Class Distinctio

Jane Austin critiques the way in which people put the importance of status to their actions, as we see the distinction between the gentry and trade being interwoven in her novels. In her essay on Class, Juliet Master remarks that, â€Å"Class difference was of course a fact of life for Austin, and an acute observation of the fine extinctions between one social level and another was a necessary part of her business as a writer of realistic fiction† (1 15).In Pride and Prejudice, Mr. Collins instructs Elizabeth to dress simply, and not to try to copy the elegant attire of her high-standing hostess Lady Catherine as he says, â€Å"Lady Catherine is far from requiring that elegance of dress in us which becomes herself and her daughter She likes to have the distinction of rank preserved† (138). The distinctions in class are not only to be present, but they also have to be seen. However, Jane Austin sets moral status against social status, and for her tutus has to be earned a nd not inherited.In Pride and Prejudice, Elizabethan first impression of Mr. Dairy's treatment of Victims, makes his moral standards to be not worthy of his standing in society. However, when she learns about his extensive responsibilities and goodness from his servant, her opinion of him changes as Mrs. Reynolds says, He is the best landlord, and the best master, that ever lived; not like the wild young men needlewoman's commendation bestowed on him by Mrs. Reynolds was no trifling nature. What praise is more valuable than praise of an intelligent servant? As a rather, a landlord. A master, she considered how many people's happiness were his guardianship! Ђ? How much pleasure or pain it was in his power to bestow!†¦ Every idea that had been brought forward by the housekeeper was favorable to his character. â€Å"—- Jane Student's characters constantly keep reminding each other of their social class in society. Dairy prides himself on being a gentleman with all the duties and obligations that his status entails in Pride and Prejudice. Caroline Bentley also keeps reminding him that he would be lowering himself by associating with the Bennett family s they are connected with trade. What she forgets is that the source of their family fortune on which their status is founded is trade.Emma is a rich woman who does not want to associate with the middle class in Emma. Janet Todd argues that, â€Å"Emma wants Highborn to remain as almost feudal, stationery through time, so that she will always be ‘paramount'. † (96) This suggests that social class is very important to her and this portrays the life of the aristocrats in Student's day who were opposed to change. Jane Austin questions just what it is that makes a true gentlemen or a lady. Social ann. must be part of it but intruding by the example of Lady Catherine. Her domineering superiority and sense of her own dignity is evident in all she says and does.Her unquestionable authority and right to control people's lives is evident when she confronts Elizabeth about her rumored engagement to Mr. Dairy as she says, â€Å"your alliance will be a disgrace; your name will never even be mentioned by any of us† (186). It is obvious that because of her status, she thinks that she can treat other people the way she wants. She thinks that Elizabeth is not fit to marry Mr. Dairy because they do to belong to the same social, class but her daughter does. In response to her confrontation, Elizabeth tells Lady Catherine that â€Å"Dairy is a gentleman; am a gentleman's daughter; so far We are equal† (186).However, Elizabeth is not dissuaded by Lady Catering's threats and status. Juliet Macerates remarks that, â€Å"so much suggests that for Austin there is nothing divine about royal ¶y', and not much that is special about peers. In fact characters with tittles – or ‘handles to their names' as the Victorians used to say – are seldom admirable in the novels† (1 16). Even though Lady Catherine holds a title, she is morally and intellectually not worthy. It is only the likes of Mr. Collins who want to climb up the social ladder who succumb to her every whim, as she enjoys Mr. Collision's flattery and his enthusiasm to give it.In an attempt to remain in her good books and to keep the company of the likes of Lady Catherine, Mr. Collins even knows how many windows Risings estate has. He reveals his self- importance in extraordinary long-winded speeches and ponderous attempts at social grace. Even though Lady Catherine thought of herself as Ewing superior, her tastes are offensive and pretentious. This is because she lacks inborn intelligence and breeding. Her attitudes and behavior offer an illuminating contrast to Mr. Dairy. Who does not wish to show off like other young men in his shoes.However, like his contemporaries, he despises the lower social class. This becomes evident when he advices Mr. Bentley to end his relatio nship with Jane. When Elizabeth accuses him that he had not behaved in a gentleman-like manner, he realizes how â€Å"selfish and overbearing' he has been. Through Elizabethan prompting, he learns that while status is important, true breeding is not dependent on rank. Here Jane Austin wants us to realist that, even though the gentry are from a higher class they are not different from the other classes. It is not superiority that makes one a Lady or a gentlemen but it is compassion.In Emma, Mr. Knightly is a true gentlemen because he does not pride himself on his rank. Unlike other status-conscious people of his rank, he walks instead of riding in his carriage. His carriage is only used to transport Miss Bates and Jane Fairfax. He manages his own estate and he does not look down upon other people as we e him in conversing with his tenant Robert Martin. In contrast in Sense and Sensibility, Mr. Dashboard, is deficient of the dedication that makes good curators and ethical aristocrats of Mr. Dairy and Mr. Knightly.Through class distinction, Jane Austin also draws attention to the unfairness of primogeniture, which unfairly privileges one family member to inherited the whole estate, instead of dividing it equally between siblings as would be the normal thing to do today. This allowed the first born son to inherit everything while others remained with nothing. This was done so as to preserve the state and the family name, because if the estate was to be divided then it would eventually come to an end.In Pride and Prejudice, the Bennett girls are to be turned out of Longhorn at the death oftener father, because the estate has to be inherited by a male relation who will keep it the family. Similarly in Sense and Sensibility, the Dashboard girls are made homeless because the old gentlemen Mr. Dashboard wants the family estate to go to a male heir who will pass it on to his sons. This then renders the female siblings to be inferior to their male siblings as Juliet Mas ter argues, â€Å"one might suppose that the filings in a single family would be almost by definition of the same rank.But even here there are marked differences in status, not only between sons and daughters , but also between one son and another' (119). Not only does Jane Austin condemn the unfairness of the inheritance system, but she also expresses disapproval of the significant difference in prestige between elder daughters and younger daughters. In Pride and Prejudice, we see Elizabeth saying, â€Å"l think it will be had very hard upon younger sisters, that they should not have their share of society and amusement because the elder ay not have means or inclination to marry early.The last born has as good a right to the pleasures Of youth as the first†¦.. During Jane Student's time, the eldest daughter was more prestigious than her younger sisters. Jane is called Miss â€Å"Bennett† while her sisters are addressed by their first names. The younger daughters could not be out in society before the eldest. While if the younger sister got married before the eldest, she also gained superiority over her elder sisters as we see Lydia saying to her eldest sister Jane, â€Å"ah!

Matthew Harrison Brandy Essay

I am delighted to write to you this letter. I believe you are fine and ready to join me in celebrating the success of Matthew Harrison Brandy. Harrison with no doubt deserves kudos for this success. According to Genesis 1:1-3, God himself was and everything that became originated from Him. Thus God gives ability to all beings to be what He wants. Matthew argues that God did not give man mind to abandon his faith as Darwin did. Evidently in Genesis 3, Adam and Eve disobeyed God. In verses 5, the serpent lied to Adam that if they knew the truth, they would discover between good and evil (Milligan W. R, 1999). The individual mind of human should not be used as a tool to abandon the faith. Matthew gives an example of a sponge. He says, â€Å"Biblically a sponge would think if God allowed it to†. Yet still it ill not abandon its position unless it is displaced. This implies that all creatures made by God have the same privilege; they only differ on their purposes. Although Drummond uses Darwin’s theory of evaluation, it is clear that he does not cite the origin of creatures. His argument is biased since Darwin himself was a Christian believer became an atheist. This indicates that Darwin abandoned his orthodox Christian belief. It is true that revelations are given by God, and all living beings were created by the word of God as Brandy says in his argument. The created things multiplied there after as God commanded them. The argument of design cites back on a supreme intelligent being-God. He designed everything and they were good unto him (Milligan W. R, 1999). God had power to order creation of all things like water, heaven earth and other things. His intellect cannot be challenged. It is a great crime to make people believe in the law of evolution. sIt has flaws and confusions Darwin admit his guilt when he says that he lost direction after he abandoned his Christian faith. Fascinating observations from his thought became misleading. Darwin failed to give credit to God for creating all things. Matthew illustrates that man needed to have control in the garden Eden. In Darwinism he admits that man could not be trusted to make grand decisions. This implies he needed control which contradicts the theory of evolution. He further contradicts himself in explaining the origin of species. The wonderful universe could not be a result of blind chance. This is quite erroneous. Besides, how can man be a descendant of an ape? Man’s mind by no-means has no relation to a monkeys mind. After Adam and Eve had sinned, God gave them punishment. The same plague befell Darwin after he deviated from his orthodox faith. He therefore lost the voice of his conscience and reasoning. His spiritual and emotional aspects became weak. This made him have baseless philosophies. By having Henry support evolution, it is like he is insane. Only birds of the same feathers flock together. Matthew has no struggle to win the trial. In court, Henry looks sleepy and at one point he was told to wake up. Scientist offer sacrifice to their gods and this reveals a great deal of confusion and self destruction of life. Henry needs to believe in the supreme God. I am indeed happy that people will change and stand up to defend their belief that God is the creator of all things. Unthinkable conformity and censorship should be avoided for as a man thinks, so he is. Work cited Milligan W. R. The holy bible: new and old testaments. London: king James, 1999.

