Beveridge Report of 1942 Essay Example | Topics and Well Written Essays - 2750 words

Beveridge Report of 1942 - Essay Example The Second World War for the general population was an experience that was more extensive and indiscriminate than 'f any previous conflicts. Previous wars had mostly been fought far from Britain. The Blitzkrieg, the war by air, changed this. It destroyed millions 'f homes and forced people from the cities to flee to the countryside, bringing together people from different classes and backgrounds. It had been an intense and traumatic time for the entire nation but also a realisation that misfortune and tragedy were not restricted to the disadvantage alone. The task 'f re-building the state needed to take place at every level, as well as the re-building 'f lives: This led to a great expansion in the role 'f Government in society. Historically British social policy had been dominated by the Poor Laws. But now there was widespread support for reform and expansion 'f the welfare system. Development 'f such reforms would owe much to Fabianist beliefs and the Beveridge Report 1942. William Beveridge was appointed by the wartime Government to review Social Security Policy. His report concluded that the state should meet collective welfare needs and provide positive freedom to individuals by removing the Five Giant Evils. In 1945 Labour began addressing Beveridge's evil through state action introduced reforms: 'Our po'The National Health Service was set up to combat Disease. Full Employment to combat Idleness. State Education to fifteen to combat ignorance (actually introduced by the war time government). Public Housing to combat Squalor. National Insurance and Assistance Schemes to combat Want.' (Jones, 1991 p.126) Claiming: 'Our policy was not 'f reformed capitalism, but progress towards a democratic socialism...the war had shown how much could be accomplished when public advantage was put before private vested interest. If that was right in wartime, it was right in peacetime' (Jones, 1991 p.117) To describe the social policy reforms, press at the time coined the phrase 'from the cradle to the grave'. Alcock describes the social policy proposals as: 'The social policy response to the depravation 'f depression' (Alcock, 2003 p.220) Prior to the NHS, health care was not a luxury everybody could afford. Access to a doctor was free to workers but this did not cover their families. Poor people often went without medical treatment, relying on home remedies or on the charity 'f a doctor. For the Government to fund the NHS and other evils economic growth and full employment were essential. Maynard Keynes advised the government to spend its way out 'f a recession by lowering taxes and investing more in projects and programmes. Government began to use Keynes theory 'f demand management and in 1946

Boarding Schools Essay Example | Topics and Well Written Essays - 2500 words

Boarding Schools - Essay Example Sometimes referred to as "intentional communities", the faculty and staff strive to create a secure environment for students that is academically challenging, active, and fun. Boarding schools are also well-known for academic excellence, with small class sizes, diverse curricula, and individual attention from teachers and advisors making the boarding school experience affords students numerous significant advantages as students acquire the abilities that help ensure success in college and in life (TABS, 2004). It was proposed that during the academic year, boarding schools become extended families where teachers and students live and learn together. It is a functional 24-hour community of close-knit environment allowing the faculty to seize every teachable moment, whether in the classroom, on the playing field or court, or in the dormitory (TABS, 2004). In a historical and gender-specific perspective, Rogers (1995) provided a view on how boarding schools of the nineteenth century France imparted knowledge and values that were considered necessary for specific role such as motherhood. Levy (1985) explored the prescriptive literature on education while specific institutions also examined rule-books, conditions of admission, the social clientele and ideology behind educational reforms (Nobecourt, 1981). Rogers (1995) considered the very structured nature of school life and linked it with boarding school rules controlling the student's behaviour on a daily basis. Nevertheless, it should be noted that the setting clearly indicated teachers worked with monitors within the boarding schools to instil a shared sense of value: virtues of obedience, selflessness, and interdependence. Strategic responses of students were also considered illustrating among others how students adapted to an environment of constant surveillance. Rogers (1995) noted that students elaborated a sense of identity within the schoolgirl culture that challenged both the implicit and explicit messages within schools. While the study (Rogers, 1995) was based on a diary of a girl in a boarding school, it provided insights that emphasise the enforcement of institutional regulations constraining the appearance, movement and thoughts of the learner while there is also the importance on the view for dynamic relationship between individuals and social/institutional structures (Foucault, 1975) that are clearly indicated in Kahane's (1988) proposal. The study (Rogers, 1995) found that based on the diary of a French girl, the learner was forced to rely almost entirely on her teachers and school friends for emotional support representing not only academic subjects but home, family and community as well . As earlier established, the French boarding school during the nineteenth century was outwardly austere where warmth lorded it over to discipline as rules and regulations dominate. The boarding schools for both male and female adopted rule-books that prescribed how each moment of the day was spent including

