The Constitution in Public Administration A Report on Education

The American constitution is supreme to other laws in the country; with this notion, public administration must follow the demand of the constitution. The constitution should be the overall law that governs issues and management of public institutions; in some instances, the constitution may have some bureaucracy that hinders efficiency among public administrators however it is normative that the administrators understand the requirements of the law and follow them.Advertising We will write a custom essay sample on The Constitution in Public Administration: A Report on Education specifically for you for only $16.05 $11/page Learn More In some cases, the constitution is seen to offer some stuck guidelines that are only needed to be followed for the general good of the law. Some scholars have argued that some of the demand made under the constitution lead to designs of inefficiency among public institutions. Among public administration causes, there have b een debates and recommendations that the rule of law should be taught; this is to facilitate knowledge among them and ensure when they are taking the oath of office, they understand what they are committing themselves to. In general the oath mandates them to uphold the rule of law and act ethically for the general good of the entire society (Rorh, 1982). Ethics and Comparative Administration Public servants of U.S. bureaucracy system are expected to uphold high degrees of ethics when working and performing their tasks; the general belief is that the constitution has some frameworks that can be used as the pillars of ethical code of conducts. The constitution should protect moral aspects of human being respecting ones fundamental rights and freedom. According to the article, democracy has an effect on bureaucratic ethics, there is need to have freedom of choice and expression. Although the bureaucratic ethics notion, the system of operation that administrators should adopt should res pect the rule of law and ensure that they perform their duties diligently, professionally, with the heart and the interests of the larger majority in their heart. I agree with the argument that democratic governance is the foundation of bureaucratic ethics; this is so because when the ruling class adopts effective systems of governance, the policies they make will be ethical and for the general good of the society. For example, the police are expected to ensure justice prevails in the society; they should have effective systems of administration. For instance, when a crime has been committed that calls for the use of public funds, police should not use the amounts selectively, they should have the same policy.Advertising Looking for essay on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to my belief, the society can attain high levels of bureaucratic ethics however there is need to have a central body that c ontrols the flow and direction that behavior among administration officials follow. In the case that there is conflict of issues, the administrating central body should prevail. In a nation’s administration, democracy backed with the constitution stands a better chance to maintain bureaucratic ethics (Rorh, 2007). Conclusion In the administration of social policy, public officials should uphold professionalism, integrity, and ethical behavior. For uniformity, governments need to enact policies that reinforce the rule of law and administration of justice; the constitution is supreme thus it should have guidelines to governance frameworks that support ethical behavior among citizens. Constitution as a course in tertiary education should not be limited to administrators but should be a common course in all professions; this will facilitate administration of justice and respect of fundamental rights freedoms. References Rorh, J. (1982). The Constitution in Public Administration: A Report on Education. American Review of Public Administration, 16(4), 429-440. Rorh, J. (2007). Ethics and Comparative Administration: A Constitutional Commentary. American Review of Public Administration, 10(1), 65-74. This essay on The Constitution in Public Administration: A Report on Education was written and submitted by user Boston Kline to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Copyright Infringement

Copyright Infringement Copyright infringement refers to the act of using copyrighted works without the authority of the owner thus infringing their rights to reproduce or distribute the material (Campbell and Cotter 24). The intellectual owner of any material has a right to reproduce the work, distribute it, display it publicly, and to perform the work publicly.Advertising We will write a custom essay sample on Copyright Infringement specifically for you for only $16.05 $11/page Learn More According to the law, any person who violates any of these rights is an infringer and is liable for infringement. Copyright infringement is a criminal act that attracts severe punishment under the law (Campbell and Cotter 24). Several ways could be used to pursue legal action against an international business that has committed copyright