The Importance of Open and Honest Communication Essays

The Importance of Open and Honest Communication Essays The Importance of Open and Honest Communication Paper The Importance of Open and Honest Communication Paper Name: Instructor: Course: Date: The Importance of Open and Honest Communication Introduction Open and honest communication is vital while interacting with other people, and especially with those people who have special meaning such as families and close friends. It is important that the truth be upheld as much as possible in order to avoid difficult situations that are brought about by telling direct lies or simply altering the truth. The incidences described in these two stories present two men who had earlier opportunities to reveal the truth to those close to them but did not do so, leading to difficult situations later on because of their silence. My Kid’s Dog In this story, the aspect of open and honest communication reveals itself. In this case, the persona should have informed his family about his problem with the dog. It would be better to inform someone about an issue that makes you uncomfortable rather than hurting silently. We can establish that the persona realizes the importance of open and honest communication rather partially than fully. The issue of burying the dog without his family’s knowledge disturbs his conscience and he finally decides to open up. However, he still harbors his problem of being uncomfortable around dogs. The situation could now repeat itself if the family decide to replace Scruffy with another dog. Jealous Husband Returns in Form of Parrot The man in this story remembers how, while still alive, he suspected his wife of being unfaithful but could not confront her because he did not have enough evidence against her. However, now back to life in form of a parrot, he understands that his wife is now a widow looking for another partner and that he has to accept his wife’s decisions. The man now realizes the importance of having an open and honest relationship in marriage. Judging by how he feels, we can tell that he is in regret. It dawns on him that he should have spoken his mind when he had the chance in the previous life. He realizes that it would have been better if he had opened his heart and let his wife know of his problem. However, it is now too late and he cannot change reality. In regret, he looks across from within his cage, sees the blue skies with other birds enjoying the air, and wishes that he too could break out of the cage and fly. Conclusion In conclusion, both the men in these two stories were not honest in their communication with their loved ones but unlike the man in the first story who had several chances to tell the truth, the man in the second story needed evidence to justify his claims. Both of these men also chose to be dishonest in order to maintain a good relationship with their loved ones. Indeed, the two stories have a similar message over open and honest communication. It is important that we always express our honest opinion and decision about the things that face us daily in life to avoid difficult situations in the future.

How does immigration affect the population structure in Los Angeles Research Paper

How does immigration affect the population structure in Los Angeles - Research Paper Example Immigrant population in Los Angeles promoted relevant changes in nation’s economic growth. Their taxes, lower-wage goods and services contributed better growth in local and regional economy. Manuel Pastor and Rhonda Ortiz examine the economic effects of immigrant population in Los Angeles. They rightly comment that ‘Finally, immigrants comprise 46 percent of the workforce in Los Angeles, making them integral to the growth of the local and regional economy’ (Pastor & Ortiz 7). Similarly, both Federal and state governments have spent a considerable amount of money for the welfare of immigrant communities through implementing schools and hospitals. Discussion and analysis Social effects of immigration Socio-economic effects of immigration in the United States have been a controversial issue among the policy makers and media in recent years. Analysing the immigrant population of Los Angeles County, California, it is obvious that some changes in the fields of culture, ethnic backgrounds, education, employment, gender perspective, housing and social customs among the Hispanic and Asian immigrants. Immigrants from Hispanic and Asian population contributed considerable amount of capital for the growth of GDP. In social and educational field, immigrant women in Los Angeles played remarkable role. After 1990, Immigrants from higher socio-economic backgrounds concentrated on cities and people from lower socio-economic backgrounds tend to select densely populated areas. Immigrants have occupied in skilled –jobs, lower-wages services, and farmlands. Women were concentrated in agriculture, fishing and weaving. Immigrant children often depend on private schools for education than mainstream education. â€Å"Over 40 percent of all students in Los...The census website for 1990 and 2000 gives relevant information about the growth of population and its major sources. Recent studies and researches have mentioned the fact that immigration plays a vital r ole in the process of increasing population and its effects are many and varied. Women contribute a higher proportion than men in immigrant population. Paul M. Ong and Edna Bonacich made some relevant observation in the field of immigrant population and they remark; ‘Women constitute a far higher proportion than in the past and now make up the majority of immigrants from some countries’ . Higher proportion of women population paved the way for high birth rates and population growth. Consequently, Federal government forced to spend maximum fund for immigrants. Immigrant population in Los Angeles promoted relevant changes in nation’s economic growth. Their taxes, lower-wage goods and services contributed better growth in local and regional economy. Manuel Pastor and Rhonda Ortiz examine the economic effects of immigrant population in Los Angeles. They rightly comment that ‘Finally, immigrants comprise 46 percent of the workforce in Los Angeles, making them integral to the growth of the local and regional economy’ (Pastor & Ortiz 7). Similarly, both Federal and state governments have spent a considerable amount of money for the welfare of immigrant communities through implementing schools and hospitals. Immigrants from Hispanic, Latino and Asian population have marked gradual growth in their population in recent years. Difference in higher socio-economic and lower socio-economic backgrounds of immigrants paved the way for a new social structure in society.