Mrk #1 Essay Example | Topics and Well Written Essays - 250 words

Mrk #1 - Essay Example Finally, a key aspect of any relationship is that it is balanced; one side does not hold all the power. Aspects that tend to cause problems in relationship include incompatible personalities and one person depending totally on the other person. 2. In this situation, I would let the incident go because the salesperson is consistent with hitting sales objectives. If I was to reprimand him, then it may adversely affect his performance, and this would not benefit the company. While other salespeople have a right to be concerned, I would trust the judgment of the employee who sensed that a large order was possible. However, I would remind this particular salesperson about the companys stated guidelines for customer entertainment expenses and give him a warning. I would tell him that another incident like this could potentially land him in hot water, so he needs to be a little bit more selective next time when he feels that he is close to finalizing a deal with a major

Short and Long-Term Career Goals Essay Example | Topics and Well Written Essays - 1000 words

Short and Long-Term Career Goals - Essay Example Accounting has been my passion since I discovered what it was, and thus, as soon as I finished my Business Administration course and received my degree from Makerere University in 2005, I marched on to Nile Cargo Carrier Inc. to work as a junior accountant. During my tenure at NCCI, I witnessed firsthand its evolution and impact on society as it expanded, first nationally, and eventually internationally. Therefore, when I was leaving it after six years, I felt more than only sad; I felt that I was my attachment with the organization and its goals. I, now, shared its vision. In addition, thus, I took it upon myself to no longer be a mere employee of the company, but instead to establish a greater link and make more productive and active moves in its betterment. Therefore, I did. Moreover, all the while, I also founded Lusse Children’s Foundation and did some community service for my country. By 2013, as director of the organization, I have made it a personal goal to work toward s getting funds for food, shelter, and education project, and I believe to be a successful NGO, one needs to earn the trust of people, and there would be nothing better out there to prepare myself for the trust with a Northeastern degree. Everyone has a selfish side. My perspective is to establish, all the while expanding LCF, a financial consulting firm that aims to give advice to small or lower budgeted businesses. Furthermore, since I have mostly held friendly relationships with my teachers, I have become inspired to propagate MBA specialization courses, such as Financial Management and Business Turnarounds in my country. I believe that spreading knowledge and education will be a step in the positive direction for getting my country, and its slumping economy, out of distress. I realize that these goals are more than just slightly idealistic, but I firmly believe that enrollment in your reputable university will add some reality to my dreams. Describe in detail an accomplishment of yours from a professional or volunteer setting of which you are most proud. What steps were necessary to reach a successful conclusion? What challenges did you have to overcome? I have led a good life and I like to believe that today I am a strong man, both mentally and emotionally. However, I know better than anyone does that every bit of strength I have, I have earned it with hard work. Every challenge I have ever gotten past has been due to relentless determination and uphill struggle. Nothing has come easy to me. My undergraduate degree, especially, took its toll on me. I had to work very hard, but I believe the achievement I am pride myself in most would be the foundation of my non-governmental organization, the Lusse Children’s Foundation, an organization aimed to help children in Uganda, my home country. Starting an organization whose mission statement is to feed, educate, and protect is something everyone should do, but only a few people get the chance to. Starting this organization was not an easy task; I had to invest many of my personal savings to take things off. Furthermore, I had to spend a lot of time travelling overseas to coordinate with other partners and keep a check on the running of the c ompany. In fact, one of the most difficult things to do as a director was to keep a close watch on my colleagues to make sure they were not pocketing the funds and donations we had collected. This organization has been my source of pride for many reasons. Firstly, of course, it appeals to me altruistic side and makes me feel that I am contributing positively to my community and giving back to my home country what it needs most: resources. Having grown up in Uganda, I have seen the fundamental flaws that tarnish the beauty and innocence of that country and I can

Research Design Paper Example | Topics and Well Written Essays - 500 words

Design - Research Paper Example My approach towards the research, the factors corresponding to the high turnover rate at Patriot University, in this case would be hard and real. I would bring into consideration the results obtained via various surveys and practical experiments and would try to challenge hypothesis and assumptions about my research. This approach towards data collection would primarily focus on measurement, and would concentrate on scrutinizing the numerical information and also applying the test on statistical basis. Determining the measuring instruments for the research is the second step for the research on the topic, the factors corresponding to the high turnover rate at Patriot University. One can use various different measuring instruments in the research paper. These are used by the researchers to help them and facilitate the assessment and the results obtained about different topics of research subjects. The measuring instruments are actually used to measure or acquire information and data on numerous variables from physical functioning to psychological as well as social adherence of a particular subject. The measurement instrument that I would be including in my research would be surveys and interviews as these instruments are helpful in gaining the information directly from the people and collecting the data after gathering their point of views about a certain subject of research. The important indicators of the quality of measuring instruments used in a research paper are the reliability and the validity of the obtained values and results. The reliability factor of the measuring instruments analyses the stability of the values, the consistency of the measuring instruments and the interpretation of the values. On the other hand, the validity factor for the measuring instruments is described as to the extent to which the understanding the results obtained are verified and confirmed. Moreover the responsiveness of the

Discussing the Terms - Vernacular, Social Network, Crossover Effect, Research Paper

Discussing the Terms - Vernacular, Social Network, Crossover Effect, Creole Continuum - Research Paper Example Social network: The phrase, social network, refers to a group of people who are held together by familial, professional or other interests. Generally speaking, the most common social networks are family groups, referring to both nuclear and extended families. Insofar as children or youth are concerned, school and college friends constitute a social network of primary importance, just as work colleagues often do with adults. Indeed, were one to critically consider the concept of social networks in relation to oneself, one would discover him/herself to be a member of various social networks, both real and virtual. In application to myself, I would identify my real-work social networks as my friends and family, to name but two groups and my virtual social networks as all the internet chat and interest groups to which I belong and with whose members I share common interests and hobbies. Ethnography of Communication: As a concept, ethnography of communication, refer to a very interesting phenomenon; one which is based on a concession to the fact that there is much more to verbal communication and interaction than the exchange of information. According to the anthropologist, D. House (2003), the concept of ethnography of communication was introduced and developed by the anthropologist Dell Hymes, who argued that verbal communications can only be fully understood and appreciated were their social context taken into consideration. In other words, and as House (2003) explains, within the context of practically any and all forms of verbal communications, the meaning is not communicated through words alone but also through silences, tones, nuances and the gaps between exchanges.  

Prepare a report to the Managing Director, including appropriate links Essay

Prepare a report to the Managing Director, including appropriate links to theory, detailing the strategy for the planning and control of the research and development department - Essay Example Budgeting is effective in dealing with unanticipated expenses and emergencies. Once a plan is in place it can be used for measuring the progress of goal achievement (Freedom Debt Management, n.d.; College of Business Administration, 2008). At the time of preparing the budgets it is important to categorize the expenses such as fixed expenses, variable expenses and discretionary expenses. The discretionary expenses are not absolutely necessary for business survival. Necessary adjustments are done in these form of expenses i.e. they are reduced to honour the other types of expenditures. In any business there are two types of costs discretionary costs and non-discretionary costs. It is easy to understand the discretionary costs like payment of rent or electric bill but the discretionary costs are less clear. The discretionary costs include the alteration, construction, research and development etc. Besides the discretionary and non-discretionary costs there are other types of costs such as controllable and uncontrollable costs. So a budget comprises of costs that are discretionary, non-discretionary, controllable and uncontrollable (Cotts & Rondeau, 2004, pp. 59). Budget conveys the authority of the manager to allocate a specified amount on the items that are enlisted in the budget. The appropriations in the budget act as the benchmark for a comparison with the costs that are actually incurred. Expenditures of a budgeted category are matched with the pre-set amounts in deciding any over or under spending of funds and if needed corrective action are initiated (KU School of Social Welfare, n.d.). For the control of discretionary costs the top management must translate the policies and objectives that it considers vital for the organizational success. The management then must make a plan of the spending relating to the discretionary activities that will help in achieving the defined business objectives. There can be

Should Supervisors and Employees be Friends Essay

Should Supervisors and Employees be Friends - Essay Example Should supervisors and employees be friends? If this was ought to be a question that one could ask, the answer to this would be in the positive. And there are reasons to prove how optimistic one could be with regards to the friendship factor between the supervisors and the employees in the workplace settings. This paper discusses the basis of supervisors and employees as being friends and how this relationship highlights the basis of success for the sake of the organization in the long run. Moving ahead with the understanding that the supervisors and the employees should be friends, one should delve deep into how this friendship could work to good effect for the sake of the employees and indeed the organization itself. The supervisors can extract the best possible value out of their employees if they know beforehand that their employees would be treated as friends and the same case could be applied backwards as well; where employees would know that their supervisors would take care o f their lawful requests and pay heed to their problems which arise every now and then. If the supervisors and employees are friends, this means that they are on the same wavelength as far as work domains are concerned. It also implies that they know what exactly their work manifestation is and how they would go about resolving the disputes that come about within the workplace settings. On the flip side, if the employees and supervisors have an edgy relationship this could mean that both of them do not believe in building the organizational value over a period of time, and thus want to run away from the organizational discourse in essence. Similarly if they have egoistic issues at each other’s ends, this would become very difficult for the organization to cater to the needs and requirements of both of them as well as their linkage that has come about with the passage of time (Ladany, 2001). One should believe that the balance should come about if the organizational employees a re sure about their own selves, and the manner in which they would be treated by other individuals that are present in any organization in the time and age of today. Good supervisors are very rare to find and this has been proven with the passage of time. The statement suggests that good supervisors are not born and thus they must not be looked within people right from their onset of starting their supervisory positions. What this means is that the supervisors need to be grown on the job. They might have the relevant talent to make it big within this field but what they direly need is polishing up on these skills so that their strengths benefit not only their respective bases but also of the organization for which they work. Just like good leaders who instill the much needed pride and confidence within the people who work within them, the supervisors have to carry out the tasks and delegate jobs to people who are best suited for the performance of the same. Supervisors need a good a mount of time before they could be remarked as successful ones. This is because these supervisors require understanding of different nuances, working regimes, process handling tasks and overall hands-on training to get

