Does Heavy Water Ice Sink or Float

While regular ice floats in water, heavy water ice cubes sink in regular water. Ice made from heavy water would, however, be expected to float in a glass of heavy water. Heavy water is water made using the hydrogen isotope deuterium rather than the usual isotope (protium). Deuterium has a proton and a neutron, while protium only has the proton in its atomic nucleus. This makes deuterium twice as massive as protium. Several Factors Affect the Behavior of Heavy Water Ice Deuterium forms stronger hydrogen bonds than protium, so the bonds between hydrogen and oxygen in heavy water molecules would be expected to impact the water heavy water molecules pack when the substance changes from a liquid to a solid. Even though deuterium is more massive than protium, the size of each atom is the same, since it is the electron shell that determines its  atomic size, not the size of an atoms nucleus.Each water molecule consists of an oxygen bonded to two hydrogen atoms, so there is not a huge mass difference between a heavy water molecule and a regular water molecule because most of the mass comes from the oxygen atom. When measured, heavy water is about 11% denser than regular water. While scientists could make a prediction whether heavy water ice would float or sink, it required experimentation to see what would happen. It turns out heavy water ice does sink in regular water. The likely explanation is that each heavy water molecule is slightly more massive than a regular water molecule and heavy water molecules may pack more closely than regular water molecules when they form ice.

Reading Books On The New Things - 930 Words

According to a survey about hobbies of 100 people, there are 60 people who told that their hobby is reading book to explore the new things. In addition, I have a newspaper article which talks about a man who spends 30 years to investigate about books. Now, he becomes a famous and successful person. Reading book is the best way to help me create the new and imaginative idea for myself. When some people remind reading books, they usually mention about exploring the world or understanding the culture, learning the history of country, but I have different ideas. I read books to live better and be responsibility person. A book has a valuable thing which often has been written not only an author but also different author. They have to put a lot of resources, mental, even finance into it. After that, that book has just published and showed to people. Therefore, we can summary about the book which has life experience of people who lived and had great experiences. The best way to live is to l earn something good of other people throughout pages of the book. We should look at the life famous author who is successful to abridge the gap which we want to fill up closely. I have read the story â€Å"Lesson before dying â€Å"by Ernest J. Gainer talks about the boy is sixteen years old. He lives with his grandmother and aunt. While he is coming home , his friends call him to go the gas station buy some wine with them, but when they arrive there, his friends change his mind. They go in thereShow MoreRelatedThe Correlation Between Reading And Knowledge1350 Words   |  6 PagesThe Power of Reading The correlation between reading and knowledge defines the supposed purpose and effect of reading. The opportunity to read has always accompanied people of different ages and provided a reliable source of knowledge. With reading, one will be able to grasp and originate new concepts, comprehend ideas, and pass our own thinking limits. Reading opens a new world of thoughts and imagination. Books never leave one’s side, and with the proper reading skills, he or she will be able toRead MoreMy Personal Literacy Journey895 Words   |  4 Pageswriting, we wouldn t be able to spread ideas. The local and world news are in writing also so we need to be able to read the information. Also directions on how to use something or directions to go somewhere for transportation are also written in words. It is unimaginable how many roles writing plays in our lifestyles and we don’t even think about it. The earliest memory of my writing is in 4th grade we had to do the weekend news every Monday and it was due at the end of the day. I first would writeRead MoreReading And Reading : The Importance Of Reading903 Words   |  4 Pagesup with my parents, I found reading to be very fun but for religious purposes and newspaper about the incidents taking place in certain countries. Through my parents, reading started to seem like it can be beneficial if we want to know what is going on in the world and the rules and regulations of one’s religion. Although I was required to read many books for school, my parents reading habits made me feel as if I should copy them. My mom and dad would always read books or newspapers at a certain timeRead MoreThe Importance Of Reading Books761 Words   |  4 PagesDuring my adolescence, my mother would force me to read books. Although I didn’t necessarily like it, the habit grew on me. This forced assignment made me enjoy a certain genre of b ooks, non-fiction. At the young age of nine years old is when it began. My mother made me begin the daunting task of completing a book at the end of the week. Although, the time limit did vary depending on the size of the book. After the first few weeks I would dread reading. During this age, I wanted to watch television andRead MoreMy First Teacher I Ever Had Was My Mother1443 Words   |  6 Pagesshoes to my ABC’s she taught me so many things throughout my life. Enhancing how literacy fit into my life was one major thing my mom did for me. Similar to the reading Superman and Me by Alexie; we always had books lying around the house. We would take trips to the library to look for new books and we would attend the summer reading program. My mom would have me read anything and everything; menus, recipes, street signs, and books. Reading became an everyday thing for me. My mother has had a monumentalRead MoreThe Importance Of Reading773 Words   |  4 Pagespillows and read a book from cover to c over. But there are so many people that have turned away from reading; they think of it most likely as a chore. But should we really stop reading because it’s such a bore? Would it do anything bad to us if we didn’t pick up a book once in a while? If we were to read more often it would benefit us and help our brain grow and be able to retain more information. It may seem odd that the best thing you could do for you brain is to pick a book even if you are reallyRead MoreDeveloping a Love For Reading Essay859 Words   |  4 PagesThe beginning of my interest in reading goes way back, although I don’t have any defining â€Å"aha!