Acid-Base Buffers

CHEMICAL REACTIONS: ACID-BASE BUFFERS Short Overview Acids and bases represent two of the most common classes of compounds. Many studies have been done on these compounds, and their reactions are very important. Perhaps the most important reaction is the one in which an acid and base are combined, resulting in the formation of water (in aqueous solution) and a salt; this reaction is called neutralization. A buffer solution is a solution that contains both an acid and a salt containing the conjugate base anion in sufficient concentrations so as to maintain a relatively constant pH when either acid or base is added.In this experiment you will prepare a buffer solution and observe its behavior when mixed both with an acid and a base. You will also compare the behavior with that of solutions containing only the acid. Theory In his theory of ionization in the 1880’s, Svante Arrhenius defined acids are substances which form H+ and bases as substances which form OH- in water. He furt her defined a salt as a substance other than an acid or base which forms ions in aqueous solution. Such substances are thus capable of producing an electric current and are called electrolytes.The amount of electricity produced is directly proportional to the concentration of ions in solution. With regard to electrolytes we have learned previously that strong acids and strong bases ionize completely, and are therefore strong electrolytes because they produce a large electric current. Soluble salts are the other type of strong electrolytes. We also learned that weak acids and weak bases ionize only partially in solution, producing smaller quantities of current; these substances are called weak electrolytes. Materials which do not produce an electric current are called nonelectrolytes.To complete our understanding, we concluded that strong electrolytes exist primarily as ions in solution, while weak electrolytes exist as both ions and molecules in solution. Nonelectrolytes must exist as polar molecules only in solution. While it is useful, the Arrhenius definition of acids and bases is limited to aqueous solutions. This may seem insignificant to a student in introductory chemistry or general chemistry, but it imposes restrictions for understanding more advanced topics. As such, we now introduce two additional definitions of acids and bases, which expand our understanding. | |Acid | |Base | | | | | | | |Arrhenius | |forms H+ in water | |forms OH- in water | |Bronsted-Lowry | |donates H+ (proton) to base | |accepts H+ (proton) from acid | |Lewis | |accepts electron pair from base | |donates electron pair to acid |The Bronsted-Lowry concept of acids and bases was introduced by Johannes Bronsted and Thomas Lowry in 1923, and led to an understanding of many proton transfer reactions observed to occur in both non-aqueous and aqueous solutions. Gilbert Newton Lewis quickly recognized that a substance which is a proton acceptor must also be one which contains an unshare d valence electron pair to accept the positive charge. He therefore proposed his own theory of acids and bases based upon electron transfer rather than proton transfer. The Lewis acid-base concept is the most general and allows us to understand reactions which may not involve proton transfer. However, the Bronsted-Lowry concept provides the simplest description of acid-base buffer solutions, and it is this one which we will utilize in further discussion.We will use the formula HA for an acid and B: for a base in our discussion. Accordingly, the reaction between an acid and base is described by [1]. HA + B: (:A- + BH+ [1] In the reaction above, the products which are produced are :A-. and BH+. :A- is called the conjugate base of HA because it has donated a proton (H+) to the base B: . Likewise, BH+ is the conjugate acid of B: since it has accepted the proton from HA. The substances HA and :A- are called a