Atomic force microscopy Lab Report Example | Topics and Well Written Essays - 1250 words

Atomic force microscopy - Lab Report Example The material to be scanned is placed below the tip, as the tip moves across the surface it is attracted or repelled by different forces, the atomic deflection from rest is recorded and an imaging software is used to process the results. The results normally appears as a topographical image of the surface imaged2. Different imaging techniques are used to picture the surface or for different surface analysis, they include the contact mode, non-contact mode and tapping mode. With assistance from specialized software, Atomic Force Microscope can be used to measure characteristics of material surface that other types of microscope cannot image. This method is whereby the tip gets into contact with the surface being scanned, it is the most common mode used in atomic force scanning. The tip have a repulsive force coefficient of 9N. As the tip moves over the surface, the deflection of the cantilever generated is fed to a DC amplifier system, which verifies it and tries to much it with the desired. If the magnitude of deflections is different from the required one, the feedback amplifier system increases the voltage supply to the piezoelectric positioning system to raise or lower the material surface relative to the tip until the desired voltage is achieved3. The measure of voltage supplied to the piezoelectric positioning system gives the degree of roughness and surface features of the material. This is displayed laterally to the position of the sample. The main problem with the contact mode is the application disproportionate force to the sample by the probe leading destruction of the sample surface; this can be minimized by reducing the amount of force applied by the probe. However, there are limits to the minimum force that the operator can apply during scanning in ambient conditions. Ambient conditions possess some challenges to AFS since a thin layer of about 30 monolayers made up of

A Reader Response to The Lie Essays -- Lie Essays

A Reader Response to The Lie Pleasing people and the pressure that comes with it. This is a major factor in one's everyday life. Eli Remenzel, however, has been caught in the middle of just one of the many lies he will ever tell. It just happens to be that this lie was one that would make a lot of people disappointed. In the short story "The Lie", the parents, and Eli's actions make me angry. However, I can definitely relate to what Eli is going through. To start with, I got extremely annoyed with the mother throughout the story. Actually, it wasn't just the mother, it was both of the parents in general. Sylvia is way to bubbly and fake. And Dr. Remenzel is extremely self-centered."Eli, sit up! What's the matter with you?". Dr. Remenzel is too obsessed with the family image to pay attention to the obvious hints his son is providing. The thought of Mrs. Remenzel considering to ask for special accomidations for Eli angers me. She acts like the typical rich family is percieved. "I thought maybe through some flu...

Principles of diversity equality Essay

Outcome 1: Understand the importance of diversity, equality and inclusion. 1.1 Define what is meant by: Diversity:- Is that right of each individual to be different and to have differences from others. Equality:- the state of being equal, especially in status, rights or opportunities. Inclusion:- the action or state of including or being included within a group or structure. Discrimination:- the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age or sex. 1.2 Describe how direct or indirect discrimination may occur in the work setting. Direct discrimination: Institutional/Company: different pay levels offered for the same job, promotion offers to only a select group of employees; job offers and training opportunities being offered to individuals of a certain race or age; bullying, excluding others, provocations of colleagues or clients on the basis of their gender, age, religious beliefs, ethnicity, language, social class, sexual orientation. Indirect discrimination: Inadequate facilities put in place for those with disabilities, making demands on workforce which they deem as being disadvantageous to employees of a certain group; using overly complex terminology when providing information either members of staff or the clients Read more: Describe the potential effects of discrimination essay 1.3 Explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination. Mixing groups of individuals in situations like; training sessions encourages cohesion and fosters the opportunities for individuals to work well with each other in partnership. Introducing facilities that aid mobility as this encourages the involvement of individuals who are less mobile and makes them feel included as their needs are being taken into account. Putting in place polices that empower employees and show the individual’s value to the company such as; employee of the month awards and bonuses given for consistent good work. This will increase the employees’ confidence in carrying out their job and want to  continue their employment contract with the company. Outcome 2: Know how to work in an inclusive way. 2.1 List key legislations and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings. Equalities Act (2001). The Employment Act (2008). Health and Social Care Act (2012). Human Rights Act (1998). Mental Capacity Act (2005). Safeguarding Vulnerable Groups Act (2006). 2.2 Describe how to interact with individuals in an inclusive way. Being empathetic towards the clients’ situation and showing a genuine interest in their concerns and needs. Allowing and encouraging a two-way dialogue to occur between the care worker and the client using techniques such as; active listening to aid communication. Respecting individual’s cultural and/or religious differences and working with them in a way that doesn’t go against their beliefs or morals. 2.3 Describe ways in which discrimination may be challenged in adult social care settings. Putting in place a company policy of zero-tolerance regarding discrimination. Informing all members of staff and clients about how and when to make complaints regarding any issues of concern including discrimination. Encouraging others to challenge discrimination. Maintaining a record of discriminatory behaviour and resorting to disciplinary actions to deal with such behaviour. Routinely updating policies and procedures of organisation in relation to discrimination. Using previous discriminatory cases to aid the continuous professional development of the members of staff as they can act as an example of how they can respond and handle similar situations if and when they occur in their future working life with the company. Outcome 3: Know how to access information, advice and support about diversity, equality, inclusion and discrimination. 3.1 Identify sources of  information, advice and support about diversity, equality, inclusion and discrimination. Company care worker handbook. Skills for care website. Heath & Social Care Information Centre website. NHS website. Healthcare Diversity Council website. 3.2 Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination. An individual should access information, advice and support about diversity, equality, inclusion and discrimination in instances where they believe that either them or the client who they are assisting being treated unfairly due to factors like an individual’s race or ethnicity; having access to the relevant legislative rules and regulations such as; the Equalities Act (2001) or The Employment Act (2008) and the company’s policies and procedures regarding diversity, equality, inclusion and discrimination so that they know exactly what their employer is legally required to put into place in order to foster diversity, equality, inclusion and prevent discrimination. This information especially the company’s policies and procedures will also inform the care worker of the proper procedure that needs to occur when the care worker experiences issu es regarding diversity, equality, inclusion and discrimination.

