Balanced Equation Definition and Examples

A balanced equation is an equation for a chemical reaction in which the number of atoms for each element in the reaction and the total charge is the same for both the reactants and the products. In other words, the mass and the charge are balanced on both sides of the reaction. Also Known As: Balancing the equation, balancing the reaction, conservation of charge and mass. Examples of Unbalanced and Balanced Equations An unbalanced chemical equation lists the reactants and products in a chemical reaction but doesnt state the amounts required to satisfy the conservation of mass. For example, this equation for the reaction between iron oxide and carbon to form iron and carbon dioxide is unbalanced with respect to mass: Fe2O3 C → Fe CO2 The equation is balanced for charge  because both sides of the equation have no ions (net neutral charge). The equation has 2 iron atoms on the reactants side of the equation (left of the arrow) but 1 iron atom on the products side (right of the arrow). Even without counting up the quantities of other atoms, you can tell the equation isnt balanced. The goal of balancing the equation is to have the same number of each type of atom on both the left and right sides of the arrow. This is achieved by changing the coefficients of the compounds (numbers placed in front of compound formulas). The subscripts (small numbers to the right of some atoms, as for iron and oxygen in this example) are never changed. Changing the subscripts would alter the chemical identity of the compound. The balanced equation is: 2 Fe2O3 3 C → 4 Fe 3 CO2 Both the left and right sides of the equation have 4 Fe, 6 O, and 3 C atoms. When you balance equations, its a good idea to check your work by multiplying the subscript of each atom by the coefficient. When no subscript is cited, consider it to be 1. Its also good practice to cite the state of matter of each reactant. This is listed in parentheses immediately following the compound. For example, the earlier reaction could be written: 2 Fe2O3(s) 3 C(s) → 4 Fe(s) 3 CO2(g) where s indicates a solid and g is a gas. Example of Balanced Ionic Equation In aqueous solutions, its common to balance chemical equations for both mass and charge. Balancing for mass produces the same numbers and kinds of atoms on both sides of the equation. Balancing for charge means the net charge is zero on both sides of the equation. The state of matter (aq) stands for aqueous, meaning only the ions are shown in the equation and that they are in the water. For example: Ag(aq) NO3-(aq) Na(aq) Cl-(aq) → AgCl(s) Na(aq) NO3-(aq) Check that an ionic equation is balanced for the charge by seeing if all the positive and negative charges cancel each other out on each side of the equation. For example, on the left side of the equation, there are 2 positive charges and 2 negative charges, which means the net charge on the left side is neutral. On the right side, there is a neutral compound, one positive, and one negative charge, again yielding a net charge of 0.

The Tragic Hero Of Antigone - 1118 Words

The tragic hero according to Aristotle is a man who is neither a paragon of virtue and justice nor undergoes the change of misfortune or leads to his or her own downfall or destruction through their journey as the characters analyze their â€Å"judgment error†. In the play Antigone, Antigone is a tragic heroine who stands up and fights for her moral duties to do what is morally right instead of being loyal to the state even if cost her her life. The plot of Antigone is quite predictable. But, it shows the audience how does it make Creon and Antigone both tragic heroes in their own situation. The purpose of the play tells us that when a man has a noble goal that is condescending, downfall destroys him. This contributes gnificantly to the play because audience are able to know what is going to happen with hubris, leading oneself to its own nemesis. The function of the plot is to make the audience think what is going to happen next in the play, to leave clues into their heads to think what is going to happen next. Antigone’s major theme focuses on a strong individual suffering against the will of fate. In Antigone, Sopochles portrays that Antigone is the protagonist who believes in being morally right rather than following the law of the state lead by the antagonist, King of Thebes, Creon. The two individualities and personalities of the characters made the play even more interesting because they both have different beliefs, stands and they are both on different levels ofShow MoreRelatedTragic Hero In Antigone948 Words   |  4 Pagesmakes them a hero. Heroes can help save the day, be strong against others, help people in tough situations. In Sophocles Antigone, the tragic hero proves to be worthy of these traits as she presents herself to be stronger than the rest. She shows several characteristics that help her achieve this title. Although it is a high honor she had persevere in order to get to this point and it wasnt an easy task. For these