Mind and body Essay Example | Topics and Well Written Essays - 1250 words

Mind and body - Essay Example Freud believed that the mind is structured into two parts: the conscious and unconscious mind. The conscious mind represents the things which can be brought into awareness easily or those we are aware of while the unconscious mind represents the things outside our awareness but influence our behavior (Cherry, nap). Out of these parts, personality is formed which comprises of three components: id, ego and superego. Id is part of the unconscious mind; it is the most primitive and source of all libidinal energy (life instincts) and death instincts. It operates on pleasure principle hence seeks immediate gratification of needs. The ego mediates between the id and superego and operates on reality principle. Its work is to ensure demands are satisfied in acceptable ways hence delayed gratification is preferred (Austrian 15). The superego on the other hand, acts according to the moral standards. The ego in its mediation works encounters difficulties leading to anxiety. This prompts it to de velop defense mechanisms such as rationalization, repression and denial to protect itself from anxiety. Freud also believed children develop in stages (psychosexual stages) with energy focused on different parts of the body at each stage and failure to progress to next stage leads to fixation while success leads to healthy development. For example, getting fixated at phallic stage can lead to Oedipus for boys and Electra complex for girls. These include: oral, anal, phallic, latent and genital stages (Cherry, nap). Freud also developed a theory of dreams to explain the unconscious mind. For him, dreams are â€Å"a royal road to the unconscious† (Austrian 14). They reveal repressed memories from childhood desires unfulfilled. He emphasized on the role of instincts especially sexual instincts in driving people to dream. He interpreted dreams through free association whereby women would narrate their experiences revealing their hidden truths. He enumerated

Essay on Eiffel Tower Essay Example for Free

Essay on Eiffel Tower Essay In 1889, Paris hosted an Exposition Universelle to mark the 100-year anniversary of the French Revolution. More than 100 artists submitted competing plans for a monument to be built on the Champ-de-Mars, located in central Paris, and serve as the exposition’s entrance. The commission was granted to Eiffel et Compagnie. Eiffel, an architect and metal expert, receives full credit for the monument that bears his name but it was one of his employees—a structural engineer named Maurice Koechlin—who came up with the concept. Several years earlier, the pair had collaborated on the Statue of Liberty’s metal armature. Originally intended as a temporary exhibit, the Eiffel Tower was almost torn down in 1909. City officials opted to save it after recognizing its value as a radiotelegraph station. Several years later, during World War I, the Eiffel Tower intercepted enemy radio communications. It escaped destruction a second time during World War II. Over the years, the Eiffel Tower has been the site of numerous high-profile stunts, ceremonial events and even scientific experiments. The Eiffel Tower has also inspired more than 30 replicas and similar structures in various cities around the world. Now one of the most recognizable structures on the planet, the Eiffel Tower underwent a major renovation in 1986 and is repainted every seven years. It welcomes more visitors than any other paid monument in the world—an estimated 7 million people per year. Fulgence Bienvenà ¼e, an engineer at Ponts et Chaussà ©es, created the project, which was adopted by the Municipal Council on 9 July 1897. Work started on 4 October 1898. Line 1, which opened on 19 July 1900, connected the Porte de Maillot to the Porte de Vincennes and provided a service to the summer Olympic Games organised in the Bois de Vincennes. Parisians immediately loved this new means of transport. In 1901, Fulgence Bienvenà ¼e planned an additional network of lines which would not leave any point in Paris more than 500 metres from a metro station. Work quickly began on lines 2 and 3 and then 4 and 5, etc. The first six lines were opened to the public in 1910. Immediately prior to the First World War, the 91km-long network included 10 lines and carried 467 million travellers. The following decade saw the network continue to grow, in particular through the extension of the lines to the suburbs (lines 1, 12, 9, 11, etc.). During the Second World War, several lines were exten ded despite the shortage of electricity.

