PERSUASIVE SPEECH OUTLINE – use template attched

/in /by

Organization: Identify your outline pattern here. Your only option for this speech is Problem-Solution (see the textbook, pp. 220–221).

Audience analysis: Provide a description of your audience (e.g., its demographics like age, gender, ethnicity, etc. as well as any other information about them that impacts the way you plan and present the speech (see the textbook, pp. 137–145).

Topic: In 1 or 2 sentences, identify the social problem for which you aim to prescribe a redemptive remedy in this speech (see the Persuasive Speech Guidelines document).

General Purpose: To persuade (see p. 98)

Specific Purpose: To inform the audience about [identify the topic here], and to persuade them that [identify a person, group of persons, organization, government, etc.] should do something [state what this is—provide an action verb here that describes, as specifically as possible, the outcome you are promoting through this speech] in response to this information. (see p. 98)

I. Attention-getter

Use an attention-getter to introduce the topic (see the textbook, pp. 238–239, 242–247).

II. Motive for Listening

Show the audience how this topic relates to them (see the textbook, p. 240).

III. Credibility Statement

Identify the credentials or experiences that qualify you to address this topic as an authority (see the textbook, p. 240).

IV. Thesis Statement

Present your thesis statement—a statement that encapsulates your speech’s main idea—here. State it as 1 complete sentence (subject, verb, complete thought).

 

V. Preview Statement

Present your preview statement here (see the textbook, p. 240). Briefly explain that you will now validate or prove the thesis by presenting Main Point 1 (state it), Main Point 2 (state it), Main Point 3 (state it), etc. Be sure to list each of the body section’s main points, in the order you will cover them.

Transition: Use a word, phrase, or sentence to notify your audience that you now will support your thesis by presenting the main points in their stated order and in greater detail (see the textbook, pp. 222–224).

Body:

I. Main Point 1. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your first main point to your second main point (see the textbook, pp. 222–224).

II. Main Point 2. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your second main point to your third main point (see the textbook, pp. 222–224).

III. Main Point 3. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

Other Main Points: These are optional, depending on the needs of your speech. If you use them, they function in the same way as the preceding points.

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning into your conclusion (see the textbook, pp. 222–224).

Conclusion:

I. Summary

Summarize your presentation’s main points (see the textbook, pp. 250–251). Your wording should be very similar to the wording you used when previewing the main points in the introduction section and when presenting the main points in the body section.

II. Call to Action

Restate your thesis in a way that tells the audience, explicitly, how they should respond to it (see p. 252).

III. Refocus Audience Attention (see the textbook, pp. 254–255).

Punctuate your speech’s thesis with an illustration, a quote, or a metaphor that makes it more memorable.

or References (if APA)

Using, APA style, present an alphabetized, properly formatted list of any sources that you cited parenthetically in the outline. For a helpful online guide to proper formatting in each of these styles, see the Hacker Handbooks “Research and Documentation” site via this link (right-click and select “Open Hyperlink”). For automated source formatting assistance, see Landmarks Citation Machine via this link (right-click and select “Open Hyperlink”).

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

case studies

/in /by
here are 6 chapters in the end of each chapter there are case studies which .
due in 36 hours. max 40 hours. 6 pages want them excellent no less.
In the end of each case study there are questions.
Please write the questions and answer them.
  •  try to answer each question in one page.
  • and try to use third party if you have enough informations about the third part theory in public relations.
  • English as ascend language and easy .
  • Due as soon as you can hours because I have 18 more Case Study its need to be DONE as soon as possible.
  • Its case study in public relations graduate student.
  • I did attach old answer fix it and make it creative and creative please.
  • make the language easy for me please.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

questions

/in /by

Which of the following studies is linked most directly to the establishment of the National Research Act in 1974 and ultimately to the Belmont Report and Federal regulations for human subject protection?

A. The Public Health Service Tuskegee Study of Untreated Syphilis in the Negro Male.
B. Stanford Prison Experiment (Zimbardo).
C. Tearoom Trade Study (Humphreys).
D. The Harvard T3 study.

The Belmont principle of beneficence requires that:

A. The study makes a significant contribution to generalizable knowledge.

B. Subjects derive individual benefit from study participation.

C. Risks are managed so that they are no more than minimal.

D. Potential benefits justify the risks of harm.

Humphreys collecting data for the Tearoom Trade study under the pretense that he was a lookout is an example of a violation of the principle of:

A. Justice.

B. Beneficence.

C. Respect for persons.

According to the Belmont Report, the moral requirement that there be fair outcomes in the selection of research subjects, expresses the principle of:

A. Beneficence.

B. Justice.

C. Respect for persons.

Which of the following is an example of how the principle of beneficence is applied to a study involving human subjects?

a. Providing detailed information about the study to potential subjects.

b. Ensuring that risks are reasonable in relationship to anticipated benefits.

c. Ensuring that the selection of subjects is fair.

d. Ensuring that subjects understand that participation is voluntary

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

a. A researcher asks the director of a local free clinic about the number of patients in the last two years with newly diagnosed HIV/AIDS.

b. A researcher conducts a linguistic study of comments posted on a local public blog.

c. A researcher uses the Customs Office’s passenger lists for ships bringing immigrants to the US between1820-1845 to track the numbers of immigrants from certain ethnic groups.

d. A developmental psychologist videotapes interactions between groups of toddlers and their care givers to determine which intervention methods most effectively manage aggression.

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

a. An organization for women academics in engineering asks a federal agency to provide the number of women investigators funded by that agency to include in a report for its membership.

b. An experiment is proposed on the relationship between gender-related stereotypes in math and the subsequent performance by males and females on math tests.

c. A university designs an in-house study to improve the mentoring of women students in its engineering department with the proposed outcome consisting of a report of recommendations for the department.

d. A researcher receives anonymized data for secondary analysis from a survey about gender-related differences in stress levels conducted by a colleague at another university.

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

a. A researcher sets up a meeting with the superintendent of a large and diverse public school system to get data about the ethnic composition of the school system and the number of students receiving free lunches.

b. Undergraduate students in a field methods class are assigned a research question and asked to interview another classmate, to be followed by a class discussion on interview techniques.

c. A researcher conducts a comparison of the comments made in a publicly available blog and the blogger’s comments on a similar topic in a weekly magazine.

d. A cognitive psychologist enrolls undergraduate students for a computer-based study about the effect of mood on problem solving behaviors.