Jared Diamond. the Worst Mistake in the History Essay Example for Free

Jared Diamond. the Worst Mistake in the History Essay Jared Diamond. The Worst Mistake in the History of the Human Race Jared Diamond writes about the consequences of agriculture on the human race. He suggests that the earliest farming societies did not have an easier more productive lifestyle than hunter-gatherer societies, contrary to popular belief. For example, the Kalahari Bushmen spend a mere average of 12 to 19 hours a week to getting food, and on average sleep a lot, work less hard, and have more free time than people in hunter- gatherer societies. Another consequence agriculture had on humans is their diets. Hunter-gatherers eat many various wild plants and animals; therefore, they have better nutrition than farmers who generally only eat the limited variety of crops they produce. For example, the Kalahari Bushmens daily intake was 2,140 calories and 93 grams of protein, whereas farmers gave up good nutritional crops for cheap calories found in their starchy crops. In my own opinion, I believe that Diamonds paper is for the most part skewed for the reason that he has a great anti-progressivist bias. Whenever Diamond makes a direct comparison between farming and hunter- gatherer societies, he shows all the positives for hunter-gatherer and the negatives for farmer societies. For example, when Diamond is comparing the nutrition of the two societies, he talks about the balance of nutrients and diet, he mentions that the Kalahari Bushmen eat a variety of over 75 different wild plants and receive more calories than needed. On the other hand, he mentions the fact that thousands of Irish farmers died during the potato famine during the 1840s. Another example of how Diamonds bias towards the gatherer side affects the paper is when he tries to compare the Bushmen to the Ethiopian farmers. The comparison is trying to show that being a gatherer is a better choice by comparing Kalahari Bushmen to the Ethiopian farmers. This is not an equal comparison because he uses the Kalahari Bushmen who are apparently above average on nutrition and one of the most successful Hunter-gatherer societies to one of the lower, undernourished farming societies in Ethiopia.

