University of Alabama in Huntsville Acceptance Rate, SAT/ACT Scores, GPA

The University of Alabama in Huntsville is a public research university with an acceptance rate of 81%. UAH has strong research initiatives, including partnerships with NASA, the U.S. Army, and the U.S. Department of Homeland Security. The university offers over 87 degree programs in nine colleges. Professional fields in business, engineering and nursing are among the most popular with undergraduates. Academics are supported by a 17-to-1 student / faculty ratio and an average undergraduate class size of 30. On the athletic front, the UAH Chargers compete in the NCAA Division II Gulf South Conference in all sports except for hockey in which UAH plays in the Division I Western Collegiate Hockey Association. Considering applying to University of Alabama in Huntsville? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, the University of Alabama in Huntsville had an acceptance rate of 81%. This means that for every 100 students who applied, 81 students were admitted, making UAHs admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 4,543 Percent Admitted 81% Percent Admitted Who Enrolled (Yield) 39% SAT Scores and Requirements UAH requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 1% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 560 700 Math 450 680 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of UAHs admitted students fall within the bottom 29% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to the University of Alabama in Huntsville scored between 560 and 700, while 25% scored below 560 and 25% scored above 700. On the math section, 50% of admitted students scored between 450 and 680, while 25% scored below 450 and 25% scored above 680. Applicants with a composite SAT score of 1380 or higher will have particularly competitive chances at UAH. Requirements The University of Alabama in Huntsville considers your highest composite score from a single test date and does not superscore the SAT. At UAH, the SAT writing section and SAT Subject tests are not required. ACT Scores and Requirements University of Alabama in Huntsville requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 93% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 25 34 Math 24 30 Composite 25 31 This admissions data tells us that most of UAHs admitted students fall within the top 22% nationally on the ACT. The middle 50% of students admitted to the University of Alabama in Huntsville received a composite ACT score between 25 and 31, while 25% scored above 31 and 25% scored below 25. Requirements Note that University of Alabama in Huntsville does not superscore ACT results; your highest composite ACT score will be considered. UAH does not require the optional ACT writing section. GPA In 2018, the average high school GPA of University of Alabama in Huntsvilles incoming freshmen class was 3.88, and over 65% of incoming students had GPas of 3.75 and above. These results suggest that most successful applicants to UAH have primarily A grades. Admissions Chances University of Alabama in Huntsville, which accepts more than three-quarters of applicants, has a somewhat selective admissions process. If your SAT/ACT scores and GPA fall within the schools average range, you have a strong chance of being accepted. Note that applicants with an average GPA of 2.9 or above and an ACT composite (or SAT equivalent) score of 20 or above are considered strong candidates for admission. UAH also uses a  holistic admission  approach that considers academic achievement in  rigorous coursework. Potential applicants should have a minimum of four units of English; three units of math; four units of history and/or social studies; three units of science; and electives to meet the required 20 Carnegie high school units. UAH does  not  require letters of recommendation or an essay for admission consideration. Note that applicants with deficiencies in the required high school coursework may be admitted to UAH under the stipulation that the deficiencies be remedied during the first year of enrollment. If You Like University of Alabama in Huntsville, You May Also Like These Schools Auburn UniversitySamford UniversityGeorgia State UniversityFlorida State UniversityUniversity of North Florida All admissions data has been sourced from the National Center for Education Statistics and University of Alabama in Huntsville Undergraduate Admissions Office.

