How Did the Geographic Features of Ancient Egypt and...

Section A: Plan of Investigation During the years of 3500 BC to 2500 BC, the geography of a land often impacted a civilizations development in great measures. Depending on the resources available or the detriments present due to certain topographical characteristics like rivers or deserts, a civilization could flourish or collapse. By studying the geographic features of growing societies like the Nile, Euphrates, and Tigris Rivers as well as the Mediterranean Sea of Egypt and Mesopotamia, the link between developing cultures and geography will be examined through sources, including Egypt: Ancient Culture, Modern Land edited by Jaromir Malek and Babylon: Mesopotamia and the Birth of Civilization by Paul Kriwaczek. To determine the extent†¦show more content†¦This land around the Nile and the Delta by the Mediterranean Sea was seasonally flooded. This part of the land was very fertile and good for growing crops because of the rich silt. Also spread out through Egypt, there were oases, quarries and mines. Af ter 3000 BC, the population was mainly gathered along the Nile River, and the deserts became centrally used for trade and mining excursions. Dry climates in 2500 BC had forced the Egyptian populations to move towards the Nile Valley. Eventually, the dry climates caused the formation of deserts in the areas that had been abandoned. On the contrary, the land in the Nile Valley was very fertile, because of the silt brought by flooding, and caused agricultural successes. Main crops included barley, wheat, and flax. Not much else was grown due to a lack of innovation. Away from the main river, limited areas were suitable for settlement. In the Faiyum specifically, there was little area that was suitable for settlement because of too wet of land around Lake Moeris, though the Delta experienced its own share of seasonal flooding. Ancient Mesopotamia, sometimes referred to as the â€Å"Cradle of Civilization†, was located in the Fertile Crescent between the Tigris and Euphrates Rivers, bringing the Greek origin of its name, of â€Å"land between rivers†. There were two very different regions in ancient Mesopotamia:Show MoreRelatedWhat Aspects Of Human Life Remain The Same Across All Three Groups2974 Words   |  12 PagesThe art in the cave shows what the humans did in there life and the Venus figurines shows sexual features suggested the paleolithic people fasioned such as figurines out of an interest in fertility. 6. How did the gradual transformation from hunting and gathering to agriculture probably occur? How did it spread? The change came when people first discovered how to cultivate crops and to domesticate animals. This was the most significant single development in human history and it happened within theRead MoreAp World History Units 1-3 Study Guide Essay4374 Words   |  18 Pagesagriculture 5. Characteristics of complex civilizations * Specialization of labor * Trade and cultural diffusion * Written languages * Complex political order and power 6. Evidence proves that the Mesopotamians * Traded extensively with peoples as far away as Anatolia, Egypt, India 7. Major effect of Neolithic Revolution * The establishment of sedentary village communities 8. Conditions for women in Mesopotamia * Grew increasingly worse overRead MoreWorld History AP8768 Words   |  36 PagesChapter 4 Big Picture Questions 1. What common features can you identify in the empires described in this chapter? †¢ All empires controlled large areas and populations. †¢ All empires were brought together by conquest and funded in part by extracting wealth from conquered peoples. †¢ All empires stimulated the exchange of ideas, cultures, and values among the peoples they conquered. †¢ All empires sought to foster an imperial identity that transcended more local identities and loyalties. †¢ AllRead MoreThe Accounting Profession and Nat39077 Words   |  157 Pagesideas and of advancing the science of accountancy in line with ANAN s vision and mission. In this maiden edition of The Journal of Accounting we try to grapple with the following issues: The Effect of Audit on Corporate Sustainability, Growth and Development; Accounting and Nation Building; The Role of Accountants in the Attainment of Banking Sector Consolidation Objectives in Nigeria; The Use of Ratios in Financial Analysis and Prediction of Financial Crisis; The Relationship and Problems of Auditors

Suicide Suicide And Suicide - 1404 Words