Final Speech Essay Example for Free

Final Speech Essay Through the new King Henry V’s speech to his brothers after their father’s death Shakespeare deals with the realities of succession, the difficult negotiation between governmental stability and a confused power struggle, and the death of a king while trying to keep his character true to their personality. This speech touches on everything from politeness and external observation, to the fear that naturally comes in a shift of power, to different kinds of mourning. Hal, newly King Henry V, must take his place as king and reassure everyone of the continuing stability of the kingdom, demonstrate a proper degree of public mourning as both a subject and the son of the former king, and deal with his own grief. When he says â€Å"this new and gorgeous garment, majesty, sits not so easily on me as you think† (Henry IV, Part 2, 5. 2. 44-45) he is not just simply trying to dismiss any jealousy or thought of resistance amongst his brothers, but he is also telling the absolute truth. Just like he did with the eulogies of both Hotspur and Falstaff in earlier parts of the play, Hal continues to use honesty in order to lend a more genuine tone to his otherwise fairly formal words. He reassures them of his intention to support them by bluntly telling them that he knows they fear what he may do, implying even that they might fear for their own lives, but that it â€Å"is the English, not the Turkish court, not Amurath an Amurath succeeds, but Harry Harry. † (Henry IV, Part 2, 5. 2. 7-49) He introduces and dispels the comparison between himself and a ruler who literally strangled his brothers, addressing the most extreme possibilities quickly. By the end, he assures them that not only will he not harm them; he will protect them and do well by them â€Å"I’ll be your father and your brother too. Let me but bear your love; I’ll bear your cares. † (Henry IV, Part 2, 57-58) In that, he additionally introduces the potentially uncomfortable issue of personal relationships. Once their brother, he is now also their king; once his brothers, they are now his subjects. He works with this beautifully, referring to their mourning and sadness for the death of their father as â€Å"a joint burden laid upon them all† (Henry IV, Part 2, 5. 2. 55) before he moves on to the things he promises, connecting himself with them in one way even as he has to separate himself from them in another. In this speech Hal starts off responding to a greeting by the chief justice by saying that his new robe doesn’t fit him as comfortably as the justice might think. Then turning to his brothers he tells them he knows that their sadness over their father’s loss is now mixed with the fear of him now being king. He mentions to them that they are in an English court, not the Turkish one and unlike the Turkish king, Amurath, he is not going to have his brothers killed when he inherited his father, King Amurath’s, crown; he explains saying he is â€Å"but Harry Harry† (Henry IV, Part 2, 5. 2. 49) basically saying he is a Harry, following another Harry and they have no reason to worry. He tells his brothers to be sad because being sad truly suits them. He explains that they look so regal in their sorrow that he too will put in the sense of sadness, saying he will also wear it in his heart. He warns them to yes be sad, but don’t let it become anything more than a burden that they all share jointly. He assures them that as far as he is concerned, he will be both their father and their brother now. That they are to just trust him with their love, and they can trust him to care of them. He concludes his speech by saying they should keep weeping for Harry, who is dead and he will keeping mourning also, but he says one Harry still lives, and he will convert those tears one by one into hours of happiness. This speech is important for Hal to give because it is not only Hal talking to and reassuring his brothers but also introduces him as the new King Harry V. Hal defines and explains his newly adjusted relationship with his brothers, explains that the kingdom is stable and there is no worrying over if anything bad would come out of the shift in power, and finally he tries to battle with how he wants mourn his father and what is the correct way to mourn him according to his new position as king. Hal was motivated to give this speech after the death of his father as he explains to his brothers that he must take his place as king keep the kingdom stable, and explaining to them the appropriate amount of public mourning for them as the sons of the former king. His final motive is subtle but he dismisses any jealousy or thoughts of confrontation amongst his brothers. Hal flawlessly and eloquently delivers his speech that maintains the balance between a familiar conversation with family and the regal words of a king. Revealing ultimately that the wild rebellion he previously upheld was truly an act and has so far worked in his favor going from a pub-crawler with the drunks to a newly regal king who would never be suspected of having such a rebellious past. In an earlier version of Hal’s speech there is not much change from that version to the newer version of the speech. In the older version of the speech something’s that have changed is the grammar and spelling. Many of the words in the older text are spelled wrong either with different letters or extra letters added to the end. In total there are thirty one misspelled words with either different letters or extra addition of letters. Most of the different letters include an ‘f’ where an‘s’ should be in most words or the addition of an ‘e’ at the end of the word. There are also more parentheses around more words in the old text versus the new. In the newer version these words are part of the text rather than in parentheses where they could potentially be excluded depending on the preference of the actor or director. Although many of the words are misspelled the meaning between the older version and the regular text are extremely similar. The true meaning and the imagery and meaning of the words in the speech have not been affected by the different in the different versions of the text. Throughout the speech there is recurring imagery both in his words exactly and some underlying imagery. The underlying imagery is centered on atonement, and the burden of leadership and duty. Atonement is an underlying image specifically for Hal, who has spent most of his time hanging around with the pub-crawlers, atonement has to become part of his new reign. He has planned all along to become a responsible king and at his fathers deathbed, he promises that his reign will be great. After he is crowned, and again during his speech to his brothers he promises those assembled that his actions as king will atone for his past. Also underlying in the speech Hal speaks of the crown as a burden. The duties of kingship come first, surpassing friendship. Hals crown will make the betrayal of Falstaff and the Eastcheap crowd a necessity. Even more important than the underlying imagery is the imagery of his exact words centered mostly on brothers and sadness. Hal refers to his brothers as a whole addressing them as ‘good brothers’. He addresses them as brothers at key parts in his speech giving the imagery that they are a united, unchanging force. He seems to use brothers to give a slightly personal feel to his regal words and to show that even though the dynamic of their relationship has changed they are still and always have been brothers. In Shakespeare’s other plays brother is used almost the same way. It is used to show a close relationship between people or showing the personal unity between or amongst a group. Shakespeare has also used the imagery of brothers when someone in power is addressing a group of people he needs something from or in a speech before battle. The other imagery of sadness and of loss is also important in his words, mostly the sadness and loss of losing his father but also the loss of more than life itself but also the loss of old friends through circumstance like when Hal loses his friends when he accepts his new role as king, though Falstaff still believes himself to be Hals friend, they rarely interact. The time is past for Hal and Falstaff; Hals throne demands it, and Henry V will betray the man who has been his surrogate father and friend. The speech that the new King Henry V delivers to his brothers after their father’s death touches on many different topics, emotions, and has hints of imagery that effect everyone he is speaking to. Hal must now take is fathers and show to everyone that his rebellious days are behind him. In the speech Hal has to desperately balance the familiarity of his family with the new responsibility as king and to make sure everyone knows that no one will be harmed and there is no need for jealously. By the end of the speech it is clear that Hal realizes the burden that has now been put on him but he makes his intentions clear as he ends his speech with â€Å"But Harry lives that shall convert those tears by number into hours of happiness.