Diversity in Human Services

Diversity in Human Services People are both similar and different; diversity is the recognising and valuing difference. Diversity relates to distinction such as gender, age, religion, race, culture, education, occupation, language, attractiveness, health, physical appearance. Cultural diversity is one aspect of diversity with a multitude of differences which come from our cultural heritage. Every aspect of life is touched by culture, culture affects how people perceive things, and it influences how people attribute meaning to communication. When cultural communication systems are unknown or ignored, messages are likely to be misinterpreted resulting in barriers to communication. To ensure effective communication Human Services workers require awareness of and sensitivity to cultural differences to enable them to successfully serve a diverse range of people. This essay examines effective cross cultural communication for the Human Services worker, as culture refers to the language, knowledge, rituals, values that connect any group of people, in the scope of this essay the context of cultures is that from different countries. Firstly, it looks at some of the differences and problems when communicating cross culturally. Then the essay proposes solutions to reduce communication barriers and, finally proposing principles human service agencies should adopt to enhance communication. Working cross culturally the human service worker faces many challenges to effective communication because of the complex nature of culture, intercultural behaviours, core values and expression provide much possibility for misunderstanding. According to Fouad Arredondo communication patterns, styles, symbols and gestures are highly culture bound and unconsciously scripted. (Fouad Arredondo 2007 p42). Several variables can be considered to assist in the understanding of cultural differences to identify why problems arise, individualism versus collectivism is one variable. Individualistic cultures are where emphasis is on individual achievement as contrasted to collective cultures where importance is on what is best for the group. Counselling itself is a culturally specific activity having evolved from a Western philosophy of individualism, asking a client from a collective culture to focus on hyperintrospection and hyperindividualism will not resonate result in a lost opportunity. Whi lst not speaking the same language is a more obvious barrier to communication, consider the communication barrier created when a client for whom English is a second language is expected to verbalise highly complex emotions. (Wheeler 2006 p150) Cultures can also be distinguished as having low context or high context communication, in low context cultures such Australia or America communication is direct, the meaning is in the message. Asian, Mediterranean and Arab cultures are high context where communication is indirect and it is equally important to look at the implicit meanings and body language. Misunderstandings arise when there is a lack of awareness in the different style of communicating. For example, Indigenous Australians would consider it rude to directly ask a question and instead hint (Mundine 1999, p. 1). This is similar to Asian concept of saving face indirect communication is used to prevent discomfort for either party. In some Asian cultures this is extended to some not disclosing physical abuse for fear of losing face or embarrassing the family (Devito 2009, p. 281), however withholding such information creates a barrier to communication for the human services worker. Non verbal communication is another factor which in which meaning differs between cultures, and if these differences are not understood leads to communication breakdown. In some cultures nodding the head means no, or the nod of a head from a Chinese person does not implicitly mean that they agree. In Western culture direct eye gaze is considered a sign of honesty, in cultures such as Japan however, direct eye gaze is a sign of disrespect. De Vito (2009, p. 133) concludes try visualising the potential for misunderstandings that eye communication alone could create. A Human Services worker lacking awareness of cultural-based norms, such as family structure and gender rules, risks violating these rules, their behaviour impeding trust and confidence. For example, married Muslim women cannot touch a man other than their husband. Lack of awareness or sensitivity to these norms creates conflict and a lost opportunity for engagement. Another barrier to communication results where the Human Service worker consider their own culture to be superior to others cultures. Gamble and Gamble conclude that ethnocentrism is key to failed intercultural communication efforts. (Gamble Gamble 2009, p.27). Finally, cultural stereotyping is a barrier to effective cross cultural communication, whilst it is necessary to group people to simplify understanding differences, it is problematic perceive that all are the same. For example, to believe that all immigrants from the Middle East are unable to assimilate into Australian society is cultural stereotyping. Stereotyping demonstrates a fundamental lack of understanding of diversity leading to a breakdown in communication. This paper has looked at some cross cultural communication differences and problems that arise that can be covered in the scope of this essay, the paper now proposes solutions to enhance communication and