D.B.H. or Diameter Breast Height Tree Measure

A trees diameter at your breast or chest height is the most common tree measurement made on a tree by tree professionals. It is also called DBH for short. The only other measurement made of a tree as important is a trees total and merchantable height. This diameter is measured over the outside bark using a diameter tape at the point foresters call breast height. Breast height is specifically defined as a point around the trunk at 4.5 feet (1.37 meters in metric using countries) above the forest floor on the uphill side of the tree. For the purposes of determining breast height, the forest floor includes the duff layer that may be present  but does not include unincorporated woody debris that may rise above the ground line. It may assume a 12-inch stump in commercial forests. DBH has traditionally been the sweet spot on a tree where measurements are taken and where a multitude of calculations are made to determine things like growth, volume, yield and forest potential. This spot at breast level is a convenient way of measuring a tree without the need to bend your waist or climb up a ladder to take the measurement. All growth, volume and yield tables are calculated to correspond with DBH. How to Measure DBH There are at least three devices you can use to measure a tree diameter. The most commonly used device is a diameter tape that reads directly into a measurement of diameter in given increments of your prefered unit of measurement (inches or millimeters). There are calipers that will hug the tree and the measurement is read using the caliper scale. There is also the Biltmore stick that is designed to use a sighting angle at a given distance from the eye and reads the left and right trunk sighting. Measuring the diameter of a normally shaped tree is straightforward. There are other situations where measuring DBH should be handled differently. Measuring a forked tree below DBH: Measure the tree diameter just below the fork swell. The measurement should be made at the normal spot if the tree forks above DBH.Measuring multiple stems from ground root sprouts: Measure each stem diameter at diameter breast height.Measuring a straight tree on a slope: Measure dbh at the upper side of the slope.Measuring a leaning tree: Measure the diameter at 4.5 feet from the base and up the lean.Measuring a Swelling Tree Base or Buttress: Measure the tree just above the swell. If the buttress stops before DBH, measure as usual.

Heat of Formation Table for Common Compounds

The molar heat of formation  (also called standard enthalpy of formation) of a compound (ΔHf) is equal to its enthalpy change (ΔH) when one mole of compound is formed at 25 °C and 1 atm from elements in their stable form. You need to know the heat of formation values to calculate enthalpy and for other thermochemistry problems. This is a table of the heats of formation for a variety of common compounds. As you can see, most heats of formation are negative quantities, which implies that the formation of a compound from its elements usually is an exothermic process. Table of Heats of Formation Compound Hf (kJ/mol) Compound Hf (kJ/mol) AgBr(s) -99.5 C2H2(g) +226.7 AgCl(s) -127.0 C2H4(g) +52.3 AgI(s) -62.4 C2H6(g) -84.7 Ag2O(s) -30.6 C3H8(g) -103.8 Ag2S(s) -31.8 n-C4H10(g) -124.7 Al2O3(s) -1669.8 n-C5H12(l) -173.1 BaCl2(s) -860.1 C2H5OH(l) -277.6 BaCO3(s) -1218.8 CoO(s) -239.3 BaO(s) -558.1 Cr2O3(s) -1128.4 BaSO4(s) -1465.2 CuO(s) -155.2 CaCl2(s) -795.0 Cu2O(s) -166.7 