Formal Charge Example Problem

Formal Charge Example Problem Resonance structures are all the possible Lewis structures for a molecule. Formal charge is a technique to identify which resonance structure is the more correct structure. The most correct Lewis structure will be the structure where the formal charges are evenly distributed throughout the molecule. The sum of all the formal charges should equal the total charge of the molecule.Formal charge is the difference between the number of valence electrons of each atom and the number of electrons the atom is associated with. The equation takes the form:FC eV - eN - eB/2whereeV number of valence electrons of the atom as if it were isolated from the moleculeeN number of unbound valence electrons on the atom in the moleculeeB number of electrons shared by the bonds to other atoms in the moleculeThe two resonance structures in the above picture are for carbon dioxide, CO2. To determine which diagram is the correct one, the formal charges for each atom must be calculated.For Structure A:eV fo r oxygen 6eV for carbon 4To find eN, count the number of electron dots around the atom. eN for O1 4eN for C 0eN for O2 4To find eB, count the bonds to the atom. Each bond is formed by two electrons, one donated from each atom involved in the bond. Multiply each bond by two to get the total number of electrons.eB for O1 2 bonds 4 electronseB for C 4 bonds 8 electronseB for O2 2 bonds 4 electronsUse these three values to calculate the formal charge on each atom. Formal charge of O1 eV - eN - eB/2Formal charge of O1 6 - 4 - 4/2Formal charge of O1 6 - 4 - 2Formal charge of O1 0Formal charge of C eV - eN - eB/2Formal charge of C1 4 - 0 - 4/2Formal charge of O1 4 - 0 - 2Formal charge of O1 0Formal charge of O2 eV - eN - eB/2Formal charge of O2 6 - 4 - 4/2Formal charge of O2 6 - 4 - 2Formal charge of O2 0For Structure B:eN for O1 2eN for C 0eN for O2 6Formal charge of O1 eV - eN - eB/2Formal charge of O1 6 - 2 - 6/2Formal charge of O1 6 - 2 - 3Formal charge of O1 1Formal charge of C eV - eN - eB/2Formal charge of C1 4 - 0 - 4/2Formal charge of O1 4 - 0 - 2Formal charge of O1 0Formal charge of O2 eV - eN - eB/2Formal charge of O2 6 - 6 - 2/2Formal charge of O2 6 - 6 - 1Formal charge of O2 -1All the formal charges on Structure A equal zero, where the formal charges on Structure B show one end is positively charged and the other is negatively charged. Since the overall distribution of Structure A is zero, Structure A is th e most correct Lewis structure for CO2.

