Testing Liquids for polarity Essay Example for Free

Testing Liquids for polarity Essay Results and Observations: Liquids Results Shape of molecule or Lewis Structure Conclusions Distilled Water 4 cm of deflection The water molecule is very polar. This is because the only oxygen in the molecule is left with 2 lone pairs which give as a result an enormous negative center. On the other hand, the two H atoms are positive resulting into a very polar molecule. As a result, the stream of distilled water has a quite large deflection which almost went out of the beaker. Heptane 2 mm of deflection The deflection is very small, almost impossible to detect. Because of this we can conclude that this molecule is non-polar as no attraction towards the charged ruler is shown. Ethanol 3 to 4 cms of deflection In this case, the deflection of the stream is bigger and more obvious to human eye. As we can see in the structure of the molecule, the oxygen atom is left with 1 lone pair which makes it into a medium size negative center. However all the carbons and the hydrogen atoms in the left of the oxygen exert a positive charge bigger than the negative charge which makes it polar. However although there is polarity, the stream isnt deflected so much. Propanol 3 cm of deflection Although the structure of this molecule is quite similar to the one of HEPTANE, in the case of PROPANOL, we can see an oxygen atom which again is left with 1 lone pair1 which creates a negative center in the right of the molecule. However, this negativity is balanced thanks to the C and H atoms in the left. This is way this molecule is polar but not enough to deflect the stream so much. This is why it shows a medium deflection of 3 cms. Propanone 2 cm of deflection This molecule shows as very weak polarity because the only way of this molecule being polar is the double bonded Oxygen-Carbon bond. Oxygen is more electronegative than carbon which gives as a result a very weakly charged dipole. In conclusion, the stream wont deflect a lot. Ethanoic Acid 5 cm of deflection In the case of this molecule, we can see 2 O atoms which in total are left with 3 lone pairs which create a gigantic negative center. The rest of the atoms of the molecule arent capable of dealing with these forces so the molecule turns out extremely polar. This is why we can see a very big deflection in this case. Ethyl acetate 3 cm of deflection This is a moderately polar molecule which shows a medium deflection of the stream. This is because although it has 2 O atoms one of them located on the top of the molecule, the lone pairs of these O atoms cant exert that big amount of negative force as to create a very polar molecule. Another factor is the presence of H and C atoms in both sides of the O atoms which balance the forces of the lone pairs. In conclusion, although its a polar molecule, due to the position of the O atoms and the H and C atoms, Ethyl Acetate didnt deflected that much the stream Ethane-1,2-diol 4 to 5 cms of deflection This molecule is clearly polar because of the great deflection that is caused by it. There are two O atoms each one with a lone pair which creates a very powerful negative center which makes the molecule to be polar. Increasing Order of Polarity Downwards HEPTANE PROPANONE PROPANOL ETHYL ACETATE ETHANOL DISTILLED WATER ETHANE-1,2-DIOL ETHANOIC ACID Camilo Lovera Trujillo Testing Liquids for polarity Evaluation / Improvements: Limitations / Errors Improvements * Bad smell of substances. * Many of the substances we were working with, had a very strong and bad odor which spread all the way over the class. Due to this smell, many of the students found difficult to concentrate and to be able to record correctly the deflection of the streams. Its better if the students wear any type of mask or mouth covering so that focusing of students isnt affected by the smell. * Electrically-charged rod * For being able to deflect the stream of the substances it was necessary to have an electrically charged rod which could attract the stream However, is difficult to keep a fair test in charging the rule or the rod because it was possible that in some cases, the rod was more charged than others. A possible solution to this is to change the rod for a magnet or and object which is already magnetized so that the same attraction force is kept during all the experiment and no possible inaccuracy in the deflection of the streams can happen. * Deflection * The deflection, in some cases, was difficult to record. Unfortunately, we had no instrument to measure the deflection but our own eyes. It was possible to use the ruler but it was also very difficult as everything happened