accomplishments, Antigone has earned the t itle of a Tragic Hero. Antigone seems to beRead MoreThe Tragic Hero in Antigone1018 Words   |  5 Pagesfirst established during the fourth century in the Poetics, where he defines what makes a tragic hero. Aristotle suggests that a tragic hero is a character who has a high social standing and embodies great nobility in his/her personality. They are neither a villain nor are they entirely good, but a person somewhat like us, raised to a higher position in society. In addition, the downfall of a tragic hero is caused by fault of their own, often through arrogance or pride, as the result of freeRead MoreAntigone: not the tragic hero2077 Words   |  9 PagesAntigone: Not the Tragic Hero Sophocles, a great tragedian, was the one who gave Greek tragedies their traditional form. An important part of traditional Greek tragedies is the presence of a tragic hero. All tragic heroes should have the characteristics of rank, a tragic flaw, a downfall, and a recognition of mistakes. The seemingly tragic hero is Antigone. She wants to bury her brother Polyneices even though this would be going against Creon, who is her uncle and the king. When Antigone buriesRead More Antigone the Tragic Hero Essay929 Words   |  4 PagesA Tragic Hero A tragic hero is a character who makes an error of judgment or has a fatal flaw, which combined with fate, results into a tragedy. The tragic hero must fall from good luck and well being to misery and misfortune. The tragic hero causes a sense of pity through the tragic downfall that weakens the character. In Antigone by Sophocles, Antigone follows her own beliefs by giving her brother a proper burial, even if she has to break the law of King Creon. Because of her innocentRead MoreEssay on The Tragic Hero of Antigone871 Words   |  4 PagesGreek tragic hero. In fact, Aristotle had Oedipus specifically in mind when he first set down the requirements for tragedy in his Poetics. However, in other Greek tragedies, the tragic hero isn’t always so easy to identify. For example, in the play Antigone, the reader may have some difficulty deciding who the tragic hero is. Nevertheless, a careful examination of the facts reveals that Antigone is the true tragic heroine because she ’s brave, flawed, and noble. Antigone is a tragic hero becauseRead MoreEssay on The Tragic Hero of Antigone568 Words   |  3 PagesGreece, Sophocles wrote the greatly admired tragedy, Antigone. Antigone includes many themes such as Freedom, Protection of Personal Dignity, Obedience to Civil Law, Protection of Community/Nation, Loyalty/Obligation to Family, and Observance of Religious Law. Many of the Greek tragedies that have been written include a tragic hero that has his/her tragic flaw. In Antigone there are two main characters; Creon, the tyrant king of Thebes, and Antigone, the daughter of Oedipus and Jocasta. One of theseRead MoreEssay on Antigone is a Tragic Hero823 Words   |  4 PagesAntigone is a Tragic Hero A subject of debate in Sophocles’ play Antigone is which character complies with the characteristics of a tragic hero. The qualities that constitute a tragic hero are, in no particular order, having a high social position, not being overly good or bad, isolation, being tenacious in their actions, arousing pity in the audience, a revelatory manifestation, and having a single flaw that brings about their own demise and the demise of others around them. Creon possessesRead MoreThe Tragic Hero Of Antigone By Sophocles1075 Words   |  5 Pagesof the Greek philosopher Aristotle, â€Å"A man cannot become a hero until he can see the root of his own downfall.† Thus, according to Aristotle, the tragic hero must be able to discern how his actions caused his demise. The tragic hero has a tragic flaw, known as hamartia, recognizes that this flaw contributes to his misfortune because of an error in judgment, but is nonetheless deserving of sympathy. Creon, the hero of the dra ma Antigone by Sophocles, fulfills this definition. He exhibits hubrisRead MoreThe Tragic Hero Of Sophocles Antigone Essay1357 Words   |  6 Pagesdraws on the emotions of the audience is to get them to relate to the tragic hero, and that is why it was so important for a tragedy to have a proper one. Antigone features the perfect example of a hero in a tragedy. In Antigone, King Creon is the tragic hero since he is adherent to a moral mean, he is life-like, he exhibits a tragic quality which results in a plot reversal, and ends in a moment of lament. Creon is the ideal tragic hero, since he’s morally upstanding but not blameless at the same timeRead More Antigone as a Tragic Hero Essay499 Words   |  2 PagesAntigone as a tragic hero The debate over who is the tragic hero in Antigone is unanswered. The belief that Antigone is the hero is a tough one. Antigone is widely thought of as the tragic hero of the play bearing her name. She would seem to fit the part in light of the fact that she dies for doing what she believes is right. She buries her brother without worrying what might happen to her. Unlike Antigone, Ismene says â€Å"And break the law, our death will be more shameful even then theirs† (pg.5