Advanced English Grammar Review Quiz

Advanced English Grammar Review Quiz Intensive grammar review quizzes are a great way for English students to test their knowledge. This exam covers some of the  most important upper-intermediate level English tenses, structure, and functions. Use it in class or at home to improve your reading and comprehension or to study for an ESL, EFL, or TEFL test. Grammar Quiz Choose the correct word to fill in the blank. Answers can be found in the next section, along with explanations for each sentence. 1. If she _________ about his financial situation, she would have helped him out. had knownknewwould have known 2. Ill be _______________ their cat while they are away on holiday. looking intolooking atlooking after 3. He made his children _____ their homework every afternoon. to dodoingdo 4. The test was _____ difficult she had problems finishing it on time. suchsoas 5. By the time she arrives, we _________________ our homework. finishwill finishwill have finished 6. She _________ lunch by the time we arrived. finishedhad finishedwas finished 7. The sun ______ at 9 last night. satsettedset 8. When I stopped __________ to Mary, she was picking some flowers in her garden. speakingto speakspeak 9. Despite ___________ hard, he failed the exam. he studiedstudiedstudying 10. That room ____________ for a meeting this afternoon. is usedis being useduses 11. We _______ play tennis every day when we were young. usedwould towould 12. If I __________ you, I would get a better job. wasarewere 13. Hell give you a call as soon as he _______. arriveswill arriveis going to arrive 14. He  really didnt want to come last night. ______________ So did I.Neither I did.Neither did I. 15. Do you think he knows what ________? he wantsdoes he wantwants he 16. I think San Francisco is ______ exciting _____ New York. as ... thanas .... soas ... as 17. Why are your hands so dirty? Well, I ______________ in the garden. have workedhave been workingworked 18. Did you remember __________ the door? lockinglockto lock 19. ____________ 250 mph? Which model does goWhich does model goWhich model goes 20. That is the man ________ grandfather founded Kentucky Root Beer. whowhosethat 21. I could hardly ___________ the ship in the distance. see outmake throughmake out 22. Look at those clouds! It ___________ rain. s going towillshall 23. _________________, we wont have much to talk about. If not he comesUnless he comesSince he comes 24. He has _____ interest in continuing the project. anynot anyno 25. Where do you think Jane was yesterday? She __________ at home. must bemust have beenmust go 26. Jack told me he ___________ come the next day. is going towillwas going to 27. He drove the car __________ the garage and left for work. out ofoutinto 28. Jack ______________ a fortune when his great uncle passed on. came alongcame intocame through 29. Unfortunately, Peter has ______ friends in Tacoma. a fewa lotfew 30. I will finish that project soon. Ken said he ________ finish that project soon. werewouldwill 31. In his position _____ managing director, he is responsible for more than 300 employees. likeasso 32. She wished she __________ the new car. boughtwould buyhad bought 33. Fiestas ____________ in Cologne, Germany for many years now. have been madehave been makinghave made 34. I think you ___________ see a doctor. should better tooughthad better 35. Youll be leaving for Tokyo soon, _______? arent youwill youwont you 36. ______ the last market session the Dow Jones dropped 67 points. DuringWhileFor Answers and Explanations If she  had known  about his financial situation, she would have helped him out. Use the past perfect (had past participle) in the if clause of the third conditional to talk about unreal past situations.Ill  be looking after  their cat while they are away on holiday. The phrasal verb to look after means to take care of.He made his children  do  their homework every afternoon. The verbs make and let combine with an object plus the base form (without to) of the verb. Other verbs use the infinitive form of the verb (with to).The test was  so  difficult she had problems finishing it on time. Use so with an adjective and such with a  noun phrase.  By the time she arrives, we  will have finished  our homework. With the time clause by the time... use the future perfect to describe something that will have happened up to that point in time.She  had finished  lunch by the time we arrived. Use the past perfect (had participle) to express an action finished before another action in the past. The sun  set  at 9 last night. The verb to set is irregular.When I stopped  to speak  to Mary, she was picking some flowers in her garden. When using the verb to stop, use the infinitive form to express an action that you stopped in order to do. Use the gerund to express an action that you have stopped doing (and doesnt continue).Despite  studying  hard, he failed the exam. Use the gerund or having   past participle following despite. Use a verb clause when  following  although.That room  is being used  for a meeting today. Is being used is the present continuous form of the  passive voice  that is required by this sentence.We  would play  tennis every day when we were young. Would do something and used to do something both express a habitual action in the past. Used to do something also expresses the idea that you do not do that action anymore.If I  were  you, I would wait a while to begin investing. Use were in the second conditional if clause for all subjects.Hell give you a call as soon as he  arrives. In a future time clause use the present simple. The construction is the same as for the first conditional. He really didnt want to come last night.  Neither did I. Use neither followed by the opposite form of the helping verb to  state negative agreement.Do you think  he knows what he wants?  Be careful to change questions to standard sentence structure when asking an  indirect question.I think San Francisco is as  exciting as  New York.  Use as ... as to show equality.Why are your hands so dirty? Well, I have been working  in the garden.  Use the present perfect continuous to show what has caused a present result.Did you remember  to lock  the door? The verb stop can  change meaning when used with a gerund or infinitive.Which model goes  250 mph?  Subject questions  take standard positive sentence structure but begin with who, whom or which.That is the man  whose  grandfather founded Kentucky Root Beer. Whose is the  possessive relative pronoun  required in this sentence.I could hardly make out  the ship in the distance.  Make out  is a phras al verb meaning to see in the distance.Look at those clouds! Its going to rain.  Its is a contraction of it is, the present tense. Use the future continuous when making a prediction based on the evidence at hand. Unless he comes, we wont have much to talk about.  Unless he comes is a conditional clause.He has no interest in continuing the project. Use no when preceding a noun that lacks an article.Where do you think Jane was yesterday? She must have been at home. Use might have participle for a past modal verb of probability. The other forms include could have participle - possibility, must have participle - almost certain, cant have participle - almost certain in a negative way.Jack told me he  was  going to  come the next day.  Use the past progressive tense to refer to events that occurred in the past.He drove the car  out of  the garage and left for work. Use the prepositions out of when exiting a building.Jack  came into  a fortune when his great uncle Jack passed on. The phrasal verb to come into means to inherit.Unfortunately, Peter  has  few  friends in Tacoma. Use few to express a small amount that is considered negative in a disappointing sense.I will fin ish that project soon. Ken said he  would  finish that project soon.Will becomes would in reported speech. In his position  as  managing director, he is responsible for more than 300 employees. Use as to indicate function, use like to indicate similarity.She wished she  had bought  a new car. The use of the verb wish in the past is followed by the past perfect similar to the third conditional.Fiestas  have been made  in Cologne, Germany for many years now. Have been made is the correct present perfect passive form required in this case.I think you  had better  see a doctor. Had better, ought to, and should are all ways of giving advice.Youll be leaving for Tokyo soon,  wont you? Use the opposite of the auxiliary for a question tag.During  the last market session, the Dow Jones dropped 67 points. Use during with a noun, while with a verb clause.

