Lab Report: Diffusion and Osmosis

Lab Report: Diffusion and Osmosis Hypothesis and Prediction: This lab was done to examine and comprehend how diffusion and osmosis works in diverse molarity of sucrose. Also how the solutions permeates through different mediums. Methods: Part A: Diffusion and Osmosis: A 30 cm piece of 2.5 cm dialysis that has been soaked in water was obtained. The beginning of tubing was tied off, forming a bag with an open end that was rubbed between the fingers till separated. 15mL of the 15% glucose and 1% starch solution was placed into the bag and the ending of the dialysis bag was tied off, leaving some space for the development of the content within the dialysis bag. The color of the solution was recorded and was tested for the presence of glucose. Distilled water was poured into a 250 mL beaker (two-thirds of a cup) with about 4mL of Lugols solution (IKI). The color of the sucrose in the beaker was recorded and was tested for glucose. The dialysis bag was then submerged into the beaker of solution and left to stand for about 30 minutes (or until there was a color change in the dialysis bag or beaker).Once the bag was done soaking in the beaker, the final color of the solution in the bag and the beaker was recorded. The liquid in the bag and the beaker was then tested for the existence of glucose. Part B: Osmosis Six strips of 30 cm presoaked dialysis tubing were obtained. For each strip, an end was tied and roughly 25 mL of different solutions (distilled water, 0.2 M sucrose, 0.4 M sucrose, 0.6 M sucrose, 0.8 M sucrose and 1.0 M sucrose) was poured into their individual bags. Most of the remaining air was then removed from each bag by bringing the bag between two fingers and tied off at the opened end. The outside of each bag was then bathed to wash away any sucrose that spilled when filling the bag. The exterior of each bag was then blotted and the initial mass of each bag was weighed and recorded. Distilled water was then filled into six 250 mL beakers. Each bag was then emerged into one of the six filled beaker and the beakers were labeled by which bag of solution was emerged in it. The bags stood in the beaker for half an hour. When the time was up, each bag was removed, blotted and the mass of each bag was recorded. The mass difference was calculated and then using the equation: Percent change in mass = Final Mass – Initial Mass/Initial Mass x 100. The individual and the class average of the percent change in mass were then graphed. Part C: Water Potential 100 mL of the given solution was poured into six different labeled 250 mL beaker. The potato was then sliced into discs that were just about 3 cm thick. A cork borer (about 5 mm in diameter) was then used to cut four potato cylinders for each beaker, a total of 24 potato cores. Until the mass of cores were weighed by fours and recorded, the potato cores were kept in a covered beaker. Four cores were then put into each beaker of sucrose solution. Plastic wrap was then given to cover the beakers, preventing evaporation when left to stand overnight. The next day, the cores were then removed from the beakers and were blotted gently on a paper towel. Their total mass was then determined and recorded. The mass difference was calculated and then using the equation: Percent change in mass = Final Mass – Initial Mass/Initial Mass x 100. The individual and the class average of the percent change in mass were then graphed. Part D: Calculation of Water Potential from Experimental Data Determine the solute, pressure and water potential of the sucrose solution given and answer the questions about the possibility if zucchini cores were used with the sucrose solutions. Results: Part A: Diffusion and Osmosis Table 1.1-Presence of Glucose in Water through a Dialysis Bag Initial Contents Solution Color Presence of Glucose Initial Final Initial Final BAG 15% GLUCOSE and 1% STARCH Clear Clear Yes Yes BEAKER H20 + IKI Yellow (an olive oil color) Clear No Yes Part B: Osmosis Table 1.2: Individual Data of Change in Mass of Six Different Dialysis Bags Contents in Dialysis Bag Initial Mass Final Mass Mass Difference Percent Change in Mass a) distilled water 18.15 g 14.76 g 3.39 g -18.68% b) 0.2 M 19.40 g 17.33 g 2.07 g -10.67% c) 0.4 M 18.87 g 19.37 g -0.5 g 2.65% d) 0.6 M 19.83 g 19.68 g -0.15 g -0.5% e) 0.8 M 21.91 g 20.05 g -0.869 g -8.2% f) 1.0 M 18.78 g 18.07 g -0.71 g -3.7% Table 1.3: Class Data of Percent Change in Mass of Dialysis Bags Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Total Class Average Distilled Water -18.68% -2.2% -7.0% -7.2% -35.1 -8.8% 0.2 M -10.67% -22.3% -5.2% 1.8% -36.4% -9.1% 0.4 M 2.65% 6.2% 2.5% 3.9% 15.3% 3.8% 0.6 M -0.76% -3.8% -4.0% -6.55% -15.2% -3.8% 0.8 M -4.1% -26.3% -1.6% -3.78% -35.95% -8.95% 1.0 M -3.78% -3.27% -8.7% -29.4% -45.2% -11.3% Group 2, 4, 6 and 8 do not have any data for distilled water, 0.2M Sucrose, and 0.4M Sucrose and group 1, 3, 4 and 7 do not have any data for 0.6M Sucrose, 0.8M Sucrose and 1.0M Sucrose because of the lack of time. So, group 1 and 2 were paired up, 3 and 4, 5 and 6, and 7 and 8 to exchange data. Part C: Water Potential Table 1.4: Individual Data of Change in Mass of Potato Cores in Six Different Sucrose Solution Contents in Beaker Initial Mass Final Mass Mass Difference Percent Change in Mass Class Average % Change in Mass a) Distilled Water 2.39g 2.95g 0.56g 23.4% 23.3% b) 0.2M Sucrose 2.41g 2.69g 0.28g 11.6% 8.4% c) 0.4M Sucrose 2.47g 2.38g -0.09g -3.6% -3.7% d) 0.6M Sucrose 2.33g 1.98g -0.35g -15.0% -13.5% e) 0.8M Sucrose 2.46g 2.05g -0.41g -16.7% -19.9% f) 1.0M Sucrose 2.49g 1.95g -0.54g -21.7% -20.8% Table 1.5: Class Data of Percent Change in Mass of Potato Cores in Six Different Sucrose Solution Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Total