1. Which gas (N2 and C2H2) diffuses more rapidly, and what is the relative rate of diffusion? 2. Ammonia is produced when 6.5 grams of hydrogen gas reacts with 5.1 grams of nitrogen gas at 725 mm Hg and 45.4 0C. a. Write the balanced chemical equation. b. Determine the limiting reactant and the theoretical yield of ammonia in moles. c. Calculate the volume of ammonia. 3. Pure oxygen was first prepared by heating mercury (II) oxide: How many liters of gas of O2 would be formed at 452 0C and 0.978 atm pressure by decomposition of 345 g of HgO? 4. A gaseous compound is 30.4% N and 69.6% oxygen by mass. A 5.25 gram sample of gas occupies 1.00 L and exerts a pressure of 1.26 atm at -4.0 0C. a. What is the empirical formula? b. What is the molecular formula? 5. Magnesium metal and hydrochloric acid are reacted to form magnesium chloride and hydrogen gas. 10.5 g magnesium metal is reacted with excess hydrochloric acid. What is the volume of hydrogen gas produced at standard temperature and pressure? 1- Abstract: Focusing on eliminating poverty (SDG 8) and expanding development throughout the world comes hand in hand with working towards women’s equality. In addition, increasing women’s participation in the economy can aid development. One of the biggest issues nations face today is achieving development that will be sustainable and lasting. Increasing women’s participation in the economy and educational programs can help countries work towards this sustainable development. Women are also negatively affected by the poor condition of MENA education systems. Quality Education is SDG 4, and the MENA region has a long ways to go in achieving this goal. The poverty, lack of funding and space, and even simply lack of girls’ restrooms are barriers girls face to enrolling in school. Many families cannot afford to send their daughters to school, and many schools do not have room for them anyway. In addition, the quality of education systems in MENA is often poor and do not adequately prepare young women for the workforce. This trend worsens the economic conditions women face, making it more difficult for them to find employment. It is essential to focus on the issues of poverty, employment, and education in the Middle East and North Africa (MENA) region specifically because they are amongst the most prevalent issues facing the region. A large portion of its population live in poverty, are unemployed, or are working in low-wage jobs. This has a huge impact on the population, leaving many without enough food and goods to take care of their families. This often breeds anger amongst the population who are struggling with the serious consequences of poverty. In addition, these economic issues and concerns about education systems in the MENA region are exacerbated by the “youth bulge” occurring in the region. Due to high birth rates in the MENA region over the last few decades, a large portion of the population consis ...

1. 1. Which gas (N2 and C2H2) diffuses more rapidly, and what is
the relative rate of diffusion?
2. Ammonia is produced when 6.5 grams of hydrogen gas reacts
with 5.1 grams of nitrogen gas at 725 mm Hg and 45.4 0C.
a. Write the balanced chemical equation.
b. Determine the limiting reactant and the theoretical yield of
ammonia in moles.
c. Calculate the volume of ammonia.
3. Pure oxygen was first prepared by heating mercury (II) oxide:
How many liters of gas of O2 would be formed at 452 0C and
0.978 atm pressure by decomposition of 345 g of HgO?
4. A gaseous compound is 30.4% N and 69.6% oxygen by mass.
A 5.25 gram sample of gas occupies 1.00 L and exerts a
pressure of 1.26 atm at -4.0 0C.
a. What is the empirical formula?

