Frontal lobe is the region of forebrain which comprises of various centres for motor and concious
functions, including intelligence and decision making. Some specific areas are defined in the
frontal lobe according to their specifc functions. These are:
1. The motor strip: It is a part of the primary motor cortex of the frontal and prefrontal cortex of
the brain and maintains essential functions related to motion and movement. It is also known as
the precentral gyrus.
2. The precentral gyrus: This area structurally forms the posterior lobes of the frontal area cortex
and is important for the activity of motor neurons of limbs.
3. Broca\'s speech area: This region resides in a major part of the frontal lobe and is essential for
learning ability of languages and speech.
Importantly, Wernicke\'s speech area is an integral part of the temporal lobe of the brain near the
ears. It is not a part of the frontal lobe. Thus, the correct answers is choice A, WERNICKE\'S
SPEECH AREA.
Solution
Frontal lobe is the region of forebrain which comprises of various centres for motor and concious
functions, including intelligence and decision making. Some specific areas are defined in the
frontal lobe according to their specifc functions. These are:
1. The motor strip: It is a part of the primary motor cortex of the frontal and prefrontal cortex of
the brain and maintains essential functions related to motion and movement. It is also known as
the precentral gyrus.
2. The precentral gyrus: This area structurally forms the posterior lobes of the frontal area cortex
and is important for the activity of motor neurons of limbs.
3. Broca\'s speech area: This region resides in a major part of the frontal lobe and is essential for
learning ability of languages and speech.
Importantly, Wernicke\'s speech area is an integral part of the temporal lobe of the brain near the
ears. It is not a part of the frontal lobe. Thus, the correct answers is choice A, WERNICKE\'S
SPEECH AREA..
which cortex is located in the temporal lobes.pdfImaneMezzi
The temporal lobe is involved in primary auditory perception, such as hearing, and holds the primary auditory cortex. The primary auditory cortex receives sensory information from the ears and secondary areas process the information into meaningful units such as speech and words.
Brain CT Anatomy and Basic Interpretation Part ISakher Alkhaderi
Detailed anatomy and Radiological guidelines for radiologist and general physicians to facilitate use of BRAIN CT SCAN in medical diagnosis and emergencies supported by images and scientific data.
which cortex is located in the temporal lobes.pdfImaneMezzi
The temporal lobe is involved in primary auditory perception, such as hearing, and holds the primary auditory cortex. The primary auditory cortex receives sensory information from the ears and secondary areas process the information into meaningful units such as speech and words.
Brain CT Anatomy and Basic Interpretation Part ISakher Alkhaderi
Detailed anatomy and Radiological guidelines for radiologist and general physicians to facilitate use of BRAIN CT SCAN in medical diagnosis and emergencies supported by images and scientific data.
Components of the Nervous System, Various Parts of the Brain, Sulci, Gyri and Fissures, Cerebral Hemispheres, Various lobes in the Brain, Cerebellum, Brainstem.
Occipital lobe-Houses area responsible for perception of vision and .pdfanandinternational01
Occipital lobe-Houses area responsible for perception of vision and analysis of visual data
Premotor area(motor association area)-plans but does not produce motor movements
Frontal lobe -Most anterior lobe of the brain
Parietal lobe-planning and execution of activities in response to multiple stimuli
Temporal lobe-Lateral region which houses area associated with hearing and smell
Motor speech(broca )area-recognition of written and spoken language
Insula-Deep to other lobes
Affective language area-allows understanding and use of emotional cortex in spoken languate
Posterior language area-produces muscle movements associated with speaking
Prefrontal cortex-superior region of cerebrum which houses primary somatosensory cortex
Solution
Occipital lobe-Houses area responsible for perception of vision and analysis of visual data
Premotor area(motor association area)-plans but does not produce motor movements
Frontal lobe -Most anterior lobe of the brain
Parietal lobe-planning and execution of activities in response to multiple stimuli
Temporal lobe-Lateral region which houses area associated with hearing and smell
Motor speech(broca )area-recognition of written and spoken language
Insula-Deep to other lobes
Affective language area-allows understanding and use of emotional cortex in spoken languate
Posterior language area-produces muscle movements associated with speaking
Prefrontal cortex-superior region of cerebrum which houses primary somatosensory cortex.