Class Average Distilled Water 23.4% 18.9% 23.2% 27.5% 93% 23.3% 0.2M 11.6% 6.8% 5.0% 10.1% 33.5% 8.4% 0.4M -3.6% -3.7% -7.0% -0.4% -14.7% -3.7% 0.6M -15.02% -13.5% -11.16% -14.3% -54% -13.5% 0.8M -16.67% -22.5% -20.33% -20.2% -79.7% -19.9% 1.0M -21.69% -24.3% -24.39% -12.9% -83.3% -20.8% Group 2, 4, 6 and 8 do not have any data for distilled water, 0.2M Sucrose, and 0.4M Sucrose and group 1, 3, 4 and 7 do not have any data for 0.6M Sucrose, 0.8M Sucrose and 1.0M Sucrose because of the lack of time. So, group 1 and 2 were paired up, 3 and 4, 5 and 6, and 7 and 8 to exchange data. Part D: Calculation of Water Potential from Experimental Data Analysis: Part A: Diffusion and Osmosis From table 1.1 in this part of the lab, it is seen that IKI is flowing into the bag and glucose is flowing out of the bag. That is because of diffusion and osmosis. Knowing of this process is due to the color transformation of the bag, therefore showing that IKI has penetrated the bag. By testing the beaker for the existence of glucose, it was found that the glucose permeated through the dialysis bag, mixing with the IKI and H2O in the beaker. This is possible because as stated osmosis is a branched off form of diffusion, in which it is the diffusion of water through a selectively permeable membrane and glucose is one of the substance that is able to go through. IKI along with glucose is tiny enough to enter and exit the dialysis bag. Part B: Osmosis Both the individual and class data of percent change in mass is shown in graph 1.1. To receive the percent change in mass, the initial mass was subtracted from the final mass. The difference is then divided by the initial mass and 100 is then multiplied to the quotient. The product is then the percent change in mass. Osmosis is present due to the change in mass of the dialysis bag. The mass is different for each bag because of the sucrose in the bags different molarity. That establishes the amount of water that progresses in and out of the bag, which then changes the mass. Part C: Water Potential From testing the potato cores in different sucrose solution, graph 1.2 illustrates that on the best fit line, the molar concentration of sucrose, the sucrose molarity that shows the mass of the potato cores does not change, is 0.4M. So the lower the concentration of the molar concentration of sucrose, the percentage of the potato cores mass increases and anything with a higher concentration of the molar concentration of sucrose the percentage in the potato cores mass decreases. This is all because molecules of any sucrose with a higher concentration of 0.4M are too great to enter or exit into the potato cores. Part D: Calculation of Water Potential from Experimental Data It is given that the solute potential of the sucrose solution is calculated by using ψs= iCRT. ÃŽ ¨s is the solute potential, the variable â€Å"i† represents the ionization constant, variable â€Å"C† signifies the molar concentration, variable â€Å"R† standing for the pressure constant (R= 0.0831 liter bars/mole oK), T is the temperature oK (273+ oC of solution). Since it is the solute potential of sucrose that must be found, â€Å"i† is 1.0, due to the fact that sucrose does not ionize in water. From the information of â€Å"i†, â€Å"C† is determined to be 1.0 mole/liter. So the problem that has 1.0M sugar solution at 22 oC under atmospheric conditions would be answered like this: Since the formula is ψs= iCRT, then when filling in for the variables the equation is now: ÃŽ ¨s= -(1)(1.0mole/liter)(0.0831 liter bar/ mole oK) (273+22) à   ψs =-24.51 bars The water potential can then be figured out by the formula: ψ = ψp + ψs. By being able to solve for the solute potential, the product would then be used to solve for the water potential. And from the knowledge of knowing that the water pressure, ψp, is equal to zero the formula filled out would turn out as: ψ=0 + (-24.51 bars) à   ψ = -24.51 bars From the graph of the percent change in mass of zucchini cores in different sucrose solution at 27 oC after 24 hours it can be concluded that the molar concentration of solute within the zucchini cell is 0.35 moles. From knowing the molar concentration of solute within the zucchini cell, the solute and water potential can be answered. Solute Potential= -1(0.35moles/liter)(0.0831 liter bar/mole oK)(273 +27) à   = -8.73 bars Water Potential= 0 + (-8.73) à   = -8.73 bars This is an important piece of information because by knowing the water potential, it is possible to predict the direction of the flow of water. Water flows from an area of a higher water potential to and area of lower water potential; so if the information of the water potential of the solution in the beaker which the zucchinis were soaked was given, the information of where the water flows would be known. Conclusion: This lab was to understand how diffusion and osmosis worked. The data that was received was consistent at some times. For part A and D of the lab, the results and calculations were consistent, but part B and C showed little consistency. That is because part B and C when comparing the percent change in mass with others, the numbers varied. The difference of the mass was changed, for it maybe misleading, into percentage, there eliminating any size factor and to compare the results. Though when comparing the percents with one another, some of the difference was too great to receive any accurate data. Some possibilities that may have altered the outcome of the results include the ends of the dialysis bags not being tied correctly, the inaccuracy of pouring the solutions, not a thorough cleaning of the outside of the dialysis bag and incorrect calculation and measurements. This lab can be modified to get a more consistent data