Juvenile Crime And The Juvenile Justice System - 1278 Words

Bryn Conley November 7, 2014 Juvenile Crime and the Juvenile Justice System in North Carolina: Informative Speech Specific Purpose Statement To inform my audience about the seriousness of juvenile crime and the problems that North Carolina faces when dealing with underage offenders. Introduction I. According to the Annual Summary Report done by the North Carolina Department of Justice and the State Bureau of Investigation, in 2012, approximately 36,000 juveniles were arrested in the state of North Carolina. i. Over 11,000 of these arrests were made for index crimes. 1. Over 1/3 of the 11,000 index crime arrests were juveniles under the age of 16. ii. From 2011 to 2012, the murder rate for juveniles rose approximately 20%. 1. The rate for juveniles under the age of 16 in the same year rose nearly 170%. II. Today I want to talk to you about the seriousness of juvenile crime here in our state and the difficulties that the justice department faces when handling underage offenders. III. I am currently enrolled in a Corrections course here at the college and have interviewed members of the criminal justice system for information. IV. Throughout my speech, I will talk to you about a. situations that lead to juvenile arrests, b. the crimes committed by juveniles, c. how the justice system reacts to juvenile offenders, d. and how convicted juveniles handle re-entering the community. Body I. Childhood is a very delicate and shapeable period. Minors who are subject to live in poorShow MoreRelatedJuvenile Crime And Juvenile Justice System906 Words   |  4 Pagesmany are concerned about the high percentage of crimes that are committed, we tend to turn immediately to our youth thinking that if we somehow manage to keep youth under control we will deter crimes. As discuss in chapter 9 and the OJJPD reports, the juvenile justice system had determined that by waiving and transferring minors who commit crimes to criminal courts to be tried and punished like an adult, there would be a decrease on violent crimes. On the other hand, there are many intake alternativesRead MoreJuvenile Justice System And For Reducing Juvenile Crime Rates2187 Words   |  9 Pagesuniversally important. Examples include crime, economics, education, family, healthcare, homelessness, poverty, and many others. The United States is now the world leader in its rate of incarceration. Over the past 2 5 years, juvenile crime has skyrocketed, with drug crimes, gang violence, school shootings, and other violent acts being regularly featured in the news. During the past 10 years, nearly all 50 states have overhauled their juvenile justice laws, allowing more youths to be tried asRead MoreJuvenile Crime : The Criminal Justice System1031 Words   |  5 PagesIn the 1990s, violent juvenile crime rates had reached record high levels throughout the United States. During these years, many Americans considered the criminal justice system too easy on violent juvenile offenders and demanded reform. Many states, including Florida began to focus efforts on juvenile crime. â€Å"Florida’s criminal sentencing laws and punishment policies from 1980 to 2000 reflected an ongoing, focused effort to deter serious crimes† (Taylor). Crimes were given stricter sentencing guidelinesRead MoreJuvenile Justice System As A Form Of Crime Control882 Words   |  4 PagesSocial control has been a central concept in sociological discussions of law for the past century (Black, 1976), the juvenile justice system as a form of social control is no exception (Blomberg, 1977). Juvenile justice has a rich history in early British Law, but as a separate entity in the US, its history is relatively short but no less important. What began as a movement to separate youths from adults to shield them from contamination of incorrigibility (Fox, 1996), appears to have become anotherRead MoreJuvenile Crime Issues in Today’s Criminal Justice System18893 Words   |  76 Pages ©  ©  ©  © chapter 15 Juvenile Justice chapter 16 Drugs and Crime chapter 17 Terrorism and Multinational Criminal Justice chapter 18 The Future of Criminal Justice These individual rights must be effectively balanced against these present and emerging community concerns: Widespread drug abuse among youth The threat of juvenile crime Urban gang violence High-technology, computer, and Internet crime (cybercrime) Terrorism and narcoterrorism Occupational and whitecollar crime  ©  © A right to privacyRead MoreAnalysis Of The Cycle Of Juvenile Justice1342 Words   |  6 PagesRunning head: CYCLE JUVENILE JUSTICE​ ​1 Analysis of the Cycle of Juvenile Justice Theory Name School ​​ Professor Class Date Analysis of the Cycle of Juvenile Justice Theory ​In the text, Thomas Bernard examines the cyclical nature of the juvenile justice system (Weisheit Culbertson, 2000, p. 13-31). The author posits that the implementation of juvenile justice is constantly swinging from one extreme to the other based, largely, on