Women in Sons and Lovers Free Essays

Sons and Lovers, published in 1913, is D. H. Lawrence’s third novel. We will write a custom essay sample on Women in Sons and Lovers or any similar topic only for you Order Now It was his first successful novel and arguably his most popular. Many of the details of the novel’s plot are based on Lawrence’s own life and, unlike his subsequent novels, this one is relatively straightforward in its descriptions and action. D. H. Lawrence has been always criticized for the content of his novel and his characters. Sons and Lovers is another novel which was even banned for years because of its explicit indications to sexual intercourse and the complex and complicated relationship of mother and sons. Society has a certain code fixed for a mother but Lawrence attempted to portray the mother figure in a quite different way. In fact, Lawrence puts question that to what extent a mother should care for her children and shows what happens if a mother becomes wife-submissive through the character of Gertrude Morel who is also known as Mrs. Morel. This paper would attempt to explore the character of Mrs. Morel through the feminist point of view. Before discussing Mrs. Morel’s character through the magnifying glass of feminism, it is needed to focus what does feminism means and what does the feminist criticism deal with. The most straightforward definition of feminism says that is a movement for social, cultural, political and economic equality of men and women. It is a campaign against gender inequalities and it strives for equal rights for women. Feminism can be also defined as the right to enough information available to every single woman so that she can make a choice to live a life which is not discriminatory and which works within the principles of social, cultural, political and economic equality and independence. It is in fact a global struggle for gender equality and end of gender based discriminatory practices against women. Feminism is also related to men in the sense that all gender based equality is in fact a balance between the male and female with the intention of liberating the individual. In that sense the definition of feminism also includes all movements and campaigns that target men and boys for gender sensitization with a goal to end gender based discriminatory practices and achieve gender based equality. Feminist literary criticism is the critical analysis of literary works ased on the feminist perspective. In particular, feminist literary critics tend to reject the patriarchal norms of literature that privileges masculine ways of thinking/points of view and marginalizes women politically, economically and psychologically. Some critics find that feminist criticism makes space for and listens to women’s voices previously muted or drowned out by dominant patriarchal literar y-critical practices. In other words, what the text leaves out says much about the writer, literature in general, and society as a whole. By using this â€Å"hermeneutics of suspicion† literary critics hope to reveal how women are marginalized in the language of literature. Now, in Sons and Lovers, Mrs. Morel is portrayed as the victim of the patriarchal society and the stones in Paul’s life road to success, to some extent. This paper would try to avoid the normal literary criticism to Sons and Lovers, and rather would focus on the analysis of the three tragic women through feminine position, and specially would explore how Lawrence has portrayed Mrs. Morel with all the issues of female essence (differance). Mrs. Morel, who came from a little capitalist class, aloof and cultured, is a woman of knowledge of a Victorian woman but her character can be read from Marxist-Feminist point of view. From very young, she has been struggling against patriarch, fighting for her existence and for women’s rights, longing to become an authoritative, independent and responsible man. As the England industrial atmosphere came, in the man-centered family, her husband treated her sadistically, Mrs. Morel naturally constitute an alliance with her sons to live, she taught them to change their social position and entered the middleclass, through knowledge and will, the children became Mrs. Morel’s tools to make her dream and ambition come true. But all these just paint deep tragic color to Mrs. Morel. Because Mrs. Morel chose the rood to setting up a union with her son to become hermaphrodite didn’t come true. She put her children in her bosom, cast her own dream and life outlook on her children, hoped to fill in her emotion empty because she is a wife-submissive. Although this abnormal maternal lieu helped her sons become outstanding, hold back free growth of individuality, cause their thought variant and their personality split. Mrs. Morel’s existence is the only support to Paul’s life road to become an artist. Through loving his mother, Paul tried to find man’s rights even in sleep. She should be responsible for this abnormal love, no matter what position she held in her sons’ growth, she got only the colored utilizable repay, she didn’t fulfill her emotion’s need, and this is her very most tragic thing. But this is just a simple summary of the whole novel and there are more left for discussion. D. H. Lawrence believed in male supremacy and that is why he wrote that â€Å"as a matter of fact unless a woman is held by man, safe within the bounds of belief, she becomes inevitably a destructive force†. Simone de Beauvoir terms this attitude â€Å"bourgeois conception† and states that Lawrence rediscovers this conception that woman should subordinate her existence to that of man. Thus, Lawrence can be regarded as an anti-feminist. An anti-feminist writing is not only satirical in tone but it represents women nature intended to conform her