infringement or stolen a patent. These include pursuing legal action in a federal court or filing a case with the department of justice (Achilles 45). The first thing to do after copyright infringement or after a patent has been stolen is to seek assistance from a copyright attorney for available legal options. A victim should then contact law enforcement agencies in order for them to investigate the case. For example, in America, two divisions of FBI investigate all cases linked to intellectual property crimes. These are the Cyber Division, and the Financial Institution Fraud Unit. After investigations, a victim then files a case in a court of law after referral from a law enforcement agency (Achilles 46). The court then assesses the evidence presented by law enforcement agencies and makes a ruling. In most cases, federal courts give the infringer and the victim an opportunity to settle the case out of court. Such cases last for a period of up to one year and cost a lot of money to conclude. Most victims prefer an out, the United States Department of Justice runs the Computer Crime and Intellectual Property Section (CCIPS), which deals wi th cases of intellectual property infringement (Achilles 47).Advertising Looking for essay on intellectual property? Let's see if we can help you! Get your first paper with 15% OFF Learn More The department provides guidelines as to what constitutes criminal copyright violations, and defines crimes as either felony or a misdemeanor. In addition, the department determines when to charge infringers and the degree of punishment to be awarded. The department conducts its own investigations and prosecutes the infringer. The process is stressful because a ruling is made only after the department has ascertained that copyright infringement occurred or a patent was stolen. This may take a couple of months or several years to conclude. Copyright infringement and patent theft pose great risks to both businesses and individuals. In such cases, U.S businesses would shy away from conducting business in foreign countries that have cases of copyright infringement. Some coun tries lack stringent laws that protect individuals and businesses from copyright infringement. Therefore, most businesses would stop their operations in such countries. In addition, it would force some businesses to change their business model in order to discourage such acts. This would lead to extra expenses that could affect the effectiveness and efficiency of a business’s operations. Other business would withdraw completely and stop their operations from that country if the infringement causes serious damages such as collapse of the business or great losses in legal suits. Copyright infringement lawsuits are usually expensive and time consuming (Fishman 53). Many businesses would try as much as possible to avoid such lawsuits because of their negative effects on business operations. Achilles, Sabine. Law Enforcement in Copyright Infringement Cases. New York: GRIN Verlag, 2003. Print.Advertising We will write a custom essay sample on Copyright Infringement specifi cally for you for only $16.05 $11/page Learn More Campbell, Dennis, and Cotter Susan. Copyright Infringement. New York: Kluwer Law International, 1998. Print. Fishman, Stephen. The Copyright Handbook. New York: Nolo, 2011. Print.

Apa Format Cheat Sheet

Space once after periods on the reference list | Title Page Format   p. 229Example: p. 41Exception: You do NOT need to include an Author Note| The title page should include the following five items:   1. Header flush left:Running head: ABBREVIATED TITLE (maximum 50 characters)   2. Page number flush righttitle page is page 1  Ã‚   3. Centered and in the upper half of the page (double spaced): Title of PaperStudent NameAmerican Sentinel University| Body of Paper| 1. Header flush left:ABBREVIATED TITLE   2. Page number flush right   3. Center title on first line of first page  | Headingsp. 62| 4. Use at least one level of heading (Level 1), though depending on paper length, two levels of headings (Levels 1 2) may enhance readability Level 1Centered with bold font, upper and lower case lettersLevel 2Flush left, bold font, upper and lower case letters(See the APA manual for three additional levels of headings used for longer papers). | Introduction/Conclusion  pp. 27; 63| The first paragraph of all papers should introduce the reader to what the paper will be about, and include a purpose statement. It is assumed that the first paragraph is the introduction; therefore, do not use â€Å"Introduction† as a heading. Close the paper with a conclusion or summary that summarizes the key points of the paper. You do not need to say â€Å"In conclusion† because the heading says that. For the â€Å"how-to’s† of writing a great intro and conclusion, see: http://www. princeton. edu/writing/center/resources/introconcl. pdf| Writing Style  p. 69; also see: http://blog. apastyle. org/apastyle/2009/09/use-of-first-person-in-apa-style. html| Writing in the third person is standard at American Sentinel, though there are exceptions (check with your instructor); avoid use of person all together when possible. Chapter 3 of the APA manual has some great writing tips! Here are a few additional resources students have found helpful in writing papers:    1. Principles of Composition 2. Correct use of Punctuation 3. How to do a Final Polish/Edit of your Assignment 4. Mission Critical—Critical Thinking Interactive Tutorial| Quotation 40 Words or More   pp. 92; 171-173|   Use block quotationno quotation marks, page number preceded by the period at the end of the last sentence. Note: Limit use of direct quotations! Better to paraphrase and cite. | Writing in a Series (Seriation) pp. 63-65| Use numbers to indicate an ordered position (e. . , of importance): 1. 