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Fighting back against cyber-bullying

Recently, cyber-bullying has been turning out to be huge issue. After the tragic death of Phoebe Prince, who has been victimized by cyber-bullying, these sort of malicious actions are growing more and more. One noticeable case of cyber-bullying is a Facebook fan page called, “Evanston Rats.” This page has greatly infuriated the superintendent of Evanston Township High School, Eric Witherspoon. Witherspoon declared that students who post items on this page have been the source of hateful and humiliating reputation, and those students will be disciplined by the school or even punished by measures of prosecution. Witherspoon was highly insulted by the materials on the Facebook page and said out to his students, “Bullying at ETHS (Evaston Township High School), including cyberbullying, is a serious violation of school rules and can result in serious consequences; students can be suspended for up to 10 days and/or expelled, and removed from extracurricular activities, including prom and graduation.” All students were warned to stop any access to this page, even out of curiosity.

However, despite Superintendent Witherspoon’s desperate attempt to shut down this page, the reputation of ETHS seemed to be crumbled by this ill-willed Facebook page and even some students of Evanston Township High School seemed to be adversely affected by the after viewing or visiting this page. This page had over 300 fans after a course of just few days. Nevertheless, ETHS did not just stand and watch. Many of the students were infuriated by this page and decided to fight back against it; with kindness. Therefore, the “Evanston Mice” page was created on Facebook. Nearly, 1000 students were involved in order to turn the cyber-bullying upside down and instead of posting malicious items about ETHS, compliments and praises about ETHS studensts were posted. For example, a post about Anthony DeCapri said that he is an amazing pianist as well as a great friend. Cyber-bullying was now being turned around with cyber-praising.

It’s quite impressive to see students demonstating their willingness to fight back against what is clearly wrong. However, such actions of cyber-bullying should never be started in the first place, and extreme disciplinary actions with the involvement of the law should be taken against those who initiate such mean-sprited issues.

References (feel free to browse the following):

  1. http://cbs2chicago.com/local/evanston.mice.cyber.2.1640778.html
  2. http://cbs2chicago.com/local/evanston.rats.facebook.2.1629611.html
  3. http://articles.chicagotribune.com/2010-04-14/news/ct-met-evanston-rats-0414-rats-20100414_1_bullying-facebook-officials-evanston-township-high-school

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http://cbs2chicago.com/local/evanston.mice.cyber.2.1640778.html

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Electives Post

Outline – Human Trafficking in Japan

  1. Introduction
    1. Hook
      1. i.      Address the severity of human trafficking
      2. ii.      Inform how Japan is involved with the issue
        1. Various Japanese crime organizations
      3. iii.      Efforts of Japanese Government to resolve problem
        1. Tier 2
    2. Thesis Question
      1. i.      To what extent have the Japanese crime organizations been involved in human trafficking?
  2. Body Paragraph 1
    1. Topic – Introduction to human trafficking
    2. Support
      1. i.      Definition of human trafficking
      2. ii.      Various methods of luring people
      3. iii.      Why human trafficking is bad
      4. iv.      Most human trafficking occurrence in Asia: Japan
    3. Analysis/opinion
  3. Body Paragraph 2
    1. Topic – Yakuza
    2. Support
      1. i.      What is Yakuza?
      2. ii.      Yakuza’s involvement in human trafficking
      3. iii.      Purpose
      4. iv.      Industries
    3. Analysis
  4. Body Paragraph 3
    1. Topic – Japanese government
    2. Support
      1. i.      Tier 2 – not fully complying with Trafficking Victims Protection Act’s minimum standards to eliminate human trafficking
      2. ii.      Still making significant efforts
        1. Prosecution
        2. Laws
        3. Protection
        4. Prevention  by spreading awareness
    3. Analysis
  5. Conclusion
    1. Human Trafficking: BAD and must come to an end
    2. People must be warned about human trafficking: call to action
    3. Surprising facts
      1. i.      People are not only sold in for prostitution, but also forced labor and other work purposes.
      2. ii.      Japan mainly operates transit and a destination for human traffickers. Main sources of human trafficking come from East Asia (Thailand, Cambodia, etc.)

Spanish Post

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Social Science Post

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Science Post

Title

Stoichiometric relationship between the quantities of Pb(NO3)2, NaI, PbI2, and NaNO3 in a chemical reaction

1. Pb(NO3)2 + 2NaI           PbI2 + 2NaNO3

2. and 3.

