Hybrids versus Electrics Essay Example | Topics and Well Written Essays - 2500 words

Hybrids versus Electrics - Essay Example   Even though the electric cars had low-speed limits, they still held numerous advantages over their gasoline counterparts including minimal noise emissions, and no vibrations and smells produced by engine combustions and rotations. Furthermore, an electric car driver did not need to change gears while driving like the gasoline car driver had to and as such, they were easier to drive. The electric cars were especially popular among city dwellers, especially the women who were targeted by the cars’ marketers citing its easiness in operation. The electric cars’ sales were initially impeded by the limited electricity infrastructure but this set back was overcome by 1912 when most homes had access to electricity, driving a surge in sales of the cars. This was also the year when the early electrics sales peaked (Leitman & Brant, 36).The 1913 invention of the starter that enabled gasoline cars to start with ease almost caused the extinction of the electric cars and steam au tomobiles. Sales in electric vehicles dropped sharply with the next six decades experiencing dormancy in their mass production as gasoline cars became the preferred choice. However, the 1970s Arab oil embargo created new interest in the cars and environmental concerns also played a significant role in boosting their production. Hybrids are also considered electric though they are not purely electric as they only run as electric at low speeds above which the vehicles operate just like ICE with the exception of their braking systems.

Medical Ethics in Palliative Care Essay Example | Topics and Well Written Essays - 3750 words

Medical Ethics in Palliative Care - Essay Example This begs the question, just how precious or sanctified is human, life? That is probably the most subjective moral question one can posit , and the answers will vary widely based on the respondent religious humanist beliefs or lack of thereof. Many people hold that life is indeed priceless and/or sacred, however their view of how it should be treated in different circumstances tend to be radically different, under the phase sanctity of life, the idea of life’s sacredness is widely applied by pro-life activist to argue against issue such as abortion, euthanasia and abortion (Doerflinge and Gomez, 2010). Central to the debate on life sanctity is the subject of euthanasia which is one of the most controversial moral, religious and medical issues of all times (Baranzke 2012, p.295). The setting in which it most frequently arises is in palliative care where many patients spend the last days of their lives under medical care without any hope of recovery only awaiting what is assumed to be a certain death. In some cases, patients in this situations or their family may request that treatment is stopped or that the patient is given a lethal dosage or drugs such as morphine to â€Å"save† them from pain. While it is allowed in some states and countries but the legality has not significantly served to reduce the amount of controversy surrounding the issue. This paper will discuss the importance of sanctity of life through several arguments against euthanasia for patients undergoing palliative care and then examining and disproving some of the opposing views that have been used to trivialize sanctity by pointing out their underlying weakness with a view to prove that; irrespective of the intentions, euthanasia is morally and medically unjustifiable. The concept of euthanasia has been in existence for almost as long as the