#includestdio.h#includestdlib.h structure of a stack node .pdfankitcomputer11
#include
#include
/* structure of a stack node */
struct sNode
{
int data;
struct sNode *next;
};
/* Function to push an item to stack*/
void push(struct sNode** top_ref, int new_data);
/* Function to pop an item from stack*/
int pop(struct sNode** top_ref);
/* structure of queue having two stacks */
struct queue
{
struct sNode *stack1;
struct sNode *stack2;
};
/* Function to enqueue an item to queue */
void enQueue(struct queue *q, int x)
{
push(&q->stack1, x);
}
/* Function to dequeue an item from queue */
int deQueue(struct queue *q)
{
int x;
/* If both stacks are empty then error */
if(q->stack1 == NULL && q->stack2 == NULL)
{
printf(\"Q is empty\");
getchar();
exit(0);
}
/* Move elements from satck1 to stack 2 only if
stack2 is empty */
if(q->stack2 == NULL)
{
while(q->stack1 != NULL)
{
x = pop(&q->stack1);
push(&q->stack2, x);
}
}
x = pop(&q->stack2);
return x;
}
/* Function to push an item to stack*/
void push(struct sNode** top_ref, int new_data)
{
/* allocate node */
struct sNode* new_node =
(struct sNode*) malloc(sizeof(struct sNode));
if(new_node == NULL)
{
printf(\"Stack overflow \ \");
getchar();
exit(0);
}
/* put in the data */
new_node->data = new_data;
/* link the old list off the new node */
new_node->next = (*top_ref);
/* move the head to point to the new node */
(*top_ref) = new_node;
}
/* Function to pop an item from stack*/
int pop(struct sNode** top_ref)
{
int res;
struct sNode *top;
/*If stack is empty then error */
if(*top_ref == NULL)
{
printf(\"Stack overflow \ \");
getchar();
exit(0);
}
else
{
top = *top_ref;
res = top->data;
*top_ref = top->next;
free(top);
return res;
}
}
/* Driver function to test anove functions */
int main()
{
/* Create a queue with items 1 2 3*/
struct queue *q = (struct queue*)malloc(sizeof(struct queue));
q->stack1 = NULL;
q->stack2 = NULL;
enQueue(q, 1);
enQueue(q, 2);
enQueue(q, 3);
/* Dequeue items */
printf(\"%d \", deQueue(q));
printf(\"%d \", deQueue(q));
printf(\"%d \", deQueue(q));
getchar();
}
Solution
#include
#include
/* structure of a stack node */
struct sNode
{
int data;
struct sNode *next;
};
/* Function to push an item to stack*/
void push(struct sNode** top_ref, int new_data);
/* Function to pop an item from stack*/
int pop(struct sNode** top_ref);
/* structure of queue having two stacks */
struct queue
{
struct sNode *stack1;
struct sNode *stack2;
};
/* Function to enqueue an item to queue */
void enQueue(struct queue *q, int x)
{
push(&q->stack1, x);
}
/* Function to dequeue an item from queue */
int deQueue(struct queue *q)
{
int x;
/* If both stacks are empty then error */
if(q->stack1 == NULL && q->stack2 == NULL)
{
printf(\"Q is empty\");
getchar();
exit(0);
}
/* Move elements from satck1 to stack 2 only if
stack2 is empty */
if(q->stack2 == NULL)
{
while(q->stack1 != NULL)
{
x = pop(&q->stack1);
push(&q->stack2, x);
}
}
x = pop(&q->stack2);
return x;
}
/* Function to push an item to stack*/
void push(struct sNode** top_ref, int new_data)
{
/* allocate node */
struct s.
Solution Since we know that the subshell with .pdfankitcomputer11
Solution
: Since we know that the subshell with : n=2 and l=1 is the 2p subshell; Similarly : if n=3 and
l=0, it is the 3s subshell and so on that\'s why it is n=3, l=2 and m_l=0 Please rate.