conjugate acid-base pair. Likewise, BH+ and B: are also a conjugate acid-base p air. Some common acid-base pairs are: H3O1+ / H2OH2O / OH1-HCl / Cl1- HNO3 / NO31-H2SO4 / HSO41-HSO41- / SO42-CH3COOH / CH3COO1-(acetate)NH41+ / NH3(ammonium) H2CO3 / HCO31-(bicarbonate)H2PO41- / HPO42- (phosphate) The first two pairs show that hydronium ion and hydroxide ion are the conjugate acid and base, respectively, of water. It is the relative concentration of these two ions that determine whether a solution is acidic ([H3O+] > [OH-]), basic ([H3O+] < [OH-]), or neutral ([H3O+] = [OH-]). To accomplish this, we measure the pH of the solution. A pH < 7 is acidic, pH >7 is alkaline (or basic), and pH = 7 is neutral. pH is defined by the equation pH = -log10 [H3O+]. An buffer solution must contain both a weak acid and a salt of its conjugate base.Since HCl, HNO3, and H2SO4 are all strong acids, these substances will ionize completely and their concentrations will be too insignificant to maintain constant pH values. On the other hand, a weak acid such as acetic acid, C H3COOH, only ionizes to a small extent, so the both the undissociated acid and its anion can exist in sufficient concentration in solution to maintain constant pH. When the acetic acid-sodium acetate buffer is prepared the following equilibrium is established. CH3COOH (aq) + H2O (l) ( H3O1+ + CH3COO1-[2] The equilibrium constant expression for the reaction is Ka = [pic]= 1. 75 x 10-5 . Therefore, pH = pKa + log10[pic]. [3] Equation [3] above is called the Henderson-Hasselbach equation.The equation shows that because the acetate/acetic acid ratio does not change significantly during most reactions, thus resulting in a relatively constant pH. When a strong base such as sodium hydroxide is added, the acetic acid in the buffer reacts with the hydroxide ion to produce additional acetate ion ([4]). When a strong acid such as HCl is added to the buffer, the acetate ion will react with the hydronium ion to produce additional acetic acid ([5]). CH3COOH (aq) + OH1- > CH3COO1- + H2O (l)[4] CH3 COO1- + + H3O1+ > CH3COOH (aq) + H2O (l)[5] The predominant effect of the reactions is that the concentration of H3O+ and OH- do not increase or decrease significantly during the reactions.However, continued addition of NaOH will eventually consume all of the acetic acid present in the buffer, resulting in a sharp rise in pH. Likewise, addition of a large quantity of HCl will consume all of the acetate ion in the buffer, causing the pH to drop sharply. The amount of strong acid or strong base that can be added to a given volume of a buffer system without a significant change in pH (( 1 unit) is known as the buffering capacity. A buffer system such as CH3COOH / CH3COO1- is representative of an acidic buffer, because the molecular component is a weak acid. On the other hand, a basic buffer solution would contain the acid salt of a weak base in addition to the weak base itself. The NH41+ / NH3 buffer is an example of a basic buffer.Biological systems use buffers to maintain ambient phy siological conditions. In this regard the bicarbonate and phosphate buffers listed earlier are the two most significant buffers of body fluids. (See the article â€Å"Chemistry and Life: Blood as a Buffered Solution† on page 669 of Chemistry: The Central Science, 9th Ed. , Brown, LeMay, & Bursten. For more background information, you should review chapter 16 â€Å"Acid-Base Equilibria† in Chemistry: The Central Science, 9th Ed. , . Exercise 1. Examination of the Buffer Properties of a Diprotic Acid Salt, Potassium Hydrogen Phthalate [pic][pic] potassium hydrogen phthalatephthalate A. Chemicals and ApparatusChemicals: Water Solids:potassium hydrogen phthalate (KHC8H4O4 , KHP, 204. 22 g/mole) Solutions: 0. 10 M HCl(aq) , 0. 