Plan Of Health Promotion Intervention Health And Social Care Essay

Plan Of Health Promotion Intervention Health And Social Care Essay BACKGROUND The relationship between people and their jobs is diverse and complex. People have many different reasons for working and have many different experiences during their working lives. They may, for example, change jobs, take a career break, or choose a different work pattern (Nice et al, 2008). For employers, promoting healthy eating and activity means ensuring that employees have access to a balanced range of food and drink which helps maintain their energy and productivity at work and which contributes to an overall balanced diet. However, while every employee must be free to choose what they eat, employers should support them in maintaining their health by raising awareness of how diet and physical activity contribute to their health and wellbeing; by ensuring that an appropriate range of healthier choices is available to them at work and by providing a physical and social environment that supports healthier choices (Department of Health, 1994). It is estimated that 60% of the popul ation do not participate in levels of physical activity that will promote good health. Many of these people are in employment. In todays society, sedentary lifestyles are on the increase and this is a growing concern, thus, it is important that people are targeted appropriately. With almost half the Irish population employed, what better place to encourage a more active lifestyle than in the workplace. It has also been shown by the centre for health promotion studies that the workplace has been suggested as a favourable area for the promotion of exercise: Because of established channels of communication, existing support network and opportunities for developing corporate norms of behaviour (Centre for health promotion studies, 2001) Current recommendations state that all adults need at least 30 minutes of moderate intensity physical activity on most days of the week which is necessary for health benefits (Health promotion unit, 2001). Recent research shows that most Irish people are not as active as they need to be for their health. Due to time constraints people are finding it more difficult to allocate parts of their day to physical activity because it can assist those who generally cannot find the time outside their working hours, for example, a 20 minute walk during lunch or walk to and from work. The national health and lifestyle survey (2003) showed that 21% of people do not take part in exercise at all in 1998, this figure increased to 28% for the year 2002. Therefore, it is evident from these figures that physical inactivity has increased which leaves people at risk of premature death, chronic disease and disability. However, it is clear that society today has become more competitive and this is reflected in the workplace. Stress-related illness is more frequent due to increasing stress levels in our daily life. It has been seen that, physical activity can reduce stress; therefore, facilitating physical activity initiatives will make a difference to the health and wellbeing of the workforce. OVERALL AIM OBJECTIVES OF THE PROJECT The overall aim is to provide working people with knowledge and resources for promoting physical activity in the workplace. We want to create a workplace where a strong link is seen between work and health, where everyone aspires to a healthy and fulfilling working life, and where health conditions and disabilities are not a barrier to enjoying the benefits of work. The objective of this is to promote the benefits of a physically active workforce and to provide a structure in order to make it easier to encourage the workforce to be more active through: Increasing awareness of the importance of physical activity, educate employees and how their health affects their health. To improve the health of employees. To help people help themselves. To get employees more active during their regular working days. An active workforce is a healthy and happy workforce!!! PLAN OF INVESTIGATION On March 22nd and 23rd 2010, a conference on the promotion of physical activities in the workplace will be held at Fermanagh House, Enniskillen. The two day meetings will provide an opportunity for small groups of local business men and women, invited using the network and community knowledge of the Fermanagh Community Development Agency to interact intensively; the conference format will allow an informal discussion after the presentation, sharing of information and perspectives among people of diverse interest, training and background. Additional areas explored during the conference will nclude: Objectives of health promotion programs. Definition of terms. Target population and types of health promotion programs. Communication and coordination within and between programs Employers involvement. Because of the complexity of the issues, a few background papers will be presented and discussed. Some of the areas to be highlighted in the presentation are methodologies, costs and funding, as well as management, social support networks and family. Implementation of the interventions within the Enniskillen community will be over a 12 week period (post conference meeting) so that we can work in different localities at appropriate times, to explore views before and after implementation of these changes. The focus group meetings every week promoting physical activity are likely to explore what the respondent understands by a healthy and physical active lifestyle and the effects on behaviours and also access to resources, motivation, family and social support networks, incentives and preferences for physical activity with reference to the local built environment, amenities and transport infrastructure. Schedule The following is the schedule for week one at baseline and week twelve post-intervention. It is hoped to visit these workforce groups commencing late March, early April. This is a twelve week program. On week one, I will visit the groups as a whole to give a one day conference meeting including a presentation on how to promote physical activity in and outside the workplace, issue activity quiz (appendix) and take information from each adult participating in the program. In the following eleven weeks, the sport and health outreach program will be introduced into the workplace (weekly activities recorded). Various activity programs will be undertaken by the adults to increase their health and activity levels. (Table 1) The following is a schedule of our programme of activities to be undertaken: SPORTS AND HEALTH OUTREACH PROGRAM SPORTS PROJECT Week Teaching Theme 1 Introduction To Sport for Life, Measurements (baseline) 2 Heart Health 1 3 Heart Health 2 : 60 minutes A Day of Active Play 4. Mr Ms Muscles 1 5. Mr Ms Muscles 2 6 Physical Activity Outdoor 7 Physical Activity Indoor 8 Eat Drink Smart 9 Eat 4 Energy 10 Eat Smart, Move More (energy in must equal energy out) 11. Feel Good 12 Team Building and Review What is Physical Activity? What is Health? Measurements ( post-intervention) Table 1 On the last week of the twelve week program, I will revisit the participants for a follow up conference meeting to give a final talk and discussion on health in the workplace and to evaluate the problems and issues which may have arisen. The following is a list of areas in which the sport and health outreach program will be undertaken: INTERVENTION AREAS FOR THE PROGRAM Week 1 12 ; Baseline and Post-intervention Areas Group 1 (Monday) Group 2 (Tuesday) Enniskillen Town Kesh Belcoo Tempo Ballyinamallard Edenery Evaluation of the intervention Evaluation should be considered as a tool designed to answer questions related to whether objectives are being met or not. Therefore, for evaluation purposes the nature of the planning process, copies of all material utilized and minutes of project meetings can be valuable in trying to correlate changes in dependent areas, such as awareness of the programs existence and what was being offered. To evaluate the project, a health survey will be completed by participants and used to gather baseline and post-intervention information. The health survey will include questions related to their current levels of physical activity. In addition to this participants will be asked to log onto a website where they will record the activities taken every week over a 12 week period. Team captions are able to view these details and encourage active participation in the staff challenges. LIMITATIONS OF PROPOSED INTERVENTION Sedentary work doesnt provide much opportunity for exercise/ long work hours. Lack of motivation to work/ prefer other forms of exercise. Cold weather during the start of the program/ end of day light. Conference room to big, people scattered in different groups Recruitment of people/ work involvement. Time constraints. SO.. PHYSICAL ACTIVITY IS GOOD FOR YOUR HEALTH AND GOOD FOR YOUR BUSINESS REFERENCES Centre for Health Promotion Studies, (2001), An evaluation of the happy heart at work programme: On behalf of the Irish Heart Foundation, National University of Ireland Galway; July 2001 Centre for Health Promotion Studies, (2003), The National Health and Lifestyle Surveys: results of National and Lifestyle Surveys SLAN {Survey of Lifestyle, Attitudes and Nutrition} HBSC {Health Behavious in school aged children}, National University of Ireland Galway; April 2003 Department of Health (2004) Choosing Health Making Healthy Choices Easier. London:TSO Fox, K., (1994), Understanding Young People and their Decisions about Physical Activity, B J P E, 25 (1), 15-19 Health Promotion Unit, (2001), Get a life, get active handbook. A handy guide of physical activity for a healthier heart, Ireland needs a change of heart campaign, 2001 Nice, K. (2008). Changing Perceptions about sickness and work: judging capacity for work and locating responsibility for rehabilitation. Social and public policy Review Volume 2, number 2; Berthoud, R. (2007). Work-rich and Work-poor: three decades of change The Policy Press and Joseph Rowntree Foundation; Waddell, G. and Burton, A. K. (2006). Is work good for your health and well-being? TSO. Trost SG, Sallis JF, Pate RR et al (2003), Evaluating a model of parental influence on youth physical activity. Am J Prev Med 2003; 25: 277-82