Suicide is a wildly talked about subject in this day and age. There are movies, books, papers, journals, and a wide spread of personal experiences. These experiences can be from thinking about suicide, making a gesture of attempting suicide or from people who knew somebody who went through with suicide. The experiences of suicide can lead to complications of survivors grieving process and also the stigmas that are associated with suicide. Unfortunately, we see a wide variety of suicide that happens all around the world. Especially in children who are bullied in school. I recently saw a few stories on the news. One story stated that a little boy who was constantly being kicked and punched because he didn’t fit in with the other†¦show more content†¦Even trying to convince themselves that maybe if they stood with them or talked to them that they could have saved them. Craig miller was 8 years old when he first thought about ending his life. He didn’t have a good steady household and was being sexually molested by a neighbor. So when he turned 20 years old he believed life wasn’t for him and decided one night that he would down two hundred and fifty pills and went to bed. He woke up three days later in the hospital with his brother at his side. His brother asked him what it would take for him to want to live and at the time he had no answer. He is 38 years old today and is married with 2 little girls and he says those are his reasons for surviving his suicide attempt (Matchan, 2014). This man is lucky because he was crying out for help and someone noticed it. His brother loved him enough that he showed up when he needed him most. He is an attempted suicide survivor. The ideation of suicide is stated by a young girl. She has suicidal thoughts but is not suicidal. She goes on to say that she doesn’t think about suicide daily but she thinks about it pretty consistently. She imagines her death vividly pretty often even down to being found if she went through with it and how people would react to it. She thinks about who would care and what people would say about her. She even wonders how much better the lives that surround hers would be if she didn’t exist. She hates feeling like she’s aShow MoreRelatedSuicide Ideation Suicide And Suicidal Suicide Essay2191 Words   |  9 Pagescausation of suicide ideation. Suicide ideation also known as suicidal thoughts are thoughts a person may have in which they may have the intention to harm themselves, but do not actually execute as planned. Thus, it is important for the reader to recognize the differentiation between suicide attempt and suicidal ideation. While suicidal ideation is the idea of suicide attempt is the actual intent of suicide by potentially failing at it. Both terms derive from the disorder of Suicide. While many mayRead MoreSuicide And The Death Of Suicide1079 Words   |  5 Pages Suicide, a Permanent Solution to a Temporary Problem Good afternoon, I’m Jasmyne here to talk about suicide and how big of a problem it is. Suicide is defined as an act of one intentionally killing themselves. Why is suicide such a big problem? Well, suicide takes the lives of nearly 40,000 Americans every year; also it is more likely someone will die from suicide than from homicide. For every two people killed by homicide, three people die of suicide. Children young as 10 years of age have evenRead MoreTeen Suicide And Suicide1145 Words   |  5 Pagesthem? Today suicide is one of the most prevalent causes of death for teenagers in the United states. The suicide rates for teens are astronomical. Writer Stephanie Pappas mentions teen suicide rates in her article Suicide: Statistics, Warning Signs and Prevention. In the article, Pappas writes â€Å"In 2015, suicide was the second leading cause of death in people 15 to 34 years of age and third leading cause of death in children aged 10 to 14, according to the CDC.’’ (Stephanie Pappas, Suicide: StatisticsRead MoreThe Problem Of Suicide And Suicide Essay1435 Words   |  6 Pagesending misery. How do they cope? What are their ways of dealing? Most students live in denial. Others have friends to confide in. For the devastating part, most students are not as open to these ideas and it leaves them with this alternative: suicide. Suicide is the third leading cause in teens the ages 14 to 19 within rural underserved areas. Suicidal ideation (SI), suicidal thoughts, were surveyed in over 12 high schools and it was found that in the past year, thoughts of (SI) were not shared withRead MoreThe Theory Of Suicide And Suicide1339 Words   |  6 Pagesthat suicide rates skyrocket progressively across all age: children and adolescent (McClure, 1994), Middle-age (Manton et al., 1987) and the elderly (Draper, 1996), studying suicide have become an important issue in sociology. Suicide is a complex issue which may combine several factors such as development factors, social factors, and culture factors (Goldsmith, 2002). However, Durkheim (1897) provided a classical model including four types of suicide: altruistic suicide, fatalistic suicide, egoisticRead MoreThe Death Of Suicide And Suicide891 Words   |  4 Pages, 2015 Suicide is an occurrence in life that society does not want to talk about. Social knowledge is minimal at best about how to approach communication with those affected by suicide. The stigma about suicide is vastly misunderstood, unfounded and should not exist. Learning about suicide is very important not only for society but for those who have to suffer and live