by wearing gloves when working with the solutions, so when one is done pouring and tying the dialysis bag, gloves can be removed to reduce any chance of the solution being on the outside of the bag. A more accurate and precise measurement of the solution and the tightness and method of tying the ends of the bags can be arranged to be the same. With those alterations to the lab, the chance of a more consistent data is higher. Should Humans Be Blamed For Global Warming? Should Humans Be Blamed For Global Warming? Global warming is the next big impact that will bring about a change in the weather patterns. By definition, Global Warming is the increase in average temperature that gradually warms the Earths atmosphere. It is a phenomenon, which has been on the rise but in the last century, the increase in the levels have been alarming (George Christodoulou, 2006).Global warming has caused a lot of changes to the environment in a negative manner. According to the study by the Intergovernmental Panel on Climate Change (IPCC), it is observed that the increase in global average temperature has been caused due to an increase in greenhouse gas concentrations (Slashman, 2007). Global warming can have many causes, but it is most commonly associated with human interference, specifically the release of excessive amounts of greenhouse gases (EPA, 2006).It is either caused by humans or natural causes. Global warming is no more a myth but a fast approaching reality, which in the long-term will bring the much feared ice age that will wipe out all living organisms on Earth. The latest IPCC report states widespread mass losses from glaciers and reductions in snow cover over recent decades are projected to accelerate throughout the 21st century, reducing water availability, hydropower potential, and changing seasonality of flows in regions supplied by melt water from major mountain ranges (e.g. Hindu-Kush, Himalaya, Andes), where more than one-sixth of the world population currently lives (Geneva, 2010). Global warming has caused a major increase of heat towards the earths atmosphere and it is still affecting us till today due to numerous human activities. Although some people think that global warming happens due to natural factors, it is scientifically proven that humans are responsible for global warming. The purpose of this paper is to point out the irresponsible people causing global warming and not to blame the natural factor for global. There are many scientific and logical factors of global warming that are caused by human activities. The main factor is due to the depletion of ozone layer of the atmosphere which happens in the stratosphere which is 30 miles above the earth. What is the function of the ozone layer? The ozone layer protects the earth from radiating ultraviolet (UV) rays. The ozone is made up from oxygen molecules named triatomic oxygen. The ozone molecules or the triatomic oxygen will absorb the UV rays. Eventually the triatomic oxygen will split into diatomic oxygen and a monoxide. This process is repeated as the monoxide combines with diatomic oxygen to produce ozone molecules back and protects. Thus, this helps to protect UV rays from entering the earths atmosphere. The UV rays will heat up the earth as it penetrates through directly without the shield of ozone layer. Every time 1% of the ozone layer is depleted, 2% more UV-B is able to reach the surface of the planet (Miller, G. Tyler Jr., 1987). The thinning of ozone layer happens due to human activities on the earths surface by burning and releasing harmful gases. As the ozone layer becomes thinner the UV rays will be trapped inside the earths atmosphere, therefore our earth becomes hotter. The shine of UV rays may cause skin cancer. In addition, it also dries up the earth and causes drought. Moreover it is because of the release of chlorofluorocarbon (CFC) gases the ozone layer depletes. Human being use air conditioners to make the hot environment cooler, but what they dont seem to realize is that they are making the atmosphere even hotter. Air conditioners releases CFC gas when it is turned on. Besides that, refrigerators also release CFC gases when the doors are opened. The CFC gas will react with the ozone layer. The triatomic oxygen will be split and the chlorine atom from CFC will combine with the diatomic oxygen gas. This will produce chlorine monoxide. Referring to the statement above, there will be no chance of the oxygen to recombine to form ozone molecules. As a result a hole is created in the ozone layer. Slowly they start infiltrating into the upper layers of the atmosphere and soon reach the ozone rich stratosphere, where they undergo major chemical changes (H. Khemani, 2010). The CFC gas will soon disintegrate and the chlorine atom will react with the ozone molecule and changes to oxygen molecule. As soon as the ozone layer changes to oxygen molecule the ozone layer will be depleted. The most shocking fact about CFCs is that they have exceptionally long atmospheric life which, in certain cases, even extends to 100 years. This means that if CFC refrigerants are leaked in the atmosphere, they will keep depleting the ozone layer for the next 100 years to come (H. Khemani, 2010). There are other materials used by humans that release CFC gas such as chemical sprays and the burning of Styrofoam materials. Furthermore, the increase of carbon dioxide level leads to climatic changes. Humans are the main people to emit green house gasses to the environment. They emit them in a variety of ways. The combustion of fossil fuel by human activities releases green house gases which is carbon dioxide and others. When there is an increase in the percentage of carbon dioxide in the air, the amount of heat captured by the