More Related Content
Similar to Frontal lobe is the region of forebrain which comprises of various c.pdf
Components of the Nervous System, Various Parts of the Brain, Sulci, Gyri and Fissures, Cerebral Hemispheres, Various lobes in the Brain, Cerebellum, Brainstem.
Occipital lobe-Houses area responsible for perception of vision and .pdfanandinternational01
Occipital lobe-Houses area responsible for perception of vision and analysis of visual data
Premotor area(motor association area)-plans but does not produce motor movements
Frontal lobe -Most anterior lobe of the brain
Parietal lobe-planning and execution of activities in response to multiple stimuli
Temporal lobe-Lateral region which houses area associated with hearing and smell
Motor speech(broca )area-recognition of written and spoken language
Insula-Deep to other lobes
Affective language area-allows understanding and use of emotional cortex in spoken languate
Posterior language area-produces muscle movements associated with speaking
Prefrontal cortex-superior region of cerebrum which houses primary somatosensory cortex
Solution
Occipital lobe-Houses area responsible for perception of vision and analysis of visual data
Premotor area(motor association area)-plans but does not produce motor movements
Frontal lobe -Most anterior lobe of the brain
Parietal lobe-planning and execution of activities in response to multiple stimuli
Temporal lobe-Lateral region which houses area associated with hearing and smell
Motor speech(broca )area-recognition of written and spoken language
Insula-Deep to other lobes
Affective language area-allows understanding and use of emotional cortex in spoken languate
Posterior language area-produces muscle movements associated with speaking
Prefrontal cortex-superior region of cerebrum which houses primary somatosensory cortex.
#includestdio.h#includestdlib.h structure of a stack node .pdfankitcomputer11
#include
#include
/* structure of a stack node */
struct sNode
{
int data;
struct sNode *next;
};
/* Function to push an item to stack*/
void push(struct sNode** top_ref, int new_data);
/* Function to pop an item from stack*/
int pop(struct sNode** top_ref);
/* structure of queue having two stacks */
struct queue
{
struct sNode *stack1;
struct sNode *stack2;
};
/* Function to enqueue an item to queue */
void enQueue(struct queue *q, int x)
{
push(&q->stack1, x);
}
/* Function to dequeue an item from queue */
int deQueue(struct queue *q)
{
int x;
/* If both stacks are empty then error */
if(q->stack1 == NULL && q->stack2 == NULL)
{
printf(\"Q is empty\");
getchar();
exit(0);
}
/* Move elements from satck1 to stack 2 only if
stack2 is empty */
if(q->stack2 == NULL)
{
while(q->stack1 != NULL)
{
x = pop(&q->stack1);
push(&q->stack2, x);
}
}
x = pop(&q->stack2);
return x;
}
/* Function to push an item to stack*/
void push(struct sNode** top_ref, int new_data)
{
/* allocate node */
struct sNode* new_node =
(struct sNode*) malloc(sizeof(struct sNode));
if(new_node == NULL)
{
printf(\"Stack overflow \ \");
getchar();
exit(0);
}
/* put in the data */
new_node->data = new_data;
/* link the old list off the new node */
new_node->next = (*top_ref);
/* move the head to point to the new node */
(*top_ref) = new_node;
}
/* Function to pop an item from stack*/
int pop(struct sNode** top_ref)
{
int res;
struct sNode *top;
/*If stack is empty then error */
if(*top_ref == NULL)
{
printf(\"Stack overflow \ \");
getchar();
exit(0);
}
else
{
top = *top_ref;
res = top->data;
*top_ref = top->next;
free(top);
return res;
}
}
/* Driver function to test anove functions */
int main()
{
/* Create a queue with items 1 2 3*/
struct queue *q = (struct queue*)malloc(sizeof(struct queue));
q->stack1 = NULL;
q->stack2 = NULL;
enQueue(q, 1);
enQueue(q, 2);
enQueue(q, 3);
/* Dequeue items */
printf(\"%d \", deQueue(q));
printf(\"%d \", deQueue(q));
printf(\"%d \", deQueue(q));
getchar();
}
Solution
#include
#include
/* structure of a stack node */
struct sNode
{
int data;
struct sNode *next;
};
/* Function to push an item to stack*/
void push(struct sNode** top_ref, int new_data);
/* Function to pop an item from stack*/
int pop(struct sNode** top_ref);
/* structure of queue having two stacks */
struct queue
{
struct sNode *stack1;
struct sNode *stack2;
};
/* Function to enqueue an item to queue */
void enQueue(struct queue *q, int x)
{
push(&q->stack1, x);
}
/* Function to dequeue an item from queue */
int deQueue(struct queue *q)
{
int x;
/* If both stacks are empty then error */
if(q->stack1 == NULL && q->stack2 == NULL)
{
printf(\"Q is empty\");
getchar();
exit(0);
}
/* Move elements from satck1 to stack 2 only if
stack2 is empty */
if(q->stack2 == NULL)
{
while(q->stack1 != NULL)
{
x = pop(&q->stack1);
push(&q->stack2, x);
}
}
x = pop(&q->stack2);
return x;
}
/* Function to push an item to stack*/
void push(struct sNode** top_ref, int new_data)
{
/* allocate node */
struct s.