with the â€Å"social blight† society has created about this sad problem. There are various reasons for attempted suicide such asRead MoreThe Issue Of Suicide And Suicide1557 Words   |  7 PagesThe topic I chose to elaborate on as a criminal act in some countries but considered deviant or conventional in others is the issue of suicide from the basis of attempt and assisted. While suicide is a very enigmatic and incomprehensible subject for many, it becomes the area of focus on how criminal it becomes to take one’s life or aid in the process. How in control is someone of their life that it becomes a toler able decision and even supportive in some instances by medical professions. Is itRead MoreSuicide : Suicide And Depression1389 Words   |  6 PagesSuicide and Depression in Prisons Suicide is the leading cause of death in prisons across the United States (Marzaro, Hawton, Rivlin, Fazel, 2011). According to the United States Department of Justice, nearly 23% of state prisoners report symptoms of depression each year (Pardini et al., 2014). With, one out of seven inmates met the diagnostic criteria for major depressive disorder (Pardini et al., 2014). Marzaro, Hawton, Rivlin, and Fazel (2011) proposed that probable representations ofRead MoreThe Suicide And Suicidal Suicide1381 Words   |  6 PagesDurkheim once stated that suicide is, â€Å"all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result† (Jones, 1986). However, suicidal ideation is considered when an individual has thoughts or feelings of suicide, but does not attempt or complete suicide. Suicidal gesture, is when the individual has attempted the act of ending their life, if they were to be acciden tally successful, then the suicide is completed (LemingRead MoreSuicide And Youth Suicide1234 Words   |  5 Pages Suicide is the 10th leading cause of death in the US. The percentage of gun deaths by suicide is 64%.Youth suicide rates are going up at an alarming rate in the years. The number one method that people go to is firearms, 49.8% of suicidal people chooses this method.They found that in 2014, the most recent year for which data is available, the suicide rate for children ages 10 to 14 had caught up to their death rate for traffic accidents (source 1). In all, 425 children ages 10 to 14 killed themselves

Chemistry Study Guide (Exam 2) Free Essays

Examination #2 – Chapters 4,5, and 6 Study Guide Chapter 4 – Chemical Quantities and Aqueous Reactions * Reactions Stoichiometry * mole-mole conversions * mass-mass conversions * Limiting Reactants * What is the Limiting Reagent * How do we find the L. R. * Solutions * Molarity – definition and how to calculate * Dilutions Calculations (M1V1 = M2V2, careful with M2) * Solution Stoichiometry * volume-volume conversions * volume-mass conversions * Molecular interpretation of solubility * solubility rules * Precipitation Reactions * Determining reaction products * Following Solubility rules Molecular Formula, Total ionic formula, net ionic formula * Acid-Base Reactions * Oxidation-Reduction reactions * Identify odixation states * Identify which species was oxidized and reduced Chapter 5 – Gases * Pressure – definition * Simple Gas Laws * Boyle’s Law – pV * Charles’s Law – P/T * Avogadro’s Law – nT * Ideal Gas L aws * pV=nRT * Density calculations * Molar Mass calculations * Molar Volume * Partial Pressures * Dalton’s Law of Partial Pressures * Eudometer calculations * Gas Reaction Stoichiometry * Volume – moles conversions * Kinetic Molecular Theory * 4 components of the theory * You DO NOT need to know the derivation of I. We will write a custom essay sample on Chemistry Study Guide (Exam 2) or any similar topic only for you Order Now G. L. * Effusion of Gases * Real Gases * van der Waals equation * Your extra credit question will have to do with this topic! * Atmospheric Chemistry * 3 types of pollution-very, very basic question Chapter 6 – Thermochemistry * Nature of Energy * System versus Surroundings * Definition of Energy, internal energy, law of conservation of energy * 1st Law of Thermodynamics * ? E = q + w * Sign convention, (is it positive or negative) * Heat and work * pV work * m Cs ? T heat transfer * conservation of thermal energy * Calorimetry * Constant volume calorimetry * only heat contributes to ? E * Enthalpy * Definition, equation Calculation using constant pressure calorimetry * Exothermic versus Endothermic reactions (sign of ? H) * Hess’s Law * Enthalpy of reactions manipulations * This is a hard topic, please, please, please review this after Wednesday! Examination #2 – Chapters 4, 5, and 6 Study Guide Chapter 4 – Chemical Quantities and Aqueous Reactions * Reac tions Stoichiometry * mole-mole conversions * Needs a balanced chemical equation * **Again no clear examples. Let me know if you can find any** * mass-mass conversions * **No clear examples. Let me know if you can find any** * Limiting Reactants * What is the Limiting Reagent The limiting reagent is also known as the limiting reactant. It is the reactant that limits the amount of product in a chemical reaction. Notice that the limiting reactant is the reactant that makes the least amount of product. * How do we find the L. R. * Example: * How many grams of N2 (g) can be produced from 9. 