Job Characteristic Model free essay sample

The job characteristics model consists of five components which are skill variety, task identity, task significance, autonomy and feedback. These components affect factors such as performance, motivation, absenteeism , turnover and satisfaction of the employees. The purpose is to increase performance, motivation and satisfaction of the employees and to decrease absenteeism and turnover. The job characteristics model is one of the most important attempt models to design jobs. This model is proposed by Hackman and Oldham. Skill variety, task identity and task significance all contributes to the meaningfulness of work. Autonomy contributes to the responsibility for the work outcomes and feedback is the knowledge of the results of work. From the three psychological states, meaningfulness is the most important that affects employees attitude at work. Meaningfulness of work means that labour has meaning to you. It’s something that you can relate to and not think of it as repetitive tasks at work. We will write a custom essay sample on Job Characteristic Model or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This builds upon self-motivation. Responsibility at work means that you as an employee have granted the opportunity to be a success or failure at work because freedom has been granted to you. This gives the ability to make changes based on what you come across on the job. Knowledge of outcomes means when the employee acknowledges their success at work and what they can do to improve and to emotionally connect with customers of what they are outputting. This adds more purpose to work. From the five core components of the characteristics model, we decided to focus on autonomy and feedback as we believe it contributes most to the model in general. Autonomy is where an employee has the freedom to choose how to perform his/her tasks. An example of autonomy is where a professor decides to teach his/her class by following the requested textbook chosen by a college/university which covers a certain list of topics from the textbook and being restricted to use specific classroom activities to teach the class. This is an example of low autonomy. An example of high autonomy which is what we want at work places is the direct opposite of the example of low autonomy. The professor being freer to choose the textbook, design and decide on the course layout and content, and using any type of activities and methods during lectures to teach the class has higher levels of autonomy. Autonomy is a major factor in the increase of motivation at work along with many other benefits. This increases job satisfaction. Autonomous employees are free to choose and decide how to do their jobs which is more effective and this is crucial to a company’s success in productivity. As job satisfaction increases, productivity will increase. The satisfaction among the employees is created through the freedom that is given to them. These types of employees are more proactive meaning that they will perform work without waiting to be told so by a higher authority and are more creative in the job. The consequence of autonomy can be higher company performance. Giving autonomy to employees is an excellent way to train them on the job. For example, this can increase an employee’s talent. Autonomy can come from workplace structures such as leadership styles, company structure, telecommuting and etc. Autonomy can help improve Feedback is when people learn how they perform at work and how they are effective at work. These feedbacks come from coworkers/peers, customers, supervisors, assistants and even the job itself through success and position of the company. Feedback is crucial when it comes to company’ productivity. Without feedbacks, employees will not know what to do to change labour productivity to increase outputs. When feedback is given to the employees, it builds on job satisfaction among the employees as employees will feel more satisfied after productivity increases. For example, a sales rep at a company who gives presentations to clients but doesn’t get anything in response from the clients has low feedback. If the person receives a report that he made a sale due to the presentation that he presented, then the feedback is high. Feedback helps the performance of the employees as a result. Feedback affects the motivations of employees as well. It all depends whether the employee was ready to get feedback, whether feedback was positive or negative and the way the feedback was given all determines motivation. The five core characteristics in Hackman and Oldham’s model do not have the same effects. Because of this, they created a formula. Formula: MPS = [(skill variety + task identity + task significance) ? 