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

a. A feasibility study for implementing a year-round school program, focusing on economic issues such a facilities utilization and transportation costs.

b. The collection of data, by a playground designer hired by the superintendent of schools, about the physical dimensions of school playgrounds, presence of fencing, and the kinds of equipment currently provided.

c. A study of twenty 4th grade classrooms in which researchers ask the schools to systematically vary the time of day reading is taught, and collect weekly assessments of reading comprehension for each child over a three-month period.

d. An analysis of aggregate data comparing statewide high school graduation rates provided by the State Department of Public Instruction, using county tax information.

According to the federal regulations, human subjects are living human beings about whom an investigator obtains data through interaction or intervention with the individual or:

a. Identifiable public information.

b. De-identified private information.

c. Identifiable private information.

d. Observations of public behavior.

According to the federal regulations, research is eligible for exemption, if

a. All the subjects are adults and the risk is minimal.

b. The investigator is experienced in the field of inquiry.

c. The research falls into one of six categories of research activity described in the regulations.

d. Participation in the research will involve 10 minutes or less of the subjects’ time.

In addition to pregnant women, fetuses, and neonates, another subpart of the DHHS regulations provides additional protections for which of the following vulnerable populations?

a. College students.

b. Adults with decisional impairments.

c. The elderly.

d. Prisoners.

According to federal regulations, the expedited review process may be used when the study procedures pose:

a. A minor increase over minimal risk and the sponsor needs approval before the next IRB meeting.

b. More than minimal risk, but the study replicates previously approved research.

c. Any level of risk, but all the subjects are adults.

d. No more than minimal risk and the research activities fall within regulatory categories identified as eligible.

Continuing review of an approved and ongoing protocol

a. Is limited to review of unanticipated problems.

b. Must be conducted by a convened IRB.

c. Is not required unless additional risks have been identified.

d. Must occur within 12 months of the approval date.

Which of the following statements about the relationship between an institution and the institution’s IRB(s) is correct?

a. Institutional priorities take precedence over all IRB determinations.

b. Department chairs can overturn an IRB disapproval.

c. Officials of the institution may overrule an IRB approval.

d. Officials of the institution may overturn an IRB disapproval.

An investigator wishes to study generational differences in coping mechanisms among adults who experienced abuse as children. Adequate measures will be instituted to obtain informed consent and ensure that there is no breach of confidentiality. The most likely additional risk is that some subjects may:

a. Experience emotional or psychological distress.

b. Lose their legal status.

c. Lose their employment.

d. Feel that their privacy has been invaded.

If disclosure of a subject’s involvement in a specific research study can be potentially harmful to the subject, and the consent form is the only record linking the subject to the research, which of the following would be most helpful:

a. Have the subject sign the consent form under an assumed name.

b. Obtain a Certificate of Confidentiality.

c. Code the subjects’ responses.

d. Obtain a waiver of documentation of informed consent.

The primary purpose of a Certificate of Confidentiality is to:

a. Prevent subjects from knowing the purpose of a study.

b. Allow law enforcement to investigate abuse cases.

c. Protect researchers from disclosing conflicts of interest.

d. Protect identifiable research information from compelled disclosure.

Risk should be evaluated solely by the magnitude or severity of expected harm, not probability.

True

False

What statement about risks in social and behavioral sciences research is most accurate:

a. If a study offers potential benefits, it is not necessary to minimize risks.

b. Anonymizing data effectively manages the risk of creating emotional distress.

c. There are never any risks.

d. Risks are specific to time, situation, and culture.

A therapist at a free university clinic treats elementary school children with behavior problems who are referred by a social service agency. She is also a doctoral candidate who proposes using data she has and will collect about the children for a case-based research project. Which of the following statements about parental permission is correct?

a. The therapist creates her clients’ records; therefore, she does not need parents’ permission to use the information for research purposes.

b. If it is the best interests of the community that the children participate in the study, parental permission is optional.

c. The superintendent of the school system can give permission for children to be in the study; therefore, the therapist doesn’t have to ask the parents for permission.

d. The parents of the children might feel pressure to give permission to the therapist to use their children’s data so that she will continue to provide services to their children.

A general requirement for informed consent is that no informed consent may include any exculpatory language. Exculpatory language is that which waives or appears to waive any of the subject’s legal rights or releases or appears to release those conducting the research from liability for negligence. Which of the following statements in a consent form is an example of exculpatory language?

a. Your participation in this research is voluntary. If you choose not to participate, or change your mind later, your decision will not affect your relationship with the researcher or your right to other services that you may be eligible for.

b. Taking part in the research is voluntary, but if you choose to take part, you waive the right to legal redress for any research-related injuries.

c. The researcher may stop you from taking part in this research without your consent if you experience side effects that make your emotional condition worse. If you become too emotionally distressed during the research, you may have to drop out.

d. In the event of any distress you may have related to this research, you will be given access to appropriate resources.

A criterion for waiving informed consent is that, when appropriate, subjects are provided additional pertinent information after the study. In which of the following studies would it NOT be appropriate to provide subjects with information about missing elements of consent:

a. A study in which researchers told students that they would be given a quiz after reading some study materials when the researchers did not intend to use a quiz, but were attempting to focus subjects’ attention on the material.

b. A study in which subjects were assigned to study activities based on an undesirable or unflattering physical characteristic as assessed by members of the research team.

c. A study involving decision-making games in which subjects were led to believe that they were interacting with another student in another room, but were actually interacting with a computer programmed to provide consistent responses to all subjects.

d. A study in which subjects were told that they performed in the third quartile on an anagram task when in reality students were randomly assigned scores that were not related to their actual performance.

A waiver of the requirement for documentation of informed consent may be granted when:

a. The subjects are literate in their own language; however, they do not read, write, or speak English

b. Potential subjects might find some of the research questions embarrassing, personal, or intrusive

c. The investigator has no convenient place to store signed consent forms separate from the research data

d. The only record linking the subject and the research is the consent document and the principal risk is a breach of confidentiality.