† moment, where I all of a sudden enjoyed reading books. There were always books around when I was growing up, if I was at my grandparents house it was the books they kept from their youth; classics like Treasure Island or any Hemingway book, the hard covers permanently infused with dust; plenty of History books, particularly World War II history; and the children’s books I always received as presents whenRead MoreTechnology Taking Over Old School625 Words   |  3 Pagesold-schooled ways of learning? 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Reading is something I have not been the greatest in since I was a little kid,I remember being a 6th grad er on a 4th grader reading level when we took star reading test. TakingRead MoreThe Important of Cultivating Good Reding Habits1442 Words   |  6 Pagesof Cultivating Good Reading Habits Mark Twain once said, â€Å"The man who does not read books has no advantage over the man that cannot read them†. How true, for those who do not read are no better off than those who cannot read. We may say with, certainty that the more one reads, the better one understands; and that the better one understands, the more one is inclined to read. In other words, from reading comes understanding, and from understanding comes more reading. The reading habit is actually cultivated

Corruption Essay and Students Free Essays

string(82) " posters were distributed to schools where the discussion sessions were arranged\." GEORGIA | 45 Youth Against Corruption: An National Essay Contest (Georgia) Summary The project Youth Versus Corruption consisted of a series of discussions culminating in a school essay contest for 14-15 year olds. Students were encouraged to develop and express their attitudes towards corruption and lawfulness, whilst raising their awareness on the issue through discussions with guest speakers and by writing creative essays. This empowering project captivated the interest of students by providing an opportunity for their opinions to be heard at national level, and by inviting famous people to attend discussions at schools. We will write a custom essay sample on Corruption: Essay and Students or any similar topic only for you Order Now The project was carried out by Transparency International Georgia between September 2003 and February 2004 in 19 schools in six regions of Georgia1. TI-Georgia worked closely with the Georgian Ministry of Education’s Culture of Lawfulness Project. 2 Background â€Å"During this period of injustice in the country ordinary citizens were hurt most. They longed for money to buy bread, and this is the reason why people started mass protests against the government. The government was unable to use force against its people. High officials had committed so many crimes that they could no longer redeem themselves. Each one of them was involved in corruption and everyone was aware of this fact. After the change of government all the corrupt people became very scared, some of them fled the country, others were arrested†¦ â€Å" Zaza Datukshvili (15) Recent research leaves little doubt that the difficult economic and political situation in Georgia can be attributed largely to high levels of corruption. The attitude of citizens to corruption has also been problematic. Although the negative impact of corruption on a larger scale is widely accepted, its effect on everyday life often remains obscured. Where it is recognised, people are generally pessimistic about the prospects of fighting corruption successfully. Consequently, there is an urgent need for awareness-raising campaigns that draw attention to the everyday effects of corruption and the effective means to curb 1 2 The regions included Tbilisi, Senaki, Telavi, Tianeti, Batumi, Gori Funded by the Open Society Georgia Foundation, OSGF, and the US Department of Justice 46 | GEORGIA The project in numbers 19 schools and 589 students took part in this project; 758 questions were asked on the issues of corruption and legality at the meetings with guest-speakers; 411 essays were written during the contest. corruption. This increased awareness is vital for Georgia’s success and the mobilisation of young people is especially crucial in this regard. A course entitled ‘Culture of Legality’, focusing on law and corruption issues, was introduced and piloted in 19 schools by the Ministry of Education in 2002. It was financed by the American National Strategic Information Center. The ministry dubbed the project a success and integrated the course into the curriculum of grade 9 (14-15 year olds) for the following academic year (20032004). The course became obligatory for all 147 Tbilisi (Georgia’s capital city) schools as well as in those regional schools where the course was piloted. The ministry intends to bring this course to all Georgian schools over the next two years. The project In conjunction with this new course, TI-Georgia carried out a youth awareness-raising campaign, which included a series of discussions, culminating in an essay contest. The project sought to sensitise young people to issues of corruption and legitimacy and to lend greater impact to the anti-corruption programmes already carried out in schools. The essay component in particular gave students the opportunity to express their ideas and to use knowledge gained from the discussions. The contest also