Performance Management for Human Resources Essay

Performance Management for Human Resources - Essay Example The task involved three people playing the role of HR staffs and three people playing the role of employees. The staffs were initially trained to fold two patterns in paper - a pop gun and a shuriken. The trained staffs were then instructed to teach and coach the employee-trainees, one on one. Each coaching staff was to teach one employee-trainee regarding the proper folding of papers to produce the two patterns. During the class presentation, the trained audiences show their learning by performing the task requirement. The performance of each employee was then assessed with regards to quality of work and time consumed through a 360-degree approach. After the presentation, the three audiences and three staffs were given feedback forms to evaluate the performance of one another. An effective performance management for human resource defines the goals and objectives of the program. Management by objectives, or MBO, is employed in most performance management systems where a set of goals or deliverables are put together (Drucker, 1986). The goal of the class task is to evaluate and improve the performance outcomes of each staff and each member. Goal-setting draws employee into the performance management process and gives them a blueprint for improving performance. The class presentation is a simple task that involved folding two patterns of paper. The task specified key requirements which are folding a pattern of a pop gun and a shuriken. The pop gun served as a standard measurement of performance while the shuriken served as a bonus. Defining the job requirements would guide the audience on the tasks and on the assessment criteria on how their performance will be measured. The class task had demonstrated clear job descriptions and responsibilities. The manner of training employed utilises the coaching approach. The trained staffs served as coaches for the audience. In order to maximise the learning of the audience, the number of coaching staff employed were with the same number of audience to be trained. Coaching is a way of learning that is highly personal, flexible and individualised. The approach enhances and develops the performance of individuals. Coaching is a direct means of increasing the competency of the trainee. (Caplan, 2003) The performance appraisal of the tasks is directed with three objectives. First is to establish a systematic way of evaluating performance. Second is to provide constructive feedback. And third is to enable the audience to improve their job performance. (Messmer, 2007) With regards to the class task, it has established a systematic way of evaluating the performance of the audience through minimum criteria for evaluations of performance. The performance outcomes of each audience or employee are evaluated using defined criteria. The criteria include following the folding instructions correctly; folding done neatly; testing the finish product; and measuring the time to finish. The criteria such as following instructions, quality of folding and testing of finish product were evaluated by the staffs using a performance protocol; whether it were performed good, moderate or poor. Time consumption standards were established beforehand. The standard time for creating the pop gun pattern was 2mins and 15secs. The standard time that would be consumed for making the shuriken pattern was 4mins and 50secs. Assessment of

Introduction to the law of property Essay Example | Topics and Well Written Essays - 1000 words - 1