3] ? autonomy ? feedback. Autonomy and feedback characteristics are the most important in the formula in contributing to motivation for instance. If an employee is deficient in the autonomy and feedback characteristic, the motivation score will be low. For each employee in the same job, their MPS score will be different. Some employees will find the job less motivating than others. To help motivate those employees, supervisors and managers will have to change the employees’ perspective of the job. An employee’s career stage also affects the five core characteristics. When an employee is new, task significance will be more positive and autonomy will be a negative effect. Additional information about Oldham and Hackman besides the theory and model they came up with is the creation of the Job Diagnostic Survey and the Job Rating Form. The JDS measures employees’ perspective of the five core characteristics, their psychological states, their growth need strength and outcomes. The JRF was designed as an assessment from observers such as supervisors based on the core characteristics. As a conclusion, these core characteristics and components of the design of a job can be redesigned/re-modelled into: â€Å"Varying work to enable skill variety† â€Å"Assigning work to groups to increase the wholeness of the product produced and give a group to enhance significance† â€Å"Delegate tasks to their lowest possible level to create autonomy and hence responsibility† â€Å"Connect people to the outcomes of their work and the customers that receive them so as to provide feedback for learning†

How to Successfully Integrate Social Media Automation Into Your Strategy

How to Successfully Integrate Social Media Automation Into Your Strategy Social media automation: Is it the evil that some marketers think it is? No way! Automating this necessary task will help you get better results with less effort. Today we’re talking to our own Leah Schothorst, ’s social media strategist. We’re going to talk about how much social media automation is too much and how to strike that perfect balance. You won’t want to miss today’s show! Some of the highlights of this episode include: What Leah does in her position of social media strategist. Her definition of social media automation and why she thinks of it as a three-legged stool. Thoughts about what you should and should not automate. The facts on whether companies are penalized for automating social media posts. Finding a balance between organic activity and what you’re automating. How long it takes to start reaping the benefits of automation. Three important â€Å"buckets† you should have to pull post ideas from. Leah’s best advice for marketers who want to get started with social media automation. Quotes by Leah: â€Å"Social media automation is just where you can start curating items and then throwing them into a bucket and you don’t have to really think about it anymore.† â€Å"When somebody messages us on Twitter, I like to respond as a person. I think that’s really important that people get that person to person interaction.† â€Å"Don’t be paralyzed; just get started.†

Tropical Cyclone Characteristics