reduce communication barriers. To enhance communication and reduce barriers in cross cultural communication the Human Services worker develops knowledge and skills. Integral to this is self awareness, being aware of and challenge ones perceptions and bias. Workers must to increase intercultural communication competence by developing knowledge of different cultural differences, Gamble Gamble confirm it is vital to make the unknown known we need to conduct ourselves in a manner designed to reduce the strangeness of strangers; that is, we need to open ourselves to differences by adding to our storehouse of knowledge, by learning to cope with uncertainty and by developing an appreciation of how increasing our cultural sensitivity positively affects our communication competence (Gamble Gamble 2009, p. 30). It would however be uninformed to believe that a person can ever completely understand another culture making it necessary for Human services workers to be comfortable dealing with ambiguity. As important as it is to be familiar the difference in culture conversely it is important not to allow cultural traits to hinder understanding nor to focus excessively on differences. Clients are individuals; human services workers serve a person, not a culture (Egan 2006). Empathy listening skills are integral to effective communication and equally so when communicating interculturally. The Human services worker should put themselves in their clients shoes to imagine what is like from his or her world view point. Listening skills and careful observation of cues such as non verbal signals should be taken into account interpret full meaning, particularly when communicating with a person from a high context culture. To enhance communication the human services worker should also regularly seek confirmation of understanding. A deeper level of trust and confidence may need to be built with people from some cultures before they disclose emotional or what they consider to be shameful. To enhance communication with these people it may take patience, time and also an appropriate level of self disclosure on the workers part. To reduce communication barriers the worker may ask permission before asking sensitive a sensitive question. Workers should also be aware an d sensitive to taboo subjects, in some Indigenous Aboriginal communities it is shameful to talk about mental illness, to reduce communication barriers workers would avoid using certain words or lables (XXXXX). Working with people who speak English as a second language poses another set of challenges in communication, to reduce barriers workers should speak slowly, be patient and allow pauses, alternatively an interpreter could be offered. (Kenny 2009). To reduce communication barriers for their diverse range of stakeholders it is vital for Human services agencies should foster their own culture where diversity is embraced and celebrated. A philosophy of respect of individuality and uniqueness which commitment to self development and ongoing learning is promoted. This philosophy should be brought to life by encourage a diverse range of workers with difference backgrounds and experience. A culturally specific approach to training programmes, developing intercultural communication competencies when working and human services workers be regularly reviewed against competencies identifying areas for development. Culture influences everything about people, including the meaning attributed to communication, this poses challenges for the human services worker when working cross culturally. This essay has considered some of the communication differences and issues that Human Services workers face working interculturally, it has also looked at ways to enhance communication and also principles agencies should adopt to reduce communication barriers. The essence however is that ultimately no two people even those from the same culture are the same, innumerable differences makes each person unique. Human Services workers require cross cultural competency to effectively communicate with the diverse range of people that they meet the most fundamental of these abilities being willingness to learn and respect of all individuals. Biblography DeVito, J 2009, The interpersonal communication book, 12th edn, Pearson Education, Boston, USA. Egan, G 2006, Skilled helping around the world: addressing diversity and multiculturalism, Thomson Higher Education, Belmont. Fouad, NA Arrendondo, P 2007, Becoming culturally oriented: practical advice for psychologists educators, American Psychological Association, Washington. Gamble, TK Gamble, M 2009, Communication works, 10th edn, McGraw Hill, New York. Kenny, S 2006. Developing communities for the future, 3rd edn, Cengage Learning, South Melbourne. Mundine, J 1999 Face to face: communication protocols, viewed 12 August 2010, http://www.nipaac.edu.au/Face2Face_CommnProtocols.pdf. Wheeler, S (ed) 2006. Difference diversity in counselling: contemporary psychodynamic perspectives, Palgrave Macmillan, New York. Aboriginal Mental Health First Aid Training and research program. Cultural considerations communication techniques: Guidelines for providing mental health first Aid to an Aboriginal or Torres Strait Islander person. Melbourne: Orygen Youth Health Research Centre, University of Melbourne and beyondblue, the national depression initiative 2008 Viewed 20 August 2010 http://www.mhfa.com.au/documents/guidelines/8307_AMHFA_Cultural_guidelinesemail.pdf ;