to male expectations and tries to decide what she ought to be and what is not her own. Mrs. Morel is presented by Lawrence as a proud woman as she came from an old burgher family and that made her pay higher rent to the landlord which is a way of showing off superiority over other miners’ families. Lawrence defines it as â€Å"a kind of aristocracy†. Mrs. Morel did not take Walter’s earnings into account while they got married but after the marriage it became a huge issue for her. She could not accept it that her husband was not a gentleman rather he is a miner and ultimately, this became the reason of failure of their marriage life. Though she married Walter knowingly that he earns a little but after a certain period of time, she started hating her husband for being a miner and for not having a respected job. In the first half, Mrs. Morel is shown with sympathy to be the victim of a brutal husband and of an economic system that oppresses her. Later she becomes the over-possessive mother shifting her growing children and thwarting their natural development towards the independence of adulthood. It can be said that Mrs. Morel became too much authoritative because of her ‘penis envy’. She knew that though she came from a burgher family, still she is bound to obey Mr. Morel as he is the head of the family according to the patriarchal society. Apart from the issue of penis envy, Lawrence presented the relationship between man and series of female stereotypes. The mother’s disappointment with the father leads to the transfer of her deepest feelings from him to her offspring and particularly, the male offspring, whom, unconsciously she begins to treat as substitutes for her husband. The mother who has poured her love into her son instead of giving it to her husband does seem, in Lawrence’s own cherished meaning of the phrase, ‘wife-submissive’. But at the same time, that phrase is a give-away. It sounds an old familiar note. Here is the mother being wife-submissive to her son, says the exasperated voice of Lawrence, when she ought to be preciously that to her husband – a simple case of misdirected energy. It has not been simply misdirected, but distorted as well. The woman does not feel now, for the first time, as a true wife might feel, nor does the son find her love quite so wonderful as all that. Sexual frustration inevitably follows, and this is excellently diagnosed in Sons and Lovers. His mother is far closer to him; she clings to him jealously, fighting against the younger woman’s power, and succeeding in holding the pair apart. Paul wants to marry Miriam but Mrs. Morel resists because she wants Paul â€Å"to marry a lady†. Apart from Paul, she also does the same thing for William. She wants William to be a gentleman unlike his father. Her possessiveness becomes clearer when a girl comes to meet William and Mrs. Morel replies â€Å"I don’t approve of the girls my son meets at dances. † In this novel, D. H. Lawrence has portrayed women, Specially Mrs. Morel with all he weaknesses (female essence) like nagging, orienting the children against their father, making the sons as husband-substitute, showy in nature and being over-possessive. Paul partly disassociated himself from the crude gender distinction he is voicing, although he still endorses the idea that women are by nature unfitted to full-time work. So, Lawrence reveals Paul’s opinion of women’s inferior capacity for work. After all these discussions, it seems quite clear that Mrs. Morel is the victim of one man and therefore can only live out her life vicariously through the progress made by her sons. Miriam also feels victimized by the men in her family and looks to Paul to help her escape from her servitude. Same thing goes for Clara. All of them, especially Mrs. Morel, are defined by men as their â€Å"Other† and thus, marginalized textually as well as socially and sexually. How to cite Women in Sons and Lovers, Essay examples

Pacific Journal of Marketing and Logistics

Question: Describe about the Pacific Journal of Marketing and Logistics? Answer: Introduction: Counseling is a kind of talking therapy, where the client who is having any psychological or any personal problems tells their experience, view points and feeling to the counselor. The counselor in turn tries to explore the distress experienced by the client and helps the client to solve the problems by making them see things more clearly. The counselor helps the client to get over the negativity they have and overcome the issues they have. Counseling is often confused with giving advice to client, solving their problems, telling the appropriate behavior for different situations. It is more of guiding and assisting the client to understand more about their problems and their feeling. And helping them out to find out, which is the best thing for them and how they can overcome the stress (Mandrusiak, 2007). A person who is professionally trained usually holds counseling sessions. Everything expressed by the client and the report of the client is confidential unless required by law for legal issues. Skills that a trained counselor should possess for effective therapy: Attending A counsellor should be patient with the client and use physical gestures such as nodding, smiling, making the eye contact with the client etc. By doing so, it suggests the clients that the counsellor is interested in them and is listening to their problems carefully. This creats a sense of faith among the clients towards their counsellor (Hall, 2009). Observing Listening and understanding both the stated and unstated information (like expressions, body language, words and patterns etc.). It is possible that the client may intentionally or unintentionally does not communicate all the information. The counselor through observation and analyzing