sent a signal that society was interested in youth voices. After a selection process, the nine best essays were published in Georgia’s premiere newspaper, 24 Hours, and posted on TI-Georgia’s website. In introducing this campaign to Georgian schools, TI-Georgia worked closely with the Culture of Legality Programme, the Ministry of Education, the Georgian Institute of Public Affairs, and the Anti-Corruption Council of Georgia. TI-Georgia, along with these organisations, offered special prizes for winners, using funds provided by the Soros Foundation. Additionally, prominent panellists in the discussion sessions distributed their books to the students for free. The project also coincided with the pre-revolutionary demonstrations in Georgia, which influenced its implementation. The project commenced in Septem- GEORGIA | 47 Carola Huebner-Kruzinna (13), Nicaragua ber and October, just preceding the November 2003 elections followed by the Rose Revolution of 23rd November. People were very preoccupied with the upcoming elections, and, as a result, students and teachers were often absent from school. Planning and organisation The campaign, Youth Versus Corruption, took place over 6 months. The first month focused on preparation and logistics, during which a project booklet was published with a complete description of the project. The project working group held a meeting with the participant schools’ teachers and Ministry of Education representatives. The working group consisted of a TI coordinator, a professional linguist, a representative of Ministry of Education, a poet, a writer, a lawyer and a journalist. At the first meeting the group discussed the following topics: which issues and questions would best engage the students; the best guest speakers for 14-15 year olds; and how to structure the discussions and essay contest to the age and knowledge level of the students. 48 | GEORGIA Four working meetings were held over two months to establish the form of the contest and a mechanism for evaluating essays. A list of potential guest speakers was established, the format for their discussions was developed, topics were selected for the essay contest, and project follow-up measures were determined. Students were asked to select the guests they wanted to meet. Their selections included many media representatives. With its extensive network of connections TI-Georgia was able to arrange for these prominent personalities to come speak to the students. Teachers who had taught the Culture of Legality course were contracted as local coordinators for each school. They assisted in organising project events and participated in the preliminary grading of essays. Information booklets and posters were distributed to schools where the discussion sessions were arranged. You read "Corruption: Essay and Students" in category "Essay examples" The following topics for the essay contest were selected: Is injustice the source of corruption, or is corruption the source of injustice? Describe a corrupt person (appearance, life-style) and how they differ from other people; Imagine that you work in an organisation that condones corruption. What would you do? Discussion forums Discussion forums were held as a preparatory stage for the essay contest. For each discussion forum, one guest speaker was assigned to each school. In some cases this would be a poet, in other cases, a journalist or famous lawyer. The atmosphere at the events was charged with excitement. The students, especially those from the regions, were thrilled at the chance to meet well-known Georgians they knew from print or television. The parents of the students were also very eager to cooperate and gave useful feedback. The dialogue centred on the students’ personal experiences with corruption, and what they had done to solve or work within the situation. The discussion forums were structured to be interactive. At the beginning of the session, guests would speak about themselves, offer a topic for discussion or invite students to ask questions. TI-Georgia recorded all questions, and used these results to devise essay topics that would be of real interest for the students. Students in the regions were more active during the discussions than their counterparts in the big cities and later also took a more independent position in their essays. The urban youth was less optimistic but better informed. In particular, students from schools in the capital were not as active in discus- GEORGIA | 49 sions and were often quite cynical in response to the issues raised. In the more isolated regions, these discussion sessions with famous guest speakers became important events. Although conceptualised as a preparatory stage in the essay contest, it became apparent that the discussion forums were no less important than the contest itself. Student essays were solicited from those schools that participated in the forums. The forums took place during the first few months of the project and the essay contest in the last few months. In sum, there were 19 meetings at 19 separate schools. Each meeting featured one guest speaker and 30-35 students, meaning that, overall, around 600 students participated. Essay contest As Georgian school curriculum does not offer specific courses on essay writing, TI-Georgia coordinated a workshop on writing instruction in all participant schools prior to the contest event. The contest then took place on 15th and 16th December 2003. The students were given the three topics outlined above to choose from and two hours to write their essays. They were encouraged to use various written styles to express their opinions on corruption. The evaluation of the essays was conducted in two stages. In order to ensure impartiality, the essays were first evaluated by teachers from other participat- 50 | GEORGIA ing schools. The top ten per cent of essays were selected during this initial evaluation and sent to an independent jury established by TI-Georgia. The jury was composed of a writer, an education official, lawyers, a linguist, and