Concentrated Definition (Chemistry)

Concentrated Definition (Chemistry) In chemistry, concentrated refers to a relatively large quantity of substance present in a unit amount of a mixture. Usually, this means there is a lot of ​a  solute dissolved in a given solvent. A concentrated solution contains the maximum amount of solute that can be dissolved. Because solubility depends on temperature, a solution that is concentrated at one temperature may not be concentrated at a higher temperature. The term may also be used to compare two solutions, as in this one is more concentrated than that one. Examples of Concentrated Solutions 12 M HCl is more concentrated than 1 M HCl or 0.1 M HCl. 12 M hydrochloric acid is also called concentrated sulfuric acid because it contains a minimum amount of water. When you stir salt into water until no more dissolves, you make a concentrated saline solution. Similarly, adding sugar until no more dissolves produces a concentrated sugar solution. When Concentrated Becomes Confusing While the concept of concentration is straightforward when a solid solute is dissolved into a liquid solvent, it can be confusing when mixing gases or liquids because its less clear which substance is the solute and which is the solvent. Absolute alcohol is considered to be a concentrated alcohol solution because it contains a minimum amount of water. Oxygen gas is more concentrated in air than carbon dioxide gas. The concentration of both gases could be considered versus the total volume of air or with respect to the solvent gas, nitrogen.

Atticus Finch Essay Example for Free (#2)

Atticus Finch Essay Atticus Finch Abraham Lincoln once said, â€Å"You cannot escape the responsibility of tomorrow by evading it today.† Atticus Finch, in many ways, lives this quote everyday by understanding what has to be done today in order to avoid future consequences of today’s mistakes. Atticus is a kind-hearted, slow-tempered, wise man, who always knows the right thing to say. In the story, one can deduce that Atticus Finch is a kind-hearted man who knows what to do in order to fix the toughest of problems. The author remarks, â€Å"There was a brown book and some yellow tablets on the solicitor’s table, Atticus’s was bare† (138). This statement explains how Atticus is always prepared to do what is right, and still be humane about what point he is trying to get across. Therefore, Atticus must also set the example for his children by showing that he has a kind heart, so maybe his two children would learn to follow; however, in the story he is faced with many obstacles on the way, reducing his time spent trying to do the right thing. Atticus definitely knows how to react under pressure. In the story the author writes, â€Å"Miss Stephanie said Atticus didn’t even bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat† (185). This is a perfect example of Atticus having a long fuse. Even though Mr. Ewell cussed him until the cows came home, Atticus took it calmly and was relieved that Mr. Ewell finally got his steam out from the case. Whenever he is in trouble, he reacts calmly because he knows in the end it will all blow over. Atticus is obviously a very wise man, who can get the job done. In the part of the story with Mrs. Dubose, Atticus states, â€Å"I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It’s when you know you’re licked before you begin, but you begin anyway and see it through no matter what† (93). Atticus uses many quotes like this in the book, all consisting of the wisest comments out of the whole story. In this quote Atticus is lecturing Jem after he is finished reading his book to Mrs. Dubose, and Jem realizes that Atticus was talking about him. He also said he would have made him do it eventually anyway, just to show him what real courage was, even if he would not have destroyed Mrs. Dubose’s flowers. The author indirectly says that Atticus knows what he is saying. As I have stated, Atticus is a kind-hearted, slow-tempered, and wise beyond his year’s sort of man. Atticus is the ideal human being in the story. He is also the stories main protagonist, showing all the characteristics of a gentleman. Atticus Finch. (2016, Mar 25). We have essays on the following topics that may be of interest to you

Is this Religion Absolustic or Relavistic Essay Example | Topics and Well Written Essays - 500 words

Is this Religion Absolustic or Relavistic - Essay Example Through a reconstruction of religion, we see a way out of the impasse. AN OLD DEBATE IN THE HISTORY OF IDEAS concerns the question of the relation between religion and science. The common wisdom once was that science and religion were incompatible, with consequences such as arguments made that religion has no place in schools or the creationism versus evolution theory debated in science classes. It was often claimed that there could be no legitimate concept of a Catholic -- or for that matter a Marxist -- university: A university was concerned with critical inquiry, which is incompatible with closing off any area or domain to critical inquiry or with the specification of an appropriate methodology or test of truth that was prejudiced toward a particular view of the world. Thus, the idea that there was a peculiarly Catholic form of inquiry -- or a Marxist one -or that there was a domain of knowledge appropriate for scrutiny and a domain that was beyond question was rejected. Since the days when this common wisdom was being distilled, science itself has undergone something of a revolution in terms of our understanding of what it is. Philosophers of science and social philosophers have serious questions about it being as value free and objective as was being claimed. There has also devel- oped a related question of whether there can be such a thing as social science, and whether something other than the aims of physical science -- explanation, prediction, and control -- are more appropriate. In the latter case, there has developed, for example, verstehen analysis, and hermeneutics, which consider meanings imputed to social situations by the actors involved in them; social science is thus seen as an exercise in teasing out these meanings so that we may understand, rather than explain things. Again, teleological explanation appears more relevant to social science than does the causal explanation appropriate in the physical sciences. The