Solution Since we know that the subshell with .pdfankitcomputer11
Solution
: Since we know that the subshell with : n=2 and l=1 is the 2p subshell; Similarly : if n=3 and
l=0, it is the 3s subshell and so on that\'s why it is n=3, l=2 and m_l=0 Please rate.
let V be nonempty open subset of X then V inters.pdfankitcomputer11
let V be nonempty open subset of X then V intersection U is nonempty because U
is dense in X therefore V is not contained in X/U so X/U is nowhere dense in X
Solution
let V be nonempty open subset of X then V intersection U is nonempty because U
is dense in X therefore V is not contained in X/U so X/U is nowhere dense in X.
Look at the periodic table. When Be loses its f.pdfankitcomputer11
Look at the periodic table. When Be loses it\'s first electron it now only has 3
electroms (Just like Li) when it loses it\'s second electron in only has 2 electrons (just like He)
when it loses it\'s third electron it goes from 1s2 to 1s1 therefore the 1s orbital loses an electron
in the third ionization step for Be
Solution
Look at the periodic table. When Be loses it\'s first electron it now only has 3
electroms (Just like Li) when it loses it\'s second electron in only has 2 electrons (just like He)
when it loses it\'s third electron it goes from 1s2 to 1s1 therefore the 1s orbital loses an electron
in the third ionization step for Be.
taking L.T.,,,,,,,,,,,,Y(s)[s^2+4s+14]=L(T(t))...........for periodic functions the trans
form is given as ........inte(0 to T)(T(t))exp(-st)*dt/[1-exp(-sT)].........solving we get the the
integral as [(1+exp(-s)-2*exp(-s/2)/s^2.+ (exp(-s)-exp(-s/2))/s]...........putting it in the equation
we get [(1+exp(-s)-2*exp(-s/2)/s^2.+ (exp(-s)-exp(-s/2))/s]/([s^2+4s+14])
Solution
taking L.T.,,,,,,,,,,,,Y(s)[s^2+4s+14]=L(T(t))...........for periodic functions the trans
form is given as ........inte(0 to T)(T(t))exp(-st)*dt/[1-exp(-sT)].........solving we get the the
integral as [(1+exp(-s)-2*exp(-s/2)/s^2.+ (exp(-s)-exp(-s/2))/s]...........putting it in the equation
we get [(1+exp(-s)-2*exp(-s/2)/s^2.+ (exp(-s)-exp(-s/2))/s]/([s^2+4s+14]).
the salt is neutral in charge. OS of Ca is +2, so.pdfankitcomputer11
the salt is neutral in charge. OS of Ca is +2, so (NO3)2 bears -2 charges, so NO3
bears -1 charge, we know O holds -2 charge Thus, (the charge of N) + -2x3 =-1 so, N = +5 Ca
+2, N +5, O -2
Solution
the salt is neutral in charge. OS of Ca is +2, so (NO3)2 bears -2 charges, so NO3
bears -1 charge, we know O holds -2 charge Thus, (the charge of N) + -2x3 =-1 so, N = +5 Ca
+2, N +5, O -2.
nonmetals, metals, metalloids, and gases. They ar.pdfankitcomputer11
nonmetals, metals, metalloids, and gases. They are important because they are
involved in everyday life
Solution
nonmetals, metals, metalloids, and gases. They are important because they are
involved in everyday life.
