EXPECTING THE UNEXPECTED HOW SWAT OFFICERS AND FILM CREWS HANDLE Assignment

EXPECTING THE UNEXPECTED HOW SWAT OFFICERS AND FILM CREWS HANDLE SURPRISES - Assignment Example 2005 pp. 336). Bricolage is reliant on sociocognitive assets created by bunch individuals, this is accomplished through work draft understandings, fortification and contribution of undertaking tasks while empowering the advancement of cross-part mastery. Scientists have begun to focus on shock as a critical component inside business tasks. (Lampel and Shapira, 2001; Weick, 1995; Weick and Sutcliffe, 2001). Shock is characterized as a split from the typical expected result that the members didn't foresee. Astonishments incorporate segments inside associations that are unexpected and pull away participant’s focus away from advancing on the work. Shocks are captivating as they exhibit the phenomenal techniques where different firms run over vulnerabilities and alter, while simultaneously offer openings for additional examination for future vigorous activity. (McDaniel, Jordan, and Fleeman, 2003; Weick and Sutcliffe, 2001). they occur. This exploration is keen on the assurance of the recurrence and accomplishment in how police Swat and film teams respond to astound and their arrangement to change. This examination paper is additionally keen on how the associations divert tasks as conditions change and improvement of aggregate assets. Examination not just requires the examination of gathering members’ reactions to amaze, yet additionally considering the procedure that encourage fast reaction. The investigation made correlations on authoritative practices on the two classes of associations and their method of expecting, foreseeing, and here and there grasping, the unforeseen. The title of the article is plain and clear to the substance and the method of reasoning of the examination. It succinctly clarifies all the aspects of the examination in the intrigued article, which is the means by which smack officials and film groups handle shocks. Thus the title of the article is an impression of the

Racial Discrimination, Deviance, and Redemption in “Crash” Essay Example

Racial Discrimination, Deviance, and Redemption in â€Å"Crash† Paper Paul Haggis’ (2004) film â€Å"Crash† is a ground-breaking depiction in transit in which racial segregation as an unpredictable social issue influences the lives of individuals. Set in Los Angeles, the film shows how various individuals frequently â€Å"crash† into each other’s lives and unwittingly make swells in these collaborations. The effectivity of Higgis’ delineation lies on the articulate effortlessness by which the film can show the subtleties of interlocking issues from different points of view. Strangely, the film additionally represents the issue of adapting in a multi-social society where prejudice is just about a standard in itself and shows how sexual orientation and financial holes add to and strengthen racial generalizations and predispositions. The film’s investigation on the hindrances raised by racial, sex, and pay incongruities is maybe best depicted by Matt Dillon who plays the character John Ryan, a cop who has been laboring for a long time with the Los Angeles Police Department. Ryan is a solitary, white, male who lives with and deals with his maturing father off the clock and who invests the majority of the energy in the film requesting a superior specialist from his father’s medicinal services organization. Ryan is both an obedient child to his dad and the police power, be that as it may, his character harbors the disappointment coming about because of the contentions of his status as a male Caucasian in the lower rungs of the monetary stepping stool which keeps him from giving better nature of human services to his weak dad. It is from thses clashing jobs that his harshness and scorn towards favored non-white individuals emerges. We will compose a custom exposition test on Racial Discrimination, Deviance, and Redemption in â€Å"Crash† explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Racial Discrimination, Deviance, and Redemption in â€Å"Crash† explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Racial Discrimination, Deviance, and Redemption in â€Å"Crash† explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer A large portion of the piercing scenes which underline his sharpness and his endeavor to make up for his burdened position show Ryan endeavoring to exact revenge on his apparent tormentors either by genuinely or verbally hassling them utilizing his situation as a cop and his status as a Caucasian. In the early piece of the film, for example, he is the cliché white, supremacist cop who stops a SUV driven for no evident explanation than the way that it is driven by a dark American and continues to make misleading allegations against him. Obviously an instance of specific observation where individuals rush to prejudge others dependent on the shade of their skin or different generalizations, Ryan treats the man, a movie chief, similar to a typical crook. Sadly, the man’s spouse, played by Thandie Newton, sees the cop’s genuine plan for halting them and fights pompously that â€Å"You thought you saw a white lady performing fellatio on a dark man? †¦? that’s why you halted us. † (Haggis, 2004) This noticeably infuriates Ryan who, not having any desire to show shortcoming and lose his capacity before his a lot more youthful police accomplice, fights back by exposing the lady to a body search and explicitly irritating her. The demonstration is both an offense and an affront against the lady and her significant other, who are compelled to persevere through the provocation and even apologize to the cop for an alleged wrongdoing. In another scene, Ryan pays Shaniqua an individual visit to examine his father’s breaking down wellbeing and agonizing condition which expectedly finishes in struggle when he subjects her to racial slurs trying to force her to help out his dad. He advises her of his father’s exertion to give work in his business and of the misfortune he endured when the Government began embracing an inclination for organizations possessed by racial minorities. She isn't moved by Ryan’s tirade of his father’s commitment to the African-American people group, nonetheless, in view of Ryan’s supremacist comments and rather reveals to him that she would have marked the important papers if Ryan had been more pleasant.