Tropical Cyclone Characteristics Tropical depressions, tropical storms, hurricanes, and typhoons are all examples of tropical cyclones - organized systems of clouds and thunderstorms that form over warm waters and rotate around a low-pressure center. A Generic Term composed of a system of thunderstorms that shows a cyclonic rotation around a central core or eye. A tropical cyclone is a generic term for a storm with an organized system of thunderstorms that are not based on a frontal system. To learn more about what tropical cyclones are called depending on their winds blow, read What TCs are called from birth to dissipation. Tropical cyclones are not only called certain things here in the U.S. depending on how strong they are, but theyre also known by different names depending on where you are in the world.  In the Atlantic Ocean and Eastern Pacific, tropical cyclones are known as hurricanes. In the Western Pacific Ocean, tropical cyclones are known as typhoons. In the Indian Ocean, a tropical cyclone is simply called a cyclone. These names are described in the article - is it a typhoon, a cyclone, or a hurricane? Must-Have Ingredients for a Tropical Cyclone Each individual tropical cyclone differs, but several characteristics are common to most tropical cyclones, including: A central low-pressure zone and high wind speeds of at least 34 knots. At this point, the storms are given a pre-determined storm name. Most storms are accompanied by a lot of rain and storm surges near the shore. Often, once the storms make landfall, the tropical cyclone can cause tornadoes. A tropical cyclone needs warm ocean temperatures in order to form. Temperatures in the ocean need to be at least 82 degrees Fahrenheit in order to form. Heat is drawn up from the oceans creating what is popularly called a heat engine. Tall convective towers of clouds are formed within the storm as warm ocean water evaporates. As the air rises higher it cools and condenses releasing latent heat which causes even more clouds to form and feed the storm. Tropical cyclones can form any time these conditions are met, but they are most prone to form from during the warm season months (May to November in the Northern Hemisphere). Rotation and Forward Speed Like ordinary low-pressure systems, tropical cyclones in the Northern Hemisphere is counter-clockwise due to the Coriolis Effect. The opposite is true in the Southern Hemisphere. The forward speed of a tropical cyclone can be a factor in determining the amount of damage the storm will cause. If a storm remains over one area for a long period of time, torrential rains, high winds, and flooding can severely impact an area. The average forward speed of a tropical cyclone is dependent on the latitude where the storm is currently. Generally, at less than 30 degrees of latitude, the storms will move at about 20 mph on average. The closer the storm is located the equator, the slower the movement. Some storms will even stall out over an area for an extended period of time. After about 35 degrees North latitude, the storms start to pick up speed. Storms can also become entangled with one another in a process known as the Fujiwhara Effect where tropical cyclones can interact with each other. Specific storm names in each of the ocean basins vary based on conventional naming practices. For instance, in the Atlantic Ocean, storms are given names based on an alphabetical pre-determined list of Atlantic hurricane names. Severe hurricanes names are often retired. Edited by Tiffany Means

High-Tech Olympics Essay Example | Topics and Well Written Essays - 250 words - 1

High-Tech Olympics - Essay Example One of the most interesting technologies presented in London Paralympics was running blades. From the enormous amount of money and time spent by researchers, the prosthetics have an ultimate purpose to improve the sports performance of people taking part in sports events. The other technology is the cheetah running blade which is the most desirable for sportsmen because of its high performance and extreme durability. The blades work like normal legs and can absorb high weight shock when running. Among other technologies used in the Olympics games, 2012 are the Olympic Torch, the design of the torch changes for each of the Olympics games. It includes two burners, an outer bright flame, and small inner blue flame; Quantum Aquatic Timers, which was created by OMEGA Company. This device has an improved resolution of 1 Â µs to the previous devices, so the resolution is about 100 times greater; Starting Blocks, which are used for starts in swimming; and TouchPads stopped by each swimmer through applying a pressure of about 1,5kg to 2,5kg. During the Olympic Games 2012, the cameras that were used include 3D HD, Driving Cameras, Sky Cameras, and Motion Cameras. As explained in the paper, the common method used to rank success of countries at the Olympic Games is a ranking order based first on the number of gold medals won, then silver and bronze. The planning and preparations for 2012 Olympic and Paralympics Games in London started four years before the opening ceremony. Identifyi ng the long-term impacts on people, communities, the economy and the environment are usually part of the planning. London became the first city which accepted games already the third time. The games were passed in London, the capital of Great Britain, from July 27 to August 12.