the information provided should extract all these information. Interpretation - Counselor should be able to find links and pattern in the isolated statements given by the client. The same should be communicated to the client. This will help client see connections between the statements and will be able to see the problem in a different way. Open questions By asking more open-ended and seeking detailed explanation, the counselor will be able to get more insights and gather more information about the client. Questions will help the counselor to get more clarity on the though process and better understand the feelings and apprehensions of the clients. But it is very important to ask the right questions. Showing empathy It is very important skill that is required by a counselor. It is very important that the counselor is able to put themselves into the clients shoe to understand his problems. While the counselor is able to understand the feelings of their client, it is equally important to see things objectively (Bell, 2006). Genuineness The counselor themselves needs to be comfortable with the issue/ problem they are helping client to deal with. If the counselor is uncomfortable themselves with the issue then it will be obstacle to the counseling session. It will also lead to lose in faith towards the counselor. Non-Judgmental - The counselor should be non judgmental, understanding, impartial and should not be emotionally involved with the client Paraphrasing This means that the counselor is using some words to describe the condition or the problems and feelings of clients in most non-judgmental manner. This will help client know what the counselor has understood about the perspective of the client. It was also give the client a chance to rectify any misunderstanding about the client, the counselor must be having. The counselor can also exercise the practice of reflective listening in which they will listen and recall what the client has said. This will ensure that the counselor has understood the client and also bolsters the faith of the client by displaying empathy, understanding and interest in this manner (McLeod, 2009). Specific communication The communication with the client should be concrete and focused towards their issues and feelings. A counselor should avoid unnecessary talking and information gathering. Should help client to focus and work on specific problem rather than various problems mentioned. Counselor should be able to define the intent and the structure of the session. Self-Awareness The counselors, during the counseling session, should be aware of their own attitudes and biases. This may affect the effectiveness of the counseling sessions (Rosenthal, 2008). The counselor should be able to keep their personal beliefs, perception, emotions and biases aside during the counseling session and provide unbiased understanding and support to the client. Coping up with the intensity The counselor should be able to deal with the clients who are emotionally intense or too depressed. The counselor should be able to make clients express themselves as clearly as possible and help them to deal with the challenging issues and try to comfort and calm them. Respecting clients feeling The counselor should be able to communicate to the client that each person has the capability to rise in life and each person has the right to make his or her own decisions in life. Also the counselor should convey their acceptance to their clients feelings without being biased and judgmental. The counselor should be caring and compassionate towards the client. Flexibility Understanding multi cultural issues is a quality possess by a good counselor (Sue, Sue, 2012). Every client will have a different background and experience. It is also very important for a counselor to recognize if they are a good fit with client or not. This is very crucial for the progress of the client. If things are not working out, client should be referred to another counselor. Transcript of a counseling session with a student client: Alice: Hi Bob, nice to meet you. Bob: Nice to meet you too. Alice: So what brings you here today? Bob: I am feeling a little stressed out because its coming towards the holidays and my teachers have decided to load us with everything in next couple of weeks. So I am just overwhelmed with it all. Alice: Yeah, I can imagine. Bob: Also, I am going to my parents house and my boyfriend is coming to meet my parents. I have lot of stuff to do and I want to do it well. Alice: So basically you are saying that you have plans for holidays and you have a lot of work at school. Apparently that mix is a lot on your plate. Bob: Yeah, it is definitely a lot. If it were just the work at school it would have been fine. The meeting is important and I want it to go well. I should be completely focusing on scoring well but still I am worried about that. Alice: So, talking about this semester, do you think you have done so far? Bob: Yes, I have done a lot better in this semester and because of that I want to keep doing well. Alice: Have you tried any thing that might have worked in past, that will help you concentrate more? Bob: I used to do a fasting thing of electronic devices and no Internet. Because it was a goal with god, I was able to do it. That week I did a lot more homework then I have ever done. Alice: That sounds like a good idea. Bob: People say that why are you taking so much stress but I believe this is the thing I am really good at and I always want shine in that area and want people to recognize it. Alice: So, you are putting a lot of pressure on yourself because it is your forte. I believe this stress is primarily for this week only since you have done well previously, correct? Bob: Yes, I think I should relax a bit. Alice: Do you think