how to change majors

how to change majors 1) Start a major Somebody once warned me joining the military would break you down and slowly build you back up again. MIT is not the military, but MIT will break you down and force you to rebuild yourself, slowly, painfully, inch by inch. You will lose yourself. You will become someone new. Everybody01 or almost everybody, anyway. breaks at some point. For many, it comes first semester. This is why MIT provides P/NR.02 P/NR = Pass/No Record. Essentially, all your first semester grades are recorded as a pass (meaning A, B, or C) or not recorded at all (if you got a D or F). For some, it comes second semester. This is why MIT provides ABC/NR. 03 ABC/NR = ABC/No Record. Second semester, Ds and Fs do not show up on your transcript, but As, Bs, and Cs do. For me, it came in the fall of my sophomore year, shortly after I declared a major in computer science.04 also known as course 6-3 There is a difference between being unhappy with and uninterested in your classes and just being tired. It took me all of sophomore fall to learn that difference. I was tired, so tired, and I mistook unhappiness for exhaustion. I was overwhelmed, yes, but I was also unhappy. I learned a lot that semester. I learned about searching and sorting algorithms,05 This was in 6.006, which is Intro to Algorithms and supervised machine learning06 This was in 6.036, which is Intro to Machine Learning algorithms, and the minutiae of Python,07 6.009, Fundamentals of Programming and what happens inside the processor of a computer.08 6.004, Computation Structures I learned that I did not want to be a computer scientist, that I did not particularly like writing code, that I do not and will not drop classes and so should legally not be allowed to register for more than I can handle. 2) Decide to change majors This came to a head during finals week. I had three finals, all scheduled within a period barely longer than twenty-four hours. I did not enjoy studying for them. I did not find the material interesting. I was, in fact, much more interested in my friends’ shouting about 2.00109 Mechanics and Materials I in the mechanical engineering department and 2.00310 Dynamics and Controls I, also in the mechanical engineering department and Unified11 The aerospace engineering sophomore core. Unified covers 2 classes in the fall (Signals Systems and Materials Structures) and 2 in the spring (Thermodynamics and Fluid Dynamics). I have taken the spring ones and am currently in the fall ones. than anything I was doing. I recognized that course 6 had broken me. I came to terms with the fact that I wasnt preordained to be a computer scientist, that I didnt have to struggle and strive for a job coding 9-to-5,   that there were other jobs and other majors, that I was the only person forcing myself through a major I didnt want. I realized that it didnt have to be like this.12 *car seat headrest voice* it doesnt have to be like this! it doesnt have to be like this! it doesnt have to be like this!/p pfeelingsposting song lyrics is deeply embarrassing yet here we are! I was allowed to change my major. I was allowed to change my mind, so I did. 3) Choose a new major I had no idea what I wanted to do after graduating. I was interested in circuits and robots and airplanes and satellites and self-driving cars and politics and the societal implications of technology. I wanted to learn about everything. I was greedy. I wanted to build. I wanted to build circuits and program robots and chart election data and construct RC aircraft and design satellites and drop everything to think and write about politics and ethics and society and only take humanities classes. I wanted to rest. I wanted to drink from the firehose, but I didnt want to drown. I wanted time to breathe and read and sip coffee and go for long bike rides and watch the sun set at night and rise again in the morning. I could not have everything I wanted. I had to make concessions. I made lists and Courseroads and vague allusions of trying something new to my friends and family. I thought about pros and cons and graduating on time and optimizing my needs or maybe just settling for something good enough. Eventually, buoyed by dreams of airplanes and satellites and robots, I settled on course 16.13 also known as aerospace engineering 4) File a change of major form I spent my IAP 14 IAP = Independent Activities Period. In January, MIT has a brief J-term where you can take a class, do a short internship, travel, go home, or just bum around Boston shivering and staring at the frozen surface of the Charles river. I was back for rowing and to UROP but I spent