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and add enough strong acid (HCl) to make the final concentration 10 3 M. The pH will change from 7 to 3 (Fig. 23-2). Now do the same thing but with a solution of 0.1 M KH2PO4 (acid) and 0.1 M K2HPO4 (base) (Fig. 23-3). The pH changes from 6.8 to 6.79. In this example, the starting buffer solution is a little more complicated than usual1 because in a phosphate buffer there are two bases present H2PO4 and HPO4 2. The pKa leading to H2PO 4 is about 1.9 (H3PO4 H2PO 4 H ), but the pKa for the ionization leading 2 2 2 to HPO4 is 6.8 (H2PO 4 HPO4 H ). So HPO4 is a stronger base than H2PO 4 and gets the proton from HCl. When HPO2 gets the 4 proton, it turns into H2PO 4. The HPO2 concentration then drops by 4 0.001 M, and the concentration of H2PO 4 increases by the same amount. What we re assuming when we do this is that all the protons added with the strong acid end up on the buffer and not in solution. This is basically true. In our example, the initial pH was 6.8, so that [H ] 10 6.8 7 6.79 1.58 10 M. The final pH was 6.79 ([H ] 10 1.62 10 7 M). Even though we added 0.001 M HCl, we only generated 0.04 10 7 M [H ] 99.96 percent of the protons added ended up on the strongest buffer base and not in the water. This is really the secret of how buffers work; the base and acid forms of the buffer soak up the acids and bases that are added, and very little H escapes to change the pH.

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Orthostatic hypotension, transaminase elevation, hyperprolactinemia Orthostatic hypotension, cataracts, transaminase elevation Agranulocytosis, transient fever, anticholinergic activity, hyperglycemia Orthostatic hypotension Less weight gain than others in this class. Prolongation of QT interval Less weight gain than others in this class. Prolongation of QT interval

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school from the 1990 91 school year to the 1991 92 school year), 73 percent to be movers (teachers who changed schools during that period), and 51 percent to be leavers (teachers who left the profession) The largest group of leavers, 304 percent, retired The next-largest group, a distant 109 percent, left because of pregnancy or childrearing, and the thirdlargest group, 10 percent, left because of a family or personal move Frequently, leavers in both the latter groups return to teaching: those in the rst group after their youngsters reach school age, those in the second after they have settled in at their new location Another 98 percent departed because of school staf ng actions (reductions in force, reorganizations, transfers, and the like), and 8.

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Note that the elementsof this natrix are larger than the original matrix. This is also reflected in its row-sum norrn.which is comoutedas

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4 percent left to continue their education to take courses to improve their opportunities in education or to take a sabbatical Family and personal reasons accounted for 57 percent, health for 37 percent, better salaries and bene ts for 36 percent, and enrollment in courses to improve opportunities for employment outside education 15 percent Only 83 percent left because they were dissatis ed with teaching, and 78 percent because they wanted to pursue another career The study is helpful in understanding attrition in teaching, but it is not certain that these patterns continue today The number of teachers retiring in a given year, for example, will vary depending on the age spread of the teaching force or the age or time in teaching at which a state will begin a pension.

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