Chemistry Lab Write-Up

The Effect of Temperature on the Rate of the Reaction Between Calcium Carbonate and 1. 0 M Hydrochloric Acid Josue Montoya IB Chemistry SL Mr. Pham Due Date: 07 March 2013 Dates Experiment Was Conducted: 27, 28, 29 February 2013 INTRODUCTION Research Question: How does altering the temperature at which calcium carbonate and 1. 0 M hydrochloric acid react, affect the rate of reaction? Aim: The purpose of the experiment is to demonstrate how changing the temperature at which a reaction takes place, either by lowering the temperature or making the temperature rise, affects the rate at which the reaction proceeds.To demonstrate how changing the temperature at which a reaction takes place affects the rate of the reaction, the reaction between calcium carbonate and 1. 0 M hydrochloric acid will be observed at 5 various temperature readings. The 5 varying temperatures are targeted towards being at 10? C, 20? C, 30? C, 40? C, and 50? C. It is highly improbable that each trial for each of the 5 different temperatures will be the exact temperature that was targeted, so it’s just important that you end up having a temperature fairly close to the targeted temperatures so that the rates of reactions that you do receive are as correct as possible.The rates of reaction will be obtained using an apparatus that will guide the carbon dioxide gas being produced from the reaction between the 1. 0 M hydrochloric acid and the calcium carbonate from a reaction chamber into a flask containing water. This experiment will be performed by placing about 3. 0 grams of calcium carbonate chips into a flask containing 35 mL of 1. 0 M hydrochloric acid at one of the targeted temperatures. This flask is called the reaction chamber because it is the flask that contains the actual occurring reaction. The reaction between calcium carbonate and hydrochloric acid creates carbon dioxide as one of its products.When the carbon dioxide goes through the tube connected to the plug that seals the re action chamber it enters the flask containing the water the water will be pushed up a different tube and will displaced into a 50 mL graduated cylinder where you can measure how long it takes for the water to be displaced up to a certain mark on the graduated cylinder using a stopwatch. In this specific experiment you will measure how long it takes for 15 mL of water to be displaced by the carbon dioxide gas being produced from the actual reaction. Background:The rate of a chemical reaction is inversely related to time. This means that the longer a reaction takes, the lower its rate. Rate can either be measured by the increase of product concentration divided by the time taken to achieve that concentration or by the decrease of reactant concentration divided by the time taken to reach that concentration of reactant (An Introduction to the Collision Theory in Rates of Reaction). The collision theory states that a chemical reaction is dependent on the collisions between reacting molec ules (An Introduction to the Collision Theory in Rates of Reaction).But, for a reaction to occur, these molecules must collide in the correct orientation and they must collide with sufficient energy to be able to overcome the activation energy needed for a reaction to take place (An Introduction to the Collision Theory in Rates of Reaction). Factors that have an effect on the rate of a reaction include the concentration of reactants at the beginning of a reaction, the surface area of the reactants, pressure at which the reaction held, the use of a catalyst, and the temperature at which a reaction is held(An Introduction to the Collision Theory in Rates of Reaction).Increasing the concentration of the reactants at the initiation of a reaction increases the rate of the reaction because as the concentration increases, the frequency of successful collisions between reacting particles increases as well (Ford 123). Therefore, lowering the concentration of the reactants decreases the rate of the reaction. Decreasing the particle size, or increasing the surface area of the reactants increases the rate of the reaction because by subdividing the reactants you allow for more of the reactant to be exposed and that will lead to higher probability that the reactants will collide and react(Ford 124).Increasing the pressure will increase the rate of reaction, only if the reactants are in a gaseous form because increasing the pressure will decrease the volume which will then increase the concentration of the gases and lead to more successful collisions(Ford 124). The use of a catalyst will always increase the rate of a reaction because it provides a lower activation energy for a reaction to undergo successfully (Ford 124-25). Temperature affects the rate of a reaction immensely.Increasing the temperature will increase the rate of all reactions because temperature is a measure of the average kinetic energy of the particles and so the higher temperature represents an increase in their average kinetic energy (Ford 123). This also means that there will be a larger amount of particles exceeding the activation energy needed to collide successfully and react; this translates into an increase in the rate of the reaction (Ford 123). Many reactions tend to double their reaction for every 10?C increase in their temperature (The Effect of Temperature on the Rates of Reaction). But, by lowering the temperature at which a reaction takes place you lower the rate of reaction just as much as you increase the rate when you increase the temperature. Being able to control the temperature at which a reaction takes place is important because by being able to control the temperature you are also able to control the rate at which reactions happen, but most importantly you are able to control how fast you yield the product from the reaction. Practice test:  answer keyFor example, in the Haber Process the product that is being produced is ammonia (The Haber Process for the Manufacture of Ammonia). By using a low temperature the equilibrium of the solution shifts to the right and yields more product, but using too much of a low temperature and the reaction will take an extraordinarily long time to create ammonia as a product. To solve this problem pressure and concentration of reactants are increased in order to be able to use a higher temperature so that the rate of the reaction is high, yet still produces a good amount of ammonia (The Haber Process for theManufacture of Ammonia). In this experiment the reaction between 1. 0 M hydrochloric acid and calcium carbonate will be studied. The equation for the reaction between these two substances is: CaCO3(s) + 2HCl(aq) > CaCl2(aq) + CO2(g) + H2O(l) The calcium carbonate reacts with the hydrochloric acid in order to produce calcium chloride, carbon dioxide, and water. In this experiment the rate of the production of the carbon dioxide will be indirectly measured through the timing of how long it takes for 15 mL of water to be displaced.But, if we are measuring how long it takes for 15 mL of water to get displaced into the 50 mL graduated cylinder we are also measuring how long it takes for 15 mL of carbon dioxide gas to displace the 15 mL water into the 50 mL graduated cylinder. Hypothesis: If the temperature at which the reaction between 1. 0 M hydrochloric acid and calcium carbonate increases, then the rate of the reaction between the 1. 0 M hydrochloric acid and calcium carbonate will increase as well.According to the collision theory, if the temperature at which any reaction is held is increased then the rate of that reaction will always increase (An Introduction to the Collision Theory in Rates of Reaction). Temperature is a measure of the average kinetic energy of the particles and so a higher temperature represents an increase in their average ki netic energy (Ford 123). This also means that there will be a larger amount of particles exceeding the activation energy needed to collide successfully and react; this translates into an increase in the rate of the reaction (Ford 123).But, temperature and the rate of a reaction are directly proportional. If you increase the temperature of a reaction the rate will increase as well, but if you decrease the temperature the rate will decrease too. Variables: Independent Variable: The temperature at which the reaction between 1. 0 M hydrochloric acid and calcium carbonate is held is the independent variable because it is the only variable that is being altered during the experiment. In the experiment we change the temperature of the 1. 0 M hydrochloric acid before the calcium carbonate is added for the reaction to proceed to 5 different temperatures.The 5 varying temperatures are to be approximately: 10? C, 20? C, 30? C, 40? C, and 50? C. We are able to change the temperature of the 1. 0 hydrochloric acid by emerging the 500 mL Erlenmeyer Flask containing the 35 mL of hydrochloric acid into cold or hot water baths. By changing the temperature of the 1. 0 hydrochloric acid, the temperature at which the calcium carbonate and the hydrochloric acid react is able to be changed and we are able to observe how the temperature at which a reaction between 1. 0 M hydrochloric acid and calcium carbonate affects the rate of the reaction.Dependent Variable: The rate of the reaction between the 1. 0 M hydrochloric acid and the calcium carbonate is the dependent variable because it is the variable that is being affected by the changes in the independent variable, which in this experiment is the temperature at which the reaction is held. By changing the temperature at which the reaction is held you will either increase or decrease the rate, depending on whether you increased or decreased the temperature at which the reaction is held. To measure the rate of the reaction between the 1. M hydrochloric acid and the calcium carbonate, we will time how long it takes for the CO2 gas that is produced from the reaction between the hydrochloric acid and the calcium carbonate to displace 15 mL of water. To displace the water and measure the amount of time it takes to displace it we will use a water displacement apparatus that will allow us to take the carbon dioxide gas produced to enter a water chamber and displace the water from that chamber into a 25 mL graduated cylinder, and we will use a stopwatch to time how long it takes for 15 mL of water to be displaced.Controlled Variables: 1) The concentration and amount of hydrochloric acid used should remain consistent throughout the entire experiment. Therefore you should only use 1. 