As part of the consent process, the federal regulations require researchers to:

a. Describe penalties that may be imposed for non-participation.

b. Recommend that potential subjects discuss their decision to participate with family members.

c. Provide a list of the IRB members who reviewed the protocol.

d. Provide potential subjects with information at the appropriate reading comprehension level.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Reading homework help

/in /by

Question 1: Problem 5.109 from your text.  Do this problem by hand and scan/take a picture of your work and upload (You may also type your solution up)

 

Testing for HIV.

Enzyme immunoassay (EIA) tests are used to screen blood specimens for the presence of antibodies to HIV, the virus that causes AIDS. Antibodies indicate the presence of the virus. The test is quite accurate but is not always correct. Here are approximate probabilities of positive and negative EIA outcomes when the blood tested does and does not actually contain antibodies to HIV.

Test Results

———————————————————————————————————————Antibodies present 0.9985 0.0015

Antibodies absent 0.006 0.994 ———————————————————————————————————————

Suppose that 1% of a large population carries antibodies to HIV in their blood.

 

a) Draw a tree diagram for selecting a person from this population (outcomes: antibodies present or absent) and for testing his or her blood (outcomes: EIA positive or negative).

 

 

 

 

b) What is the probability that the EIA is positive for a randomly chosen person from this population?

 

P (test pos) = P (antibody and test pos) + P (no antibody and test pos.) =

(0.01)(0.9985)+ (0.99) (0.006) =0.016.

c) What is the probability that a person has the antibody, given that the EIA test is positive?

 

P (antibody | test pos) = P (antibody and test pos) = (0.01) (0.9985) = 0.624

P (test pos) 0.016

 

 

 

Question 2: Problem 5.110 from the text.  Do this problem by hand and scan/take a picture of your work and upload (You may also type your solution up)

 

Testing for HIV, continued.

The previous exercise gives data on the results of EIA test for the presence of antibodies to HIV. Repeat part (c) of that exercise for two different populations.

 

a) Blood donors are prescreened for HIV risk factors, so perhaps only 0.1% (0.001) of this population carries HIV antibodies.

 

b) Clients of a drug rehab clinic are a high risk group, so perhaps 10% of this population carries HIV antibodies.

 

c) What general lessons do your calculations illustrate?

 

Question 3:

Use the bitmap chart for the questions below

You will need to use both word and excel to complete this quiz.  Companies planning to introduce a new product in the market must define the “target” for the product.  Age and gender are two of the most important demographic variables.  The following two-way describes the age and marital status of American women in 1999.  The tables’ entries are in thousands of women.

 

Compute the marginal distribution of marital status for all adult women (use percents).  Use excel to create a bar chart to display this distribution.

Insert this graph into Word and discuss it.

Compare the conditional distributions of marital status for women aged 18 to 24 and women ages 40 to 64.  Discuss the most important difference between the two age groups.

Your company is planning a magazine aimed at women who have never been married.  Find the conditional distribution of age among never-married women and display it in a bar graph. Insert this graph into word.  Discuss what age group or groups you would suggest to your magazine to target.

.

 

Book Name: The Pratice of Business Statistics Using Data for Decisions Author Moore, McCabe, Duckworth, and Alwan 2nd edition

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Communication studies of language acquistion

/in /by

The Sapir-Whorf Hypothesis in its strongest form is not supported, but the fact remains that our first language or languages exert a powerful influence on how we think about the world and how we communicate with others about our thoughts. Considering what you have learned about language acquisition and about communication in at least one other area of communication studies (e.g., performance, communication and technology, interpersonal, group communication, organizational communication, rhetoric), write an essay in response to the following question:

 

How does the acquisition of a first language or languages facilitate or limit our perception of and communication with others?

 

Essays should be 600-1200 words, typed, double-spaced, 12 pt Times New Roman or Cambria. Essays are due by 7 pm, Monday, April 13, 2015. If you cite Fromkin, et al., please cite with the page number only. All other courses must be cited in APA and a references list must be included. Reference lists are not included in the word count.

 

Please make it in APA  and the relevant content is in chapter 7

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

MUS paper

/in /by

Follow the Objectives to write the paper about Jazz. You can find some other information by yourself, but you should mostly base on the book which i give you.

 

Objective #1

Students will understand economic, political, and social legacies of imperialism and colonialism, with reference to linguistic or cultural diversity, for societies, groups, and individuals.  Many of the purveyors of Jazz are African American.  The curriculum utilizes significant periods in American history as it relates to the evolution of the African American experience.  The example of imperialism and colonialism is directly reflected by the evolution of Jazz as a musical experience.  The curriculum focuses on the social and cuLtural impact of Jazz as it relates to the African American experience and integration into a traditional Western tradition.

Objective #2

Students will be able to compare historical perspectives on the development of various cultures.  Jazz historically transcends the social norm and is characterized by a wide variety of societies, ethnicities, and economic backgrounds.  The experience is reflected in Jazz as a social, political, and cultural commentary as well as a musical art form.

1/4 of your grade

 

 

 

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Which of the following is NOT a function of skeletal muscle?

/in /by

Week Four Quiz
Chapter 9 Muscular System: Histology and Physiology________________________________________

1. Which of the following is NOT a function of skeletal muscle?
a. body movement

b. maintenance of posture

c. respiration

d. constriction of organs

e. production of heat
2. Which of the following is true?
a. Skeletal muscle is capable of spontaneous contraction.

b. Smooth muscle is found in the walls of hollow organs.

c. Cardiac muscle cells have multiple nuclei.

d. Smooth muscle cells are long and cylindrical.

e. There is a small amount of smooth muscle in the heart.
3. Which type of muscle tissue has cells that branch?
a. skeletal muscle

b. smooth muscle

c. cardiac muscle

d. both skeletal and cardiac muscle

e. both cardiac and smooth muscle
4. Hypertrophy of skeletal muscles from weight lifting is caused by an increase in the
a. number of muscle fibers.

b. size of muscle fibers.

c. number of striations.

d. number of nuclei within the muscle fibers.

e. number of muscle cells.
5. Actin myofilaments
a. resemble bundles of minute golf clubs.

b. contain both myosin and tropomyosin.

c. are held in place by the M line.

d. contain strands of fibrous actin.