2. b. What is the molecular formula?
5. Magnesium metal and hydrochloric acid are reacted to form
magnesium chloride and hydrogen gas. 10.5 g magnesium metal
is reacted with excess hydrochloric acid. What is the volume of
hydrogen gas produced at standard temperature and pressure?
1-
Abstract:
Focusing on eliminating poverty (SDG 8) and expanding
development throughout the world comes hand in hand with
working towards women’s equality. In addition, increasing
women’s participation in the economy can aid development.
One of the biggest issues nations face today is achieving
development that will be sustainable and lasting. Increasing
women’s participation in the economy and educational programs
can help countries work towards this sustainable development.
Women are also negatively affected by the poor condition of
MENA education systems. Quality Education is SDG 4, and the
MENA region has a long ways to go in achieving this goal. The
poverty, lack of funding and space, and even simply lack of
girls’ restrooms are barriers girls face to enrolling in school.
Many families cannot afford to send their daughters to school,
and many schools do not have room for them anyway. In
addition, the quality of education systems in MENA is often
poor and do not adequately prepare young women for the
workforce. This trend worsens the economic conditions women
face, making it more difficult for them to find employment.
It is essential to focus on the issues of poverty,
employment, and education in the Middle East and North Africa
(MENA) region specifically because they are amongst the most

3. prevalent issues facing the region. A large portion of its
population live in poverty, are unemployed, or are working in
low-wage jobs. This has a huge impact on the population,
leaving many without enough food and goods to take care of
their families. This often breeds anger amongst the population
who are struggling with the serious consequences of poverty.
In addition, these economic issues and concerns about
education systems in the MENA region are exacerbated by the
“youth bulge” occurring in the region. Due to high birth rates in
the MENA region over the last few decades, a large portion of
the population consists of young people who are seeking to
enter the workforce at unprecedented rates. This puts
overwhelming pressure on the economy to provide for so many
individuals. Unfortunately, young women are hit the hardest by
the increased unemployment the youth bulge causes.
The youth bulge, widespread poverty and
unemployment, and poor quality education in the region paints a
grim picture for both men and women. These conditions can
explain, at least in part, the intensity of the 2011 Arab
Uprisings. MENA citizens have grown dissatisfied with these
conditions, especially women since they are at a greater
disadvantage. The barriers to economic and educational success
that women face are both negative for women as well as for
MENA economies.
Outline:
SDG 8 & Women in the Workforce
Women and Development
Limited Employment Opportunities
Wage Inequality
Youth Bulge
Neoliberalism and Structural Adjustment

4. SDG 4: Quality Education
Enrollment Rates
Limited Access to Quality Education
2-
Abstract:
The United Nations Sustainable Development Goals (SDG’s)
introduce new and revamped objectives that aim to reach sixty-
nine targets (objectives), by the year 2030. The 2030 Agenda is
intended to create development programs that not only focus on
the root causes of a problem, but also remembers to include the
consequences that result from this problem, therefore making it
easier to prevent a future crisis. For the purpose of this research
paper, we focus on countries in North Africa and the Middle
East and introduce two of the SDG’s, and how they all weave
into the concept of gender equality. Ultimately, we will explore
different forms of poverty and educational structures through
the following countries: United Arab Emirates (UAE), Jordan
and Egypt.
Paper Outline: North-Africa and Middle Eastern Countries
Introduction to SDG’s and the UN
What the objective of the SDG’s are
SDG Number 1
Defined SDG Number 1: End Poverty in all its forms
everywhere
Introduce the 3 countries we will be using
Poverty in UAE
Introduce the geographical location

5. Poverty line is high
GDP has increased
No official data on poverty that reflects the living condition
Poverty in Jordan
Introduce the geographical location
Jordanian poverty level statistics
14.4% of the 7,182,390 people live below the poverty line
Poverty in Egypt
Introduce the geographical location
94 million people, 27.8 live below poverty line
Unemployment rates
Introduce strategies that can be used to accelerate investments
SDG Number 4
Define SDG Number 4: Inclusive and equitable quality
education
Education in UAE
Improvements made to give women access to education
Current educational system: Emirati School Model
Explain the goals and development of model
Education in Jordan
Focus on children receiving an education
Statistics on 12 to 17 year old’s
Grade school leads to high literacy rates
84th percentile in access to literacy among nations worldwide
Education in Egypt
Literacy rate is close in men and women
Gender gap in education
Learning disabilities
Education affects employment levels for women
Concluding Thoughts
The UN can help in implementing the SDG’s
Having agency
Goals are intertwined