a TI representative. The essays were evaluated on a ten-point system based on four criteria: analytical skill, creativity, personal expression and command of the Georgian language. Of the over 500 submissions, three winners and eight runners-up were announced. The winning essays, as previously mentioned, were published in the newspaper 24 Hours and on the TI-Georgia website. An awards ceremony was held on 24th December 2003 at the Open Society Foundation Georgia conference hall. TI-Georgia awarded the winners special certificates and prizes. All teachers, jury members, nominated students, partner organisation representatives, guest speakers and donors were invited to the event. Results â€Å"How would corruption be created if there was no injustice? In a just state everything and everyone must serve justice, but does not corruption create injustice? I believe that it is no news for anyone that the truth in Georgia does not have a very big value. Many people ignore the truth and act in an illegal and unjust way. † Tamar Mebonia (15) An evaluation questionnaire was designed to identify changes in students’ views on corruption before and after the programme, and they were disseminated after the contest. The questionnaires also solicited student opinions on which features the programme might add or change, and the students generated a list of potential guest speakers for the next implementation of the project. Empowering students The most important achievements of the campaign were the large number of participants involved and the apparent change in students’ attitudes. Youths that participated in the project learned that their opinions and ideas were valuable and relevant to society. In particular, the interviews revealed that students do have strong views on corruption, but feel that no one is interested in their opinions on the subject. The project was valuable to them as it gave them the opportunity to express their views, which were taken seriously. Furthermore, teachers realised the benefits of discussing the subject of corruption with their students, and of adding such a discussion to the curriculum. GEORGIA | 51 Challenges â€Å"First of all, civil education must become part of the school curriculum, so that the new generation has a different ideology, so that she does not look at injustice as if it were none of her business and so that she takes action in the fight against injustice. She can do this by not offering bribes to the teacher; this will go a long way towards eradicating corruption and injustice. Tamuna Papavadze (15) Although the project was an overall success, TI-Georgia encountered a number of difficulties along its way. For example, the Ministry of Education attempted to control the process and wanted to interfere with the selection of guest speakers and discussion topics. TI-Georgia dealt successfully with this problem by seeking support from other NGOs and putting pressure on the ministry as a collective for ce. The ministry asked TI not to bring revolutionary activists into schools as guest speakers, at one point going so far as to ask that the project be called off. In addition, they requested that they be informed of the essay topics before staging the contest. Fortunately, TI-Georgia did not make any concessions in these cases, as it had the support of most school officials. The change in administration after the revolution allowed it to continue the second phase of our project without interference. Winning the interest of young people for this project was a central challenge. To this end, TI-Georgia used a few key incentives, including contests and awards, the chance to have an essay published and reach the greater public, and the opportunity to meet major Georgian celebrities. Competitions are not typical in Georgian schools, and the prospect of a contest with awards and public exposure was exciting and motivating for the students. The most difficult and time-consuming part of the project was negotiating with guest speakers and organising their visits. As mentioned before, the project coincided with Georgia’s Rose Revolution. This caused a great deal of scheduling difficulty, as most of the planned speakers were active participants in the revolution. In the end, though, TI Georgia successfully held 19 discussions with students in six Georgian regions. Recommendations Most of the participants said that the contest was interesting for them as a way of sharing their opinions, but some still doubted that their ideas would be taken seriously by adults. Therefore, it would be good to expand the distribution of the winning essays, not just to newspapers and websites, but to television stations, radio and other schools. The essays could also be publicly 52 | GEORGIA presented to high-level officials who would then respond directly to the students. There are plans for follow-up projects, specifically to expand the programme to other schools and to first-year university students. Project description by: Lana Ghvinjilia For additional information, please contact: Transparency International Georgia at info@transparency. ge The best essays can be read on the website of Transparency International Georgia in English and Georgian language. Address: Transparency International Georgia 18, Rustaveli Ave 0108, Tbilisi Georgia Tel: +995-32-996 615 Fax: +995-32-997 292 Email: info@transparency. ge Website: www. transparency. ge How to cite Corruption: Essay and Students, Essay examples

Career Planning Reflection for Capability Audit- MyAssignmenthelp

