Search -in-many-important-reactions-oxygen-from-the-atmosphere-is-a-participant-when-iron-rusts-through-a-series-of-redox

in many important reactions oxygen from the atmosphere is a participant when iron rusts through a series of redox

 
 

Top Questions

1.Part I. Reaction Paper Read and understand the text below. Follow outline in writing your reaction paper at least 250-750 ...

paper at least 250-750 words. 1. Introduction 2. Thesis Statement 3. Supporting details 4. Conclusion The Digital Divide: The Challenge of Technology and Equity (1) Information technology is influence the way many of us live and work today. We use the internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use Email and internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. (2) Although the number of internet users is growing exponentially each year, most of the worlds population does not have access to computers of the internet. Only 6 percent of the population in the developing countries are connected to telephones. Although more than 94 percent of U.S households have telephones, only 56 percent have personal computers at home and 50 percent have internet access. The lack of what most of us would consider a basic communication necessity the telephone does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connectivity may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. (3) Who has internet access? The digital divide between the populations who have access to the internet and information technology tools and those who dont is based on income, race, education, household type, and geographic location, but the gap between groups is narrowing. Eighty-five percent of households with an income over $75,000 have internet access, compared with less than 20 percent of the households with income under $15,000. Over 80 percent of college graduates use the internet as compared with 40 percent of high school completers and 13 percent of high school dropouts. Seventy-two percent of household with two parents have internet access; 40 percent of female, single parent households do. Differences are also found among households and families from different racial and ethnic groups. Fifty-five percent of white households, 31 percent of black households, 32 percent of Latino households, 68 percent of Asian or Pacific Islander households, and 39 percent of American Indian, Eskimos, or Aleut households have access to the internet. The number of internet users who are children under nine years old and persons over fifty has more than triple since 1997. Households in inner cities are less likely to have computers and internet access than those in urban and rural areas, but the differences are no more than 6 percent. (4) Another problem that exacerbates these disparities is that African-American, Latinos, and Native Americans hold few of the jobs in information technology. Women about 20 percent of these jobs and receiving fewer than 30 percent of the Bachelors degrees in computer and information science. The result is that women and members of the most oppressed ethnic group are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degree in computer science were offered the highest salaries of all new college graduates. (5) Do similar disparities exist in schools? Ninety-eight percent of schools in the country are wired with at least one internet connection. The number of classrooms with internet connection differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that the higher percentage of the schools with more affluent students have wired classrooms than those with high concentrations of low-income students. (6) Access to computers and the internet will be important in reducing disparities between groups. It will require higher equality across diverse groups whose members develop knowledge and skills in computer and information technologies. The field today is overrepresented by white males. If computers and the internet are to be used to promote equality, they have to become accessible to schools cannot currently afford the equipment which needs to be updated regularly every three years or so. However, access alone is not enough; Students will have to be interacting with the technology in authentic settings. As technology has become a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.
View More

2.6. In many important reactions, oxygen from the atmosphere is a participant. When iron “rusts” through a series of redox ...

hrough a series of redox reactions involving water and oxygen, the ultimate reaction is Fe (iron) + O2 (molecular, elemental oxygen) Yields Fe2O3 (red rust). The charge of iron in rust is +3; the charge of oxygen in rust is -2. a. What is the charge of metallic iron? Atmospheric oxygen? How do you know? b. What is oxidized in this reaction? What is reduced? 7. In raku firing of ceramics, a piece of clay is formed, then glazed, often with some type of copper, iron, cobalt, or other metallic compound. The product is removed hot from the kiln and placed in a container of sawdust, leaves, or other combustible materials. The burning quickly consumes all the oxygen, and produces a “reductive” environment. You know that the half reaction: Cu yield Cu+2 + 2 e- is an oxidation. a. Write this in reverse to show what happens to the copper ions in glazes in a reductive environment. Explain, then, why raku firing yields interesting effects.
View More

3.6. In many important reactions, oxygen from the atmosphere is a participant. When iron “rusts” through a series of redox ...

hrough a series of redox reactions involving water and oxygen, the ultimate reaction is Fe (iron) + O2 (molecular, elemental oxygen) Yields Fe2O3 (red rust). The charge of iron in rust is +3; the charge of oxygen in rust is -2. a. What is the charge of metallic iron? Atmospheric oxygen? How do you know? b. What is oxidized in this reaction? What is reduced? 7. In raku firing of ceramics, a piece of clay is formed, then glazed, often with some type of copper, iron, cobalt, or other metallic compound. The product is removed hot from the kiln and placed in a container of sawdust, leaves, or other combustible materials. The burning quickly consumes all the oxygen, and produces a “reductive” environment. You know that the half reaction: Cu yield Cu+2 + 2 e- is an oxidation. a. Write this in reverse to show what happens to the copper ions in glazes in a reductive environment. Explain, then, why raku firing yields interesting effects.
View More

4.Develop a brief snapshot that you could give to a colleague traveling to these countries outlining the key cultural differences ...

he key cultural differences and similarities between Australia and Japan. In what ways might these differences reduce message clarity in the exchange between the visitors and their hosts? Using the AIA model of interpersonal communication from chapter 5, explore the communication behaviors between the Australian visitors and their Japanese hosts. What special role did Takeshi play in these dynamics? Based on your assessment of this case, what were the primary clashes in cultures, customs, and expectations between the two groups? While hierarchy was clearly evident among the Japanese executives, it was not among the Australians. How do you think the Japanese made sense out of this? Explain. What cultural assumptions, if any, did each side make about the other in their approach to communicating? Were these assumptions accurate? What can you learn about any culturally mediated cognition (or information processing) involved in this case (see chapter 5)? What can you learn about the use—or lack of use—of communication protocols in this case (see chapter 5)? Women are not allowed in many of the more important dining and drinking establishments because of restrictive customs and traditions. Many of these are ‘members only.’ In view of this, how can women break into these inner circles where critical business decisions are often made? How could Robert and Luke have better prepared themselves for their visit to Japan? What lessons does this case offer for global managers visiting a foreign country? What lessons does this case offer for host managers?
View More

5.Mary Poppins said a spoonful of sugar (1 tsp) makes the medicine go down. Marilyn Monroe said diamonds are ...

nds are a girl’s best friend. So in other words, diamonds and sugar make everything better. What is the common denominator? Carbon! Carbon, under pressure for a long time, makes diamonds. Sugar is a carbon chain. So carbon is good! The Questions How many spoonfuls of sugar C12H22O11 will it take, under pressure for a very very long time, to create another Hope Diamond (45.52 carats)? How many moles of sugar is this? How many molecules of sugar is this? How many atoms of carbon is this? How many atoms of carbon make the medicine go down? Important Information A carat is equivalent to exactly 200 mg Sugar has a density of 1.59 g/cm3 A diamond is made entirely of carbon
View More

1.AU MAT 120 Systems of Linear Equations and Inequalities Discussion

mathematicsalgebra Physics