e. are the thickest proteins in muscle.
6. When an action potential reaches the presynaptic terminal,
a. calcium ions diffuse into the presynaptic terminal through voltage-gated ion channels.

b. acetylcholine moves into the presynaptic terminal.

c. a local potential is generated in the presynaptic terminal.

d. ligand-gated ion channels in the presynaptic terminal are opened.

e. nothing else happens.
7. In excitation-contraction coupling,
a. calcium ions must bind with myosin to expose active sites on actin.

b. myosin heads bind to exposed active sites on actin.

c. cross-bridges form between myosin heads and calcium ions.

d. movement of the troponin-tropomyosin complex causes actin myofilaments to slide.

e. ATP binds to actin myofilaments.
8. Which of the following helps explain the increased tension seen in multiple wave summation?
a. increased motor unit recruitment

b. increased concentration of calcium ions around the myofibrils

c. exposure of more active sites on myosin myofilaments

d. the breakdown of elastic elements in the cell

e. decreased stimulus frequency
9. An isotonic contraction is described as
a. action potential frequency is high enough that no relaxation of muscle fibers occurs.

b. a muscle produces constant tension during contraction.

c. a muscle produces an increasing tension during contraction.

d. a muscle produces increasing tension as it shortens.

e. a muscle produces tension, but the length of the muscle is increasing.
10. Which type of respiration occurs in the mitochondria?
a. anaerobic respiration

b. aerobic respiration

c. both anaerobic and aerobic respiration
Chapter 10 Muscular System: Gross Anatomy________________________________________

1. The sternocleidomastoid muscle extends from the mastoid process of the temporal bone to the sternum and medial clavicle. When both sternocleidomastoid muscles contract, the head is flexed. The end of the muscle that connects to the sternum is the
a. origin.

b. belly.

c. body.

d. insertion.

e. fixator.

2. Which of the following represents a class I lever system?
a. crossing your legs

b. hyperextension of the head

c. standing on your tiptoes

d. flexion of the elbow to elevate the hand

e. lifting weight with your arm

3. In order to stabilize the hyoid so that the larynx can be elevated in swallowing, the _____ muscle group is used.
a. Pterygoid

b. Infrahyoid

c. Auricularis

d. Suprahyoid

e. Hyoglossus

4. If abdominal muscles are contracted while the vertebral column is fixed this will aid in
a. vomiting.

b. childbirth.

c. urination.

d. defecation.

e. All of these choices are correct.

5. Which muscle will depress the scapula or elevate the ribs?
a. levator scapulae

b. serratus anterior

c. pectoralis minor

d. subclavius

e. rhomboideus major
6. Which of the following muscles extends the forearm and has its insertion on the ulna?
a. Deltoid

b. biceps brachii

c. triceps brachii

d. Brachialis

e. Coracobrachialis

7. The gluteus maximus
a. does most of the work in “sit-ups.”

b. accounts for a sprinter’s stance.

c. allows one to sit cross-legged.

d. is used in the knee-jerk reflex.

e. is a common site for injections.
8. Label muscle “A” on the diagram.
a. orbicularis oculi

b. temporalis

c. Trapezius

d. Sternocleidomastoid

e. masseter
9. Label muscle “A” on the diagram.
a. linea alba

b. serratus anterior

c. rectus abdominis

d. external oblique

e. internal oblique
10. What does “A” represent?
a. Coracobrachialis

b. Deltoid

c. pectoralis major

d. biceps brachii

e. serratus anterior

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

adaption

/in /by

On Adaptation: “Adaptations can do more than just be faithful or unfaithful to literary sources. Adaptations can criticize aspects of those sources, debate their themes, and translate them into different cultures and times in ways which alter their meanings and effects, among other relational possibilities. What’s important in comparing a source and an adaptation is not just its fidelity but the ways in which it interprets the source and uses it to create a new work of art.”

From The Literature/Film Reader: Issues of Adaptation by James Michael Welsh

Assignment: Taking into consideration the quote above from James Michael Welsh, design a production concept/treatment for a film adaptation of any of the plays from this semester: A Doll’s House, Fleabag, Angels in America, Hamlet, Twilight Los Angeles, Hedwig and the Angry Inch or Ma Rainey’s Black Bottom. 

Structure and Format: You are required to use Aristotle’s Six Elements of Drama to structure your p***r. Suggested format:

1. Write a brief introduction (1 page).
2. Divide your p***r into six sections, one for each element (6 pages).

Some sections will be longer than others. For example, you may choose to keep the dialogue exactly as written and change none of the language. In that case, you won’t have much to write about dialogue. On the other hand, you may have many ideas to articulate about each of the main characters. Therefore, your “Dialogue” section might be two sentences, while your “Characters” section is three pages. Regardless, each of the Six Elements must be included, for a total of 6-7 written pages overall.

3. Include a page of images/moodboard after each element’s written section. (6 pages).

These will be taken from online sources. For the purpose of this assignment (which will not be published but created only in class) you need not worry about image licensing. You are not required to cite your sources for the images. Were you to publish this assignment in any form, you would of course have to follow guidelines regarding both source and citation. Unacceptable images: anything drawn, sketched, photographed, or otherwise created by you; any inappropriate or offensive images (we could endlessly debate what we mean by “offensive” when it comes to art, but for the sake of the assignment, please just use your common sense: nothing racist, homophobic, misogynist, pornographic, graphically violent, etc. If the thought “I wonder if this image is acceptable?” occurs to you, it’s probably wise not to choose it). 

 

4. Write a brief summation/conclusion (1 page).
If you follow the guidelines above, your project should total 14-15 pages. Aristotle’s Six Elements – the following questions are only suggestions: 

Plot: will you change the story? The ending? The narrative structure?

Characters: will you change the characters? Their gender? Their race or ethnicity? Will you eliminate anyone? You may want to include a “dream cast” of real actors for your film. Casting requires in-depth knowledge of the characters in order to understand which actor would be most appropriate, so create your ideal cast.

Ideas: what is/are the main idea(s) of the play you chose? How will you convey that meaning to your audience through your film adaptation?

Dialogue: will you retain the same language as the original play, or do you imagine the characters speaking differently?