05 g of NH3 (g) reacting with 45. 2 g of CuO (s)? Create and Balance a Chemical Equation: 2NH3 (g) + 3CuO (g) N2 (g) + 3Cu (S) + 3H2O (l) 9. 05 g NH3 x 1 mol NH3 x 1 mol N2 x 28. 02 N2 = (7. 44 g N2) 17. 04 g NH3 2 mol NH3 1 mol N2 45. 2 g CuO x 1 mol CuO x 1 mol N2 x 28. 2 N2 = (5. 31 g N2 Less = LR Cuo is the Limiting Reactant! * Solutions * Morality – definition and how to calculate * Defin ition: * Amount of solute (in moles) per amount of solution (in Liters) * Molarity (M) = Amount of Solute (in moles) Amount of Solution (in L) * **Side Note** * Homogenous Mixture = solutions (Salt Water) * Solvent (a component in a solution) : Majority component, what something is dissolved in. (Water) * Solute (another component in a solution) : Minority component, what is being dissolved (salt) * Example: What is the molarity of a solution containing 3. 4 g of NH3 (l) in 200. 00 mL of solution? Given: 3. 4 g of NH3M = moles of solute (NH3) 200. 00 mL L of Solution (200. 00 mL) Convert: 3. 4 g NH3 X 1 mol NH3 = (0. 20 mols NH3) 17. 04 G nh3 200 mL X 1 L = (0. 2L) 1000 mL M = 0. 20 mols NH3 / 0. 2 L = 1. 0 M NH3 **More examples in Notes! ** * Dilutions Calculations (M1V1 = M2V2, careful with M2) * Diluting a solution is a common practice and the number of moles of solute will not change! [ (M1)(V1) = (M2)(V2) ] * Examples: What is the concentration of a solution prepared by dilutin g 45. mL of 8. 25 M HNO3 to 135. 0 mL? M1V1 = M2V2 8. 25 M HNO3 X 0. 045 L = M2 X 0. 135 L 0. 135 L 0. 135 L M2 = 275 M HNO3 * Solution Stoichiometry * volume-volume conversions * When using morality, you can easily extract moles! * With a balance chemical equation, you can convert between amounts of substances. * Exampes: Look at notes OR page 145 TB * volume-mass conversions * Examples: Look at notes OR page 145 TB * **This wasn’t clear and If you know what this means, let me know. Or else I will ask Donavan on Saturday (Because there wasn’t a specific section for the two bullet points) Molecular interpretation of solubility * solubility rules – be familiar with the chart/table that Prof. Donavan gave out 2 interactive forces that affect solubility: 1. solute-solute interaction 2. solute-solvent interaction if solute-solvent interactions are strong enough, solute will dissolve (solute-solvent interaction ; solute-solute interaction) * Precipitation Reactions * Determining reaction products General Form: AX (aq) + BY (aq) AY (aq) + BX (s) Example: 2KI (aq) + Pb (NO3)2 (aq) 2KNO3 (aq) + PbI2 (s) * Following Solubility rules Molecular Formula, Total ionic formula, net ionic formula Examples: Molecular Formula: 2KOH (aq) + Mg(NO3)2 (aq) 2KNO3 (aq) + Mg(OH)2 (s) Total ionic formula: * 2K+ (aq) + 2(OH)– (aq) + Mg2+ (aq) + 2(NO3)– (aq) 2K+ (aq) + 2(NO3)- (aq) + Mg(OH)2(s) Net Ionic formula: (remove all spectator ions : ions that are aqueous as reactants and stay aqueous when they turn into products) Mg2+(aq) + 2(OH)-(aq) Mg(OH)2(s) * Acid-Base Reactions General Form: HA (aq) + BOH (aq) H2O (l) + BA (aq) Example: HCl (aq) + NaOH (aq) H2O (l) + NaCl (aq) * Oxidation-Reduction reactions Oxidation is the loss of electrons * Reduction is the gain of electrons * Oxidation states: charges that allow us to keep track of electrons in chemical reactions * Identify oxidation states 1. Charge states of neutral compounds are zero 2. Char ge of atoms in polyatomic ions need to add up to the total charge of the polyatomic 3. Keep Alkali metals as +1 alkali earth metals as +2 4. Keep F (fluorine’s) as -1 H as +1 O as -2 * Identify which species was oxidized and reduced * Look in last section of Chapter 4 Notes Chapter 5 – Gases * Pressure – definition Pressure: The force per unit area * Pressure comes from the constant interaction with a container * Standard Pressure = Normal Atmospheric Pressure * 760. 0 mm Hg = 1 atm * 760. 0 torr = 1 atm * 1. 000 atm * 101, 325 pa (pascals) = 1 atm * 14. 7 psi (lbs per square inch) = 1 atm * Example: * (45. 0 psi) x (101, 325 pa) x (1 k pa) _____________________________ = 310. kPa (14. 7 psi) x (1000 pa) * Simple Gas Laws * Boyle’s Law – pV * The volume of a gas inversely proportional to its pressure, provided the temperature and quantity of gas don’t change. * V= k/p Actual Equation: pV= K * Example: A balloon is put in a bell jar and the p ressure is reduced from 782 torr to 0. 500 atm. If the volume of the balloon is now 2. 78 x 10^3 mL, what was it originally? V1 = 782 torr x 1. 000 atm/760 torr = 1. 03 atm (1. 03 atm)(V1) = (. 500 atms)(2. 78 x 10^3 mL) After Rearranging the equation: V1= 1350 mL or 1. 