Introduction to the law of property - Essay Example However, on the facts, none of that exists and the legal title, on Bella’s death, is transferred to Dominic who is the sole legal owner of 41 Evergreen Terrace. As a result, the only interest Nigel can establish in the land in order to bar Dominic from selling the property and to continue occupying it is necessarily equitable. Dominic is currently the owner at law as well as in equity, owing to the lack of any direct conveyance to another or the declaration of a trust. Nigel, in order to claim an equitable ownership of Evergreen will have to rely on a number of recent authorities that allow a third party to claim an interest in the property of another (Pettitt v Pettitt (1970), Lloyds Bank v Rosset (1989), Stack v Dowden (2007)), and argue a constructive trust in his favor. However, since Nigel contributed to the purchase price, he can argue a resulting trust in his favor as well, according to the principals set in Curley v Parkes. It is apparent from that case that any contribution at the time of acquisition of the property will result in the creation of a purchase money resulting trust in favor of the contributor, entitling him to an equitable ownership in the property (Dyer v Dyer (1788), Laskar v Laskar (2008). However, this law is only operable if the money provided by Nigel was not meant as a gift or loan, which may as well be the case here since it was a father daughter deal. However, the facts are silent on the matter. Moreover, the House of Lords in Stack v Dowden suggested that the resulting trust mechanism to establish an equitable interest in property should be sidelined in favor of constructive trusts, since they can relate to a lot of other factors as well instead of just being concerned with the purchase money, especially in relation to family affairs. Hence, those will be considered below. Nigel has been made a promise to after he moves in by Dominic. The words used are

Take Back the Night April 17, 2008 Essay Example for Free

Take Back the Night April 17, 2008 Essay â€Å"Take Back the Night† was an evening dedicated to taking a stand against sexual violence, primarily on females. The event had many phases including musicals and spoken word performances, such as the â€Å"Denim Day† fashion show, â€Å"Walk in Her Shoes† contest, and the candlelight vigil. The event started off by introducing the concept of fighting against violence, especially those who were silenced by power. Those who were sexually violated and those who have experienced sexual violence sometime in their lives were also given much attention. â€Å"Take Back the Night† was a reclamation of the right to feel and be safe all the time, especially during the evenings. Statistics showed that an average harasser molests eighteen times before being apprehended. This was an information that surprised everyone. During the event, R. E. A. C. H peer educators were present to showcase their talents through playing music, singing, reading poetries, and sharing their feelings and emotions. The denim day fashion show presented the message, â€Å"Break the dress code, break the silence! †. It was a success for both the viewers and the organizers. The most important part of the event was the candlelight vigil. This was the time when those present were given the chance to voice out their concerns and emotions, at the same time it was a moment dedicated to silence and remembering the events that happened in the past. The event has given me more insights about sexual violence. I was deeply disheartened to hear their stories and chants about the experiences they had. It is my belief that no one can ever fully understand the difficulties and struggles these victims go through, unless the same sufferings were endured as that of the victims. I can personally say that I do not fully understand the real meaning of sexual abuse, although I, myself have experienced some during my youth. As a sixth grader, a female teacher asked me to show her my body parts because I was not paying much attention during her class. She even threatened me not to tell anyone of the incident, or else she will not be nice to me during class anymore. I was frightened, so I never said a word to anybody. A few weeks after, she came to me again. This time, she commanded me to take my clothes off, and masturbate in front of her. I did not have an idea as to what masturbation was, so she helped me. I felt broken afterwards. I do not know if this was considered as sexual abuse or not, all I knew was that she did that horrible deed unwillingly. The event helped me bridge reality with the lessons taught in class. Women were being treated as sex animals, and these treatments often lead to sexual violence. Professor Chikako Takeshita often invited guests to share some of the techniques that would be beneficial for both male and females against sexual violence. Personally, self-defense was the most beneficial for me, although I also valued the other information given, such as the hotline for both endangered and victims of sexual violence.