0 M hydrochloric acid and only use 35 mL of it when conducting a reaction with calcium carbonate. To make sure your hydrochloric acid is of the same concentration every time you conduct a reaction, use the hydrochloric acid from the same sour ce every time, and to make sure you use 35 mL for every trial use a 50 mL graduated cylinder to measure the amount of hydrochloric acid before you place it into the 500 mL Erlenmeyer Flask.It is important to use hydrochloric acid with the same concentration throughout the entire experiment so that the rate of the reaction between the hydrochloric acid and the calcium carbonate isn’t affected by anything other than the temperature. If hydrochloric acid is of a higher concentration than 1. 0 M,   then the rate of the reaction will be faster than it should be, but if you use a hydrochloric acid with a concentration lower than 1. M then the rate of the reaction will be slower than it should be. 2) The amount of water being displaced should be consistent throughout the entire experiment, therefore you should time only how long it takes to displace 15 mL of water. To measure that you are timing how long it takes to displace 15 mL of water, use a 25 mL graduated cylinder. To get t he most accurate rates as possible, start the stopwatch after you place the calcium carbonate into the 500 mL Erlenmeyer flask containing the 1. M hydrochloric acid at one of the 5 targeted temperatures and you have sealed the flask with the cork, then stop the stopwatch as soon as you see the water being displaced reach the 15 mL mark on the 25 mL graduated cylinder. 3) The amount of calcium carbonate used throughout the experiment should remain constant, so you should use 3. 0 grams every time you perform a reaction between the calcium carbonate and the 1. 0 M hydrochloric acid. To make sure that you are using approximately 3. 0 grams of calcium carbonate in every experiment performed use a weighing balance to measure out the calcium carbonate.It is important to use 3. 0 grams of the calcium carbonate in every experiment because if you use more than 3. 0 grams then more carbon dioxide gas will be produced and the rate will increase because water is being displaced faster because o f the excess amount of calcium carbonate. But, if you use less than 3. 0 grams of calcium carbonate then the rate will be slower than it should be. METHOD Materials: 500 mL Erlenmeyer Flask 300 mL Erlenmeyer Flask 2 corks (plugs for that fit the 500 mL and 300 mL Erlenmeyer Flasks) Rubber Tubing 25 mL Graduated Cylinder 50 mL Graduated CylinderWeighing Balance Weighing Paper Stopwatch Calcium Carbonate Chips 1. 0 M Hydrochloric Acid 2 Glass Bowls Thermometer Heating Plate 400 mL Beaker Water Ice Procedure: Setup: Using the 500 mL Erlenmeyer Flask, 300 mL Erlenmeyer Flask, the rubber tubing, the 2 corks, and the 25 mL graduated cylinder make a water displacement apparatus like the one displayed in the diagram below. [pic] 2. Fill up the 300 mL Erlenmeyer Flask up to the 250 mL with water before each trial of the experiment is conducted. The larger 500 mL Erlenmeyer Flask is the reaction chamber in which the 1. M hydrochloric acid will be placed to react with the 3. 0 grams of calcium carbonate chips. The 25 mL graduated cylinder is where the water will be displaced into as the carbon dioxide gas enters the water chamber from the reaction chamber and displaced the water. Make sure to dispose of the water displaced into the 25 mL graduated cylinder after each trial. Experiment: Reaction at 10? C Set up an ice bath by putting ice and water into the glass bowl and set it aside so you can cool the hydrochloric acid later in the experiment. Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the ice bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid drops to about 10? C. While waiting for the temperature of the 1. 0 hydrochloric acid to drop, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of w eighing paper on the balance and tare it. After you have tared the weighing paper, measure out the 3. 0 grams of calcium carbonate.Put the calcium carbonate aside until you are ready to react it with the 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the ice bath until it reaches 10? C. If your temperature goes below 10? C, take the Erlenmeyer Flask with the hydrochloric acid out of the ice bath and wait for the temperature to go up to 10? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 10? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M hydrochloric acid at 10? C and cork it and start the timer.Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 2-7 4 more times until you have done a total of 5 trials for the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate at 10? C. Reaction at 20? C Set up an ice bath by putting ice and water into the glass bowl and set it aside so you can cool the hydrochloric acid later in the experiment.Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. 0 M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the ice bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid drops to about 20? C. While waiting for the temperature of the 1. 0 hydrochloric acid to drop, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of weighing paper on the balance and tare it. After you have tarred the weigh ing paper, measure out the 3. grams of calcium carbonate. Put the calcium carbonate aside until you are ready to react it with the 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the ice bath until it reaches 20? C. If your temperature goes below 20? C, take the Erlenmeyer Flask with the hydrochloric acid out of the ice bath and wait for the temperature to go up to 20? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 20? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M hydrochloric acid at 20?C and cork it and start the timer. Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 10-15 4 more times until you have done a total of 5 trials for the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate at 20? C. Reaction at 30? C Fill up a 400 mL beaker of water and heat it up until boiling on a hot plate. After it starts boiling place the water into the glass bowl.Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. 0 M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the water bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid increases to about 30? C. While waiting for the temperature of the 1. 0 hydrochloric acid to increase, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of weighing paper on the balance and tare it. After you have tared the weighing paper, measure out the 3. grams of calcium carbonate. Put the c alcium carbonate aside until you are ready to react it with the 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the water bath until it reaches 30? C. If your temperature goes above 30? C, take the Erlenmeyer Flask with the hydrochloric acid out of the water bath and wait for the temperature to go down to 30? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 30? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M hydrochloric acid at 30?C and cork it and start the timer. Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 17-23 4 more times until you have done a total of 5 trials f or the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate at 30? C. Reaction at 40? C Fill up a 400 mL beaker of water and heat it up until boiling on a hot plate. After it starts boiling place the water into the glass bowl.Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. 0 M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the water bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid increases to about 40? C. While waiting for the temperature of the 1. 0 hydrochloric acid to increase, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of weighing paper on the balance and tare it. After you have tared the weighing paper, measure out the 3. grams of calcium carbonate. Put the calcium carbonate aside until you are ready to react it with t he 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the water bath until it reaches 40? C. If your temperature goes above 40? C, take the Erlenmeyer Flask with the hydrochloric acid out of the water bath and wait for the temperature to go down to 40? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 40? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M hydrochloric acid at 40?C and cork it and start the timer. Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 25-31   4 more times until you have done a total of 5 trials for the rate of the reaction between 1. 0 M hydrochloric a cid and calcium carbonate at 40? C. Reaction at 50? C Fill up a 400 mL beaker of water and heat it up until boiling on a hot plate. After it starts boiling place the water into the glass bowl.Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. 0 M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the water bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid increases to about 50? C. While waiting for the temperature of the 1. 0 hydrochloric acid to increase, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of weighing paper on the balance and tare it. After you have tared the weighing paper, measure out the 3. grams of calcium carbonate. Put the calcium carbonate aside until you are ready to react it with the 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the water bath until it reaches 50? C. If your temperature goes above 50? C, take the Erlenmeyer Flask with the hydrochloric acid out of the water bath and wait for the temperature to go down to 50? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 50? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. M hydrochloric acid at 50? C and cork it and start the timer. Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 33-39   4 more times until you have done a total of 5 trials for the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate at 50? C. DATA COLLECTING AND PR OCESSING Qualitative Data and Observations: Observations of the Reaction between 1. Hydrochloric Acid and Calcium Carbonate At Varying Temperatures |Temperatures At Which the Reaction Was Held |What Occurred to the Reaction (Observations) | |(Varying Temperatures) | | |10? C |The calcium carbonate did not cause much of a reaction in the chamber, it took a long time | | |for the water to travel up the tubes and reach the 15 mL mark on the graduated cylinder. |20? C |Reacted way quicker than the reaction between the hydrochloric acid and calcium carbonate | | |at 10? C. | |30? C |Reacted quicker than the 20? C, and the water was displaced a lot quicker than in the | | |reaction between the hydrochloric acid and the calcium carbonate at 20? C. | |40?C |The reaction was quicker than the reaction of hydrochloric acid and calcium carbonate at | | |30? C. The water was displaced fairly quickly. | |50? C |Most vigorous of all the reactions performed. The water started traveling up the tube | | |almost instantaneously. | The most vigorous reaction was the reaction that was held at 50? C.From this we can conclude that as the temperature at which a reaction is held is increased the rate of that reaction is increased as well. This leads us to understand that the relationship between the temperature of a reaction and the rate of the reaction are proportionally related. Raw Data: How the Temperature at Which the Reaction between 1. 