10 M NaOH(aq) (from Acid-Base Titrations experiment), pH 7 buffer solutions Apparatus: Balances, beakers, burets, buret clamps, Erlenmeyer flasks, graduated cylinders, hot plate, pH meters, ring stands, volumetric pipets, pipet pumps, volumetric flask s Safety Equipment: goggles, gloves, hood. Objectives:In this experiment you will learn to: 1. prepare a 0. 10 M KHP solution from a solid and water 2. prepare a solution of the phthalate anion from 0. 10 M KHP and NaOH solutions 3. repare a buffer solution containing both the hydrogen phthalate and the phthalate ions 4. measure the pH of the buffer solution 5. measure the pH as HCl is added to the buffer solution 6. measure the pH as NaOH is added to the buffer solution 7. compare the buffer solution with both a strong acid and a weak acid B. Procedure Part I. Preparation of Solutions CAUTION: Use extreme caution while handling the burets, volumetric pipets, and volumetric flasks. (Student 1) 1. Obtain 250 mL of distilled water in a 400-mL beaker from the DW tap at the sink between the two hoods on the side wall. Add 3 teflon boiling chips to the water, and boil the water for five minutes on a hot plate set on medium high.This will drive off dissolved CO2 from the water which may i nterfere with the experiment. Allow the water to cool to room temperature. 2. Obtain a pH meter from the instructor. Remove the rubber tip from the electrode and place the electrode in a beaker containing 10 mL of pH 7 buffer. Soak the electrode in the buffer solution for five minutes to condition the electrode. Discard the buffer in the sink. 3. Refer to the instructions for using the pH meter. Standardize the meter to pH 7. 00 using a fresh sample of pH 7 buffer. (Student 2) 4. Obtain the following items from the instructor: 1 100-mL volumetric flask, with stopper 2 burets, 2 buret clamps, and 2 ring stands 2 10-mL volumetric pipets, and pipet pumpsAttach the buret clamp to the ring stand. 5. Clean the flask with soap and water, and rinse carefully with two 10-mL portions of distilled water. 6. Clean the burets with tap water, followed by two rinses with distilled water. Then place each buret in the buret clamp on the ring stand. Label one of the burets â€Å"NaOH† and the other one â€Å"HCl†. 7. Clean the pipets with tap water, followed by two rinses with distilled water. Label one pipetâ€Å"A† and the other â€Å"B†. 8. Pour 125 mL of 0. 10 M NaOH from the hood into a 250-mL beaker. Label the beaker. Record the concentration on line 16 of your lab report. 9. Pour 80 mL of 0. 10 M HCl from the hood into a 150-mL beaker. Label the beaker. 10.If it is open, close the stopcock on the â€Å"NaOH† buret. Use a funnel to pour approximately 10 mL of 0. 10 M NaOH into the buret. Remove the buret from the buret clamp and roll the buret in your hands to allow the NaOH to coat the inside of the buret. Discard the rinse into a 30-mL beaker through the stopcock. 11. Return the buret to the buret clamp and close the stopcock. Now fill the buret with 0. 10 M NaOH to one inch above the 0-mL mark. Open the stopcock to drain the buret to 0. 0 mL in the 30-mL beaker, thus removing any air bubbles in the buret tip. Discard the rinse into th e sink. 12. Repeat steps 10 and 11 for the â€Å"HCl† buret, using 0. 0 M HCl instead of NaOH. The same 30-mL beaker can be used to collect the drain. (Student 1) Preparation of 0. 10 M KHP(aq) . 13. Using the electronic balance, obtain a sample of potassium hydrogen phthalate (KHC8H4O4, â€Å"KHP†) with a mass between 2. 0 g and 2. 1 g. Record the mass of the sample to three decimal places in your notebook. 14. Transfer the KHP sample to the 100-mL volumetric flask, and dissolve in approximately 40 mL of boiled distilled water. Then add boiled distilled water to the flask until the bottom of the meniscus is even with the mark on the neck of the flask. (Use an eyedropper from your desk to add the last few drops of water. ) 15.Stopper the flask, and turn it upside down three or four times to mix the solution totally. Transfer the KHP solution to a clean 250-mL beaker. Label the solution as you have been instructed. 