English 1010 (Argument Essay) Essay Example | Topics and Well Written Essays - 750 words

English 1010 (Argument ) - Essay Example for the victim and their families.’ Those opposed to capital punishment do not believe that the government should be vested with the power to put any of its citizens to death. Opponents also maintain that the practice is racially biased, overtly costly and does not achieve the intended outcome. Capital punishment opponents argue that the practice does not deter crime, which statistics reprove. Opponents also deny that the death penalty is a deterrent to crime because of the nature of the reasons people commit homicide. People cannot conceive their own demise therefore cannot contemplate or appreciate the consequences. In addition, these crimes are usually committed as a result of impulsive actions and not carefully considered beforehand. Therefore, â€Å"the deterrent case has no validity† (Donohue, 2006). If the person committing the murder does contemplate the consequences, they may kill not only the victim but any witnesses as well rather than risk being caught. Fear of capital punishment potentially increases capital crimes. Many studies have been performed to determine if the death penalty is indeed deterrence. All prevailing research indicates capital punishment is as much of a deterrent to crime as a life sentence. Further, statistics from the U.S. Department of Justice show states that do not have the death penalty actually have lower murder rates. â€Å"The average murder rate per 100,000 people in 1999 among death penalty states was 5.5 and the average murder rate among non-death penalty states was 3.6.† (U.S. Dept. of Justice, 2001). The State of Texas is widely acknowledged as executing more prisoners than any other state, a title it holds on an annual basis. A study conducted from the years 1984 through 1997 demonstrated homicides were not deterred as a result of the practice. â€Å"The murder rate (in Texas) was steady and there was no evidence of a deterrent effect. The number of executions was found to be unrelated to murder rates (Sorenson,

Sweden :: Countries

Sweden is a country of many wonders. It has an amazing literary culture. The scenery is literally to die for. Sweden is a land of many hills and natural beauties. It is the home to many wonderful sports. Once you visit Sweden once, some say it is hard to not come back and even harder to leave. It is just an amazing place to visit or live. Sweden has a fascinating history. The Vikings from Sweden traveled in boats and carried out surprise attacks on enemies (Lerner 21). The origin of today?s democracy in Sweden originated from the Vikings (22). By the end of the 1800?s Sweden was in great economic danger. With an unemployment rate of one point six, Sweden?s jobs were in short supply (40). In the elections of 1991, Carl Bidlt became Sweden?s prime Minister. He worked to curd Sweden?s economic problems, and it worked (41). Sweden was back to normal in no time. Sweden?s economy is great. By most standards of living Sweden ranks within the top ten countries (Lerner 54). Industrialization did not take hold until the early 1980?s (54). Sweden has a large array of crops, though only three percent of the country is part of the farming industry (56). Sweden?s industrial sector contains one fourth of it?s population (56). Swedish firma are among the world?s leaders in computer-assisted design and manufacture (56). Sweden has a lot of diverse people among the society. Most of the people in Sweden are in their thirties to forties. Only a few are ninety or above (Lerner 46).

Educating Inmates: They Are Still Human Too Essay

Introduction We live in a modern society that still hold traditional morals and beliefs. Prisoners are seen as inhumane animals who bring nothing but misery and cruelty to the world. An education is one of the most important things one may ever receive in their lives. One can no longer gain any type of employment without a high school education and even college hours, so why would society care to hold anyone back from getting an education? Prisoners are having a hard time receiving education in the prison system today. No one seems to care or support prisoners in the challenging process it takes to change their lives. County jails do not offer education programs, and in prison facilities there are many limitations and restrictions that make receiving the sub-par education that they offer a challenge to receive. An evaluation needs to take place to determine the crux of education limitations are in prison. There are many people who have been to prison or who have family and friends who have been to prison and have some sense of understanding as to the challenges inmates face. Who is standing up and being the voice for inmates who rarely are heard, and who is pushing the envelope against society and stressing the importance of education. Inmates who will be released one day must have a backup plan other than a life of crime, so their needs to be a system or program in place to reform inmates before their release. Background In researching about education everything found seems to enhance the knowledge on education in prison. It has become astoundingly clear that society does not promote a positive change for people who are incarcerated. Society has an outdated view of people incarcerated and do not seem interested in changing it. No one plans life with the idea in mind that  prison will be a part of it. With family and friends who have been incarcerated, I will be the first one to say that not all imprisoned people are innocent, but mistakes do happen. Society feels that bringing education into the correctional system is a waste of time and effort. Many students feel that inmates should not be offered for free what they have to pay for, but what most people do not realize is that not only do the inmates pay for education just like most, but they are also receiving a below average education. Although education has been in the prison system for over a century, society deters from education socially, pol itically, and economically (Palmer, 2012). In the long run however, it creates more setbacks for an inmate upon release seeing as though many jobs require post-secondary education. The decision to evaluate education in the prison system is to get a better understanding as to why there is not a nationwide push on inmates bettering themselves and staff support to follow as well. There are several barriers that prevent inmates from successfully completing programs while incarcerated. Some factors are due to environmental circumstances and other factors are due to personal circumstances. Conflicts between officers and inmates as well as transfers can lead to inmate’s incompletion of their education program. Also inmates who are released have no after plan set up between them, the prison system, and other sources to assist with the completion of an education started while incarcerated. There is no assistance for released inmates that encourages them to continue pursuing education. Psychological disorders and the stress of s chool itself may lead to an inmate dropping out or incompletion of the program. When inmates become depressed or discouraged they give up and education falls to the bottom of their list of priorities. Mental disorders that inmates receive medication for, may affect their ability to learn and the stress of how to cope and manage may cause an inmate to quit rather than deal with the obstacles at hand. Economic barriers such as funding and limitations in academics and teachers also prevent inmates from starting or completing a program. Despite the barriers that restrict education in the prison system, the government and society ultimately fail to realize that more education inmates receive the more the cost for prison funding decreases. When the Federal Pell Grant was introduced there was a relief and an increase in enrollment for inmates  because they could now afford tuition, but some political figures did not agree. Politicians tried a hand at a fear tactic where inmates were perceived to be unrepentant people who would continue to commit crimes all of their l ives so why educate them and waste money. The tactic worked and in 1994 a law was passed that took federal funding out of prisons and caused many prisons to close their education departments, an estimated 350 programs decreased to 10 or less. Many courts have helped to hold merit behind politicians tactics because many courts have also deemed education in prison has no constitutional entitlement and therefore does not have to be enforced or supported (Lockard et al., 2011). In the 21st century, despite all obstacles, enrollment for post-secondary education has steadily increased. Another factor that prevented inmates from enrolling in classes was that when the federal funding was in the prison system was that inmates who were over the age of 35 were ineligible and inmates who were convicted on drug related charges. It seems as if there are many obstacles that are preventing inmates from receiving education and not many people are fighting to change it. Education in the prison system not only helps inmates but it reduces inmate misconduct as well. Inmates who were educated prior to incarceration and continue education while incarcerated are more likely to keep their behavioral problems to a minimum. An education not only b uilds someone up mentally, it builds self-esteem and self-worth. Denying someone an education in prison becomes just the premise of a bigger mental denial that they will deal with long after they are released. Inmates get a sense of confidence that being incarcerated can sort of strips someone of. An education helps an inmate to think reasonably and acutely of what they are doing before their behavior takes a turn for the worse and not only lengthens their sentence, but start a habit of destruction. An educator believes that whether the inmate is enrolled to pass time or build up their resume for employment upon release hopefully someone will learn something useful and take that away with them and that it will be valuable to them later on in life (Rafay, 2012). There is a belief that making sure an inmate leaves prison more well of than they came should be a moral obligation that officers have. Everyone should want to reduce crime and improve the overall quality of life for everyone. Receiving an education while incarcerated also helps decrease the likelihood that a person while be subject to re-arrest  once they are released from prison. There are also several outside barriers that prevent education from being introduced into the correctional system. Factors such as academic curriculum and prison facility guidelines prevent inmates from getting an education, not to mention that the United States is lagging behind every other country in education in prison programs (Lockard et al., 2011). The teachers may also have a problem with the consistent bag searches and invasion of privacy. Inmates who may struggle with learning are not afforded the opportunity to have extended time after class to intimately receive further assistance. The education programs that are offered limited to sub-par classes that can be received from community college and the most they can leave prison with is an associate’s degree. Also, inmates who are held in the jails are never affo rded the opportunity to get and education. County jails don’t have educational programs, but ironically an inmate can spend majority of their sentence in a county facility. Due to overcrowding in prisons, pre-trial, sentencing and violations many offenders spend a lengthy time in jail and are released with not so much as a GED to show that they attempted to change their old behavior. An evaluation needs to be conducted to determine why there is such a carefree and careless attitude among society when it pertains to incarcerated human beings receiving and education. There does not seem to be enough advocates in America who are pushing to make sure that incarcerated humans are released with a better quality of life than the one they had upon arrest. There is no difference between someone incarcerated and someone in the â€Å"free world† except a mistake. Liberty and justice for all does not just apply to the law but for equality among all of society no matter the circumstance. Everyone deserves to receive education and the opportunity to turn their lives around. Why does it seem as if no one cares enough to stress the subject enough? Methods A questionnaire should be sent to 20 random citizens of random gender, age, and ethnicity in the top 5 metropolitan areas of the U.S. (New York, Los Angeles, Chicago, Boston, and Washington D.C.) to gauge society’s opinion of education in the prison system. It should have questions that will help the evaluator understand exactly how people feel about why they do  or don’t support education in the prison system and their ideas on what can be done to change or fight to keep the current program in place. I also believe that the questionnaire should be 3-5 pages long and leave room on the last page to allow each person to give their own feedback. The data should be collected by an assigned to one elected person in each city (particularly someone who works in an prison in the city with a high position of power) and reviewed, documented, and summarized, then submitted to the researcher to be reviewed. The questionnaire should be designed with no bias in mind, but to gain an understanding on why society does or does not support education. The results should reflect that society is now becoming modern and accepting that inmates should receive education as if they were in the free world. The information should be reviewed by the board of education for the prison facility and make an effort towards implementing the ideas that they have received from society. It may be easier for the Board to absorb feedback from society because it is a general census compared to inmates whose intentions may or may not be for the best. The only concern that can be foreseen is that the 20 random citizens will not be able to provide the Board of Education for the prison facility with enough similar feedback to gather a general and collective consensus on how society feels. Discussion Americans have traditional values when it comes to how society works and a general consensus of what is moral and just. Education is seen as the ultimate strive that one makes to become better in life, and one of the most important things needed to succeed in life. Prisoners are seen as cruel inhuman beings who have no care or empathy for anyone or anything, so naturally society would feel that inmates only want to do their time and be released to commit more crime. Inmates are human though as well, and they desire the same things as anyone else. An education should be provided for them just like it is provided for citizens who are not incarcerated, and inmates need someone to stand up and fight for them to receive just that. References Lahm, K. F. (2009). Educational Participation and Inmate Misconduct. Journal Of Offender Rehabilitation, 48(1), 37. Lockard, J., & Rankins-Robertson, S. (2011). The Right to Education, Prison-University Partnerships, and Online Writing Pedagogy in the US. Critical Survey, 23(3), 23-39. Palmer, S. M. (2012). Postsecondary Correctional Education. Adult Learning, 23(4), 163-169. Rafay, A. (2012). An â€Å"Impossible Profession†? The Radical University in Prison. Radical Teacher, (95), 10-21. Sedgley, N. H., Scott, C. E., Williams, N. A., & Derrick, F. W. (2010). Prison’s Dilemma: Do Education and Jobs Programmes Affect Recidivism?. Economica, 77(307), 497-517.