0 M Hydrochloric Acid and Calcium Carbonate is Held Affects the Time It Takes to Displace 15 mL of Water |Targeted Temperatures |Trial # |Temperature At Which the Reaction Was Held |Time It Took For 15 mL of Water To Be | | | |(?C  ±0. 5) |Displaced | | | | |(seconds  ±. 0. 01) | |10 ? C |1 |10. 7 |94. 2 | | |2 |10. 1 |94. 1 | | |3 |10. 2 |94. | | |4 |10. 5 |94. 6 | | |5 |10. 5 |94. 1 | |20 ? C |1 |20. 4 |52. 4 | | |2 |20. 4 |52. | | |3 |20. 4 |52. 5 | | |4 |20. 3 |52. 1 | | |5 |20. 2 |52. 1 | |30 ? C |1 |30. 2 |22. | | |2 |30. 1 |22. 2 | | | 3 |30. 2 |22. 4 | | |4 |30. 3 |22. 2 | | |5 |30. 4 |22. 2 | |40 ?C |1 |40. 3 |18. 5 | | |2 |40. 6 |18. 2 | | |3 |40. 5 |18. 3 | | |4 |40. 6 |18. 4 | | |5 |40. |18. 4 | |50 ? C |1 |50. 6 |13. 5 | | |2 |50. 5 |13. 7 | | |3 |50. 0 |13. 4 | | |4 |50. 1 |13. | | |5 |50. 2 |13. 4 | Processed Data: Averages of the Temperatures Used in the Reaction between 1. 0 M Hydrochloric Acid and Calcium Carbonate and the Averages of the Time It Took For 15 mL of Water to Be Displaced As a Result of Those Temperatures |Average Temperature (? C) |Average Time it Took for 15 mL of Water to Get Displaced (seconds) | |10. 4 |94. | |20. 3 |52. 3 | |30. 2 |22. 2 | |40. 4 |18. 4 | |50. 3 |13. | This set of data was processed by taking each rate and temperature of one reaction at a specific targeted temperature and finding the averages by adding all the rates up and dividing by the total number rates added and by doing the same with the different temperatures recorded. Average Rates and Standard Deviation for the Reaction between 1. 0 Hydrochloric Acid and Calcium Carbonate at Varying Temperatures |Average Temperatures (? C) |Average Rate (mL/seconds) |Standard Deviation | |10. |0. 16 |0. 23 | |20. 3 |0. 29 |0. 26 | |30. 2 |0. 68 |0. 09 | |40. 4 |0. 82 |0. 11 | |50. 3 |1. 1 |0. 12 | The average rates were found by dividing the amount of water displaced by the amount of time it took to displace it. In this experiment we measured how long it took to displace 15 mL of water, so we divided 15 mL by how ever many seconds it took to displace that amount of water at the various temperatures. The standard deviation was found using Microsoft Excel. From the information in this chart we are able to create a graph displaying how temperature affects the rate of the reaction between 1. M hydrochloric acid and calcium carbonate. Calculations: % Uncertainty For the Rate of the Reaction between 1. 0 M Hydrochloric Acid and Calcium Carbonate To calculate the % uncertainty for the rate of the reaction bet ween 1. 0 M hydrochloric acid and calcium carbonate you have first divide the uncertainty of the 25 mL graduated cylinder used to hold the 15 mL of water that were displaced in the experiment and divide it by the number of mL being displaced. The uncertainty of the 25 mL graduated cylinder is  ±0. 5 mL. So in this experiment you would divide the 0. 5 by 15 and get 0. 03. You take this number and multiply it by 100.Next, you will divide the uncertainty of the stopwatch, which in this experiment is  ±0. 01 seconds by the amount of time it takes to displace the 15 mL of water at a certain temperature. After you get the number from dividing the uncertainty by the amount of time it took to displace the 15 mL water you will multiply it by 100. You will add this number with the number you received from dividing the uncertainty of the 25 mL graduated cylinder and this will constitute you % uncertainty for the rate of the reaction between the 1. 0 M hydrochloric acid and calcium carbonat e. GRAPHS [pic] CONCLUSIONThe purpose of this experiment was to evaluate how the changes in temperature affect the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate. The relationship between temperature and the rate of the reaction was found by changing the temperature at which the reaction between the hydrochloric acid and calcium carbonate was held. 5 different temperatures were used in the experiment. The rate of the reaction between the calcium carbonate and the hydrochloric acid was found by timing how long it took for 15 mL of water to get displaced by the carbon dioxide gas produced from the reaction.It was hypothesized that as the temperature at which the reaction between the hydrochloric acid and calcium carbonate was increased then the rate of the reaction would increase as well. This was expected because the collision theory states that if the temperature at which any reaction is held is increased then the rate will certainly increase. The result s suggest that the hypothesis is true, and that if the temperature at which a reaction is held is increased then the rate will be increased as well.The results also suggest that if you decrease the temperature at which a reaction is held, then the rate will decrease as well. As the temperature was decreased from room temperature to about 10? C the rate of the reaction between 1. 0 M hydrochloric acid and the calcium carbonate was averaged to be about 0. 16 mL of water displaced per second. But, as you increased the temperature the rate of the reaction increased. At 20 ? C, the rate was 0. 29 mL of water displaced per second, and at 30 ? C and 40 ? C the rates were 0. 68 and 0. 82 mL of water displaced per second.Finally the highest rate belonged to the reaction that was held at the highest temperature, which in the experiment was 50 ? C. The rate at 50 ? C was about 1. 11 mL of water displaced per second. From the results you are able to interpret that the relationship between tempe rature and the rate of a reaction is proportional. This means that as the the temperature at which a reaction is held is increased then the rate at which the reaction proceeds will increase as well. Some irregularities within the data come from the the rates that were recorded from the reactions held at 10 ?C and 20 ? C. These irregularities were a result from how long it took for the reaction to get going and produce carbon dioxide gas to displace the water. This could affect the way the data is interpreted because the rate of the reaction between the 1. 0 M hydrochloric acid and calcium carbonate at these two temperatures could be recorded incorrectly and the rates might be higher than what was recorded. EVALUATING THE PROCEDURE The first weakness in the experiment would be that the seal of the cork to the 500 mL Erlenmeyer Flask that contained the reaction between the 1. M hydrochloric acid and the calcium carbonate was not a strong seal. Throughout the experiment you could see b ubble being formed on the edge of of where the cork met the Erlenmeyer Flask as a result of weak seal. Because of this weak seal, not all of the carbon dioxide gas that was produced was being used to displace some of the water. This weakness could have gave us rates that were lower than they should have been. To correct this a cork that created a tighter seal could have been used, or the cork could have been pushed down harder to create a tighter seal.The second weakness comes from not starting the stopwatch at the exact time in every trial. This could have been a result from having to work alone. Throughout the experiment I pressed the timer to start the time right after I plugged the 500 mL Erlenmeyer Flask with the cork. The problem with this is that some times I plugged the flask faster than other times. This error could have been fixed by doing the experiment in a group of 2, so that one person could start the time as soon as they see you place the cork on the flask, rather tha n having to do it yourself after you already put the cork on yourself.The third weakness could have came from not having the exact same temperature each time for each different targeted temperature being tested. None of the temperatures were exactly the same, this lead to inconsistent rate readings which were either to high or to low what should have been. This could have been corrected using a temperature probe and getting the exact temperature every time rather than using a thermometer. IMPROVING THE INVESTIGATIONThe first suggestion for improvement is that instead of using the water displacement method to measure the rate of the reaction between hydrochloric acid and calcium carbonate a gas pressure sensor and the LoggerPro system could have been used to measure the rate of the production of the carbon dioxide and indirectly measure the rate of the entire reaction. By using the gas pressure sensor instead of the timer and the water displacement apparatus we could have recorded mo re precise and accurate rates rather than the rates that were recorded from using the water displacement apparatus.The second suggestion for improvement is to use a temperature probe rather than a thermometer to check the temperature at which the reaction between the 1. 0 M hydrochloric acid and calcium carbonate is held. This would allow for a more accurate reading of the temperature rather than using the thermometer and have a greater uncertainty for the temperature. A more accurate temperature reading leads to more accurate rates, that allow us to correctly interpret how the changes in temperature actually affect the rate of the reaction of hydrochloric acid and calcium carbonate.The third suggestion for improvement would be to perform the experiment in a pair. By doing so there would be less errors in the recording of how much time it takes to displace 15 mL of water. This way one person could start and stop the timer while the other person places the calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M Hydrochloric Acid at a specific temperature and corks it with the plug. Doing the experiment will lead to more accurate rate readings, that remain consistent throughout the entirety of the experiment. BIBLIOGRAPHY Zumdahl, Steven S. , and Susan A. Zumdahl. Chemistry.Boston: Houghton Mifflin, 2000. Print. Brown, Catrin, and Mike Ford. Chemistry: Standard Level : Developed Specifically for the IB Diploma. Harlow, Essex: Pearson Education, 2008. Print. â€Å"An Introduction to the Collision Theory in Rates of Reaction. † An Introduction to the Collision Theory in Rates of Reaction. N. p. , n. d. Web. 10 Mar. 2013. â€Å"The Haber Process for the Manufacture of Ammonia. † The Haber Process for the Manufacture of Ammonia. N. p. , n. d. Web. 10 Mar. 2013. â€Å"The Effect of Temperature on Rates of Reaction. † The Effect of Temperature on Rates of Reaction. N. p. , n. d. Web. 10 Mar. 2013.