Economic Intervention :: essays research papers

Economic Intervention Every day our government makes economic decisions that affect our country and ourselves. Some of these decisions are good and benefit our lives greatly; however, many of our government's decisions, such as where our tax money should go, are not in our best interests. The Canadian government, although it is tightening up it's measures now, has been very lax with our hard earned tax money. Things like government officials receiving unreasonable benefits, government loans being given out like water, or government subsidizing of various companies and services that don't need it. These are all indications that Canada needs less government intervention. One large example of government over-involvement is in the case of our correctional facilities and prisons. Should a person who has broken the law be given better lodgings and better care than someone who is a law abiding citizen? We see examples such as prisons being outfitted for the care of inmate's children. This is an area in which government money is being improperly spent. Money that is being used in these areas should be being put to better use in areas such as health and welfare. People who are free and law abiding should be receiving this money to better their lives not someone who has had no previous respect for the laws of our country. Most inmates have free access to physical training facilities that would cost us three hundred to four hundred dollars per year. All inmates are guaranteed a meal, three time a day, when a large portion of the free population can barely afford one meal a day. The prison facilities get thousands of tax-payer dollars to upgrade and maintain suitable environments. Yet many Canadian citizens who are unemployed, who cannot get work, are living on the street or in unsuitable shelters. Why should someone in jail get better benefits than someone trying to make it legally in our society? However, it seems that our government has a certain affinity to people who break its set laws. This vast inappropriate spending of taxpayer's dollars should be stopped. In the near future we should see either proper controls being set on the