An Overview of Euripides’ Electra :: Euripides Electra Essays

An Overview of Electra Euripides' play Electra, produced in 415 b.c.e., starts with a peasant recounting past events: Clytemnestra and her lover Aegisthus murdered Agamemnon and took the throne of Mycenae. Agamemnon's son Orestes escaped and has been raised in Phocis. Daughter Electra, when marriageable, was forced to wed this peasant instead of any noble, whereby Aegisthus' rule might be endangered. The marriage has not been consummated. "If any man thinks me a fool, for harbouring / A young girl in my house and never touching her, / He measures what's right by the wretched standard of / His own mind" (107). Electra doesn't mind toiling so long as she can grouse about her mother. Orestes and his friend Pylades arrive. Orestes has been sent by Apollo's oracle to avenge his father's murder. He and Electra, who doesn't recognize him, exchange stories, Electra revealing that Aegisthus "when he's drunk, so people say, / Jumps on the grave, or flings stones at my father's name / Inscribed there" (116) and acts paranoid about Orestes. With the help of an old one-time servant to Agamemnon and a convenient scar, Orestes identity is revealed to Electra. The siblings conspire. Orestes pretends to join Aegisthus in an animal sacrifice but murders the usurper and wins over the king's guards to his side. He parades the severed head to Electra, who is elated but not sated. Orestes balks at the idea of killing Clytemnestra, their mother. Electra sends word that she has given birth. Clytemnestra visits and does a rather convincing job of explaining her side to all the famous events, particularly her wrath at Agamemnon for tricking their daughter Iphigenia to her sacrificial death before the Trojan War. She was also less than pleased that Agamemnon brought back Cassandra as his new slave toy. The Chorus is characteristically idiotic: "Your words are just; yet in your 'justice' there remains / Something repellent. A wife ought in all things to accept / Her husband's judgement, if she is wise. Those who will not / Admit this, fall outside my scope of argument" (141). Electra aligns Clytemnestra with her sister Helen. She accuses her mother of primping before the mi rror long before Agamemnon's crimes, obviously for someone else. And Electra claims Clytemnestra's rationalizations do not address the persecution of Orestes and herself. Clytemnestra accepts that Electra favors her father, but as to this business of the new baby?