Group Number Mass Pb(NO3)2 Mass

NaI

Mass

PbI2

Moles Pb(NO3)2 Moles NaI Moles PbI2
1 1.66g 0.75g 1.64g 0.005 0.005 0.0036
2 1.66g 0.90g 1.02g 0.005 0.006 0.0022
3 1.66g 1.05g 1.15g 0.005 0.007 0.0025
4 1.66g 1.20g 1.25g 0.005 0.008 0.0027
5 1.66g 1.35g 1.57g 0.005 0.009 0.0034
6 1.66g 1.50g 1.66g 0.005 0.01 0.0036
7 1.66g 1.65g 2.11g 0.005 0.011 0.0046
8 1.66g 1.80g 2.22g 0.005 0.012 0.0048
9 1.66g 1.95g 2.12g 0.005 0.013 0.0046
10 1.66g 2.10g 2.18g 0.005 0.014 0.0047

4.

5. The graph shows the relationship between the quantities of lead iodide (PbI2) produced according to the mass of sodium iodide (NaI) given. By observing the graph, we can see that starting from 0.006 to 0.0011 moles of sodium iodide, the quantity of moles of lead iodide is increasing from 0.0022 to 0.0046. On the other hand, we can also see that from 0.0011 to 0.0014 moles of sodium iodide, the line that represents the quantity of moles of lead iodide is fairly flat, in comparison to the escalating, steep line from 0.006 to 0.0011 moles of sodium iodide. The last 1/3 of the graph maintains a quite flat line because when the moles of sodium is present from 0.0011 moles onwards, sodium iodide’s role changes from the limiting reactant to the reactant that is present in excess and lead nitrate (Pb(NO3)2) becomes the limiting reactant. As it is lead nitrate that affects the amount of lead iodide produced in the last 1/3 of the experiment, the amount of lead iodide produced does not have a huge difference because the amount of lead nitrate present remains constant throughout the whole experiment, which is having a mass of 1.66g or moles of 0.005. In conclusion, when sodium iodide is present from 0.006 to 0.011 moles, sodium iodide is the limiting reactant, thus the quantity of moles of lead iodide increases from 0.0022 to 0.0046. When sodium iodide is present from 0.0014 moles, lead nitrate becomes the limiting reactant; hence the quantity of moles of lead iodide doesn’t change much because lead nitrate is present with the amount of 0.005 moles throughout the experiment.

6. (a) Pb(NO3)2 (lead nitrate) is the reactant that is present in excess.

(b) NaI (sodium iodide) is the limiting reactant.

Predicted mass of PbI2 using Pb(NO3)2

Calculations:

1.66/331.2074 = x/1 –> x = 1.66/331.2074 = 0.005 mol Pb(NO3)2

Since ratio is 1 to 1, the mol stays the same. (0.005 mol PbI2)

0.005/1 = x/461.008 –> x = 461.008 * 0.005 = 2.305 g

Predicted mass of PbI2 using NaI

Calculations:

If NaI = 0.75g, PbI2 = 1.153 g

If NaI = 1.35 g, PbI2 = 2.074 g

For group numbers 1-5, Pb(NO3)2 always produces 2.305g of PbI2 whilst NaI produces a range of 1.153g to 2.074g of PbI2. This shows that NaI will always produce less than PbI2 than Pb(NO3) 2, thus it is the limiting reactant.

7. (a) The NaI (sodium iodide) is the reactant that is present in excess.

(b) The Pb(NO3)2 (lead nitrate) is the limiting reactant.

Predicted mass of PbI2 using Pb(NO3)2

Calculations:

1.66/331.2074 = x/1 –> x = 1.66/331.2074 = 0.005 mol Pb(NO3)2

Since ratio is 1 to 1, the mol stays the same. (0.005 mol PbI2)

0.005/1 = x/461.008 –> x = 461.008 * 0.005 = 2.305 g

Predicted mass of PbI2 using NaI

Calculations:

If NaI = 1.65g, PbI2 = 2.536g

If NaI = 2.10g, PbI2 = 3.227g

For group numbers 7-10, Pb(NO3)2 always produces 2.305g of PbI2 whilst NaI produces a range of 2.536g to 3.227g of PbI2. This shows that NaI will always produce more PbI2 than Pb(NO3)2, thus it is the reactant that is present in excess.

8. The mole ratio of Pb(NO3)2 : NaI for group number 6 is 1 : 2. Because of the ratio, there is no limiting reactant for group number six. As the mole ratio of Pb(NO3)2 : NaI : PbI2 is 1 : 2 : 1, so the moles of PbI2 predicted will always be 0.005. As a result, the shape of the graph when NaI is 0.01 moles is affected equally by number of moles of NaI and Pb(NO3)2.

English Post

This I Believe

I’ll be quite frank about my beliefs; I believe in myself. This is quite unexpected, considering the fact that I’m a Roman Catholic and it would be more righteous that I believe in God. But no, I am a self-centered person.