Linguistics and Language Essay Example for Free

Linguistics and Language Essay In this essay, I will explain as well as compare two theories of first language acquisition, behaviorism and innatism. I will explore the differences between them in such categories as the role of the learner, the role of the environment and as well as their strengths and weaknesses. I will then state and explain which one I find more tenable with examples of relevant literature. Role of the Learner Behaviorism, credited to B. F. Skinner in the 1950s, states that the learner knows nothing to start with, he is an empty slate [o1] to be taught. The learner is passive and learns by positive-negative reinforcement, only repeating what he hears. Innatism, credited to Noam Chomsky in 1965, states that the learner is wired from birth for language. The learner is equipped with a LAD, a language acquisition device. This device allows the learner to discover the rules of his language, any language. Role of the Environment Behaviorism states that the role of the environment is key and vital to the learning process. The environment is the active agent while the learner is the passive agent. The environment produces the necessary language input for the learner. It is up to the environment to give positive and negative reinforcement for the learner. Innatism states that the role of the environment is minimal because it only acts as the trigger for learning. It is also thought the environment is flawed and can’t be relied upon to always give perfect information. Therefore, it is up to the learner to find the rules of the language[o2] . Strengths There are a few strengths to support the behaviorism theory. It is easy to monitor the learners’ performance. This is how parents (as teachers) usually teach their children, through nurturing which puts emphasis on the role of the environment. This theory can also explain why learners have the ability to memorize. On the other hand, there are several strengths of the innatism theory. A learner cannot memorize all the possible different language and grammar combinations that he learns through the environment. The LAD helps the learner to generalize rules and make his own creative use of the language. A child will resist using an irregular form because of over-generalizing, and he will create his own form of a word according to the rules that he has internalized. And these rules don’t necessarily conform to adult grammar rules which include many exceptions. By applying these internalized and generalized rules, a child is able to acquire a language at a fast pace. [o3] Weaknesses The Behaviorism theory only accounts for the performance of the learner, and not on his competence. The learner is passive, so this theory does not focus on the learner’s mind and knowledge. It also does not explain why children acquire a language so quickly even if they are exposed to different environments. In addition, this theory also doesn’t offer an explanation of why children over-generalize rules such as the simple past tense of irregular verbs even though they hear irregular forms in the environment. There are also several weaknesses to the Innatism theory. One of the first weaknesses is that it demands the existence of the Language Acquisition Device (LAD), its existence is difficult to prove and is immeasurable. This theory also doesn’t take into account different kinds of learners, just ideal learners with ideal grammar. The environment plays a minor role in this theory, so it doesn’t take into account the social aspect of the learner. My Opinion Looking at the two of these theories, I find the Innatism theory the most tenable. In my own experience with my children and students, the learners do not always model my behavior. This usually occurs with irregular patterns, particularly past tense verbs. This is similar to the â€Å"wug† test where a child will form a past tense of a verb that he has never heard before by applying the general grammar rules that he has learned. This behavior cannot be memorized and must be driven by an internal structure. Another reason to support this theory is that learners with impaired intelligence have been able to learn the structure of language. It has also been proven that American Sign Language which is taught to the deaf also has its own language structure. In addition, the creation of Creole languages supports the theory. As a Creole develops, grammar and structure are built in. The LAD would account for the formation of these languages as well as for creative uses of language by a learner. Conclusion In this essay I have explained two theories of language acquisition, behaviorism and innatism. In doing so, I have explained the different roles of the learner as well as the environment. I have also explored strengths and weaknesses of each theory and why I support the innatism theory over the behaviorism theory[o4] . [o1]Good one, I forgot this in my essay [o2]Do you think you should mention poverty of stimulus here? [o3]ording? Universal grammar is built off of two propositions, that all languages are governed by a set of universal principles, and that the mind is equipped with parameters which are set intuitively by the child according to the language input they receive. UG researchers have found a number of universal principles. One of the more prominent principles is structure dependency. Structure dependency states that all sentences regardless of the language are built off of propositions that carry both a noun and a verb phrase; in other words, every sentence in every language must have at least a subject and a verb (Chomsky, 1959). One parameter setting that is contained in the LAD is the head setting. Some languages such as English are head first, other languages such as Japanese are head last. Various arguments have been used to support the existence of universal grammar. Chomsky (1959) has proposed the poverty of the stimulus argument, positing that the input children receive cannot account for what they produce, and therefore, children must have an innate facility. He argues that the input is marred in two ways; first it contains a hodgepodge of performance slips, and secondly, it does not contain any negative evidence. How do children acquire language when they don’t know what they can’t say, or how do they learn to speak correctly when the input they here is at times in correct? They do so, according to Chomsky, through this innate capacity. Jackendoff (1994) offers another argument in support of universal grammar, the argument from expressive variety. Jackendoff argues that given that languages are recursive, there is simply no way of storing all of the possible sentences one can create in one’s mind. In other words, sentences don’t come from habits, but rather from creative expression. Universal grammar has had a lot of capital in language acquisition theory, although it has been critiqued on some fronts. Connectionists, particularly, N. Ellis (2006) has argued that language acquisition is not due to an innate faculty and the creative expression of humans, but equates it to a usage-based approach where children learning piecemeal frequently reoccurring chunks of language. Another argument against the innate language faculty is that UG researchers have claimed that only humans have access to syntax, yet this has been found not to be true. Certain animals, such as the humpback whale and songbirds have been found to possess a recursive syntax, suggesting that syntax and language may have evolved from lower order primates. Whereas universal grammar begins with language from the inside, Sociocultural theory, another prominent first language acquisition, posits language acquisition begins from the outside. Vygotsky, the founder of sociocultural theory, argues that language is a psychological tool, which children acquire and learn to manipulate as they interact with their environment and with more capable peers (Vygotsky, 1978). Children first learn language as they interact with their parents. Parents use caretaker speech, which makes it easier for the child to understand and grasp a hold on the concepts of the language. As the child begins to understand and produce simple utterances, they are able to use the language to mediate their psychological functioning (Vygotsky, 1978). Vygotsky argues that children begin learning language by first learning single words, which are pure meaning. As they develop their language skills, and engage in social speech, single word sentences are augmented through incorporation of non-meaningful elements, such as function  words, and the child’s thoughts and words begin to develop more sense meanings. For instance, where the word ‘cat’ for the 1 or two year old child could have served as an exemplar for all cats, by the time the child is nine, and having undergone a variety of experiences related to cat, they have imbibed the word with their own unique s enses. Thus syntax and word senses expand, the more a child learns. Now, whereas social speech began from one and developed into many, inner speech, the speech that goes on inside of our heads becomes more and more truncated. Vygotsky argues, contrary to Piaget, that egocentric speech does not ‘disappear’ rather it becomes internalized as inner speech. And this inner speech is something that could not be understood by anybody but the person who is thinking it. Vygotsky suggests that just as people who have known each other for many years, and who have had a large amount of experiences together exhibit language tendencies of shortened syntax because of their historical shared experience, a person’s inner speech also exhibits this characteristic, but even more so; the stuff of thought is nothing but psychological predicates (Vygotsky, 1978). One of the primary ways humans learn anything, according to Vygotsky, is through the zone of proximal development. This concept explains that what a person can do today with assistance, they can do tomorrow by themselves (Vygotsky, 1978). Applied to first language acquisition, the child may receive help from an expert, such as their parents, who point at objects and say their name, for example, cat. After seeing this, the child may repeat ‘cat’ immediately after. The next day, as the child sees the cat, it says the word ‘cat’ without needing to be told by their parents. Chomsky maintains that languages consist of an infinite number of sentences and cannot be learned through habit formation. Language is too complex to be learned in such a short amount of time (Chomsky, 1959). He believes that every human is born with an innate language learning capacity, which is embedded in the language acquisition device (LAD). Chomsky believes that all language share grammatical structures. This is called universal grammar (UG). Proof of UG includes poverty of stimulus, which explains how children acquire the language despite their limited exposure and incorrect input they may receive. Another evidence for UG that languages are recursive, (Jackendoff, 1994). It is impossible to know all the possible combinations; however, they are learned by children. According to UG, there must be some sort of innate capacity that provides the additional information. The fact that children are resistant to correction once again proves that language is developed through an innate capacity. According to Chomsky (1959), all languages share principles, which are invariable across languages. For example, noun phrases and verb phrases. This is called structure dependency. All languages have verbs and nouns. What distinguishes languages from each other according to Chomsky, are parameters, which are language specific. For example, some languages are head first, and some are head last. In relation to UG, Eric Lenneberg (1967) introduced the Critical Period Hypothesis (CPH), which is a window of language learning opportunity before puberty. Proponents of CPH believe after this period, language learning becomes a much more difficult task and adults tend to rely on other mechanisms such as problem solving skills, reasoning, and deductive instruction to learn a language. Evidence of the CP is for example abused children, who despite being removed from the environment where they were deprived of social contact, were not able to learn the language. There have been many criticisms to Chomsky’s UG, for example, the LAD cannot be located and is immeasurable. Also, Chomsky’s theories overlook the effects of social contact and the environment on language learning. Social interactionist Vygotsky (1978) was a strong proponent of the social interaction hypothesis. He believed that learning takes place through social interaction, and give and take of information with caregivers, parents, or peers. According to Vygotsky, children begin with external speech, which could consist of one word only, but have the meaning of a whole sentence. Gradually, as the child grows older, he develops more complex and longer sentences and associates more meaning with his words. A child also engages in private speech (similar to adults), which is usually meant for problem solving or thinking out loud, but is not meant for sharing although articulated. Vygotsky believes that as the child develops more linguistic skills, this private speech becomes internalized and turns into inner speech, which is pure meaning, and does not consist of subjects; it is predicated. In direct opposition to the environment being the active participant in language learning, Chomsky flips behaviorism on its head and presents the learner as having a primary role while environment becomes secondary. Within the Universal Grammar Theory (UG), Noam Chomsky (1959) presents a Language Acquisition Device (LAD) that is responsible for the language learning process. Purely biological, language is filtered through the innate LAD that is structured with principles that are unchanging and parameters that vary according to the language being learned. Proofs to support this theory are many. Syntax and the head-first/head-last parameter are two such proofs. As a child learns language, they hold to one of only two possibilities in any given language – head-first and head-last – and language is formed through recursion and syntactic movement that follow a pattern within a particular language. This shows that language is rule-governed and that the LAD is programmed with language foundations from which a child can develop. That children are resistant to correction follows this same thought as they develop language through the LAD. Language is not linked to intelligence as we see in brain damaged adults who are completely coherent in language skills and others who are cognitively normal but cannot speak correctly. Stroke victims also show that, depending on the area of the brain that is affected, intelligence and speech are not linked. Broca’s and Wernicke’s Aphasias show that certain areas of the brain affec t speech while intelligence remains unaffected. As evidenced by the Gopnik family, genetic impairments have also proven that a glitch in the UG can be passed down from one generation to another, thus proving that the LAD is indeed biological (Jackendoff, 113). Eric Lenneberg’s Critical Period Hypothesis (1967) and the cases of â€Å"wild children† are yet further evidence. Lenneberg holds that the LAD becomes dormant or ineffective after a certain age – around the age of 12 – and this is why children acquire language so much more quickly than adults who are attempting the same. Through these studies of particular children who did not learn language and who were void of contact with language as a whole, it shows that the younger the child, the more fully they were able to learn language. Once a child was passed the age of 12 or so, they were unable to acquire proper language skills. The younger children were not only able to learn more adequately but then went on to continue in the language learning process as a normal adult would. As many proofs as there are for Chomsky’s UG and the LAD, criticisms are plentiful as well. First and foremost, where is the evidence that a device like LAD exists? It certainly has not been located in the brain, therefore, it remains immeasurable and some have serious doubt as to its legitimacy. This theory also limits the role of the environment and gives no account for the social context of the language learning process. It idealizes the speaker and the grammar itself to a certain degree and packages the entire process a bit too neatly. Cognitive Development Theory Jean Piaget’s (1955) work in cognitive development is foundational on many levels. Watching his own children, nature, and certain study groups of young children, Piaget introduces a theory that is completely developmental. As a child is ready and developed (both biologically and cognitively), they are able to assimilate, accommodate and adapt new experiences. Underlying in this theory is reasoning and logic. The role of the environment is minimal and the learner is vital but only as they are cognitively developed and ready for new experiences. A child will not learn what they are not cognitively developed to receive at that point no matter what the instruction. Piaget holds to the notion of children developing schema. As a new experience is received and they are biologically and cognitively ready to receive it, they will develop new schema to fit into the framework of schema that they already have developed. This theory also relies heavily on egocentric and socialized speech with each one serving a different function. Egocentric speech is what is used (mainly by children) when words and thoughts are spoken out loud but the one speaking is only dealing with their own thoughts and ideas. Socialized speech is a shift away from egocentric speech where one simply derives pleasure from speaking to being a way of exchanging their ideas or opinions. Although Piaget’s work and theory is critical, it neither accounts for the child’s behavior as a whole nor for the cognitive development after the stage of ‘formal operation’ is reached. It offers vast insight into the developmental process of a child but little instruction on attaining language skills. It was also based solely on a Western model and is therefore quite limiting. SECOND LANGUAGE ACQUISITION Input Output Hypotheses As a result of older models of language teaching where attention was given to language grammar, Krashen (1981) places his focus on communication input. He contends that if the learner is given a chance to absorb the language, they will be better equipped to acquire it. Rather than forcing output immediately, Krashen holds to a silent period where learners have the privilege of just listening to language before attempting it†¦much like a young child would in learning their mother tongue. Comprehensible input (i + 1) is the formula that Krashen holds to for optimal language learning for second language learners (SLLs). This states that if a SLL is offered input that is only slightly beyond what they already know, acquisition will take place. He also makes a differentiation between language learning and language acquisition, claiming that acquisition is what is needed for the language learning process. Criticisms of Krashen’s hypothesis are that input alone cannot account for acquisition and that some grammatical forms cannot be learned without being taught. Swain (1985) introduces her Output Hypothesis in contrast to Krashen and claims that no matter the input, if the output is unintelligible, acquisition has not truly occurred. It is the output that forces learners to grapple with the grammatical processing and figure out what works. Through output, a learner can realize their problem areas, can experiment with new areas they are unsure of, and gives them the chance to analyze problems they are having in their language learning process.