carbon dioxide also increases (Bidisha Mukherjee, 2010). As the amount of carbon dioxide level increases in the atmosphere, heat is trapped inside the atmosphere and causes warming of the earth. Moreover, coal-burning of power plants also increases the carbon level in the atmosphere. Burning coal produces about 9 billion tonnes of carbon dioxide each year which is released to the atmosphere, and about 70% of this is being generated from power plants (World-Nuclear.org, 2011). In addition factories emit more smoke and harmful gases such as carbon dioxide, methane, and oxide. These g ases do not only increase the temperature of the environment but causes harm to humans and animals. In addition to that, the burning of gasoline from transportation also contributes to global warming on a large- scale. Burning of gasoline will increase the amount of carbon monoxide. Carbon monoxide is a very harmful gas that it can cause death to living organisms on earth. This gas can react with other atoms to be more harmful. For example, it can combine an oxygen atom to produce carbon dioxide. By combining energy is needed and heat is produced. Dusts are also accumulated in the atmosphere which can trap the heat. Smog is another form of cloud of carbon which is also related to accumulation of heat in the atmosphere. Besides that, Brazil and Indonesia, which contain the worlds two largest surviving regions of rain forest, are being stripped at an alarming rate by logging, fires, and land-clearing for agriculture and cattle-grazing (NationalGeographic.com, 2011). Human activities of depleting forest illegally have caused a major climate change to the environment. Men nowadays are selfish and do things on their own for selfish benefits. They want to upgrade the economy of the country with the improvement of technology. The usage of land for development of buildings makes them to cut down forests uncontrolled. Besides, illegal deforestation for exporting logs to other countries for business purpose causes global warming. Trees are needed to reduce the amount of carbon dioxide in the environment. By deforestation, the land is barren and exposed. Therefore, the earth will eventually get hotter. Excessive cutting of trees in forests for urban use and other purposes like buildings is detrimental to the environmental balance (Manali Oak ,2011). Another point related to this argument is the role of politicians who carry activities for the nations benefits that politicians play a role in global warming too. Even those politicians who are courageous enough to fight for action on the issue are not telling us the whole truth (Mark Jeantheau, 2004).The government is not responsible for the occurrence of global warming. They do not take any action towards illegal people who cause global warming and are mostly money minded. On their mind they always think of bribery and do not think about the effects of global warming. Public are not aware of this phenomena and take it easy. Government should be blamed for this for not educating the public about the effects of global warming and point out the consequences. So global warming happens due to the irresponsible activities of humans can lead to negative consequences. On the other hand opponent argues more by supporting that carbon dioxide released are not by human activities but natural phenomenon. Carbon dioxide is a natural source from the environment itself. As a natural phenomenon volcanoes rupture and emit carbon dioxide and sulfur dioxide to the environment and causes a lot of negative impacts regarding global warming. Water vapors are also released which is the most hazardous gas to humans and the environment. Our studies show that globally, volcanoes on land and under the sea release a total of about 200 million tonnes of CO2 annually (hvo.wr.usgs.gov ,2007 ). Besides volcano eruptions, natural burning of forest or called forest fires release carbon dioxide in a drastic level to the environment. Forest fires happen spontaneously due to overheat and not by people. Sometimes forest fires can be spontaneous due to hot and dry weather (Chandramita Bora,2010).Moreover, forest fires happen when the weather is thundering and storming. The lightning carries high voltage current. As the current hits the trees a small spark created would light up a leaf and spread the fire to the whole forest. There are no ways for fire fighters or other rescue teams to put out the fire due to high temperatures. The carbon level of the environment increases drastically and causes haze also. The heat of the earth goes up tremendously. It can increase the level of greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide, ozone, and chlorofluorocarbons), and thereby increase pollution and global warming (Chandramita Bora,2010). The opponent says humans are not the only people who emit carbon dioxide by exhaling them but animals do too. It is wrong to say humans are to be blamed alone for global warming. Humans are not responsible for the increase of the concentration of carbon dioxide on global scale. Furthermore, carbon dioxide does not have a long life time. Instead of pinning an absolute value on the atmospheric lifetime of CO2, the 2007 report describes its gradual dissipation over time, saying, About 50% of a CO2 increase will be removed from the atmosphere within 30 years, and a further 30% will be removed within a few centuries due to the plants and others (Mason Inman, 2008).It is only temporary and if it would be blamed that it is going to affect the future generation which is wrong. In addition to that, a meteorological scientist named William Kininmonth (2004) explains that climatic change occurs due to natural phenomenon and not by human activities. The assumption of a climate