How Do Economists Define Statistical Discrimination

Statistical discrimination is an economic theory that attempts to explain racial and gender inequality. The theory attempts to explain the existence and endurance of racial profiling and gender-based discrimination in the labor market even in the absence of overt prejudice on the part of the economic actors involved. The pioneering of statistical discrimination theory is attributed to American economists Kenneth Arrow and Edmund Phelps but has been further researched and expounded upon since its inception.​ Defining Statistical Discrimination in Economics Terms The phenomenon of statistical discrimination is said to occur when an economic decision-maker uses observable characteristics of individuals, such as the physical traits that are used to categorize gender or race, as a proxy for otherwise unobservable characteristics that are outcome relevant. So in the absence of direct information about an individuals productivity, qualifications, or even criminal background, a decision-maker may substitute group averages (either real or imagined) or stereotypes to fill the information void. As such, rational decision-makers use aggregate group characteristics to evaluate individual characteristics that may result in individuals belonging to certain groups being treated differently than others even when they are alike in every other respect. According to this theory, inequality may exist and persist between demographic groups even when economic agents (consumers, workers, employers, etc.) are rational and non-prejudiced.This type of preferential treatment is labeled statistical because stereotypes may be based on the discriminated groups average behavior. Some researchers of statistical discrimination add another dimension  to the discriminatory actions of decision-makers: risk aversion.  With the added dimension of risk aversion, statistical discrimination theory could be used to explain actions of decision-makers like a hiring manager who shows a preference for the group with the lower variance (perceived or real). Take, for example, a manager who is of one race and has two equal candidates for consideration: one who is of the managers shared race and another who is a different race. The manager may feel more culturally attuned to applicants of his or her own race than to applicants of another race, and therefore, believe that he or she has a better measure of certain outcome-relevant traits of the applicant of his or her own race. The theory holds that a risk-averse manager will prefer the applicant from the group for which some measurement exists that minimizes risk, which may result in a higher  bid for an applicant of his or her own race over an applicant of a different race all other things equal. The Two Sources of Statistical Discrimination Unlike other theories of discrimination, statistical discrimination does not assume any sort of animosity or even preference bias toward a particular race or gender on the part of the decision-maker. In fact, the decision-maker in statistical discrimination theory is considered to be a rational, information-seeking profit maximizer. It is thought that there are two sources of statistical discrimination and inequality. The first, known as first moment statistical discrimination occurs when the discrimination is believed to be the decision makers efficient response to asymmetric beliefs and stereotypes. First-moment statistical discrimination may be evoked when a woman is offered lower wages than a male counterpart because women are perceived to be less productive on average. The second source of inequality is known as second moment statistical discrimination, which occurs as a result of the self-enforcing cycle of discrimination. The theory is that the individuals from the discriminated group are ultimately discouraged from higher performance on those outcome-relevant characteristics because of the existence of such first moment statistical discrimination. Which is to say, for example, that individuals from the discriminated group may be less likely to obtain the skills and education to equally compete with other candidates because of their average or assumed a return on investment from those activities is less than non-discriminated groups.