Identification of Unknown Compound using 13C NMR

Identification of Unknown Compound using 13C NMR Identification of Unknown Compound #15 using 13C NMR and IR Spectra Paired with Melting Point Analysis Abstract Given an unknown compound, infrared (IR) spectroscopy can be used to determine the functional groups that make up the compound. This can be supplemented with 13C NMR spectroscopy and melting point analysis to determine the identity of the unknown compound. After completion of the analysis methods, it was determined that the identity of the unknown compound (unknown #15) is p-Methylaniline (p-Toluidine), C7H9N (Figure 1). Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Infrared (IR) spectroscopy is extensively used instrumental technique in organic chemistry. It is the measurement of the wavelength and intensity of the absorption of mid-infrared light by a sample. Mid-infrared is energetic enough to excite molecular vibrations to higher energy levels. The wavelength of infrared absorption bands is characteristic of specific types of chemical bonds, and infrared spectroscopy finds its greatest utility for identification of functional groups within organic molecules (1). An infrared spectrophotometer is an instrument that passes infrared light through an organic molecule and produces a spectrum that contains a plot of the amount of light transmitted on the vertical axis against the wavelength of infrared radiation on the horizontal axis. In infrared spectra the absorption peaks point downward because the vertical axis is the percentage transmittance of the radiation through the sample (2). Nuclear magnetic resonance spectroscopy (NMR) can be used to complement IR spectroscopy. While IR can determine functional groups, NMR can determine the molecular structure. Finding the melting point of the unknown can help to determine the purity of the compound. Results IR Data: Functional Group Molecular Motion Observed Wavenumber (cm-1) Literature Value Range1-3 (cm-1) Peak Intensity Peak Shape N-H Stretch 3333.85 3335 Weak Sharp C-H Stretch 2914.73 2780 Weak Sharp C=C Stretch 1621.28 1600-1430 Medium Sharp C-H Bending(in plane) 1274.33 1275-1000 Medium Narrow 13C NMR Data: Atom Atom Group Peak Observed (ppm) Peak Calculated (ppm) 1 C-N 144 144 2 and 6 CH 115 115.2 3 and 5 CH 130 129.60 4 C=C 127 126.7 7 CH3 21 21.26 Melting Point Data: Observed Melting Point Range ( °C) Literature Melting Point Range4 ( °C) Trial 1 44-47 44-45 Trial 2   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   44-45 Discussion The IR analysis of the unknown compound 15 determined that it consists of a benzene ring, amino and methyl groups. According to the referred literature (3) values of 3335-3400 range for stretches are evident which indicates primary amines. The spectrum shows primary amines stretch at 3333.85 Next can be noticed that CH stretches from the benzene ring occur at 3014.65 and 2914.73. C=C stretches are known to occur at the 1600-1430 according to literature, and in this spectra are illustrated at 1621.28 At 1274.33C-H bend is evident. This spectrum correlates well with literature values which confirms successful identification of p-methylaniline. The melting point analysis was used to determine the purity of the unknown sample. The literature values for p-methylaniline range from 44-45 °C (4) and the observed melting point values were 44-47 °C for trial 1 and 44-45 °C for trial 2. The trial 1 has a higher melting point compare to the literature values. This could be due to the amount of sample placed in the capillary tubes as well as the purity of the sample (4). Because trial 1 has such a large range, the sample may not be pure. The results from the 13C NMR showed that compound contained summetry. Two peaks of the same height were observed at about 115 and 130ppm and two other peaks at 144 and 127ppm. According to the literature values aromatic carbons appear between 120-160ppm (3), which helped to determine that this compound contains a benzene ring. It was noted as well that one other peak appeared much further downfield at 21ppm. Using an NMR predictor, the peaks for p-methylaniline were calculated to be 144, 115.2, 129.60, 126.7 and 21.26 ppm, which match the observed peaks. Conclusion After performing IR spectroscopy, melting point and 13C NMR analysis, it was found that unknown compound 15 is p-methylaniline. P-methylaniline contains a benzene ring, methyl and amine groups in a p- position. Based on slight deviations in the melting point, the sample could have some impurities. An error could be improper loading of the sample in the capillary tube. So to avoid this chemical error, a better laboratory technique could be used. References IR Spectroscopy:Mohrig J.R. et al. Techniques in Organic Chemistry 2nd Ed. 2.  Ã‚  Ã‚   Skoog, D. A., Principles of Instrumental Analysis, 3rd Ed   Stawikowski, M. Experiment 2: Identification of unknown compound based on IR spectroscopy, melting point analysis and supplemental 13C NMR spectroscopy data; BlackBoard Smiley RA (2000). Ullmanns Encyclopedia of Industrial Chemistry. John Wiley and Sons.