Nutritional Requirements for Children

Nutritional Requirements for Children It is undeniable the importance of an adequate nutrition to ensure growth and development, especially during childhood and its role in promoting and maintaining health and well-being of the individual. The Child Care Setting while feeding children should devote attention to encourage the consumption of various foods offered on the menu, guiding them to eat in moderation, how to do and not do, repressing when pouring or spreading food. Never punish, embarrass or force children when refuse to eat, never used children even as a baby receiving food as a reward or distraction. The act of eating alone is a feeling new to the child and should be performed with pleasure; teach them that they need to eat not to fast or too slow. Encourage children to eat new foods: like fruits and vegetables, the introduction of other foods than breast milk or formula should be done after 6 months. Juices, water, fruits, vegetables, cereals, meats, eggs, derivatives of milk introduced progressively lead to a healthy diet. The Child Care Setting can help parents with children’s food consumption, vitamins and minerals their bodies need, with an incredible range of colour combinations and flavours providing rich, healthy and tasty food. We can use fairy tales in Child Care Settings as a way to teach healthy food habits, such as Hansel and Gretel explaining that we cannot eat so many sweets or chocolates; Little Red Riding Wood who was taking a basket full of healthy food to her grandmother; Ratatouille who dreamed being a head master and follow the footsteps of the chef who he idolized, etc. Baby/ Toddler age Kcal per day: Boy/ Girl Portions per day 6 months 760kcal/ 710 kcal* Carbohydrates-3 Vegetables-3 Fruits-3 Breast milk/ formula Meat/eggs-2 Beans-1 Oil/ Fat-2 Sugar- 0 9 months 880kcal/820kcal* 1 year 960 kcal/910 kcal* 2 years 1190kcal/ 1130kcal* Carbohydrates-5 Vegetables-3 Fruits-4 Milk/ dairy-4 Meat/eggs-2 Beans-1 Oil/ Fat-2 Sugar-1 3 years 1280kcal/1230kcal* 4 years 1490kcal/1370kcal* Carbohydrates-5 Vegetables-3 Fruits-3 Milk/Dairy-3 Meat/eggs-2 Beans-1 Oil/ Fat-1 Sugar-1 5 years 1600kcal/1460kcal* *estimated There are many types of food that are unsuitable for babies and toddlers and we as carers and parents need to have extra care, for example: we should avoid cooking with salt because it is associated to hypertension and their kidneys have difficulty in eliminate the excess. When cooking for babies and toddlers with salt we should be in attention the guideline salt intake, where babies from birth to age of 6months should be less than 1 g/d because breast milk or formula already has enough salt for their bodies. Babies from 7months to 1 year 1g/d; 1 to 3 years 2 g/d; 4 to 6 years3g/d () Always have extra care when cooking with salt for babies or toddlers. It is recommended that children up to 1 year do not consume honey; it can be contaminated with spores of Clostridium botulinum bacteria responsible for transmitting the intestinal botulism. In the first year of life, the intestinal flora is still in development and cannot stop the action of these bacteria. Sugar or refined sugar, are high calories foods, poor in nutrients and in overconsumption can cause a number of diseases. Excessive sugars intake while increasing the concentration of insulin in the blood also increases the amount of adrenaline causing irritation, anxiety, arousal, and difficulty concentrating. Sugar is not only present in sweets, but also in frizzy juices and some types of yogurts. One well known disease of children and adults are tooth decay and gum inflation caused by habitual intake of sweets and frizzy juices. Nuts are foods at higher risk of causing allergies and should be only introduced to children after age of 5. The probability of a potentially allergic reaction increases with the presence of allergic parents and with early or late introduction of a new food. It is also important, the amount and the frequency with which the food will be offered to children. Eggs are also an allergenic food and it should be given only on babies by the age of 6 months and never before. When cooking eggs, they must be firstly thoroughly washed and cooked well to reduce the risk of salmonella infection. The symptoms of salmonella infection may vary of intensity but in general are strong diarrhoea, vomiting, nausea, high fever. The treatment is drink fluids to avoid dehydration and in sometimes antibiotic medicines. It is not recommended introduce more than one new food at a time, because if an allergic reaction occurs the possible cause will be difficult to identify. It should be introduced in small quantities and observe the following 48 hours if they have any allergic reaction. Everybody knows that fish is very good for babies and adults because they have plenty of protein. But we need to have extra care when giving to babies swordfish, shark and marlin, because they contain high levels of mercury which can be prejudicial to the development of the baby nervous system. Shellfish can trigger serious allergies and food poisoning, therefore should not be eaten by children until they are older. The ingress of a child is a period of flexible transition between leaving their comfort zone and the entrance to a Child Care Setting. In this period, children and family experience a series of feelings, such as fears, hopes, expectations, etc. Apart from the adaption required in this new environment, children need to adapt to other factors like feeding and various types of stimulation and also any health problems they might have, like food allergies or food intolerances. Child cares must have special attention and promote a safe environment to these demands recording a daily routine. Family need to be present at all the times participating together with children, and child cares to the resolution of any problems or concerns that may emerge, even when cooking the meals and snacks to children with special dietary requirements. Trust, respect, affection, understand, partnership between the family, the child care and the Child Care Setting are extremely important for the safety of a Child. The difference between food allergy and food intolerance is the kind of response the body gives you when it is in contact with the food. There is an immediate immune response and intolerance cannot digest or metabolize the food. The most typical food allergies in children are cow’s milk, nuts, strawberries, fish, shellfish, egg, etc. The food fights the ingested food as if it was an offending agent, and immediately responds in an exaggerated way, and even in contact with small amounts of food it can emerge symptoms like spots on the skin, cough, nasal or eye irritation, swelling or asthma larynx. Some food intolerance in children is lactose, wheat and gluten, soya, etc. In food intolerance the body lacks an ability to digest food causing the accumulation inside the body. The undigested substance can cause symptoms such as abdominal pain, gas, diarrhoea or constipation, nausea or vomiting. But both treatments consist of removing the food and all the recipes, which are prepared with the foods that cause the symptoms. When preparing the menus in a Child Care Setting, we should be aware of being a balanced and varied menu, rich in nutrients, proteins and vitamins respecting the socio-cultural context of children and their religion (Judaism, Hinduism, Islam, Buddhism, Sikhism, Rastafarianism, Seventh Day Adventist, Jainism), respecting parents believes. Menus should be diverse and be in accordance with the development of children intended; respect individuals preferences of each child; in situations of need have special diets, and parents should be informed about the menus and changes on it. Always read the food composition on labels, avoiding inadvertent consumption the substance in question. Be aware of the utilization of certain utensils that may have come into contact with the allergen (e.g.: cheese knife should not be used to cut ham or the other way around), find out the ingredients with which the meal was done and has been prepared in the Child Care Setting or in a catering service. And that is why is so important to involve all workers in a Child Care Setting, child carers, kitchen staff, cleaners and discuss what is the best for the safety of the child and in case of allergic reactions have an Epi-pen if is the case, normally prescribed to the child by their doctor, and other medications prescribed to the child in case an emergency occur. Keeping these records up to date and documented accurately is crucial in a way to familiarise parents or guardians about the daily routine activities and the specific dietary of the child requirements given by them are being followed. Example: Child Record Form for a Child with a specific dietary requirement Childminder’s name: ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­ Start date: Child’s name Religion: Age: Address: Parent/ Guardian: Mobile: Work ph. no: Emergency contact information: Medical details Child’s doctor name: Telephone: Record of immunization attached: List of food allergies: Emergency plan needed in case of an allergic food occur: Food intolerances: Emergency plan needed in case of food intolerance occurs: Specific dietary require? Details: Consequence of the dietary requirement not being followed: Necessary medications and times: Parents/Guardian: Child Care Provider Signature: Few Childhood chronic diseases, among others are asthma, diabetes, cystic fibrosis and cerebral palsy. Asthma is a respiratory chronic disease in childhood, where the most common symptoms are breathiness, cough, tightness and wheezing in the chest. It can affect children differently, they can have from mild symptoms to strong attacks that require care in hospital to get the disease under control and consequently failure to school and poor school performance, impaired sleep, interference in the relationship with siblings and friends, etc. The treatment for asthma is the inhaler and steroid medication. Diabetes: there are two types, diabetes type 1 is more common in children and can occur in the first week of birth to 30 years of age. It is related to the lack or low insulin production, unable to control the rate of ingested glucose and it is controlled with insulin injections. The type 2 is hereditary and it happens when the cells resist to insulin action, even if its production is normal, and we can control through diet and medication. Cystic Fibrosis is caused by an inoperative gene, which causes the body to produce odd thick and sticky mucus. The mucus builds up in the breathing passages of the lungs and in the pancreas, an organ that helps to break down and absorb food, and the result can be lung infection that are life-threatening and serious digestive problems. The treatments are tablets, diet, exercise and physiotherapy to eliminate the mucus from the lungs. Cerebral Palsy is a brain injury, induced by the lack of oxygenation in the brain and it can develop during pregnancy, childbirth or during childhood. It is a disorder that involves the brain and the functions of the nervous system, such as movement, hearing, learning, seeing and thinking forever. Children with chronic diseases might share similar experiences despite differences in symptoms and severity; they tend to be pain and discomfort, insufficient growth and development, frequent trips to doctors and hospitals, daily care and sometimes with painful treatments, or medical care, and fewer opportunities to play with other children. It can frustrate the dreams the parents had for their child, the increased spending of the treatment to do, a complex system of care, the loss of opportunities (e.g. when a parent cannot return to work), social isolation, the parent’s distress trying to deal and live with a child with chronic disease can interfere with the bond between parents and between the child and his family. Parents might feel distress to learn that the child as an abnormality, they might also feel a great impact of sadness, depression, guilty, anxiety, etc and these feelings can occur at any time during the development of the child and each parent can react differently, which can cause inconsistencies disciplinary and behavioural problems. A parent working, where cannot support the other in the visits to the doctor or hospital. Parents should be completely familiar with the illness of their child. The collaboration between physicians, social workers, chid cares and others can be very beneficial for the child, parents and their family. There are groups that can help them to find a family that has already faced a similar problem and who is willing to talk to new parents and offers them their support. If necessary the family can seek from financial and physical support. Reference List http://www.cwt.org.uk/pdfs/Under5s.pdf http://www.nhs.uk/conditions/pregnancy-and-baby/pages/food-allergies-in-children.aspx#close http://www.nhs.uk/Change4Life/Pages/healthy-eating-tips.aspx http://www.thpc.scot.nhs.uk/wordfiles/under5s.pdf http://www.buildhealthykids.com/servingsizes.html http://healthyeating.sfgate.com/food-guide-pyramid-servings-kids-3742.html http://kidshealth.org/parent/growth/feeding/fat.html http://www.nhs.uk/conditions/pregnancy-and-baby/pages/solid-foods-weaning.aspx#close http://www.nhs.uk/conditions/pregnancy-and-baby/pages/understanding-food-groups.aspx#close http://healthyeating.sfgate.com/food-guide-pyramid-servings-kids-3742.html http://www.fns.usda.gov/sites/default/files/feeding_infants.pdf http://kidshealth.org/parent/infections/bacterial_viral/botulism.html http://www.nhs.uk/chq/Pages/824.aspx?CategoryID=51 http://www.nhs.uk/Conditions/pregnancy-and-baby/pages/foods-to-avoid-baby.aspx#close http://kidshealth.org/parent/infections/bacterial_viral/salmonellosis.html http://www.eatwellscotland.org/healthydiet/nutritionessentials/fishandshellfish/index.html http://americanpregnancy.org/pregnancy-health/mercury-levels-in-fish/ http://www.acaai.org/allergist/allergies/Types/food-allergies/types/Pages/shellfish-allergy.aspx http://www.babycenter.com/0_foods-that-can-be-unsafe-for-your-child_1491465.bc http://www.livestrong.com/article/70146-foods-avoid-babys-first-year/ http://dhss.delaware.gov/dph/chca/files/childcaremanual.pdf http://www.cde.ca.gov/sp/cd/re/documents/elguidelineshome.pdf http://www.ct.gov/dph/lib/dph/daycare/CDC_ChildHlthAssessRcd.pdf http://www.allergyuk.org/childcarers-and-teachers/allergy-protocols http://www.state.nj.us/health/forms/ch-14.pdf http://www.ucsfchildcarehealth.org/pdfs/healthandsafety/recorden081803_adr.pdf http://ncchildcare.nc.gov/pdf_forms/center_chp6.pdf http://kidshealth.org/parent/medical/ http://www.med.umich.edu/yourchild/topics/chronic.htm http://jama.jamanetwork.com/article.aspx?articleid=185394 http://www.aboutkidshealth.ca/En/ResourceCentres/Asthma/Pages/default.aspx?gclid=CMCR-7iFncECFUPLtAodjTgA0w74 http://www.rnib.org.uk/eye-health-eye-conditions-z-eye-conditions/understanding-eye-conditions-related-diabetes?gclid=COCsi8emn8ECFSbmwgodszoAcg http://www.diabetes.org.uk/information-for-parents/ http://www.aboutkidshealth.ca/en/resourcecentres/diabetes/aboutdiabetes/SignsandSymptomsofDiabetes/Pages/default.aspx http://www.nhlbi.nih.gov/health/health-topics/topics/cf/ http://www.nhs.uk/conditions/Cystic-fibrosis/Pages/Introduction.aspx http://www.nhs.uk/conditions/cerebral-palsy/pages/introduction.aspx 1