CaCO3 -1207.0 CuS(s) -48.5 CaO(s) -635.5 CuSO4(s) -769.9 Ca(OH)2(s) -986.6 Fe2O3(s) -822.2 CaSO4(s) -1432.7 Fe3O4(s) -1120.9 CCl4(l) -139.5 HBr(g) -36.2 CH4(g) -74.8 HCl(g) -92.3 CHCl3(l) -131.8 HF(g) -268.6 CH3OH(l) -238.6 HI(g) +25.9 CO(g) -110.5 HNO3(l) -173.2 CO2(g) -393.5 H2O(g) -241.8 H2O(l) -285.8 NH4Cl(s) -315.4 H2O2(l) -187.6 NH4NO3(s) -365.1 H2S(g) -20.1 NO(g) +90.4 H2SO4(l) -811.3 NO2(g) +33.9 HgO(s) -90.7 NiO(s) -244.3 HgS(s) -58.2 PbBr2(s) -277.0 KBr(s) -392.2 PbCl2(s) -359.2 KCl(s) -435.9 PbO(s) -217.9 KClO3(s) -391.4 PbO2(s) -276.6 KF(s) -562.6 Pb3O4(s) -734.7 MgCl2(s) -641.8 PCl3(g) -306.4 MgCO3(s) -1113 PCl5(g) -398.9 MgO(s) -601.8 SiO2(s) -859.4 Mg(OH)2(s) -924.7 SnCl2(s) -349.8 MgSO4(s) -1278.2 SnCl4(l) -545.2 MnO(s) -384.9 SnO(s) -286.2 MnO2(s) -519.7 SnO2(s) -580.7 NaCl(s) -411.0 SO2(g) -296.1 NaF(s) -569.0 So3(g) -395.2 NaOH(s) -426.7 ZnO(s) -348.0 NH3(g) -46.2 ZnS(s) -202.9 Reference: Masterton, Slowinski, Stanitski, Chemical Principles, CBS College Publishing, 1983. Points To Remember for Enthalpy Calculations When using this heat of formation table for enthalpy calculations, remember the following: Calculate the change in enthalpy for a reaction using the heat of formation values of the  reactants  and  products.The enthalpy of an element in its standard state is zero. However, allotropes of an element not in the standard state typically do have enthalpy values. For example, the enthalpy values of O2 is zero, but there are values for singlet oxygen and ozone. The enthalpy of solid aluminum, beryllium, gold, and copper are zero. The vapor phases of these metal have enthalpy values.When you reverse the direction of a chemical reaction, the magnitude of ΔH is the same, but the sign changes.When you multiply a balanced equation for a chemical reaction by an integer value, the value of  ÃŽâ€H for that reaction must be multiplied by the integer, too. Sample Heat of Formation Problem For example, heat of formation values are used to find the heat of reaction for acetylene combustion: 2C2H2(g) 5O2(g) → 4CO2(g) 2H2O(g) 1) Check to make sure the equation is balanced. Youll be unable to calculate enthalpy change if the equation isnt balanced. If youre unable to get a correct answer to a problem, its a good idea to check the equation. There are many free online equation balancing programs that can check your work. 2) Use standard heats of formation for the products: ΔH ºf  CO2   -393.5 kJ/mole ΔH ºf  H2O -241.8 kJ/mole 3) Multiply these values by the stoichiometric coefficient. In this case, the value is 4 for carbon dioxide and 2 for water, based on the numbers of moles in the balanced equation: vpΔH ºf  CO2   4 mol (-393.5 kJ/mole) -1574 kJ vpΔH ºf  H2O 2 mol ( -241.8 kJ/mole) -483.6 kJ 4) Add the values to get the sum of the products. Sum of products (ÃŽ £ vpΔH ºf(products)) (-1574 kJ) (-483.6 kJ) -2057.6 kJ 5) Find enthalpies of the reactants. As with the products, use the standard heat of formation values from the table, multiply each by the stoichiometric  coefficient, and add them together to get the sum of the reactants. ΔH ºf  C2H2   227 kJ/mole vpΔH ºf  C2H2   2 mol (227 kJ/mole) 454 kJ ΔH ºf  O2   0.00 kJ/mole vpΔH ºf  O2   5 mol ( 0.00 kJ/mole) 0.00 kJ Sum of reactants (Δ vrΔH ºf(reactants)) (454 kJ) (0.00 kJ) 454 kJ 6) Calculate the heat of reaction by plugging the values into the formula: ΔH º Δ vpΔH ºf(products) - vrΔH ºf(reactants) ΔH º -2057.6 kJ - 454 kJ ΔH º -2511.6 kJ Finally, check the number of significant digits in your answer.