most of my time in coffee shops studying for the 18.03 ASE 15 18.03=Differential Equations, ASE=Advanced Standing Exam. I needed to test out of 18.03 in order to change majors. and spending too much money. At the end of IAP, I took the exam, and blissfully, miraculously, I passed. I filed a change of major form. I charted out my graduation plan. I met with the course 16 course administrator. I refiled the change of major form. I declared a minor in computer science to put my previous credits to use. 5) You are now in your new major Last spring, my change of major form cleared. I built an RC aircraft and made friends in my cohort and passed spring Unified and finished my computer science minor. It was a whirlwind. It was another tough semester. I studied for a tricky fluids final and an incredibly confusing thermo final and enjoyed the whole sticky mess. Just before taking the fluids final, I thanked the professor for making the material so interesting and the class so fun, and I meant it. It was a fun and difficult class, and it was a fun and difficult semester. I am now in the unenviable position of being a junior in sophomore classes. Worse, I am also, simultaneously, a junior in junior classes.16 16.06, 16.07 AND fall unified, baby! you truly can have it all! more on this suffering to come. I am building myself back up, piece by piece, pset by pset. I am slogging through the thick, muddy middle of MIT. The enthusiasm of freshman fall has long since waned. The sweet taste of senior spring is still too far away. The worst part of MIT is the classes. The best part of MIT is the classes. My stomach sinks when I see I have 4 psets due at the end of this week, and almost every week. I smile when I start them and see the problems are all ultimately about aerospace. I am learning about signals and systems and materials and structures and orbital dynamics and feedback control systems and I am working through problems and staying up late17 on wednesday thursday I was up working until 10:30 pm, which is very late for me but very early for most MIT students. there is also more on emthis/em to come. and going to office hours and coming down with a cold and I am still so, so tired but now at least I am interested in the problem sets I spend 28 hours a week18 firehose says so, so it must be true! working on, and maybe next semester I will have more time, or maybe the one after that, or maybe the one after that. MIT is hard. MIT will beat you down if you let it. At the end of each semester, I am exhausted and homesick, and more than ready to go home. MIT is thrilling. MIT will let you build yourself back up again. At the start of each semester, I am excited and energized and homesick for MIT, and more than ready to go back. Post Tagged #wikihow but make it mit or almost everybody, anyway. back to text ? P/NR = Pass/No Record. Essentially, all your first semester grades are recorded as a pass (meaning A, B, or C) or not recorded at all (if you got a D or F). back to text ? ABC/NR = ABC/No Record. Second semester, D's and F's do not show up on your transcript, but A's, B's, and C's do. back to text ? also known as course 6-3 back to text ? This was in 6.006, which is Intro to Algorithms back to text ? This was in 6.036, which is Intro to Machine Learning back to text ? 6.009, Fundamentals of Programming back to text ? 6.004, Computation Structures back to text ? Mechanics and Materials I in the mechanical engineering department back to text ? Dynamics and Controls I, also in the mechanical engineering department back to text ? The aerospace engineering sophomore core. Unified covers 2 classes in the fall (Signals Systems and Materials Structures) and 2 in the spring (Thermodynamics and Fluid Dynamics). I have taken the spring ones and am currently in the fall ones. back to text ? *car seat headrest voice* it doesn't have to be like this! it doesn't have to be like this! it doesn't have to be like this! back to text ? also known as aerospace engineering back to text ? IAP = Independent Activities Period. In January, MIT has a brief J-term where you can take a class, do a short internship, travel, go home, or just bum around Boston back to text ? 18.03=Differential Equations, ASE=Advanced Standing Exam. I needed to test out of 18.03 in order to change majors. back to text ? 16.06, 16.07 AND fall unified, baby! you truly can have it all! more on this suffering to come. back to text ? on wednesday thursday I was up working until 10:30 pm, which is very late for me but very early for most MIT students. there is also more on this to come. back to text ? firehose says so, so it must be true! back to text ?