Shooting an Elephant Essay -- Analysis, George Orwell

In his essay, Shooting an Elephant, George Orwell illustrates his experiences as a British police officer, and reflects it to the nature of imperialism. He hates his job as a police officer in Moulmein because an â€Å"anti-European feeling was very bitter† due to British Empire’s dictatorship in Burma. Therefore, Orwell, a white man is being treated disrespectfully by the Burmese which allows him to hate his job and British Empire, the root of everything. However, the incident of shooting of an elephant gives him a â€Å"better glimpse †¦ of the real nature of imperialism – the real motives for which despotic government act† (13). In order to express the effects of imperialism, Orwell illustrates this â€Å"enlightening† incidence by using various dictions, rhetorical devices, sentence structures, and generating appropriate tone and mood (13). From his experiences and feelings of living under imperialism, Orwell efficiently shows the terrible effects of imperialism. With the usage of suitable dictions in his essay, Orwell excellently conveys the message and feelings that he is trying to get across. He often uses the word â€Å"natives† for the Burmese: â€Å"Here was I, the white man with his gun, standing in front of the unarmed native crowd† (15). By doing so, he shows his emotions and respect to the Burmese because by calling them â€Å"natives† signifies that they are the true owner of Burma and not the British Empire. Also, by using this diction frequently in the essay, Orwell reminds his readers the existence of imperialism in Burma so that the readers do not just hang on to the elephant but also get the message incorporated in the essay. The body of an elephant is compared with the machine as Orwell thinks, â€Å"it is comparable to destroying a huge and ... ...evastation in society. Thus, George Orwell successfully sends the message of imperialism to his audience by using various styles in his essay, Shooting an Elephant. According to the topic of his essay, his main audiences are the youth, adults, and politicians as imperialism is more concern with them. According to his as a police officer, he teaches his reader that imperialism is the worst way to govern a country as it is harmful to individual’s way of thinking and value of morality in society. Orwell achieves this outstandingly by working out with rhetorical devices, dictions, and sentence structure to generate the feeling in the audience the way he wishes to be. Also, to hold and his readers through his essay, he bring up appropriate tone and mood. In result, Orwell excellently uses the incident of killing an elephant to describe the effects of imperialism.

Caring :: essays research papers

Since I was a little girl, I have been giving care to others. It started when I was nine years old. My grandmother, who was a heavy smoker, developed cancer and became very sick.. It got to the point where she received home hospice care because nothing more could be done for her in the hospitals. â€Å"Hospice is a specialized type of medical care for people who have advanced or life-limiting illness. This care is provided by a team of individuals who care for patients and families in their homes† (1). It basically provides the patient with care in the comfort of their home. A hospital bed was set up in our home where she spent her last days. She was hooked up to an I.V. where she would receive daily doses of morphine, a strong drug ment to ease the pain of the terminally ill. I would check on her frequently, and even learned how to program the machine that released her morphine.   Ã‚  Ã‚  Ã‚  Ã‚  Soon after my grandmother died, my mom started getting sick. When she was born, she was born with a heart condition. Her heart had a â€Å"hole† in it and it was positioned wrong in her chest. In fact, it was said by doctors that because of her abnormal heart condition, she wouldn’t live past the age of six. She was also partially blind in her left eye, which restricted her from driving. As she got older and older, her heart grew weaker and weaker. At the age of 35 years old, she had a pacemaker surgically implanted in her chest. A pacemaker is a battery-powered case that assists the heart in beating. An incision is made and a pocket is formed in the area overlying the muscle on the outside of the chest wall. â€Å"Most are placed to prevent the heart from going to slow. This happens because there is no cell in the heart that will beat fast enough to maintain proper function or because the electrical pathway, which allows impulses to spread to the necessary parts of the heart muscle is damaged.†(2). Eventually, even the pacemaker didn’t help. Her heart couldn’t handle the aging process, and it became more and more difficult for her to do simple, everyday activities. Even walking became a chore. I would do my part by helping out at home with the daily chores and push her around in her wheelchair whenever we went places.

English Patient

This key passage is from Michael Nonnative's The English Patient, found in the first few pages of chapter four. Before, this passage, Hanna is sitting beside Llamas while he begins to describe his first expedition in the deserts in the asses. After, Llamas explained how he came to hate nations, but was attached to the desert as It could not be claimed or own. The passage between reinforces the Idea that Identity Is not fixed, It changes over time as people grow and gain experience.This Is made evident through Almanacs character which Is portrayed through the symbol of the desert. Symbolism Is used to encapsulate plot elements that are crucial to the theme and allow the reader a deeper level of Interpretation of the novel. The desert represents transience; It Is neither fixed nor unitary. Further, It cannot be claimed, owned or defined similar to Almanacs Identity, which Is constantly shifting. Llamas explained: â€Å"The breeze that had been refreshing had gradually strengthened.Eve ntually we coked down, and the surface of the desert was changed. † This demonstrates the desert's refusal to use anything artificial such as borders, or names as a landscape because it's continuously changing by sandstorms, similar to how Llamas refuses to reveal his identity because it changes over time and does not reflect where he comes from. Identity is dynamic, and many factors are needed to create an identity. The reader is prompted to reconsider what exactly makes up an identity, what defines who are. Identity should be chosen rather than inherited.