2. Can use bullet points if there is no order of importance or chronology: * * As part of a sentence: Options for writing a list in APA format includes (a) numbers, (b) bullet points, and (c) lower case letters in parenthesis, depending on how the list is used. | Writing Numbers pp. 111-113| Numbers expressed in numerals: * 10 and above * Precede a measurement (e. g. , 5 mg)Numbers exp ressed in words: * Below 10 * Beginning a sentence or heading| Citing In Text (Preferred citation format listed)   Note the period follows the parenthesis. There must be a citation on the reference page for each in text citation. | Paraphrasing   p. 170| †¦(Young, 2010). | Direct Quotationp. 170-172| †¦(Young, 2010, p. 3). Note: Limit use of direct quotations! Better to paraphrase and cite. | Secondary source p. 178| †¦ (York, as cited in Johnson, 2009). Note: Only Johnson goes on the reference page. | No Page Numbers p. 171-172|   Give paragraph: (Brown, 2010, para. 3) ORGive section: (Davis, 2010, Abstract section). | No Date   Ã‚  p. 185| †¦(Smith, n. d. ). | Personal Communication   p. 178|   (J. Jones, personal communication, July 12, 2010). Note: Do not include on the reference page | Citing Multiple Authors   No need to memorize, just keep this list handy. pp. 175| Author Number| In Text Citation | Reference List Citation| 2| List both authors every time†¦(Author Author, year)  |   Ã‚  Ã‚  List all authors| 3-5| Cite all authors the first time: †¦(Author, Author, Author, year)Subsequently, cite only the first author followed by et al. †¦(Author et al. , year)  |   Ã‚  Ã‚  List all authors  | 6 or more| First time and every time, cite only the first author followed by et al. Author et al. , year)  Ã‚  Ã‚  |   Ã‚  List all authors| 8 or more| | Include the first seven authors’ names, then insert three ellipses, and add the last author’s name, like this:Author, I. , Author, I. , Author, I. , Author, I. , Author, I. , Author, I. , Author, I. ,†¦Author, I. (year). | Reference Citations Always compare to an example as you build and proofread your references. Every reference needs an in text citation. pp. 180-183; examples: pp. 198-224| General| 1. Reference list begins on a new page, with the word Reference centered at the top of the page 2. There should be a hanging indent on every reference. In MS Word, create a hanging indent by going to â€Å"Format† gt; â€Å"Paragraph† gt; â€Å"Special† gt; select Hanging from the drop down menu. 3. Place references in alphabetical order 4. Reference page should be double-spaced like the rest of the paperno extra spaces| Journal article with a doi (Digital Object Identifier):| Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71-87. doi: 10. 1080/01587910802004852  | Journal article from a secure database (like our library) with no doi:| Tang, F. , Chou, S. Chiang, H. (2005). Students’ perceptions of effective and ineffective clinical instructors. Journal of Nursing Education, 44(4), 187-192. Retrieved from ProQuest database. | Journal article from the Internet with no doi:| Vesely, P. , Bloom, L. , Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Retrieved from http://jolt. merlot. org/vol3no3/vesely. pdf  | Book| Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass. Chapter in a book with multiple authors| Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage handbook of qualitative research (3rd ed. , pp. 443-466). Thousand Oaks, CA: Sage. | Website with an author| Berwick, D. (n. d. ). Don Berwicks challenge: Eliminate restrictions on visiting hours in the intensive care unit. Retrieved from http://www. ihi. org/knowledge/Pages/ImprovementStories /DonBerwicksChallengeEliminateRestrictionsonVisitingHoursinthe IntensiveCareUnit. px | Website without an author| Carnegie Foundation for the Advancement of Teaching. (2009). Assessment for improvement: Tracking student engagement over time. Retrieved from http://nsse. iub. edu/NSSE_2009_Results/pdf/NSSE_AR_2009. pdf  |   Ã‚  Note: In an APA paper all references would be double-spaced Warning: Indicates a common error. Regarding references: Use only scholarly sources for your assignments. What are scholarly sources? * Peer reviewed journals—examples: Journal of Nursing Education, American Journal of Nursing, Journal of Holistic Nursing. Use only articles available in full text (not just an abstract). * Ideally the articles will have been published in the last 5-10 years. * Text books * Reputable websites—examples: http://nursingworld. org/, http://www. cdc. gov/, http://www. ihi. org/Pages/default. aspx * Wiki’s such as Wikipedia are NOT scholarly sources—do not use. File Name: At American Sentinel University, always name your document (what you save as) using this format: YourName_CourseNumber_Assignment This guide is provided as a convenient reference, but always refer to the APA