16. Determine the concentration of the KHP solution. Pr eparation of 0. 025 M KHP / 0. 025 M Phthalate ion Buffer Solution. (Student 1) 17. Use pipet â€Å"A† to transfer 25. 0 mL of the 0. 10 M KHP solution prepared above into a clean 250-mL beaker. Record the volume on the lab report. 18. Use a graduated cylinder to add 25. 0 mL of boiled distilled water to the KHP. Mix the solution thoroughly. (Student 2) 19. Use pipet â€Å"A† to transfer 25. 0 mL of your 0. 10 M KHP solution into a clean 100-mL beaker.Record the volume on the lab report. 20. Read the volume of liquid in the buret to (0. 05 mL. You will need to estimate the last digit; remember, buret readings increase from top to bottom. Record the initial buret reading on the lab report. Make certain your eye level is even with the bottom of the meniscus. A piece of white paper behind the buret will assist you in reading the volume. 21. Place the beaker under the tip of the buret and add 25. 0 mL of 0. 10 M NaOH from the buret to the solution. Stir the solution as the NaOH is added to thoroughly mix the solution. Record the final buret reading to (0. 05 mL on the lab report. This solution which you just prepared contains 0. 50 M phthalate ion. 22. Refill the buret to the 0-mL mark with 0. 10 M NaOH. 23. Pour the phthalate ion solution which you prepared into the 250-mL beaker containing the KHP solution (Step 18, Student 1). Label the solution as â€Å"Buffer†. You have now prepared 100 mL of a buffer solution containing 0. 025 M potassium hydrogen phthalate (KHP) and 0. 025 M potassium sodium phthalate (â€Å"phthalate ion†). Part II. Measurement of pH and Determination of Buffer Capacity. (Student 1) 1. Transfer 10. 0 mL of 0. 10 M HCl from the buret to a clean 150-mL beaker. Add 10. 0 mL of boiled distilled water to the beaker. Stir the mixture and measure the pH with the pH meter.Record the measurement on the lab report. 2. Place the beaker under the buret containing the 0. 10 M NaOH. Record the initial volume of NaOH in the bu ret to (0. 05 mL. Add 1. 0 mL of NaOH to the HCl solution. Stir the mixture and record the new volume of NaOH in the buret and pH on the lab report. 3. Add another 1. 0 mL of NaOH to the beaker. Stir and record the volume and pH on the lab report. Repeat this process until a total of 15 mL of NaOH has been added. 4. Discard the solution in the sink. Thoroughly clean the beaker with soap and water. Rinse the beaker twice with 5-mL portions of distilled water before proceeding to the next step. (Student 2) 5.Repeat steps 1 – 4 above using pipet â€Å"A† to transfer 10. 0 mL of 0. 10 M KHP solution to the beaker instead of 10. 0 mL of HCl. (Student 1) 6. Use pipet â€Å"B† to transfer 20. 0 mL of â€Å"Buffer† to a clean 150-mL beaker. Stir the solution and measure the pH with the pH meter. Record the measurement on the lab report. 7. Place the beaker under the buret containing the 0. 10 M NaOH. Record the initial volume of NaOH in the buret to (0. 05 mL. Ad d 1. 0 mL of NaOH to the buffer solution. Stir the mixture and record the new volume of NaOH in the buret and pH on the lab report. 8. Add another 1. 0 mL of NaOH to the beaker. Stir and record the volume and pH on the lab report.Repeat this process until a total of 10 mL of NaOH has been added. 9. Discard the solution in the sink. Thoroughly clean the beaker with soap and water. Rinse the beaker twice with 5-mL portions of distilled water before proceeding to the next step. (Student 2) 10. Repeat steps 6 – 9 above using pipet â€Å"B† to transfer 20. 0 mL of â€Å"Buffer† to the beaker. Titrate the buffer with 0. 10 M HCl instead of NaOH. C. Disposal All solutions may be discarded in the sink with plenty of running water. D. Data Analysis Use the graphing feature of Microsoft Excel or Vernier Graphical Analysis to create graphs of pH vs. mmol added for each of the four titrations.