very fast. Due to this, there might be some inaccuracy in the results as they were recorded with what we saw and estimated to be the deflection. Maybe a way to help recording more accurately the information is to use instead of a beaker, a kind of deep transparent tray placed over a ruler so that is easier to measure the deflection Camilo Lovera Trujillo Testing Liquids for polarity Conclusion: In conclusion, this practical helped us to find the relationships between the Lewis structure or the molecule structure and the deflection the substances caused when they were near to an electrically-charged rod. From the observations and results we can also conclude that the C atoms reduce the polarity of the molecules as they created positive center in the molecule. However, it was thanks to the O atoms n most of the molecules that their polarity was considerably increased as they were left with lone pairs which helped to create negative center even bigger than the positive ones and due to this, deflect more the streams. On the other hand, theres a final conclusion to be made and is about the order of the polarity. Acids are the most polar substances just after the amides. In the case of Ethanoic Acid, we can see that it makes part of the most polar substances tested in this experiment as a result of the H bondings and the presence of the 2 atoms of O. Going down the list we will f ind: Alcohols, Ketones, Aldehydes, Amines, Esters, Ethers and Alkanes. Camilo Lovera Trujillo Testing Liquids for polarity Bibliography for Images of Lewis Structure and Molecular Structures: * http://www.chem.purdue.edu/gchelp/molecules/heptane.gif * http://www.uni-saarland.de/fak8/schneider/anichem/struktur/ethanol.gif * http://www.fisicanet.com.ar/quimica/organica/ap1/propanol01.gif * http://www2.open.ed.jp/data/37561/01/1221system/images/CH3COCH3.jpg * http://scienceaid.co.uk/chemistry/organic/images/ethanoicacid.jpg * http://www.steve.gb.com/images/molecules/alcohols/ethane-1,2-diol.png Bibliography for additional Information: * http://www.elmhurst.edu/~chm/vchembook/213organicfcgp.html

Capital Punishment Essay: Benefits of the Death Penalty :: Persuasive Essay, Argumentative

The Benefits of the Death Penalty Crime is everywhere. Wherever we look, we find criminals and crime. Criminals have become a part of our daily lives. Does this mean we let them be the darkness of our society? No, definitely not. Eliminating crime and criminals is our duty, and we cannot ignore it. Getting the rightly accused to a just punishment is very important. Some criminals commit a crime because they have no other option to survive, but some do it for fun. I do not advocate death penalty for everybody. A person, who stole bread from a grocery store, definitely does not deserve death penalty. However, a serial killer, who kills people for fun or for his personal gain, definitely deserves death penalty. Death penalty should continue in order to eliminate the garbage of our society. Not everybody deserves to die, but some people definitely do. I support death penalty because of several reasons. Firstly, I believe that death penalty serves as a deterrent and helps in reducing crime. Secondly, it is true that death penalty is irreversible, but it is hard to kill a wrongly convicted person due to the several chances given to the convicted to prove his innocence. Thirdly, death penalty assures safety of the society by eliminating these criminals. Finally, I believe in "lex tallionis" - a life for a life. Deterrence means to punish somebody as an example and to create fear in other people for the punishment. Death penalty is one of those extreme punishments that would create fear in the mind of any sane person. Ernest van den Haag, in his article "On Deterrence and the Death Penalty" mentions, "One abstains from dangerous acts because of vague, inchoate, habitual and, above all, preconscious fears" (193). Everybody fears death, even animals. Most criminals would think twice if they knew their own lives were at stake. Although there is no statistical evidence that death penalty deters crime, but we have to agree that most of us fear death. Suppose there is no death penalty in a state and life imprisonment without parole is the maximum punishment. What is stopping a prisoner who is facing a life imprisonment without parole to commit another murder in the prison? According to Paul Van Slambrouck, " Assaults in prisons all over US, both against fellow inmates and against staff, have more than doubled in the past decade, according to statistics gathered by the Criminal Justice Institute in Middletown, Connecticut" (Christian Science Monitor, Internet).