35 x 10^3 mL * Charles’s Law – P/T * The volume of a gas is diretly proportional to its temperature, provided the pressure and quantity of the gas that don’t change. (V= KT) **Temp in Kelvin Only** * For changes in Volume (involving temperature): * V1/T1 = V2/T2 For Changes in Pressure: * P/T (initial) = P/T (final) * Example: (LOOK IN NOTES ) * Avogadro’s Law – nT * The volume of a gas is directly proportional to the quantity of gas, provided the pressure and temperature of the gas don’t change. (V=Kn) * For changes in volume (involving moles) * V1/n1 = V2/n2 * Example: (LOOK IN NOTES ) * Ideal Gas Laws * pV=nRT * NEED TO KNOW THIS FORMULA! * P = pressure (atm) * V = volume (L) * n = quantity (moles) * T = temperature (K) * R = Universal Gas Constant * (0. 08206 Latm/molK) OR * (8. 314 J/molK) * Example: (look in notes ) Density calculations * Density of a gas @ STP: * For an Ideal gas @ STP, the molar volume = 22. 7 L * Density = mass/volume = mass/1mole = molar mass/molar volum * volume/1mole * Density for a gas NOT @ STP: * If gas isn’t at stp * Then D = P(MM)/ RT or D = m/v * Molar Mass calculations * From the equations: pV = mRT/MM You get: MM = mRT/ pV * Example (Look in notes ) * Molar Volume * At STP, all ideal gases take up the same volume. * Molar Volume = # of L of gas 1 mole of gas This also works: V/n = RT/P * Partial Pressures Dalton’s Law of Partial Pressures * The total pressure of a mixture of gases is the sum of the pressures by each gas. * The pressure of a gas would exert if it were alone in a container. * You can calculate the Partial Pressure from Ideal gas Law * If 2 gases , A and B are mixed together * P(A) = (nA)( R)(T)/ (V) and P(B) = (nB)(R)(T)/ (V) * Since R, T, and V are all constant for a mixture * P(total) = P(A) + P(B) = (nTotal)(R)(T)/ (V) * nTotal = sum of nA + nB * Example: (Look in notes ) Eudiometer calculations * An Eudiometer is a gas collecting Tube * Example: 2Zn (s) + 6HCl (aq) 3H2 (g) + 2ZnCl3 (aq) H20 (l) H2O (g) P(total) = P(H2) + P(H20) (value may be looked up at table 5. 4) * 0. 12 moles of Hz is collected over H20 in a total 10. 0 L container at 323 K. Find the total pressure. P = nRT/V P(H2) = (0. 12 mol H2) (0. 08206 Latm/molK) (323 K)= 0. 3181 am (10. 0L) P(total) = P(H2) + P(H20) P(H2O) @ 50 degrees Celsius = 92. 6 mmHg P(total) = 240mmHg + 96. 6mmHg = 330mmHg * Gas Reaction Stoichiometry * General Concept plan on most problems: P, V, T of Gas A Amount A (in moles) Amount B (in moles) P, V, T of Gas B * Volume – moles conversions * Ex: Methanol CH3OH can be synthesized by the following reaction * CO2 (g) + 2H2(g) CH3OH(g) * What is the volume (in liters) of h ydrogen gas @ a temperature of 355 K and pressure of 738 mmHG, is required to synthesize 35. 7 g of methanol * Given: 35. 7 g CH3OH temp: 355 K pressure: 738 mmHG * Find: V of H2 * 1. G of CH3OH mols * 35. 7g CH3OH x 1 mol CH3OH = 1. 1142 mol CH3OH 31. 04 g CH3OH * 2. Mol CH3OH mol H2 * 1. 11 mol CH3OH x 2 mols H2 = 2. 23 mols H2 1 mol CH3OH 3. N(mol H2), P, T VH2 * Convert your mmhg to ATM, and get . 971 atm * VH2= (2. 23 mol H2) (. 08206 l atm/ mol K) (355 K) = 66. 9 L .971 atm * VH2= 66. 9 L * Kinetic Molecular Theory * In this theory a gas is modeled as a collection of particles (either molecules or atoms depending on the gas ) in constant motion. * Ex, a single particle moves in a straight line until it collides with another particle (or with the walls of its container). * 4 components of the theory 1. Particles are infinitely small and have no volume 2. Average kinetic energy of a particle is proportional to the temperature (k). . Particles travel in two straight lines followi ng Newtonian Laws 4. All collisions are elastic (no attractive or repulsive forces) * You DO NOT need to know the derivation of I. G. L. * Effusion of Gases * Effusion: the process by which a gas escapes from a container into a vacuum through a small hole. * The rate of effusion (the amount of gas that effuses in an amount of time) is also related to the root mean square velocity * Rate is ? 1M * Grahms law of effusion: * The ratio of effusion rates of two different gases. * For example (look in notes, end of chapter 5) Real Gases * van der Waals equation is an equation used to correct for the discrepancies from the Kinetic Molecular Theory that real gases undergo. Real gases attract each other, therefore, real pressure ; ideal pressure. Real gases also take up space, therefore, real volume ; ideal volume. [P + a (n/v)? ] x (V – nb) = nRT where: a – corrects for molecular interaction. It makes the real pressure larger so it equals the ideal pressure b – corrects for molecular size. It decreases the volume of the container. * Your extra credit question will have to do with this topic! * Atmospheric Chemistry 3 types of pollution-very, very basic question * 3 types of pollution-very, very basic question 1. Hydrocarbon combustion for automobiles 2C8H18 + 2SO2 16CO2 + 18 H2O At high temperature, nitrogen can also be combusted, which causes a problem. N2 + O2 2NO 2NO + O2 2NO2 (nitrogen dioxide) – photochemical smog (causes problem in the environment) 2. Combustion of coal from power plants (Ex. Electrical