Humanities Essay Example | Topics and Well Written Essays - 750 words - 1

Humanities - Essay Example sance’ literally means â€Å"rebirth.† It referred to the ideas of artistic renewal and reawakening that occurred in this time period as people began rediscovering the skill of the ancient world, starting in Italy and spreading to other nations. To them, the remnants of the ancient world represented a golden age of shared culture, reason and creativity. Their refocus on the classical subjects, styles and artistic knowledge can be discovered in various forms of art created during this time period, including paintings. Although artists were strongly influenced by classical thought, shown in their inclusion of ancient myths and legends, the Renaissance was also heavily influenced by contemporary discovery and Christian ideals. At nearly the same time, the church underwent a period of Reformation, in which they rejected their previous focus on material wealth and riches, turning instead to simpler, purer early forms. Many artists during the Renaissance, freed of their stric tly religious patrons, were pulled between Christianity and paganism, heaven and earth, in their subjects and communicated this conflict in the magnificent works of art they produced. When the mathematical focus of the ancient Greeks and Romans was discovered, artists of 15th century Florence quickly linked it to the proportional, focus of their own world. They recognized the geometric and arithmetic formulas as a common factor in both creating great works of art as well as communicating to their largely commercial audience on an immediate basis. â€Å"In an age of non-standard shipping units, one had to be able to calculate contents and quantities of shipments fairly rapidly† (Lemaitre & Lessing, 1993, p. 15). Painters and other artists employed this community-wide foundational knowledge in geometry to present objects and elements in their work that were familiar to the average viewer at the same time that they immediately emphasized the message they wished to portray. â€Å"In the same way

Denial of service (dos) attacks Essay Example | Topics and Well Written Essays - 1250 words

Denial of service (dos) attacks - Essay Example In other words DOS attack is described, as an attack in which the memory clogged up so much that a target will unable serve its legitimate users. Or data packets are sent to the target system so much so that it cannot handle it and thus making it to either crash, reboot or more commonly deny services to legitimate users. "A denial of service attack involves preventing you from accessing data or service by confusing or overloading the computers or networking equipment" (Cyganski and Orr, 2002, p. 279). This vulnerability is commonly used to hang remote systems and sometimes force them to reboot which ultimately results in denial of service, means denying the valid services by Networks to the legitimate and authenticated users. This attack no longer works as most of the system administrators upgraded their systems making them safe from such type of serious attacks. The trick in this attack is to ping a target system with excess data packets that exceeds the maximum bytes allowed by TCP/IP protocols suite. The memory of the target system would be clogged up and forces it to hang, reboot or crash. Since the data gram is so huge that it would be difficult for the target system to handle. The data sent over the Internet is broken down into small fragments at the source and reassembled at the destination system. Teardrop attack uses the vulnerability present in the reassembling of data packets at the destination system. ... Teardrop The data sent over the Internet is broken down into small fragments at the source and reassembled at the destination system. Teardrop attack uses the vulnerability present in the reassembling of data packets at the destination system. Lets see how teardrop attack works. Suppose 4000 bytes of data have to be sent over Internet from one system to the other, this data is not sent to the destination system at one go. This data is fragmented into small parts and divided into a number of packets. Each data packet has a specified range. For example, 4000 bytes are divided three data packets. The first data packet will be from 1 byte to 1500 bytes; second from 1501 bytes to 3000 bytes and third and final data packet will carry from 3001 bytes to 4000 bytes. These data packets will be having an OFFSET field in their TCP header part. The offset field specifies the range of data that is being carried or specifies to which data packet the bytes are to be sent. A sequence of numbers is sent alon g with the packets so that the destination system could easily able to reassemble.In this attack data packets with overlapping offset field values are sent to the target system in a series. This makes it difficult for the target system to reassemble the data correctly and forces it to crash, hang or reboot. The following scenario explains the teardrop attack clearly. A system receives data in the following manner: (1 to 1500 bytes) (1501 to 3000 bytes) (3001 to 4000 bytes) In teardrop attack the data is sent in the following manner: (1 to 1500 bytes) (1500 to 3000 bytes) (1001 to 3600 bytes) When this type of overlapping data is received by the target system, it simply cannot

Culture of Armenia - history, people, women, beliefs, food, customs Essay Example for Free