tupac :: essays research papers

Tupac Shakur was a black African American rapper who lived his life with poverty, violence and drugs. The songs â€Å"â€Å"Hellrazor†Ã¢â‚¬ , â€Å"Me and My Girlfriend† and the poem â€Å"In the Event of my Demise† reflect the tragedy and pain which was Tupac’s life. All his poetry relies on vivid imagery and violent language to create a very realistic picture of how terrible life can be living in the ghettos of America. The song â€Å"Hellrazor† is a very dramatic song which tells the story of a young black African American male trying to make his way into becoming a â€Å"Gangsta† as he has no other way to support himself. The theme of change is reflected in this song. The song doesn’t really have a straight flowing structure. It rhymes in places but there is no pattern to it. For example: it rhymes in the 1st two lines: -   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Born heartless and mean muggin†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"At 16 on the scene watching fiends buggin† But after that it doesn’t rhyme for further 8 lines. That leaves a very dramatic effort because it reflects the tension and the violence of this song. The song has some very harsh and effective similes. For example: - â€Å"When a nigga gettin' richer, they come to get ya† â€Å"It is like a motherfuckin' trap and they wonder why it's hard being black†. This simile works very well because it uses some really strong emotions and the theme of racism to get the message through. Also the use of very strong language leaves a lasting image on the listener. The song uses plenty of Gangsta slang. Some examples include: - Gat, Loc, 5-0.   Ã‚  Ã‚  Ã‚  Ã‚  This is a very memorable song because it is so emotional and tragic. The most vivid lines come when he raps about how a little girl who was killed by a gun. Lines such as:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Dear Lord, if you hear me tell me why?†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Little girl like Natasha had to die†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"She neva got go see the bullet, just heard the shot†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Her little body couldn't take it, she shook and dropped† This part of the song is very dramatic because of his reference to god and by the way he said that she didn’t even see the bullet coming. It is very hard to forget this song because of its strong language and powerful imagery of the girl being murdered. The song â€Å" Me and my Girlfriend† is a very complicated song. The message that Tupac is trying to get through is not what you see written down on the piece of paper.