Psychology and clinical psychology Essay

Abnormal psychology and clinical psychology deals with the disorders of mental health. Anxiety disorders, cognitive disorders, depressive disorders, communication disorders, disruptive behavior disorders, mood disorders and personality disorders. All these disorders are abnormal which are reflections of a very serious and concerned situation. Q. 1. What happened to one’s mind when one is woken-up by a strange or scaring noise? Ans: A normal person whose sleep is disturbed by a scary or a strange noise, wakes up with in a disordered mood. First of all a good night sleep is disturbed and mind starts thinking to find out what is wrong in the vicinity and nearly in about less than five minutes, sleepy mood disappears and instead awakens one’s mind to find out what went wrong at that moment. Men seldom feel threatened by scary noises and instead are successful in finding the realities in that situation. This is again dependent on the mental health and physical tiredness of a person as to how one’s mind reacts to these strange noises. However, a common view is that strange noises certainly wake up people from sleep and generally minds search the cause and the place where from the strange noise is heard. Q. 2. How could panic or fear interfere or disrupt with normal decision making or thinking. Ans: Panic leads to anxiety disorder which makes a particular situation to go beyond control. For instance, all of a sudden, a lion enters a home, the owner is in great panic and is out of power in decision making. It takes time to regain normal thinking in order to make a plot to cage lion in home. Some of the symptoms of anxiety are faster heart beat, heavy perspiration, stammering, hands and feet turning cold, extreme discomfort and restlessness. In both the above instances, there is a severe symptom for nervous breakdown or any abnormal disorder which may be either psychological or physical. Q. 3. Does the reaction time differ when one if fully awake and awaken by strange noise or sound? How? A fully awake person immediately researches about the issue and considers necessary steps whereas for a person who awoke from sleep, reacts slowly to the problem. For instance, a brick from a construction apartment falls on a car which is parked nearby, makes a huge sound and car owner reacts immediately and files a case against contractor. The same incident takes place in the middle of the night, car owner awakes from the middle of the sleep and finds car is broken, it takes time to react and to verify the facts of incident. Therefore the reaction time varies between a person who is fully awake and the person who is awakened by strange noise. 4. How does the environment or circumstances affect our behaviors or the way of thinking? Thinking is often lead by environment that a person resides in. Thinking at home is quite relaxed, thinking in office is quite fast, thinking in a situation is quite stressful and thinking in bed is again in a relaxed mood by reading a magazine or a newspaper. The pattern of thinking differs. For instance, behavior and thinking pattern in trains and airplanes is different such that passengers are all seat-belted, relaxed and at times doze off to sleep until destinations are reached. In panic situations, pattern of behavior changes such that yelling in anxiety, scream when in danger and calling out for help and assistance are some of the abnormal behaviors that outbreak among people. 5. Is there any sort of training that you would recommend that would prepare staff mentally who might be sleeping during high cries at the middle of the night (e. g. crisis intervention or crisis management). For instance, military personnel improve their reaction time and decision making through training allowing them to be able to get ready within 5 minutes from sleep and be able to make sound judgment or decisions. How can we compare military person vs. a regular person? Training about crisis management is quite a practical approach to staff. For instance, a burglar enters apartment and is immediately caught by the residents who acted with great courage. The essential technique that can be practiced is to predict crisis and have a pre-designed plots to attack crisis or risk situation. For instance, diffusing an explosive is a technique and requires skill, similarly, to counter-attack any situation, one has to be prepared in advance going by the environment one is placed in. A military person can never afford to be in a relaxed mood whereas an analysis has to be made each time, about the positive threats that creep in from enemy or from any unlawful forces. By and large there is a huge difference between a military person’s sleep and a regular person’s sleep basing on the activity and exercise that varies between the two. A military person is constantly on a low or high degree of stress and tension whereas a regular person carries a minimum risk depending on the regular activity that is being performed as daily chore of office-going. Conclusion Everything is a matter of acceptance as to how one reacts to a situation, whether by self-management or by seeking the guidance and help of other sources. This depends on the status of mind that one has both during the awakening time and sleeping time. The degree of panic is initially high, a person always possesses enough capacity to react to the situation in order to control and handle the issue effectively. References Alan Carr Abnormal Psychology http://books. google. com/books? id=oJEeqztJbCsC&pg=PR5&lpg=PP1&ots=oGW7hdXntJ&dq=abnormal+psychology&ie=ISO-8859-1&output=html&sig=2LkIWZZY7o2cbp7M0bS7JRSpm7M Abnormal Psychology: An Integrative Approach By David H. Barlow, Vincent Mark Durand http://books. google. com/books? id=TFHmCOYKkgcC&pg=PR11&lpg=PR9&dq=abnormal+psychology&ie=ISO-8859-1&output=html&sig=hhIEwNgvnRWqpJN2MtNDwdut-GQ

Describe marketing situations in which the use of qualitative research methods would be appropriate Essay

Describe marketing situations in which the use of qualitative research methods would be appropriate. According to Zikmund, Ward, Lowe, Winzar, Babin Qualitative research is a methodology that elaborate interpretations of phenomenal of interest without depending on numerical measurement ( Zikmund, Ward, Lowe, Winzar, Babin, 2011, pg 65 ) . It is characterised by its aims, which relate to understanding some aspect of social life, and it’s methods which generate words, rather than numbers, as data for analysis ( Patton, Cochrain, 2002 ) . In terms of marketing situations, qualitative research methods are appropriate to be used when the organization root for new product idea generation and development, strength and weaknesses of products/ brands and studying emotions and attitudes on societal and public affairs issues (qrca. org). To maximize understanding on the situation, there are two qualitative research methods that can be consider is Focus Groups and Questionnaires. With these methods, we identify the benefits as well as limitations of using these research methods. Focus groups can be define as an unstructured, free-flowing interview with a small group of people ( Zikmund, Ward, Lowe, Winzar, Babin, 2011, p71) . An approximately 60 to 90 minute discussion is led by a trained moderator with 8 to 12 relatively homogenous but unacquainted individuals who are brought together to discuss a specific topic ( Gunn, 2004) . Focus groups allow people to discuss their feelings, anxieties and frustrations, as well as the depth of their convictions, in their own words ( Zikmund, Ward, Lowe, Winzar, Babin, 2011, p72 ) . The benefits of focus groups can be presented for an in-depth exploration of new ideas, opinions, perceptions, and reactions to concepts and messaging. Focus groups often serve as exploratory research to assist survey design of subsequent quantitative research methods. Similarly, they can also be useful in validating and/ or clarifying results garnered from previous quantitative research and can be use to elicit â€Å" in their own words descriptions of products, services or issues being discussed. Conferences and other events present relatively low-cost opportunities to conduct focus groups with target audiences. There tend to be few interviewer effects on dialog because individuals tend to be influenced more by the group discussion than by the moderator. Participants are usually enthusiastic and spontaneous in their responses and groups tend to naturally cover more questions, opinions and comments than researchers could have anticipated. The disadvantage of the focus group however shows that the results from focus groups are qualitative and nonprojectable to larger populations. They require well-trained moderators to manage discussions, maintain focus, and minimize affects of the personalities and behaviours of individual participants on others and/or the entire group. Logistical and cost considerations include room and food set-up, and incentives are typically needed to encourage response. Questionnaires are not among the most prominent methods in qualitative research, because they commonly require subjects to respond to a stimulus, and thus they are not acting naturally. However, they have their uses, especially as a means of collecting information from a wider sample than can be reached by personal interview. Though the information is necessarily more limited, it can still be very useful. For example, where certain clearly defined facts or opinions have been identified by more qualitative methods, a questionnaire can explore how generally these apply, if that is a matter of interest. Ideally, there would then be a qualitative ‘check’ on a sample of questionnaire replies to see if respondents were interpreting items in the way intended. Alternatively, a questionnaire might be used in the first instance, followed by qualitative techniques on a sample as a check and to fill out certain features of the questionnaire replies. Interaction among techniques in this way is typical of qualitative research.