that the things you mentioned earlier like a to do list, fasting all electronic devices can still help? Bob: Yes, I think that they will be of great help and I should just do it instead of talking about it. Alice: How will you feel about going home for holidays after this stressful week? Bob: Its always good but I believe it would not be totally relaxing. But I am still excited about it. Alice: You have a lot going on this week but you seem motivated to complete your assignments and have holidays to look forward to. You are almost there and you are going to make it. It was nice hearing you. Have a great holiday. Bob: Thanks. It was great talking to you. Skills demonstrated in the above session: Attending - The student client was properly attended. Proper gestures were made to make the student feel important and that his feelings were carefully listened to. Observation - The observation was made that the student was very sincere and good at their work at school and wanted to excel in that field but was not able to cope up the pressure to balance their personal and college life (Gysbers, Henderson, 2012). It was also observed that the stress is temporary, just matter of a week or two. Interpretation It was interpreted that the student has the ability to work things out properly but due to stress they are unable to do so (Cilliers, 2006). The student has deployed practices in past, to help their studies. These may help the student today as well. Open Questions The counselor asked wide range of questions to do the observation and to interpret the behavior and feeling of the student. Empathy, Genuineness and non judgmental - The counselor was successful in showing empathy to the student and the student was very comfortable in talking to the counselor and displaying their emotions Paraphrasing The counselor was constantly telling the student what they understood from their statements and also was constantly providing reasons as to how they arrived at their observations/ conclusions. This really helped both the counselor and the student to clear the picture and work out the solutions to the problems. Specific Communication The counselor asked specific questions to the student which was required to study the behavior of the student. No unrelated questions were asked and suggestions were made. Coping with the intensity The counselor was able to handle the stress of the student and was successful to calm them down. The counselor helped the student understand his own feelings and find out a way to deal with the situation (Bryant, Sackville, Dang, Moulds, Guthrie, 2014). Challenges faced during the counseling session: Finding out the root problem and possible It was challenging to find out the actual problem as why the student was taking stress when she had done well previously and had strategies to help with the studies, which have worked well in past. Re-enforcing self confidence It was important to bring back the self confidence of the student because the student was capable of working through the situation only die to stress she was not able to do so. So, a lot of reasoning was needed to give to the students and help her understand and believe their potentials were essential. Streamlining the tasks The student was overwhelmed with so many tasks coming up in next few weeks. So, the student was not able to think clearly as they think they have so many tasks in hand with less time. It was challenging to make them see one task at a time and believe they will be able to do that. Conclusion In order to become a good counselor, one has to be empathetic and patient with the clients. The client should be able to trust the counselor completely that they will be empathetic to them and will help them without any bias. Counselor needs to spent time with the client and ask all the questions necessary to understand the stated and unstated issues and behavior of the client (Barkham, 2008). They should be able to help clients understand their feelings and work out the solution themselves for the situation. References: Arambewela, R., Hall, J. (2009). An empirical model of international student satisfaction.Asia Pacific journal of marketing and logistics,21(4), 555-569. Bryant, R. A., Sackville, T., Dang, S. T., Moulds, M., Guthrie, R. (2014). Treating acute stress disorder: an evaluation of cognitive behavior therapy and supportive counseling techniques. Bell, E. (2006). Student counselling.The SAGE handbook of counselling and psychotherapy, 554-560. Connell, J., Barkham, M., Mellor-Clark, J. (2008). The effectiveness of UK student counselling services: an analysis using the CORE System.British Journal of Guidance Counselling,36(1), 1-18. Gysbers, N. C., Henderson, P. (2012).Developing managing your school guidance counseling program. American Counseling Association. 5999 Stevenson Avenue, Alexandria, VA 22304. McLeod, J. (2009). Counselling: a radical vision for the future.Therapy Today,20(6), 10-15. Morrison, J. M., Brand, H. J., Cilliers, C. D. (2006). Assessing the impact of student counselling service centres at tertiary education institutions: How should it be approached?.South African Journal of Higher Education,20(5), 655-678. Russell, J., Thomson, G., Rosenthal, D. (2008). International student use of university health and counselling services.Higher Education,56(1), 59-75. Sue, D. W., Sue, D. (2012).Counseling the culturally diverse: Theory and practice. John Wiley Sons. Stewart, D. W., Mandrusiak, M. (2007). Social phobia in college students: A developmental perspective.Journal of College Student Psychotherapy,22(2), 65-76

Hydrogen Peroxide free essay sample