In thermodynamics, a state function, function of .pdfankitcomputer11
In thermodynamics, a state function, function of state, state quantity, or state
variable is a property of a system that depends only on the current state of the system, not on the
way in which the system acquired that state (independent of path). A state function describes the
equilibrium state of a system. For example, internal energy, enthalpy, and entropy are state
quantities because they describe quantitatively an equilibrium state of a thermodynamic system,
irrespective of how the system arrived in that state. In contrast, mechanical work and heat are
process quantities because their values depend on the specific transition (or path) between two
equilibrium states. The following are considered to be state functions in thermodynamics: Mass
(m) Energy (E) Enthalpy (H) Internal energy (U) Gibbs free energy (G) Helmholtz free energy
(A) Exergy Entropy (S) Pressure (p) Temperature (T) Volume (V) Chemical composition
Specific volume (v) or its reciprocal Density (?) Fugacity Altitude Particle number (ni)
Solution
In thermodynamics, a state function, function of state, state quantity, or state
variable is a property of a system that depends only on the current state of the system, not on the
way in which the system acquired that state (independent of path). A state function describes the
equilibrium state of a system. For example, internal energy, enthalpy, and entropy are state
quantities because they describe quantitatively an equilibrium state of a thermodynamic system,
irrespective of how the system arrived in that state. In contrast, mechanical work and heat are
process quantities because their values depend on the specific transition (or path) between two
equilibrium states. The following are considered to be state functions in thermodynamics: Mass
(m) Energy (E) Enthalpy (H) Internal energy (U) Gibbs free energy (G) Helmholtz free energy
(A) Exergy Entropy (S) Pressure (p) Temperature (T) Volume (V) Chemical composition
Specific volume (v) or its reciprocal Density (?) Fugacity Altitude Particle number (ni).
The process of protein synthesis and secretion starts from the endop.pdfankitcomputer11
The process of protein synthesis and secretion starts from the endoplasmic reticulum. The
polypeptide chain is formed in the ribosomes, and then transferred to the Golgi apparatus, where
the final modifications are done. The Golgi apparatus sorts the modified poly peptide molecules
and packages into new transport vesicles which reach their particular destinations. The
tranlocons transport the polypeptides with a signal sequence to the interior of the endoplasmic
reticulum. Multiple control mechanisms of the endoplasmic reticulum ensures that only properly
folded proteins to export towards the Golgi apparatus.
The plasma membrane proteins synthesized in the endoplasmic reticulum (ER). The proteins
generally contain endoplasmic reticulum signal sequence at their N-terminus, which directs them
to the rough endoplasmic reticulum. After completion of translation process in the RER, the
polypeptide chains get inserted into the ER membrane or into the lumen of ER.
Some proteins move to the transport vesicles, which fuse together to form cis- Golgi vesicles, the
cis-form again moves to trans-form. During this process, many proteins undergo modifications
particularly at oligosaccharide chains. From the trans-Golgi vesicles, proteins move to cell
membrane through small transportation vesicles (exocytosis).
Solution
The process of protein synthesis and secretion starts from the endoplasmic reticulum. The
polypeptide chain is formed in the ribosomes, and then transferred to the Golgi apparatus, where
the final modifications are done. The Golgi apparatus sorts the modified poly peptide molecules
and packages into new transport vesicles which reach their particular destinations. The
tranlocons transport the polypeptides with a signal sequence to the interior of the endoplasmic
reticulum. Multiple control mechanisms of the endoplasmic reticulum ensures that only properly
folded proteins to export towards the Golgi apparatus.