cars) C + O2 CO2 (Coal contains a significant amount of sulfur and it further combusts) S8 + 8O2 2SO3 2SO2 + O2 2SO3 SO3 + H2O H2SO4 (H2SO4 results to acidification) But, people have found a way to eliminate the production of SO3 and that is by using â€Å"clean coal† and scrubbers. CaCO3 + SO2 CaO + CO2 CaO + SO2 CaSO3 (s) (calcium sulfite) 3. Stratospheric Ozone O3 + UV O2 + O (oxygen radical) O2 + O O3 + IR These two equations above just shows how ozone is used and how it is just regenerated again. But, in 1974, Sherwood Rowland discovered that CFCs from air conditioners, refrigerators, and spray cans destroy the atmospheric ozone. CF2Cl2 + UV CF2Cl + Cl (chlorine radical) Cl + O3 + UV O2 + ClO ClO + O O2 + Cl ( 1 Cl radical can destroy a hundred thousands of ozone) Practice test:  answer key Chapter 6 – Thermochemistry * Nature of Energy * System versus Surroundings System – the part of the universe we want to focus on (like a chemical reaction inside a beaker) Surrounding – everything else in the universe (like the glass of the beaker and the air around it) * Definition of Energy, internal energy, law of conservation of energy Energy is classified into two types: a. heat (q) – energy transferred that causes a temperature change (due to a change in the random motion of molecules) b. work (w) – energy transferred that causes an object to move (due to a change in the concerted motion of the molecules in the object) c. nits of energy: I. Joule (J) – the amount of energy it take to move 1kg mass a distance of 1 meter (unit: kg*m2/s2) II. Calorie (cal) – the amount of energy needed to raise the temperature of 1 gram of water by 1 ? C 1 kcal = 1000 cal (food calories) 1 cal = 4. 184 J (exact measurement) Internal Energy – total energy of a system. (Esystem) Law of conservation of energy – energy is neither created or destroyed, only transferred. * 1st Law of Thermodynamics – The change in energy of a system is equal to heat that enters the system plus the work done on the system. * ? E = q + w a. ?E = change in the internal energy of a system E is (+) if the energy is absorbed by the system ?E is (-) if the energy is released by the system b. q = heat q is (+) if the heat is absorbed by the system q is (-) if the heat is released by the system c. w = work w is (+) if the work is done on the system w is (-) if the work is done by the system on the surrounding * Heat and work * pV work – is defined by the equation: w = -p? V * m Cs ? T heat transfer – q = m Cs ? T where: m = mass Cs = specific heat capacity (J/ g ? C) ?T = (Tfinal – Tinitial) – q = n Cm ? T where: n = number of moles Cm = molar heat capacity (J/ mol ? C) ?T = (Tfinal – Tinitial) conserv ation of thermal energy – the amount of energy that is given must be equal with opposite sign to that energy that is being taken. qsurr = – (qsys) msurr Cs(surr) ? T(surr) = -[msys Cs(sys) ? Tsys] * Calorimetry * Constant volume calorimetry * Constant volume calorimetry – â€Å"bomb† calorimetry, no pv work done, therefore only heat contributes to ? E qcal = Ccal ? T = -qrxn where: Ccal = calorimeter constant (KJ/ ? C) * * only heat contributes to ? E * Enthalpy * Definition, equation Enthalpy (? H) – the heat absorbed or released during a process taking place at a constant external pressure. ?H = qrxn = -qsurr ?H = -( m Cs ? T) Calculation using constant pressure calorimetry – refer to example in notes * Exothermic versus Endothermic reactions (sign of ? H) Endothermic reactions have (+) ? H because they are reactions that absorb heat. Exothermic reactions have (-) ? H because they are reactions that give off heat. * Hess’s Law * Ent halpy of reactions manipulations 2 rules to remember: 1. If a reaction is reversed, the sign of ? H flips (from negative to positive or from positive to negative) 2. If you multiply coefficients by a number, ? H is also multiplied by that number. * This is a hard topic, please, please, please review this after Wednesday! How to cite Chemistry Study Guide (Exam 2), Essay examples

Rwanda genocide free essay sample

Five thousand people seek haven in their Catholic church; their local governor walks in, makes a gallant speech about racial purity and Tutsi betrayal, and then steps aside and opens the floodgates for hundreds of their neighbors carrying machetes, knifes, and guns, and watches calmly as the massacre begins. One girl lives. While her family is chopped to pieces amidst the screams, she plays dead amongst the corpses for forty three days staring up from amongst the bodies at a statue of Christ. No one comes to help her, for she is Rwandan, African of no economic or political value to any of the Western white men â€Å"sitting in offices.