Art Studies Essay Example | Topics and Well Written Essays - 500 words

Art Studies - Essay Example This musical composition is intended for three violins and basso continuo. However, through time its popularity made it the subject of arrangements for a wide variety of ensemble (Pachelbel's Canon 2). In general, the composition conveys both warm and festive emotion through the instruments that are used, rhythm, and overall structure. I believe that this effect is most likely because of the connection of this music to wedding ceremonies. The Canon in D major is also made more interesting and appealing by the composer's extensive use of chord progression. Overall, the composition seems to be an expression of strong, elaborate, and dramatic expression of emotion through the use of complex musical elements. 6. Choose a work of visual art (painting or sculpture) from the same time period as the musical composition that seems to "relate" in some way. Explain your choice. How do these two works of art fit the time period The Canon in D major as stated above is one of the famous musical composition during the Baroque period. Alongside this composition, the St. Theresa in Ecstasy is also created within the same era. This sculpture is crafted by Bernini showing St.

Clyfford still Essay Example | Topics and Well Written Essays - 250 words - 1

Clyfford still - Essay Example The artist’s feelings are also on the surface as it is clear that Still sympathized with those people and he is also very sad that some people had to live in such conditions. It is also possible to assume that the artist feels that the American society cannot be called a just one, as there are so many poor people who do not enjoy equal rights and do not have equal opportunities with the rest of Americans. As far as I am concerned, the painting made quite a strong impression on me. The first thing that caught my eye was the hands (as well as feet) of the man and the woman. It is clear that very poor people are depicted. The hands can be regarded as a symbol of hard work and large feet can symbolize distances that these people have to cover. I felt sorrow for the couple who had to work very hard day after day. My sad feelings were enhanced by the posture of the couple. The man and the woman are absolutely devastated. I almost felt their weariness. I assume that these two people are not only tired of the work, they are also tired of their lives. The man and the woman are dreaming and I feel they do not have any dreams as they have no enough powers to create any images in their heads, since they are too tired. Finally, one element attracted my special attention. The horseshoe, which is the symbol of good luck, can be regarded as a symbol of hope in the painting. The couple could hope that they might someday overcome their difficulties and live a happy and prosperous life. However, I do not feel that there is any hope for the two people. Unfortunately, when I am looking at the painting, I can only see despair and endless suffering of the couple as well as millions of other people all over the

What Were The Causes Of The Russian Revolution Essay -- essays researc

Before the war. Before the war, there were lots of problems which led up to the revolution and we call them the long term causes. The peasants working and living conditions were very bad but the government made it even worse by its own policies. Russia needed to develop its industries, so that it was a modern agricultural country instead of a backward one and also to remain in an important military power. To aid this dilemma the government invested in enormous amounts of money in improving Russia’s industries. Where did most of this money come from? From the pockets of the people in Russia! To do this, the peasants had to pay huge taxes not only on grain but on nearly all everyday items such as alcohol and salt! Nevertheless, the workers’ wages still stayed very low and did not increase much at all as the government wanted to squeeze the people for every penny they could get to put into industrial development. Soon later, all seemed well, iron and steel industries grew rapidly but then thousands of workers lost their jobs. This was a cause for strikes and rebellions against managers and the government. Also, things were not going very well in the country side. As if being taxed for all you were worth wasn’t enough, there were very bad harvests for a couple of years so now they were starving as well! To return the favour, the peasants became violent and started to burn landlords’ houses. Then the Tzar went to war with Japan which he thought would make the public believe in the government again. However, it backfired on him and caused all the same problems again but by a greater degree. That really infuriated the people! Leading up to the war the peasants and workers still had: *Inadequate clothing *Insufficient and unhealthy food *Long, hard hours at work *Inadequate housing/shelter *Self-made entertainment *Impoverished standard of life *Very low quality of life *Age of death-early 20's-30's. These were the huge differences in the quality of life between the rich and the poor as the rich had: *More than adequate clothing *More than adequate food *Lived on rising and unearned income *Entertainment was provided for them *Excellent standard of life *More than excellent quality of life *Age of death-late 50's, 60's and above In these years leading up to the... ...t. On the 12 March, soldiers refused to fire on crowds, some regiments shot their officers and joined in the demonstrations. They had had enough of the war and the way they were being treated! The soldiers joined the strikers and the women in the streets marched to the Duma to demand that they take control of the government. I think that this was a major turning point. In my opinion it would have taken a much longer time to overthrow the government without the soldiers joining in!! Conclusions. In my opinion, most of the above issues are long term causes, the short term ones were about the lack of equipment and hospital facilities, the incompetence of the officers, inadequate armour, weapons .etc., the massive loss of life and the 25% desertions!! In my opinion, it was not the Tzar’s fault intentionally to be a bad leader. It was his predecessors who did not train him properly. If they had really cared about what was to happen after they had died they would have done something about bringing up proper leaders. I think that they were very careless about choosing leaders but I also feel very sorry for the Tzar, it was NOT his fault!! What Were The Causes Of The Russian Revolution Essay -- essays researc Before the war. Before the war, there were lots of problems which led up to the revolution and we call them the long term causes. The peasants working and living conditions were very bad but the government made it even worse by its own policies. Russia needed to develop its industries, so that it was a modern agricultural country instead of a backward one and also to remain in an important military power. To aid this dilemma the government invested in enormous amounts of money in improving Russia’s industries. Where did most of this money come from? From the pockets of the people in Russia! To do this, the peasants had to pay huge taxes not only on grain but on nearly all everyday items such as alcohol and salt! Nevertheless, the workers’ wages still stayed very low and did not increase much at all as the government wanted to squeeze the people for every penny they could get to put into industrial development. Soon later, all seemed well, iron and steel industries grew rapidly but then thousands of workers lost their jobs. This was a cause for strikes and rebellions against managers and the government. Also, things were not going very well in the country side. As if being taxed for all you were worth wasn’t enough, there were very bad harvests for a couple of years so now they were starving as well! To return the favour, the peasants became violent and started to burn landlords’ houses. Then the Tzar went to war with Japan which he thought would make the public believe in the government again. However, it backfired on him and caused all the same problems again but by a greater degree. That really infuriated the people! Leading up to the war the peasants and workers still had: *Inadequate clothing *Insufficient and unhealthy food *Long, hard hours at work *Inadequate housing/shelter *Self-made entertainment *Impoverished standard of life *Very low quality of life *Age of death-early 20's-30's. These were the huge differences in the quality of life between the rich and the poor as the rich had: *More than adequate clothing *More than adequate food *Lived on rising and unearned income *Entertainment was provided for them *Excellent standard of life *More than excellent quality of life *Age of death-late 50's, 60's and above In these years leading up to the... ...t. On the 12 March, soldiers refused to fire on crowds, some regiments shot their officers and joined in the demonstrations. They had had enough of the war and the way they were being treated! The soldiers joined the strikers and the women in the streets marched to the Duma to demand that they take control of the government. I think that this was a major turning point. In my opinion it would have taken a much longer time to overthrow the government without the soldiers joining in!! Conclusions. In my opinion, most of the above issues are long term causes, the short term ones were about the lack of equipment and hospital facilities, the incompetence of the officers, inadequate armour, weapons .etc., the massive loss of life and the 25% desertions!! In my opinion, it was not the Tzar’s fault intentionally to be a bad leader. It was his predecessors who did not train him properly. If they had really cared about what was to happen after they had died they would have done something about bringing up proper leaders. I think that they were very careless about choosing leaders but I also feel very sorry for the Tzar, it was NOT his fault!!