Never Give Up

ENG COMP II Dec. 10, 2008 Never Give Up â€Å"The Rookie† is a 2002 Walt Disney movie that is based on the real-life story of Jim Morris that stars Dennis Quaid in the lead role. â€Å"The Rookie† is also a movie that reflects not only our nations' culture, but also the collective attitude we have towards believing in an individuals' dreams. When a shoulder injury ended his minor league pitching career, Jim Morris resorted to the next best thing: coaching. But Jim's team, The Owls, know their coach is a great ball player and thus make a deal with him: if they win the district championship they want him to try out for a major-league team. Going from worst to first, the team makes it to state and Jim is forced to live up to his end of the deal. At the age of 35 he makes it onto a minor league team and now has to deal with the pressures of a â€Å"younger mans'† sport, life on the road and being separated from his wife and family. The pressures build and like a typical Disney movie, the dream becomes reality at what would seem to be the absolute last moment. Quaid, as Jim Morris, would then take the mound that very same night while his friends and family watched, some from their homes but most from the stands. Morris would then continue to play as one of the relief pitchers for the Tampa Bay Devil Rays over the next two seasons before officially calling it quits. The theme for this movie is obvious and simple: Never give up on your dreams, for it is never too late to believe in them. From the beginning of the movie we see Morris as an adolescent in a variety of locations and weather conditions, but we always see him pitching a baseball. That is until his mother cries out to him saying: â€Å"Jimmy, your father and I need to talk to you. † By now Jimmy is well aware of what his father, who is in the U. S. Marines, is going to say. For the fourth time they are relocating and Jimmy has to put his pitching dreams on hold. That is until his father gets a permanent duty station in Big Lake, Texas. With a bit more exposition and rising action Jimmy meets Henry Sampson in the town store where he learns the town doesn't care much for baseball, but they do care about something else – dreams. Henry then relates the story of the towns' very beginnings and how a man with dreams of finding oil â€Å"right under his feet† got the financial, and spiritual, help he needed from two nuns. The movie steps back in time to 1921 where the camera follows the nuns as they are shown blessing the field with rose pedals and reciting a prayer to Saint Rita, the patron saint of impossible dreams. While the men waited for the oil that would eventually come, they passed the time playing baseball. A few of the men were able to fulfill yet another dream as they got drafted into the major leagues. After hearing the story, the camera follows a teenage Jimmy riding his bike to the field where, on camera close up, he brushes off the pitchers' strip and with a look of determination and steadfastness he digs into the mound with his sneaker and looks at the original oil well. A camera close up shows the sign on the well, ‘SANTARITA No. 1 Completed May 27, 1923'. When it pans back to Jimmy, time has moved forward 20 years, still standing on that very same mound but now as a full grown man however his look is not the same and the well has been out of operation for quite some time. His close up look and facial expression tells us of a dream, like the oil well, that got ‘dried up' before its' time as he digs his boots into the pitchers' mound. However, as a reminder that not all is as it seems to be, the camera focuses on Jimmy's truck where a medallion of Saint Rita hangs from the rear-view mirror. From the man who dreamed of finding oil, to the nuns who dreamed of getting their moneys' worth, to the town that was founded and thrived on those dreams, to Jimmy, and to everyone whoever was or has been, they all have an individual dream they are willing to pursue. They are not unique in this, as it is something that can be traced to, and shared with, the founding fathers of our nation. They had a dream for freedom and representation that they were willing to fight and die for. Two world wars and countless others were fought for one main ideal – to keep the dream alive. Whether the dream be for territory or freedom from oppression, it does not matter. Keeping, pursuing and accomplishing the dream is within everyone of us and, as is the case with Jim Morris, it does not matter how long it takes; dreams can be fulfilled. The movie â€Å"The Rookie† serves to remind us that in todays' culture that while our dreams may be individual they can, and often do, reach father than our imagination could ever anticipate. In our modern day, dreams are fulfilled everywhere by those willing and determined enough to make them happen. While these dreams may be on an individual basis, they can be, and are often, shared across the nation. One only has to look at the world of sports to bear witness to some of the most compelling individual efforts that have a nation dreaming right along with them. Lance Armstrong won the grueling Tour de France bicycle race seven times after beating testicular cancer. The 2008 Summer Olympics, where the best of the best across the world come to compete, saw Michael Phelps win a