system forced primarily by the radiation effects of greenhouse gases is a limited perspective of the complex climate system. (William Kininmonth ,2004). Climate scientists cannot prove that the current warming is not due to natural processes and therefore cannot claim with certainty that the warming is due to human interference. However, the Medieval Warm Period (MWP) disproves global warming by human activities. MWP is a natural phenomenon and the MWP was a time of warm climate in Europe. So, human activities have nothing to do with the global warming, as evident from the Medieval Warm Period (MWP). The ice age is not due to global warming as mentioned by scientist. There will be a new prediction of ice age where it is a natural phenomenon not caused by humans that contributes global warming. The supporter refutes the opponents argument by giving explanations that very little carbon dioxide is caused by volcanic rupture. There are no proves that volcanoes emit more carbon dioxide and it is a myth. There have been volcanic eruptions so massive that they covered vast areas in lava more than a kilometre thick and appear to have released enough CO2 to warm the planet after the initial cooling caused by the dust ( Catherine Brahic , 2007). Volcanoes emit carbon dioxide naturally as it a natural cycle of the phenomenon. Furthermore, there are not many volcanoes around the world and it only ruptures after a long period. Besides that, the supporters argue more on the point of forest fires. Forest fires are mainly caused by human activities like clearing and burning for starting plantations to produce cash crops like oil palm , rubber and sugar cane. Throwing of cigarettes by hunters or campers, creating camp fires and picnics causes light ups of fire and would put up fire on the forest. Even though, carbon dioxide has a life-time, it still can contribute heat to the environment for a certain period. Climate changes are due to human activities on a large-scale. Humans burns fossil fuel like coals openly, followed by spraying aerosols which could damage the environment, cement manufacture factories releases smog and artificial harmful gases which changes the climate and causes global warming. As a conclusion of this argument about should humans be blamed for global warming, it can be strongly mentioned that humans are to be blamed mostly. Natural factors do contribute to global warming but it is minimal. In order to prevent global warming from occurring, governments should take more drastic measures on this matter and do awareness campaigns among their countries. As a concluding statement for this topic humans are to be blamed for the cause of global warming. (2282 words)

Data Analysis

To analyze the time series data, a statistical software (STATA) was used. In time series data analysis important required condition is stationarity of the data set. To test whether the time series is stationary or not, the two tests are used; the ADF (Augmented Dickey Fuller) test and Zivot and Andrews test for unit root. Both of these tests have same null hypothesis that the series is non-stationary (unit root process). For ADF unit root test we need lag length for the given time series variables. The lag length is selected by using information criteria (HQIC, AIC, SBIC) mentioned in section [2.2]. We performed the unit root tests with both trend and constant. It is important because the graphs of the time series variables gives an indication, whether we will include the trend term in the model or not. We can check the t value as well for inclusion of trend term in the model. The graph of immigration, unemployment and inflation shows that these series have time trend, but GDP growth rate series has no trend. The Table 4 summarizes the results of ADF test at levels. The given table consists of test statistics value and p-value. In case of variable GROWTH, the hypothesis was rejected and we can say that GDP growth rate is stationary at levels. The remaining variables IMMIG, UNEMP and INF are non-stationary at levels. All these three variables are non-stationary, when ADF test is performed with trend and intercept in the model. Table 4: Augmented Dickey-Fuller Test for Unit Root at levelsVariables With intercept With trend and intercept Test statistics Z(t) P-value Test statistics P-valueIMMIG -0.838 0.8077 -2.825 0.1881UNEMP -1.398 0.5833 -2.503 0.3265GROWTH -5.671 0.0000 -5.587 0.0000INF -1.313 0.6231 -3.163 0.1032Since the series (IMMIG, UNEMP and INF) are not-stationary at levels, we take first difference for these three series. After taking the first differenced for IMMIG, UNEMP and INF series, the ADF test are then performed, as shown in table 5. Now these three variables are stationary at the first difference and they are said to be integrated of first order. Table 5: Augmented Dickey-Fuller Test for Unit Root at first differenceVariables With intercept With trend and intercept Test statistics Z(t) P-value Test statistics P-valueIMMIG -6.516 0.0000 -6.520 0.0000UNEMP -4.582 0.0001 -4.523 0.0014INF -7.967 0.0000 -7.891 0.0000 The results obtained from Zivot and Andrews test of unit are shown table 6. GDP growth rate has same results like in previous tests which is stationary at level with constant and trend and without trend. Unemployment rate and immigration are non-stationary series with or without trend. The inflation rate is stationary without trend but non-stationary when including trend term in the model. Zivot and Andrews test was reformed after taking first difference of the three non-stationary time series. The unemployment, immigration and inflation rate have a strong evidence to reject the null hypothesis of unit root at first difference.Table 6. Zivot and Andrew unit root test for structural