Culture of Armenia history, people, women, beliefs, food, customs Essay (I am trying to make art that relates to the deepest and most mythic concerns of humankind and I believe that, at this moment of history, feminism is humanism. Judy Chicago, 1990) Armenian traditions and culture made an Armenian woman unable to work outside of their homes for several decades. As women were supposed to marry at very young ages there was no need for personal and professional growth except being excellent households. In the first stage (0-19 years) of their lives, they were dependent financially on their families, especially fathers, after that they were depended on their husbands. As lives of many of Armenian girls were already decided before they were born, there was no room for education and career. However, even in that kind of situation, there were several motives for pushing women to education and workforce. Industrialization and technology development were some of those reasons. So, we may think that women were not utilized entirely by the society, that’s way with the development the role of women in the family decreased hence increased in the society. And as women started to enter the workforce and get out of their â€Å"home† comfort zone, the need for secure rights and respect increased by them. So, why it was not important to have rights within the family? Here come tradition and culture. Armenian women were always thought from their young ages, that family is the most valuable thing that can happen in their lives and family wife, the mother must always sacrifice their happiness, dreams and overall lives to build a strong and â€Å"ch ild-friendly† environment within their families. As families were big (6 10 members) there was no time left for the women to think about their long-term goals and dreams. They were entirely taken by day-to-day household activities and child’s upbringing, however, I personally think that if girls were taught about other values from younger ages, the society would change itself even with very little steps. It is a cyclical system and all starts from the childhood. There is another argument, that we may also consider: women were accepted as the â€Å"tool† of continuing the nation with next generation. Women were blamed when they were not married because they will not be able to give a birth to a child, especially a boy. And those women who decided not to marry were forced to wear old, black clothes and they needed to cover their faces. There is another crucial fact, as many towns and villages couldn’t provide a primary education mothers were supposed to teach their children as well. So, the way that child’s brain and imagination will be shaped was in the hand of their mothers. At the first glance, we may think that women in poverty or girls who were married by force were the main engine of driving the society into feminist ideas. Because they were the ones who had no voice in the family and society, most of their husbands migrated to other towns to make money. In villages especially, women were publicly harassed for their speech in front of another man. However, the history showed us that feminists were from the elite class of the society, we can see lots of cases both in Armenia and worldwide. So, why were feminists from the highest social class, if they could have anything that they needed? There are several reasons for that, but in this paper, I will consider just two of them: being able to afford higher education; free time. A good education has always been an expansive experience. Even now, when almost every city has its own school and at least one university, for graduating you need to have money. What about 19th centuries? When people started to value the education and wealthy families were seeking to give their children the best education, both for their status and for their next generation’s welfare. Graduates from all institutions that provided higher education were from wealthy families. And only the most wealthy families will spend money for their daughter’s education. From that institutions, girls got only knowledge but a dream of getting more than just having husbands and children. They wanted to use their talents and knowledge to change something in this world. Education â€Å"educate† people to move forward and always take into account one’s individual ways of thinking, sometimes feelings and even just intuition when making decisions. However, all these cannot be i ntegrated into typical Armenian Family\s daily routine. Most of the decision was made by the man and sometimes never advised with the women. Even if the issue is really crucial and important for family’s future. So, the women are a subordinate, just an active resource that can be used based on man’s decision. Some people argue that while the feminist movement certainly opened up jobs and opportunities available to women, it ultimately harmed women, children, and family because it devalued motherhood. I would agree with some part of this statement, however, I will change a word in it: As the feminist movement certainly opened up jobs and opportunities available to women, it ultimately changed women, children, and family because it devalued patriarchal families. With the increase of women in the workforce the birth rate decreased. And women got less time to provide to their personal lives and more importantly number of children born by a single woman decrease.When women Ð °cquired greÐ °ter clÐ °ss stÐ °tus and power without conducting themselves differently from mÐ °les, feminist politics were undermined. Middle- Ð °nd lower-middle clÐ °ss women who were suddenly compelled by the ethos of feminism to enter the workforce did not feel liberated once they fÐ °ced the hard truth that working outside the home did not mean work in the home would be equally shÐ °red with mÐ °le partners. So, what is the reason? Is there any solution that could combine a working mother and more children in one family? Yes, in my point of view, there is one. If the life of a woman changes during decades, a routine of man was stable. They haven’t met any crucial changes in their daily routines and plans with this development. And here is the problem. If the father took some of the women’s activities and concerns within the family, everything would be balanced. Because the woman changes entirely after having a child, and in the workplaces, it is not always guaranteed that women could get her job back after maternity leave. Some countries found the solution: paternity leave. Fathers have equal rights to get leave for the newborn baby, and the problem is somehow solved. So, how is this connected to social status? Women from higher social classes have the opportunity of choosing. It can be just an ability to choose a dress or choose a life partner. Along with this, they have more time available (they have servants) for their own interests, so instead of doing household activities they are building their personalities and constructing their own lives. There are lots of examples of wealthy feminists from the history both worldwide and in Armenia. One of the most famous Armenian feminists was Serbouhi Dussab. She was a good example of well-educated, self-confident Armenian women. She was well-known in her time because she had a social status, and it made her voice to be heard. In the traditional Armenian society, it was not always easy to express your opinion as an individual, especially in novels. In her second novel (Siranush, published in 1884) she talked about family life, marriage and women’s right in Armenian families. She stepped into the sphere that was never touched deeply by women. Every question, especially regarding genders, have at least two viewpoints, and it is not always to be in the â€Å"middle†. Women should look into the question of gender equality with a cold heart and sharp mind, or else feelings will make a decision instead of them. This is what we can see in writings of Ms. Srbouhie Dussab. However, in Armenian society women were not only making a difference in literature but also found several charitable funds and organizations, which changed the society’s way of thinking step by step. Some of those organizations were: The School-Loving Ladies Society, founded in 1979 by Ms. Nurik Simanian, Ms. Taguhie Paltazarian, and Mrs. Armaveni Minassian. The goal of the society to promote education of Armenian girls and train teacher for provinces, set private free schools for Armenian girls ; â€Å"Education-loving Ladies†, founded in 1880 and society’s goal was to take care of poo rs, orphans, widows ; â€Å"Union of girls and young men† founded in 1919, an example of joint man and woman organization and â€Å"Armenian Women’s Association† founded in 1919, aimed to contribute to Armenian women’s moral intellectual, material and physical development, establish cooperation between all Armenian women, use Armenian potential to promote the Armenian Cause. The Armenian women’s charitable society of Tiflis Was the largest and long-lived women’s organization. On 4th of December, 1879 114 ladies gathered in the conference hall of the Mariamian-Hovnanian girls’ school, organized fundraising, raised 407 rubles for sending to Constantinople. On 31st of December, 1881 Society’s Charter was adopted. According to the Charter, the goal of the Society was to promote the education of women: a. by opening and maintaining a private school for females at its own cost b. by supporting parochial schools for females with its own funds as well as by assisting those women that wish to become teachers in parochial schools\. The society also granted scholarships for unmarried women to study education or medicine. Within first 10 years, Society organized 11 balls, 6 performances, 3 concerts, 2 public lectures, all of which proved quite successful as fund-raisers. One of the most memorable organizations was Armenian Society â€Å"Meghu† in Tiflis â€Å"Meghu† decided to stop poverty by waging war against women\s unemployment. First, there was the issue of cheap labor. The number of job-seekers is constantly on the rise and fear of starvation forces workers to accept lower wages. Second, there was a danger of the flaw of living at the expense of someone else\s labor. The founders of the Society divided those living at someone else\s labor into two groups, evil-doers or robbers, and beggars. \A beggar with his rags and nakedness does the same thing as a robber: beggary, too, is a trade and a mask, which can be used to peacefully rob someone without running any risk.\ A power was needed that would help them at the time of despair and would encourage them. The class came to the conclusion that the existing charities were powerless to fight against a huge force of economic crisis. Those women came up with an idea of establishing a purely democratic association that would be able without hurting people\s self-respect to provide the unfortunate victims of our materialistic age, especially women. Armenian female workers are the most oppressed, ill-used and exploited social class because, on the one hand, of their shyness and, on the other hand, of the overall economic situation. Women earned their living with home-craft (ex. sewing, and they would make kopecks).The Society set a goal of establishing the \House of Work\ (workshops) and of assisting in promoting the cause of eliminating illiteracy of poor women. Workshops, such as dress-making, dry-cleaning, cardboard, artificial flowers, basketry, cooking. For 13-17 years old-sold girls society opened a school. The final decision was that only girls that have a level of knowledge equal to the graduates of the parochial elementary school shall be admitted to the school at the Meghu House of Work. As mentioned before, a good education and self-confidence can have a cyclical effect and attract more women to take their lives in their hands. Maybe the engines of feminism revolution were a wealthy woman, but they helped the society to understand the importance of equality in every sphere of life. They changed the world by writing novels, founding organizations, societies, and schools. Importance of a good education is rising day-by-day and feminists have a huge role in it by their activities. They brought the problems of women from top to the lives of people and made middle- and low- social class women to think about their futures by themselves.