Nursing Essay Example | Topics and Well Written Essays - 500 words - 2

Nursing - Essay Example In the process, the researcher will examine the impact of portfolio assessment as a strategy used in promoting the students’ learning. The selection and use of assessment tools can significantly affect the quality of students’ learning. (Biggs, 1999) In order to achieve the best learning evaluation results, teachers should use the selected assessment tools in measuring only the previous learned context. Several studies show that different approach to learning is achieved with the use of different assessment tools format. (Scouller, 1998; Tang, 1994) For this reason, the utlitization of assessment portfolios is considered as a very powerful learning tool considering the fact that it can be used in enabling as well as motivating the students to experience a deeper approach to learning. (Scouller, 1998: 136) constructivist theory of knowledge is defined as â€Å"the act of purposely collecting and selecting the students’ work as a strategic way of documenting the students’ learning process and achievements.† The essence behind the use of portfolio assessment is not achieved from a direct teacher-to-student teaching process but is created by the students themselves as they go through their own learning activities. (Biggs & Tang, 1998) Basically, there are three main processes when using the portfolio assessment technique: (1) there is a need to carefully choose the criteria to be used in assessing the learning of the students; (2) the selection of evidence that is relevant in judging the criteria; and (3) judgment used in determining the extent wherein the criteria is met. (Biggs, 1999: 157) Although teachers could set the assessment criteria such as the course objectives and other necessary guidelines, each student will have an idea with regards to the required evidence of learning that will be used in portfolio assessment. For instance, the topic for the day is about the management of chronic pain associated with cancer. Therefore, the

Transition Elements And Coordination Compounds Biology Essay

Transition Elements And Coordination Compounds Biology Essay As we know, Manganese is found in the first row of transition metal with the electron configuration [Ar] 3d5 4s2. Besides that, Manganese has different type of oxidation states when it appears as a compound and the oxidation state is from Mn(-III) until Mn(VII). So, we know that the compounds of manganese range in the oxidation number have a different of 10 electrons. In the experiment 1, we prepare tris(acetylacetonato)manganese(III), Mn(acac)3 by using manganese(II) chloride tetrahydrate and potassium permanganate act as oxidation agent to oxidise manganese(II) chloride to acetylacetonemanganese(III). Manganese(III) acetylacetonate is an one- electron oxidant. Manganese(III) acetylacetonate is high spin. It has also a distorted octahedral structure. This distortion is due to the Jahn-Teller effect. (Absolute Astronomy, 2009). The structure of Manganese(III) acetylacetonate is shown as below:- (Source: Tcieurope.com) The equation is as follow:- MnCl2 + 4H2O Mn(H2O)4Cl2 Mn(H2O)4] Cl + 2HC5H7O2 + NaC2H3O2 Mn(C5H7O2)2 + NaCl + HC2H2O2 4Mn(C5H7O2)2 + KMnO4 + 7HC5H7O2 + HC2H3O2 5Mn(C5H7O2)3 + KC2H3O2 + 4H2O Furthermore, bis(acetylacetonato)oxovanadium(IV) is also known as Vanadyl acetylacetonate, VO(acac)2. As we know, it is a blue green complex. bis(acetylacetonato)oxovanadium(IV) has a vanadyl group, VO2+. The vanadyl group is bonded to 2 acetylacetonate anions and the structure of the compound is as follow:- This complex can be made from vanadium(IV) or vanadium(V). In our experiment, bis(acetylacetonato)oxovanadium(IV) was prepared from vanadium(V) oxide and the equation is as