Emotional Intelligence in Leadership Essay

Abstract This paper explores the concept of emotional intelligence and the effects on leadership. The articles discussed in the paper analyzed the different array of qualities in emotional intelligence towards leadership. Emotional intelligence is a way of behaving and acting towards situations and people. Leadership styles must adapt to the situations and exhibit empathy at times to support the perception of caring. Through empathy leadership will exhibit thoughtfulness and caring in the eyes of the employee. Empathy is an emotion that human’s exhibit and how they exhibit the emotion in group’s settings can and will affect a leader’s perception. Men and women make up leadership in all facets of industry, but which one is better? Does it matter when all the variables are equal? Emotional Intelligence in Leadership Emotional intelligence and the influence over effective leadership styles go hand-in-hand in successfully leading individuals. In today’s growing industry the cry for effective leaders is immense, so to become an effective leader emotional intelligence must be understood. Leadership is in everyone’s life whether personal or business and to be effective a person must be diverse in an I.Q. – Intelligence sense and E.Q. – Emotional sense. To understand emotional intelligence an understanding of the emotional intelligence theories development by Daniel Goleman will be analyzed. A person must understand what competencies make a great leader, so the relationship of a great leader versus a poor leader is analyzed. Facts are considered towards leadership styles and emotional intelligence from a male and female leadership stance. Which sex is better at emotional intelligence and will that make either more effective in leadership? What is Emotional Intelligence? Many psychologists have identified emotional intelligence or versions of emotional awareness over the years (Goleman, 2012). The research began with analyzing people and their intelligence levels based on cognitive attributes (Norwack, 2012). A Brief History. According to Goleman, the earliest research began with Robert Thorndike in 1937 (Goleman, 2012). Thorndike began exploring the emotion concept of psychology and how the affects the theory social intelligence (Goleman, 2012). From Thorndike to David Wechsler delivered additional theories on emotion and how it plays in professional progress (Goleman, 2012). Wechsler named three essential elements to his theory – affective, personal, and social factors contribute to a person’s ability to succeed in life (Goleman, 2012). The next significant progress in the theory of emotional intelligence came from Howard Gardner in 1983 (Warwick & Nettelbeck, 2004). Gardner proposed a model of â€Å"multiple intelligence† (Goleman, 2012). His â€Å"multiple intelligence† model depicts seven kinds of intelligence that incorporated two personal varieties; knowing one’s inner world and social adeptness (Warwick & Nettelbeck, 2004). Gardner developed the model and Peter Salovery and John Mayer defined emotional intelligence in terms of the ability to monitor and regulate one’s own and others feelings and to use feelings to guide thought and action (Warwick & Nettelbeck, 2004). The last piece to the history segment is Daniel Goleman’s addition to the emotional intelligence psychological realm. Goleman identifies five basic emotional and social competencies (Goleman, 2012): * Self -Awareness * Self -Regulation * Motivation * Empathy * Social Skills These five competencies are analyzed to rate successful leaders further in the paper. Goleman helped develop the application of this theory to leadership styles and principles (Warwick & Nettelbeck, 2004). Competence of Emotional Intelligence in Leadership There are two types of competence models identified in performing exceptionally as an effective leader. The two competencies must be understood to gain a more precise understanding of the contribution of emotional competence has in the leadership role (Walter, Humphrey & Cole, 2012). Threshold Competencies. The first competency is the threshold competencies; this model addresses those that people need to perform the job. These are the minimal skills needed to carry out the tasks associated with given position. Most organizational competence models fit into this category (Walter, Humphrey & Cole, 2012) Distinguishing competencies. The next competency focuses on the exceptional leader. Distinguishing competencies are those that allow the effective leader to stand out from the poor leaders (Goleman, 2012). This is usually the traits of an outstanding leader who uses vision as an example to bring a company out of a slump (Walter, Humphrey & Cole, 2012). The distinguishing competencies are qualities needed to perform superbly (Walter, Humphrey & Cole, 2012). Case Study: Effective Leadership. According to Goleman, a study of emotional competence in leadership was performed at Hay/McBer in Boston by Lyle Spencer Jr. with Wei Chen (Goleman, 2012). The analysis of more than three hundred executive level leaders from 15 global companies showed that six emotional competencies were distinguished from the average (Goleman, 2012). The competencies consist of influence, team leadership, organizational awareness, self confidence, the drive to achieve and leadership (Goleman, 2012). Why are these qualities important in leadership? From a leadership standpoint Emotional Intelligence will support or determine a leader’s success (Dainton and Zelley, 2011). The Study. Warwick & Nettelbeck discussed a study completed by David McClelland of exemplarity leaders and the competencies they possessed (2004). The strengths in a wide spectrum of emotional intelligence ranged from self-awareness and motivation to social awareness and social skill. The only emotional intelligence capability not represented was self regulation, but adaptability, from this cluster, was 57% more common in the effective leaders (Warwick & Nettelbeck, 2004). Would women make better leaders? The next portion covers the effectives of empathy in leadership. Goleman addresses empathy as one of his five points of emotional intelligence. Over the years many papers have been written about women and their ability to be natural nurtures (Anonymous, 2008). Perhaps in a person’s personal life women are more empathetic then men. Significant research performed on the concept of women possessing a natural ability to be empathetic. When empathy is observed in the workplace or by a leader who has the upper hand men or women? Sex Differences. According to Goleman, men and women are compared in many ways (2012). He also goes on to describe the similar traits men and women poses and those traits cause behavioral characteristics. The