Chromatography Lab Report

Chromatography Lab Report GC-1 (Gas Chromatography) Experiment 1, 2, 3 4 Experiment 1:- Determination of ethanol content of a mouthwash using an internal standard Experiment 2:- Determination of oxygenates in gasoline Experiment 3:- Qualitative and Quantitative analysis of BTEX (Benzene, Toluene, Ethylbenzene and Xylene) Experiment 4: Determination of volatile compounds by headspace analysis Anil Kumar Introduction Theory The experiments performed in this lab were based on Gas chromatography specifically gas-liquid chromatography. This technique involves a sample being vapourised and injected onto the head of the chromatographic column. The sample is transported through the column by the flow of inert, gaseous mobile phase. The column itself contains a liquid stationary phase which is adsorbed onto the surface of an inert solid. GC: Schematic diagram (http://teaching.shu.ac.uk/hwb/chemistry/tutorials/chrom/gcdiag.gif ) In Experiment 1: the ethanol content in a mouthwash was determined. This was done by using an internal standard of butanol. Then, solutions of internal standard with unknown solution and ethanol were made and injected into the GC. The areas obtained for each compound were then used to calculate the % alcohol in the sample. In Experiment 2: ethanol content in gasoline mixture was calculated using a standard curve of ethanol made with pure ethanol. The gasoline mixture was extracted with water to extract the ethanol in it for further analysis by GC. The GC method is used industrially to find ethanol content in gasolines, plus oxygenates like butyl ether that can contaminate drinking water.. In Experiment 3: qualitative analysis of BTEX (Benzene, Toluene, Ethylbenzene and Xylene) was performed by injecting pure solutions of these compounds in GC. The retention times obtained were recorded for each. In the second part, standard solutions of toluene and xylene were made and calibration curves were made for each. Next, the unknown sample of BTEX was injected to GC. The retention areas obtained were recorded and substituted in equations of standard curves to find the actual content of toluene and xylene in sample. In Experiment 4: the technique of headspace analysis was used to determine the volatile compounds in a contaminated soil sample. The soil sample was also deliberately contaminated with toluene and xylene and placed in a vial for 10 minutes. Then using a syringe, the headspace was sucked and injected to GC for performing a qualitative analysis (the retention times of BTEX from Experiment 3 were used). GC is continuing to be used in a number of fields as an analytical tool due to certain advantages like: Shorter run times Greater sample throughput Cheaper columns Higher signal to noise ratio Lower bleed (thinner films) High resolution power compared to others. Complex mixture can be resolved into its components by this GC method. The separation, determination and identification of many compounds withnegligibledifferences in boilingpoints is possible by this technique. Sensitivity in detection is very high with thermal conductivity detectors. One can detect upto 100 ppm, while flame detectors, electron capture and phosphorus detectors can detect ppm, parts per billion or picograms respectively. (http://www.sge.com/support/training/fast-gc-analysis/advantages-/-disadvantages-of-fast-gc) Some industrial applications of GC include: Identification and quantification of ubiquitous pollutants in the environment: analysis of various classes of persistent organic contaminants in air, water, soils, sediments and biota GC Analysis of Antioxidants Determination of ethanol in gasoline Analysis and quality assessment of alcoholic beverages – Quantitative and qualitative assessment of Alcohols in blood Aromatics (benzene, toluene, ethylbenzene, xylene) Flavors and Fragrances Permanent gases (H2, N2, O2, Ar, CO2, CO, CH4) Hydrocarbons Pesticides, Herbicides, PCBs, and Dioxins Solvents (http://www.med.cmu.ac.th/dept/vascular/alcho/research/res_out/Application%20of%20gas%20chromatography.pdf) As we can see, the varied applications of GC in industry and its advantages over other methods, performing of these GC experiments is industrially justified. Experiment 1:- Determination of ethanol content of a mouthwash using an internal standard Procedure The instrument was set to the following parameters: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 80 degree C Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Valve: Split 1 on Dilute the unknown ethanol sample and mouthwash provided with water in a 1:10 ratio. 10 ml of each was diluted to 100 ml in volumetric flask. Next, ethanol standard solution and butanol (internal standard) (each2 ml to 100 ml water) were made. Equal volumes of ethanol and internal standard were mixed. And equal volumes of sample solution and internal solution were made (each 5 ml). Now, three injections (0.3 uL each) were made of each of these solutions into the GC. From the chromatographs, the % of alcohol in sample were calculated. Observations, Calculations and Results Instrument: GC SST Instrument settings: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 80 degree C Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Valve: Split 1 on Solution Retention time Peak area Butanol 1.400 5452.57 Ethanol 0.700 3607.3 Butanol (I.S.) + Ethanol 1.400-Butanol (I.S) 0.700-Ethanol 2226.7 1341.9 Solution Retention time Peak area Int. Stan +Unknown ethanol sample Int. Stan- 1.383 Unknown ethanol Sample- 0.683 (Ethanol) 2878.8 874.3 Int. Stan + Mouthwash Int. Stan- 1.383 Mouthwash – 0.683 (Ethanol) 3373.4 2079.5 Using the formula, Rspl RI.S. = Cspl Rstd Cstd RI.S. where, R=response (peak area); spl=sample, I.S.