follow:- V2O5 + 2H2SO4 + EtOH 2VOSO4 + 3H2O + CH3CHO VOSO4 + 2HC5H7O2 + Na2CO3 VO(C5H7O2)2 + Na2So4 + H2O + CO2 (Absolute Astronomy, 2009) Besides that, both of the acetylacetonato (acac) groups of bis(acetylacetonato)oxovanadium(IV) are able to be exchanged with organic ligands having coordinating atoms of different potentialities. (Maurya, 2003) Both Manganese(III) acetylacetonate and bis(acetylacetonato)oxovanadium(IV) are bond with acetylacetonate which known as ligand. The precursor for acetylacetonate is acetylacetone with formula CÂ ­5H8O2. However, acetylacetonate is an anion. It can bind to corresponding cation but it very hard to exist as a free ion in solution. In addition, Cobalt is a hard, gray metal. It has a proton number 27. Besided that, there are two types of cobalt ions namely Co2+ and Co3+. First, Co3+ ion is more weaker than the Co2+ ion. However, the complex ion formed with higher oxidation state is more stable. ( Â °zmir Institute of Technology, n.d.). So that, Cobalt(III) complexes are kinetically inert. Co3+ can undergo a process known as ligand exchange reactions slowly which compared to Co2+ complexes. The cobalt(III) complexes are usually in octahedral shape. In the experiment, chloropentaamminecobalt(III) chloride is being synthesized. The structure is as follow:- (Source: Chemicalbook.com) The complex is prepared by the oxidation of ammoniacal solution of cobalt(II) salts by using hydrogen peroxide. The formula is as follow:- Co2+ + NH4+ + 1/2H202 → [Co(NH3)5H20]3+ [Co(NH3)5H20]3+ + 3Cl- → [Co(NH3)5Cl]Cl2 + H20 ( Â °zmir Institute of Technology, n.d.) Materials and Methods : Experiment one 5g of MnCl2.4H20 1.3g of NaC2H3O2.3H2O NaC2H3O2.3H2O Dissolved in 200cm3 of distilled water. 21cm3 of 2HC5H7O2 slowly added 1g of KMnO4 Present of two-phase layer Solution A added in with stirring Dissolved in 50cm3 of distilled water. 13g of NaC2H3O2.3H2O Solution B added in Solution A Solution B Dissolved in 50cm3 of distilled water. Heated with 60oC for 30 minutes Complex washed with acetone Solid complex filtered by suction Resultant solution was cooled with ice-cold water Experiment 2 Experiment 3 Recrystallise Results : For experiment 1, from the equation below, I can get the theoretical mass of the Mn(acac)3 solid complex by : Mn(H2O)4] Cl + 2HC5H7O2 + NaC2H3O2 Mn(C5H7O2)2 + NaCl + HC2H2O2 4Mn(C5H7O2)2 + KMnO4 + 7HC5H7O2 + HC2H3O2 5Mn(C5H7O2)3 + KC2H3O2 + 4H2O From the equation, we know that 1 mol of Mn(H2O)4] Cl = 1 mol of Mn(C5H7O2)2. So, 5 g of Mn(H2O)4] Cl = 0.0308 mol is also = 0.0308 mol of Mn(C5H7O2)2. From the second equation, 4 mol of Mn(C5H7O2)2 = 5 mol of Mn(acac)3 0.0308 mol of Mn(C5H7O2)2 = 0.0385 mol. Of Mn(acac)3 So, theoretical weight of Mn(acac)3 = 0.0385 mol X 252.938 g/mol theoretical weight of Mn(acac)3 = 9.7381 g The following shows the method to get our experimental weight: Weight of Sample tube 14. 8180 g Weight of Sample tube + solid complex , Mn(acac)3 18.7785 g So, the experimental weight of Mn(acac)3complexes were 3.9605 g Percentage yield of Mn(acac)3complexes we get was = 3.9605 g / 9.7381 g X 100 % = 40.67 % Next, Magnetic moment of Mn(acac)3complexes were calculated as follow : m = 0.9278g- 0.8193g = 0.1085g Ro= -33 L = 2.4cm R= 1165 (paramagnetic) CBal = 1 X(g) = [CBal X L X (R-Ro) ] / 109 X m X(g) of Mn(acac)3complexes = 2.65 X 10-5 So, Mn(acac)3complexes are paramagnetic FTIR Interpretation of IR spectrum for complexes will be written in discussion. For experiment 2, from the equation below, I can get the theoretical mass of the [Co(NH3)5Cl]Cl2 solid complex by : Co2+ + NH4+ + 1/2H202 → [Co(NH3)5H20]3+ [Co(NH3)5H20]3+ + 3Cl- → [Co(NH3)5Cl]Cl2 + H20 From the above equation, 1 mol of Co2+ = 1 mol of [Co(NH3)5H2O]3+ 12g of Co2+ = 0.0504 mol So 0.0504 mol of [Co(NH3)5H20]3+= 0.0504 mol of [Co(NH3)5Cl]Cl2 Theoretical weight of [Co(NH3)5Cl]Cl2 solid complexes = 0.0504 mol X 250.433 g/mol = 12.6218 g The following shows the method to get our experimental weight: Weight of Sample tube 14. 