The Philosophy of the Buddhists

I will give you a glimpse into the world of the Buddha and the philosophy that he used to practise and preach. He was born as Siddhartha Gautama in the year 563 BC in Lumbini a place situated near the Indo – Nepal border. His father was the ruler of a petty kingdom of the Sakya tribes. Initially Siddhartha led the luxurious life of a prince in their palace at Kapilavastu, subsequently, he was married to Yasodhara. He had been living in marital bliss for thirteen years, when he saw an extremely sick person, a frail old man, the corpse of a deceased person, a corpse being cremated and a sadhu or holy man.This had a major impact on Siddhartha, who realized that the normal phases in a person’s life were old age, sickness and eventually death. In the year 528 BC, Siddhartha experienced the Great Enlightenment under the Bodhi tree in Gaya, consequently, he was known as Buddha or the enlightened one. His exhortations are known as dhamma. He attained Nirvana at the age of eight y, in the year 483 BC (Siddhartha Gautama). The Dhamma consists of four noble truths. The first of them states that life means suffering. It is essential to realize and accept that you have to undergo suffering in order to live in the world.The world and human nature are imperfect. According to the Majjhima – Nikaya, Sutta 63, the cycle of birth and death are continuous and humans have to experience old age, sorrow, lamentation, misery, grief and despair. There are pleasures such as ease, comfort and happiness. Hence from birth to death, humans experience both suffering and happiness. This serves to render the life pattern imperfect and incomplete. The world is essentially unpleasant and bereft of perfection. The second truth is that sufferings are caused by desires and to some extent due to ignorance.Attachment towards impermanent things and ignorance of the fact that those things are temporary causes suffering. Moreover, suffering is caused by desire, passion, ardor, and cr aving for wealth and fame. A very important precept in this context is that desire causes ignorance and vice – versa (L. Ross, 2007). The third noble truth is regarding the truth of cessation. Sufferings can be avoided and the complete cessation of suffering can be attained through nirodha or the unmaking of sensual craving and conceptual attachment.In order to end sufferings, one should identify their origin and remove them. This can be achieved through dispassion towards material things, which are transient in nature. In other words, suffering can be removed by realizing the cause of suffering and then removing the very cause. This is a continuous process, which eventually culminates in Nirvana or that supreme state of being that is free from all worries, complexes, fabrications and the individual ego (The Four Noble Truths).The fourth Noble truth is the truth of the way, which represents the via media between the extremes of asceticism and indulgence. There is an eight â⠂¬â€œ fold path by which a human can attain Nirvana and end sufferings permanently. This way comprises of right knowledge, right resolve, right speech, right conduct, right livelihood, right effort, right mindfulness and right meditation. This path removes all sufferings from life and extends over many lifetimes of a human (L. Ross, 2007). Therefore, Peter, you have to follow this eight fold path.The Buddha institutionalized a monastic order with five basic precepts. These precepts require abstention from killing others, stealing, indulgence in unchaste activities and the consumption of alcoholic drinks. These fundamental precepts are mandatory for every Buddhist and Peter you have to make them an integral part of your life. The Buddha had preached that the practise of these precepts resulted in Nirvana. Buddha refused to expatiate on the term Nirvana. According to Buddhism, both existence and nonexistence are meaningless. This philosophy is termed as the Fourfold Negation.It is the fundamental concept on which the Buddhist philosophy is based (L. Ross, 2007). Some very important and basic philosophical doctrines in Buddhism are first, momentariness; which states that nothing exists for a long time and that things do not have substance or duration. Moreover, every moment is a new existence and is succeeded by another new existence and their interconnection results in the next moment. The second doctrine is that of relative existence, which states that nothing has nature and character. In isolation, things are shunya, which means emptiness or a vacuum.Existence is therefore completely relative and the only unconditioned state is that of Nirvana. The third major doctrine is that there is no atman or soul. According to Buddhism, human beings consist of a body, feelings, ideas, impressions and momentary consciousness. Fourth, Buddhism does not accept the existence of God, Brahman or any other ultimate substance in the universe. Fifth, everything has a cause, which is dependent on a previous momentary existence. Sixth, karma, is only a causation and reincarnation is caused by the actions of people in the past.Therefore, karma is the effect of past actions (L. Ross, 2007). Another important concept of Buddhism is emptiness. A major philosophical paradox of Buddhism is that form is emptiness and emptiness is form. It is the mantra of Buddhism, whose origin is the Prajna Paramita Hridaya Sutra or the Heart Sutra. There are misconceptions about this concept of emptiness; western scholars defined it as nihilism. Nihilism states that reality is unknown, that nothing exists, that nothing meaningful can be described about the world.However, the Buddhist concept of emptiness is dissimilar to nihilism, because it states that the ultimate reality is knowable. It also states that there is a lucid ontological basis for phenomena. Further, human beings can communicate and obtain knowledge of the world. Sunyata or emptiness cannot be construed as nothingnes s. In other words, emptiness is not non – existence and it is also non – reality (Emptiness). Pay great attention to these thoughts, assimilate them and meditate upon them. Your preceptor,Bodhidharma Karmapang. References Emptiness. (n. d. ). Retrieved September 11, 2007, from http://www. thebigview. com/buddhism/emptiness. html L. Ross, K. (2007). THE BASIC TEACHINGS OF BUDDHISM. Retrieved September 11, 2007, from http://www. friesian. com/buddhism. htm Siddhartha Gautama. (n. d. ). Retrieved September 9, 2007, from The Big view: http://www. thebigview. com/buddhism/buddhasresume. html The Four Noble Truths. (n. d. ). Retrieved September 11, 2007, from http://www. thebigview. com/buddhism/fourtruths. html