A Portrait Of Daisy Buchanan - Free Essay Example

Sample details Pages: 3 Words: 819 Downloads: 10 Date added: 2019/03/26 Category Literature Essay Level High school Topics: The Great Gatsby Essay Did you like this example? In the book The Great Gatsby novel written by F. Scott. Fitzgerald, Daisy B is portrayed as a manipulative character. Don’t waste time! Our writers will create an original "A Portrait Of Daisy Buchanan" essay for you Create order Throughout the whole book this is shown in various ways from the ups and downs in emotion, the naive mind in her scandalous relationship, and to her own actual affair that set her free from hurt. Daisy Buchanan, born Daisy Fay, is from a wealthy family in Louisville, Kentucky. Popular and beautiful, she was stunning to officers during World War I. She met and fell in love with Jay Gatsby, an officer at the time, and promised to wait for him to return from the war. However, she succumbed to pressure from her family and married Tom Buchanan instead. Eventually ending in a baby girl named Pammy. Daisy in the books voice is given reign over a fools heart described here in the novel as the author glides through the introduction of characters I looked back at my cousin who began to ask me questions in her low, thrilling voice. It was the kind of voice that the ear follows up and down as if each speech is an arrangement of notes that will never be played again. ( Fitzgerald 33). Daisys voice is captivating and a lust call to men unknowingly. Though this is not her fault. Daisy mentally uses this to her advantage as shown by her superficial and senseless conversations with men. Daisy grew up spoiled and she is used to getting everything her way or no way at all. The author shows this She had told him that she loved him, and Tom Buchanan saw. He was astounded. His mouth opened a little, and he looked at Gatsby, and then back at Daisy as if he had just recognized her as someone he knew a long time ago. Here Daisy uses her manipulative voice to enroll Gatsby in. This was not for rea l sparks but the entertainment of Daisy watching her affair man feel some type of way. Although Daisy may be a very rich woman her mind is confused and she lacks knowledge. Daisy shows her confusion of life when she states Im glad its a girl. And I hope shell be a fool. Thats the best thing a girl can be in this world, a beautiful little fool (Fitzgerald 85). Here it is clear that Daisy has taken this statement and reiterated it into her lifes standards. The sad part is that Daisy believes that this ok and even wishes the foolish heart on her unborn. The actual foolish behavior that is deemed right by Daisy is that of being a manipulation at a young age and still having everything go her way. Even in her wrongdoing, her way is right the author clearly states Theyre such beautiful shirts, she sobbed, her voice muffled, in the think folds. It makes me sad because Ive never seen such beautiful shirts. ( Fitzgerald 120). What this shows is confusion because Daisy believes her sadness is from the shirt while in all actuality the sadness is from the realization of lost she h as gained. Daisy has a mentality of everything going her way and she doesnt care who will be hurt in the process this reflects Daisy as selfish. In the book, it states Oh you want to much! I love you now isnt that enough. I cant help whats past. She began to sob helplessly. ( Fitzgerald 130). This shows Daisys selfishness because she once had Gatsby and the true old love is not there anymore and she continues to hold onto him. Daisy has built up hurt and in that hurt that lingers for Tom, she still loves him. Her holding both in hand knowing Gatsby can be with whoever is selfish. Even when Daisy killed Myrtle the wretched mistress of her husband Daisy in her selfish ways let Gatsby take the blame for it all. Fitzgerald distinctively let readers know that all the pain Daisy endured would not go undone because she let her emotions get the best of her. The author stated It all happened in a minute, but it seemed to me that she wanted to speak to us, thought we were somebody she knew. Well, first D aisy turned away from the woman toward the other car, and then she lost her nerve and turned back. ( Fitzgerald 160). By the end of this, you have realized that this Daisy is not the flower well bloomed. Her soft white petals have easily being confused, and manipulated, distraught and hurt. Fitzgerald intricately lets this beauty fall from grace. Daisy shows on numerous occasions that everything will only work for you if it works in her favor. Though this is not Daisys own fault for the lifestyle given to her was not the greatest example of life. Daisy doesnt know how to get things done the right way and forever more the injustice will be that she is lost in this world.