†[1] The Rwanda Genocide, sparked by the death of the interim President Habyarimana on April 9, 1994, was the fastest, if not the most brutal, massacre in human history, and it was carried out with no significant intervention or aid force from any of the wealthy, powerful Western governments. These administrations claim that they were unable to intervene due to lack of warning signs and information; this is untrue. The United States and the Western world did not intervene in the 1994 Rwanda genocide due to economic disinterest, political apathy, and African prejudice, despite distinct knowledge of the genocide. To truly appreciate the depth of Western betrayal, one must first understand Rwanda’s general history and the events that immediately precipitated the Rwanda Genocide. Rwanda is a small African country of 10,169 square miles and a pre-genocide population of approximately 8,380,000. An agricultural nation, it was economically dependent on the harvesting of rice, coffee, and maize. Though the nation was dependent on these agricultural exports to Western powers, including the United States, the West was not dependent on Rwanda for these products traditionally received from Brazil, Columbia, and other larger African nations. Before the genocide it was described by visitors as a â€Å"prosperous and vibrant country.† As a colonial state, Rwanda functioned after 1884 as a German and after World War I as a Belgian â€Å"trustee ship.† The Germans and Belgians could not appreciate the complexities of the subtle relations present in Rwanda before colonization and therefor e established a racial system based on physical characteristics. The Europeans segregated the native Rwandans into three racial classifications: Hutu, Twa, and Tutsi. Tutsi, more Caucasian looking in skin tone and body structure, were assumed to be the most intelligent and  diplomatic of the natives. High ranking positions in government and society were reserved for the Tutsis while the Hutu majority of approximately 90% lived in impoverished conditions, were forced into servile farmer positions, and were denied access to land ownership, education, and Christian conversion. Belgium colonists soon issued ethnic identity cards. The issuance of these cards formalized an imposed condition of racial inferiority that did not exist before European presence. This imposed racial system would later be one of the leading, if not most significant, causes for the racial Rwanda genocide in 1994. Belgium soon realized, however, that in giving Tutsis such a preferred status in government affairs they ran a dangerous risk of the Tutsis demanding independence. Be lgium then decided, in the 1950’s, to reintegrate the Tutsis into the Hutu population to ensure their obedience. In 1962, tensions within the country erupted in a violent Hutu revolution, ignored by the West and the Catholic Church, in which hundreds of Moderate Hutu and Tutsis were killed. An Independent Republic was established with the first Hutu president in Rwandan history, Gregoi Kayabanda. Rwanda, though nominally independent, was still highly dependent on Belgian influence, still had strong Belgian political ties, and therefore retained the racial divisions that allowed the Hutu, in return, to subjugate the Tutsi. This government ended in 1972 with a military coup. Belgium tightly controlled the new one party dictatorship and ignored the increasing Tutsi refugee problem. Beginning in the 1950’s with reintegration, thousands of Tutsis had fled to neighboring countries but, as they were not allowed to integrate into those societies, they desperately wanted to return to Rwanda. The only seeming option of return was military force, and the Rwandan Patriotic Front was born. Supported by the Ugandan government, hundreds of the trained Tutsi soldiers waited for an opportunity to reinvade Rwanda. This opportunity came in October 1990 when the Front invaded Northern Rwanda and started the Rwandan Civil War. At the same time, Rwanda was hit by a devastating economic depression due a drop in the world price of coffee, Rwanda’s single most important export, that was extenuated by the Civil War. In attempts to cease the fighting, in 1993 the Belgian-Rusha Accords were signed that would allow Tutsis back into the country protected by United Nations forces. This  attempt at peace by the Hutu government was a fraud, proven by later planned genocide events, as they had been secretly organizing a â€Å"final solution.† [2] The genocide itself occurred in a quick, planned fashion. In August 1993, General Romà ©o Dallaire, UN Force Commander, took his first African command as head of UNAMIR with 2500 lightly-armed Belgian and Ghanan troops. With little historical knowledge of the region and not permitted an intelligence capability, he went in â€Å"blind† with orders to enforce the cease fire between the Kigali government and the rebel Tutsi army. [3] By March 1994, several Rwandan political and military figures had come to the United Nations trying to explain the precarious nature of the Rwandan peace-situation. The American and other embassy in Kigali â€Å"just didn’t get it [the magnitude of the threat]†, one official regrets. On April 6, 1994 at 8:30 PM huge explosions were heard from the Kigali airport. The Hutu presidential