The same reaction is catalysed by the  enzyme  catalase, found in the  liver, whose main function in the body is the removal of toxic byproducts ofmetabolism  and the reduction of  oxidative stress. The decomposition occurs more rapidly in  alkali, so  acid  is often added as a stabilizer. The liberation of oxygen and energy in the decomposition has dangerous side-effects. Spilling high concentrations of hydrogen peroxide on a flammable substance can cause an immediate fire, which is further fueled by the oxygen released by the decomposing hydrogen peroxide. High test peroxide, or HTP (also called high-strength peroxide) must be stored in a suitable, vented container to prevent the buildup of oxygen gas, which would otherwise lead to the eventual rupture of the container. In the presence of certain catalysts, such as  Fe2+  or  Ti3+, the decomposition may take a different path, with  free radicals  such as HO · (hydroxyl) and HOO · (hydroperoxyl) being formed. We will write a custom essay sample on Hydrogen Peroxide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A combination of  H2O2  and  Fe2+  is known as  Fentons reagent. A common concentration for hydrogen peroxide is  20-volume, which means that, when 1 volume of hydrogen eroxide is decomposed, it produces 20 volumes of oxygen. A  20-volumeconcentration of hydrogen peroxide is equivalent to 1. 667  mol/dm3  (Molar solution) or about 6%. Redox reactions In acidic solutions,  H2O2  is one of the most powerful oxidizers known—stronger than  chlorine,  chlorine dioxide, and  potassium permanganate. Also, through catalysis,  H2O2  can be converted intohydroxyl radicals  (†¢OH), which are highly reactive. Oxidant/Reduced product| Oxidation  potential, V| Fluorine/Hydrogen fluoride| 3. 0| Ozone/Oxygen| 2. 1| Hydrogen peroxide/Water| 1. 8| Potassium permanganate/Manganese dioxide. Chlorine dioxide/HClO| 1. 5| Chlorine/Chloride| 1. 4| In aqueous solutions, hydrogen peroxide can oxidize or reduce a variety of inorganic ions. When it acts as a reducing agent,  oxygen  gas is also produced. In  acidic  solutions  Fe2+  is oxidized to  Fe3+  (hydrogen peroxide acting as an oxidizing agent), 2  Fe2+(aq) +  H2O2  + 2  H+(aq) 2  Fe3+(aq) + 2H2O(l) and  sulfite  (SO2? 3) is oxidized to  sulfate  (SO2? 4). However,  potassium permanganate  is reduced to  Mn2+  by acidic  H2O2. Under  alkaline  conditions, however, some of these reactions reverse; for example,  Mn2+  is oxidized to  Mn4+  (as  MnO2). Other examples of hydrogen peroxides action as a reducing agent are reaction with  sodium hypochlorite  or  potassium permanganate, which is a convenient method for preparing  oxygen  in the laboratory. NaOCl +  H2O2  Ã‚  O2  + NaCl +  H2O 2  KMnO4  + 3  H2O2   2  MnO2  + 2 KOH + 2  H2O  + 3  O2 Hydrogen peroxide is frequently used as an  oxidizing agent  in organic chemistry. One application is for the oxidation of  thioethers  to  sulfoxides. For example,  methyl phenyl sulfidecan be readily oxidized in high yield to  methyl phenyl sulfoxide: Ph? S? CH3  +  H2O2   Ph? S(O)? CH3  +  H2O Alkaline hydrogen peroxide is used for  epoxidation  of electron-deficient alkenes such as  acrylic acids, and also for oxidation of  alkylboranes  to  alcohols, the second step of  hydroboration-oxidation. Formation of peroxide compounds Hydrogen peroxide is a weak acid, and it can form  hydroperoxide  or  peroxide  salts  or derivatives of many metals. For example, on addition to an aqueous solution of  chromic acid  (CrO3) or acidic solutions of dichromate salts, it will form an unstable blue peroxide CrO(O2)2. In aqueous solution it rapidly decomposes to form oxygen gas and chromium salts. It can also produce peroxoanions by reaction with  anions; for example, reaction with  borax  leads to  sodium perborate, a bleach used in laundry detergents: Na2B4O7  + 4  H2O2  + 2 NaOH 2  Na2B2O4(OH)4  +  H2O H2O2  converts  carboxylic acids  (RCOOH) into peroxy acids (RCOOOH), which are themselves used as oxidizing agents. Hydrogen peroxide reacts with  acetone  to form  acetone peroxide, and it interacts with  ozone  to form  hydrogen trioxide, also known as  trioxidane. Reaction with  urea  produces  carbamide peroxide, used for whitening teeth. An acid-base adduct with  triphenylphosphine oxide  is a useful carrier for  H2O2  in some reactions. Alkalinity Hydrogen peroxide can still form adducts with very strong acids. The  superacid  HF/SbF5  forms unstable compounds containing the  [H3O2]+  ion. Domestic uses * Diluted  H2O2  (between 3% and 8%) is used to bleach human  hair  when mixed with  ammonium hydroxide, hence the phrase peroxide blonde. * It is absorbed by  skin  upon contact and creates a local skin  capillary  embolism  that appears as a temporary whitening of the skin. * It is used to whiten  bones  that are to be put on display. 3%  H2O2  is effective at treating fresh (red) blood-stains in clothing and on other items. It must be applied to clothing before blood stains can be accidentally set with heated water. Cold water and soap are then used to remove the peroxide treated  blood. Some horticulturalists and users of  hydroponics  advocate the use of weak hydrogen peroxide solution in watering solutions. Its spontaneous decomposition releases oxygen that enhances a plants root development and helps to treat  root rot  (cellular root death due to lack of oxygen) and a variety of other pests. Laboratory tests conducted by fish culturists in recent years have demonstrated that common household hydrogen peroxide can be used safely to provide oxygen for small fish. Hydrogen peroxide releases oxygen by decomposition when it is exposed to  catalysts  such as  manganese dioxide. * Hydrogen peroxide is a strong oxidizer effective in controlling sulfide and organic-related odors in wastewater collection and treatment systems. It is typically applied to a wastewater system where there is a retention time of 30 minutes to 5 hours before hydrogen sulfide is released.