Irish Roman Catholic who describes (B Devlin) her school days

Source D is form an Irish Roman Catholic who describes (B Devlin) her school days, which implies a degree of bias because her Vice Principle â€Å"mother Benignus† had her family suffer at the hands of the British. Her view on Protestants was that they were not Irish, and she even had separate views on teaching about Irish history. This source is an adaptation form b Devlin â€Å"the price of my soul, 1969†, this date indicates that this source could be primary but yet again it could be bias. This source is limited in a way but still gives us sufficient evidence to show how troubles could have broken out, because Protestants and Catholics Were divided as communities and were taught in separate methods, they were also separated so when the two meet either side would contradict each other. Therefore resulting in violence. Source E is a Protestant cartoon from the nineteenth century showing â€Å"ERIN† (Ireland) bound by ropes by a Catholic Priest. This is portraying conflict between the two religions. There is a message portrayed by the cartoon and it is that Catholicism has control of Ireland. But this could be portraying the truth, as Catholicism was the main religion in Ireland. This source is limited but it helps to show how conflict between Catholics and Protestants came about. But this could also be a Propaganda Against the Catholics to try and gain support for Protestants. Source F is a map showing the Gerrymander in Derry in 1966. It is obvious that the Protestants have deliberately placed themselves at an advantage in places where they get the most votes apart from the South Ward, where Catholics had the majority. But this source is very limited, as it cannot give more information than it already holds. Source G is of Protestant images of Catholic attacks on Protestants in 1641. This could be propaganda to recruit more men into raising an army. If any thing I think the Catholics people who are being pushed around because the Protestants have the British behind them so this makes more tension added to what is building up to be the beginning of the troubles. Source H is what some People would call primary evidence that has no bias what so ever. This is true to some extent the photograph shows a civil rights marcher clearly being struck by armed officers. However the photo is limited evidence we cannot see what is outside the perimeter of the photograph or what before or after this incident to cause the RUC officers to strike the marcher. There may be a cause for it and yet it could also be a raged attack by thee RUC officers. We also learn that the police might have attacked without provocation and there is a lot of violence in the blood of both Protestant and Catholics. This source, like others can be read two ways it can show two sides to an uncomprimised story. However it is sources like these that did infact add insult to injury, in that it was probably sold to papers and both Catholics and Protestant would be outraged reading this. One side could feel disgusted that uniformed officers are acting in this way at a peaceful civil rights march. And the other side could say that the media is quick to snap a photograph of a RUC officer beating a marcher but where is the photograph showing the cause for their attack IE violent marchers or perhaps a weapon of some sort. So really this source has not helped either side prove or gain in any way but just aggravated the situation. Source I is a photograph of a violent situation where loyalist ambush civil rights marchers at Burntollet in January 1969. This picture is not very clear and does not tell us much about the ambush. As the picture is not clear you cannot tell whether there is actual violence. This piece of evidence is primary but it could be bias. There seems to be something censored in the photograph as every one is looking in the direction direction were it is censored. This source source doesn't really help add more tension between the two sides but it does stir a little fire I think. Source c is telling us of a man who was in a pub before the incident, where Para troopers told him â€Å"they were going to clear the Bog.† Which when added to what I have read in the â€Å"Bloody Sunday† gives an idea that they had an intention to go in and fire and they were expecting trouble. Source B tells us that as time progressed so did science and so the forensic evidence was able to change for the better, as this source tells us that a lot of evidence was changed. The Para troopers used illegal weapons. I think that this source is linking with source C to say that the Para troopers were abusing Their Powers that day. Source A: Paras in bloody Sunday evidence Storm. Source A is from a newspaper report dated Friday 17th September 1999, bloody Sunday occurred 30th January 1972. There is approximately 27 years and nine months between this event and the report. Although the report is not trying to interperate the events of Bloody Sunday it does them. The report also discusses enquiries that are going on presently about bloody Sunday, again 27 years ago. This is just one example amongst many that clearly illustrates how an event so big in history is discussed even years after it occurs. Although compared to a historical event such as the battle of Hastings, Bloody Sunday is quite recent, it is perhaps this fact that makes it hard to determine what happened that day. For example we have limited source work/ evidence or exact knowledge of the battle of Hastings but for Bloody Sunday we have plentiful, which is why I guess that it makes it harder to judge what really happened. Witnesses and evidence contradict each other through bias in their stories and the sides that they take. Photographic evidence can be read two ways as can scientific and again this will be perceived through the side that you take. It is the evidence that contradicts itself and other hard facts. It is because the evidence can be read in two ways that it has produced so many interpretations and will continue to do so throughout time. Looking at Bloody Sunday is a bit like analyzing the color red. Depending on the perceiver's personality or current state of mind red can be viewed in many different ways. It can show passion, aggression, rage, danger, royalty, love, authority or hate. Neither of the above are correct and neither are incorrect but we can all agree that if there is an underlying emotion that we associate with something visual i.e the color red, it will be enhanced once the two meet. It is in the same way that we may view the events of Bloody Sunday. There is underlying emotions within people concerning that day and these can be brought to light by different factors. Depending on what it is that the person involved has connected as a visual stimulant different things will arouse different emotions.