Song/Sound: how do you imagine the sound effects in your film? What about music? Is there a style of music or specific songs you think will enhance your film? Will the music/sounds be diegetic or nondiegetic? At what points will sound effects/songs/score be most effectively used?

Spectacle/Visuals: Describe your film’s mise en scène. Mise en scèneis the arrangement of scenery and stage properties in a play. Translated from French, it means “setting the stage” but, in film analysis, the term mise en scène refers to everything in front of the camera, including the set design, lighting, and actors. Include how you imagine the costumes, lighting, and settings. What special effects might be included? Will you film on location? Where, specifically? What geographical location suits your interpretation? Or, maybe you focus on a specific kind of building. Will you film in an abandoned warehouse? A prison? A school? A particular neighborhood?

Justify all of your choices. There is no sense in setting Hamlet in New York City in the 1980s, unless you draw specific parallels to the setting and plot of the original play. Make sure your concept makes sense.

You need not have any experience with film production. This is a not a detailed plan for the implementation of your ideas. You are the director. You are not assuming the role of cinematographer, editor, location scout, art director, or technician. In other words, you don’t need to include in your p***r how you would execute your ideas, only what those creative ideas are. Say you want to change the dialogue in Hamlet, for example. Describe how (Shakespeare’s verse will be changed to the contemporary vernacular of Boston in 2020) and why (updated dialogue will better allow for a contemporary audience’s identification, and the Boston accent will accurately reflect the adaptation’s location and period); don’t re- write the play. You are describing a concept, you are not writing an adapted screenplay.

 

Technical Details: 

Approximately 15 pages:
1 page introduction.

6 pages of typed, double-spaced written description of your adaptation, according to each of Aristotle’s 6 elements of Drama.
6 pages of images, 1 page for each element.

No outside sources are required, just the play, the images, and Aristotle’s six elements.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

English

/in /by

Daughters of Invention

Julia Alvarez

That Sunday evening, I was reading some poetry to get myself inspired: Whitman in an old book with an engraved cover my father had picked up in a thrift shop next to his office a few weeks back. “I celebrate myself and sing myself. . .” “He most honors my style who learns under it to destroy the teacher.” The poet’s words shocked and thrilled me. I had gotten used to the nuns, a literature of appropriate sentiments, poems with a message, expurgated texts. But here was a flesh and blood man, belching and laughing and sweating in poems. “Who touches this book touches a man.”

That night, at last, I started to write, recklessly, three, five pages, looking up once only to see my father passing by the hall on tiptoe. When I was done, I read over my words, and my eyes filled. I finally sounded like myself in English!

As soon as I had finished that first draft, I called my mother to my room. She listened attentively, as she had to my father’s speech, and in the end, her eyes were glistening too. Her face was soft and warm and proud. “That is a beautiful, beautiful speech, Cukita. I want for your father to hear it before he goes to sleep. Then I will type it for you, all right?”

Down the hall we went, the two of us, faces flushed with accomplishment. Into the master bedroom where my father was propped up on his pillows, still awake, reading the Dominican papers, already days old. He had become interested in his country’s fate again. The dictatorship had been toppled. The interim government was going to hold the first free elections in thirty years. There was still some question in his mind whether or not we might want to move back. History was in the making, freedom and hope were in the air again! But my mother had gotten used to the life here. She did not want to go back to the old country where she was only a wife and a mother (and a failed one at that, since she had never had the required son). She did not come straight out and disagree with my father’s plans. Instead, she fussed with him about reading the papers in bed, soiling those sheets with those poorly printed, foreign tabloids. “The Times is not that bad!” she’d claim if my father tried to humor her by saying they shared the same dirty habit.

The minute my father saw my mother and me, filing in, he put his paper down, and his face brightened as if at long last his wife had delivered a son, and that was the news we were bringing him. His teeth were already grinning from the glass of water next to his bedside lamp, so he lisped when he said, “Eh-speech, eh-speech!”

“It is so beautiful, Papi,” my mother previewed him, turning the sound off on his TV. She sat down at the foot of the bed. I stood before both of them, blocking their view of the soldiers in helicopters landing amid silenced gun reports and explosions. A few weeks ago it had been the shores of the Dominican Republic. Now it was the jungles of Southeast Asia they were saving. My mother gave me the nod to begin reading.

I didn’t need much encouragement. I put my nose to the fire, as my mother would have said, and read from start to finish without looking up. When I was done, I was a little embarrassed at my pride in my own words. I pretended to quibble with a phrase or two I was sure I’d be talked out of changing. I looked questioningly to my mother. Her face was radiant. She turned to share her pride with my father.

But the expression on his face shocked us both. His toothless mouth had collapsed into a dark zero. His eyes glared at me, then shifted to my mother, accusingly. In barely audible Spanish, as if secret microphones or informers were all about, he whispered, “You will permit her to read that?”

My mother’s eyebrows shot up, her mouth fell open. In the old country, any whisper of a challenge to authority could bring the secret police in their black V.W.’s. But this was America. People could say what they thought. “What is wrong with her speech?” my mother questioned him.

What ees wrrrong with her eh-speech?” My father wagged his head at her. His anger was always more frightening in his broken English. As if he had mutilated the language in his fury—and now there was nothing to stand between us and his raw, dumb anger. “What is wrong? I will tell you what is wrong. It shows no gratitude. It is boastful. ‘I celebrate myself’? ‘The best student learns to destroy the teacher’?” He mocked my plagiarized words. “That is

insubordinate. It is improper. It is disrespecting of her teachers—” In his anger he had forgotten his fear of lurking spies: Each wrong he voiced was a decibel higher than the last outrage. Finally, he was yelling at me, “As your father, I forbid you to say that eh-speech!”

My mother leapt to her feet, a sign always that she was about to make a speech or deliver an ultimatum. She was a small woman, and she spoke all her pronouncements standing up, either for more protection or as a carry-over from her girlhood in convent schools where one asked for, and literally took, the floor in order to speak. She stood by my side, shoulder to shoulder; we looked down at my father. “That is no tone of voice, Eduardo—” she began. By now, my father was truly furious. I suppose it was bad enough I was rebelling, but here was my mother joining forces with me. Soon he would be surrounded by a house full of independent American women. He too leapt from his bed, throwing off his covers. The Spanish newspapers flew across the room. He snatched my speech out of my hands, held it before my panicked eyes, a vengeful, mad look in his own, and then once, twice, three, four, countless times, he tore my prize into shreds.