=internal standard C= Concentration For Unknown ethanol sample, we have, Rspl = 874.3, R I.S= 2878.8, Rstd = 1341.9, R I.S. = 2226.7 Cstd = 2 % (From observation table # 1 2) Putting these values in equation, 874.3 / 2878.8 / 1341.9 / 2226.7 X 2 = Cspl On solving we get, Cspl = 1.00 % For mouthwash, we have, Rspl = 2079.5 , R I.S= 3373.4, Rstd = 1341.9, R I.S. = 2226.7 Cstd = 2 % (From observation table # 1 2) Putting these values in equation, 2079.5 /3373.4 / 1341.9 / 2226.7 X 2 = Cspl On solving we get, Cspl = 0.98 % So, % alcohol in Mouthwash is = 0.98 % in Unknown ethanol sample = 1.00 % Experiment 2:- Determination of oxygenates in gasoline Procedure Develop a set of operating conditions that will satisfactorily separate ethanol from hexane. To do this equal volume of hexane and ethanol in a small vial were combined and injected. Inject this mixture into GC and ensure two resolved peaks. Inject pure hexane to establish its identity. The oven temperature was decreased from 80 degree C to 70 and then to 60 degrees C to separate the two peaks. Prepare ethanol standards: 0.2 ml, 0.5 ml, 1.0 ml and 2.0 ml in 25 ml DI water. Concentration, 0.2 ml = 0.2/25 = 0.008 %, 0.5 ml = 0.5/25 = 0.02 % 1.0 ml = 1.0/25 = 0.04 % 2.0 ml = 2.0/25 = 0.08 % These standards were injected into GC and a calibration curve was prepared using the peak area data obtained. The unknown gasoline sample (Unknown Sample D: Ethanol in hexane) was taken and 5.0 of it was transferred to a vial. 5.0 ml of water was added and mixed thoroughly in the vial. It was allowed to stand for 5 minutes. The water layer was taken using a Pasteur pipette and injected into GC. The % ethanol was determined using calibration curve data and peak area data from step 5. Observations, Calculations and Results Instrument: GC SST Instrument settings: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 60 degree C (Earlier 80 degree C and 70 degree C) Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Valve: Split 1 on Solution Oven temperature (in degree C) Retention time Pure Hexane 60 0.500 Hexane + Ethanol 80 Hexane: 0.483 Ethanol: 0.683 (Less resolved peaks) Hexane + Ethanol 70 Hexane: 0.483 Ethanol: 0.750 (Better resolved peaks) Hexane + Ethanol 60 Hexane: 0.500 Ethanol: 0.916 (well resolved peaks) Solution Peak Area Standard 0.008 %, 2186.8 Standard 0.02 % 3509.9 Standard 0.04 % 5296.3 Standard 0.08 % 8746.5 Sample (1st Injection) Sample (2nd Injection) 1982.2 2138.1 Calculating % of ethanol in sample Equation of line from standard curve : y = 89994x + 1605.1 where, y = peak area, x = concentration of ethanol in % From Observation table # 3 we have, Area of sample = 1982.2 and 2138.1 Putting these values in equation in place of y we get, 1982.1 = 89994x + 1605.1 2138.1 = 89994x + 1605.1 On solving for x we get, x = 0.00418 % and x = 0.00592 % Averaging the two values, we get x = 0.00505 % So, the % of ethanol in the given Unknown Ethanol in Hexane Sample D is 0.00505 %. Experiment 3:- Qualitative and Quantitative analysis of BTEX (Benzene, Toluene, Ethylbenzene and Xylene) Procedure Part A: Qualitative Analysis Take 1 ml each of Benzene, Toluene, Ethylbenzene and Xylene in separate vials. Run the individual standards and record the retention times. Part B: Quantitative analysis Prepare a series of standard of toluene and para-xylene using hexane as a solvent. Make 2,4,6,8 and 10 % solutions of each of toluene and para-xylene in 50 ml volumetric flasks. For 2 %= 1 ml each of toluene or para-xylene (separate), for 4 % = 2ml For 6 % = 3 ml, for 8 % = 4 ml, and for 10 % = 5 ml to 50 ml with hexane. Prepare a calibration curve based on the peaks area data obtained. Analyse an unknown sample of BTEX provided and find the % of toluene and para-xylene in it using the standard curve data. Observations, Calculations and Results Instrument: GC SST Instrument settings: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 80 degree C Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Solution Retention time Chlorobenzene 3.866 Ethylbenzene 2.016 p-xylene 1.400 o-xylene 4.133 Toluene 1.500 From individual injections of hexane, toluene and xylene, it was seen that that the retention times for each of these were 0.500, 0.933 and 1.550 respectively. Solution Peak Area Toluene 2 % 939.8 Toluene 4 % 1254.0 Toluene 6 % 1987.6 Toluene 8 % 2260.2 Toluene 10 % 3210.0 Para-xylene 2 % 455.8 Para-xylene 4 % 985.0 Para-xylene 6 % 1168.1 Para-xylene 8 % 1791.5 Para-xylene 10 % 2222.9 Sample Run 1 Sample Run 2 10500 (Rt = 0.733) 863 (Rt = 1.600) 2966 (Rt = 0.733) 181 (Rt = 1.600) From the sample analysis, we find that the two biggest peaks are seen at Rt = 0.733. This value neither corresponds to value of Rt for toluene (around 0.900) nor xylene (around 1.350). So we cannot identify or quantitate them. The other peak (although small) which is seen occurs at Rt = 1.600 is close to Rt for xylene (Rt for 10 % xylene is 1.600). So this peak would be for xylene. We can find its concentration by making a standard curve for xylene from the data in Observation table # 7. Calculating amount of xylene in sample. From the standard curve (Graph # 2), we have the equation of line y = 217.04x + 22.45 where, y = peak area, x = concentration of ethanol in % From Observation table # 7 we have, Area of sample = 