First Law of Thermodynamics - Definition

The first law of thermodynamics is the physical law which states that the total energy of a system and its surroundings remain  constant. The law is also known as the law of conservation of energy, which states energy can transform from one form into another, but can neither be created nor destroyed within an isolated system. Perpetual motion machines of the first kind are impossible, according to the first law of thermodynamics. In other words, it is not possible to construct an engine that will cycle and produce work continuously from nothing. First Law of Thermodynamics Equation The equation for the first law can be confusing because there are two different sign conventions in use. In physics, particularly when discussing heat engines, the change in the energy of a system equals the heat flow in the system from the surroundings minus the work done by the system on the surroundings. The equation for the law may be written: ΔU Q - W Here, ΔU is the change in the internal energy of a closed system, Q is the heat supplied to the system, and W is the amount of work done by the system on the surroundings. This version of the law follows the sign convention of Clausius. However, the IUPAC uses the sign convention proposed by Max Planck. Here, net energy transfer to a system is positive and net energy transfer from a system are negative. The equation then becomes: ΔU Q W Sources Adkins, C. J. (1983). Equilibrium Thermodynamics (3rd ed.). Cambridge University Press. ISBN 0-521-25445-0.Bailyn, M. (1994). A Survey of Thermodynamics. American Institute of Physics Press. New York. ISBN 0-88318-797-3.Denbigh, K. (1981). The Principles of Chemical Equilibrium With Applications in Chemistry and Chemical Engineering (4th ed.). Cambridge University Press. Cambridge UK. ISBN 0-521-23682-7.

Personalit Overview - 1126 Words

Personality Overview Nina M Cleary PSY/405 November 5, 2011 Nanda Mendieta, M.S Personality Overview Personality’s definition can be sorted out in many defining terms depending on who may be providing the definition and on whom. Inclusive of consistent emotions, thoughts and behavior patterns in a person is more than what is needed to help us truly understand the concept and define personality. Each one of us should have a clear perception of our personality that would include what our strengths are, our thoughts, beliefs, motivation, emotions and our weaknesses. Self-awareness means having a clear perception of our personality and allows each of us to understand other people, how they perceive us and our†¦show more content†¦According to Boeree, (2007), the unconscious mind would be made referenced to all the things that are not easily available to awareness and other things such as our drives or instincts. Additionally the unconscious mind includes the things that are put there that we block out voluntarily or involuntarily as in any case r esulting from a traumatic event or episode. Five basic dimensions of personality were proposed by many personality researchers called the â€Å"big five† theory. This theory has grown in popularity and have been for many years but only as broad categories of personality traits. Many books and journals openly discuss and support the five-factor model of personality. Any details surrounding this theory, whether fact or fiction raises controversy regarding the exact labels used of each dimension. These five dimensions represent broad areas of personality where some researches demonstrated that these groupings of characteristics tend to occur together in many people(Feist, Feist, 2009). This theory would also explain why some personality types behave the way they do. A personality type that has a bubbly personality will more than likely be talkative and friendly but may not always occur at the same time. Conclusion Like all psychologists and all scientists, personality psychologists yearn for a unified theory, one we can all agree on,

Growth and Maturation of Relevance Activities †MyAssignmenthelp

Question: Discuss about the Growth and Maturation of Relevance Activities. Answer: Introduction: The importance of playing activities in facilitating the emotional as well as cognitive development of a child is absolutely unquestionable. While playing a game, a child is expected to experience a variety of emotions, and in order to ensure the successful emotional development of the child, it is important to design game activities that can help in identifying the exact emotions of a child. However, often a child playing alone may not be able to experience a host of emotions at a time, and hence it is important to design group activities that will help in identifying multiple emotions including trust, cooperation and jealousy that a child may experience while playing the game (Inhelder, 2013). A team-based activity that can be chosen to be the most effective one here is the Balloon Race activity. This is a team-based activity that will involve and require the cooperation of at least 6 kids. This is a race activity where a large hall area will be chosen, that can also be outside the house in the open field, where each child will be required to pass on the same balloon to the next person of his team in order to complete the race. Accordingly, two teams will be formed with 3 people in each team, and three different areas in the field will be marked on reaching which each team-member will have to pass on the balloon to the next team-member for two times until the last child finally completes the race, taking the balloon to the finish line. The first experience that can be identified in this game is joy, as each child will be more than happy in playing with the balloons (Parizkova, 2016). This is exactly the reason why colourful balloons will be chosen, as it will also incite l aughter and cries of joy that will help in identifying the emotions of joy, happiness and excitement in each child. Next, cooperation and support for the team-members is also an important emotion, and when each child passes on the balloon to the next team-mate, they will be encouraged to do it faster, to help them win the game as a team. So, willingness to help and the ability to identify each other as part of the same family, or group will help in creating a sense of team spirit, support and cooperation for each other. Next, a more cooperative game activity could be chosen such as house building that would require the mutual collaboration as well as joint support of all the team-mates. However, it is equally important to identify other emotions, such as jealousy and competitiveness. Hence, this game activity will also help in identifying the same (Malina, 2014). This is because the six children will be divided into a group of two , and hence when one team does better, or seems to d o better, the other children may get envious and will try to compete harder. From their facial expressions or willingness to play harder, the emotions of competitiveness, jealousy and fear of losing the game will be clearly visible on their face. There is no gain stating the fact that the development of social competence in a child is of utmost importance. It should be remembered that is the social skill and competence of a child that allows him to develop the confidence required for successfully interacting with people around him, initiate conversation and feel secure in a social set up. In such a situation, in order to help a child develop social competence and master the social skills, it is important to create activity. In order to develop social competence of the child, the Name Game is the best activity that can be arranged for the child. In this particular activity, a team will be formed with a group of a minimum of 6 children. The group has been deliberately kept smaller, as it will help in providing equal opportunity to participate in the game to each child, or else the social skills such as security and confidence of some children may be affected negatively (Aboud Yousafzai, 2015). In this game, each child will take the name of any playmate on a random basis and will throw the balloon in his hand, and that balloon will be passed to the next person, as per the wish of that child. Special attention will be taken that no child keeps on getting too many chances in the first go, so that every child in the group enjoys the equal opportunity of participation in the game. Calling the same name in the first round for more than 2 times may lead to disqualification. Thus, each child will be encouraged t o know each others names as well as explore relations with each one in the group (Roskos, 2017). By establishing eye contact as well as passing on and taking up the ball, each child will learn to play freely. In order to ensure free interaction amongst the children of all ethnic groups and sexes, care will be taken to ensure that each group comprises of at least more than two ethnic groups, and equal number of children belonging to both the sexes. The entire activity is simple and can be played out both as an indoor game as well as an outdoor game, whereby a child will be required to name the student and roll the ball to the next participant (Mayesky, 2014). In this way, each child will get an opportunity of rolling the ball as well as receiving the ball from the other person. This will encourage each child to participate in a social group, develop their self-esteem as each one is receiving the ball for an equal number of times, and develop interactive skills through ball passing an d eye-contact activities. Reference List: Aboud, F. E., Yousafzai, A. K. (2015). Global health and development in early childhood.Annual review of psychology,66, 433-457. Genishi, C., Dyson, A. H. (2015).Children, language, and literacy: Diverse learners in diverse times. Teachers College Press. Inhelder, B. (2013).The early growth of logic in the child: Classification and seriation(Vol. 83). Routledge. Malina, R. M. (2014). Top 10 research questions related to growth and maturation of relevance to physical activity, performance, and fitness.Research Quarterly for Exercise and Sport,85(2), 157-173. Mayesky, M. (2014).Creative activities and curriculum for young children. Cengage Learning. Parizkova, J. (2016).Nutrition, physical activity, and health in early life. CRC Press. Roskos, K. A. (Ed.). (2017).Play and literacy in early childhood: Research from multiple perspectives. Routledge. Tremblay, M. S., Gray, C. E., Akinroye, K., Harrington, D. M., Katzmarzyk, P. T., Lambert, E. V., ... Prista, A. (2014). Physical activity of children: a global matrix of grades comparing 15 countries.Journal of physical activity and health,11(s1), S113-S125.