. Another concern is attending and participation rates. During the clicker sessions, the response results that are presented back to the students could be misleading if a handful of students do not respond to any of the questions. Since this is a device that is intended for rapid responses, facilitators would be spending unnecessary time trying to figure out which clickers did not answer any of the questions.E-interventionsComputer programs are changing the way college students are learning about the dangers of heavy drinking. Aside from changing perceived norms, these programs are increasing students readiness to change their drinking behaviors (Chiauzzi, Green, Lord, Thum, Goldstein, 2005 Moore, Soderquist, Werch, 2005 Murphy, Dennhardt, Skidmore, Martens, McDevitt-Murphy, 2010 Walters, Miller, Chiauzzi, 2005). Electronic interventions, or e-interventions, are directing students away from face-to-face counseling sessions and mor e towards self-education with personalized feedback and preventative interventions (Chiauzzi et al., 2005 Doumas Andersen, 2009 Murphy et al., 2010).Counselors may be wary about assessing students drinking behaviors extraneous of a traditional office visit. Moore et al. (2005) addressed this as they studied the feasibility and efficacy of a binge drinking prevention intervention for college students via the internet. Students were sent any four email-based newsletters or four identical print-based newsletters in the mail. In each web newsletter, there was a link to a short process-evaluation survey. Mail newsletters had a hard copy of the survey that would be mailed back. A greater percentage of students receiving the email-based newsletter completed the process-evaluation surveys than did the students receiving the print-based newsletter (Moore et al., 2005). This could be explained by many drives, including easy accessibility and convenience. Students who are receiving the new sletter via email are already online and can simply click on the links the other students would have to take the time to complete the surveys and mail them back. Interestingly, Moore et al. (2005) observed that the greatest results in decreasing the number of drinks per occasion and the number of occasions feeling drunk were seen in binge drinkers. Students and counselors too would benefit from using an email-based intervention. Students are comfortable with internet communications and it is fast and convenient for counselors, the intervention is cheaper than printing materials, assessment results are easy to enter, and there is a higher response rate from students (Moore et al., 2005).E-interventions are different from all other types of interventions because they promptly give students personalized feedback (Bersamin, Paschall, Fearnow-Kenney, Wyrick, 2007 Chiauzzi et al., 2005 Doumas Haustveit, 2008 Doumas Andersen, 2009 Murphy et al., 2010 Thombs et al., 2007 Walters et al. , 2005). These programs provide students with personalized information as part of the intervention or the intervention itself. Most programs rely heavily on educational content, providing text information about the physical, social, and behavioral effects of alcohol in the form of interactive games and quizzes (Walters et al., 2005).Electronic Checkup to Go (e-CHUG) is a 15-minute intervention designed to reduce high-risk drinking by providing personalized feedback and normative data regarding drinking and its consequences. High-risk students who had access to e-CHUG reduced their weekly drinking quantity by approximately 30% compared to a 14% increase in students who did not have access to e-CHUG (Doumas Andersen, 2009). There was also a 30% reduction in reported alcohol-related problems for high-risk students in the e-CHUG group in similitude with an 84% increase in reported alcohol-related problems for high-risk students in the control group (Doumas Andersen, 2009).MyStudentBo dy (MSB) provides students with tailored motivational feedback about high-risk drinking according to sexual practice (Chiauzzi et al., 2005). Both students having access to MSB and those who did not have access were asked to complete 4 weekly 20-minute sessions. The respective websites was available for 24 hours a day, 7 days a week, so students had flexible access. Chiauzzi et al. (2005) saw a significant decrease in the number of binge episodes in a typical week among all participants and a rapid decrease in the average consumption among persistent heavy drinkers who had access to MSB.Thombs et al. (2007) were the first to study normative feedback on the basis of a known blood-alcohol concentration. At night in the anteroom halls, freshmens BAC would be measured and recorded. The next day, these students were directed to a website where they found their BAC measure from the night before, the average BAC of the residence hall, and interactive activities. The results, however, wer e unexpected. BAC levels were lower in the residence hall that just had access to their own BAC level (Thombs et al., 2007). This could have been due to a number of reasons. The most practical reason, though, is that just about students may have either increased their drinking on some nights or avoided providing data on nights they did not drink (Thombs et al., 2007).These automated interventions reflect the contributions of mailed self-help and in-person approaches. However, the advantage of the computer is the ability to provide much more information upon demand (Walters et al., 2005). As new programs are being developed, some questions remain unanswered. Although