Overview of the U.S. Quasi-War With France

Overview of the U.S. Quasi-War With France An undeclared war between the United States and France, the Quasi-War was the result of disagreements over treaties and Americas status as a neutral in the Wars of the French Revolution. Fought entirely at sea, the Quasi-War was largely a success for the fledgling US Navy as its vessels captured numerous French privateers and warships, while only losing one of its vessels. By late 1800, attitudes in France shifted and hostilities were concluded by the Treaty of Mortefontaine. Dates The Quasi-War was officially fought from July 7, 1798, until the signing of the Treaty of Mortefontaine on September 30, 1800. French privateers had been preying on American shipping for several years prior to the beginning of the conflict. Causes Principle among the causes of the Quasi-War was the signing of the Jay Treaty between the United States and Great Britain in 1794. Largely designed by Secretary of the Treasury Alexander Hamilton, the treaty sought to resolve outstanding issues between the United States and Great Britain some of which had roots in the 1783 Treaty of Paris that had ended the American Revolution. Among the treatys provisions was a call for British troops to depart from frontier forts in the Northwest Territory which had remained occupied when state courts in the United States interfered the repayment of debts to Great Britain. Additionally, the treaty called for the two nations to seek arbitration regarding arguments over other outstanding debts as well as the American-Canadian border. The Jay Treaty also provided the United States limited trading rights with British colonies in the Caribbean in exchange for restrictions on the American export of cotton.  Ã‚   While largely a commercial agreement, the French viewed the treaty as a violation of the 1778 Treaty of Alliance with the American colonists. This feeling was enhanced by the perception that the United States was favoring Britain, despite having declared neutrality in the ongoing conflict between the two nations. Shortly after the Jay Treaty took effect, the French began seizing American ships trading with Britain and, in 1796, refused to accept the new US minister in Paris. Another contributing factor was the United States refusing to continue repaying debts accrued during the American Revolution. This action was defended with the argument that the loans had been taken from the French monarchy and not the new French First Republic. As Louis XVI had been deposed and then executed in 1793, the United States argued that the loans were effectively null and void. The XYZ Affair Tensions heightened in April 1798, when President John Adams reported to Congress on the XYZ Affair. The previous year, in an attempt to prevent war, Adams sent a delegation consisting of Charles Cotesworth Pinckney, Elbridge Gerry, and John Marshall to Paris to negotiate peace between the two nations. Upon arriving in France, the delegation was told by three French agents, referred to in reports as X (Baron Jean-Conrad Hottinguer), Y (Pierre Bellamy), and Z (Lucien Hauteval), that in order to speak to Foreign Minister Charles Maurice de Talleyrand, they would have to pay a large bribe, provide a loan for the French war effort, and Adams would have to apologize for anti-French statements. Though such demands were common in European diplomacy, the Americans found them offensive and refused to comply.  Informal communications continued but failed to alter the situation as the Americans refused to pay with Pinckney exclaiming  No, no, not a sixpence! Unable to further advance their cause, Pinckney and Marshall departed France in April 1798 while Gerry followed a short time later. Active Operations Begin Announcement of the XYZ Affair unleashed a wave of anti-French sentiment across the country. Though Adams had hoped to contain the response, he was soon faced with loud calls from the Federalists for a declaration of war. Across the aisle, the  Democratic-Republicans, led by Vice President Thomas Jefferson, who had generally favored closer relations with France, were left without an effective counter-argument. Though Adams resisted calls for war, he was authorized by Congress to expand the Navy as French privateers continued to capture American merchant ships. On July 7, 1798, Congress rescinded all treaties with France and the US Navy was ordered to seek out and destroy French warships and privateers operating against American commerce. Consisting of approximately thirty ships, the US Navy began patrols along the southern coast and throughout the Caribbean. Success came quickly, with USS Delaware (20 guns) capturing the privateer La Croyable (14) off New Jersey on July 7. The War at Sea As over 300 American merchantmen had been captured by the French in the previous two years, the US Navy protected convoys and searched for the French. Over the next two years, American vessels posted an incredible record against enemy privateers and warships. During the conflict, USS Enterprise (12) captured eight privateers and liberated eleven American merchant ships, while USS Experiment (12) had similar success. On May 11, 1800, Commodore Silas Talbot, aboard USS Constitution (44), ordered his men to cut out a privateer from Puerto Plata. Led by Lt. Isaac Hull, the sailors took the ship and spiked the guns in the fort.  That October, USS Boston (32) defeated and captured the corvette Berceau (22) off Guadeloupe.  Unknown to the ships commanders, the conflict had already ended.  