results from test data gives a bell curve pattern when graphed and allows psychologist to review the similarities and differences between the sexes (Goleman, 2012). The idea behind specific sex abilities to be better at leadership based on their individ ual design would be acceptable. The idea that a specific sex is better just because they were born with female or male ingenuity is difficult to prove (Norwack, 2012). Data around empathy. Many studies are conducted and have been conducted by psychologist around the world with mixed feelings around which sex is better at a specific subtopic (Greenberg, 2005). Leadership uses many concepts and one concept in particular is empathy. Women in western culture tend to develop this naturally due to the way western culture influences women (Greenberg, 2005). Greenberg, goes on to describe the western woman as one of empathy and describes tests and experiences women have over men (2005). Profile of nonverbal sensitivity. At Harvard two professors tackled a challenge to solve the age old question are women more empathetic than men (Goleman, 2012) Professor Rosenthal and Judith Hall performed a verity of psychological test to measure the level of feelings. Nonverbal sensitivity to emotional reaction is the name of the test (Greenberg, 2005). Dr. Rosenthal film clips are filtered so that the person watching the emotional body language is seen and the words cannot be heard (Greenberg, 2005). Rosenthal and Hall found women performed better on average than men at guessing the people in the clips emotion (Greenberg, 2005). Micro-emotions. Greenberg states people leak small emotions called micro-emotions (2005). The emotions allow people to express body language and tone of voice in small increments to the receiver of the signal (Greenberg, 2005). People who work in law enforcement or interrogation tend to illustrate this ability so that they may sense if a person is truthful or lying (Greenberg, 2005). Sex differences tend not to portray a strong advantage in this category. Practice is a definite must to hone and build the skill to better understand situations around emotional intelligence (Greenberg, 2005). Empathetic accuracy. The ability to sense and understand people’s thoughts through their feelings is defined by Goleman as empathetic accuracy (2012). Goleman experimental methods assess empathic accuracy and illustrate emotional response by asking people to depict an emotion of someone they see (Goleman, 2012). Goleman conducted a range of test involving test subjects. The test subjects watched conversation and evaluated people and attempted to figure out their feelings (Goleman, 2012). Psychologist than compared the result against the emotional person’s own narrative. Goleman went on to describe women did not perform better than men in a series experiments (2012). There was no evidence of a female intuition advantage and Goleman goes on to associate that women have a distinct willingness to be empathetic. Greenberg describes women as wanting to be empathetic and men not so much (2005). Which sex is better with Emotional Intelligence? Based on the data above the so called sex difference toward empathy would argue that men are latent in their ability for empathy, but less motivated to be empathic (Greenberg, 2005). So much that men tend to see themselves in terms of a tough guy. Men have less motivation to seem sensitive in most cultures because that seen as a sign of weakness (Goleman, 2012). Why is Emotional Intelligence Important? When reading different articles about Emotional Intelligence the question purposed by people is â€Å"why is Emotional Intelligence important?† (Norwack, 2012). Emotional Intelligence is important element to build strong leadership (Norwack, 2012). The best way to explain Emotional Intelligence in general is through three premises (Norwack, 2012): 1.Emotions are important in both work and non-work interactions (Norwack, 2012). 2.There are individual differences in the capacity to perceive, understand, use, and manage emotions (Norwack, 2012). 3.Differences in Emotional Intelligence are important in some contexts and less important in others (Norwack, 2012). Norwack described Emotional Intelligence best as â€Å"the ability to perceive and express emotions, understand and reason with emotion, and regulate emotion in self and others† (Norwack, 2012). As an effective leader knowing about employees will be the key to success towards employees respecting his or her leader. Conclusion Why is Emotional Intelligence so important? From a leadership standpoint Emotional Intelligence will support or determine a leader’s success (Dainton and Zelley, 2011). Emotional Intelligence in today’s business world demand leaders to be transformational to be successful in leading people (Norwack, 2012). Dainton and Zelley describe two types of leadership used in today’s business Transactional and Transformational (Dainton and Zelley, 2011). Transactional removes the care for people factor out of the equation and causes leaders only concern for results which, develops a lack of flexibility for employees (Dainton and Zelley, 2011). Transformational leadership allows leaders to use the tools to understand their emotions and how they affect the ability to lead effectively (Dainton and Zelley, 2011). Norwack points out three factors of emotion that must be understood and utilized with transformational leadership styles (Norwack, 2012). 1.Emotion Perception relates to awareness of others and their emotions (Norwack, 2012). 2.Emotion Understanding relates to the ability logically to label or empathize with others (Norwack, 2012). 3.Emotion Management controlling the emotional stress of a leader and others effectively (Norwack, 2012). Daniel Goleman describes all these factors in his book and teaches these concepts as a consultant. Large companies like Bowing, Raytheon, and IBM use these concepts to develop current and future leaders for their companies. Effective leadership is a must in today’s business world to thrive and succeed (Norwack, 2012). References Anonymous. (2008, February 04). Woman’s instinct is to nurture. Times – Picayune . Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/416185791?accountid=27203 Antonakis, J., Ashkanasy, N. M., & Dasborough, M. T. (2009). Does leadership need emotional intelligence?. The Leadership Quarterly, 247-261. Retrieved from http://www.sciencedirect.com.ezproxy.libproxy.db.erau.edu/science/article/pii/S1048984309000174 cognitive. (2002). In A Dictionary of Philosophy, Macmillan. Retrieved from http://ezproxy.libproxy.db.erau.edu/login?url=http://www.credoreference.com.ezproxy.libproxy.db.erau.edu/entry/macdphil/cognitive Dainton, M., & Zelley, E. D. (2011). Applying communication theory for professional life: A