Oppression in Jane Campion’s The Piano Essay -- Jane Campion The Piano

Oppression in Jane Campion’s â€Å"The Piano† Jane Campion’s â€Å"The Piano† relates the story of a Scottish woman who is sent to New Zealand, during the Victorian Era, for an arranged marriage with a farmer. Ada voluntarily gave up speaking at the age of 6 and communicates by either signing for her daughter, writing on a small paper tablet around her neck, or, more joyously, through playing her piano. After a long and arduous journey with the piano, Ada is forced to leave it on the beach where her boat landed. Left without her musical passion, Ada must learn to adapt in very male world. A native white man who has adopted the culture of the Maori Indians named Baines quickly discovers what the abandoned piano means to Ada. Baines secures the piano by trading 80 acres of land to the farmer and husband of Ada, Stewart. After getting the piano back to his home, he employs Ada to give him lessons, but really wants to have sex with her in exchange for the piano. Her passion for the music allows for this and an affair is born. The affair is discovered by Stewart and he goes irate eventually cutting off Ada’s forefinger in a backwards attempt to win her love. When he realizes the futility of winning her love, Stewart sends her off with Baines. On the boat to a new home and life, Ada insists of getting rid of the piano and almost commits suicide as the piano sinks to the bottom of the ocean. This movie is beautiful to watch, yet difficult. It is raw, yet the cinematography is breath...

Extreme Weather and Setting Essay

LO 3.1 Identify non medical incidents and emergencies that may occur in the work setting In my setting there are many roles and responsibilities that I have in a Non-medical emergency incident or emergency. All settings employing more than five people will have a safety policy and this states the emergency procedures in case of a fire and what to do in the event of some major incidents such as a child who has gone missing, an unwelcomed intruder in the setting or very extreme weather conditions. Now I am going to identify eight non emergency incidents and then for LO 3.2 I will outline the actions to take when there is a Fire, A Missing Child and Unauthorised Entry. Missing Child A child should never go missing from a setting and also they should not be able to open gates or doors and when practitioners go through the doors they should ensure that they are closed and locked properly. In my setting no child can get out because the back exit is locked after a certain time and there is a buzzer at the main entrance. If a child were to go missing I would raise the alarm and follow my settings procedures which are; * Make sure that the other children are safe  * Exits should be supervised to prevent the missing child from escaping * Tell the person in charge, Mrs. Quinn * The person in charge with organize a systematic search Evacuation There are many reasons that my setting may need to be evacuated for example a gas leak, fire or bomb scare. In my setting the person in charge knows what to do and evacuated the setting. The setting has regular evacuation practices and there are signs around showing where the nearest exit is and where the assembly point is. Fire If there s a fire in my setting I would raise the alarm and then close the doors and windows to stop the fire from spreading get the children out by the closes exit, then call 999. In my setting they have fire drills every 3 months and when the fire alarm goes off we reassure the children that they are safe. The teacher takes a register with them to see if all the children are outside safe, or are any of them hiding inside. Unauthorised Entry If there is an unauthorised person in my setting and if I’m with a child I would ensure that the child is safe and then escort the person to the person in charge but my responsibility at the time is the safety of the children. If the person refuses to leave the police should be called. Vandalism If there has been an attack of vandalism at my setting my responsibility is to ensure the children’s safety. Then I will need to inform the person in charge so they can organize it so that it gets cleared up but before this, photographs should be taken as evidence. Some examples of vandalism can include drugs, cigarette buts, broken glass or even broken school equipment. If these risks are not seen to when a child goes out to place they may fall on the glass and cut themselves or a younger may pick up a cigarette but and try to eat it. Bomb alert In my setting if there was a bomb alert then the setting would follow the normal evacuation procedure and all of the staff have the responsibility to the children to keep them safe. Flooding This event could threaten the safety of the pupils or staff if a severe rainstorm has caused the water levels to rise or if there is a burst pipe in the setting. If any of them happen then my setting will decide if an evacuation is necessary, let the teachers know that they need to evacuate and get the children out of the setting as soon as possible. Also when they are at the assembly point the teacher checks the register to see if anyone is missing. Extreme Weather Conditions Severe weather can also have strong winds. If this happens then my setting will tell everyone to take cover away from windows, evacuate any classrooms in direct contact with the strong winds and call the emergency services.