world-record eight Gold medals in swimming. To accomplish his dream Phelps would have to swim two major races a day, each day, for four days straight. And a majority of Americans would watch and be with him stroke for stroke cheering him on, praying for the dream that would come true. Closer to home, Mary Alison Milford, a Fayetteville native, competed in the Paralympics on the U. S. Wheelchair Basketball team that defeated Germany for the Gold Medal. I dare anyone to attend a championship game anywhere, and to tell me that they could not physically feel the home-town audiences' presence. You can taste it in the air, it is a live electricity that raises the hair on your arm, it is the simple awe and power of the many becoming one for a dream and it is never too late to dream. Even if the dream is as individually personal as graduating from school with a Masters degree 20 years after you first started taking classes. Dare I to dream and see the words Cum Laude on my diploma? I believe I just have. Work Sited The Rookie. Dir. John Lee Hancock. Perf. Dennis Quaid, Rachel Griffins, Brian Cox; screenplay by Mike Rich. Walt Disney Pictures, 2002. DVD. Walt Disney Home Video. 2002. Never Give Up ENG COMP II Dec. 10, 2008 Never Give Up â€Å"The Rookie† is a 2002 Walt Disney movie that is based on the real-life story of Jim Morris that stars Dennis Quaid in the lead role. â€Å"The Rookie† is also a movie that reflects not only our nations' culture, but also the collective attitude we have towards believing in an individuals' dreams. When a shoulder injury ended his minor league pitching career, Jim Morris resorted to the next best thing: coaching. But Jim's team, The Owls, know their coach is a great ball player and thus make a deal with him: if they win the district championship they want him to try out for a major-league team. Going from worst to first, the team makes it to state and Jim is forced to live up to his end of the deal. At the age of 35 he makes it onto a minor league team and now has to deal with the pressures of a â€Å"younger mans'† sport, life on the road and being separated from his wife and family. The pressures build and like a typical Disney movie, the dream becomes reality at what would seem to be the absolute last moment. Quaid, as Jim Morris, would then take the mound that very same night while his friends and family watched, some from their homes but most from the stands. Morris would then continue to play as one of the relief pitchers for the Tampa Bay Devil Rays over the next two seasons before officially calling it quits. The theme for this movie is obvious and simple: Never give up on your dreams, for it is never too late to believe in them. From the beginning of the movie we see Morris as an adolescent in a variety of locations and weather conditions, but we always see him pitching a baseball. That is until his mother cries out to him saying: â€Å"Jimmy, your father and I need to talk to you. † By now Jimmy is well aware of what his father, who is in the U. S. Marines, is going to say. For the fourth time they are relocating and Jimmy has to put his pitching dreams on hold. That is until his father gets a permanent duty station in Big Lake, Texas. With a bit more exposition and rising action Jimmy meets Henry Sampson in the town store where he learns the town doesn't care much for baseball, but they do care about something else – dreams. Henry then relates the story of the towns' very beginnings and how a man with dreams of finding oil â€Å"right under his feet† got the financial, and spiritual, help he needed from two nuns. The movie steps back in time to 1921 where the camera follows the nuns as they are shown blessing the field with rose pedals and reciting a prayer to Saint Rita, the patron saint of impossible dreams. While the men waited for the oil that would eventually come, they passed the time playing baseball. A few of the men were able to fulfill yet another dream as they got drafted into the major leagues. After hearing the story, the camera follows a teenage Jimmy riding his bike to the field where, on camera close up, he brushes off the pitchers' strip and with a look of determination and steadfastness he digs into the mound with his sneaker and looks at the original oil well. A camera close up shows the sign on the well, ‘SANTARITA No. 1 Completed May 27, 1923'. When it pans back to Jimmy, time has moved forward 20 years, still standing on that very same mound but now as a full grown man however his look is not the same and the well has been out of operation for quite some time. His close up look and facial expression tells us of a dream, like the oil well, that got ‘dried up' before its' time as he digs his boots into the pitchers' mound. However, as a reminder that not all is as it seems to be, the camera focuses on Jimmy's truck where a medallion of Saint Rita hangs from the rear-view mirror. From the man who dreamed of finding oil, to the nuns who dreamed of getting their moneys' worth, to the town that was founded and thrived on those dreams, to Jimmy, and to everyone whoever was or has been, they all have an individual dream they are willing to pursue. They are not unique in this, as it is something that can be traced to, and shared with, the founding fathers of our nation. They had a dream for freedom and representation