Due to this fact, Berceau was later returned to the French. Truxtun the Frigate USS Constellation The two most noteworthy battles of the conflict involved the 38-gun frigate USS Constellation (38). Commanded by Thomas Truxtun, Constellation sighted the 36-gun French frigate LInsurgente (40) on February 9, 1799. The French ship closed to board, but Truxtun used Constellations superior speed to maneuver away, raking LInsurgente with fire. After a brief fight, Captain M. Barreaut surrendered his ship to Truxtun. Almost a year later, on February 2, 1800, Constellation encountered the 52-gun frigate, La Vengeance. Fighting a five-hour battle at night, the French ship was pummeled but was able to escape in the darkness. The One American Loss During the entire conflict, the US Navy only lost one warship to enemy action. This was the captured privateer schooner La Croyable which had been purchased into the service and renamed USS Retaliation. Sailing with USS Montezuma (20) and USS Norfolk (18), Retaliation was ordered to patrol the West Indies. On November 20, 1798, while its consorts were away on a chase, Retaliation was overtaken by the French frigates LInsurgente and Volontaire (40). Badly outgunned, the schooners commander, Lieutenant William Bainbridge, had no choice but to surrender. After being captured, Bainbridge aided in Montezuma and Norfolks escape by convincing  the enemy that the two American ships were too powerful for the French frigates. The ship was recaptured the following June by USS Merrimack (28). Peace In late 1800, the independent operations of the US Navy and the British Royal Navy were able to force a reduction in the activities of French privateers and warships. This coupled with changing attitudes in the French revolutionary government, opened the door for renewed negotiations. This soon saw Adams dispatch William Vans Murray, Oliver Ellsworth, and William Richardson Davie to France with orders to commence talks. Signed on September 30, 1800, the resulting Treaty of Mortefontaine ended hostilities between the US and France, as well as terminated all previous agreements and established trade ties between the nations. During the course of the fighting, the new US Navy captured 85 French privateers, while losing approximately 2,000 merchant vessels.

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Methods available for the assessment of alcohol abuse - Essay Example neurotransmitters like the opioid systems, dopamine, serotonin and gamma-amino-butyric acid (GABA) and their interactions are most affected (Chastain 2006). Being volatile, alcohol can be inhaled during ingestion and freely diffused into the airways (George, et al. 1996). This property became the basis for the breath test for estimating levels of blood alcohol (Hlastala 1998). Changes in levels of important enzymes were based on the effect of alcohol on hepatic functions and characteristics (Purohit and Brenner 2006) and other diseases (Purohit, Khalsa and Serrano, 2005). Liver damage due to alcohol has been attributed to increased oxidative stress which could be due to alterations in the liver’s antioxidant defense mechanism. Chronic ethanol intake was found to decrease cytosolic and mitochondrial glutathione/glutathione peroxidase-1 activities by 40% and 30%, respectively thereby promoting the oxidative modification of liver proteins (Bailey, et al. 2006) (Cunningham and Bai ley 2001). The long-term mean daily intake of 61.6 g of ethanol increases the frequency for fatty liver and alcoholic hepatitis (Savolainen, et al. 2007). Ethanol transfers from the blood into the air sacs in the lungs, and thus, consumption can be routinely determined by what is known as the breath test (Hlastala 1998). The breath alcohol concentration predicts the blood alcohol concentration at certain time points. The development of breath testing instruments (â€Å"breathalyzers†) has resulted in a low-cost, accurate, rapid and painless ethanol quantification. The level of alcohol exhaled is then multiplied with a factor to get an approximation of blood alcohol. However, many factors can affect the breathalyzer results; among these is diabetes (which can increase blood alcohol levels due to ketogenic reactions in the body (Berg, Tymoczko and Stryer 2002). In emergency cases where a breath test is not suitable, ethanol concentrations can be determined from blood, urine and saliva

Oral Language and Code-Related Precursors to Reading Essay

Oral Language and Code-Related Precursors to Reading - Essay Example Juan describes his interests as playing basketball, swimming, and fishing, which he normally undertake with his family, particularly his father and brother. He claims to have a big difficulty in school though, specifically in reading and writing English words. He says that way back in Mexico, he used to appreciate Science, but right now where every subject matter including Science needs to be learned and understood in the English language, he begins to dislike the subject matter. He has average scores in Math concepts exhibited by his scores in quizzes and long examinations. He is however poor in word attack and English vocabulary, which affects his performance in other subjects including Science, which used to be his favorite. Â  I was able to talk to Juan’s aunt once, upon visiting Juan and gathering information from his family about things related to his reading progress. This is where I found that both of Juan’s parents live in Mexico and had little schooling. The aunt related that both boys frequently scan their notes upon arriving home and practice reading orally. However, there are some questions that she could not answer, such as the correct pronunciation of a word or the meaning of a particular word, or if the sentence the boys have just uttered is grammatically correct, since she herself has a limitation in the English language as she just migrated to the United States five months ago. Juan is thus left with only the school to rely on when learning to read. Â  Juan appears to be persevering during reading sessions and tries hard to understand each word. Often, when he could not pronounce a word, he approaches me and asks how it is pronounced. He repeatedly utters the new-learned word until he thinks it sinks in.