Filipino People and Rizal Essay

Introduction: During Rizal’s time, he showed us what a real character of a woman is on those times. He told in one of his letter that from his infancy woman are with agreeable manners, beautiful ways, and modest demeanor. But he also told us that there was in all an admixture of servitude and deference to the words or whims of their so-called â€Å"spiritual fathers†, due to excessive kindness, modesty, or perhaps ignorance. They seemed faded plants sown and reared in darkness. The woman of Rizal’s time responded to the first appeal in the interest of the welfare of the people. Rizal said: now that you have set an example to those who, like you, long to have their eyes opened and be delivered from servitude, new hopes are awakened in us and we now even dare to face adversity, because we have you for our allies and are confident of victory. This term paper will discuss what are the identity of Filipina from the past and the women identity today. The significance of woman from the past who followed Rizal’s bravery to fight for their right and their characters, will also try to see what kind of woman identity should a Filipino have, the Filipino women in Rizal’s novel or some of our woman leaders of todays. What is a Filipina? Is she Asian or Western? Is she the reluctant leader Corazon Aquino, or is she the self-proclaimed â€Å"symbol of beauty for her people† Imelda Marcos? Is she the modern-day Gabriela Silang who envisions and works towards cross-sectoral changes, or is she one of the millions of faceless and nameless struggling multitude who does anything just to put rice on the table, the ordinary Juana de la Cruz? The implication of an early paradigm of gender character and equality may have, to some extent, begun the process of identity formation. On the surface, the Philippine myth does not seem to introduce the notion of conflict. What is projected is compatibility and harmony. Just when and how, then, did the problems of identity conflict for the Philippine woman come about? The language of the colonizer is found to not only serve as a vehicle for literary expression, but also for setting forth the idealized image of a Filipina from a male perspective. A brief glance at literature shows an evolution of sorts of the Filipina from the pre-colonial Maganda of indigenous folklore, to the early 1800s Laura who epitomizes beauty and faithful acceptance of her role as prescribed by culture, religion, and society; and to the fictional characterization of womanhood drawn from two works of historical fiction by Jose Rizal, Noli Me Tangere and El Filibusterismo. Although Rizal’s central protagonists in both novels are men, the significance of the women characters lies in their symbolic portrayals of a people of many images, of a country torn apart by race, culture, and class. In Rizal’s attempt to define a nation’s identity by addressing the need for national reforms and by exposing the evils of colonialism, he may have also encouraged the need to demystify the Filipina. The colonial Spanish period’s desired image of a Filipina is embodied in the character of Maria Clara–beautiful, demure, modest, patient, devoutly religious, cultured, submissive, and virginal. The blood that runs through her veins is more European than native. Her ancestry is noted since it has a bearing on the idealized model of a Filipina, the Roman Catholic’s Virgin Mary, and European and foreign. Maria Clara belongs to the elite; her kindness is not to be equated, however, with social awareness. She is a repressed woman and her weakness and despair over a lost love overwhelm her, enabling powerful and sinister forces to slowly drive her to death. Perhaps, to a certain degree, this â€Å"ideal† is still upheld today, contributing to the confusion of identity formation, for the original application of the character â€Å"Filipino† was only for Spaniards and their descendants who lived on the islands; the indigenous natives were simply called â€Å"indios. † The 19th century saw a character reversal process: the latter (â€Å"indios†) who have capitulated, are now called â€Å"Filipinos† while the former, mostly direct descendants of colonizers, now prefer to call them â€Å"Spanish. † The character Dona Victorina is a reflection of the triumph of colonialism–the alteration of behavior and thinking patterned after the character’s perception of a superior race. One hundred years ago, there was a Dona Victorina. Today, the trappings of a colonial mindset persist, and are expressed in the attraction to look Western and to consume Western goods. Dona Victorina is a characterization of lost identity. Her frivolity, and that of Paulita Gomez, who is greatly enamored by the trappings of the elite, who loves the man who could maintain the needs of her class, and who is a vain and flighty version of Maria Clara, may be seen today in the persona of Imelda Marcos. The likes of Imelda Marcos also mirror, ironically, another Rizal character, Dona Consolacion, who can be described as an interesting specimen of colonial deformation. She may serve as an example of â€Å"the dehumanization of the indio,† a case of total alienation from her original self, or from her potential self. The character Sisa also represents the opposite image of Paulita, a contradiction of the