that they were willing to fight and die for. Two world wars and countless others were fought for one main ideal – to keep the dream alive. Whether the dream be for territory or freedom from oppression, it does not matter. Keeping, pursuing and accomplishing the dream is within everyone of us and, as is the case with Jim Morris, it does not matter how long it takes; dreams can be fulfilled. The movie â€Å"The Rookie† serves to remind us that in todays' culture that while our dreams may be individual they can, and often do, reach father than our imagination could ever anticipate. In our modern day, dreams are fulfilled everywhere by those willing and determined enough to make them happen. While these dreams may be on an individual basis, they can be, and are often, shared across the nation. One only has to look at the world of sports to bear witness to some of the most compelling individual efforts that have a nation dreaming right along with them. Lance Armstrong won the grueling Tour de France bicycle race seven times after beating testicular cancer. The 2008 Summer Olympics, where the best of the best across the world come to compete, saw Michael Phelps win a world-record eight Gold medals in swimming. To accomplish his dream Phelps would have to swim two major races a day, each day, for four days straight. And a majority of Americans would watch and be with him stroke for stroke cheering him on, praying for the dream that would come true. Closer to home, Mary Alison Milford, a Fayetteville native, competed in the Paralympics on the U. S. Wheelchair Basketball team that defeated Germany for the Gold Medal. I dare anyone to attend a championship game anywhere, and to tell me that they could not physically feel the home-town audiences' presence. You can taste it in the air, it is a live electricity that raises the hair on your arm, it is the simple awe and power of the many becoming one for a dream and it is never too late to dream. Even if the dream is as individually personal as graduating from school with a Masters degree 20 years after you first started taking classes. Dare I to dream and see the words Cum Laude on my diploma? I believe I just have. Work Sited The Rookie. Dir. John Lee Hancock. Perf. Dennis Quaid, Rachel Griffins, Brian Cox; screenplay by Mike Rich. Walt Disney Pictures, 2002. DVD. Walt Disney Home Video. 2002.

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Stress in Nursing Practice - 780 Words

Stress is a common occurrence in the workplace. In health care in particular, there are high levels of stress which can have a negative impact on the environment, the staff, and ultimately the patients. Nurses are subjected to a great deal of occupational stress which in turn impacts the quality of patient care. Occupational stress can be defined as, â€Å"the destructive physical and emotional response that occurs when the requirements of the job do not match the capabilities or desires of the employee† (Hall, 2004). The health care profession is unique in its ability to cause stress on its employees. Health care environments are fast-paced settings in which nurses and physicians are physically responsible for the well-being of other people†¦show more content†¦Other issues that were also identified as sources of stress included: the patient’s changing condition, workload, negative communication, salaries, and lack of teamwork (Hall, 2004). The identified stre ssors in the nursing work environment have a significant impact on the quality of care the patient’s receive. The stressors nurses are facing are causing a high turnover rate in an already nationwide shortage (Hall, 2004). Because of the stress, many nurses are seeking jobs that do not involve direct patient care which is intensifying the nursing shortage and making safety of patient care a serious issue (Hughes Clancy, 2009). With the combination of high stress levels among nurses and the lack of skilled nurses there is a high risk for error along with patient care which leads to potential legal exposure. Nurses are caring for other people’s lives and each decision made can affect that person in a positive or negative way. In today’s world, legal action is taken quite frequently, especially in the medical field. It is essential for nurses to be conscious of the stressors they are dealing with and how they are impacting the delivery of patient care. When dealin g with high levels of stress, nurses have the tendency to let their emotions get too far. Verbal and lateral violence is common among nurses who are overly stressed. Workplace violence is a real but serious issue that all nurses need to be aware of. Reporting workplace violence to the properShow MoreRelatedThe Nursing Program : Clinical And Theoretical Courses Essay1471 Words   |  6 PagesThe nursing program contains of clinical and theoretical courses that complement each other. The nursing program is focused towards preparing professional and competent nurses who would apply their knowledge and skills throughout their work process. Therefore, emphasis should be placed on students’ clinical learning and training since it applies all the clinical skills; affective, psychomotor, and theoretical knowledge. 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The Proposal For Jewish Proselytization And John Crocker...