Error Analysis Lab

Error Analysis Lab By: Lab Team 5 Introduction and Background: In the process of learning about the importance of measurement and data processing, lab teams were given prompts to design experiments as well as address the precision, accuracy, and error analysis within the experiment. Lab teams collaborated their data to find similarities and differences within their measurements. Through this process, students learned the importance of the amount of uncertainty as well as the different types of experimental errors that might have caused a margin of difference within the lab teams results.Measurement and data processing is a topic discussed in IB Chemistry SL; it is important within the scientific community as it discusses the reliability of the data presented. Uncertainty is used to determine a range of a value in a measurement or instrument. Uncertainty of an analogue instrument is plus or minus half of the smallest division present; while uncertainty of a digital scale is plus or mi nus the smallest division present. To identify the amount of uncertainty, significant figures (the digits in measurement up to and including the first uncertain digit) are used.Certain rules are used to discover the number of significant figures in a value: * 1-9 are always significant * included zeroes (1009= 4 significant figures) * leading zeroes never count (0. 023= 2 significant figures) * trailing zeroes after the decimal count (1. 9850= 5 significant figures) Experimental errors are the difference between recorded value and generally accepted or literature value. There are two types of experimental errors: random and systematic errors. Random errors are caused by the readability of a measuring instrument, the effects of changes in the surroundings, insufficient data, and observer misinterpretation.Systematic errors are errors that can not be reduced by repeating experiments or careful experimental design. These errors are caused by poor experimental design as well as improper measurement techniques. Accuracy is the difference between the experimental value and the accepted value. The greater the accuracy, the smaller the systematic error. Precision is the reproducibility of the experimental value. The greater precision, the less the random uncertainties. Purpose: Design laboratories based upon ideas of accuracy, precision and error analysis through creating a procedure and addressing the prompts.Materials: * 13. 5 cm x 10 cm sheet of aluminum foil * Ruler * Balance * Laptop * Micrometer * Silver Cube of Unknown Solid * H2O (via sink) * Timer * Thermometer (in degrees Celsius) * 500 sheets of paper * Caliper * 100 mL graduated cylinder * 10 mL graduated cylinder * 25 mL flask Procedures and Methodologies: Station One (find volume, mass, and density of an unknown cube): 1 Find the height of the silver cube of unknown solid using the micrometer. 2 Find the length of the silver cube of unknown solid using the micrometer. 3 Find the width of the silver cube of unknown solid using the micrometer. Find the mass of the silver cube of unknown solid using the balance. 5 Using the measured length, width and height of the cube of unknown solid, calculate the volume of the cube. 6 Divide the mass of the cube by the volume to find the density of the cube. 7 Using the laptop, identify the type of metal based on the density. Station Two (find a way to measure 10. 5mL of water): 1 Using the 10 mL graduated cylinder, measure out 10 mL of water. 2 Pour the measured water into the 100 mL graduated cylinder. 3 Using the 10 mL graduated cylinder, measure 0. 5 mL of water. Pour the measured water into the 100 mL graduated cylinder, combining with the previously measured 10 mL of water. Station Three (measure the thickness of single sheet of paper and volume of 500 sheets): 1 Measure the height of the stack of paper with the ruler in millimeters (mm). 2 Measure the length of the stack of paper with the ruler in mm. 3 Measure the width of the stack of pap er with the ruler in mm. 4 Calculate the volume of the stack of paper using the ruler’s dimensions in millimeters. 5 Calculate the thickness of one sheet of paper based on the ruler’s dimensions. Divide the height by number of sheets of paper [500 sheets]). 6 Repeat steps 1-5, instead using the caliper for measurements, but still measuring in millimeters. Station Four (calculate the volume of metal cylinder): 1 Using the caliper, measure the height of the cylinder in millimeters. 2 Using the caliper, measure the diameter of the cylinder’s circle in millimeters. 3 Using the volume of a cylinder formula (pi x radius squared x height), calculate the volume of the cylinder. Station Five (Calculate the thickness of aluminum foil): 1 Using a laptop, determine the accepted density for aluminum. Using the electronic balance, measure the mass of the sheet of aluminum foil. 3 Divide the mass by the accepted density to determine the volume. 4 Using the ruler, measure the d imensions (length x width) of the sheet of aluminium. 5 Divide the volume by the dimensions of the aluminum to determine the thickness. Station Six (Measure the temperature of the sink water for 120 seconds): 1 Turn hot water knob on. 2 Hold thermometer under running water. 3 Record temperature at 60 seconds. 4 Record temperature at 90 seconds. 5 Record temperature at 120 seconds. 