the public’s perceptionRead MoreFuture of the Juvenile Justice System1280 Words   |  6 PagesFuture of the Juvenile Justice System The future of the juvenile justice system is uncertain. There is a struggle to try a find a way to serve the needs of the juvenile delinquents and issue them a punishment for violating the law. In order to improve the direction of the juvenile justice system, recommendations are needed regarding community involvement, law enforcement, courts, corrections, and the private sector. These recommendations address issues that the system is currently facing and offersRead MoreThe Juvenile Justice System Is A System Modeled To Provide1066 Words   |  5 PagesThe Juvenile Justice System is a system modeled to provide a legal setting where youths account for their wrongs or are offered official protection. A distinct juveniles justice system commenced in the United States over 100 years ago. The first juvenile court was established in 1899. The system is founded under a range of core principles. First, juveniles are different from adults and hence need to be handled differently by the Justic e System. Second, it is argued that juveniles differ from oneRead MoreEssay on Juveniles Tried as Adults843 Words   |  4 PagesQuestion #1 A juvenile being tried as an adult is a very sensitive and controversial issue over the past years. There has been a significant increase in the number of juvenile offenders being tried in adult courts for serious crimes. Juveniles should be tried as adults depending on the seriousness of the crime that they commit. There are many factors that contribute to juvenile courts and to what extent a juvenile should be tried as an adult. The juvenile justice system was intended to rehabilitateRead MoreCrime And Juvenile And Adult Crimes1019 Words   |  5 PagesIn today’s criminal justice system in the United States, there is a lot of dispute between what the qualifications are for juvenile and adult crimes. Some believe that the only difference is age. Others say it is the severity of the crime. It’s obvious that when adults commit crimes, whether they are a misdemeanor offense or a felony, they pay for it. The confliction comes when a juvenile commits a crime. What exactly determines if they are tried as an adult or a juvenile? Does it vary by state-to-state

Using QQ to Teach Kids English free essay sample

Importance of using technology in promoting language learners’ ability to effectively use language can not be ignored. Nowadays there are numerous number of technology-based language materials that a language learner might use dependently or independently. One of the technologies which is widely used by language teachers is CALL. The area that we are discussing in this paper is the use of internet for the sake of language teaching and learning. The technology which specifically is used in this research is QQ. QQ is an IM, like MSN or Gtalk and is very popular in China. So far no study has been conducted among the primary students at private language schools in China using internet to evaluate the teachability and learnability. In the network classroom, teacher assumes the role of facilitator of learner activity (Harasim, 1986: p. 65, referenced by Ken Beatty in his book Teaching and Researching CALL). In the following study, I tried to play the role of facilitator to help students communicate effectively and use their English to negotiate meaning as much as possible. As mentioned by Ken Beatty, one might use technology to establish a field of courseware known as edutainment. According to Bill Anderson, instructors must examine the affordances and features of the technologies of communication and use them to support the educational goals of students. Traditionally, much research on CALL has focused on whether or not students learn better with a computer. But, the question is no longer whether or not computers should be used in the classroom. Questions now include how computers should be used and for what purpose (Teaching and Researching CALL, Ken Beatty, P. 190). We might consider using technology-based teaching to improve students’ language abilities, and to use it effectively, we should think of how it can do the improvement. If any kind of technology is being used by a teacher, the teaching method should change accordingly. Besides, role of teacher is more significant and might be shifted from an instructor to a facilitator. Chapelle and Jamieson (1991) summarized ten studies from 1971 to 1986 and suggested that they do not provide strong empirical evidence for the superiority of CALL over classroom instruction (p. 37). However, a more recent review by Meich, Nave and Mosteller (1996) in an examination of 22 empirical CALL studies conducted between 1989 and 1994 concluded the opposite: CALL can â€Å"substantially improve achievement as compared with traditional instruction† (p. ) (referenced by Ken Beatty, Teaching and Researching CALL, P. 197). In an experiment conducted by Hema Rosheny Mustafa, Noridah Sain and Noor ZainabAbdul Razak called â€Å"Using