Aqa-Scly1-W-Qp-Jun11 Free Essays

General Certificate of Education Advanced Subsidiary Examination June 2011 Sociology Unit 1 Wednesday 18 May 2011 For this paper you must have: ? an AQA 8-page answer book. SCLY1 9. 00 am to 10. We will write a custom essay sample on Aqa-Scly1-W-Qp-Jun11 or any similar topic only for you Order Now 00 am Time allowed ? 1 hour Instructions ? Use black ink or black ball-point pen. ? Write the information required on the front of your answer book. The Examining Body for this paper is AQA. The Paper Reference is SCLY1. ? This paper is divided into three sections. ? Choose one section and answer all of the questions from that section. Do not answer questions from more than one section. ? Do all rough work in your answer book. Cross through any work you do not want to be marked. Information ? The marks for questions are shown in brackets. ? The maximum mark for this paper is 60. ? Questions carrying 24 marks should be answered in continuous prose. In these questions you will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. G/T64897/Jun11/SCLY1 6/6/ SCLY1 2 Choose one section and answer all of the questions from that section. Section A: Culture and Identity Total for this section: 60 marks Read Items 1A and 1B below and answer questions Item 1A Interactionists see a person’s identity as arising from interactions with other people and from how those interactions are interpreted. For example, social expectations about what is an appropriate leisure activity for an older person may influence what that person does in their spare time. This choice of leisure activity may affect how they see themselves and how others see them, both of which contribute to their sense of identity. Item 1B For Marxists, culture in society reflects ruling-class ideology. It expresses the distorted view of the world put forward by the dominant class and is important in maintaining the system of social inequality that exists in capitalist society. Functionalist sociologists argue that the culture of society reflects the shared values of that society. Society needs a shared culture to run effectively, and various agencies play their part in socialising members of society. 0 0 1 2 Explain what is meant by ‘socialisation’. 5 0 1 to 0 5 that follow. (2 marks) Suggest two reasons, apart from the one mentioned in Item 1A, why leisure choices may vary across different age groups. (4 marks) Identify three characteristics and/or concepts associated with interactionist views of culture and identity, apart from those mentioned in Item 1A. (6 marks) Examine sociological explanations of the ways in which ethnicity may shape social identity. (24 marks) Using material from Item 1B a nd elsewhere, assess sociological explanations of the role of culture in society. (24 marks) 0 3 0 4 0 5 G/T64897/Jun11/SCLY1 3 Section B: Families and Households Total for this section: 60 marks Read Items 2A and 2B below and answer questions Item 2A Many people see childhood as a natural stage of life that is determined by biology. What is expected of children is shaped by their age. However, sociologists suggest that childhood is a social construction. For example, changes in the laws regarding compulsory education and access to the labour market have shaped the experiences of children today. Item 2B Feminists take a critical view of the family. They argue that family life maintains and promotes gender inequality. For example, this is reflected in the domestic division of labour. Housework and childcare in the family, which are carried out mainly by women, are unpaid and hardly recognised as work at all. However, some sociologists suggest that feminist theories ignore the extent of family diversity. In fact, family roles and relationships are varied and therefore women’s experiences of family life are more diverse than some feminists suggest. 0 0 6 7 Explain what is meant by the ‘social construction’ of childhood (Item 2A). 0 6 to 1 0 that follow. 5 (2 marks) Suggest two ways, apart from those mentioned in Item 2A, in which government policies and/or laws may shape the experiences of children today. (4 marks) Identify three reasons why the birth rate has fallen since 1900. Examine the reasons for changes in the divorce rate since 1969. (6 marks) (24 marks) 0 0 1 8 9 0 Using material from Item 2B and elsew here, assess the contribution of feminist sociologists to an understanding of family roles and relationships. (24 marks) Turn over for Section C Turn over ? G/T64897/Jun11/SCLY1 4 Section C: Wealth, Poverty and Welfare Total for this section: 60 marks Read Items 3A and 3B below and answer questions Item 3A In the United Kingdom, there is a mixed economy of welfare provision. This means that a range of different individuals and organisations provides welfare. The state benefits system is part of this provision and includes some benefits that are universal and others that are means-tested or selective. Voluntary groups also provide welfare services alongside the state and other providers. Item 3B Some sociologists suggest that the attitudes and behaviour of the poor themselves are a significant factor in the existence and continuation of poverty. The poor have a distinct subculture that is different from the rest of society. This subculture encourages certain attitudes and behaviour that keep the poor locked in poverty. However, other sociologists question the existence of a set of different norms and values among the poor. Instead, they suggest that poverty arises from the structure and organisation of society. 