9285 g Weight of Sample tube + solid complex , 22.3723 g So, the experimental weight of [Co(NH3)5Cl]Cl2 solid complexes = 7.4438 g Percentage yield of [Co(NH3)5Cl]Cl2complexes = 7.4438 g / 12.6218 g X 100 % = 58.98 % Next, Magnetic moment of [Co(NH3)5Cl]Cl2complexes were calculated as follow : m = 0.9264g- 0.8207g = 0.1057g Ro= -36 L = 2.1cm R= -41 (dimagnetic) CBal = 1 X(g) = [CBal X L X (R-Ro) ] / 109 X m X(g) of [Co(NH3)5Cl]Cl2complexes = -9.9338 X 10-8 So, [Co(NH3)5Cl]Cl2complexes are diamagnetic FTIR For experiment 3, from the equation below, I can get the theoretical mass of the [Vo(acac)2(H2O)] solid complex by : V2O5 + 2H2SO4 + EtOH 2VOSO4 + 3H2O + CH3CHO VOSO4 + 2HC5H7O2 + Na2CO3 VO(C5H7O2)2 + Na2So4 + H2O + CO2 From the above equation, 1 mol of V2O5 = 2 mol of VOSO4 2g 0f V2O5 = 0.011 mol = 0.022 mol of VOSO4 2 mol of VOSO4 = 2 mol of VO(C5H7O2)2 Theoretical weight of VO(C5H7O2)2= 0.022 mol X 264.94 g/mol = 5.8287 g The following shows the method to get our experimental weight: Weight of Sample tube 14.8445 g Weight of Sample tube + solid complex , 18.5818 g So, the experimental weight of VO(C5H7O2)2= 3.7373 g Percentage yield of VO(C5H7O2)2= 3.7373 g / 5.8287 g X 100% = 64.12% Next, Magnetic moment of impure VO(C5H7O2)2 complexes were calculated as follow : m = 0.8880g 0.8244 g = 0.0636g Ro= -34 L = 2.5cm R= 72 (paramagnetic) CBal = 1 X(g) = [CBal X L X (R-Ro) ] / 109 X m X(g) of impure VO(C5H7O2)2complexes = 4.17 X 10-6 So, VO(C5H7O2)2complexes are paramagnetic Magnetic moment of pure VO(C5H7O2)2 complexes were calculated as follow : m = 0.8947g -0.8211 = 0.0736g Ro= -33 L = 2.3cm R= 144 (paramagnetic) CBal = 1 X(g) of pure VO(C5H7O2)2complexes = 5.53 X 10-6 FTIR Interpretation of IR spectrum for complexes will be written in discussion. Impure VO(C5H7O2)2 Pure VO(C5H7O2)2 Discussion : Interpretation of IR spectrum for tris(acetylacetonato)manganese(III): Wavenumber (cm-1) Description of bands 2921.1 2959.7 -relative intensity : weak CH stretching of CH3 1593.9 1508.0 -relative intensity : strong -(C=C) stretching -(C=CH) deformation 1387.2 -relative intensity : strong -(CH3)- symmetric C-H deformation 1253.5 -relative intensity : strong -(C=C) stretching -(C-CH3) stretching 1016.8 -relative intensity : strong -(CH3) out-of plane bending 923.2 -relative intensity : strong -(C-CH3) stretching 777.0 -relative intensity : strong -(C-H)deformation 678.1 -relative intensity : medium/ strong -(C-CH3)stretching,(O=C-CH3) deformation -(Mn-O) stretching indicates metal-ligand bond 460.1 relative intensity : weak (C=C) stretching,(C-CH3) stretching -(Mn-O) stretching that also indicatesmetal-ligand bond Interpretation of IR spectrum for chloropentaamminecobalt(III) chloride: Wavenumber (cm-1) Description of bands 3258.0 -relative intensity : strong NH3stretch 1576.2 -relative intensity : medium -degenerate asymmetric NH3stretching 1307.8 -relative intensity : strong -symmetric NH3angle deformation 844.9 -relative intensity : strong -NH3rocking 487.6 -(Co-Cl) stretching indicates metal-ligand bond Interpretation of IR spectrum for impure bis(acetylacetonato)oxovanadium(IV): Wavenumber (cm-1) Description of bands 1556.8 1521.0 -relative intensity : medium (C=O) stretching -( C=C),(C=CH) stretching 1418.7 -relative intensity : medium -(CH3) deformation 1374.0 1357.6 -relative intensity : strong -(C=O) stretching -(CH3) deformation mode 1286.6 -relative intensity : strong -(C=C=C) stretching 998.2 -relative intensity : strong and sharp -stretching of V=O bond -it also indicates the metal-ligand bond. 1018.6 -relative intensity : strong -(CH3) rocking 936.1 -relative intensity : strong -(C-CH3) stretching -(C=O) stretching 798.6 -relative intensity : medium -(C-H) out-of-plane bending 685.9 657.2 -relative intensity : medium/ weak -(ring) deformation out-of-plane bending for: 609.2 -(ring) deformation Interpretation of IR spectrum for pure bis(acetylacetonato)oxovanadium(IV): Wavenumber (cm-1) Description of bands 1563.0 1520.0 -relative intensity : medium (C=O) stretching -( C=C),(C=CH) stretching 1499.6 -relative intensity : medium -(CH3) deformation 1380.0 1349.0 -relative intensity : strong -(C=O) stretching -(CH3) deformation mode 1288.3 -relative intensity : strong -(C=C=C) stretching 995.0 -relative intensity : strong and sharp -stretching of V=O bond -it also indicates the metal-ligand bond. 1018.2 -relative intensity : strong -(CH3) rocking 935.7 -relative intensity : strong -(C-CH3) stretching -(C=O) stretching 798.8 798.0 -relative intensity : medium -(C-H) out-of-plane bending 686.0 -relative intensity : medium/ weak -(ring) deformation out-of-plane bending for: 609.7 -(ring) deformation FTIR is known as Fourier Transform Infrared Spectroscopy. This FTIR can be used to identify different types of chemical bond which is either organic compound or inorganic compound. So no two different compounds will have same spectrum. However, FTIR may cause destructive to our sample compare to magnetic susceptibility which is non-destructive. Besides that, magnetic susceptibility can be group by paramagnetic, diamagnetic and ferromagnetic. Paramagnetic substance is those attracted by strong magnetic field but those repelled by magnetic field are diamagnetic substances. Besides that, we can also confirm the shape by using magnetic susceptibility. The Cobalt ion to form Chloropentaamminecobalt(III) chloride has 6 electron in d orbital. According to crystal field theory, if the complex is in octahedral shape, the electron can be arranged like below:- Low-spin high-spin eg eg t2g t2g If the complex is in tetrahedral shape, the electron are arranged as below:- t2g eg Magnetic Susceptibility for chloropentaamminecobalt(III) chloride is -9.9338 X 10-8 and it is diamagnetic. Only the low-spin octahedral shape shows diamagnetic properties, so the shape of chloropentaamminecobalt(III) chloride is octahedral. Furthermore, for tris(acetylacetonato)manganese(III), the Mn3+ ion has 4 electron in d orbital, and the arrangement in octahedral shape will as follows:- Low-spin High-spin eg eg t2g t2g For the arrangement in tetrahedral shape, the electrons are arranged as below:- t2g eg Magnetic Susceptibility for tris(acetylacetonato)manganese(III) is 2.65 X 10-5 and it is paramagnetic. So the shape of tris(acetylacetonato)manganese(III) is octahedral. However we cannot determine whether is low-spin or high-spin in this situation because we are not calculating the pairing energy for the complex. In addition, there is only one electron in d orbital for vanadium ion of bis(acetylacetonato)oxovanadium(IV). Magnetic susceptibility for it is 4.17 X 10-6 and it is paramagnetic. The shape is octahedral and the arrangement of electron is as follow:- eg t2g Acetylacetonate is delocalized and formed resonance structure as follow : The structure of Co(NH3)5Cl]Cl2 is as follow : The structure of [VO(ACAC)2] is as follow : Moreover, oxovanadium complexes act as insulin mimetics, nucleolytic and anticancer. To recognize insulin- mimetic complexes, a simple and fast in-vitro assay is developed. Besides that, an accurate assessment of the cells taken up of glucose, in-vitro assay with Ehrlich can be used. The oxovanadium complexes can cleave DNA without the present of hydrogen peroxide. Then, its nucleolytic efficiency is also greater but it is affected by the choice of buffer and pH. The oxovanadium complexes is also an anticancer agent against human ovarian cancer. Actually, I have acquired a lot of new knowledge among these three experiments. First, experiment one and two are easier to carry out compared to experiment three. This is because experiment one and two involved oxidation which Mn2+ was oxidized to Mn3+ ; Co2+ was oxidized to Co3+. Whereas experiment 3 involved reduction which reduced VO5+ to VO4+. At the beginning of each experiments, we heated up the sample in open air. It is easier to oxidize the compound than reduce the compound in the presence of oxygen. So, we need more time to heated the V2O5. During the first time of experiment three, I failed to get a blue color solid powder. This is because I heated the sample in the open air and I failed to control the heater. So, after the filtration process, I got a white solid powder. Therefore, I learnt from the mistake and during the second time I used reflux method. This time I can control the heating process well. The ethanol was not evaporated much. After filtration, I got quite a lot of blue solid powder. So, I knew that, for reduction process, we cannot heat the sample too quickly and heat too long. If we heated too long, most of the product will evaporate. Next, from the FTIR spectrum, I can observe that the spectrum from the first and third experiment are quite similar. This is because, the peak from the spectrum are mostly from the acetylacetonato (acac). However, spectrum from experiment two