Lab 2: Microscopy and the Metric System

Microscopy and the Metric System Margaret E. Vorndam, M. S. Version 42-0090-00-01 Lab Report Assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Exercise 1: Measuring Length, Weight, Volume, and Temperature Try the following conversions for practice. 40,000 ng =0. 24mg =0. 00024g50 cm =500 mm =0. 5m Procedure 1. Length: A metric ruler is useful for measuring items of length. The ruler below measures in mm, indicated by the small mm near 0. a. How many mm are there in 1 cm? 10, in a meter (m)? 1000 (Ruler is not to scale. See ruler in dissection kit. ) b. Locate a measurable object to use for this exercise. If the object is long, obt ain a yardstick that includes a cm scale; they can be found in local hardware stores. c. Record the length of the object below and do the conversions: Name of object: ID card . 5 cm=85mm=0. 085m Volume: Always pour an approximate volume of liquid into a clean beaker and then from the beaker into the volumetric flask or graduated cylinder. This will minimize contamination of the parent liquid source. Dispose properly of any leftover liquid. Do NOT pour it back into the original container. Why? This is so the original liquid does not get contaminated. When using a pipet or dropper to measure liquid, pour an aliquot into a clean beaker and then draw up the liquid from the beaker into the pipet. NEVER try to draw up chemicals by mouth.Why? Chemicals could go into your mouth, which is potentially dangerous and should never be done no matter if they deemed â€Å"safe† or not. Weight: Use the pen scale from the lab kit to measure out exactly three grams of sugar. Make sure to tare t he bag before adding the sugar. Why must the bag be tared before adding the sugar? This is done so the weight of the bag is not counted with the weight of the sugar. You must think about the weight of the bag when weighing out the three grams of sugar. How is the weight of the bag accounted for when the sugar is weighed?The bag is weighed first and then the 3 g of sugar is added on top of that weight so at the end the weight is more than 3g total due to the bag. Temperature: Practice converting the following with this conversion formula: 45 °F = 7. 2  °C 62 °F =16. 7  °C 98. 6 °F =37 °C Use a Celsius thermometer to measure the  °C temperature of several different aliquots of cold and warm tap water. Make sure to allow the thermometer to remain until the temperature is stable and no longer changes. Record the temperatures: Cold-15 °C Warm – 29 °C Hot- 48 °C Questions A. What laboratory equipment would be used to measure the following items? g flour| Beaker and scale| 36 mL water| Graduated cylinder| The length of a frog’s leg| ruler| 36 g water| Beaker/balance| 38? C| thermometer| Volume of a turtle*| Water displacement| 125? F| thermometer| Volume of blood| Graduated cylinder| Weight of a plant| Bag and scale| Weight of blood| Beaker and scale| Temperature of a fish’s body| thermometer| Temperature of blood| thermometer| *This answer may require some creativity. How could it be done? B. Provide the calculation steps, including the conversion factor that would be needed to convert the following measurements, and the final answers.Use U. S. and liquid units where appropriate. 248 g| = 248,000 mg| 145,000 ? L| = 145mL| 536 mL| = 536 cc| 0. 372 kg| = 372 g| 0. 75 L| = 750,000 ? L| 20. 39 cm| = . 2039 m| 145,000? L*(10^-6L /1? L)*(1000mL/1L)=145mL .372kg*(1000g/1kg)=372g 20. 39cm*(1m/100cm)=. 2039m 145,000? L*(10^-6L /1? L)*(1000mL/1L)=145mL .372kg*(1000g/1kg)=372g 20. 39cm*(1m/100cm)=. 2039m 248g*(1000mg/1g)=248,000mg 536mL *(1cc/1mL)=536cc 0. 75L*(1? L/10^-6L)=750000 ? L 248g*(1000mg/1g)=248,000mg 536mL*(1cc/1mL)=536cc 0. 75L*(1? L/10^-6L)=750000 ? L C.Provide the calculation steps, including the conversion factor that would be needed to convert the following measurements, and the final answers. Use US and liquid units where appropriate. 3 cups= . 711 L7,893 mg = . 0174 lb 2. 25 oz= 66. 53 cc36? C= 96. 8 ? F 7893mg*(1lb/453592mg)=0. 0174lb 36? C*(9/5)+32=96. 8? F (96? F-32)*(5/9)=35. 56? C 7893mg*(1lb/453592mg)=0. 0174lb 36? C*(9/5)+32=96. 8? F (96? F-32)*(5/9)=35. 56? C 3 cups*(. 237L/1cup)=. 711L 2. 25oz*(29. 57cc/1oz)=66. 53cc 145,000uL*(1tsp/4928. 