6 Remove thermometer from water.Station Seven (Determine the circumference, density, and identity of wire): 1 Using the micrometer, find the diameter of the of the wire 2 Multiply the diameter by pi (3. 14) to find the circumference of the wire 3 Using the ruler, find the length of the wire 4 Using the balance, find the mass of the wire 5 Multiply the circumference and the height of the wire to determine the volume 6 Divide mass by volume, to determine the density of the wire. 7 Using the laptop, identify the type of metal based on the density Data Collection: Station One- The results from measuring the vo lume, mass, and density of a unknown cube .Using the density, the lab teams were able to identify the unknown cube. Group| Data| 1| volume=530 +- . 15mm3, mass= 7. 1+-. 05g, density=0. 12+-. 011gmm-3, lead| 2| volume=653+-. 01mm3, mass=7. 1+-. 1g, density=0. 01gmm-3, lead| 3| volume=580+-100mm3, mass 7. 14+-0. 001g, density= 0. 012gmm-3, lead| 4| volume=748+-0. 005mm3, mass= 7. 13g, density=0. 0009gmm-3, lead| 5| volume=727+-1mm3, mass=7. 14+-. 01g, density= . 01gmm-3, lead| 6| volume=621+-0. 05mm3, mass= 7. 15+-0. 01g, density=0. 0115gmm-3, lead| Station Two- Using the different graduated cylinders, lab teams measured out 10. 5 mL of water. Group| Data| 1| 10. +-. 5mL| 2| 10. 5+-. 1mL| 3| 10. 5+-. 05mL| 4| 10. 5+-. 5mL| 5| 10. 5+-. 5mL| 6| 10. 5+-. 5mL| Station Three- Provided with a ruler and micrometer, teams found the thickness of a single sheet of paper and the volume of 500 sheets of paper. Group| Data| 1| thickness=0. 01cm, volume=2950cm3| 2| thickness=0. 01cm, volume=6. 0cm3 | 3| thickness=0. 01cm, volume=3100cm3| 4| thickness=0. 0096cm, volume= 2900cm3| 5| thickness= 0. 01cm, volume= 3100cm3| 6| thickness= 0. 0098cm, volume=2950cm3| Station Four- Given a metal caliper, students were asked to find the volume of a cylinder. Group| Data| 1| volume= 39+-2cm3| 2| volume= 38. +-2cm3| 3| volume= 63+-4. 9cm3| 4| volume=39+-2 cm3| 5| volume=41+- 1cm3| 6| volume= 38. 8+-. 1cm3| Station Five- Students calculated the thickness of a piece of aluminum foil using a balance and ruler. Group| Data| 1| 0. 0018+-0. 0002cm| 2| 0. 01646+-0. 0002cm| 3| 0. 0017+-0. 00002cm| 4| 0. 0022+-0. 00005cm| 5| 0. 00175+-0. 00005cm| 6| 0. 0018cm| Station Six- Lab teams measured the temperature of sink water over 120 seconds. Group| Data| 1| Start= 23+-. 5C, 60=22+-. 5C, 90=22+-. 5C, 120=22. 5C| 2| Start=21. 0+-. 5C, 60=21. 2+-. 5C, 90=21. 5+-. 5C, 120=21. 7+-. 5C| 3| 60=21+-. 5C, 90=22+-. 5C, 120=23+-. 5C| 4| 23+-. 5C| | 60=29C+-. 5, 90=29+-. 5C, 120=29+-. 5C| 6| Start= 21. 5C, 60= 22C , 90= 22. 25C, 120= 22. 5C| Station Seven- Using a micrometer, balance, and ruler, groups were asked to calculate the circumference, density and discover the identity of a wire. Group| Data| 1| circumference=6. 3+-+. 5mm, identity= copper, density= 0. 0033gmm-3| 2| circumference= 1. 19pi mm, identity= copper, density= 0. 011gmm-3| 3| circumference= 3. 14mm, identity= copper, density= 0. 13gmm-3| 4| circumference= 3. 93mm| 5| circumference= 3. 14 mm, identity= copper, density= 0. 13gmm-3| 6| circumference= 1. 23pi mm, identity= copper, density= 0. 307gcm-3|Error Analysis: Station 1 (find volume, mass, and density of an unknown cube) In this particular station, there are no identified outliers. While the mass and density were rather close in value, there was no close range in the measurement of the volume of the unknown cube. This can be seen in the graphs below. Some random errors that may have caused this lack of precision in finding the volume of the unknown cube are misreadings of the instruments, changes in the environment of the experiment, the number of significant figures used, and the experimenter approximating a reading. Station 2 (find a way to measure 10. 5mL of water)In this station, there were two identifies outliers. This included Group 2 and Group 3. They were identified as outliers because of the amount of uncertainty. This two groups had a rather small amount of uncertainty unlike the other four groups with identical amounts of uncertainty. This can be seen in the graph below. The error that would have caused the amount of uncertainty is systematic because water will have clinged to the sides of the graduated cylinder as it was emptying. Another reason it was a systematic error was the fact that too much water could have been added to the graduated cylinder as it was filled.Station 3 There is only one large outlier within this station. In measuring the volume, Group 2 measured the volume to be 6. 0 cm3 while all other groups said the volume was around 3000cm3. This is such a huge gap that it would not be counted as a valuable measurement. Errors that could have occurred in this lab could have been random like the mismeasurement of the volume. The error could have also occurred by the misinterpretation of the question or prompt given. Station 4 The outlier in this station is group 3 with a Station 5 Station 6 Station 7Conclusion and Evaluation: In result of the preformed lab, our team learned the importance of determining error as well as preventing the majority of this error. The large range of results most likely was a result of systematic error. This can be concluded because there were no set directions for each station, and a different procedure could have been used by each lab team. Another source of error can be seen in the difference in sig figs used between groups. Random error most likely was a result of the unfamiliar tools that were used for the first time by many students.