Since the day I was born, I seemed to have lived in a bubble of my own, and I still do now. Due to my mother’s influence, I followed here footsteps into believing in Catholicism. I went to Church every weekend and also, received extra lessons about Catholicism from personal mentors, such as the local priest or an experienced nun. Although I listened to the lectures from such mentors, I still cannot accept the fact that I am under the gaze of God or even the existence of God. Perhaps it was the oppression of my mother which made me “pretend” that I am a devoted Catholic, but I still have my skepticism about God.

To be honest, I am a self-focused and even a selfish person. I always had faith in my own self than relying on the guidance of God. On one occasion, soon after I was baptized, my mother asked me to get ready for Church and I didn’t. I couldn’t. Having a religion, just wasn’t suitable for me. For a person who has always believed in himself, adapting to the life as a servant of God, was not acceptable. Ever since then, I rarely went out to church. Even now, I still argue with my mother a lot, regarding my beliefs, but I am adamant that my belief lies upon myself.

By this time, some of you may be asking, why I’m so self-centered, in fact, so full of myself that I can defy the will of God and completely ignore him. Well I guess it’s my overwhelming confidence. I don’t know exactly what makes me so confident, but I just am. I always go up to challenges and look ahead. If I know I can’t succeed, I give up before hand. However, most of the time, I know I am able to do it. Also, my perseverance plays a key role to my confidence. I know that I don’t really have the natural talents or flair to have outstanding success in whatever I’m doing, whether it’s sports or academics. Therefore, I have to fill that spot with my work ethic. However, due to my bitter selfishness, I am not the most welcomed member in a team.

When someone is questioned about beliefs, people are most likely to respond with their devotion towards a certain religion, but I respond with my devotion towards myself. I may seem overly arrogant, but my belief towards myself is very strong and I don’t think it will change for a long time.

Math Post

The Unit Circle and the Connection Between Arc Length and Sine/Cosine/Tangent

The unit circle is a circle with a unit radius, or a radius of 1 unit. The unit circle can be measured in two different units, the degree unit and the radian unit. The radian unit demonstrates that the arc length is equal to the angle of the unit circle. This can be represented by the radius of the unit circle. When you use the radian degree measure, the angle is equal to the arc length/radius. In a unit circle, the radius if equal to 1, so this makes the arc length of the unit circle to be equal to 1.

In a circle, the trigonometric functions work in a similar way. The sine represents the y-value of the coordinate points on a circle and the cosine represents the x-value of the circle. These certain conditions can be met because the hypotenuse in a unit circle is 1. The ratio of cosine is adj./hyp. and the ratio of sine is opp./hyp. In both instances, the hypotenuse is 1, so we are able to see that the cosine represents the x-value and the sine represents the y-value. Tangent also relates to this. The ratio of tangent is equal to opp./adj. In both sine and cosine, the hypotenuse is equal to 1, thus making sine=opposite and cosine=adjacent side. This allows the tangent to be equal to sine/cosine if you substitute the values of sine and cosine for opposite and adjacent side.

Whatever the case maybe, the theories of trigonometric functions can be applied to all circles, as long as it is proportional from the unit circle. By using sine, cosine, and tangent, we can determine the value of the angle, and then find the arc length. All these values can be found without the circle necessarily having to be a unit circle, as long as the radius of and the shape of the circle remains proportional to the unit circle.

The Unit Circle and the Connection Between Arc Length and Sine/Cosine/Tangent

File:Unit circle angles.svgThe unit circle is a circle with a unit radius, or a radius of 1 unit. The unit circle can be measured in two different units, the degree unit and the radian unit. The radian unit demonstrates that the arc length is equal to the angle of the unit circle. This can be represented by the radius of the unit circle. When you use the radian degree measure, the angle is equal to the arc length/radius. In a unit circle, the radius if equal to 1, so this makes the arc length of the unit circle to be equal to 1.

In a circle, the trigonometric functions work in a similar way. The sine represents the y-value of the coordinate points on a circle and the cosine represents the x-value of the circle. These certain conditions can be met because the hypotenuse in a unit circle is 1. The ratio of cosine is adj./hyp. and the ratio of sine is opp./hyp. In both instances, the hypotenuse is 1, so we are able to see that the cosine represents the x-value and the sine represents the y-value. Tangent also relates to this. The ratio of tangent is equal to opp./adj. In both sine and cosine, the hypotenuse is equal to 1, thus making sine=opposite and cosine=adjacent side. This allows the tangent to be equal to sine/cosine if you substitute the values of sine and cosine for opposite and adjacent side.

Whatever the case maybe, the theories of trigonometric functions can be applied to all circles, as long as it is proportional from the unit circle. By using sine, cosine, and tangent, we can determine the value of the angle, and then find the arc length. All these values can be found without the circle necessarily having to be a unit circle, as long as the radius of and the shape of the circle remains proportional to the unit circle.

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