The plasma membrane proteins synthesized in the endoplasmic reticulum (ER). The proteins
generally contain endoplasmic reticulum signal sequence at their N-terminus, which directs them
to the rough endoplasmic reticulum. After completion of translation process in the RER, the
polypeptide chains get inserted into the ER membrane or into the lumen of ER.
Some proteins move to the transport vesicles, which fuse together to form cis- Golgi vesicles, the
cis-form again moves to trans-form. During this process, many proteins undergo modifications
particularly at oligosaccharide chains. From the trans-Golgi vesicles, proteins move to cell
membrane through small transportation vesicles (exocytosis)..
The IUPAC names of the given compounds is 2-chloro-1-butanol.pdfankitcomputer11
The IUPAC names of the given compounds is:
2-chloro-1-butanol
2-methoxycyclohexanol
Solution
The IUPAC names of the given compounds is:
2-chloro-1-butanol
2-methoxycyclohexanol.
Solution - (c) - 20001 SharesCalculation of Number of shares to be.pdfankitcomputer11
Solution
- (c) - 20001 Shares
Calculation of Number of shares to be controlled to guarantee the election to be board.
= [1/(Number of Seats of Board of Directors + 1)*Shares Outstanding] + 1
= [1/(5+1)*120000 + 1]
= [(1/6)*120000] + 1
= 20001 Shares..
Move decimal to behind the first number4.71Round4.714.71 X 1.pdfankitcomputer11
Move decimal to behind the first number
4.71
Round
4.71
4.71 X 10^2 (2=the number of spaces you had to move the decimal)
Solution
Move decimal to behind the first number
4.71
Round
4.71
4.71 X 10^2 (2=the number of spaces you had to move the decimal).
Lewis acid is the electron pair acceptorLewis base is the electron.pdfankitcomputer11
Lewis acid is the electron pair acceptor
Lewis base is the electron pair donar
a) OH- + Al(OH)3 -----> Al(OH)4-
Al(OH)3 is the lewis acid
OH- is the lewis base
b) SO3 + H2O --------> H2SO4
H2O is the lewis acid
SO3 is the lewis base
H2O is the lewis acid
SO3 is the lewis base
c) Co3+ + 6NH3 -----> Co(NH3)63+
Co 3+ is the lewis acid
NH3 is the lewis base
Co 3+ is the lewis acid
NH3 is the lewis base
Solution
Lewis acid is the electron pair acceptor
Lewis base is the electron pair donar
a) OH- + Al(OH)3 -----> Al(OH)4-
Al(OH)3 is the lewis acid
OH- is the lewis base
b) SO3 + H2O --------> H2SO4
H2O is the lewis acid
SO3 is the lewis base
H2O is the lewis acid
SO3 is the lewis base
c) Co3+ + 6NH3 -----> Co(NH3)63+
Co 3+ is the lewis acid
NH3 is the lewis base
Co 3+ is the lewis acid
NH3 is the lewis base.
first treat with alcoholic KOH to get cyclo hexene and then treat it.pdfankitcomputer11
first treat with alcoholic KOH to get cyclo hexene and then treat it with alkaline KMnO4 to get
trans cyclohxane -1,2 -diol
Solution
first treat with alcoholic KOH to get cyclo hexene and then treat it with alkaline KMnO4 to get
trans cyclohxane -1,2 -diol.
An azeotrope is a mixture of two or more liquids .pdfankitcomputer11
An azeotrope is a mixture of two or more liquids in such a ratio that its composition
cannot be changed by simple distillation. This occurs because, when an azeotrope is boiled, the
resulting vapor has the same ratio of constituents as the original mixture. Because their
composition is unchanged by distillation, azeotropes are also called constant boiling mixtures.