break (at levels)Variables With intercept With trend and intercept Test statistics Z(t) Break Year Test statistics Z(t) Break YearIMMIG -4.167 2006 -3.698 2002UNEMP -5.313 1992 -3.841 1997GROWTH -6.001*** 1994 -5.180*** 2005INF -5.025** 1992 -3.830 1977Note: significant at 10% level, **significant at 5% level, *** significant at 1% level Table 7. Zivot and Andrew unit root test for structural break (at first difference)Variables With intercept With trend and intercept Test statistics Z(t) Test statistics Z(t)D. IMMIG -7.032*** -6.413***D.UNEMP -5.600*** -4.632**D.INF -7.092*** -6.896*** Note: *significant at 10% level, **significant at 5% level, *** significant at 1% level The empirical results of vector autoregressive model are investigated in the form of Granger causality test and Impulse response function. In this thesis, the time series variables used on levels to perform VAR model, because GDP growth rate is stationary on level and the remaining three variables (IMMIG, UNEMP and INF) are stationary at first difference. As mentioned in section [2.1], various studies have indicated that vector auto regressive model can be estimated on levels of variables.The information criterion is used to select the lag length for a vector autoregressive model with four time series variables. The three information criterion (HQIC, AIC, SBIC) gives same lag length, which is two. But we preferred SBIC for selecting the lag length. After computing the results of vector autoregressive model, there is need to test for autocorrelation of residuals and stability of the model. The LM Test for Residual Autocorrelation is used to test for autocorrelation. The results of the test shows that there is no evidence of autocorrelation found between the residuals. The resulting VAR model gives all eigenvalues less than one and these eigenvalues lies inside the unit circle shown in appendix [A4], which confirms that estimated VAR model is stable.The Granger causality test is performed by using the results of VAR model. Table 8 shows the results of Granger-causality. The null and alternative hypotheses is used for immigration variable are H_0: Immigration does not Granger cause unemployment rateH_1: Immigration granger causes the unemployment rate H_0: Immigration does not granger cause GDP growth rate H_1: Immigration granger causes the GDP growth rate ? H?_0: Immigration does not Granger cause inflation rate H_1: Immigration granger causes the inflation rateIn first column of table 8 the null hypothesis is shown and degree of freedom is in 2nd column. The next two columns give test statistics value and p-value. We set the level of significance to be at 5%. The degree of freedom for all pairs is used 2, because the estimated VAR model has lag length 2. The results obtained from granger causality test for first null hypothesis have p-value 0.194, which is a clear evidence that we cannot reject null hypothesis. It showed that immigration does not granger cause unemployment rate. For hypothesis about effect of immigration on GDP growth rate, the p-value is 0.35, which means again that we cannot reject the null hypothesis and conclude that the immigration does not granger cause GDP growth rate. The same results found in case of immigration and inflation rate hypothesis, where the p-value is 0.186. It is found that immigrations do not granger cause inflation rate. In these three cases we cannot reject the null hypothesis. Table 8: Engle-Granger test for Causality:Null Hypothesis df Chi-sq Prob > chi-sq decision IMMIG does not granger cause UNEMP 2 3.2787 0.194 Do not reject H0IMMIG does not granger cause GROWTH 2 2.1011 0.350 Do not reject H0IMMIG does not granger cause INF 2 3.3626 0.186 Do not reject H0The impulse response function obtained from vector autoregressive model results are presented in figures (6-9). The impulse response function in the figure (7) shows the response of unemployment rate after a shock in the immigration. At first two steps, the resulting effect is negative, but after two steps it has a positively increasing trend till the fourth step. At the fourth step it has a maximum value near 2 and after fourth step it goes down, which eventually disappeared at sixth step. The impulse response function in this case build an idea that immigrations have positive short run relationship with unemployment.The figure (8) displays the response of growth rate to a shock in immigrations. It shows the negative relation in first three years. After the third year, it tends towards positive side and after sixth year it fades away. In figure (9) the response of inflation rate to a shock in immigration show that in first three years it has positive value. But after third years, it is going towards negative side till sixth year and after sixth year it has no effect. It shows that in first years immigration and inflation have positive significance short run relationship and after this period it has negative relation till sixth year. Figure 6: Graph of Impulse Response Function Figure 7: Response of UNEMP to a shock in IMMIG Figure 8: Response of GROWTH to a shock in IMMG Figure 9: Response of INF to a shock in IMMG ? ConclusionsThe main objective of this thesis is to investigate the effect of immigration on macro-economic variables in Sweden. In this study unemployment rate, GDP growth rate and inflation rate are considered as the economic variables. The annual data for period 1970-2014 is used to examine the relationship between these variables in Sweden. We estimated VAR model for a short run relationship. The estimated VAR model satisfied the stability condition and by using Lagrange Multiplier (LM) test for autocorrelation, it was made sure that there is no autocorrelation between the residuals at any lag