A Brief Note On The Act Of Cosleeping - 1303 Words

Cosleeping can be defined as an infant sharing the same sleeping quarters as his or her parents because of the parent’s personal preferences or cultural practices (SIDS, 2011; Mao, Burnham, Goodlin-Jones, Gaylor, Anders, 2004; Hayes, Fukumizu, Troese, Sallinen, Gilles, 2007). There is no universally accepted uniform definition for cosleeping so the act can be further broken down into subcategories depending on where the infant sleeps in relation to his or her parents: bed sharing means the infant sleeps in the bed or on the couch with the parents while room sharing means the infant sleeps in his or her own bed in the same room as the parents. Infants can be considered partial cosleepers if they only spend a certain amount of time†¦show more content†¦According to Horne et al. (2015) bed sharing occurs in 90 percent of the world’s population. In the United States and other western cultures cosleeping that involves bed sharing is highly frowned upon because of the high risk associated with sudden infant death syndrome (SIDS) and sudden unexpected infant death. Sudden infant death syndrome occurs when an infant under the age of one year dies from an unexplainable cause even after investigation and autopsy have been conducted, while sudden unexpected infant death refers to the unexpected death of an infant under the age of one year whether explained or unexplained (SIDS, 2011; Horne et al., 2015). According to the American Academy of Pediatrics infants should sleep in their own crib, bassinet, or portable crib without pillows, blankets, or soft surfaces. Parents should avoid feeding their children on couches and armchairs to reduce the risk of falling asleep here because the rate of SIDS is higher on these surfaces. Bed sharing is not only discouraged between parents and infants, but among infants that are multiples as well. Each infant should have his or her own bed. While bed sharing is frowned upon, room sharing is encouraged. The Americ an Academy of Pediatrics encourages room sharing claiming that the close proximity is good for breastfeeding and monitoring the baby