1 1 1 2 Explain the difference between income and wealth. 1 1 to 1 5 that follow. 5 (4 marks) Suggest two advantages of welfare benefits being universal, rather than selective (Item 3A). (4 marks) Suggest two advantages of welfare provision by voluntary groups (Item 3A). (4 marks) 1 1 3 4 Examine the reasons for the increasing inequality of wealth in the United Kingdom since the 1970s. (24 marks) Using material from Item 3B and elsewhere, assess the view that the attitudes and the behaviour of the poor themselves are responsible for poverty. (24 marks) 1 5 END OF QUESTIONS Copyright  © 2011 AQA and its licensors. All rights reserved. G/T64897/Jun11/SCLY1 How to cite Aqa-Scly1-W-Qp-Jun11, Essay examples

Cultural Competent Care

Question: Discuss about theCultural Competent Care. Answer: Personal Reflection Before I registered for this unit, I had some little knowledge about different Australian communities. I knew that Australia is a diverse nation composed of people from different cultural backgrounds. As a non-indigenous individual, I knew and acknowledged that there are indigenous people like Aboriginals who live in different parts of the country. I also knew that the Aboriginals face numerous socioeconomic challenges that hinder them from accessing quality healthcare services in the country. So, when I registered for this unit, I was happy because I knew that it would give me an opportunity to learn lots of things. I was so enthusiastic to learn about the Australian communities. I had lots of expectations that I was looking forward to fulfill by the end of the unit. First, I was looking forward to learning about the composition of the Australian communities. I wanted to learn a lot about the meaning, similarities, and differences between the indigenous and non-indigenous communities in Australia. Secondly, I wanted to learn about the cultural traditions, beliefs, and values of the indigenous communities in Australia. I had some knowledge that the Aboriginals have a unique set of cultures which make them to be a special group in the country. However, I did not have a sound knowledge of the finer details of such practices because I have never gotten an opportunity to interact with the Aboriginals. Thirdly, I was hoping to learn about the health status of the Aboriginals. I wanted to know the social factors that determine the health of the Aboriginals and make them to require a special attention by the healthcare professionals. Lastly, I was hoping to learn about how the healthcare challenges facing the Aboriginals can be ultimately resolved so as to achieve health equality and equity in the country. I was looking forward to collaborating with my lecturer and fellow students to learn all these because they would make me to be a culturally-competent professional. I would like to point out that my expectations were met. It was a valuable unit because it gave me an opportunity to learn about the Aboriginal community as far as health is concerned. The first lesson I learnt is that the Aboriginals is a minority and disadvantaged group in the country. The community has not been able to access quality health care because of their proximity, poverty, ignorance, unemployment, and cultural views held on health care. Besides, I learnt that the delivery of healthcare services to the Aboriginals should be done by culturally-competent practitioners. Community involvement should be applied when attending to the Aboriginals because it can enable them to accept the service because it makes them feel appreciated, recognized, and accommodated. I learnt that such a strategy can help in improving the health status of the Aboriginals by reducing the high prevalence of lifestyle, respiratory, chronic, and cardiovascular diseases. These lessons changed my philosoph y because, now, I believe that I should be nothing, but a culturally-competent healthcare provider. Case Study The patient is an Aboriginal who should be adequately supported and empowered to improve his condition. A culturally-competent care will be delivered to the patient to enable him manage his diabetic condition. This will be done by carrying out the following: Effective Communication When attending to this Aboriginal patient, I will take the necessary measures to make him feel accepted. I will adopt a therapeutic approach when communicating with the patient. Here, I will make a good use of therapeutic communication strategies. The first thing I will do is to listen to the patient and give him enough time to express his opinions and respond to me. I will have to critically listen to him without unnecessarily interrupting him. Besides, I will allow him to tell me his opinion and respect them no matter how unique it might be. As an Aboriginal, the patient has got certain views that must be sough when attending to him. Therefore, I will have no choice rather than doing so. At the same time, I will accept the patient the way he is. Therapeutic care is a good strategy to apply when attending to an Aboriginal patient. Most Aboriginals do not seek healthcare services because of fear of exclusion or