Spring Syllabus

[pic] [pic] Florida A&M University Department of Chemistry CHM 1045 Lab Syllabus COURSE SYLLABUS | |Course Number: CHM 1045L |Course Title: General Chemistry I Laboratory | |Prerequisite(s): | | |Co-requisite: CHM 1045 Lecture | | |Course Credit: 1 |Course Hours: 3 per week | |College: Science and Technology |Required Text(s): The laboratory manual, Experiments In General Chemistry, 6th | | |Edition by Peter Cottrell, Jesse Edwards, & Richard A. Ford, Jr. | |Department: Chemistry | | |Faculty Name: Arian White-Baker |Term and Year: Spring 2013 | | |Place and Time: 401/413 Jones Hall | |Office Location: |Telephone: ( 850 )599-8424 | |219-A Jones Hall |e-mail: arian1. [email  protected] edu or arian1. [email  protected] com | |Office Hours |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday | | |4:00-5:00 pm | 9:00-11:00 am | |12:00-2:00pm | | Curriculum Status: Required for Chemistry, Biology, Pre-Pharmacy and Pre-Engineering majors. INTRODUCTION General Chemistry I L aboratory (CHM 1045L) is the first course of a sequence of two laboratory courses primarily for students who are in science or science-related majors. In this laboratory course, students will have an opportunity to observe some of the phenomena of matter and obtain practical skills in using various items of laboratory equipment. Upon completion of this course students should have a deeper and more concrete understanding of the experimental science of chemistry.There are 10 different laboratory exercises scheduled to be done during the weeks specified in the SCHEDULE section of this outline. Because of the large number of laboratory sections and the full use of time available during the semester, there will be no opportunity to make individual laboratory exercises. Only in cases of emergency, you must notify your instructor before the class session. In such case, the laboratory experiment should be made up during the week that it was assigned. In order to make up the experiment, thes e procedures should be followed: *Notify your instructor and get a note from them stating their approval and awareness of your absence. *Obtain an official excuse from your dean. Bring the excuse and the note to laboratory coordinators office in JONES HALL room 405. *At this time, you will receive a form with the time that you can make your experiment up. Appointments for office visits other than during scheduled office hours may be made on an individual basis for the mutual convenience of the students and instructor. LABORATORY OBJECTIVES There are several objectives of the laboratory course. Among these are to: a. Train students to observe and follow the standard safety practices while doing experiments. b. Provide a means for students to examine, analyze, and verify chemical principles by carrying out simple exercises in the laboratory. c.Provide an opportunity for students to practice making careful observations and measurements, and to perform critical analyses of the observati ons made and data obtained. d. Train students to carry out laboratory exercises using standard techniques, while keeping a record of the observations made and data obtained. Academic Learning Compact As a result of your experience at FAMU chemistry students should be able to communicate chemical concepts in oral and written laboratory reports. Your reports should discern what you think happened from what indeed did occur based on sound chemical reasoning. You are to interpret laboratory data, measurements, procedures and results. Eventually, you should solve chemical problems and design and evaluate experiments.After taking this class you will be able to recognize potentially hazardous substances and reactions. You should be able to make effective use of information resources and use a computer to gain information about chemical compounds and reactions. LABORATORY MATERIALS The following materials will be required for the laboratory: a. Laboratory safety glasses b. The laboratory ma nual, Experiments In General Chemistry, 6th Edition by Peter Cottrell, Jesse Edwards, & Richard A. Ford, Jr. , which is available at the University Bookstore. c. Laboratory coat d. Expt In General Chemistry Lab Safety & Techniques DVD Safety Students must always wear eye protection and laboratory coats when they are doing the laboratory exercises.There are no exceptions to this requirement. Students not having eye protection and laboratory coat cannot remain in the laboratory. a. Wear approved eye protection at all times. b. Never eat, drink or smoke in a chemical laboratory c. If any glassware is broken, it should be cleaned up by the student. d. Never perform an unauthorized experiment. e. Never work in a chemical laboratory without proper supervision f. Never pipette by mouth or inhale gases or vapors g. Exercise proper care in heating or mixing chemicals h. Be careful with glass equipment PROCEUDURE Each laboratory experiment must be read and carefully studied before coming to t he laboratory.This must be done to ensure that each student is thoroughly familiar with the principles, procedures, calculations, and anything else with the exercises may be involved. Unless otherwise directed to do so, students should work alone in doing in the laboratory exercises. Take extreme care when using the analytical balances, thermometers, and other items of equipment that are expensive and/or may be easily broken. When the laboratory exercise is completed, all equipment should be cleaned and put in its proper place or in the locker in an orderly way. The bench top and common work areas should also be cleaned. LABORATORY REPORTS The pre-laboratory assignments of each laboratory experiment must be turned in to the instructor before the beginning of the laboratory.Laboratory Reports are to be completed and turned in as directed by the instructor. The laboratory report will usually consist of the Pre-Lab, Post-Lab, Lab Write-up, Data Sheet from the laboratory experiment and calculations sheet. Laboratory Report Organization: All sections should be typed except calculations, pre/post lab and your data/report sheet †¢ Title Page: Your name, Group members names, Date, Lab section Title of the Experiment †¢ Introduction- 5-6 sentences at most †¢ Materials and Procedure- Past Tense, Bullet format †¢ Pre-Lab, Report Sheet and Post Lab –please complete all calculations and questions in the spaces provided. If the space is too small, please complete on a separate sheet of paper. Calculation sheet – SHOW ALL WORK! †¢ Conclusion – Discuss what you learned and any possible sources of error that occurred in the experiment. Please use complete sentences. Students who do not actively participate in the laboratory experiment will be subject to point reduction. there are no make up labs, so do not miss a lab date. Late lab reports will not be graded. No exceptions will be granted and no excuses are acceptable. PUBLIC HOLID AYS AND LABS IF YOUR LAB FALLS ON ANY PUBLIC HOLIDAY (EXCEPT THANKSGIVING WEEK) OR UNIVERSITY CONVOCATION, PLEASE ENDEVOR TO ATTEND ANY OTHER SECTION OF THE LAB WITHIN THE SAME WEEK. THE MISSED LAB WILL NOT BE REPEATED THE FOLLOWING WEEK.PLEASE ENSURE THAT THE LAB INSTRUCTOR OF THE LAB YOU ATTENDED FOR MAKEUP SIGNS YOUR WORK AS EVIDENCE OF ATTENDANCE. THEN SUBMIT YOUR LAB REPORT TO YOUR LAB INSTRUCTOR AS USUAL. The total score for the course will be based on laboratory reports, write up, and exam. Each laboratory report will have equal value but not necessarily the same number of points. The laboratory reports will count between 80-90% of the total score. The final laboratory examination will count between 10-20% of the total score. Additionally, you may be given quizzes that will count toward your overall grad. The various parts of the lab exercises and reports will contribute towards the final grade as follows: Lab Reports Report Sheet and Data 50Pre-Lab 10 Post Lab 10 Write up 30 Total 100 There will be a total of Ten Labs and Two Exams worth 100 pts each. At the end of the semester, an overall fractional score will be calculated. It is anticipated that the grade will be based on the following scale for fractional scores: A- (90% or above)(990-1110) B-(80-90%)(880-989) C-(70-80%)(770-879) D-(60-70%)(660-769) F- (Below 60%)(659 & Below) Some general items to be considered in grading the reports will be the neatness and legibility of the report, the correct use of English, and the proper use of significant figures and units.Other items that may be considered, depending on the specific exercise, will be the closeness of a result obtained to what the result should be the correctness of any calculations, and the completeness of any observations that may be expected. A subjective evaluation will also be included of the student’s attitude toward the laboratory exercised and the correct use of the laboratory equipment. Academic Calendar: Fall 2013 January 7 Classes begin (Full-Time Studies) January 21 Martin Luther King (Holiday) March 11-15 Spring Break March 29 Last day to withdraw April 26 Last day to submit I change of grade Aptil 26 Last day of classes April 29-May 3, 2013 Final examinations Week CHM 1045 Labs Spring 2013Lab # Date Title Page # 1/7-12/12 Laboratory Orientation and Safety Video/ MSDS 1. 1//14-18/12 Basic Laboratory Technique 1 No Labs 1/21-25/12 Martin Luther King – No Class This Week 2. 1/28 – 2/1/12 Identification of Substances by physical properties 13 3. 2/4-8/12 Separation of the Components of a mixture 23 4. 2/11-15/12 Chemical reactions of copper and percent yield 31 5. /18-22/12 The stoichiometry of a reaction 39 2/25-3/1/12 Exam #1 6. 3/4 – 8/12 Reactions in Aqueous Solutions 49 No Labs 3/11-15/12 Spring Break- No Class This week 7. 3/18-22/12 Qualitative-Analysis Scheme 61 8. 3/25-29/12 Colorimetric determination of iron 69 9. 4/1-5/12 Behavior of gases: Molar mass 93 10. 4/8-12/12 Where are electrons? : VSEPR 245 4/15-19/12 Exam 2 SAMPLE LAB WRITE UP: Cover Page EXPERIMENT 1BASIC LABORATORY TECHNIQUES John Doe Group Members: Andrew Luck Reggie Wayne Dwight Freeney SAMPLE LAB WRITE UP INTRODUCTION Chemistry is an experimental science that relies heavily upon meticulous observations and precise measurements. When recording the measurements made, the accuracy of the devise used has to be reflected. Although the metric system used here in America is the most common, scientists prefer the use the International System of Units or SI system. The objective of this lab is to perfect the use of the laboratory balance, graduate cylinder, thermometer and pipets in order to learn how to obtain accurate measurements in experimental procedures.This lab will also allow familiarization with the SI units used in scientific work. APPARATUS/MATERIALS Balance150-mL Beaker 250-mL Beaker Bunsen Burner Hose clampFlask 125-mL 50-mL Erlenmeyer Grad. Cylinder Rubber BulbIron ringRing S tand 10-mL Pipet ThermometerWing TipIce Barometer PROCEDURE A. The Bunsen Burner †¢ The Bunsen burner was examined for valves and all gas/air outlets †¢ Both valves were closed and rubber tubing was attached from the gas outlet on the burner to the lab bench spout. †¢ A striker was used to light the gas below the top of the barrel while the gas valve on the burner was gradually opened to obtain a flame roughly 3-4 inches high. The air was adjusted to allow a pale blue flame to form on the inner cone. B. The GraduatedCylinder †¢ The 100-mL graduated cylinder was examined and the markings in milliliters was noted †¢ The cylinder was then filled approximately half full with water and the meniscus(curved surface) was observed. †¢ Reading the lowest point of the meniscus at eye level with the cylinder a volume measurement was obtained to the nearest 0. 1mL and recorded †¢ A 125-mL Erlenmeyer flask was then filled to the top with water and the graduate c ylinder was used to aid in recording the total volume in the flask. C. The Thermometer and Its Calibration To test the accuracy of the thermometer, it was calibrated using known measurements †¢ 50mL of ice was placed in a 250mL beaker and covered with distilled water. †¢ The ice-water mixture was allowed to set and come to equilibrium and measurements were taken and recorded. †¢ To test the boiling point, a 250-mL beaker ws set on a wire gause and iron ring half full with distilled water. †¢ The water was heated and measurements were periodically taken to determine the temperature of the water . †¢ The boiling point of water was recorded and a bp correction calculation was performed to determine the true boiling point at the observed pressure. D. Using the Balance to Calibrate the 10-mL Pipet †¢ A penny was weighed and the mass recorded About 40mL of distilled water was put in a 50-mL beaker †¢ The weight of an empty, dry 50 mL Erlenmeyer flask was weighted to the nearest 0. 1 mL †¢ The temperature of the water in the beaker was measured and recorded. †¢ Exactly 10 mL of water was pipet into the empty flask and the flask was weighed with the water. †¢ The weight of the water was determined by subtraction the mass of the empty flask from the mass obtained after the 10 mL of water was added. †¢ The density was calculated, and based on the temperature obtained previously, the accuracy of the pipet was determined. †¢ This procedure was repeated three more times CALCULATIONS: WRITE ALL CALCULATIONS IN THIS SECTION. NO NEED TO TYPE THEM OUT.CONCLUSION: The objective of this lab was to learn the use of simple lab equipment. In this experiment our group was able to learn basic laboratory protocols and become familiar with common equipment operation. We were able to successfully calibrate and standardize the equipment for future measurements to be taken. Overall there were minor errors that could have occurred including the following: not reading the bottom of the meniscus on the graduated cylinder procedure and dropping some water while transferring to flasks in procedure D. We completed all procedures proficiently otherwise and look forward to a semester of future experimentation.