Government Is Best, Autocracy Or Democracy - 1127 Words

In deciding which government is best, autocracy or democracy, one must first define their understanding of â€Å"best.† Should one be looking for structure, order, or longevity, then a reasonable response would be some variation of autocracy. However, if one is looking for a form of government which maximizes involvement from the general public and is flexible, then democracy may be a better option. Both autocracy and democracy style governments can be divided into further subcategories, such as a constitutional monarchy or modern-authoritarian autocracy, and all of the options will be considered, analyzed, and understood in terms what they are best for. To create a framework for the discussion, â€Å"Why We Shouldn’t Judge a Country by Its GDP† by Michael Green (2015) and Economist article â€Å"What’s Gone Wrong with Democracy† (2014) will be summarized and used to compare Russia, China, Germany, and the United Kingdom. Relevant terms, such as mod ernization, legitimacy, and consent, will be intertwined with the discussions of forms of government to understand how governmental structures operate in relation to people. In conclusion, I will argue that the best form of government is a federal parliamentary republic. Michael Green s article, â€Å"Why We Shouldn’t Judge A Country by Its GDP,† explored the concept of judging a country’s growth by the prosperity of its citizens, not by its economic prowess (2015). Green and his team developed a model in 2014, called the Social Progress Index,Show MoreRelatedThe Third Condition For The Stability Of Democracy1564 Words   |  7 PagesThe third condition for the stability of democracies is Freedom of speech (Schofield 31). Freedom of speech must exist in a democracy for stability to prevail. The absence of that is a rise of political problems. 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