Which Is Better, True Belief and Knowledge Free Essays

In Meno, Socrates and Meno have a discussion on virtue and they encounter a problem. If virtue is teachable, it must be knowledge. However, since there are no teachers and students of virtue, virtue must not be taught. We will write a custom essay sample on Which Is Better, True Belief and Knowledge? or any similar topic only for you Order Now So they think that virtue is not knowledge. And then they start the discussion on what is true belief and knowledge. In this essay, I would evaluate Socrates’s explanation on why knowledge is better than mere true belief and the reasons that I agree with Socrates’s proposition. Socrates’s explanation To begin with, Socrates first questions whether true belief is something no less useful than knowledge. Socrates notes that true belief and knowledge guide to the true action. He illustrates the idea by an example. To clarify Socrates’s example, I will apply his example on our campus. Suppose I need to guide a friend to Chong Yuet Ming Physics Building. I have no idea where it locate and I haven’t been to there. Now, I can visit the building if someone with the knowledge of the path guides me there or I have the knowledge of the path. But a true belief, which may be the intuition, perception, will also be equally effective in reaching the destination. If my belief is that the destination is northwest of the main building, and I convince my friend to the destination. From an outside observer, he cannot distinguish whether I have the knowledge of the path or I just luckily arrive there according to my true belief. Socrates states that â€Å"correct opinion (true belief) is no less useful than knowledge† because no matter which proposition, either true belief or knowledge, someone’s action still can be guided correctly. Although I do not agree this statement, I will discuss it in later paragraph. So, what makes the different between true belief and knowledge? Socrates thinks that the difference between them is the justification, which is the reasoning or the rationale for your belief. The person with knowledge has the ability to account of the why behind the truth whereas the person with mere true belief knows only the truth. If someone has knowledge, then he has the ability to account for the action and his mind retains knowledge. It will be secured for future use. However, although true belief guide you to a right action, the belief will go away from you mind easily. Socrates proposes that if one does not tie the true beliefs down, they will run away and escape. If tied, true beliefs stay where they are put. Moreover, once they are tied down, they become knowledge. True beliefs are grasped by the mind only fleeting before they are corrupted or lost. But we can tether them by working out the reason. If we has the reason for the believe, then the true belief is justified and become knowledge. Evaluation for Socrates explanation Firstly, I would like to discuss about Socrates’s proposition that knowledge and true belief always guide to the right action. I shall argue that it would be better that true belief guides to the right action in a better way than knowledge guides. I believe that knowledge does not always guide to the destination. For example, I have knowledge of only one path to Chong Yuet Ming Physics Building. According to the knowledge, I walk along the path. It is not guaranteed I can arrive the building. Maybe murdered happened and police has blocked the road for investigation. Maybe the path that in your mind is not up-to-date and that particular path now leads you to another building, say Ming Wah Building. In this case, even you have knowledge of going to the building, you cannot go there. True beliefs, however, always guide you to the right action. As long as we have true beliefs, we always can be guided correctly. For example, as long as I am lucky enough, I can visit Chong Yuet Ming Building even there is only one path to the building. Through, I still agree that knowledge is better the mere true belief. People cannot lucky all the life in reality. That means we cannot solve all problem by our belief. We need knowledge to live. For ideal case, an ignorant housewife can invest her money by merely her belief and win the market all time. However, does it happen in the reality? Even it happens, there are just very little cases. Without knowledge, it is difficult to live in the world. Comparing a ignorant housewife and a professional experienced investor investing the stock market, they may both lose money. For the investor, he may be wrong in some decision and lose money. But if he could have a lesson from that, he may gain and revise his knowledge of the stock market. Next time, he may keep doing this in a row. Finally, the probability to earn money increases. For the ignorant housewife, if she do not learn from the fault, or tie down the true belief, the probability of earning money would not increase. Therefore, if someone learn from the fault and form a better knowledge on that field, it will be better to him because the probability of doing the right action increases. In addition, we should not focus too much on the result too much. If we just focus on whether one finally achieve destination only, it may suggest that result is the ONLY thing we should take consideration. If that is the case, then we may agree that people can earn money by kidnapping, stealing or robbering. But we shall agree that earning money by such process is not accepted. Then, I think that achieving the goal by some process may not be good even the goal can be achieved. Hence, we should also consider the process which guides to the destination or result, but not just merely the result. I think that why knowledge is better than true belief is that the process of the right action who is guided by knowledge is better than that who is guided by true belief. Looking back to the example, what is the difference between someone guided knowledge and guided by true belief if they both arrive the destination is the experience and the variation of the path. Consider a person with merely true belief, he may make decision by something like I should go this way and I hope the way is not dead-ended. Why I have been walking so long time and haven’t arrived yet? Did I made some wrong decision? When can I arrive? I have no idea how to go there, and etc. Although he finally arrive the building, he had hard feeling at all. He may feel depressed, anxious, doubtful, and uncertain. Also, there is lots of variation for the paths. He may walk a very long path to the destination. For example, someone take a bus to somewhere. He believes that he need to get off the bus at the 3rd stop and walk along the road. However, the best way is to get off the bus at the 7th stop. He leaves the bus 2 stops earlier. Although he has true belief and arrive the destination, it may not good to him because he has been walked a very long and unnecessary way. Knowledge, on the other hand, guides someone with appropriate process. If someone with knowledge, says he know the map of campus in the example, can effectively arrive the destination without anxious, doubtful feelings. Someone may argue that having knowledge may not arrive the destination effectively because you may only have knowledge of a circuitous path. I shall say that it may be the case, just similar as true belief. People having true belief may or may not arrive destination effectively, so as people having knowledge. But at least the person may not have hard feelings, which already make knowledge better than true belief. Though there is some argument which I think is not correct in Socrates’s explanation, there are still lots of evidence to show that knowledge is better than mere true belief. How to cite Which Is Better, True Belief and Knowledge?, Papers