6. 3-
Abstract: Although women make up around half of the world’s
population, they are severely underrepresented within the
workforce. This is particularly true in the Middle East and
North Africa, although there is wide variance between countries
in this region. The discrepancies seen between men and women
are largely due to social and cultural norms in addition to
systems and structures that prevent women from being hired.
This is disadvantageous for countries for several reasons
including the ignorance of potential talent for various industries
and the hindrance of economic growth and innovation.
Interestingly, education rates between girls and boys are
relatively equal in many MENA countries, even through
advanced education levels. That being said, these degrees are
not translated into opportunities for women because often times
they are barred from application or unable to progress in their
careers. The country of Jordan is selected as a case study to
demonstrate this phenomena. Data from the Global Gender Gap
report along with research are used to support these claims.
United Nations’ Sustainable Development goals 8, Decent Work
and Economic Growth, and 9, Industry, Innovation, and
Infrastructure, seek to resolve some of these issues.
Outline
Introduction
UN SDGs
General background (will be cut assuming it is given in the
overall introduction)
SDG 8: Decent Work and Economic Growth
SDG 9: Industry, Innovation, and Infrastructure
Global Gender Gap Report
General background (will be cut assuming it is given in the
overall introduction)
Economic participation and opportunity sub-index
Jordan

7. General information on Jordan
Reasons for Jordan’s gender gap in the workforce
Steps being taken to close the gap
Conclusion
Implications of gender gap in the workforce
Recommendations for narrowing the gap
4-
This paper has cataloged the problems, puzzles, and policies
associated with the impact of suitable development goals on
international relations. Although the paper argues that the
impact has been significant and wide-ranging it has being
discovered any particularly dominant trends. In the absence of
persuasive evidence, such claims as the end of poverty among
people, clean water and sanitation, prosperity for all people and
gender equality should be considered with a grain of salt. This
paper has emphasized a "multiple effects" thesis while
recommending caution on any single generalization. The only
exception to this rule is the following central argument. While
each technology brings forth its own bias to the social scene by
extending this or that human power it is the social mediations,
constructions, and applications of technologies that ultimately
determine their social effects.
i) Ensuring prosperity for all.
ii) End poverty
iii) Clean water and sanitation
iv) Gender equality.
5-

8. Outline:
Introduction:
a) Members of Group
b) Countries represented in our work
c) 1 paragraph on the SDG’s I am working with.
d) Personal social location and reflexivity (something
required in my field)
e) Implications of the nexus of my academic interests
with Jordan, required SDG’s #1 and #5, and my chosen SDG of
#2 (and #3 where applicable to SDG#2).
Historical Overview of the Hashemite Kingdom of Jordan
a) Geography and Climate
b) Languages and Religions
c) History: Ancient; “Biblical;” Petra and the
Nabateans; Christendom, Byzantium, Islam and the Crusades;
The Ottoman Empire; & The making of the new Hashemite
Kingdom.
d) Politics, Government and Reforms
Demographics
Women and Health in Arab Countries
Women and Health Care Access in Jordan
Jordan and Early Marriage
Single-Parent Households in Jordan
Gender-Based Violence
ABSTRACT
Through clear delineations of subject, personal self-location of
investigator, and careful efforts to situate and contextualize,
and with attention to religious allegiances and their cultural
influences, I argue the current state of women’s health in Jordan

9. is severely challenged by illegal immigration, waves of refugees
over the past 10 plus years, increasing poverty, and a large
population and high birth rate. Jordanian women are particularly
vulnerable as the gender gap in education, work opportunities,
access to healthcare, etc has not been reached, nor much
progress made. Jordan doesn’t show well on the Gender Gap
Report, with a rank of 140.[2] Closing this gap in all areas
measured will improve the health and safety of Jordanian and
Syrian women living in Jordan alike.
What I am writing now will take mainly these same
categories, and expand them by looking for information on
what’s happening currently to address these issues, and to
project the possible outcomes - per Dr. Shaker’s instructions.