there is no clear relationship between the length of the intervention and its effectiveness (Walters et al., 2005), it is still unclear as to what type of information makes a difference and which approach is most relevant to college students.E-interventions have given counselors and students much to enjoy, but there is evidence that computer-based interventions are not as effective as in-person interventions with a counselor (Barnett et al., 2007 Carey, Henson, Carey, Maisto, 2009 Croom et al., 2009). These studies compared Alcohol 101 Plus with traditional brief motivational interventions (BMI). Students participating in the BMI were found to reduce drinking and related consequences (Carey et al., 2009). Similarly, at a 12-month follow-up from the initial intervention, students using a computer-delivered intervention were consuming a greater number of drinks per occasion than at baseline (Barnett et al., 2007).E-interventions digest on preventative measures and providing personalized feedback. Throughout the literature on these programs, researchers have noted a few limitations. The most commonly noted limitation is the inability to generalize the effectiveness of e-interventions. The students that are more likely to use such programs are those who report binge drinking and heavy drinking. Al so, some students may recollect this type of intervention adequate, while others would prefer meeting with a counselor and work collaboratively on how to reduce their drinking habits. A second limitation is similar to that of the wireless devices. These studies on e-interventions only examined immediate and short-term effects of the program on alcohol reduction. Research with longer follow-ups would be ideal to examine the consonance of the students changed behaviors. Third, consideration should be given to the willingness of the university to invest in these computer programs. Lastly, concern arises with the possibility of computers and the programs either malfunctioning or crashing. This could result in delayed feedback for students and prejudice of data for counselors.CybercounselingLittle, if any, research has examined the use of cybercounseling in reducing college drinking. Cybercounseling is the practice of providing professional counseling and information to clients when b oth are in separate or aloof locations and they utilize electronic means to communicate over the Internet (Maples Han, 2008). E-mail, electronic bulletin boards, and chat rooms are all forms of cybercounseling.Counselors and students alike see the disadvantages of cybercounseling as outweighing the advantages. Maples Hans (2008) make it clear that communication by e-mail could pose a number of potential ethical concerns regarding the protection of students privacy. For instance, email accounts are prone to being hacked and the information between counselor and student could be compromised. Also, the absence of verbal and nonverbal cues in cybercounseling makes miscommunication between counselor and students more common (Maples Han, 2008). Proper assessment and interventions become non-existent when there is uncertainty about what is being said. This is especially true for counselors. Counselors are prone to use informal language while instant put across with students students a re more likely to decrease their perceptions of the counselor as an expert and trustworthy (Haberstroh, 2010). Lastly, instant messaging is time consuming, especially if the student, the counselor, or both are slow typers (Haberstroh, Parr, Bradley, Morgan-Fleming, Gee, 2008). This creates a time-lag between responses that can lead to being distracted and slowing the pace of the session.SummaryExcessive college drinking remains a discipline concern across all college and universities. Technology has made it possible for counselors to expand on the models of interventions used to educate college students and prevent heavy drinking. A few of these new interventions include wireless devices such as cell phones, smart phones, and handheld computers, clickers, and computer programs. Each method provides a unique, interactive experience for both the counselor and the student. Wireless devices are typically used to expose the truth about perceived norms of college drinking, while e-inter ventions are more focused on preventative measures and providing personalized feedback. With all technology, there exist flaws. One such flaw is seen in cybercounseling. Too many potential problems exist that the disadvantages of cybercounseling outweigh the advantages.ConclusionTechnology is rapidly advancing and colleges are trying to keep up with it so that it may provide fresh solutions to existing problems such as alcohol consumption among college students. The programs that are available today vary in their purpose and their efficacy. Counselors need to consider what they want to use the intervention model for and then further research how they can get the most out of that particular intervention. E-interventions are the most popular alcohol prevention interventions thousands of colleges and universities have implemented such programs among freshmen orientation groups and collegiate athletes. The reason for its popularity is that it is inexpensive, fast, and easy to use. Since an array of computer programs and software already exist, researchers today should be focusing on how to use these programs in the most efficient way possible. This includes perusing the required length of the intervention to be effective and when the best time would be to use such programs.