One can draw interesting parallels between the proposal for Jewish proselytization and John Crocker’s biography of Samuel Johnson. To quote the remarks of one reviewer of Crocker’s book, â€Å"the merits of Mr. Crocker s performance are on a par with those of a certain leg of mutton on which Dr. Johnson dined, while travelling from London to Oxford, and which he, with characteristic energy, pronounced to be as bad as bad could be, ill fed, ill killed, ill kept, and ill dressed. Similarly, the aforementioned proposal is ill-conceived, ill- advised, and unfortunately, illness-inducing. It bears mentioning that the ardent advocates of Jewish proselytization are not pious Haredim—men who spend their days poring over the timeless texts of tradition—nor are they of the Modern Orthodox persuasion, a coterie who attempts the Sisyphean task of synthesizing values both ancient and modern. No, these zealous purveyors of Judaism have emerged from the lonely pews and desolate temples of the more progressive Reform and Conservative movements, a truth which is acutely revelatory. Salvific imperialism is a notion foreign to both Judaism and a historically conscious conservatism. As Jewish apathy to conversion is a subject well tread, it suffices to repeat that there remains no indication whatsoever within the Bible that the Jews sought out converts. This inattention to missionizing reflects Jewish recognition that Gentiles could achieve moral perfection outside the suffocating strictures

Positive Behavior Definition and Illustrations Essay Example For Students

Positive Behavior: Definition and Illustrations Essay Outline1 DEFINITION 2 ILLUSTRATIONS OF POSITIVE BEHAVIOR3 EFFECTIVENESS OF POSITIVE BEHAVIOR4 EFFECTIVENESS OF POSITIVE BEHAVIOR DEFINITION Behavior that tends to satisfy the desires of the respondent is posi tive behavior. It will become apparent that by this definition some positive behavior may lead to antisocial (so called â€Å"negative†) responses and hence is not recommended. Further more, some behavior that is itself socially acceptable and apparently positive is not, by this definition, actually positive because it docs not tend to satisfy the desires of the re spondent. The reverse is also true: some behavior that is socially not ac ceptable and apparently negative is yet actually positive because it oper ates to satisfy the desires of the re cipient. These propositions and illus trations of them arc to be considered in the following paragraphs, the inten tion being to provide basic under- standings and specific applications of positive behavior. ILLUSTRATIONS OF POSITIVE BEHAVIOR Actions that can be classified under the following headings are custom arily called positive: showing interest, agreeing, making balanced criticisms, approving, showing affection, co-oper ating, protecting, praising, under standing, and forgiving.1 All these are alike in one respect: they take into account the other fellows wants and enhance his realization of them. Let us examine a few illustrations to clari fy this point. Four high-school Seniors were be ginning to discuss the Junior play after the first performance. John said, â€Å"They were very amateurish and corny, dont you think?† The re sponses were as follows: Evelyn: They sure were! Jim: I don’t think so. I think they were O.K. John (to Jim): Whaddayuh mean, O.K.! Helen: They were amateurish, all right; but maybe they’ll be better tomorrow night. Come to think of it, we were pretty awful last year oureelves. Joiin: Oh, I guess we weren’t so hot either. They did all right for their first crack at it. This conversation contained three typical responses to John’s first nega tive remark: Evelyn’s, a positive one; Jims, clearly negative; and Helen’s, a balanced criticism. The positive re sponse gave the speaker agreement and had the force of saying, â€Å"I stand   with you; your opinion fits in; you be long.† Hence it satisfied John’s desire to be accepted.* The negative response gave him disagreement and had the force of saying, â€Å"You stand alone; I do not accept your opinion (which in this instance stands for you); hence I reject you.† This response did not fulfil John’s desire for accepta nce. In effect, it did just the reverse, and he involuntarily responded to it with an other negative comment that implied rejection toward Jim. Helen’s answer contained agree ment and also additional truth; it is a balanced criticism and helped John to modify his opinion. In effect, Helen’s comment says, â€Å"I accept your opin- ion; hence I accept you; and I add this point of view to complete the pic ture.† John’s desire for acceptance was satisfied, and he immediately was able to return acceptance to Helen’s additional point of view. Then he re vised his previously expressed criti cism by saying that, although the Juniors were amateurish, they did pretty well, considering. When Under Secretary of War Pat terson recently visited the technical training center at Willow Run, the supervisor of training classes said to him, within the hearing of a certain instructor, â€Å"I’d like to have you see what’s going on here, General.