92uL)= 29. 42tsp 3 cups*(. 237L/1cup)=. 711L 2. 25oz*(29. 57cc/1oz)=66. 53cc 145,000uL*(1tsp/4928. 92uL)= 29. 42tsp 45,000 uL = 29. 42 tsp96? F= 35. 56 ? C D. What advantages does the metric system have over the English method of measurement? What are the disadvantages? The metric system is advantageous because it has a base of ten, making measurements e asier to take, read, understand, and convert. The prefixes are also standard so they transfer between all measurements. Also, more countries use the metric system whereas basically only the US uses the English method. The main disadvantage of the metric system is that Americans have not grown up with these measurements so they are harder to picture and understand what distance, weight, etc. ach measurement is. For example, it is much easier for most Americans to understand the distance of a mile than to try and picture how long a kilometer is. E. Outline the steps necessary to accurately weigh 3. 5 g of starch. This depends on the scale used, but with the pen scale included in the labpaq, tare a bag or other container that can be used. Then add in the starch until the weight on the scale reads the weight of the container plus 3. 5 g. F. Outline the steps necessary to accurately pipet 5 mL of distilled water. Pour an aliquot of distilled water into a clean beaker.Put a little more th an 5mL of distilled water in a beaker. Pipet 5mL from the beaker, and check to see if the bottom of the meniscus lines up with the 5mL line. Exercise 2: Microscopy The compound light microscope effectively magnifies in the range of 40x to 2000x. If an object under view is 10 nm in length without any magnification, what will be its viewing size at 40x? 400nm at 2000x? 20 ? m What is the equivalent size at these magnifications, in inches? Show your calculations. 400nm*(1cm/10^7nm)*(1in/2. 54cm)= 1. 57*10^-5 in. 20? m*(1cm/10^4? m)*(1in/2. 54cm)= 7. 87*10^-4 in.The scanning electron microscope (SEM) employs electron bombardment to image very small specimens. Electron microscopes are used to image specimens that range from 1 nm to 100  µm in size. What is the equivalent in inches? . Show your calculations. 1nm*(1cm/10^7nm)*(1in/2. 54cm)= 3. 94*10^-8 in. 100 ? m*(1cm/10^4? m)*(1in/2. 54cm)= 0. 0039 in. Procedure 1. Parts of the Compound Light Microscope: Refer to a microscope as this s ection is read. Label the microscope diagram that follows as the examination of the microscope proceeds. a. Eyepiece (Ocular Lens): The magnification power is stamped on the outside of the lens.What is the power of the ocular lens? Microscopes may have interchangeable ocular lenses of different magnification. 15x b. Body Tube: Holds the ocular and objective lenses at the correct focal distance. c. Arm: Used to transport microscope and hold the body tube. d. Nosepiece: The revolving device that holds the objective lenses. May also be referred to as the turret. e. Objective Lenses: Consists of one or more lenses: i. The scanning power objective lens is the shortest of the lenses. What is its power? 4x ii. The low-power objective is slightly longer than the scanning objective. What is its power? 10x iii.The high-power objective is longer than the low-power objective. What is its power? 40x Label this microscope diagram with the appropriate part names and their functions: Eye piece- len s that you look through Body tube- Piece that leaves distance between lenses Course adjustment knob- adjusts focus Nosepiece- turns the lenses Objective lenses- magnify objects Stage- holds slides Mirror- reflects light so you can see what’s on the slides Base- bottom of microscope allowing stability Arm- Supports the tube and connects everything Eye piece- lens that you look through Body tube- Piece that leaves distance between lensesCourse adjustment knob- adjusts focus Nosepiece- turns the lenses Objective lenses- magnify objects Stage- holds slides Mirror- reflects light so you can see what’s on the slides Base- bottom of microscope allowing stability Arm- Supports the tube and connects everything a b c d e f g h i Parts not included in microscope are: Light source Source: Sharma, Abhishake. Labeled Microscope Drawing. N. d. Buzzle. com. 2. Focusing the Microscope: If the microscope includes an oil immersion