order 2. The granger causality analysis performed by using the results of VAR model. The granger causality results shows that the immigration does not effect the unemployment rate, growth rate and inflation rate in Sweden during the study period. It is concluded that immigration has no short run relationship with these three macro-economic variables. The results obtained from impulse response function shows that the immigration has short run positive relationship with the unemployment rate after first few years. On the other hand, the immigration have negative effect on growth rate in first three periods, but after these periods, the reverse effect has been observed. There is a positive relationship found in first two years between immigration and inflation rate. But after two years it has negative relationship between immigration and inflation rate. The impulse response function results shows that immigration affect these economic variables for five to six periods and after that it have no such effect. This indicates that in the beginning the immigrants does not participate in the economic growth. One probable cause of this could be the exposure to a new language in Sweden, which produces language barriers. Which also verifies that the GDP growth rate becomes static relative to the immigrations after few years, since language barrier is a temporary effect. However, considering more economic variables which could be affected by the immigration may lead to more findings in Sweden's economic growth. Moreover, increasing the sample size of the study variables could yield more improved results. Data Analysis According to Parahoo (2006, p.375), data analysis is â€Å"an integrated part of the research design†, which is a way of appreciating the data before presenting them in an understandable manner. While Authors(De Vos, 2005:333; Neuman, 2006:16) describes data analysis as a way in which the data was captured, analysed, and the statistical procedures used in order to bring meaning and measure to it. For the purpose of this mix method, study both qualitative and quantitative data collected from the field will be analysed. Content analysis will be used to analyze the data that will be gathered from focus group interviews. The process of analysing the qualitative data will start immediately after the focus group discussions is concluded. Therefore, the aim of this study is to follow the process outlined by Babbie and Mouton (2010:493, 494, 495); Creswell and Plano Clark (2007:129); Schurink, Fouchà © & De Vos (2011:403-404); Singh (2007:82); Welman, Kruger and Mitchell (2005:211) to achieved the following: managed or organised data so as to make it easily retrievable and managed; analysed, described, and classified data; represented and visualised data so as to be able to present and place them in the form of themes and statements. The Data will also be validated and interpreted (Alasuutari et al., 2008:362, 363; Creswell & Plano Clark, 2007:35; Flick, 2008:16; Schurink, Fouchà © & De Vos, 2011:417). According to Moore & McCabe (2005), this is the type of research whereby data gathered is categorized in themes and sub-themes, will be able to be comparable. This will help us to reduce and simplify the data collection processes, while at the same time producing results to assist in the measurement of using quantitative techniques. Another aim of the content analysis in this research is to assist us to structure the qualitative data collected in a way that satisfies the accomplishment of research objectives. However, human error can be highly involved in the content analysis process, since there is the risk for researchers to misinterpret the data gathered, thereby generating false and unreliable conclusions (Krippendorff & Bock, 2008).Thus, in additional to content analysis, the Statistical weighted mean will be used to answer the research questions. Most of the response options in the questionnaire instrument will be weighted as shown below:Table xx: Likert Scale of SignificanceStrongly Agree Agree Undecided/ Neutral Strongly Disagree DisagreeSA A U/N SD D5 Points 4 Points 3 Points 2 Points 1 PointThe acceptance point for the items will be 2.50. Nworgu, (1991), purports that the t-test is testing hypothesis about the differences between means when the sample size is small. Therefore, we will be using, the t-test statistical analysis to test the three null hypotheses used in this study. On the other hand, if the calculated t-value is greater than the critical value of t, the null hypothesis will be rejected and the alternative, which is â€Å"significance† will be accepted. By extension if the calculated t-value is lesser than the critical t-value, the null hypothesis (Research questions) will be accepted and the alternative rejected. However, the null hypotheses will be tested at 0.05 (5 %) level of significance. This means 5 chances of being in error out of every 100 cases. Therefore, any chances of error will be very low.The statistical weight mean will be supported and complemented by the use of IBM SPSS Statistics 19 (Singh, 2007:83). According to some authors(Babbie& Mouton, 2010:459; Fouchà © & Bratley, 2011:251) the researcher will be using descriptive methods to describe, analyse, and summarise numerical data into major characteristics of the study without distorting or losing too much of valuable information, so that it is simple, manageable, and more understandable and to facilitate eventual processing of data, the researcher will also be analysed quantitative data according to different themes of the measuring instrument (Delport & Roestenburg, 2011:196). Most importantly data will be presented and displayed in the form of table/s and graphic/s. (Fouchà © & Bratley, 2011:257).