Quantitative Analysis of Salicylates by Visible Spectroscopy Essay Example

Quantitative Analysis of Salicylates by Visible Spectroscopy Essay Introduction: The purpose of this lab was to learn how to use a spectrophotometer to measure the amount of light absorbed by different concentrations of salicylic acid, compare those concentrations to our unknown sample and to use the data collected to compile a graph showing the levels of absorbance of the different concentrations. Methods and materials: In this lab we used a spectrophotometer, a test tube filled with water to be used as a blank, six test tubes with different concentrations of salicylic acid ranging from 0 mg/dL to 5 mg/dL and one test tube with an unknown concentration of salicylic acid. We set the spectrophotometer to a wavelength of 540 nm. We adjusted the transmittance to 0%. Next we placed the test tube with the water into the spectrophotometer and adjusted the transmittance dial to 100%. We removed the test tube containing the water and replaced it with the first concentration of 0 mg/dL. We recorded the absorbance and repeated the test for a total of 5 readings. We did this for each concentration. We then calculated the average of each concentration’s absorbance readings and plotted the averages onto the graph. Once we had gathered the data for our known concentrations we then repeated the procedure for our unknown concentration. We again took the average and plotted that on the absorbance curve to determine the concentration of the unknown. Observations and Data: Calibration Standard| Absorbance Reading 1| Absorbance Reading 2| Absorbance Reading 3| Absorbance Reading 4| Absorbance Reading 5| AverageAbsorbance Reading| 0 mg/dL| 0. 007| 0. 010| 0. 007| 0. 005| 0. 006| 0. 07| 0. 5 mg/dL| 0. 032| 0. 036| 0. 037| 0. 041| 0. 038| 0. 037| 1. 5 mg/dL| 0. 098| 0. 100| 0. 098| 0. 099| 0. 096| 0. 098| 2. 5 mg/dL| 0. 150| 0. 149| 0. 153| 0. 154| 0. 150| 0. 151| 3. 5 mg/dL| 0. 234| 0. 239| 0. 237| 0. 250| 0. 229| 0. 238| 5. 0 mg/dL| 0. 286| 0. 287| 0. 288| 0. 292| 0. 291| 0. 289| Unknown A| 0. 241| 0. 238| 0. 239| 0. 241| 0. 241| 0. 239| Based on the data from the known concentrations I found our unknown to be a concentration of 3. mg/dL. Conclusions: We used a spectrophotometer to determine the conce ntration curve for the known samples then used both the spectrophotometer and the concentration curve to determine the concentration of the unknown sample. This technique can be used by toxicologists to determine the amount of drugs in a person’s blood. This can be helpful if there was an overdose or if the district attorney needed to know the concentration of drugs in someone’s system. We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer