Spotted Horses :: essays research papers

"Spotted Horses" Vs. "Mule in the Yard" William Faulkner wrote two short stories, which are alike in many aspects. "Spotted Horses" and "Mule in the Yard" are short stories that both involve comic animal chases and financial transactions. Even though the stories are written by the same author, have similar characteristics, and share similar plot features, they are entirely different stories. The stories are both examples of interpretive literature, however "Spotted Horses" is a more interpretive short story than "Mule in the Yard because "Spotted Horses" fits Perrine’s profile of interpretive literature, and "Mule in the Yard" seems to replicate Perrine’s profile of escape literature. According to Laurence Perrine in his seventh edition of Literature: Structure, Sound and Sense he states the definition of interpretive literature is "Literature written to deepen and broaden and sharpen our awareness of life." Interpretive literature is not candy coated. It allows its readers to experience the trials and tribulations of life. By using graphically realistic plots and endings, which are consistent to those in real life, interpretive literature achieves a higher literary value than escape literature. Interpretive literature allows its reader too step out of the fantasy world they might be living in and focus on what the world is really about. One might say an interpretive story provides insight to understanding. Not only understanding of ourselves, but our neighbors, friends, family or anyone else we might encounter. Escape literature is the complete opposite of interpretive literature. Escape literature is written purely for entertainment. Escape literature takes it’s reader out of the real world and into a fantasy world where everything works and happens just like we want it to. This is a world where the ending always has closure. Escapist authors hardly ever end on a bad note. They want the reader to leave the pages of their story satisfied, and having a sense of contentment. Perrine’s example of escape literature is Cinderella. Cinderella’s life goes from rags to riches in one night. She marries a prince and lives happily ever after. According to Perrine the most common expectations of escape literature readers are the sympathetic heroes or heroines, the suspenseful plot which one exciting event proceeds another, the resolved happy outcome, and the theme. Escape literature themes confirm the reader’s previous opinions of the world. Readers of escape literature read for pleasure not to gather knowledge on how to survive in the real world.

Analysis of the Nitrogen Content of Lawn Fertiliser Essay

Research Question: What is the percentage by mass of nitrogen (from the ammonium ion NH4+) in Bunnings Green Up brand of lawn fertilizer compared to the manufacturer’s specification of 12.3%? Aim: To determine the percentage by mass of available nitrogen, present as the ammonium ion, in Bunnings Green Up brand of lawn fertiliser, then comparing it with the one specified by the manufacturer. Hypothesis: Since the ammonium ion (NH4+) present in fertilisers is a weak acid, it is hard to obtain an exact end point. Hence, back titration can be used to determine the percentage by mass composition of nitrogen in the fertiliser. To deduce the amount of nitrogen in ammonia, the NH4+ ion is reacted with an excess of NaOH, and the amount of unreacted NaOH found by titration with HCl is used to deduce the amount of NH4+ ion present by subtracting it from the initial amount of NaOH to find the amount that reacted with it. From this, the percentage by mass of nitrogen present in the fertiliser can be found and subsequently compared to the manufacturer’s specification. It is hypothesized that the percentage by mass of nitrogen present in the fertiliser will be similar or close to that specified by the manufacturer (12.3%). Materials: * * 100 cm3 of 0.1 mol dm-3 NaOH * 100 cm3 of 0.1 mol dm-3 HCl * 1.5 grams of fertiliser * 250 cm3 volumetric flask * 3 à ¯Ã‚ ¿Ã‚ ½ 250 cm3 conical flasks * 20 cm3 pipette * Burette and retort stand * 50 cm3 measuring cylinder * Bunsen burner, tripod, gauze mat * Mortar and pestle * Electronic balance * White tile, bench mat * Funnel * Spatula * Red Litmus paper * Methyl red indicator * Safety Measures: * Safety goggles must be worn at all times. Sodium hydroxide can react with the proteins in the eye. * Wear a lab coat. Hydrochloric acid can cause severe skin irritation. If any is spilt on the skin, wash it off with water immediately. * Ammonia vapour irritates the skin, eyes, and respiratory system. Method: 1. Accurately weigh about 1.2 grams of fertilizer. Record the brand of the fertiliser and the nitrogen content as specified by the manufacturer. 2. Dissolve the fertiliser in 250 cm3 of distilled water in a volumetric flask. Add the fertiliser first using a funnel and then add the water, allowing it to take with it the fertiliser remaining on the funnel, to the calibration line, stopper, and swirl the contents to dissolve the ammonium compounds in the fertilizer. 3. Using a pipette, dispense 20 cm3 aliquots of the fertilizer solution into three conical flasks. 4. Thoroughly wash the pipette and rinse it with a small volume of standard NaOH solution. Place a 20 cm3 aliquot of NaOH solution in each of the flasks containing fertilizer solution. Record the concentration of the standard solution of NaOH. 5. To one of the flasks, add 50 cm3 of distilled water. Boil the mixture for about 10 minutes. If necessary, add more water to maintain a constant volume of solution whilst boiling. Test the vapour at the neck of the flask with a moist strip of red litmus paper. If ammonia is present the paper will turn blue and heating should be continued until the point where litmus paper does not detect the presence of ammonia. Once this point has been reached, cool the flask under running water. 6. Repeat Step 5 with each of the other two conical flasks. 7. Rinse and fill a burette with standard HCl. Record the concentration of the acid and the initial burette reading. 8. Add two to three drops of methyl red indicator to each conical flask containing the fertilizer mixture, and titrate. The end point occurs when the initially yellow solution becomes orange. For each flask, record the burette reading once the end point has been reached. Data Collection: Table 1: Titration of the excess NaOH (0.084 mol dm-3) against HCl using Methyl Red Indicator Conclusion/Evaluation: Fertiliser is a natural or synthetic chemical substance or mixture that is used to enrich soil in order to promote plant growth. It influences grass colour, ability to recover from stress, and helps prevent weed invasions and diseases. Plants require more than a dozen different chemical elements but nitrogen, phosphorus, and potassium are the three major nutrients needed by lawns; Nitrogen is the nutrient required most as it promotes growth and keeps the grass green, although too much nitrogen can have harmful effects on plants and crops, and on soil quality. In this investigation, the percentage by mass of nitrogen from the ammonium ion in the sample fertiliser is being determined. The manufacturer’s claim of the amount of nitrogen present in this type of fertiliser is 12.3%. The ammonium that is present in fertilisers is a weak acid, thus it is hard to identify a sharp end point in direct titrations with the naked eye. Back titration is used instead. It is an analytical chemistry technique in which the unknown concentration of a reactant can be found by reacting it with an excess volume of another reactant of known concentration. The resulting mixture is then titrated back, taking into account the molarity of the excess which was added. Before titration, the sodium hydroxide was reacted with ammonium in the fertiliser to produce ammonia and water: NH4+(aq) + OH-(aq) –> NH3(g) + H2O(l) The basic solution needed for titration was reached through heating the solution to remove the ammonium ions. By heating it, the rate of reaction between the ammonium ions and hydroxide ions increases, consequently producing water and ammonia. Since ammonia is an extremely volatile gas, boiling the solution will result the vaporization rate, which is the desired outcome. The ammonium ions are also the limiting reagent thus once completely reacted, ammonia production ceases. This is indicated when the red litmus paper, which tests for the presence of a base, no longer turns blue meaning the ammonia has completely evaporated and no longer present in the solution. By titrating the excess, unreacted hydroxide ions with standard hydrochloric acid, it allows us to calculate the amount of unreacted hydroxide ions since the molar ratio is equal, and from this the amount of reacted hydroxide ions with the fertiliser solution can be deduced. Subsequently, the amount of ammonium ions initially present in the 250 cm3 volumetric flask can be found and then the mass of nitrogen ions can be calculated. From this, the percentage by mass of nitrogen in the sample of fertiliser can be found. It was found that the percentage by mass of 1.209 g of fertiliser was 13.87% (? 1.00%). This is very close to the percentage of nitrogen present in the fertiliser as specified by the manufacturer – 12.3%. This discrepancy may be due to several errors and limitations encountered throughout the experiment. The percentage difference of 12.76% is greater than the percentage uncertainty of 6.34% and as a consequence random errors alone cannot alone account for the difference. There must be systematic errors inherent to the investigation or the apparatus. Measurement errors could be the main source of uncertainty. One source of error could be that the exact mass of the fertiliser sample as measured on the electronic balance is not the same as in the volumetric flask, consequently affecting the final result. The loss due to the transfer process into the flask which could be reduced by sufficiently rinsing the apparatus used to transfer, weigh and grind the fertiliser sample ? the funnel, weighing bottle, spatula and mortar and pestle ? so that all sample weighed is transferred into the volumetric flask. Another possible error is that the meniscus of solutions measured was not sitting exactly on the calibration line in the volumetric flask when preparing the standard solution. This may affect the results as the expected volume of the standard solution would differ from the actual volume measured. This can be overcome by allowing more than one individual to test whether or not the meniscus is positioned on the etched mark, making sure it’s at eye level, which will effectively limit this parallax error. The interpretation of the orange colour determined at the end point could also have been another error. Subjective judgment when determining the shade of orange is another factor which may have affected the titre volume, and thus the final outcome. This problem was exacerbated by the fact that the methyl red indicator does not provide a sharp and easily distinguishable end point, as the colour change from yellow to orange. This may be overcome by using another indicator that allows for a clearer colour contrast. Another possible limitation which may have impacted the results is that some ammonia may still have been present in the conical flask. Although the red litmus paper may have served its purpose, this may still occur as a result of not boiling the solution long enough and thus some ammonia may not have evaporated. The result of this is that the ammonia in the solution will react with the hydrochloric acid, and therefore more hydrochloric acid will be required for the equivalence point to be reached, affecting the titre volume. This can be easily overcome by ensuring that the fertiliser solution containing water and sodium hydroxide is boiled for long enough so that all ammonia can evaporate, while simultaneously ensuring that the solution remains at a constant 90mL. The use of tap water may also have affected the results. It may not have been at a pH of 7 or may contain other contaminants such as salts which may ultimately interfere with the results. To overcome this, the most effective way is to use deionised water. Conclusion: It was found that the percentage by mass of nitrogen from the ammonium ion in Bunnings Green Up brand of lawn fertilizer was 13.9% (? 1.00%). This was very close to the percentage of nitrogen in lawn fertiliser as specified by the manufacturer ? 12.3%. Bibliography: 1. Unknown Author, http://www.urbanext.uiuc.edu/lawntalk.htm 2. Chemistry for the International Baccalaureate, 2005, IBID Press

The Future Of Music Is Now - 1317 Words

The future of music is now. Every aspect of the music industry is changing. The ways in which the public discovers, listens, and purchases music are being revolutionized. As Allen Bargfrede, Berklee associate professor of music business, puts it: â€Å"as the music industry evolves and streaming services become the dominant means of listening, recording artists and songwriters’ rights and the flow of money within the industry is the single biggest challenge today s musicians face—.† The internet and its many artist-friendly technologies (YouTube, TuneCore, Bandcamp, Reverbnation, CDbaby and many more services) make it easier for a band to be independent. The tyrannous reign of profit hungry record labels is over; the power, shifted by waves of technological advancements, is now in the hands of the artist. Fifty years ago, the level of exposure that is able to be achieved today by uploading music to the internet is about the same as when a radio station played and replayed a song over and over. Back then people only discovered and listened to music on the radio. If people liked the music, they would purchase physical copies of it in stores because music wasn’t something digital and disposable like it is now in today’s on-demand society. Music was deeply embedded in the collective culture. A physical album was a connection to the artist. George Howard, founder of TuneCore; COO of Daytrotter, Concert Vault, and Paste Magazine says: In the Zeppelin-era, music was inextricablyShow MoreRelatedDoes My Choice In Music Directly Shape My Future?. When1275 Words   |  6 Pageschoice in music directly shape my future? When one listens to music, dopamine levels are slightly increased resulting in a feel good sensation in response to the specific stimuli. 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It is fascinating what the Internet can do today. Just about anything can be done with the use of a computer. So, why should hard working people who want to enjoy the harmonies of their favorite bandsRead MoreWhy we Need More Art And Music Classes912 Words   |  4 Pagesthat the image can have a greater impact than any words said. Art and music can have that effect. Most people would agree with him, but others would say that art and music is waste of time. Due to budget cuts and art and music classes being a distraction, schools have decided to eliminate art and music classes. On the other hand, students enjoy these classes just as much as young adults do in college. 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I believe that the type of music people in the USA listen to is controlled by the big record labels to keep certain races down and to help keep other races in charge. Music, like many artist have stated is freedom and self expression, it can have a large effect on how you feel or can completely change your perspective on life situations after listening

How Were The Jews Dehumanized By The Nazis - 931 Words

How were the Jews dehumanized by the Nazis? The Nazis dehumanized the Jews through depriving them of basic human needs, individuality, and by treating them like animals. Elie Wiesel, surviver of the Holocaust, explains dehumanization in his autobiography Night. Night takes its reader through an amazing realization of how the people changed from civilized humans to vicious and animal-like. Each event that happens to Elie and the Jews, strips away pieces of their humanity. The Nazis dehumanize the Jews by robing them of their beloved possessions. The dehumanization that happens to Elie and the Jews starts in Sighet, a little town in Transylvania. Elie and the Jews were forced to abandon all their valuables, Elie states â€Å"A Jew was henceforth forbidden to own gold, jewelry, or any valuables† (Wiesel 10-11). This quote shows dehumanization because the Jews were being forbidden to keep their valuables. The antiques that have been handed down to them by their families, or the possessions that they have worked hard to earn are being taken away from them. They are being treated as unequals because of the forbiddances of valuables that only applys to the Jews. The family heirlooms that gave them background and connection to relatives were taken away. Elie proclaims â€Å"There no longer was any distinction between rich and poor, notables and the others; we were all people condemned to the same fate-still unknown† (Wiesel 21). Here Elie explains the dehumanization of individuality theyShow MoreRelatedAnalysis Of Th e Novel 1984 By George Orwell1602 Words   |  7 PagesCan anyone recall a time in history more dystopian than the upside-down society that is Nazi-Germany? 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Leadership Theory And Practice By Peter Northouse - 810 Words

Wk6AssgnJLayman: Servant Leadership Walden University Ph.D. Public Policy and Administration Introduction This is an introduction to the Servant Leadership Questionnnaire or SLQ, introduced in Chapter 10 of the textbook â€Å"Leadership: Theory and Practice† by Peter Northouse (Northouse, 2016). The questionnaires were designed, to evaluate leadership styles (Northouse, 2016). The following is a brief summary of the resulting scores of the questionnaire which are tallied in categories representing emotional healing, creating value for the community, conceptual skills, empowering, helping followers succeed, putting followers first, and behaving ethically. Next, a paragraph with a short assessment of the results. Finally, a brief analysis of the impact the ten characteristics of the Servant Leadership style might have on one’s personal leadership style. Servant Leadership Questionnaire The SLQ, an adaptation of the â€Å"Servant Leadership: Development of a Multidimensional Measure and Multi-Level Assessment† by Linden, Wayne, Zhao and Henderson (2008), consists of 28 questions, using a 7 point graded scale for each question, ranging from a score of one representative of none at all to seven, representing very high. Scores are then tallied, and the results then classified by total, with a very low score falling in the range of 0-7 points, and a very high score falling between 23-28 points (Northouse, 2016). 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St John Ambulance Team Free Essays

Rescue Me St. John Ambulance Team In school periods, students can join sports, news editing, cheerleading teams, and other academia groups. My alma mater was Chong Hwa High School, which was a little different from other schools because it didn’t have its own medical support, so medical care was provided by St. We will write a custom essay sample on St John Ambulance Team or any similar topic only for you Order Now John ambulance team. Participating in this ambulance team was my gleeful period when I was a high school student. Still, I clearly remember the reasons for joining St. John Ambulance, being a team member and a captain. There were several reasons why I joined this ambulance team. First, when I was about 10 years old, I saw a motorcycle accident. It was a broiling day. I was trudging on the way of home and felt wobbly. Abruptly, a flying vehicle passed in front of me and boomed. An elderly rider fell in front of me. He was looking at me with eyes seeking help and stretching out his hand. His blood was flowing out ceaselessly. I was anxious and looked around of me. There was nobody except me. I felt helpless and sad because the only thing I could do was calling for an ambulance. However, the elder man died before the ambulance team arrived. The ground was dyed red by his blood. I couldn’t forget this event until now and blamed myself. If I could have done something for this rider, maybe I could have saved his life; also, those medical skills might have been a help for my future. Conversely, St. John ambulance team was a well developed international organization. St John ambulance team was founded in United Kingdom in 1877; also, it expanded to other countries with the colonization by the United Kingdom. There is a great number of branches of St. John ambulance teams on the world; moreover, I could use its medical license everywhere. For instance, I had a CPR license,which could provide me with legal support when I rescued a patient. If the patient died during my assistance, I would not get sued by the patient’s family. Being an ambulance team member was a very excellent experience for me, and I learned various lessons from camping trips and different services. My first camping trip was a freshman trip. I was very excited about it. On this trip, I learned about St. John principles. The principles were eight words: tact, resource, observation, dexterity, explicitness, sympathy, discrimination and perseverance. If we could achieve those principal eight words, we could be an efficient ambulance team member. For instance, we had a Furthermore, I comprehended how important teamwork was. During the camping trip, we needed to find a partner to work with; such as brushing each other’s teeth, practicing medical skills. Survival camping was another lesson which inspired me a lot. On this trip, we learned about outdoor survival skills. Those skills helped me to improve my medical skills. For example, what would you do when you got bitten by a snake. First, you needed to wash the injury with clean water. Second, you used a sterilized knife to cut a cross on the injury, and pushed the poisoned blood out. Furthermore, first aid services were extremely helpful experiences for me because I could attend to injured people on the first scene of accidents. My most unforgettable memory was when I needed to search an arm of a young guy at an accident scene. This event was on highway, and the driver’s arm was cut off by being crushed by a truck. I was ordered to find his arm; then, I found it on other side of the highway. The severed part of the arm was extraordinarily terrifying. The bone was exposed; also, I saw a little blood dropping from the mashed flesh. When I picked up the arm, I was terrified and wanted to vomit. The tactility and odor of the arm was disgusting. I couldn’t have a meal and sleep in that day; still, I was tortured by this nightmare for a week and woke up miserable with every morning. When I was a senior student, I passed the test of the ambulance team and became a captain. Being a captain of a medical team was not easy for me because I did’t have experience to manage a team. My first problem was training my team. All captain needed to train their teams by themselves. I didn’t have much teaching experience; as a result, my team was a disaster. My team couldn’t follow my directions and always ruined our practices. In one time, we had a rescue rehearsal; my term was supposed to carry invalids to a safe place; nonetheless, they dragged those patients instead. As a result, our practice were failed. On the other hand, I understood that â€Å"Great power comes with great responsibilities. † I had power to manage my team members, but I also needed to take responsibility when they made mistakes. In a medical team, mistakes were huge issues because our mistakes ould exacerbate our patients’ conditions. One time, my team member used the wrong medication for a student. This student asked this member to treat his scalded. My member was supposed to use a medication for burns; however, he used another instead . The wrong medication caused the scalded injury to worsen. This student’s skin color turned from red to dark purple. ; therefore, he needed to go to clinic. After that, this student’s parent complained to the school; consequently, I needed to apologize to this student’s parent and wrote a report to explain this incident. This incident was an awful experience for me. This indignant parent stood in front of me and screamed on my face. I was bashful and needed to smile to this parent. After this parent lift, I still had to explain this incident to headmaster, and it was the first time I saw incensed headmaster. Indeed, St. John Ambulance team influenced me a lot. I learned the value of life and medical skills; also, I got some medical licenses, which could be advantages for looking for a job in the future. When I saw those smiles of patients when they met with their family again, I felt the satisfaction of helping people. Also, there are many unexpected accidents everywhere. Learning these medical skills can help me to provide some cure to injured people or perhaps even my family in the future. However, the most important thing was trying and experiencing different things. During school life, most people are afraid to try new things, such as joining a unfamiliar groups, meeting some new friends, or other. I strongly recommend people to try new things because they may learn or experience useful knowledge for their futures. Aiding others is the perfect medicine and remedy for one’s soul. The greater the help the greater the dosage. How to cite St John Ambulance Team, Essay examples

Frederic and Joliot

Frederic and Joliot-Curie Essay Eventually Thomson presented three hypotheses: cathode rays are charged particles (corpuscles); corpuscles are constituents of the atom; they are the sole constituents of the atom, and he worked out his plum pudding model of the atom. This model basically consisted of a homogenous sphere of uniformly distributed negative corpuscle particles embedded in a positively charged cloud with no considerable mass. Luckily for physics Thomsons atomic model along with his third hypothesis: that corpuscles were the sole constituents of atoms was superceded largely by the work of Rutherford a former student of Thomson. Regardless, having discovered one of the atoms fundamental particles, Thomson had opened the door to more intimate study of the atom, and had left atomic theory only a step away from the discovery of the nucleus and subsequently the proton and the neutron. By 1932 the scientific world had acknowledged the existence of the proton (Rutherford) and the electron (Thomson), and the idea that small particles with no electrical charge might exist had been broached upon several times. But until Rutherford announced his theory in 1920, which described a neutral particle with the properties of the neutron, as we now understand it, no one had been successful. Despite Rutherfords extensive descriptions of how this neutral particle might be structured and how it might behave, no experimental evidence could be obtained for proof. It was James Chadwick who, in 1932, proved the existence of the neutron after years of research largely focused on atomic disintegration and radiation (predominately of heavy elements). Specifically, beryllium was the subject of Chadwicks attention following the very beautiful experiment of Frederic and Irene Joliot-Curie which also concerned investigating the properties of beryllium radiation, so Chadwick undertook his own experimentation that eventually culminated in his momentous discovery. As assistant director of Cambridge Universitys nuclear physics laboratory, Chadwick and his colleagues (including such names as Rutherford) continually encountered discrepancies between the atomic number (number of protons and equivalent to the charge of the atom) and the atomic mass. It therefore followed quite logically that since electrons effectively have no significant mass, there must be some additional particle or mass within the nucleus that effectively contributed no charge. Originally it was proposed that this neutral particle could possibly be a proton-electron doublet combined within the nucleus to cancel one another out and give a charge of zero, but a mass effectively equal to one proton however, such propositions where unfounded by scientific evidence. Chadwick had taken great interest in the work of Frederic and Joliot-Curie, whose experiment had shown that the behavior of beryllium radiation did not seem congruent with quantum radiation. It was capable of ejecting particles of hydrogen and other light gases that were in its path with great velocity, which suggested that the radiation consisted of particles. Chadwick was greatly excited by these findings and set about the refinement of the process to obtain more accurate results. He measured the precise distance that various atoms were ejected (namely by the use of an expansion chamber) and showed visibly the degree of movement. Chadwick then applied several formulas to the impact of beryllium radiation on various atoms (namely hydrogen and nitrogen) to calculate the maximum velocity capable of being imparted on a hydrogen atom and a nitrogen atom, and thus (through experiment) was able to deduce the mass of each particle of radiation as being approximately 0. 9 (approximately the mass of a proton). Furthermore, it was found that particles of beryllium radiation could pass through around 200mm of lead, where a proton fired at the same velocity could only penetrate 1/4mm of the same lead. .u28f480a7084698fcd2a7404745341554 , .u28f480a7084698fcd2a7404745341554 .postImageUrl , .u28f480a7084698fcd2a7404745341554 .centered-text-area { min-height: 80px; position: relative; } .u28f480a7084698fcd2a7404745341554 , .u28f480a7084698fcd2a7404745341554:hover , .u28f480a7084698fcd2a7404745341554:visited , .u28f480a7084698fcd2a7404745341554:active { border:0!important; } .u28f480a7084698fcd2a7404745341554 .clearfix:after { content: ""; display: table; clear: both; } .u28f480a7084698fcd2a7404745341554 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u28f480a7084698fcd2a7404745341554:active , .u28f480a7084698fcd2a7404745341554:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u28f480a7084698fcd2a7404745341554 .centered-text-area { width: 100%; position: relative ; } .u28f480a7084698fcd2a7404745341554 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u28f480a7084698fcd2a7404745341554 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u28f480a7084698fcd2a7404745341554 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u28f480a7084698fcd2a7404745341554:hover .ctaButton { background-color: #34495E!important; } .u28f480a7084698fcd2a7404745341554 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u28f480a7084698fcd2a7404745341554 .u28f480a7084698fcd2a7404745341554-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u28f480a7084698fcd2a7404745341554:after { content: ""; display: block; clear: both; } READ: Describe An Issue of Personal Concern EssayChadwick summarised his conclusions in his Nobel lecture, stating that Since the penetrating power of particles of the same mass and speed depends only on the charge carried by the particle, it was clear that the particle of the beryllium radiation must have a very small charge compared with that of the proton. It was simplest to assume that it has no charge at all. From these experiments Chadwick had discovered that the beryllium radiation consisted of particles of mass 1 and charge 0, or neutrons. It was Werner Heisenberg who showed, through his own experimentation, that the neutron was in fact a particle unique to the proton and the electron, and not the product of any kind of doublet effect. Chadwick himself deduced this through logical processes based on his understanding of quantum mechanics and the spin of particles, though Heisenberg proved it.