Cloud Point Extraction Experiment

Cloud Point Extraction ExperimentBromothymol blue (also known as bromothymol sulfone phthalein, BTB) (Figure 2.1.1) is a pH indicator ( sensationalistic at pH 6.0 and blue at pH 7.6). Its chemical name is 4,40-(1,1-dioxido-3H-2,1-benzoxathiole-3,3-diyl)bis(2-bromo-6-isopropyl-3-methylphenol (The Merck Index, 13th edition, 2007)1. pKa of BTB is 7.1. This stain is the most appropriate pH indicator dye in physio poundical wander and also used in the investigation of the interaction of lipid with protein (Puschett and Rao 1991 Gorbenko 1998 Sotomayor et al. 1998)2,3,4. It is widely applied in biomedical, biological, and chemical engineering applications (Schegg and Baldini 1986 Ibarra and Olivares-Perez 2002)5,6. BTB in protonated or deprotonated form is yellow or blue in color, several(prenominal)ly, while its dissolvent is bluish green in neutral response. It is sometimes used to define cell walls or nuclei low the microscope. BTB is mostly used for the evaluation and estimation of the pH of pools and fish tanks and the determination of the presence of carbonic caustic in liquid. There are several intervention procedures for dyes from waste materials, including adsorption (Nandi, Goswami, and Purkait 2009)8, coagulationflocculation, oxidationozonation, reverse osmosis, membrane filtration, biological degradation, and electrochemical processes (Shen et al. 2001 Kim et al. 2004 Chatterjee, Lee, and Woo 2010)9,10,11.2.1.2 EXPERIMENTAL2.1.2.1 MaterialsAll the dissolving agents were prepared with double-distilled weewee.2.1.2.1.1 Triton X ampere- imprimatur (0.1M) Triton X- one C was purchased from Qualigens Analytical check. The TX-100 was cleared of any low-boiling impurities by exposure to vaccum for 3h at 700C following the procedure given by Kumar and Balasubrahmanium19. 31.4 g of TX-100 liquid is dissolved viosterol ml volumetrical flaskful and do up to the clams to obtain 0.1 mol/dm3 solution. The small micellar slow-wittedness and Cloud to p of TX-100 are 2.8104 20 65-C 21 individually.2.1.2.1.2 Bromothymol Blue (BTB) 1.0 g of BTB dye Merck India was dissolved in 5.0 ml of ethanol (99.8%) for dissolution then dilution are made with double distilled water into a 1000 ml volumetric flask up to the mark to obtain an submersion of 1000 mg/dm3(Babak Samiey, Kamal Alizadeh et.al 2004)22. In order to avoid weaken stock solution was wrapped black color paper. The working solutions of BTB were prepared by appropriate dilutions of the stock solution immediately prior to their use.2.1.2.1.3 Acetic panelling (0.5M). 28.5 ml glacial acetic acid (A.R.grade) Qualigens was diluted with distilled water in a 1000 ml volumetric flask to give 0.5M Acetic acid solution. The solution obtained was diluted to required niggardliness and standardized as per the procedure (Vogel et. al. 1989)23 with standard NaOH solution.2.1.2.1.4 Sodium acetate (0.5M) 13.6 g sodiumacetate.trihydrate, (CH3COONa.3H2O) of Analytical grade Qualigens is diss olved in 100 ml volumetric flask and made up to the mark (Vogel et. al. 1978)24.2.1.2.1.5 NaCl (0.1M) 2.922 g pure dry flavor of sodiumchloride of analytical grade Qualigens is weighing fall out and dissolved in 500 ml volumetric flask to give 0.1M NaCl solution(Vogel et. al. 1989)25.2.1.2.1.6 Na2SO4 (0.5M) 16.1 g of sodiumsulphate decahydrate,(Na2SO4.10H2O) A.R.grade from Merck (India), is dissolved in 100 ml volumetric flask and made up to the mark to give 0.5M Na2SO4 solution(Vogel et. al. 1989)26.2.1.2.1.7 KH2PO4(1.0M) 34.02 g of KH2PO4 of Analytical grade Qualigens is dissolved in 250 ml volumetric flask and made up to the mark (Vogel et. al. 1978)27.2.1.2.1.8 Na2HPO4 (1.0M) A.R. grade disodium hydrogen phosphate, Na2HPO4.2H2O, is taken in porcelain crucible and heated until no more water is liberated. Then 17.8 g of this cold residue is taken in 100 ml volumetric flask and made up to the make to give 1.0 M of Na2HPO4 solution (Vogel et. al. 1978)28. The reagent is prepared f reshly each time.2.1.2.1.9 Buffer solution of pH4.0(0.05) 5 ml of 4M sodium acetate (A.R. grade) Qualigens and 20 ml of 4M acetic acid (A.R. grade) Qualigens are mixed in an 100ml volumetric flask and made up to the mark which has resultant pH of 4.0(0.05) (Vogel et. al. 1989)29 .2.1.2.1.10 Buffer solution of pH5.0(0.05) 17.5 ml of 4M sodium acetate (A.R. grade) Qualigens and 10 ml of 4M acetic acid (A.R. grade) Qualigens are mixed in an 100ml volumetric flask and made up to the mark which has resultant pH of 5.0(0.05) (Vogel et. al. 1989)30 .2.1.2.1.11 Buffer solution of pH6.0(0.05) 13.2 ml of1M KH2PO4 (A.R.grade) Qualigens and 86.8 ml of 1M Na2HPO4 (A.R.grade) Qualigens are mixed in 100ml volumetric flask which has resultant pH of 6.0(0.05) (Vogel et. al. 1989)31.2.1.2.1.12 Buffer solution of pH7.0(0.05) 61.5 ml of 1M KH2PO4 (A.R.grade) Qualigens and 38.5 ml of 1M Na2HPO4 (A.R.grade) Qualigens are mixed in 100ml volumetric flask which has resultant pH of 7.0(0.05) (Vogel et. al. 1 989)31.2.1.2.1.13 Buffer solution of pH8.0(0.05) 94.0 ml of 1M KH2PO4 (A.R.grade) Qualigens and 6.0 ml of 1M Na2HPO4 (A.R.grade) Qualigens are mixed in 100ml volumetric flask which has resultant pH of 8.0(0.05) (Vogel et. al. 1989)31.2.1.2.1.14 Buffer solution of pH9.2(0.05) 1.905g of Na2B4O7.10.H2O of (A.R.grade) Qualigens is dissolved in 100ml volumetric flask and made up to the mark to obtain 0.05 M of borax solution.The resultant pH of the solution is 9.2(0.05) (Vogel et. al. 1989)32.2.1.2.2 Methodology for denigrate channel blood2.1.2.2.1 ProcedureThe cloud mastermind temperature was determined by literature method reported by Carvalho et al. 33. This is based on the visual observation of the separation of physiques in the micellar solution. The solution was heated little by little in the water bath until turbidity appeared. To verify the results, the opposite process was carried out by cooling gradually with constant quantity stirring and the cloud point was considered a s the temperature at which the solution became clear. The reported value was the average of these two determinations in most cases, these two temperatures were identical, within + 0.5oC.Cloud point extraction experimentation was conducted by using a 10 ml centrifuge tube with a screw cap containing antithetic concentrations of Triton X-100 and BTB and sonicated for 2 minutes for graceful mixing. The solution is heated up to 80C in a thermostatic temperature bath for 20 min. The turbid solution was then centrifuged at 3500 rev for 5 min and cooled in an ice bath for 2 minutes in order to separate the phases. Both the phases are separated and the volumes of wetting agent ample phase (coacervate phase) and dilute phases were measured. Average of three determinations is reported in all cases. The concentration of dye in both the phases has been measured by using PerkinElmer lamda-25 UV-Visible spectrophotometer. In order to determine the influence of the reagents added to the surf actant phase, cloud point determinations were performed with the additions of buffer, dye and inorganic salts. The procedure for the determination of critical temperature was the same as higher up, but using only a fixed surfactant concentration. The phase diagram for Triton X-100 was obtained by measuring the cloud point temperature of aqueous surfactant solutions at different concentrations.2.1.2.2.2 Spectra and calibrated graphThe concentration of the dye was determined by U.V-visible spectrophotometer (PerkinElmer lamda-25). Pure BTB was initially calibrated separately for different concentrations in terms of absorbance units, which were recorded at wavelength 430 nm, at which maximum absorption takes place (Figure 2.1.2, 2.1.3). No important reassign in the absorbance has been observed even in the presence of TX-100. Therefore all the absorbance measurements were performed at this wave length.Figure 2.1.2 Spectra of BTB dyeFigure 2.1.3 Calibration curve of BTB dye2.1.2.2.3 D etermination of Phase volume Ratio, Fractional coacervate phase volume and pre-concentration factorThe volumes of the respective surfactant- comfortable and aqueous phases obtained by and by the separation of phases were determined using calibrated centrifuge tubes for calculating the pre concentration factor. Surfactant solutions containing typical amounts of the BTB were extracted using the CPE procedure, followed by the measurement of the respective phase volumes. The results reported