so-called high status and the liberated label describing the Filipino women today. She is the woman Mary Hollensteiner speaks of in her article, â€Å"The Wife†: quietly suffering from subjugation, sacrificing to put food on the table, living only for her sons. Sisa represents the silent victims of an oppression which drove her to madness and death. There are millions of Sisas in the Philippines today: the unfortunate women who are scavenging for food in the mountains of trash, the degraded women whose bodies are used as commodities, and the abused wives who are repeatedly beaten by their husbands. The other woman, Juli, emerges as the one character that chooses death over a life in shame. She suffers abuse and humiliation working as a servant to pay her family’s debt. She brings to mind the women of today who work for starvation wages. Juli refuses to be coerced; her death liberates her from oppression. Among these characters, perhaps Juli best characterizes a sense of purpose and identity. In Rizal’s characters, the women who seem to be able to obtain their desired needs no matter the consequences are Dona Victorina, Paulita Gomez, and Dona Consolacion. On the other hand, misfortune seems to be the fate of the women whose consciousness could be raised to levels higher than that of self-sacrifice. The all-giving attitude of Maria Clara, Sisa, and Juli leads them to their deaths. Within their social strata, each character is confronted with varying degrees of oppression which in turn defines the parameters of liberation. In their ambition to hold on to the symbols of the ruling class, the former group has made themselves seemingly strong and highly visible handmaidens of a system which feeds on varying levels of coercion and subjugation. The latter group’s retreat into death or madness carries two concurrent views: 1) the strength to exercise a final liberation as a form of defiance to oppression, and 2) the weakness and inability to confront any form of injustice. Who is more oppressed? Who has really liberated herself? Perhaps, what we are seeing is the notion that oppression has slowed down the process towards a national identity in general and towards a Filipina identity in particular. The reality is that the Philippines is a country still going through the throes of colonization. Indeed, there are those who have catapulted to the highest ranks, such as Corazon Aquino and Imelda Marcos, who embody differences in substance, style, and character. However, there are contradictions. Corazon Aquino’s high visibility, status, and power contradicts the image of a meek and subservient wife loyal to the memory of her husband; while Imelda Marcos, the â€Å"Iron Butterfly† of unparalleled extravagance, is a drastic contrast to the image of a once dutiful and subservient wife. Despite the fact that both overcame the traditional roles assigned to women of their social class by reaching positions of political power, they remain subservient to the memories of their husbands, but exemplify the interests of the class they represent. Class interest is perhaps the overriding difference between highly visible women, such as Corazon Aquino and Imelda Marcos, and the fervent activist women carrying the legacy of an intellectualized Gabriela Silang. While women in power and women working for empowerment both assert a heritage and demand a platform, the contradiction probably lies in the former’s subservience and the latter’s ability to address issues that cut across class lines. But class again diametrically separates political women from those who suffer in silence, such as the patient and self-sacrificing women who toil to feed their families, work in sweat shops, as vendors, scavengers, and prostitutes. There are also those who come faceless and nameless for they may flit and slide and go seemingly where the wind blows, all these, indeed a kaleidoscope of conflicting Filipina identities. Not only do Rizal’s novels provide a matrix for identity and conflict, they also allow a rare view of a people’s past which formed their culture today, and of a social cancer of which, up to the present, â€Å"the best cure† is still to be found. In the process of identity formation or perpetuation of identity conflict, the women in Rizal’s novels best serve as bridges in the development process, allowing the flow from the early 1800s mythical formation to the current emerging identity. The social, cultural and political context of both past and present are mirrored in the novels. The myth of the â€Å"high status† of the Filipina has caused Philippine women, wittingly or unwittingly, to become at times participants in their own oppression. This â€Å"containment by elevation† has allowed the essence of womanhood to be subjected to and dictated by rules and regulations formulated by and for the satisfaction of a colonial society. Philippine women find themselves attempting to wade out of a quagmire of confusion over their identity. Remembrance of Rizal is fast disappearing when it ought to be cherished and honored by all Filipinos. It was he who, more effectively than anyone else among his compatriots, unified the disparate inhabitants of our archipelago into one nation. It was he who made them share a common rage against the foreign intruder and a common aspiration for the freedom of