Chronic Bronchitis and Emphysema Pathophysiology Research Paper

Chronic Bronchitis and Emphysema Pathophysiology - Research Paper Example The exact prevalence of these lung diseases across the globe is not well known. In this article, both the diseases with be discussed by comparing and contrasting with each other. Definitions Chronic bronchitis is defined clinically as a condition in which the patient suffers from expectorant cough for a minimum of 3 months for 2 consecutive years (Celli, 2008). The diagnosis is mainly through clinical presentation. On the other hand, emphysema is defined as a condition in which the patient has permanent and abnormal enlargement of the air spaces distal to the terminal bronchioles and associated with destruction of the walls without any obvious fibrosis (Celli, 2008). Chest radiography and pulmonary function tests are needed to arrive at the diagnosis. Pathophysiology In chronic bronchitis, there is typical inflammation of the bronchi. The endothelium is damaged because of which the mucociliary response is impaired. This leads to improper clearance of bacteria and mucus. Thus, inflamm ation, along with inadequate clearance of mucus contributes to obstruction in the disease. There is histopathological evidence of goblet cell hyperplasia, mucus plugging, smooth muscle hyperplasia and fibrosis. Alveolar attachments that are supportive are lost, the airways are deformed and the air lumens are narrowed. The capillary pulmonary bed is undamaged. In emphysema, the airspaces distal to the terminal bronchioles are enlarged permanently, because of which alveolar surface area necessary for gas exchange is decreased. Loss of alveolar walls leads to decreased elastic recoil property of the alveoli, causing limitations to airflow. Decrease in the alveolar limiting structure causes narrowing of the airway, causing further limitation of airflow. There are 3 characteristic patterns of morphology in emphysema and they are centriacinar, panacinar and distal acinar. In centriacinar type, destruction is mainly in the central portions of the acini. In panacinar type, entire alveolus i s involved. In distal acinar type, only those acini in the distal portion of the airways in involved. (Maclay et al, 2009). Etiology and pathogenesis The most common etiological agent in both chronic bronchitis and emphysema is cigarette smoking. Smoking over a long duration of time triggers the macrophages to release chemotactic factors like elastases which destroy the tissues of the lung. Passive smoking and other environmental factors also can contribute to chronic obstructive pulmonary disease. Airway hyperresponsiveness is a risk factor for chronic bronchitis. Alpha-1 antitrypsin deficiency, a genetic disorder, is an important risk factor for chronic pulmonary obstructive disease, especially emphysema. Intravenous drug abuse is another important risk factor for emphysema. The disease occurs because of the pulmonary vascular damage that occurs due to insoluble fillers present in the drugs. Immunodeficiency syndromes like HIV infection, vasculitis disorders, connective tissue dis orders and Salla disease are risk factors for both chronic bronchitis and emphysema (Celli, 2008). Prognosis As far as prognosis is concerned, both the conditions are associated with significant mortality and morbidity. The prognosis is worse in emphysema because of damage to pulmonary vascular bed. Chronic obstructive pulmonary disease is infact, the fourth leading cause of mortality in the United States. Both chronic bronch

Skin cancer Research Paper Example | Topics and Well Written Essays - 1750 words

Skin cancer - Research Paper Example This increase has been linked to increasing solar radiation exposure associated with tanning behaviors. The use of artificial tanning beds has also been implicated. Skin cancers can present as any kind of skin lesion such as an ulcer or lump, and can therefore be mistaken by the patient as a benign process. This often leads to a delay in presentation until the cancer has reached an advanced stage. Considering the significance of skin cancer and the significant research interest surrounding the strength of association between light exposure and skin cancer, this literature review has been conducted to discuss what is known by the medical community today about skin cancers. Objectives The objectives of this review are to discuss the etiology, risk factors, diagnosis, and treatment of skin cancers. Discussion Epidemiology The incidence of skin cancers, both melanomas and non-melanomas, has risen over the past 3 decades. Some experts proclaim that we are experiencing a ‘record†™ number of newly diagnosed skin cancers (Riker, Zea and Trinh). Melanoma is the 6th most common fatal malignancy in the United States (Riker, Zea and Trinh). The young women demographic group, in particular, has the highest increase in cancer incidence noted (Woo and Eide). Melanoma is the second most common cancer in women 20 to 29 year old (Riker, Zea and Trinh). Studies show no link between sex hormones and melanoma risk (Coelho and Hearing), and young women are the most common users of indoor tanning beds (Woo and Eide). Therefore, this high cancer rate in young women is likely a reflection of the contribution of tanning beds to skin cancer incidence. Skin melanoma is a rare cancer compared to basal and squamous cell skin cancers, however it is associated with a much higher rate of metastases and mortality, and occurs more commonly in whites than other races (Society). Risk factors and Pathophysiology The ultraviolet (UV) component of solar radiation has traditionally been co nsidered an important ‘carcinogen’ for skin cancer. In the past few decades, the emergence of indoor tanning booths has emerged as another source of UV radiation exposure. Ultraviolet light has 3 components – UVA, UVB and UVC. UVB is the most strongly carcinogenic component, which also enhances vitamin D production in the skin (Coelho and Hearing). UVA is less carcinogenic, and UVC not at all. UV-induced DNA damage in keratinocytes can lead to pre-malignant changes in the skin such as actinic keratosis, solar lentigo, and dermatoheliosis. These lesions can, in time, develop into frank cancers (Stulberg, Crandell and Fawcett). The tanning industry, which is evidently responsible at least in part for the sharp rise in skin cancers, remains as a multi-billion dollar industry worldwide (Riker, Zea and Trinh). About 1 million American women use tanning beds regularly of which 70% are females between 16 to 45 years old. The number that uses excessive sun exposure for t anning is not known. Tanning beds were initially proclaimed to be non-carcinogenic as they emit mostly UVA. Also, the tanning UV exposure was considered beneficial for promoting vitamin D production in the skin. Eventually, however, studies demonstrated that tanning beds overall provided more UV radiation than the summer sun exposure. Fluorescent sunlamps were shown to provide up to 4 times as much UV radiation than

Customer Relation Management Essay Example | Topics and Well Written Essays - 1250 words