“Are you crazy?” My mother lunged at him. “Have you gone mad? That is her speech for tomorrow you have torn up!”

“Have you gone mad?” He shook her away. “You were going to let her read that . . . that insult to her teachers?”

“Insult to her teachers!” My mother’s face had crumpled up like a piece of paper. On it was written a love note to my father. Ever since they had come to this country, their life together was a constant war. “This is America, Papi, America!” she reminded him now. “You are not in a savage country any more!”

I was on my knees, weeping wildly, collecting all the little pieces of my speech, hoping that I could put it back together before the assembly tomorrow morning. But not even a sibyl could have made sense of all those scattered pieces of paper. All hope was lost. “He broke it, he broke it,” I moaned as I picked up a handful of pieces.

Probably, if I had thought a moment about it, I would not have done what I did next. I would have realized my father had lost brothers and comrades to the dictator Trujillo. For the rest of his life, he would be haunted by blood in the streets and late night disappearances. Even after he had been in the states for years, he jumped if a black Volkswagen passed him on the street. He feared anyone in uniform: the meter maid giving out parking tickets, a museum guard approaching to tell him not to touch his favorite Goya at the Metropolitan.

I took a handful of the scraps I had gathered, stood up, and hurled them in his face. “Chapita!” I said in a low, ugly whisper. “You’re just another Chapita!”

It took my father only a moment to register the hated nickname of our dictator, and he was after me. Down the halls we raced, but I was quicker than he and made it to my room just in time to lock the door as my father threw his weight against it. He called down curses on my head, ordered me on his authority as my father to open that door this very instant! He throttled that doorknob, but all to no avail. My mother’s love of gadgets saved my hide that night. She had hired a locksmith to install good locks on all the bedroom doors after our house had been broken into while we were away the previous summer. In case burglars broke in again, and we were in the house, they’d have a second round of locks to contend with before they got to us.

“Eduardo,” she tried to calm him down. “Don’t you ruin my new locks.”

He finally did calm down, his anger spent. I heard their footsteps retreating down the hall. I heard their door close, the clicking of their lock. Then, muffled voices, my mother’s peaking in anger, in persuasion, my father’s deep murmurs of explanation and of self-defense. At last, the house fell silent, before I heard, far off, the gun blasts and explosions, the serious, self-important voices of newscasters reporting their TV war.

A little while later, there was a quiet knock at my door, followed by a tentative attempt at the doorknob. “Cukita?” my mother whispered. “Open up, Cukita.”

“Go away,” I wailed, but we both knew I was glad she was there, and I needed only a moment’s protest to save face before opening that door.

What we ended up doing that night was putting together a speech at the last moment. Two brief pages of stale compliments and the polite commonplaces on teachers, wrought by necessity without much invention by mother for daughter late into the night in the basement on the pad of paper and with the same pencil she had once used for her own inventions, for I was too upset to compose the speech myself. After it was drafted, she typed it up while I stood by, correcting her misnomers and mis-sayings.

She was so very proud of herself when I came home the next day with the success story of the assembly. The nuns had been flattered, the audience had stood up and given “our devoted teachers a standing ovation,” what my mother had suggested they do at the end of my speech.

She clapped her hands together as I recreated the moment for her. “I stole that from your father’s speech, remember? Remember how he put that in at the end?” She quoted him in Spanish, then translated for me into English.

That night, I watched him from the upstairs hall window where I’d retreated the minute I heard his car pull up in front of our house. Slowly, my father came up the driveway, a grim expression on his face as he grappled with a large, heavy cardboard box. At the front door, he set the package down carefully and patted all his pockets for his house keys —precisely why my mother had invented her ticking key chain. I heard the snapping open of the locks downstairs. Heard as he struggled to maneuver the box through the narrow doorway. Then, he called my name several times. But I would not answer him.

“My daughter, your father, he love you very much,” he explained from the bottom of the stairs. “He just want to protect you.” Finally, my mother came up and pleaded with me to go down and reconcile with him. “Your father did not mean to harm. You must pardon him. Always it is better to let bygones be forgotten, no?”

I guess she was right. Downstairs, I found him setting up a brand new electric typewriter on the kitchen table. It was even better than the one I’d been begging to get like my mother’s. My father had outdone himself with all the extra features: a plastic carrying case with my initials, in decals, below the handle, a brace to lift the paper upright while I typed, an erase cartridge, an automatic margin tab, a plastic hood like a toaster cover to keep the dust away. Not even my mother, I think, could have invented such a machine!

But her inventing days were over just as mine were starting up with my schoolwide success. That’s why I’ve always thought of that speech my mother wrote for me as her last invention rather than the suitcase rollers everyone else in the family remembers. It was as if she had passed on to me her pencil and pad and said, “Okay, Cukita, here’s the buck. You give it a shot.”

 

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

general chemistry

/in /by

1. A 5.00 g sample of a brownie with nuts is burned in a bomb calorimeter containing 2025 g of water. The temperature of the water increases from 23.50C to 33.47C. How much heat, in joules, did the brownie release when it burned? (Cwater = 4.184 J/gC)

A) 1.99  105 J D) 8.45  104 J

B) 2.80  105 J E) 7.00  102 J

C) 4.92  102 J

2. Which of the following compounds is a ketone?

A) CH3CH2OH D) CH3CH2COCH3

B) CH3CH2CO2H E) CH3CHO

C) CH3OCH3

3. Iron metal reacts with hydrochloric acid as follows:

2Fe(s) + 6HCl(aq)  2FeCl3(aq) + 3H2(g)

If 22.4 g of iron react with excess HCl, and 59.4 g of FeCl3 are collected, what is the percent yield of the reaction?

A) 65.0% B) 109% C) 91.4% D) 73.0% E) not enough information given

4. In the process of obtaining lead from PbS, or galena, the galena is “roasted” (heated in the presence of oxygen), so that the following reaction occurs:

2PbS(s) + 3O2(g)  2PbO(s) + 2SO2(g)

If 50.0 g of PbS reacts with 25.0 g of oxygen, how many grams of PbO will be formed?