their land. Rizal awakened the national conscience from its lethargy not through the force of arms but with the armies of his pen. These were the â€Å"Noli† and â€Å"El Filibusterismo,† his â€Å"Letter to the Women of Malolos,† his youthful poems for the Motherland, his â€Å"Mi Ultimo Adios† that he secreted in a lamp in Fort Santiago hours before his death, and other irrefutable accusations against the Spaniards. His words were like mighty legions that won for our country the freedom we now enjoy. Summary As we all see, that woman of today are very different from the past. Filipino women today are brave and strong enough just like Rizal to fight for what they think is right. There also some women from the past who fight for their rights like education but as compare today woman are more confident to stand. There are woman activist who really do what a Filipino woman can do to make a stand for their fellow poor Filipino people especially those people who are uneducated, they take everything to achieve their goals. Nowadays, we are now equal with man in almost everything most especially in terms of education, all people in our country, man and woman, rich and poor are now equal in getting education. Because of it we are now challenge to face the adverse circumstances and continued to fight for changes, not just to limit our roles as housewives but also to continue fighting for what is right, and that’s what a real Filipino woman identity today. Just like Rizal, he focused on self-improvement, showing to Spain and the rest of the international community that, given the opportunity to achieve their full potential, Filipinos could stand alongside the best in the world and were eligible for self-rule. Then he set out to apply what he had learned as an ophthalmologist, providing a basic service that was badly needed by his impoverished compatriots. In his writings he emphasized the importance of education, seeing it as the path to national progress rather than armed revolt. We all know that prudence does not consist in blindly obeying any whim of the little tin God, but in obeying only that which is reasonable and just, because blind obedience is itself the cause and origin of those whims, and those guilty of it are really to be blamed. Rizal said that God gave each individual reason and a will of his or her own to distinguish the just and the unjust, all were born without shackles and free, and nobody has a right to subjugate the will and the spirit of another. I hope we can revive the reverent sentiments of gratitude to him for his efforts in releasing us from foreign bondage. Political rhetoric is not enough to keep his heroism alive. Let us remember that he forsook the enticements of his youthful and gifted life and embraced instead the ultimate sacrifice for the welfare of his country. That is the best homage we can pay the greatest hero of our race. Conclusion The issue of racial equality is today hardly disputed in intellectual circles. During Rizal’s time, however, the claim that â€Å"all races are essentially equal† was a highly debated topic among anthropologists, biologists, and philosophers. The readers of his novels, essays, and letters are familiar with his portrayal and denunciation of Spanish colonial rule. His insistence on the education of the native Indios, the representation of the Philippines in the Cortes Generales, and more so the recognition of the civil rights of the Filipino are all based on the belief that there are neither â€Å"essentially† superior nor â€Å"essentially† inferior races. In this belief stems the conviction that his fellow Filipinos had the capacity for autonomy and enlightenment. The present Filipino youth must know that in order to make their presence felt, they must understand Rizal. To understand Rizal, they must have the spirit and motivation to do so. Without such spirit or motivation, they will never be able to understand Rizal’s objectives or even the other heroes who fought for equality and freedom for the sake of the Fatherland. I believe that the Filipino youth will be able to move the society through these implied teachings of Jose Rizal that will sprout a new love to the Filipino Hero, I admit that I only considered Rizal’s Life and Works as another general education subject that is needed to be taken. But what I get is more than just knowing Rizal, but also knowing my Filipino identity and that I must fight at all cost to defend my identity. A lot of what Rizal had dreamed of has now come true for many people in the state. He was already a modern democrat when he advocated participation in the state and society with education. Today, education is no longer a privilege among the small elite, for everybody’s participation in all public matters has become a right and duty. † One’s right to express him or her in all matters is founded on compulsory education with the required quality standards. References: Jose Rizal’s Writings in Europe and its message to the Filipino Youth Today Zaide, Gregorio F. & Zaide, Sonia M. 1998. Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and National Hero. Capino, Gonzales and Pineda: Rizal’s life, works and writings:their impact on our National identity Colonization: It’s Impact on Self-Image Philippine Women in Rizal’s Novels and Today By Linda Acupanda McGloin.