Sanity vs. Insanity :: essays research papers

Sanity vs. Insanity Sanity is based on an individuals level of intelligence. The sane individual may envelop a substantial amount of "book smarts". The sane may also be quick learners, speedier typists, and fast workers. Does this make them better individuals? The sane makes a mockery of those who are different. They laugh at what they do not understand. The sane take advantage of life. They are wasteful and inconsiderate. They are materialistic. The insane spend their lives trying to understand. They strive for acceptance, and only want to blend in. A visit from a far away relative is far more important than finding two-hundred dollars. Running a race is more important than winning the marathon. The sane will beat, kill, and steal to be on top. They want riches and fame. They strive for respect and honor at anyone's expense. The sane are unstoppable. They know everything. They are you and I on days when we have to be at work on time. Move out the way! You're driving too slow! It doesn't matter that we had to take extra time to get our hair together. It doesn't matter that we forgot to wash clothes, and had to take extra time in finding something to wear. The insane get up early for work. They ask for assistance in getting their clothes together to mirror you and I. They cherish each precious moment of life. The extra time on the highway lets them notice their surroundings. How the rain sounds when it drops on the window shield. How moist the ground will feel against their shoes. They also notice that angry person in the car behind them that keeps blowing his/her horn. That person who yells profanities out of their car window. The insane are unable to control their emotions and are easily hurt. However, the sane allow their emotions to control them and take advantage of other people. They speed around the van and slam breaks. They require constant attention.