A) 116 g B) 46.6 g C) 163 g D) 69.9 g E) 93.2 g

5. Phosphorus trichloride can be made by the reaction:

P4(s) + 6Cl2(g)  4PCl3(l)

What is the maximum amount of phosphorus trichloride that can be formed if 10 molecules of P4 react with 36 molecules of chlorine?

A) 4 molecules D) 24 molecules

B) 6 molecules E) 46 molecules

C) 12 molecules

6. Consider the reaction:

Zn(s) + NO3(aq)  NH3(aq) + Zn(OH)42(aq)

When this equation is balanced in basic solution, the coefficient for water will be__________, and the number of electrons transferred will be __________.

A) 3, 3 B) 2, 1 C) 6, 8 D) 5, 6 E) 2, 3

7. If the pH of a blood sample is 7.60, what is the H3O+ concentration in the blood?

A) 7.6 M B) 2.5  108 M C) 2.5  107 M D) 2.5  109 M E) 6.4 M

8. If CH3NH2 is added to water, what other compound could also be added in order to make a buffered solution?

A) H2O D) NaCH3NH2

B) NaOH E) none of these is correct

C) CH3NH3Cl

9. What is the pH of a 0.015 M NaOH solution?

A) 0.015 B) 1.82 C) 7.00 D) 12.18 E) –1.82

10. Ethane, C2H6, can be formed by reacting acetylene, C2H2, with hydrogen gas as follows:

C2H2(g) + H2(g) image1.png C2H6(g) Exothermic

What change will be observed if the temperature of the reaction mixture at equilibrium were increased?

A) The concentration of C2H6 will increase.

B) The concentration of both C2H2 and H2 will increase.

C) The concentration of both C2H2 and H2 will decrease.

D) The concentration of H2 only will decrease.

E) There will be no change in the equilibrium concentrations.

11. Consider the following reaction:

N2O4(g) image2.png 2NO2(g) q = +58.2 kJ

What will cause an increase in the concentration of NO2 at equilibrium?

A) The NO2 concentration can never change because the reaction is at equilibrium.

B) an increase in temperature

C) an increase in pressure

D) a decrease in volume

E) adding a catalyst

12. Which of the following compounds is an aldehyde?

A) CH3CH2OH D) CH3COCH3

B) CH3CH2COCH3 E) CH3CHO

C) CH3OCH3

13. Which one of the following reactions is an example of an oxidation-reduction reaction?

A) BaO(s) + CO2(g)  BaCO3(s)

B) H2(g) + F2(g)  2HF(g)

C) CaCO3(s)  CaO(s) + CO2(g)

D) HCl(aq) + NaOH(aq)  NaCl(aq) + H2O(l)

E) Ba2+(aq) + SO42–(aq)  BaSO4(s)

14. Consider the following reaction:

Mn(s) + CuSO4(aq)  MnSO4(aq) + Cu(s)

Which of the following statements regarding this reaction is correct?

A) Manganese is neither oxidized nor reduced.

B) The sulfate ion is oxidized.

C) Copper is the reducing agent.

D) Manganese is the oxidizing agent.

E) Each copper gains two electrons.

15. In which of the following choices is the oxidation number incorrect?

A) Cr3+(aq); oxidation number = 3+ D) K+(aq); oxidation number = 1+

B) Cl(aq); oxidation number = 1– E) Ag(s); oxidation number = 1+

C) F2(g); oxidation number = 0

16. What is the oxidation number of boron in sodium tetraborate, Na2B4O7?

A) +12 B) –3 C) +14 D) +3 E) +4

17. Consider the reaction:

H3AsO3(aq) + BiO3(aq)  H3AsO4(aq) + Bi(s)

When this equation is balanced in acidic solution, the coefficient for water will be__________, and the number of electrons transferred will be __________.

A) 2, 6 B) 2, 1 C) 1, 10 D) 1, 2 E) 2, 3

18. Given that 4NH3(g) + 5O2(g)  4NO(g) + 6H2O(g), if 82.0 g of NH3 react with sufficient oxygen, how many grams of NO will be formed?

A) 145 g B) 5.80  102 g C) 46.5 g D) 186 g E) 11.6 g

19. Balance the following skeletal equation:

Ba(NO3)2(aq) + K2SO4(aq)  BaSO4(s) + KNO3(aq)

A) Ba(NO3)2(aq) + K2SO4(aq)  BaSO4(s) + KNO3(aq)

B) 2Ba(NO3)2(aq) + K2SO4(aq)  2BaSO4(s) + KNO3(aq)

C) 2Ba(NO3)2(aq) + 2K2SO4(aq)  2BaSO4(s) + 2KNO3(aq)

D) 2Ba(NO3)2(aq) + 2K2SO4(aq)  2BaSO4(s) + 3KNO3(aq)

E) Ba(NO3)2(aq) + K2SO4(aq)  BaSO4(s) + 2KNO3(aq)

20. The condensed structural formula for the molecule shown in the figure is__________.

image3.png

A) C6H16O2 D) (CH3)2CHCH(CH3)CO2H

B) CH3CH2CH(CH3)3CO2H E) CH3CH2CH(CH3)2CO2H

C) (CH3)2CH(CH2)2CO2H

21. Which of the following is the molecular formula for the molecule represented in the figure?

image4.png

A) C6H6 B) C6H8 C) C6H10 D) C6H12 E) C6H16

22. To which class of compounds does the molecule shown in the figure belong?

image5.png

A) ketone B) aldehyde C) alcohol D) ester E) carboxylic acid

23. The position of equilibrium would not be appreciably affected by changes in the volume of the container for

A) NiO(s) + CO(g) image6.png Ni(s) + CO2(g) D) 2CO(g) + O2(g) image7.png 2CO2(g)

B) BaCO3(s) image8.png BaO(s) + CO2(g) E) PCl5(s) image9.png PCl3(g) + Cl2(g)

C) 2H2O(g) image10.png 2H2(g) + O2(g)

24. Write the equilibrium constant expression for the reaction:

Pb2+(aq) + 2Cl(aq) image11.png PbCl2(s)

A)

image12.wmf2+-2

2

[Pb][Cl]

[PbCl]

eq

K

=

D)

image13.wmf2+-

2

[Pb][Cl]

[PbCl]

eq

K

=

 

B) Keq = [Pb2+][ Cl]2 E)

image14.wmf2

2+-2

[PbCl]

[Pb][Cl]

eq

K

=

 

C)

image15.wmf2+-2

1

[Pb][Cl]

eq

K

=

 

25. What is the balanced chemical equation that corresponds to the equilibrium constant expression (assuming a homogeneous equilibrium in the gas state)?