plane carrying President Habyarimana returning from Tanzania after signing the Peace Accord had been shot down by a missile. At the time it was disputed w hether the Rwandan Patriotic Front or the President’s own party had shot down the plane. Recent evidence suggests that the crash was caused by a land based missile from a Rwandan military base under the control of the Hutu government. The Hutu extremists therefore feared that the Peace Accord signed by the president did not provide them with enough control of the country and therefore had him publicly murdered â€Å"by the Tutsis cockroaches† to plunge the country into chaos. Over the night of April 9, 1994, 1000 French and Belgian paratroopers seized Kigali airport, independent of the United Nations. These 1000 troops commanded the airport and efficiently infiltrated the country to remove stranded Western citizens while leaving every single African behind. This proves that the Western world was able and willing to get into Rwanda, only to save its own citizens. By April 10, Eastern Rwandan extremists implemented the second planned phase of killing, moving into the countryside. Young recruits of the interahamwe were told, across propagandist radio, that all Tutsis wanted power, would enslave the Hutu if they survived, and were invaders and spies of Rwanda. By April 15, the Tutsi Republican Front was quickly advancing toward the capital, Kigali; the Hutu killers accelerated the killings in attempts to â€Å"exterminate† the Tutsi race before the Front took over the  capital. By April 21, two weeks after the start of the genocide, at least 100,000 Tutsis and Moderate Hutu were dead. On that same day the Security Council of the United Nations, under pressure from Belgium and the United States, voted unanimously to remove all but 10% of its forces, leaving only a token force of 200 unarmed troops from African nations only. Rwandan rivers now flowed red with blood, and corpses floating down stream began to divert the flow of entire rivers in border countries.[4] Six full weeks after the genocide began, on May 17, the UN authorized 5000 peace keepers to Rwanda but with no timetable and therefore no required action; as no troops were â€Å"immediately available† from the 80 different governments approached, nothing happened. The United States promised only 50 armored cars, armored cars that took over 5 months to arrive and never made it past Uganda. This was the extent of American support. By mid-May, 500,000 Rwandans were dead. By July 1994, after 100 days, the genocide ended after Tutsi Rebels recaptured the country. It is estimated that approximately 800,000 people died in the genocide.[5] This massacre of innocent Rwandans happened five times faster than the Nazi massacres of World War II, and the â€Å"never again† Western world remained silent.[6] Within ten weeks, one third of all Tutsis on earth were killed, and the Western world did nothing. The West has presented many excuses for its inaction, but the true reasons remain in political apathy, economic disinterest, and African prejudice. The West will argue that the pre-genocides signs were not clear, and that the West had no way of knowing of the impending genocide. This argument is obviously flawed, as the signs pre-genocide were very, very clear. It is impossible that the Western world did not see the recipe for mass ethnic extermination in Rwanda. Firstly, Anti-Tutsi hate was very clear. The Hutu extremists were orchestrating mass recruitment and training and arming the militia, while waving, guns in hand, to the Western press cameras.[7] There was a mass distribution of arms, guns, and machetes into the population, all through local government offices. Anti-Tutsi state-sponsored national propaganda appeared in schools, churches, and on the radio months before the genocide began. Certain â€Å"Tools of Genocide† were  used to spark the national chaos that would lead to genocide. Daily assassinations were carried out against Tutsi and Modern Hutu political leaders; death lists were prepared and distributed with the names of all registered Rwandans with Tutsi identity cards, with especially â€Å"dangerous,† political or socially active, Tutsis assigned their own death squads. Hate propaganda and demonizing were used to poison public reason and opinion.[8] It even propagated in Hutu angry rock lyrics, such as those written by Simon Bikindi, a founding member of the hate radio who would later face an international tribunal on genocide charges: â€Å"I hate Tutsis. I hate Tutsis. I hate Hutus who don’t think that Tutsis are snakes.†[9] Civilian militias were trained and armed and mass rape became a common manner of instilling fear in victims.[10] Thus, the signs were clear; the West can no longer use the argument that the signs were hidden or absent. The extremists were planning a genocide, and anyone interested could easily envision the deadly outcome; unfortunately the Western world and the United States were not interested.