are the average of three determinations.The phase volume ratio is defined as the ratio of the volume of the surfactant-rich phase to that of the aqueous phase. It is work out using the following formula. (2.1.1)Where RV is the phase volume ratio, VS and VW are volumes of surfactant-rich phase and aqueous phase respectively.The pre-concentration factor, (fC) is defined as the ratio of the volume of bulk solution before phase separation (Vt) to that of the surfactant-rich phase after(prenominal) p hase separation (Vs). (2.1.2)Where Vt and VS are the volumes of the bulk solution before phase separation and the surfactant-rich phase respectively.The halfway coacervate phase volume with the hold surfactant concentration is calculated by using the relationship (2.1.3)Where FC is the fractional coacervate volume and Cs is the molar concentration of the feed surfactant solution, for fixed feed dye concentration, the parameters a and b vary linearly with temperature. The value of Fc lies in between 0.04-0.23 for various operating conditions.Surfactant part coefficient (m) is defined as the ratio of concentration of surfactant in coacervate and dilute phase. - (2.1.4)The efficiency of extraction is defined as - (2.1.5)2.1.4 DiscussionThis section is divided into quaternity parts. In first part, factors influencing the extraction efficiency (e.g., concentrations of non-ionic surfactants, dye and salt, temperature and pH of the solution), fractional coacervate phase volume have b een discussed. The constitution of solubilization isotherm at different temperature has been presented in the second part. In the third and fourth parts, thermodynamic parameters and a calculation procedure for the determination of surfactant requirement for the dye removal to a desired take aim is briefly discussed.2.1.4.1 Factors influencing efficiencyFor ionizable solutes, the charge of the solute can greatly influence its extent of binding to a micellar assembly 34. The ionic form of a counterspycule usually does not interact with and bind the micellar aggregate as strongly as does its neutral form. Thus adjustment of the solution pH for maximum extractability is of special impressiveness when controlling experimental variables in CPE.With increasing pH, the efficiency of extraction increases up to pH 8.0 and then decreases. This is in accordance with the decrease in cloud point till pH 8.0 and a sudden increase at pH 9.2. Further, the pK value of BTB is 7.1. In the absence of any buffer solution, pH of the dye solution is 7.0 and there is no change in pH event after the extraction process is completed. Hence, all the parameters were optimized at this fixed pH of the medium. No significant increase in efficiency is observed with increasing Dye since the cloud point is not altered much with increasing the concentration of dye.The extraction efficiency of dye increases with the increase of surfactant concentration. The concentration of the micelle increases with the surfactant concentration, resulting in more solubilisation of dye in micelles. The surfactant concentration in the dilute phase remains constant (and equal to around CMC) the surfactant concentration along with the solubilised dye in the coacervate phase (micellar phase) increases to maintain the material balance42-46. The extraction of dye with TX-100 solution is due to aquaphobic interaction between BTB and hydrophobic micelles in the solution. However, with the increase of TX-100 concentr ation, the analytical signal becomes weak due to the increase in the final volume of the surfactant rich phase that causes pre concentration factor (phase volume ratio) to decrease 35. In view of these observations, a 0.04 mol/dm3 triton X- 100 is used throughout.It has been shown that the presence of electrolyte can change the CP in different ways36. Salting out electrolyte such as NaCl, decreases the cloud point temperature. They can promote the dehydration of ethoxy groups on the outer surface of the micelles, enhancing the miceller concentration leading to solubilisation of more dye and resulting in a more efficient extraction 37 and reduce the time required for phase separation. A lower salt concentration gives a smaller pre