discrimination. However, this is what I will try to eliminate when serving the patient. I will dedicate my time to delivering a good service to this particular Aboriginal patient. The use of therapeutic communication will enable me to establish a good rapport with the patient. At the same time, it will give me an opportunity to win the confidence of the patient and make him to have a trust in me and the services rendered. Cultural Support The patient will be given a culturally-competent care. The care provided should be tailored to suit the needs of an Aboriginal. As an indigenous, the patient has a set of needs that should be met by the healthcare provider. Diabetes is one of the lifestyle diseases that are caused by certain behavioral practices like physical inactivity and smoking. Furthermore, research has established that there is a high prevalence of diabetes amongst the indigenous communities. Therefore, to help the patient, he should be approached using a cultural-friendly approach. The Aboriginals have certain cultural views that expose them to diabetes. Worse still, the Aboriginals engage in risky behaviors that make it difficult to manage the condition. Cultural competent care will be delivered by understanding and appreciating the cultural beliefs of the patient. Before attending to the patient, efforts should be made to know the patients views regarding the condition and the best ways through which an intervention can be delivered. If the patient is given a chance to make contributions, it will be much easier because an acceptable decision will be finally made on how to address the needs. Culturally-competent care can be best delivered if the patient feels respected and involved in the treatment process. Therefore, when attending to the patient, enough time will be taken to know the cultural needs of the patient before taking deliberate steps to satisfy them as required. Reference to the patients cultural views s paramount because it will enable the healthcare provider to accommodate and satisfy all of them. Health Educational Support The patient will be provided with adequate education on diabetes. As already hinted, diabetes is a lifestyle disease that is associated with risky behaviors such as smoking and lack of physical exercises. These are the behaviors that increase the chances of contracting the disease. Therefore, when dealing with the condition, all these issues must be adequately addressed. Meaning, the patient should be taught much about the causes, symptoms, effects, management, and preventive measures for diabetes. This information is important and can empower the patient to make important decisions that can help in improving his health. All the teachings should center on issues like medication compliance, physical exercises, diet, and smoking. When teaching the patient, a culturally-competent approach should be applied. Here, the healthcare provider should use effective communication skills to teach the patient. The practitioner should critically listen to the patient and treat him with the due respect he deserves. The teaching session should be interactive and accommodative. It should cater for the interests of the patient and give him the teachings that will benefit him. If taught how to change the behavior, the patient will be empowered to know how to handle his condition. Many Aboriginals are suffering from diseases like diabetes because of the poor choices made. Therefore, when attending to the patient, it can be much better if the health provider incorporates an aboriginal practitioner. If this is done, the patient can readily accept the service because it is exclusively designed for his own benefit. Provision of Medication In the care plan, the practitioner should take the necessary efforts to prioritize the needs of the patient. After a thorough assessment of the condition, the patient should be given a drug prescription. The drug should be prescribed because it is necessary in managing the patients condition. By prescribing an appropriate medication, the patient will be empowered to effectively manage the condition. It will help in minimizing the physical and emotional pains that might be experienced by the patient. However, the medicine provided should be able to help the patient to address all the pains. At the same time, it should be a medication that is administered in line with the patients cultural views (Parker Milroy, 2014). Before prescribing the medication, it is commendable to know the cultural views of the patient towards the drug before taking the necessary measures to accommodate it. Culture should be considered while prescribing the drug because Aboriginals have certain traditional views towards medicine. The views must be considered because they can determine the success of the administered drugs. As an Aboriginal, the patient subscribes to certain cultural values that must be respected. All these must be accommodated when attending to the patient because it will make him comfortable and satisfied. Culturally-competent is a very important practice that should be applied when attending to such patients because without it, the services provided cannot appeal to the patient. Diabetes is a condition that can be effectively managed if suitable medications are prescribed and administered as directed by the physician.