Customer Relation Management - Essay Example well as through its online shopping option enabling the customers to buy their required products and avail the demanded services from the comfort of their own home and place of work. It has been observed amongst the competitors as well as the other online and brick and mortar shop based retailers that the businesses are increasing loyalty and retaining customers by employing the strategy of offering them a debit and / or a credit based loyalty cards to them, similar to the strategy employed by Pathmark. These cards provide the customers the facility of buying products on credit while availing loyalty based discounts and benefits on their purchased, in case of a credit loyalty card. With the debit loyalty card the customers are able to pay for their purchases without cash, through their own personal account while still availing loyalty based benefits and discounts on their purchases. The strategy for loyalty cards is being employed by well known retailers like Wal-Mart, Marks & Spencers, Amazon.com, Pizza Hut, Subway, Gap, Banana Republic, Old navy, Victoria’s Secret etc. â€Å""Loyalty is more important than ever in retailing today, and the way you create loyalty is through credit," says Leonard Leff, president and chief executive officer of MyReceivables.com.† (Murphy, 2001) The loyalty credit & debit based loyalty cards are being using by traditional retailing giants as well as the online retailers in order to attract the customers, motivate them to spend more on their purchases, establish the brand of the company/ retail store as well as increase repeat purchase behavior. Best Buy Stores can initiate a loyalty card based program which is linked to a credit facility provided to the customers. The company will have to form affiliations and a contract with credit providing companies for launching this product. The benefit of this loyalty program would be that the customers would be able to buy the products that they want by simply using Best Buy loyalty card

Making Marketing Plan (Marketing Class) Essay Example | Topics and Well Written Essays - 1500 words

Making Marketing Plan (Marketing Class) - Essay Example JS has the lowest capitalization from among them. Explanations on the meaning of term have been derived from on line Free Dictionary by Farflex (FD) A lower ratio is "better" (cheaper) and a higher ratio is "worse" (expensive). A PEG ratio that gets close to 2 or higher is generally believed to be expensive, that is, the price paid appears to be too high relative to the estimated future growth in earnings. Its name comes from the fact that Operating Expenses do not include interest, taxes, depreciation or amortization. EBITDA is not a defined measure according to Generally Accepted Accounting Principles (GAAP), and thus can be calculated however a company wishes. It is also not a measure of cash flow. (FFD) P/E - Price-earnings ratio is â€Å"the multiple of earnings at which a stock sells†. It is calculated â€Å"by dividing current stock price by current earnings per share (adjusted for stock splits)†. (FD) The P/E ratio measures the amount that investors pay for a dollar of current

CIS212_U5_Discussion Essay Example | Topics and Well Written Essays - 250 words

CIS212_U5_Discussion - Essay Example Legal compliance relates to the kind of rules, regulations, and laws that an institution operating a business activity must comply with (Wood, 2014). These, also apply to the entire staff in such an organization. The institution normally has to identify what requirements the law requires it to have before setting foot into starting the venture. Contrary to this, the business may end up with many penalties that may curtail its ability to survive. These requirements are inclusive of the premises you intend to lease and employment through meeting particular obligations of the employer. Further, it consists the agreements with your suppliers, the structuring of your business, how to manage risks, and dealing with contracts. In addition, look at how safe and healthy your working environment is beside the enormous concentration on information and its privacy. Business continuity plan is a vital step for an institution to respond to an incident for instance floods, fire so as to restore its essential functionalities (Snedaker, 2007). Although each system stipulates how they plan is, there are everyday things in the program. They include threat analysis, areas affected, details on emergency and teams for recovery. Further, methods to backup data off the site are important alongside plans for alternative power. The step seeks to reinstate the business operations to the initial state of operation. To accomplish this, there is need to weigh the damage, have an estimate for the costing and inclusion of companies on insurance. Also deal with managing and following up on the process of recovery. The shift to the standard management team is also

Linguistic Opportunism and English in Moldova Essay

Linguistic Opportunism and English in Moldova - Essay Example The author’s interests are clearly developed and the audience to this piece of work is easy to identify. This paper presents a synopsis of the book, alongside the writer’s intent. This is further compared and contrasted to similar and related literature referenced in the book. The book presents an examination of English in Moldova. Specifically, the position of English in the country can be sated from different points of view. The writer’s procedural development of this book is a critical study of the specific components of English in Moldova. There are two major drivers of English in Moldova as identified by Matthew Ciscel. These are opportunism and imperialism (Ciscel, 2002, p.404). The writer follows revolutionary times across history to draw the trend of English in Moldova, with opportunism appearing superior to imperialism. A comparison of past and present social, economic and political trends in the local and international arena paves way to the actual cont ext of English in Moldova. Opportunism is a situation where individuals and /or groups take advantage of emerging opportunities without necessarily taking into account the consequences of those opportunities to others. In other words, these individuals and/or groups maximize their own benefits without prior consideration of the rest of the people. Imperialism on the other hand depicts a colonial-like aspect between one state and another. The author’s main argument is that the above two factors have shaped English in Moldova. This statement may stand challenged, but of course the author had taken this into account during the early stages of developing his book. Ciscel therefore undertook surveys, collecting and analysing relevant data to back up this claim. This was done in the light of world English trends. As aforementioned, the international language is predominantly English. This has suppressed other major world languages around the world. This trend was however expected r ight from the colonial times. This is because major colonies in the world were colonized by English states, for example Britain. The book Linguistic opportunism and English in Moldova therefore takes into account this and other world aspects to highlight linguistic concerns and interests in Moldova. The writer’s intent to the reader is to present how linguistics has constituted exploitation and beneficial opportunities for a few at the expense of many. In this regard, English in Moldova has been integrated into the same context, encompassing imperialism as well. This effort has not been pursued without the support of other works that have been referenced in Ciscel’s book. The investigation of the role of English in Moldova by Matthew Ciscel is backed up by Phillipson’s (1992) and Krachu’s (1985) works. Concepts of linguistic opportunism and linguistic imperialism are highlighted. The work of Krachu goes a step ahead and considers the world â€Å"Englishe s† in concentric circles. The works of these three writers converge to the point that English in Moldova among other states in the world is primarily based on the concept of linguistic opportunism. In this regard, linguistic dominance is realized and further enhanced by imperialism in the same context. The evidence used to back up this observation is common to all three. There is data collection, analysis and interpretation in relation to attitude and use of language in Moldova (Ciscel, 2002, p.412). The work of Matthew Ciscel alongside those of the

Contributions of Satirical Graphic Novels to the quality of Primary Essay

Contributions of Satirical Graphic Novels to the quality of Primary Education in the US - Essay Example This prompts the use of learning and teaching materials that are easy to understand given that these children can easily be distracted. One such example of educating material that makes up the content of primary school education is the use of satirical graphic novels that use wit and irony to bring out the real nature of a topic. Satirical graphic novels, among other graphic novels, have an aspect of encouraging the reader to keep on reading so as to grasp the intended meaning. However, not all agree to the use of these novels in educating children and think that they might have negative impacts on their leaning. This paper examines the various ways through which satirical graphic novels contribute positively to the quality of primary education in the US. The use of satirical graphic novels in primary education tremendously contributes to the understanding capacity of the children. Before looking at the ways in which satirical graphic novels contribute to the quality of primary education, we should first look at how they came into use in the education system. Historically, the use of satirical graphic novels in primary education has been a controversial issue with some people trying to contraindicate their advantages. Satirical graphic novels came to being through writers who wanted to use them to address some topics in education, especially primary education. Will Eisner produced the first satirical graphic novel in 1978, titled â€Å"Contract with God and Other Tenement Stories† (Schwartz 197). This novel represented the first graphic novel to be extensively used in primary education after discovery of the values of its use. It became widespread in primary schools, in the U.S. Satirical graphic novels have continued to gain p opularity in the past 25 years, in their use, in the primary educational system. These novels can be used in the teaching of all subjects through the incorporation of the desired information into graphics mode. This incorporation of satirical graphic novels into primary education in the United States over the years has led to disregarding of the mode by some researchers that deem it as destructive to education (Brown 65). However, the educational system came up with different levels according to the age difference and the developmental requirements of children so as to incorporate the use of graphic novels. The difference in age also represents the differences in level of understanding. As such, there is a proposition that the younger populations comprehend better in easy words and pictures, thus encouraging the use of graphic novels (Schwartz 197). On the contrary, there are a few individuals, who insist that these satirical graphic novels have made primary school children less att racted and conversant with pure reading of scripts and books. As a result of this, they advise and advocate their removal from the education system in the United States’ primary educational system. However, in this paper, I will base my focus on outlining the various ways that satirical graphic novels positively contribute to the quality of primary education. In contrast with some previous researcher’s views of the damaging effects of satirical graphic novels in primary education, there are many ways through which satirical graphic novels have values in primary education. This paper hopes to highlight the use and contribution of satirical graphic novels to primary education in the United States today. In doing so, it discusses the various aspects within satirical graphic novels that can be applied to children’s learning in primary education, as well as the various subjects in which they apply to and

A Practical Marketing Communication Report for Rolex and other Related Essay

A Practical Marketing Communication Report for Rolex and other Related Brands - Essay Example In addition, the proponent was also able to successfully draw comparisons with the strategies used by other less, or indeed more successful brands in the same category. It was found that the chosen brands were consistent in their message sourcing and establishment of their credibility. Rolex is aiming to create image and identity and promote as a brand for high-end users. However, Timex is consistent with its effort to create marketing communication that is associated with latest fashion trend models. On the other hand, Nordstrom is trying to establish a more focus strategy to differentiate its product offerings as specialty products for women with varying styles, options, needs and wants. More detailed explanations and implications of the elements used by Rolex in its marketing communication are discussed. Keywords: marketing mix, marketing communication, marketing, Rolex Table of Contents Page Abstract 2 Introduction 4 Discussion 4 Message sourcing and credibility 4 Establishment o f credibility 6 Timex’s point of view 7 Nordstrom style 8 Conclusions 8 Recommendations 9 References 11 Introduction Rolex’s website is a special place to advertise and promote its brand. However, when one has to open the site, the actual products are not the ones to be visibly observed, but the celebrity endorsers like tennis players and recently among the finest players of all time. Unlike any other brands or websites which are built for the purpose of advertisement and promotion, the website for Rolex seems to be promoting the players than its actual products. The website looks like trying to establish the credibility of the spokespersons by making it to the point of giving the visitors more knowledge about the players especially in their performance, and actual capability when they make it on court. As observed, not all of the best contemporary tennis players were chosen as spokespersons, so this creates an implication that there must something more about these fea tured celebrities on the Rolex’s website that could help establish the brand. The focus of this paper is in this particular issue while integrating the concept associated with the actual communication mix used to promote Rolex to its target audience. The proponent of this report chooses Rolex as a branded consumer product and critiques its associated communications mix used to promote to its target audience. Part of the analysis is an explanation why, in the proponent’s opinion, specific elements which are discussed below have been selected to support the brand. In addition, the proponent also draws comparisons with the strategies used by other less, or indeed more successful brands in the same category. Discussion In this section and as stated below are considerable explanations about the specific elements used to support Rolex as brand and the corresponding strategies used by Timex and Nordstrom as another leading brand. Message Sourcing and Credibility Rolex, a bran d of watch that tries to position itself as highly differentiated and creating identity and image as elegant with ultimate unswerving performance, is highly associated with sports and culture particularly in tennis. The best way to integrate this brand into sports and culture is to allow endorsements coming from celebrities. Thus, the involvement of Roger Federer and other tennis players is part of the message sourcing and credibility. What do Federer, Ivanovic, Henin, Na and other excelling tennis players bring to the brand? Based on the advertising and marketing concepts discussed in the class, Rolex’s main goal could be about establishment of credibility of its brand