4gt Technique

2. 22 Fourth Generation Techniques The term â€Å"Fourth Generation Techniques† (4GT) encompasses a broad array of software tools that have one thing in common. Each enables the software engineer to specify some characteristic of software at a high level, the tool then automatically generates source code based on the developer's specification. The 4GT paradigm for software engineering focuses on the ability to specify software using specialized language forms or a graphic notation that describes the problem to be solved in terms that the customer can understand.Currently, a software development environment that supports the 4GT paradigm includes some or all of the following tools: nonprocedural languages for database query, report generation, data manipulation, screen interaction and definition & code generation; high-level graphics capability; and spreadsheet capability. Like other paradigms, 4GT begins with a requirements gathering step, the customer would describe requireme nts and these would be directly translated into an operational prototype.But this is unworkable, the customer may be ensure of what is required, may be ambiguous in specifying facts that are known, and may be unable or unwilling to specify information in a manner that a 4GT tool can consume. For small applications, it may possible to move directly from the requirements gathering step to implementation using a nonprocedural fourth generation language (4GL), for a larger efforts, it is necessary to develop a design strategy for the system, even if a 4GL is to be used.The use of 4GT without design (for large projects) will cause the same difficulties (poor quality, poor maintainability and poor customer acceptance). Implementation using 4GL enables the software developer to represent desired output in a manner that results in automatic generation of code to generate the output. Obviously, a data structure with relevant information must exist and be readily accessible by the 4GL.To tran sform a 4GT implementation into a product, the developer must conduct thorough testing, develop meaningful documentation, and perform all other solution integration activities that are required in other software engineering paradigms, the 4GT developed software must be built in a manner that enables maintenance to be performed expeditiously. The developers decided to use 4GT because it is the methodology that fits the system. The 4GT is a systematic approach to problem solving and is composed of several phases:

Hesi Topics

Potential Community Health HESI Topic Areas These are some additional areas you may want to considering being familiar with: Ancathosis nigricans A skin condition characterized by dark, thick, velvety skin in body folds and creases. Most often, acanthosis nigricans affects your armpits, groin and neck. There's no specific treatment for acanthosis nigricans † but treating any underlying conditions, such as diabetes and obesity, may cause the changes in your skin changes to fade Characteristics of acanthosis nigricans include: Skin changes. Skin changes are the only signs of acanthosis nigricans.You'll notice dark, thick, velvety skin in body folds and creases † typically in your armpits, groin and neck. Sometimes the lips, palms or soles of the feet are affected as well. Slow progression. The skin changes appear slowly, sometimes over months or years. Possible itching. Rarely, the affected areas may itch. Acanthosis nigricans is often associated with conditions that increa se your insulin level, such as type 2 diabetes or being overweight. If your insulin level is too high, the extra insulin may trigger activity in your skin cells. This may cause the characteristic skin changes.Question pertained to nurse checking for lice and noticing dark patch of skin on neck. Advisor role Antepartum – risk factors Anthrax incubation and exposure Assess trends and patterns Assessing income Assessment – validation Assignments – home care; Make sure students know how to prioritize home health clients (i. e. which ones to see/call back first. ) When given the choice between a patient with COPD who is short of breath, a terminally ill pt who refuses to eat or drink, or a pt with congestive heart failure who has gained 3 lbs, choose the last one.Asthma triage Battering-communication If the question pertains to a nurse suspecting a female patient has been abused and the woman has her child in the room with her, the nurse should ask the child to leave the room and question the woman about the abuse. The question does not pe rtain to the child being abused. Breast cancer-risk (who is at greatest risk) Calculate rate – population COBRA-cost (client still has to pay for expenses) When the question asks what would be a concern for a person who has lost their Job but has COBRA, the answer is paying for health care/expenses.Communicable disease (pertussis) Community – assessment Community Assessment – TB Community data source Community education – evaluate Community resource – elderly Community resources-population age Community resources – rural Community strategies – mental deficiencies Cultural competence Cultural -lactose intolerant Cultural – Native American (Native Americans are at high risk for diabetes – have the highest rates, so the nurse needs to screen for and educate about this).Culturally sensitive teaching CV disease – African American Diabetes AIC If a nurse is working in a community with high rates of diabetes and implements a program, at the end of 1 year (or whatever evaluation period is stated) the nurse will ant to evaluate hemoglobin A1 C levels to determine effectiveness of program.Disaster – Cholera (Priority for treating those with cholera: fluid and electrolytes) Disaster- Professional Disaster – red tag triage Disaster planning Disaster Preparedness – START Disaster triage – color system Elder abuse-Home setting Elder health – assessment Employee health Epidemiological triad host Epidemiological triad agent Fall in home Family assistance – ophthalmic meds Family ecomap Flu vaccine-priority Gatekeeper Genetic risk – assessment Geriatrics – home nutrition Geriatric syndrome – home health GTD-hCG valuesHealth Promotion Program – Planning Heart healthy diet – limit Heat stroke If an adolescent is playing sports at school and goes to the school n urse with red, dry skin and other symptoms of heat stroke, the first thing the nurse should do is call for emergency personnel (not assess). Hepatitis A – risk Main route is through fecal-oral Hep B vaccine – pregnancy Hepatovax B allergy Home care referral Home Health – Management Home health – PT Home safety – post arthroplasty Hypertension-BP measure Immunize – 3rd world country Immunization rates Increase vaccination rates Infant mortality rateInfluenza -prophylactic Relenza Lillian Wald – Henry Street (she established the Henry Street Settlement) Focused on cleanliness, staff was educated, and ventilation Lipid screening Long-term care-infection Long-term car – fall prevention Meals-on-wheels Medicare Menomune vaccine Migrant worker risks Morbidity data – gather Morbidity data-glaucoma If a nurse is working with an elderly population and most of them are choosing to get a surgery that will CURE glaucoma, then the nu rse will be concerned with assessing prevalence of glaucoma (not morbidity). Needs assessment Neighborhood safe housesNeuman model – line of defense Obese children-parent involvement Occupational health – smoking Occupational nurse practitioner role Oral contraceptives – smokers Osteoporosis – prevention Outcome evaluation Polypharmacy – GERI Post vaccination teaching Primary prevention – adolescents Primary prevention – WIC Priority – HF lab results Program goal setting Quality Care – nursing home Quality Care – public clinic management Quality health – bicycle safety Rash with fever – PEDI (chicken pox) Ritalin evaluation – adolescent Assessing intervention with ADHD in an adolescent: get their feedback on mprovement, as their self-esteem is priority School age screen (obesity) School nurse role If an adolescent comes to a school nurse and tells her she is pregnant, the nurse will want to im plement measures to ensure the teen and her baby are healthy. These things include referral to prenatal care, encouraging prenatal vitamins, etc. The nurse will NOT tell the parents and things like arranging childcare or teaching breastfeeding are not something the school nurse will be involved in. screening – DM – PEDI Screening priority Question regarding hypothyroidism and the nurse recognizes that mental ysfunction is a long-term consequence. What is screening priority? Answers included screening for T3 in preschoolers or children (? ), iodine screening in people over 60, TSH in women over 45, and T4 in newborns. The answer is T4 in newborns.Seat belt safety-adolescents Secondary prevention – tobacco Secondary prevention – children Sensitivity of tests Social organization Stakeholder If a community health nurse is going into a community to try to develop or implement an intervention, remember one of the key things he/she must do is form a relationship with someone who would be identified as the stakeholder. Stakeholders will be someone who is invested in the health of the community and will be invested in the program to be implemented. They will be vital in the nurse gaining access into the community, the success of the program, and ensuring the sustainability of the program. STD-Reporting If an adolescent goes to the health dept and is diagnosed with chlamydia, the nurse must report this. It is a reportable disease that is monitored by the state and the CDC, and the disease intervention specialist must be informed to do contact tracing.