concentration factor, due to the larger volume in the surfactant-rich phase at lower salt concentrations 38. As shown in the number the ability of salts to enhance extraction efficiency of the dye was in the order of Na2SO4NaCl.Temperature has pronounced ef fect on the extraction of solute. (i) At high temperature, CMC of non-ionic surfactant decreases. (ii) the non-ionic surfactant becomes more hydrophobic due to dehydration of ether oxygen 39 and increase in micellar concentration and solubilization.A general preconcentration factor of 20-60 was obtained with this CPE method and similar pre concentration has been reported for other analytes (40). Typical preconcentration factors reported in the literature41 vared fiom 10 to 100. The CPE method gives a better preconcentration factor compared to conventional solvent extraction methods. In general, high pre concentration factors in CPE can be achieved using small amounts of surfactants which have large capacity to accommodate dye molecules. The hydrated nature and relative polarity of micelles, on the other hand, limit the extraction of dye into the surfactant-rich phase.From the viewpoint of concentrating the analytes present in aqueous solutions, the larger pre concentration factor, e .g., the smaller phase volume in the surfactant-rich phase is desired. A lower surfactant concentration gives a higher pre concentration factor. However, it becomes very difficult for sampling and accurate synopsis with a very small volume of the surfactant-rich phase. On the contrary, excessive amount of added salt of salting-out effect can give the higher pre concentration factor, but it is likely forming the very viscous liquid crystalline phase, instead of the fluidic Liquid phase, in the system, making it difficult to separate the surfactant-rich phase. Therefore, optimization of the pre concentration factor is very critical in a feasible CPE technique. Hence, surfactant concentration of 0.04 mol/dm3 was chosen to conduct CPE experiments in this research.2.1.4.2 Solubilization isothermThe adsorption isotherm relating moles of solute solubilized per mole of surfactant50 are presented in Figure2.1.8.The isotherm can be expressed according to Langmuir type expression (2.1.6)Whe re, both m and n are functions of temperature.Figure 2.1.8 Solubilisation curve of BTB dyeAssuming a homogeneous monolayer adsorption, the linearized Langmuir sorption exemplar of equation (2.1.6) can be written as (2.1.7)Plot of 1/qe vs. 1/Ce over the entire dye concentrations was linear with a correlational statistics coefficient of 0.983 as shown in Figure 2.1.9. Thus, the solubilization of dye obeys the Langmuir adsorption model. The calculated values of Langmuir parameters m and n from the slope and intercept of the linear plot of 1/qe vs. 1/Ce were found equal to 4.29X 10-3 (mol/mol) and 2.04X104 dm3 /mol, respectively.Figure 2.1.9 Langmuir isotherm of BTB dye2.1.4.3 thermodynamical parameters The overall thermodynamic parameters G0, S0 and H0 were calculated using equations (2.1.8, 2.1.9) 48,49as follows. (2.1.8) - (2.1.9)Where T is the temperature in (K), qe/Ce is called the solubilization affinity.S0 and H0 are obtained from a linear plot of log (qe/Ce) versus (1/T), f rom Eq. (2.1.8) and. Once these two parameters are obtained, G0 is determined from Eq. (2.1.9) and presented in Table 2.1.6. Plot of log (qe/Ce) versus (1/T) is shown in Figure 2.1.10.Table 2.1.6 Thermodynamic parametersTemp = 800.1c BTBinitial =12.8010-5 mol/dm3 TX-100 =4.010-2 mol/dm3pH ( 0.05)-G ( KJ/mole )S ( KJ/mole/K )H ( KJ/mole )3533433336.019.5716.9314.280.2773.927.022.1118.7515.380.3496.768.021.1018.6316.160.2566.06Figure 2.1.10 log (qe/Ce) versus (1/T)2.1.4.4 Design of experiment The amount of surfactant required can be evaluated from the residual dye present in the dilute phase of the solution after conducting cloud point extraction can be determined 45.qe is the mole of dye solubilized per mole of non-ionic surfactant. (2.1.10)Moles of dye solubilized can be obtained from mass balance equation, (2.1.11) (2.1.12)Where, A is the moles of dye solubilized in the micelles, V0 and Vd are the volume of the feed solution and that of the dilute phase after CPE, C0 and Ce ar e