863 and 181 Putting these values in equation in place of y we get, 863 = 217.04x + 22.45 181 = 217.04x + 22.45 On solving for x we get, x = 3.87 % and x = 0.73 % Averaging the two values, we get x = 2.30 % Therefore, the sample (Unknown B) contains 2.30 % of xylene and no toluene. Experiment 4: Determination of volatile compounds by headspace analysis Procedure Soil was taken in a sealed vial and 1-2 drops each of toluene and p-xylene were added to it. Let the sample rest in the vial for about 10 minutes so that the volatile components gather in the headspace of the vial. After 10 minutes, using a syringe, suck out 0.3uL of the headspace keeping in mind that the syringe doesn’t touch the soil sample itself and headspace sample is taken from just the midway of the vial. Inject this to the GC. Perform duplicate injections if both components can not be seen at one go. Observations, Calculations and Results Instrument: GC SST Instrument settings: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 80 degree C Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Sample Retention time Compound present Soil Sample 1 1.033 1.533 Toluene P-Xylene Soil Sample 2 1.050 1.483 Toluene P-Xylene From Observation Table # 7, last experiment, we know retention times of both toluene and p-xylene. They were 0.950 and 1.550. So on comparing these Rts with the Rts obtained in these chromatograms, we can identify the peaks as toluene or xylene as done in Observation Table # 8. So, using headspace analysis, Toluene and p-xylene could be identified in the soil sample. Discussion and Conclusion In this lab, using the technique of Gas Chromatography, four different experiments were performed. In Experiment 1: the ethanol content in a mouthwash was determined. This was done by using an internal standard of butanol. Then, solutions of internal standard with unknown solution and ethanol were made and injected into the GC. The areas obtained for each compound were then used to calculate the % alcohol in the sample. The amount of ethanol present in the unknown solution of ethanol was found to be 1.00 % and the ethanol content in mouthwash was found to be 0.98%. In Experiment 2: ethanol content in gasoline mixture was calculated using a standard curve of ethanol made with pure ethanol (An unknown ethanol in hexane sample was used). The gasoline mixture was extracted with water to extract the ethanol in it for further analysis by GC. The amount of ethanol that was found to be present in this sample was 0.00505%. Firstly, we injected pure hexane and ethanol to find out their retention times and then an equal mixture was injected to see if the two peaks can be resolved or not. After doing this, the experiment was performed. The calculations for determining the % of ethanol were based on equation that was derived from the standard curve from ethanol standards. The value of peak area obtained in the chromatogram for the unknown sample was substituted in the equation from standard curve to find the ethanol concentration. This GC method is even used industrially to find ethanol content in gasolines, plus oxygenates like butyl ether that can contaminate drinking water. In Experiment 3: qualitative analysis of BTEX (Benzene, Toluene, Ethylbenzene and Xylene) was performed by injecting pure solutions of these compounds in GC. The retention times obtained were recorded for each. In the second part, quantitative analysis of toluene and p-xylene was done. Standard solutions of toluene and xylene were made and calibration curves were made for each. Next, the unknown sample of BTEX was injected to GC. The retention areas obtained were recorded and substituted in equations of standard curves to find the actual content of toluene and xylene in sample. It was found that the unknown sample had not retention that matched with the retention times of toluene which was close to 0.9550. No peaks were seen at this retention times even on duplicate runs of the sample. So it is concluded that the sample had no toluene in it. Nevertheless, a peak for xylene was seen (determined by comparing the Rt with the Rt of toluene from Experiment 3). A standard curve was made from the data obtained by running xylene standards. Now with the equation of calibration curve and the peak area of sample for xylene, the concentration of xylene present in the sample was calculated. It was found to contain 2.30 % xylene. In Experiment 4: the technique of headspace analysis was used to determine the volatile compounds in a contaminated soil sample. The soil sample was deliberately contaminated with toluene and xylene and placed in a vial for 10 minutes. Then using a syringe, the headspace was sucked and injected to GC for performing a qualitative analysis (the retention times of BTEX from Experiment 3 were used). The peaks for both toluene and xylene could be detected by GC. This conclusion was based on the fact that the peaks had comparable retention times as toluene and xylene. To conclude, we can say that we used GC for quantitative analysis like analysis of BTEX in chemicals, food, etc. or BTEX in soil. And qualitative analysis like determination of ethanol content in gasoline, mouthwash, etc. References Page # 67-73 Chromatography Laboratory Manual, Durham College 2012 Advantages of GC http://www.sge.com/support/training/fast-gc-analysis/advantages-/-disadvantages-of-fast-gc) Industrial applications of GC (http://www.med.cmu.ac.th/dept/vascular/alcho/research/res_out/Application%20of%20gas%20chromatography.pdf)