Words Are Mightier Than the Sword

Ayoub Awadalla Prof. Brumfield October 9, 2012 Words Are Mightier Than The Sword The story â€Å"By Any Other Name,† by Santha Rau, explains the memory of the writer’s first and last week as a student at an Anglo-Indian school. Santha Rau speaks about the happy, sad, and embarrassing moments she had in school. She also speaks about how earning a â€Å"valid† education, in western terms, is difficult to achieve in India. When someone is in an environment where it is typical to hear insensitive and irresponsible language, s/he will likely become insensitive and irresponsible.Insensitive and irresponsible speech typically becomes a chain reaction. Once someone speaks or says an insensitive or irresponsible thing, the other person will follow with being insensitive and irresponsible. An example was when Permila, Santha’s older sister, was getting ready to take a test, but the teacher made her and the other Indian kids sit in the back with a desk in between eac h other. The teacher said, â€Å"It was because Indians cheat. Once Permila heard this insensitive statement, she stormed out of her class, marched into Santha’s class and told her â€Å"get up, were going home. † When she got to Santha’s class, the teacher smiled at her in a kindly and encouraging way and said â€Å"now, you’re little Cynthia’s sister? † Permila wore a poker face that did not betray a single emotion. Treating Santha’s teacher with an insensitive way, just like her teacher treated her. Changing a name of a child is a confusing matter for the child to understand.A child is a stranger when it comes down to lying. Most children, from ages of 3-6, are innocent and do not know how to lie. The head mistress changed Permila’s name to Pamela, and Santha’s name to Cynthia. Santha was too young to understand and was okay with the name changing. Permila kept a â€Å"stubborn silence† while Santha replied, à ¢â‚¬Å"thanks you. † And when the teacher asked Santha for her name, she replied, â€Å"I don’t know. † She was confused; thus, did not know if she should say her real name, or the new name she received from the head mistress.This act by the head mistress was very irresponsible. She was too lazy to call Santha, her real name, so she gave her an artificial name. Being rude, insensitive, or speaking irresponsibly to someone will most likely cause him or her to be rude, insensitive, or speak irresponsibly to you too. One must be carful of what s/he speaks, because what comes around, goes around. Just like the head mistress spoke to the girls insensitively and irresponsibly, they both left the school and never went back.

The Authoritative Parenting Style By Diane Baumrind

When it comes to parenting everyone has their own way of doing things. Usually parenting is a cycle. People raise their children with some of the same techniques that their parents did. Think about how the children of the different parenting styles grew emotionally, mentally and even academically. The authoritative parenting style was first introduced by Diane Baumrind. She created a new system for classifying a person style of parenting. Parenting styles have two important components which are: the parental responsiveness and parental demandingness. The parental responsiveness; being how the parent responds to the child’s needs. The parental responsiveness is when the parent expects their child to be more responsible and matures. Turns out that no one knew that there was a definition for the way they chose to be a parent. Carol B. Hellman PSY.D said â€Å"One of the most important things as adults we can do for young children is to model the kind of person we would l ike them to be† (2013). Meaning that if you want your children to be lazy then being lazy as a parent is the way to go. Or, If you want your children to good children, and responsible; then as a parent one should be a good responsible parent, and teach the child those core values. The Authoritative Parenting style affects children’s attitudes, behaviors and academic achievements in a positive way. What is an authoritative parent? Authoritative tend to be parents that are warm and carrying. The show theirShow MoreRelatedParenting Styles : A Parenting Style And Made A New System For Classifying Parents848 Words   |  4 Pagesthem the rules of life by using a specific parenting style. A parenting style is a psychological concept based on regular strategies that parents use while raising their children. Parenting is a complicated occupation that requires many different skills that work in concert to influence a child’s behavior. Parental responsibilities start after the birth of the first child, and they impact the child’s overall life. Parents usually develop their parenting styles based on their cultures. This situationRead MoreDiana Baumrind s Effect Of Parenting Styles On Children Essay1312 Words   |  6 PagesDiana Baumrind’s effect of parenting styles on children Baumrind was born into a Jewish community in the New York’s Jewish enclaves. She was the first two daughters of Hyman and Mollie Blumberg. Diana, the eldest in an extended family of female cousins, inherited the role of eldest son, which allowed her to participate in serious conversations about philosophy, ethics, literature, and politics. She completed her B.A. in Psychology and Philosophy at Hunter College in 1948, and her M.A. and Ph.D. inRead MoreOverview of Parenting Styles and Their Effects on Children1463 Words   |  6 PagesAccording to Webster’s dictionary, the definition of parenting is of â€Å"the process of raising and educating a child from birth to adulthood.† Have you ever pondered on how different you would be if your parents would have raised you differently? Everyone was raised differently, therefore we all will be different types of parents. We may cherish the way our parents raised and disciplined us, so we’ll utilize those technique s when we become parents. On the other side, we may despise the way our parentsRead MoreEssay on Parenting Styles1213 Words   |  5 PagesParenting Paper Diane Baumrind’s typology has two major dimensions. The first dimension is responsiveness. 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During the prenatal period when a child’s development begins, thus being aware of many factors that can damage the fetus and the development of aRead MoreHSM 320 Mastery Exercises4532 Words   |  19 Pagesthat differentiate various parenting styles? a. Warmth/responsiveness and parental control 2. As a typical parent in Latin America, Maria would place great emphasis on developing a strong sense of _____ in her children. a. Family ties 3. A style of controlling a child’s behavior where the parent tells the child what to do, when to do it, and why it should be done is called ________. a. Direct instruction 4. According to Baumrind (1975, 1991), the four distinct parenting styles do NOT include which of