Belgium essays

Belgium essays My population is 10,174,922 the age structure is 0-14 years: 17% (male 903,954 female 860,940) for 15-64 years: 66% (male 3,387,329 female 3,318,221) for 65 years and over: (male 693,519 female 1,010,959), he population growth since 1998 is 0.09% and the birth rate is 10.21births/1,000 population and the death rate is 10.41 deaths/1,000 population and the infant mortality is 6.27 deaths/1,000 population, the life expectancy at birth is for male is 74.13 years and for women is 80.74 years and for the total population is 77.35 years. The religions are Roman Catholic 75% and Protestant or other 25%, the languages are Flemish 56%, French 32%, German 1%, and legally bilingual 11% and my literacy rate for my total population is 99%. My countrys conventional long form name is Kingdom of Belgium and its short form is Belgium. The local long form is Royaume de Belgique/ Koninkrijk Belgie and the short form is Belgique/ Belgie. My Goverment type is federal parliamentary democracy under a constitutional monarch, my national capital is Brussels, my administrative divisions are 9 provinces: Antwerpen, Brabant, Hainaut, Liege, Limburg, Luxembourg, Namur, Oost-Vlaanderen, and West-Vlaanderen. Our Independence is October 4, 1830. National holiday is July 21 ( ascension of King LEOPOLD to the thron in 1831 ). My Executive branch is Chief of State is King ALBERT II, Hier Apparent Prince PHILIPPE, son of the King, Head of Government is Prime Minister Jcan-Luc DEHAENE, and the Cabinet is Council Of Ministers appointed by the king and approved by the Our Labor Force is for a total: 4.283 million and by occupation: services 69.7%, industry 27.7%, and agriculture 2.6% with an Unemployment rate of 12.75%. My Industries are engineering and metal products, moter vehicle assembly, processed food and bevera ...

Example of Molar Mass Calculation

Example of Molar Mass Calculation You can calculate the molar mass or the mass of one mole of an element or molecule if you know the formula for the substance and have a periodic table or table of atomic masses. Here are some worked examples of the molar mass calculation. How to Calculate Molar Mass The molar mass is the mass of one mole of a sample. To find the molar mass, add the atomic masses (atomic weights) of all of the atoms in the molecule. Find the atomic mass for each element by using the mass given in the Periodic Table or table of atomic weights. Multiply the subscript (number of atoms) times the atomic mass of that element and add the masses of all of the elements in the molecule to get the molecular mass. Molar mass usually is expressed in grams (g) or kilograms (kg). Molar Mass of an Element The molar mass of sodium metal is the mass of one mole of Na. You can look up that answer from the table: 22.99 g. You may be wondering why the molar mass of sodium isnt just twice its atomic number, the sum of the protons and neutrons in the atom, which would be 22. This is because the atomic weights given in the periodic table are an average of the weights of the isotopes of an element. Basically, the number of protons and neutrons in an element may not be the same. The molar mass of oxygen is the mass of one mole of oxygen. Oxygen forms a divalent molecule, so this is the mass of one mole of O2. When you look up the atomic weight of oxygen, you find it is 16.00 g. Therefore, the molar mass of oxygen is: 2 x 16.00 g 32.00 g Molar Mass of a Molecule Apply the same principles to calculate the molar mass of a molecule. The molar mass of water is the mass of one mole of H2O. Add together the atomic masses of all of the atoms of hydrogen and water in a molecule of water: 2 x 1.008 g (hydrogen) 1 x 16.00 g (oxygen) 18.02 g For more practice, download or print these molar mass worksheets: Formula or Molar Mass Worksheet (pdf)Formula or Molas Mass Worksheet Answers (pdf)