Catcher In The Rye :: essays research papers

In Catcher in the Rye, Holden Caulfield goes through many events in just three days that seemed to impact his life a lot. He began to realize things about himself, and changes occurred within him. Now it's 35 years later and Holden has grown up, and has finally entered the real world. Holden now works for a high school as a student counselor, and deals with problems of children everyday. He is very well liked at the school and he has only been there for three years. He sometimes gets attached with the students dilemmas, but that is not necessarily a bad thing. He is also the leader of the schools Students Reaching Out program. Holden has enjoyed his job ever since he has started and has never thought of leaving it. Holden now lives in the small town of Wellingville in California. He is married to a women he met when he went back to college and they have 2 kids, both girls. One is 6 and the other is 3. Holden's wife has all the qualities that Jane did. A very sweet women with a great personality. They made a perfect couple. He has gave his kids financial and emotional support that his own parents never gave him. Cole Cuchna 12/2/99 Per7 He does this because he doesn't want his kids to go through what he did growing up. Holden has made many compromises as he has grew up. Through his daily therapy he realized that he can't be everything he wants to be. He can't save every child he meets from growing up and entering the real world. Every child loses their innocents sometime in their life, and Holden becomes to realize that. As he matures he doesn't try to save them from the real world, but he helps them accept it. This is why Holden is a good counselor for teenagers because teenagers are usually just beginning to enter the real world and Holden can help them through it. Also, as he grew he picked up on a hobby. Everyday after work, Holden goes to the local park and feeds the ducks. Everyday he does this, in the winter time and everything. It gives him time to think about what went on in the day and helps him concentrate on any issues he might be having at the time. As Holden grew up, he matured a lot but he also did retain some of his childhood qualities. One of these such qualities is his constant changing of personalities. He will go from thinking he is crazy, to then thinking he is something else.