 

image16.wmf2

[C][D]

[A][B]

eq

K

=

 

A) A + B2 image17.png C + D D) C + D image18.png A + B2

B) A + 2B image19.png C + D E) C + D image20.png A + 2B

C) C + D image21.png A + B

26. The graph shows the change in concentration of reactant and product as a reaction proceeds. At what point is equilibrium first reached?

image22.png

A) I B) II C) III D) IV E) V

27. According to collision theory, the increase in the rate constant with increasing temperature is due mostly to the fact that

A) the activation energy decreases with increasing temperature.

B) the fraction of the collisions having sufficient energy to react increases with increasing temperature.

C) the pressure of the reactants increases with increasing temperature.

D) the heat change for most reactions is negative.

E) the fraction of the collisions that have the proper orientation for reaction increases with increasing temperature.

28. Silver nitrate, AgNO3, can be used to test for the presence of chloride ions in solution, because it readily forms a precipitate of AgCl. What volume of 2.0 M AgNO3 will be required to react with 50.0 mL of a 0.10 M HCl solution?

AgNO3(aq) + HCl(aq)  AgCl(s) + HNO3(aq)

A) 0.25 mL B) 25 mL C) 5.0  101 mL D) 2.5  102 mL E) 2.5 mL

29. What is the percent-by-mass concentration of antifreeze (ethylene glycol, C2H6O2) in an aqueous solution that contains 420.0 g of ethylene glycol in 1.00 L of solution. The density of the solution is 1.05 g/mL.

A) 2.50% B) 42.1% C) 40.0% D) 44.1% E) 60.0%

30. What mass of sodium nitrate is dissolved in 455 g of a solution that is 15.0% by mass NaNO3?

A) 68.3 g B) 30.3 g C) 4.40  102 g D) 3.03  103 g E) 15.0 g

31. Rank the following substances in order of increasing boiling point: F2, Ne, He, Cl2

A) F2 < Ne < He < Cl2 D) He < Ne < F2 < Cl2

B) F2 < He < Ne < Cl2 E) Cl2 < F2 < Ne < He

C) F2 < Cl2 < He < Ne

32. Which of the following substances can participate in hydrogen bonding?

A) CH4 B) HF C) CH3COCH3 D) SiH4 E) all of these choices are correct

33. Which choice correctly lists the intermolecular forces present in CH3NH2?

A) London forces only

B) dipole-dipole forces only

C) London forces, dipole-dipole forces, and hydrogen bonding

D) dipole-dipole forces and hydrogen bonding

E) hydrogen bonding only

34. The forces that hold CO2 together in the solid state are:

A) ionic bonds.

B) dipole-dipole forces.

C) London dispersion forces only.

D) covalent bonds.

E) attractions between nuclei and delocalized valence electrons.

35. Calculate the molar mass of a gas that has a density of 1.428 g/L at STP.

A) not enough information D) 32.01 g/mol

B) 14.28 g/mol E) 0.7002 g/mol

C) 0.4460 g/mol

36. A sample of H2 is collected over water at 22C. If the total pressure of the sample is 744 torr, what is the partial pressure of the H2? The vapor pressure of water at 22C is 19.8 torr.

A) 37.6 torr B) 0.979 atm C) 764 torr D) 724 torr E) 744 torr

37. If a 7.00 L container is filled with O2 to a pressure of 995 torr at 33.0C, calculate the mass of the oxygen in the container.

A) 11.7 g B) 0.365 g C) 277 g D) 2.57  103 g E) 0.0854 g

38. Which of the following gases will have a density of 2.104 g/L at 303 K and 1.31 atm?

A) He B) Ne C) Ar D) Kr E) Xe

39. Given a fixed amount of gas held at constant pressure, calculate the volume it would occupy if a 3.50 L sample were cooled from 90.0oC to 30.0oC.

A) 1.17 L B) 10.5 L C) 4.19 L D) 2.92 L E) 1.75 L

40. What volume of H2 would be collected at 21.5oC and a pressure of 695 torr if 5.25 g of zinc react according to the equation:

Zn(s) + 2HCl(aq)  ZnCl2(aq) + H2(g)

A) 1.06 L B) 4.25 L C) 1.80 L D) 2.12 L E) 5.49 L

41. Arrange the following bonds in order of increasing polarity: Cl-S, Cl-P, Cl-Si, Cl-Cl

A) Cl-S < Cl-P < Cl-Si < Cl-Cl D) Cl-Cl < Cl-S < Cl-P < Cl-Si

B) Cl-S < Cl-Si < Cl-P < Cl-Cl E) Cl-Cl < Cl-P < Cl-Si < Cl-S

C) Cl-Si < Cl-S < Cl-Cl < Cl-P

42. Predict the molecular shape and give the approximate bond angles of the SiH4 molecule.

A) linear, 180 D) trigonal pyramidal, 109.5

B) trigonal planar, 120 E) bent, 120

C) tetrahedral, 109.5

43. Which of the following molecules is polar?

A) BF3 B) CH4 C) CS2 D) PCl3 E) BeCl2

44. The electron configuration 1s22s22p6 applies to all of the following species except:

A) Ne B) F C) O2 D) Na+ E) Ca2+

45. Rank the following elements in order of increasing atomic size: Al, Ba, O, C

A) Al < Ba < O < C D) O < C < Al < Ba

B) Ba < Al < O < C E) C < O < Al < Ba

C) Ba < Al < C < O

46. Some elements have electron configurations that deviate from normal electron filling rules. Which element has the ground-state electron configuration [Ar]4s13d10?

A) Ni B) Ag C) Cd D) Sn E) Cu

47. The element that has four completely filled s sublevels, and three d electrons is:

A) V B) Cr C) Nb D) Ti E) Sc

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now