concentration of the BTB dye after CPE respectively Cs is the concentration of surfactant in feed.From the equation 2.1.10, 2.1.11 and 2.1.12 we can write, (2.1.13)Moles of dye solubilized can be obtained from mass balance equation,Where, qe is the mole of dye solubilized per mole of non-ionic surfactant, x is moles TX-100 used, A is the moles of dye solubilized in the micelles, V0 and Vd are the volume of the feed solution and that of the dilute phase after CPE, C0 and respectively Cs is the concentration of surfactant in feed. (2.1.14)Now, by involving the definition of fractional coavervate volume in the above equation we get, (2.1.15) - (2.1.16)Where a,b are the parameters a and b which are functions of temperature.Substituting the above equation in equation (8) we get, - (2.1.17)Substituting the above equation in equation (1) and rearranging we get, (2.1.18)From the above equation the desired surfactant required (Cs) can be obtained knowing the value of m and n the Langmu ir constants, a and b the operating temperature constants, Ce the amount of dye in dilute phase after cloud point extraction.By using the above equation experiments which are conducted were compared for surfactant used and required are shown in Table 2.1.8.Table 2.1.8 Comparison entropy of required and used TX-100 at 80C105 BTBinitial mol/dm3105 BTBdilute mol/dm3102 TX-100 used mol/dm3102 TX-100 Required mol/dm33.201.114.002.646.401.874.003.828.002.224.004.329.603.194.003.7912.804.094.004.4616.006.724.003.748.003.603.002.428.001.734.504.328.001.185.005.60

John Proctors Pride and Reputation in The Crucible Essay -- Arthur Mi

Pride and ReputationPurist Salem, Massachusetts in 1692 suffered from a rapidly increasing phenomenon witchcraft accusations and trials. The crucible is a play that recounts the times of this incident. For the most part, it follows a man known as John monitor. He is a sensible, honest, and hardworking man who made the defect of succumbing to lust which sets off a chain of events that leads to the witch trials, and to his own demise. Arthur Millers The Crucibles protagonist John Proctor proves to be a flawed human being who struggles to make sense of his past relationship with Abigail, his love for his wife, and his pride. In the previous winter, Johns wife Elizabeth had become genuinely ill. John Proctor had an affair during this time with Abigail Williams, the niece of the Reverend Parris, who worked in their household. Elizabeth found out about the affair, and fired Abigail. This left Abigail jealous of Elizabeth, and seeking revenge against her and her husband. Her vindictiv eness expressed itself through witch hysteria, setting in motion a chain of events that would lead to the death of many innocent people. He need non have been a partisan of any fraction in the town, alone there is evidence to suggest that he had a sharp and biting modal value with hypocrites. (Miller 20)Being a Christian man, John Proctor struggles with the criminality of exercising the seventh commandment, Thou shall not commit adultery. How can he be a Christian if he had committed an act against God? He would be a hypocrite, a quality he detested in others. Although John Proctor had an affair, he still cared deeply for his wife Elizabeth. Abigails whole purpose for the witch trials was to have Elizabeth convicted and killed so she coul... ...e confession is a true religious and individualized stand. This protest not only redeems John Proctor, but also leads him and six other condemned prisoners to the gallows, to die with dignity. John Proctor, like every creat ure, is imperfect and struggles internally with the guilt of an affair, the love of his wife, and his reputation in Arthur Millers The Crucible. Even though Proctor was a Christian and loved his wife, he committed an adulterous act, but felt genuinely guilty thus illustrating Millers resistance to creating a wholly good or wholly evil character. He was a man who made a mistake, a mistake that influenced Salems witch trials and resulted in numerous murders and imprisonments. One may ask, does Proctors rejection of a false confession atone for his sin? Works CitedMiller, Arthur. The Crucible. 1953. New York Penguin Books, 1976.