Internet for Learning Vocabulary among Second Language Learners in a Suburban School†, it has been investigated that whether using computer assists the learning of vocabulary among second language learners in a suburban secondary school i n Malaysia. Their findings suggested that the experimental group showed great result in learning vocabulary using computer. In the following study, use of text-mode QQ will be assessed among the New Oriental School Language Learners in China. DISCUSSION At the time of doing the experiment I was in China, Wuhan city, and to do my experiment I asked one of the famous private language schools’ manager, to let me keep in touch with a number of students for a few sessions to practice what they have already been taught at school. It should be mentioned that my cooperation with the school was temporary and for the sake of the experiment. Actually, the students already had their own teacher. I explained to the responsible teacher that I want to use QQ to enhance students’ ability to communicate effectively; besides to work on one of the class weak points to see if I can facilitate teachability and learnability and make improvement. At New Oriental School, the students’ age range differs from 5 to 14. I asked the responsible teacher to choose the older students who can use chat skillfully and meaningfully. At the time of thinking about the research design, I was reading a research article by David Coniam and Richard Wong, â€Å"Internet Relay Chat as a tool in the autonomous development of ESL learners’ English language ability: an exploratory study†, and noticed that authors have used a carefully screened number of students in their pilot study. So I followed their lead in case of the student selection and asked the school to select students based on the below criteria: 1. Student should know how to use English typing properly 2. Student should have used QQ for at least one year . Students should possess and have used computer for at least two years 4. Students’ age range should be between 10-14 After about one month, the responsible teacher contacted me and informed that because the parents are so strict and do not let their children use computers so often and also because they are assigned to do homework at home, she could arrange with 5 students only to partici pate in my study. However, to justify the parents, the responsible teacher had been mentioned that the online class is one of the requirements assigned by school. I carried out my research using QQ on Jan 15, 2013. The teacher had arranged 3 online sessions each lasting 1:30 hours; totally four and half hours. The teaching content was â€Å"pattern practice† which was part of the students’ book, Junior New Concept English. Based on what the teacher had been told me before designing my teaching plan, â€Å"pattern practice† part is one of the most difficult parts both for teaching and learning. In this part students should use the given patterns to compose their own sentences. As I had been told, because of time shortage and students’ lack of concentration, occasionally the tasks’ aims can not be appropriately fulfilled in the class; irrespective of how hard the teacher tries in the class. Nature of such a task requires students’ full consciousness and attention. My assumption was that, probably if the students are being situated in front of the computer individually, by the given instruction, their learnability might be enhanced. The teaching method that I employed in this study was task-based language teaching. Task-based approaches to network-centered learning are seen as being particularly suited to fostering learner autonomy and collaborative effort. Soh and Soon (1991) found that in a cross-cultural project based in Canada and Singapore, learners writing skills were enhanced through exchange with learners from a different cultural background. Such approaches are also viewed as leading to a renegotiation of the teachers role in the electronic classroom (Bump, 1990) (Referenced by Mark Peterson, Language Teaching and Networking). In a networked classroom, learners not only read and write; they are constantly reacting to writing, thus fostering the sense of personal engagement and discovery is essential to successful language learning (Mark Peterson, Language Teaching and Networking). By asking students to do the online discussion I had the following motives: 1. To assess the students’ writing ability and do an occasional corrections, if possible 2. To create an environment in which students could freely interact with each other. It might be argued that students may share incorrect language input to one another, thereby reinforcing the language errors. Research findings suggest, however, that students may learn equally well from their peers as from their teachers (Referenced by David Coniam and Richard Wongs, see, e. g. , Long and Porter, 1985; Lightbrown and Spada, 1999). 