Chief Justice Earl Warren

In the Brown vs Board of Education, the United States Supreme Court ruled against segregation in public schools. According to a unanimous decision which was delivered by Chief Justice Earl Warren himself, the â€Å"separate but equal† principle which had been adopted in connection with Plessy v. Fergusson could not be applied to public education (Brown v. Board of Education). Immediately after the decision was handed down, people for and against the ruling reacted accordingly. Newspapers not only published articles which either hailed or supported the court decision but resorted to cartoons as well.The message of the first cartoon is very clear: the United States Supreme Court, the highest court of the land, declares to all and sundry that according to its interpretation of the constitution of the country, specifically the Fourteenth Amendment, there should be no segregation in education. This was reminiscent of the reaction published in the Times of New York on May 18, 1954 e ntitled â€Å"All God’s Chillun† which said that Jefferson and company, in declaring the independence proclaimed â€Å"that all men were, and ought to be, equal before the law.If men are equal, children are equal, too. There is an even greater necessity in the case of children, whose opportunities to advance themselves and to be useful to the community may be lost if they do not have the right to be educated† (Brown v. Board of Education). In the second cartoon, the slow reaction towards racial integration in the southern states is depicted. It was meant to show that after the decision on Brown v.Board of Education, desegregation in education was not being implemented in the south fast enough, the reason why a man garbed in a graduation gown and cap is offering the use of a race horse so that the plow could be pulled much faster, thereby desegregating public schools more rapidly. It should be remembered that the people in the south did not openly welcome the des egregation ruling of the Supreme Court. As pointed out by a May 18, 1954 article in the University of Virginia’s Cavalier Daily, â€Å"To many people this decision is contrary to a way of life and violates the way in which they have thought since 1619† (Brown v.Board of Education). The third cartoon shows the use of an anvil, hammer and chisel to cut the chain that had manacled public education to racial segregation. It was a sort of a euphoric celebration resulting from the Supreme Court decision. In a way, it showed the power of the Supreme Court in dealing with basic human rights issues such as the education segregation. â€Å"Equality Redefined,† a May 18, 1954 report published in the Boston Herald, hailed the ruling and stated that it was a healthy sign that the country’s Constitution was alive and serving its intended purpose, saying that desegregation was an expediency of the time (Brown v. Board of Education).Finally, the fourth and last cartoon p roclaimed that the Supreme Court decision desegregating the public schools proved to be a very potent weapon for democracy that dealt a crushing blow to racial segregation. The cartoon was a fitting illustration of a reaction printed in the May 18, 1954 issue of the Chicago Defender which said that â€Å"Neither the atom bomb nor the hydrogen bomb will ever be as meaningful to our democracy as the unanimous decision of the Supreme Court of the United States that racial segregation violates the spirit and letter of our Constitution† (Brown v. Board of Education).Cartoons are a powerful form of political commentary even today. While it is undeniably true that printed words, in the hands of a wordsmith, acquire an overpowering effect toppling even feared dictators, cartoons have proven even more effective than any printed matter. Cliches and poetry have been used to compare the two. While it has been said that the â€Å"pen is mightier than the sword,† was it not also wri tten that â€Å"a picture paints a thousand words? †The four cartoons described above were no doubt effective relative to the period after the Supreme Court decision re Brown v. Board of Education because of the powerful message that they conveyed. For instance, the cartoon showing an exploding bomb accurately brings home the message that the desegregation of public schools was an overwhelming event, more powerful in its effect than the atomic bomb that was dropped on Hiroshima several years earlier. Work Cited â€Å"Brown v. Board of Education. † Landmark Supreme Court Cases. 2002. 11 September 2007. http://www. landmarkcases. org/brown/opinion1. html

History Case Study Example | Topics and Well Written Essays - 250 words

History - Case Study Example Answer 2 First, there is dire need to clarify the meaning of this terminology ‘sizable’, which usually refers to a large religious or ethnic group (in terms of population). For example, Muslims in India have a considerable size (over 200 million), yet they are a minority in staggering 1.2 million Hindu majority nation. It should be highlighted that if any religious or ethnic group has been offered all legitimate basic needs and rights followed by protection of interests then they should not have a right to create an independent nation because this will lead to societal unrest. However, if a minority sizable group (example of Indonesia and East Timor) is suppressed by ruling majority then they do deserve an independent state where they could live according to their free will and practice their interests. Answer 3 The weaknesses in political structure were quite evident during 1920s across followed by poverty, unemployment and economic failures, thereby making it to govern China. For instance, it was an era of warlords, societal unrest and civil disobedience. In short, the Chinese Civil War between the ruling Kuomintang (Chinese Nationalist Party) and the Communist Party of China (CPC) was also a result of aforementioned factors, which led to China’s division into Taiwan and People's Republic of China.

School Counselor-IEP etc Essay Example | Topics and Well Written Essays - 1000 words