Black Holes Essay -- essays research papers

Black HolesBlack holes are objects so dense that not thus far light can hop out their gravity, and since nothing can travel faster than light, nothing can escape from inside a black hole. Loosely speaking, a black hole is a region of space that has so much mass concentrated in it that there is no way for a near object to escape its gravitational pull. Since our best theory of gravity at the moment is Einsteins general theory of relativity, we have to delve into some results of this theory to empathize black holes in detail, by thinking about gravity under fairly simple circumstances. Suppose that you are standing on the surface of a planet. You throw a rock straight up into the air. Assuming you dont throw it likewise hard, it will rise for a while, but eventually the acceleration cod to the planets gravity will make it start to fall down again. If you threw the rock hard enough, though, you could make it escape the planets gravity entirely. It would keep on rising forever. Th e festinate with which you need to throw the rock in order that it just barely escapes the planets gravity is called the "escape velocity." As you would expect, the escape velocity depends on the mass of the planet if the planet is extremely massive, then its gravity is real strong, and the escape velocity is high. A lighter planet would have a smaller escape velocity. The escape velocity also depends on how far you are from the planets center the closer you are, the higher the escape velocity . The Earths escape velocity is 11.2 kilometers per second (about 25,000 M.P.H.), while the Moons is only when 2.4 kilometers per second (about 5300 M.P.H.). We cannot see it, but radiation is emitted by any matter that gets swallowed by black hole in the form of X-rays. Matter usually orbits a black hole before being swallowed. The matter spins very fast and with other matter forms an accretion record book of rapidly spinning matter. This accretion disk heats up through friction t o such high temperatures that it emits X-rays. And also there is some X-ray sources which have all the properties described above. Unfortunately it is impossible to have intercourse between a black hole and a neutron star unless we can prove that the mass of the unseen component is too great for a neutron star. healthy evidence was found by Royal Greenwich Observatory astronomers that one of these sources called Cyg X-1 (whic... ...detect this radiation was Joseph Weber. He eventually came up with the first bar gravity-wave detector. This was a long aluminum cylinder, 2m by m, that should be compressed with an incoming gravity wave. To detect this compression he wired piezoelectric crystals, which respond to pressure by generating an electric current, to the removed surface of the bar. Although it didnt work, other bar detectors were built that used a device called a stroboscopic sensor to filter out random vibrations. This was an ingenious device, but it too proved to be a non- contributor in the advancement of learning more of the galaxy. Just as X-ray astronomy went from simple detectors in the noses of rockets to full matured X-ray telescopes housed in orbiting satellites, and radio astronomy went from crude dishes to continent spanning arrays, gravity wave detectors may show a completely new spectrum. And, just as X-rays brought a completely new universe into focus, one can hardly imagine what a gravitational view of the universe will reveal. At the very least, we will have definitive proof or denial of black holes, but we may find that black holes are some of the more sharp features of the universe.

Training and Development is said to be beneficial for both firms and em

Training and development is said to have a peremptory impact for both firms and employees, this essay will explain the terms Training and Development and look at the advantages and disadvantages for the Employer and employees. One of the biggest limitations of Training and Development is how the impact of cooking and development on productivity and profit is measured for organisations and individuals. This essay will therefore attempt to address the Why then atomic number 18 some organisations and individuals antipathetic to invest in prepare? since development and development is said to be beneficial to both parties. Assuming the long term benefits of grooming and development depose be measured by quality or profit, and then the advantages for both the employee and employer will prove satisfactory. A relevant point that will be make is that more research wants to be done on the benefits of investing in training and development for both parties and how it affects productivit y positively. The HR literature sees training as the vital component in organisational processes of cultural change and an important behavioural device in terms of securing workforce commitment (Keep 1989). It also refers to it as the process of imparting specific skills at one point in time, it could be an on the job training or off the job training either academic or online courses. (Laird et al. 2002) goes further to define it as the acquisition of technology that permits employees to perform to standard. Not all training researchers distinguish between training and development they can be interchangeable and tend to overlap themselves. For (Nadler, 1970) in his Developing Human Resources, he defined Development as being implicated with preparing the employee so they ca... ... their skills. For example in the United Kingdom 77% of UK jobs are in the service sector which focuses mainly on minuscule paid and low skilled jobsIn conclusion, this essay has highlighted the benefits of training and development to the employee and employer. However at its peak most of the benefits are suitable for firms that have quality has their benchmark non cost being one of the reasons why most firms do not train. The essay went further to attempt the question on why some organisations and individuals are reluctant to invest in training by pointing out that despite all the potential benefits of training and development it is not easy to gauge the benefits and piece it makes to the individual and organisations as discussed above. Employers are largely involved in a market of low value added service and do not necessarily need a large skilled force.

Testing and the Problem with Exams Essay -- Argumentative Persuasive E

The Problem with ExamsJune first--the last examen is today. There has been one exam every day since Monday, which seems as if it was an eternity ago. Every class at school requires homework, quizzes, tests, and finally, a final exam. We take exams to prove ourselves--to prove we have modern our education during the past society months. In one and a half to two and a half hours, nine months of homework, quizzes and tests must be summed up. How are the nine months summed up? Usually by a series of written questions that were probably compiled from the homework, quizzes, and tests we have already completed. There are better ways of proving knowledge. First of all, no one looks forward to the week of exams. Some people look forward to noon on Friday, but not to the previous four days. Even the week before is dreaded. Stress has hit an eleven on the one-to-ten scale during the last few weeks. Stress is not healthy, and it makes everyone angry. The last thing I remember when I go back to school is exams. Is the school trying aversion therapy on its students? Of course no...