lens, place a drop of immersion oil on the slide cover sl ip before rotating the lens into place.The function of the oil is to minimize light diffraction through the slide and subject so that greater detail can be seen. After using the oil immersion lens, clean excess oil off of the lens and the slide with a lens cloth. Never tilt a microscope when using oil or if viewing a wet slide. Why? The liquid could come off of the slide and get into a place in the microscope that isn’t good for it, and it will be messy also. 3. Operating the Microscope: a. Obtain a clean slide and cover slip from the slide box. Place the slide and cover slip separately on a paper towel or other soft surface to reduce the possibility of scratching them. . With scissors, cut a letter â€Å"e† from an old magazine or newspaper. c. Place the letter in the center of the slide. d. Follow the instructions in Section 6 below to make a wet mount of the letter. e. Following the directions outlined above under Handling and Focusing the Microscope, place the prep ared slide on the microscope stage. Leave the scanning lens in place and focus so that the letter is clearly viewable. Make drawings of the letter in the boxes below as instructed. Side of the slide furthest away from student| Look from the side of the microscope, viewand then draw the letter here, as it appears onthe slide on the stage. | e e Draw the letter here as it appears when viewing it through the microscope. | Side of the slide closest to student| f. What is observed? Microscopes invert the image on the slide. This means that the subject will appear to be 180 ° rotated and reversed from the actual image viewed on the slide. g. While viewing the letter through the lenses, move the slide slightly. What do you observe about the movement of the letter and slide when viewed through the lenses? When I move the slide up, what I’m viewing moves down. When I move the slide to the left, the image moves right. . Use the directions above to view the letter at the higher object ive powers. On the drawing made above, circle the portion of the letter that is viewable as successively higher power observations are made. What is your conclusion about what happens when higher power objectives are used? Only a piece of the top part is viewable. Higher power objectives magnify the image more. 4. Total Magnification Calculation: Typically, the ocular lens of a microscope will be 10x, but it may be higher or lower. The power is recorded on the side of the lens. a.What is the ocular lens power of the microscope that you are using? It may be 10x or 15x. Record it in Table 1. b. The objective lenses also have the magnification power recorded on their sides. What powers do the objective lenses on the microscope have? Record them in Table 1. c. Now, calculate the total magnification of the viewing area by multiplying the power of the ocular lens with that of the objective lens in use. For instance, if a microscope has a 10x magnification ocular lens and a 4x objective le ns in place for viewing, the total magnification will be 40x (10x multiplied by 4x).What other view magnifications are possible with the microscope? Calculate the total magnification for each set of lenses in Table 1. Table 1: Calculating Magnification Ocular Lens Magnification x| Objective LensesMagnification =| Total Magnification| 15x| 4x| 60x| | 10x| 150x| | 40x| 600x| 5. Diameter of Field: a. With the low-power objective in viewing position, place a short transparent metric ruler on the stage. b. While viewing the ruler through the lenses, measure the low-power diameter of field of view in mm. Convert this measurement to ? m and record in Table 2. c.Switch to the other higher power objectives, noting the diameter, in mm, for each in Table 2. Convert measurements to ? m. How might this information be useful when viewing microscopic subjects? Micrometers are smaller, so it is useful for very small objects when mm would be a very small number that wouldn’t be very understan dable. Table 2: Diameter of a Viewing Field | Magnification(ocular x objective lens’powers)| mm diameterof field of view| ? m diameter *of field of view| Scanning Lens| 60x| 2mm| 2000 ? m| Low Power Lens| 150x| 1mm| 1000 ? m| High Power Lens| 600x| Can’t tell,