Middle East Studies in Fromkins A Peace to End All Peace

Middle East Studies in Fromkins A Peace to End All Peace The writer of the book â€Å"a peace to end all peace† makes a strong case on the contribution of the European nations in the unrest and volatility in the Middle East. The author evaluates the decisions made by the European nations, especially, Britain, France and Germany, after WW1 and their effects on the situation in the Middle East.Advertising We will write a custom essay sample on Middle East Studies in Fromkin’s A Peace to End All Peace specifically for you for only $16.05 $11/page Learn More He opines that these decisions were full of mistakes, miscalculations, misunderstandings, and inefficacy. The consequence of the decisions is the Middle East in his time; apparently, which is not much different for the present one. These decisions included the contributions of the politicians, the formation of the Arab bureau, making promises to the Arabs and allies. He also evaluates the effects of the British defeat on the future of the region. Dur ing the time of the war, the making of judgments was the function of the assorted officers with varying capacities. These included civilians who had acquired credence to make such decisions through politics, such as Churchill. Others had arrived at their positions through long military service. These groups of individuals had different incentives in their arriving at decisions. For example, when the war at Gallipoli proved to be a failure, Churchill, a politician, refused to consent to the fact because he could not admit his defeat, and Kitchener, an army officer, refused to accept defeat because it was a disaster to the reputation of the British army (Fromkin 159 165). These dissimilarities in motives amid the different individuals who were in the making of the decisions contributed to their ineffective nature. Additionally, after the quitting of Fisher, the chief commanding officer, the intentions of other Admiralty Board remained hidden; leading to a period of speculations (160) . After the opposition parties had been able to force Churchill out of the government, their intentions were devoid of accuracy, since they did not have a clear understanding of the situations in the battle fields (163). The author, while describing the war, considers the Gallipoli war as deterministic in the progression of affairs in the Middle East. The war was significant for both parties, especially, the British, because it would have ended the stalemate. However, the defeat of a modern European army by a backward Asian army signified a lack of solution and a worsening of the situation (Fromkin 166). Sykes had the jurisdiction in overseeing the joining of Arabs into the pool of British allies. The said individual consulted with a variety of individuals on matters concerning Arabs. These individuals had different motives, and Sykes did not practice discretion in the choice of what was true and genuine, and what was untrue.Advertising Looking for essay on history? Let's se e if we can help you! Get your first paper with 15% OFF Learn More There was a lack of central policy in such matters: difference officials were working in ignorance of what others were doing, often cross-purposing (170). The promises made to the Arabs lacked coherence, were easy to misunderstand. For example, the promises given to Emir Hussein led to his letter demanding kingdom; such confusions would not have led to any meaningful solutions to the problems in the east (174). The last of the factor showing the contribution of the west to the situation in the Middle East, in this part of the book, is the defeat of the Britons in the battle at Tigris. The British had lost at Gallipoli, and further loss did not help the matter. The army faced rough terrain with no infrastructure. Their supplies run out, and they suffered defeat. Their standing and influence in the east was once again questioned (202). Fromkin, David. A Peace to end all peace. New York: Henry Holt and company, 2001. Print.