Question: Discuss about theCareer Planning Reflection for Capability Audit. Answer: I have four values which I have always used and which helped me to be successful through my undergraduate studies. These values are respect, integrity, excellence and leadership. First, I have a belief that respect determines ones choices, decisions and the strength of relationships. I always like it when people give their opinion, voice and contribution in whatever Im doing. I believe integrity as I believe in doing what is right, keeping my word, honesty and following ethical line. Excellence always gave me the courage to be the best I could and challenge my thinking and the normal ways available (Vigoda-Gadot Grimland 2008, p. 334). I also have a special value of leadership as I always take charge and work towards being the example. Capability Audit Capability audit is another important thing that one should do towards proving that they are able to take up different tasks and projects (Bunn, H. 2014). By being able to prove that one has the capability to undertake certain tasks, he/she stands a better chance of being chosen by the employer as the one to fill the post available. This therefore indicates that it is important for any candidate to be well prepared and be able to express himself well and show his capabilities. Proving and convincing an employer that you are capable to take up different tasks requires thorough preparation. In the preparation one should be able to go through a number of steps and get a solution for each. The first aspect or step towards proving ones capability is showing effective communication. Good and effective communication skills is one of the key pillars of developing a business. Through my career as an accountant I was able to learn better communication skills as I was able to directly associate with the customers. I received a reward as the best accountant in 2016. Having been a leader of the youth group in our church and region also improved my communication skills. Before then, I used to shy off every moment I was asked to say something in front of others. At other times, I talked at a very low voice such that only few people heard what I said. As time passed by however, I have been able to improve on that and I can easily communicate my message audibly. Having been the youth leader in our region, I have had the duty of organizing what should be done by the youth and how they can get employment. Every year, we organize tournaments and reward all winners. I also had the chance of being the accountant manager and this gave the chance to learn new administrative skills (Reitman, A., Williams, C. 2006). During the period, I received a reward for being one of the best managers in the bank as voted by the customers as well as the bank employees. At the positions I have held, I have been able to work with many people which helped me improve my teamwork skills. In the leadership of the youth, I have been able to work with many youth within our region to enhance security, preserve the environment and undertake charitable activities. As an accountant and an accountant manager, I have been able to work with many other employees, employers as well as customers. This teamwork has really assisted in improving the kind of services we offer. My work has basically been around offering services to customers which have with time improved my skills on how to relate with the customers. As an accountant, I have been able to associate with many customers every day. In the bank, we attended a number of conferences and seminars whereby we were taught more on how to create better customer service skills. We were also provided with other lessons, reading materials and research materials which greatly assisted me in improving our customer service skills. In my career and other engagements, I have been able to prove my ability to manage different projects. While working as the youth leader, I have successfully gotten more youths to join the group and take part in different projects such as annual tournaments, charitable deeds, educate the public, enhance security and preserve the environment. In addition, working as the accountant manager showed that the employers had some trust in me and that they had seen and appreciated my efforts. In my position, I have been able to push the introduction of better technology as well as better management in the bank which reduces the amount of time required to offer a certain service. Personal Branding Having graduated with good results and worked with recognized organizations have shaped me to being a better accountant. The experience as a leader and manager has improved my skills in many aspects. As an accountant for some time now, I have been able to learn so much on how to associate with the customers towards bringing profitability to the bank and satisfaction to the customers. With my achievements in earlier jobs, I believe that Im the right employee for you (Klimoski, R., Amos, B. 2012). I believe that I left the bank at a better condition than I found through the new technology and management methods which I implemented, which gives me confidence towards the job you are offering. The core values that I possess, integrity, leadership, excellence and respect, gives me confidence that Ill be successful if you offer me the job. Other skills which I have gained such as auditing, financial planning and customer service skills have helped me in improving the kind of services I del iver to the customers. In addition, the great attitude that I possess towards work, administrative skills, teamwork and good management have remained my key pillars of success. It is my hope that the interests and the experience that I have acquired will meet your expectations and will help me in serving your customers. References Da Silva Aaa, E., Meucci Nique, W. (2010). Personal values in relation to graduate career choices. International Journal of Public Sector Management, 23(2), 158-168. Vigoda-Gadot, E., Grimland, S. (2008). Values and career choice at the beginning of the MBA educational process. Career Development International, 13(4), 333-345. Reitman, A., Williams, C. (2006). Career moves: take charge of your training career now!. American Society for Training and Development. Klimoski, R., Amos, B. (2012). Practicing Evidence-Based Education in Leadership Development. Academy of Management Learning and Education, 11, 685-702. Bunn, H. (2014). Customer Experience: Its not that easy: Customer experience program for B2B companies. Ronin Corporation.