† The instructor was then introduced to the official from Washington and, when the latter asked, â€Å"What does go on here?† the supervisor turned to the in structor and said, â€Å"You tell him about it.† Mr. Patterson spent the next half hour keenly interested in everything the instructor had to say. The entire incident appealed to the instructor’s desire to excel, though he may not have been aware of the fact. The su pervisor implicitly praised him by leading a distinguished person to his department; this was as much as to say, â€Å"I think this man is doing out standing work.† Giving him an intro duction to the Under Secretary of War was gratifying; then telling him to do the explaining provided him with an other opportunity to assert himself in a field in which he excelled. The Gen eral, in showing interest and remain ing so long, was positive also because his action, like that of the supervisor, satisfied the instructors desire to ex cel. The effect of these satisfactions was to intensify the instructor’s inter est in self-attainment through greater service for the men who had approved of him. Positive behavior thus takes into account the other fellow’s desires and enhances his realization of them. Be coming sensitive to other people’s wants and gaining ability to respond positively to them are, however, far more difficult than listing illustrations in an article. Indeed, this is the life long task in human relations, for which an attitude of affection or un selfishness must be laid down as the foundation. Many persons do not possess either this attitude or the tech  niques of positive behavior as uncon scious habit patterns. Though it is possible to develop these patterns even after maturity is reached, it takes time and constant, conscious effort. Ideally these things are learned in in fancy from parents, brothers, and sisters and are then developed further through education. EFFECTIVENESS OF POSITIVE BEHAVIOR When education everywhere recog nizes the importance of human rela tions, more people will be familiar not only with the positive techniques that make for happiness but also with the reasons why they do. Why is it that sarcasm, faultfinding, and negation tend to stimulate people to inappro priate responses and that understand ing, approval, agreement, balanced criticism, etc., stimulate people to socially appropriate responses? In the past we have rested with such ex planations as â€Å"Give a dog a bad name, and he’ll live up to it,† but this and similar sayings arc not explana tions at all. Positive stimulation is effective in influencing the respondent’s behavior because it either helps him to continue in, or improve upon, present activities or releases him from activities not sought by the stimulator. By referring to the first illustration given above, we can readily see that, when John’s desires were satisfied, he did not re assert his faultfinding op inion about the players. He may have been a little jealous of the Junior play cast; per haps he felt inferior about his own ability in comparison with theirs; or several factors may have motivated his destructive criticism. When his criticism was accepted by Helen, he was able to think more clearly and take other factors into account. He then became positive. Helen’s positive behavior stimulated him to a positive response because it released him from whatever his primary desires were and enabled him to consider Helen’s desire, namely, to evaluate the performance in terms of the play ers’ inexperience. Science/Religion Definition Of Religion And Defense Definition Of Reli EssaySuch would be the case, for example, if one were to agree with a person who is destroying anothers reputation or if one were to approve of criminal actions. The approval would be positive insofar as it tended to satisfy the wants of the antisocial person, but the approval itself would also be antisocial. Here is the one exception in which positive behavior is socially detrimental and in which negative behavior—disapproval, dis agreement, rejection—is definitely in dicated. Positive behavior, then, is that which recognizes the wants of another person and tends to satisfy them. It is effective in human relations be- cause it either helps the person to continue in, or to improve on, present activities or releases him from purely personal desires. We shall see how complex the practice of positive tech niques may become. wants and enables him to shift to more socially appropriate behavior, its stim ulus value could be positive. The second exception involves an irate customer or client in the act of abusing