Common drying agenets for organic compounds : Alcohols : Anhydrous K2CO3, CaSO4 or
Mg2SO4 and CaO Alkylhalides/aryl halides : Anhydrous CaCl2,CaSO4 or Mg2SO4 and
phosphoric acid Saturated aromatic hydrocarbonds : CaCl2,CaSO4 and phosphoric oxide
Aldehydes : CaSO4,Mg2SO4 Na2SO4 Ketones : CaSO4,MgSO4 ,NaSO4 or K2CO3 Organic
bases : Solid KOH/NaOH ,CaO or Barium oxide Organic acids : Calcium sulphate, Mg2SO4
Solution
An azeotrope is a mixture of two or more liquids in such a ratio that its composition
cannot be changed by simple distillation. This occurs because, when an azeotrope is boiled, the
resulting vapor has the same ratio of constituents as the original mixture. Because their
composition is unchanged by distillation, azeotropes are also called constant boiling mixtures.
Common drying agenets for organic compounds : Alcohols : Anhydrous K2CO3, CaSO4 or
Mg2SO4 and CaO Alkylhalides/aryl halides : Anhydrous CaCl2,CaSO4 or Mg2SO4 and
phosphoric acid Saturated aromatic hydrocarbonds : CaCl2,CaSO4 and phosphoric oxide
Aldehydes : CaSO4,Mg2SO4 Na2SO4 Ketones : CaSO4,MgSO4 ,NaSO4 or K2CO3 Organic
bases : Solid KOH/NaOH ,CaO or Barium oxide Organic acids : Calcium sulphate, Mg2SO4.
Here we have sodium bisulfate NaHSO4, as you have shown the ions pr.pdfankitcomputer11
Here we have sodium bisulfate: NaHSO4, as you have shown the ions present are of equal
charge. Thus, there are equal amounts of both ions.
Recall molarity,
molarity = mole / volume
Thus, we can calculate the number of moles:
M = mol / V
0.55 = mol / 1.32L
Solving for moles gives: mole = 0.726 moles.
Since we established earlier, both species (Na+ and HSO4- are present in equal amounts), thus
moles (Na+) = moles (HSO4-) = 0.726 moles
Please don\'t forget to rate, I hope this helped! :)
Solution
Here we have sodium bisulfate: NaHSO4, as you have shown the ions present are of equal
charge. Thus, there are equal amounts of both ions.
Recall molarity,
molarity = mole / volume
Thus, we can calculate the number of moles:
M = mol / V
0.55 = mol / 1.32L
Solving for moles gives: mole = 0.726 moles.
Since we established earlier, both species (Na+ and HSO4- are present in equal amounts), thus
moles (Na+) = moles (HSO4-) = 0.726 moles
Please don\'t forget to rate, I hope this helped! :).
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Frontal lobe is the region of forebrain which comprises of various c.pdf
1. Frontal lobe is the region of forebrain which comprises of various centres for motor and concious
functions, including intelligence and decision making. Some specific areas are defined in the
frontal lobe according to their specifc functions. These are:
1. The motor strip: It is a part of the primary motor cortex of the frontal and prefrontal cortex of
the brain and maintains essential functions related to motion and movement. It is also known as
the precentral gyrus.
2. The precentral gyrus: This area structurally forms the posterior lobes of the frontal area cortex
and is important for the activity of motor neurons of limbs.
3. Broca's speech area: This region resides in a major part of the frontal lobe and is essential for
learning ability of languages and speech.
Importantly, Wernicke's speech area is an integral part of the temporal lobe of the brain near the
ears. It is not a part of the frontal lobe. Thus, the correct answers is choice A, WERNICKE'S
SPEECH AREA.
Solution
Frontal lobe is the region of forebrain which comprises of various centres for motor and concious
functions, including intelligence and decision making. Some specific areas are defined in the
frontal lobe according to their specifc functions. These are:
1. The motor strip: It is a part of the primary motor cortex of the frontal and prefrontal cortex of
the brain and maintains essential functions related to motion and movement. It is also known as
the precentral gyrus.
2. The precentral gyrus: This area structurally forms the posterior lobes of the frontal area cortex
and is important for the activity of motor neurons of limbs.
3. Broca's speech area: This region resides in a major part of the frontal lobe and is essential for
learning ability of languages and speech.
Importantly, Wernicke's speech area is an integral part of the temporal lobe of the brain near the
ears. It is not a part of the frontal lobe. Thus, the correct answers is choice A, WERNICKE'S
SPEECH AREA.