3. To create an authentic situation for the students to use their knowledge of English language practically and to build-up their confidence Organization and Setting of the Online Sessions To begin the online discussion, I organized the sessions by assistance of the responsible teacher. The students were asked by their teacher to add my QQ number in their list. I had already informed them a few days earlier about the time of our sessions and the content of discussion. Meanwhile they already knew about the time, they could primarily arrange for their own schedule. Also I had asked them to avoid using Chinese language while they are discussing in the public chat room. I told them that they are free to negotiate with each other in Chinese out of the public chat room and privately. I gave them the â€Å"Google translate† online link, so that in case, they can use it to translate Chinese to English. They have been asked to use â€Å"yahoo image search† whenever they faced with difficulty to express their ideas in English. They could easily find the correct image and send it to others. As far as their age and language level, they were not able to use English easily in every occasion, so the best option was to show their feelings and ideas through images. We started the first session at 7:00 o’clock in the evening. Lesson one was about practicing how to tell time in English and in different ways. Here are a number of questions and answers we had: What time is it? 8:45 Answers: quarter to 9 eight forty five What time is it? 2:30 Answers: two thirty half past two What time is it? 7:22 Answers: seven twenty two twenty two past seven I used two methods to practice with them. 1. Giving them the time (not in number but in letters) and asking to search Google for the relevant picture or to draw a picture in QQ and send 2. Sending pictures to the, and asking to tell me the time (in letters) After assigning any single task, I have waited for a while to receive response. By receiving the first correct answer, I have asked the rest of them to decide if the answer is right or wrong; then I have confirmed the answer to them while displaying a happy image expressing my positive feeling for their efforts. Sometimes they shifted to Chinese language to tell others about their feelings; I tried not to interrupt them and not to ruin the magic moment which had been created within the discussion. Additionally, they were asked to create full sentences based on the given pattern. 10:30 â€Å"Is it half past 2. No it isn’t. It’s half past 10† Is it 3:45? Yes, it is. It is quarter to four. Is it half past nine? No it isn’t. It’s 8:30. In the second session, we practiced how to tell the locations in English, â€Å"under†, â€Å"on† and â€Å"in†. Again I used images to practice. I gave them a single instruction. â€Å"I will show you a picture; you should tell me where the objects are†. A number of our online practice: Where is the rabbit? Students’ answer: in box Where is the boy? Students’ answer: under tree What do you see? Students’ answer: cat on table I asked them to create a sentence based on the given model. Where is the boy? The boy is under the tree. So they just needed to replace the subject and adverb with the new ones. In the third session we discussed about the comparative adjectives â€Å"longer†, â€Å"shorter†, â€Å"bigger†, â€Å"smaller†, â€Å"thicker† and â€Å"thinner† First I have shown them the pictures and then asked them to follow the given pattern to compose a correct sentence. Where is the thicker pencil? It is on the desk Is the thicker pencil under the desk? No it isn’t. The thinner pencil is on the desk. CONCLUSION In this paper we have examined kids’ use of online chatting through QQ and accordingly the effect of using this technology on their language learning and communicative skills. As mentioned by Gill Valentine and Sarah L. Holloway in â€Å"A window on the wider world? Rural children’s use of information and communication technologies†, the Janelle’s (1973) concept of extensibility, which refers to the ability of people to overcome the barriers of physical space through technology is totally confirm the use of technology. In this paper we could overcome three barriers. First helping students practice their language learning without leaving home (time barrier). Second, we did not need to occupy a class (place barrier). Third, students’ lack of concentration improved as the result of being detached from the class environment. Findings of the paper come from two interviews from the teacher before and after the research. Based on the interviews, the teacher found improvements in case of students’ active participation in the class and besides, the students’ accuracy have been raised. It can be concluded from the results of this study that online chatting has positive effects on the learning process. Using such technologies outside the classroom results in better motivation and facilitates the learning process of children and their cognitive achievement. The learning process becomes much more enjoyable and by engaging children in such online classrooms, the stresses and lack of concentration involved in the learning process are drastically reduced.