an executive. More often than not, an attitude of acceptance and quiet listening (both, obviously, positive reactions) will be effective. After a few minutes of abuse the angry one becomes more self-con tained; his desire to punish the ex ecutive wanes; and he can begin to reason. There arc instances, however, when the irate person only becomes more irate as the manager against whom he is leveling his hostility con tinues to control himself and listens with an attitude of acceptance. A high-school principal once en countered such a person and noticed that, instead of helping the parent get things off his chest, he was actually making the parent more disturbed. He then reversed his technique and for a brief moment put on a scene, made a few caustic remarks, and, to all appearances, lost control of his temper, too. The parent was sur prised; he stood wide-eyed, open mouthed, staring at the principal. Then, at the first opportunity, he seized on an overstatement of the principal, and the following conversation took place. Then the principal went on to admit that he had lost his temper; it was easy after that to be positive in re sponse and to admit the same error. The next thought was a constructive one, back to the problem: â€Å"I want that kid of mine to graduate, and I don’t know what to do with him.† The apparently negative behavior of the principal had a positive stimu lus value for the parent because it gave him a bit of punishment, which he unc onsciously craved in return for his own conduct, and it also removed his feeling of inferiority in relation to one who had been perfectly self-con trollcd. Before this man could begin to think constructively about his problem, he needed the punishment as well as a common ground for dis cussion. In supplying these needs, the principal was really positive, al though his actions seemed to be the reverse. As a matter of fact, all his previous conduct—listening, practic ing self-control, and showing a will ingness to hear the man’s story—was negative in its effect, for it heightened the man’s frustrations. None of the parents wants was being fulfilled un til the principal became angry. Posi tive behavior is thus positive in terms of its stimulus value for the recipient, and there are occasions when appar ently negative and antisocial conduct is positive. Also listed among the difficulties met when positive techniques arc used is the apparently negative in fluence that such techniques have on children who take them as unwelcome solicitations for their friendship. In stead of responding in like manner to friendliness and courtesy, they dis regard or actually the kindness extended to them. From previous discussion it will be evident that positive behavior is not satisfying to these pupils. They have no desire to develop a friendship with the teacher. Therefore they do not respond with positive reactions. They want to be left alone. In these instances, again, behavior that seems to be negative has a positive value, while behavior that appears to be positive has a negative value for the recipient. Frequently children who are left to themselves eventually make overtures of friend ship to those who leave them alone. Then for the teacher to respond in like manner would be positive in its stimulus value as well as in its obvious content.CONCLUSION It may be felt that undue emphasis has been given to wishy-washy con- duct—agreeing, approving, helping, understanding, forgiving, and so forth—and that positive behavior as outlined here, if logically carried to its conclusion (excepting positive stimulation in antisocial instances), would lead to a â€Å"door-mat society† in which everyone fawned on everyone else. Although there seems to the writer little indication that such a difficulty would rise to catastrophic dimensions in Western civilization, it will be admitted that each person has   the duty of developing his own abili ties to their utmost in the direction of service and that pursuing this duty will involve frequent compromise be tween consideration for others and consideration for one’s own desires. This is a problem unique for each in dividual, to be worked out in the area somewhere between total selfishness and total self-abnegation. We cannot say (for our society has not tried it on a big scale or over any considerable length of time) that a consistent pattern of positive be havior would interfere with self development. Certain kinds of com petition might be modified—competi tion for material gain, perhaps. This type of competition might then con ceivably be replaced by competition for service—a basic cultural aim in which positive conduct would have more c ongenial soil. Even so, every individual would have to choose at times whether to pursue his own de sires or to deny them in favor of another’s. Life will never relieve us from making choices.