is quite different from other experiment because mostly the peaks come from Cl compared to other experiments. The percentage yield of the complexes from all the three experiment that I have calculate out was not so high. This is maybe due to the washing of the product with acetone, some of the product was dissolved and washed away. However, there are other factors which cause problem to our results. First, most of the heating plate we used cannot function well. I changed many heating plate during the experiment. Next, we have kept our half way done sample for more than 7 days. The results may not be so accurate anymore. Another factor maybe due to the volume and amount of the sample and other material we measure are not accurate. Our product may contain some impurities. However, some of the precaution was taken during the experiment. In these experiments, some of the chemical was corrosive and poisonous such as concentrated HCl and H2SO4. So, we poured the chemical carefully in the fume board. Next, before using any instrument, we read through the manual to understand the steps to function the magnetic susceptibility balance. We also taken down some important steps to function the FTIR spectrophotometer. I have asked some help from lab assistant on where to get the material for experiment. Conclusion : The percentage yield for tris(acetylacetonato)manganese(III) is 40.67%, chloropentaamminecobalt(III) chloride is 58.98% and (acetylacetonato)oxovanadium(IV) is 64.12%. For tris(acetylacetonato)manganese(III), the peak for two Mn-O bond are at the region approximately 678.1 cm-1 and 458.3 cm-1. For chloropentaamminecobalt(III) chloride, the peak for Co-N bond is at 669.2 cm-1 while Co-Cl bond is at 486.2 cm-1. For bis(acetylacetonato)oxovanadium(IV), the peak for V=O bond is at 997.4 cm-1 region. Magnetic Susceptibility for tris(acetylacetonato)manganese(III) is 2.65 x 10-5 and it is paramagnetic. Besides, Magnetic Susceptibility for chloropentaamminecobalt(III) chloride is -9.93x 10-8 and is diamagnetic. For bis(acetylacetonato)oxovanadium(IV), magnetic susceptibility for impure complex and pure complex are 4.17X 10-6 and 5.53X 10-6 respectively. They are paramagnetic.

Cjs 240 week 2 checkpoint Essay

Juvenile delinquency along with the punishments associated with it seems to be one of the touchier subjects in today’s society. When it comes to juveniles, there are a number of different things that lead them to commit crimes. Things like the level of crime in their community, the bond they have with their parents, and even their economic status all lead juveniles to crime. In order for communities to even start to deter crime among juveniles, they need to start implementing a number of sources. One strategy will not just wipe out juvenile crime, you need a combination of many things to keep children away from crime. When it comes to general deterrence, my opinion is that it starts at home. While a child is growing up, his or her parents play a large role in their child’s concept and view of the world. They also help their children deal with feelings and issues that they come across. A positive up bringing will more than likely create a positive outcome, while a negative up bringing is more likely to produce a negative outcome. If a parent is into illegal behavior, the child is likely to follow in those footsteps. In terms of specific deterrence, this comes from people like social workers. Social workers are there to help the children in desperate need. They produce the positive influence that many from broken homes and poverty so desperately need and do not receive at home. With situational crime prevention, I believe this falls on the community as a whole. It is up to the community to make sure that there is safety. If a community is not safe, crime will breed like wild fire. With all the concepts on juvenile crime prevention, I believe that general deterrence is the one that is going to have the most effect. Parents have to determine the right amount of discipline. Too much discipline can cause your child to turn to illegal activity and the same goes for too little discipline. Too many times have we seen that parents want to be friends and not parents. Fix that problem, and you are one step closer to stop juvenile crime.