U.S. Economic Regulation and Control

U.S. Economic Regulation and Control The U.S. federal government regulates private enterprise in numerous ways. Regulation falls into two general categories. Economic regulation seeks, either directly or indirectly, to control prices. Traditionally, the government has sought to prevent monopolies such as electric utilities from raising prices beyond the level that would ensure them reasonable profits. At times, the government has extended economic control to other kinds of industries as well. In the years following the Great Depression, it devised a complex system to stabilize prices for agricultural goods, which tend to fluctuate wildly in response to rapidly changing supply and demand. A number of other industries trucking and, later, airlines successfully sought regulation themselves to limit what they considered harmful price-cutting. Antitrust Law Another form of economic regulation, antitrust law, seeks to strengthen market forces so that direct regulation is unnecessary. The government and, sometimes, private parties have used antitrust law to prohibit practices or mergers that would unduly limit competition. Government Control Over Private Companies The government also exercises control over private companies to achieve social goals, such as protecting the publics health and safety or maintaining a clean and healthy environment. The U.S. Food and Drug Administration bans harmful drugs, for example; the Occupational Safety and Health Administration protects workers from hazards they may encounter in their jobs; the Environmental Protection Agency seeks to control water and air pollution. American Attitudes about Regulation Over Time American attitudes about regulation changed substantially during the final three decades of the 20th century. Beginning in the 1970s, policy-makers grew increasingly concerned that economic regulation protected inefficient companies at the expense of consumers in industries such as airlines and trucking. At the same time, technological changes spawned new competitors in some industries, such as telecommunications, that once were considered natural monopolies. Both developments led to a succession of laws easing regulation. While leaders of both political parties generally favored economic deregulation during the 1970s, 1980s, and 1990s, there was less agreement concerning regulations designed to achieve social goals. Social regulation had assumed growing importance in the years following the Depression and World War II, and again in the 1960s and 1970s. But during the presidency of Ronald Reagan in the 1980s, the government relaxed rules to protect workers, consumers, and the environment, arguing that regulation interfered with free enterprise, increased the costs of doing business, and thus contributed to inflation. Still, many Americans continued to voice concerns about specific events or trends, prompting the government to issue new regulations in some areas, including environmental protection. Some citizens, meanwhile, have turned to the courts when they feel their elected officials are not addressing certain issues quickly or strongly enough. For instance, in the 1990s, individuals, and eventually government itself, sued tobacco companies over the health risks of cigarette smoking. A large financial settlement provided states with long-term payments to cover medical costs to treat smoking-related illnesses. This article is adapted from the book Outline of the U.S. Economy by Conte and Carr and has been adapted with permission from the U.S. Department of State.

The change in Eighth Amendment cruel and unusual punishment standards Research Paper

The change in Eighth Amendment cruel and unusual punishment standards in death penalty cases since Furman v. Georgia (1972) - Research Paper Example Here, courts need to look for factors on how to change the standards of community and also come up with independent evaluation if the statutes are reasonable. For instance, in the case of Furman V. Georgia, the jury invalidated the death penalty regulation at that time because they constituted the unusual punishment and cruelty against the eighth amendment. The eighth amendment is an American amendment that bars or prevents the government from practices that may result to the violation of the freedom of people (Smith, 2010). It prevents the government from imposing cruel and unusual punishment such as torture and excess bails and fines. This amendment was adopted as early as 1791. Death sentence is a practice of the state where people are sentenced to death due to the magnitude of their crime. It is also commonly referred to as capital punishment. Overtime death penalty was not highly considered as a violation of this amendment. There were no vivid cases that had being presented there before to show the brutality of death sentence and how it imposed cruel and unusual punishment to people. This was until 1972 when a United State Supreme Court decision called the Furman v. Georgia was ruled. The case had being presented by three black men including Furman who had being sentenced to death. In this ruling, the court declared that death penalty violated the eighth amendment. However the court did not view death penalty as a cruel and unusual punishment. The case led to a de facto moratorium on capital punishment. The court argued that the manner in which the death sentences were being imposed was capricious. People were being sentenced to death in an erratic manner. However this ruling by the court was not taken well by the country. People argued that there are some crimes whose best solution was a death sentence. In 1976 the court reviewed the case due to statutes presented by the states of