School Counselor-IEP etc - Essay Example It goes beyond the superficiality of the problem to investigate the details so that problems can be identified holistically so as to develop effective interventions. The role of special education teacher is to implement the strategies within his/ her teaching approaches. But my role primarily would be limited to being a consultant or rather a ‘teacher advocate’ who would like to evaluate the effectiveness of strategies and identify factors which could be hindering the progress. I would facilitate support to different stakeholders and act as conduit for regular and effective communication. It is important to understand and address the obstacles that adversely impact participation of persons with disability in the mainstream education. It would be more of an observer. As an advocate for inclusive education, I believe that I can use my skills and academic expertise to improve the efficacy of program/ strategies by identifying the shortcomings and communicating the same so t hat issues can be resolved with the help of parents, teachers, administrators and all those who can contribute positively to the wide goals of IEP. Response a This is hugely relevant for children with special need because the child could be having varying degree or sometime multi-lateral disabilities that need to be assessed. The thorough assessment helps to evolve effective strategies for inclusion of the child in the mainstream education system. Response b Success of IEP or for that matter, any social program is dependent of collaborative approach where community, government (in this case, school) and students together evolve solutions for defined problems. Answer 2 Cultural/ multicultural issues and considerations in special educations are vital part of the success of the program. Globalization has brought about tremendous changes to the social fabric which has increasing become multicultural, comprising of people coming from different race, color, nationality and culture. The ch allenges of complex nature of emerging new society must be met through promotion of cross cultural understanding. In special education, it becomes highly pertinent aspect of effective implementation as they need to incorporate the perspectives of diverse society and remove barriers of language and cross cultural paradigms that can be interpreted differently if cross cultural understanding is not developed. Huntington (1993) believed that major element of conflicts would be cultural based. The contemporary times has vindicated his claim. In some culture, looking directly at person is not respectable which can be construed as not paying attention by the western society. Hence, cross cultural understanding become crucial for all the persons who are working in the area of special education needs. Awareness of biases within the communities prepares the coordinators and all concerned to have flexible approach.  IEP strives to address these issues and ensures progress through feedback sy stem. Response c Indeed, the increasing diversity in the society necessitates cross cultural understanding and flexibility in approach. This would enable the counselors and teachers to understand the child and decipher his/ her problems with more accuracy. Response d These are interesting interludes that confirm the conflicts that are caused due to lack of knowledge about other cultures. In the contemporary times, diversity has become intrinsic part of society and therefore, one must strive to inculcate cross

R&D 3 Plan and Develop Solution Progress Check TMGT421 Research Paper

R&D 3 Plan and Develop Solution Progress Check TMGT421 - Research Paper Example Testing and recording these features will make it possible and easy to know which components of the air conditioners make them high electric energy consumers (United States, 1989). These sampled features will then be cross-examined with the minimum electric requirements of the components of domestic air conditioners. After adjusting the identified features to the recommended electrical energy requirement thresholds, the modified air conditioners will be reinstalled in the houses from which they were sampled (National Research Council (U.S.), 1990). The efficiency and effectiveness as well as the electric energy consumptions of these air conditioners are to be monitored. One feature that shall be incorporated on the experimental air conditioners is the thermostat to regulate the temperatures within which they should operate. It is known that an air conditioner should run two to three cycles per hour; hence, adding a temperature regulator will ensure that these cycles are not prolonged thereby leading to too much of electric consumption. The project will use five air conditioners that shall be left to operate for a period of five months after making the necessary adjustments. Both qualitative and quantitative data shall be collected to ensure the efficiency and effectiveness (qualitative, since th e user will give reports0 and new electric bill collected from the designated households (quantitative) to give a report of the changes realized on the electric energy consumption (National Research Council (U.S.) and National Academies Press (U.S.), 2010). Nonetheless, the modified air conditioners should be highly effective and efficient than the current ones. National Research Council (U.S.)., & National Academies Press (U.S.). (2010). Capabilities for the future: An assessment of NASA laboratories for basic research. Washington, D.C: National Academies Press. United States. (1989). R & D in the construction industry:

TD 1 MGT - 491 Strategic Importance of Human Resource Management Essay

TD 1 MGT - 491 Strategic Importance of Human Resource Management - Essay Example employees are made an elemental part in the operations, which is done to cultivate a working environment that promotes productivity, which is the ultimate goal. In comparison to the findings, the elemental role of strategic approach in organizations as per the module is coming up with the most practical designs that help the companies to meet their employees’ needs and at the same time promote the achievement of their business goals. Ideally, most organizations operate by following outlined strategies and to achieve them strategic human resource concepts must be integrated and balanced effectively in order to avoid conflicts and achieve the projected results. In addition, it requires advanced thinking and planning as well as the development of human capital, which is the case in many organizations (Deb, 2006). As a case example, human capital development has been made a key component to employees’ motivation and retention in SpartanNash in Michigan. Apart from being facilitators in human resource functions, the employees are strategic contributors to the company’s great success. This has been achieved by increasing and developing the value of human capital in the employees and preventing downsizing, which in turn has enabled the company to accrue distinct competitive advantages over other companies (Belasco & Horowitz,