Romeo and Juliet by William Shakespeare Essay Example for Free

Romeo and Juliet by William Shakespeare Essay When put together, it means sick of love. Once Montague and Lady Montague leave, Benvolio has to try and discover what is affecting him. Just in the first few lines of Benvolios and Romeos conversation, love, once again appears, not as sexual innuendos, but this time in a much more serious perspective. Benvolio asks, What sadness lengthens Romeos hours? and Romeo replies, Not having that which having makes them short, which is rather ironic as Romeo wants love and therefore his life is short. We previously identify this through the prologue. Elizabethans had an aristocratic view on love and so they thought it would always be bad as Benvolio indicates, so gentle in his view. As soon as Benvolio speaks of love, Romeo attempts to confuse the issue, but when he uncovers the essential truth, he emphasizes each word as if the facts were almost unbelievable and quite without justification. At line 169, Romeo honestly unveils the truth, heres much to do with hate, but more with love. This may not be extremely important in engaging the audience because they may already believe that his unrequited love is Juliet. But this is not the case, thus it will be a shock to the audience when they discover who it really is. His thoughts are of the clash between love and hate, which then places brutal and outrageous images in his head. This is also shown by the words he uses, Why then, O brawling love, O loving hate, O anything, of nothing first create! O heavy lightness, serious vanity, Misshapen chaos of well-seeming forms, Feather of lead, bright smoke, cold fire, sick health, Still waking sleep, that is not what it is! Which also represents the confusion of his feelings and the contrast between them. This is an example of an oxymoron and the contradictions in life. It is applied in order to express the perplexity of Romeos emotions. It is also apparent that Romeo recognizes that Rosaline is a Capulet, the enemy, which is why his words of love and hate are intertwined, O brawling love, O loving hate. Once more, Romeo attempts to leave but Benvolio follows him and brings up the subject of love yet again. The word love catches Romeos attention; only this time, he counters Benvolios question by mocking his seriousness. In this section, there is a distinction between Rosaline and Juliets attitude to love. Rosaline, hath forsworn to love, indicating her love will not open out for anyone at this moment, and as he continues, and in that vow, do I live dead, that live to tell it now, reinforces the idea of Romeo finding love and life, and when he does, it will result in death. Romeo is caught up in false or artificial love. When real love comes, it will come as Juliet and will be a great impact in his life. The way he feels about Rosaline is much different to his feelings towards Juliet. As I have previously mentioned, we start scene II with Capulet and Paris, and his wish to marry Juliet as soon as possible. The information that we are told at the end of scene I, and the beginning of scene II, is surprising to the reader as we were lead to believe that it is Romeo and Juliet getting together, but it is apparent they are not and create a sense of curiosity. Capulet is presented as a kind hearted man and has faith in his daughter, earth hath swallowed all my hopes but she; She is the hopeful day of my earth. But this quote too, has dramatic irony, because Juliet dies in the end and therefore will have nothing to live for. Capulet then leaves after his lecture, leaving Peter, his servant with a piece of paper. Romeo and Benvolio enter and meet Peter, who is at fault, as he cannot read the list of whom he is meant to invite for the party. Romeo is persistent and patient with Peter. As he reads the list aloud to Peter, a name mentioned caught his attention; Rosaline. By now, he is even more tolerant with Peter because he realises that this is his chance to discover more about Rosaline. To return the favour, Peter prayed, come and crush a cup of wine, and then left. Of course, Romeo would take advantage of this due to his adoration of Rosaline. Benvolio also encourages him, go thither, and with attained eye, compare her face with some that I shall show. This is another example of dramatic irony as Romeo takes Benvolios advice and ironically, he does find another woman who happens to be Juliet. Presently however, Romeo questions, one fairer than my love? believing that there is no one else for him, but there is. Rosaline starts to fade out at the end of scene II. By introducing the nurse before Juliet in scene III, Shakespeare at one stroke made the drama domestic, bawdy, and affectionate in tone. As she speaks in turn to Lady Capulet and Juliet, the nurses speech is more dynamic and rhythmically varied than any so far in the play. Shakespeare was also able to introduce his heroin almost silently, so that in her first scene, Juliet speaks only seven lines. Attention is of course, focused on her, and her response is crucial for the development of the scene; yet she remains dutiful in speech and therefore mysterious and unknown. As lady Capulet did not ask any questions, the Nurse felt it was necessary to speak. Her long speech about the death of her daughter may indicate the events that could happen to Juliet. The bawdy lines 43-45: Thou wilt fall backward when thou hast more wit; Wilt thou not, Jule? And, by my holidam, The pretty wretch left crying and said, Ay Provide a climax for the speech, making the nurse helpless with laughter and provoking three repetitions, two against the express wish of Lady Capulet. Probably the nurse should make an attempt to be silent or serious and then give in to her own instincts. Juliets involvement is effective as she may either be embarrassed by her Nurses bawdiness or may know that more is likely to follow and offend her mother. It is in this scene where Juliet speaks her thoughts of marriage and believes it is, an honour I dream not of, for she is still young and has no plans to marry. This is considered as dramatic irony for she has no desire to marry Paris but when she meets Romeo, she falls in love and marries him almost straight away. Then Lady Capulet asks, can you like Paris love? and Juliet answers, Ill look to like, if looking liking move. But no more deep will I endart my eye Than your consent gives strength to make it fly, Reinforcing that she will meet him but Lady Capulet will have to wait before Juliet gives her verdict. The audience at this point will anticipate the judgment of young Juliet. Finally, there is one last major theme in the play, fate and tragedy. When mentioning the word tragedy, you automatically think death or a disaster outcome, which will make you want to know more about the event or situation. Shakespeare gives a hint of tragedy in the prologue, A pair of star-crossed lovers take their strife, and so connects with the thoughts of the audience. Star-crossed lovers are referred to as death. Their love brings both of them to an end and is thus, their destiny to die. The prologue gives a summary to what we expect to happen, but Shakespeare carefully made this to embody the divine intervention of Romeo and Juliet. In the Elizabethan times, the audience were lead to believe that fate always causes tragedy. As we know, we begin in a fight scene. Romeo is in fact not there, which may symbolise that Romeo is not part of the feud or that he is involved greatly. The quarrelling of fools is turned to civil mutiny as the prologue warned. Although Benvolio seeks to keep the peace, he is soon fighting as Tybalt threatens him with death. The Capulets and the Montagues are built on hate where as Romeo and Juliet is built on love and subsequently, inevitability is introduced. The prophetic words of Prince Escalus, your lives shall pay the forfeit of the peace, is ironic because we know that Romeo and Juliet, from each household, dies as a consequent to the feud that has been going on for many years. It is an insight for those who dont know, of what will tragically happen. Romeos unrequited love leads his life, but when another lady returns his love, his life comes to an end. The ironic in this is visible as we read Romeo and Benvolios conversation. Romeos fate as he believes, is to be with Juliet no matter what. So his determination to spend eternity with Juliet is his destiny to die. Romeo claims he is a victim of bad luck, in saying that he is Fortunes fool The mechanism of fate works in all of the events surrounding the lovers, including the feud between their families. This event is not mere coincidence, but manifestations of fate that help bring about the unavoidable outcome of the young lovers deaths. Fate in the play is influenced by the social situations and the personalities of each character. In scene II, Capulet recalls that he has nothing to live for but for his daughter, but because he is at war with whom Juliet loves, she dies as a consequence of this. It is bad luck to him and for both Romeo and Juliet. Peters obvious flaw of not being able to read is Romeos chance to meet Rosaline, but this is his fate to first meet Juliet. Meeting Peter was a fateful coincidence. Benvolio himself said to look for other women and this is what happened when he went to Capulets party. Benvolio urges Romeo to go to the party for the women, but Lady Capulet urges Juliet to go to meet Paris, giving the audience the benefit of the doubt. The audience at this point is now aware of how Juliet and Romeo meet. In scene III, the Nurse comments, An I might live to see thee married once, I have my wish, implies that she will see Juliets marriage with Paris, but not only does she miss it, but Juliets husband to be is a different man. The nurses speech is significant and refers to the death of her own child. The audience by now is much more interested as they now know more about the events. Overall, we can see that Shakespeare has created an atmosphere, which engages the audience right from the beginning. He uses imagery, emotive words, dramatic irony and various other techniques to do so. In the beginning, the prologue tells us what we are to expect, and as we near the end of scene III, our expectations are answered, but we are curious of how the events happen. Shakespeare has successfully completed his task to seize our mind.

Historical Background Of The Upanishads Philosophy Essay

Historical Background Of The Upanishads Philosophy Essay The Upanishads are said to contain the essence of the Vedas and the Vedas are the source of the (no need for the here) Vedanta philosophy. They contain the spiritual experiences and revelations of sages, the Rishis. They are said to be the products of the highest wisdom, supreme divine knowledge, which was directly heard (shrutti) in meditation. Hence they stir the hearts of people and inspire themà ¢Ã¢â€š ¬Ã‚ ¦..They give supreme food for the soul  [1]  They are rich in profound philosophical thought and there is great depth of meaning in the passages and verses. They give a vivid description of the nature of Atman, the Supreme Soulà ¢Ã¢â€š ¬Ã‚ ¦ and expound suitable methods and aids to attain the Immortal Brahman, the Highest Purusha.  [2]  They have exercised considerable influence on the religion and philosophy in India. The Upanishads are regarded as the final part of the Vedas, and primarily discuss philosophy, meditation and the nature of God and form the core spiritual thought of Vedantic Hinduism. They are considered as mystic and spiritual contemplations of the Vedas, and are known as Vedanta (the end/culmination of the Vedas). Although the Vedas look outward in reverence and awe of the phenomenal world, the Upanishads look inward to the powers of human consciousness. Opinion differs as to the age of the Upanishads. Some Western scholars have fixed the age as 6th century BCE, but they do not belong to a particular period of Sanskrit literature. The oldest, such as Brhadaranyaka and Chandogya may date to the Brahmana period (roughly before the 7th century BCE) while the youngest may date to the medieval or early modern period. However, Sivananda would say they are dateless and eternal as they came out of the mouth of Brahman and so existed before the creation of the world. Shad means to shatter or destroy so by having knowledge of the Upanishads one destroys ignorance, and knowledge of Brahman is called Upanishad because it leads to Brahman and helps aspirants attain Brahman. Other schools of thought say Upanishad means sitting at the feet of the teacher. The Upanishads were not meant for the masses, as they contain the highest speculations of philosophy. They were only meant for the select few, who were seen as worthy to receive instruction initially from the rishis and later from the Brahmin teaching caste, hence the term Upanishad at first signified secret teaching or doctrine. The teachers integrated to become the Brhma Rishis. The Vedas were initially not written down but passed on orally, by chants and hymns. The Aryan migrants brought Sanskrit to India and so the Upanishads were eventually written down by the Rishis and Brahmin priests. Over 1000 have been recorded but Sankaracharya (8th century mystic who reawakened India to its spiritual herit age) is said to have collected together 108 Upanishads, which are summarised in his famous work The Viveka Chudamani. Of these the principal 10 Upanishads still studied today, are the Brhadarnayaka, Chandogya, Isha, Kena, Katha, Mandukya, Aitareya, Taittiriya, Mudaka and Prashna. The ancient rishis sought to understand the fundamental truths of mans being; the origins, the nature and the destiny of man and his universe, the meaning of life, the world and the relation of the individual to the supreme soul. They sought answers to these basic questions: who am I, what is the universe, whence are we born, on what do we rest, where do we go, are there such things as immortality, freedom, perfection, eternal bliss, everlasting peace, what is Atman, Brahman, or the Self, which is birthless, deathless, changeless, self-existent how to attain immortality or Brahman, what is the means of freedom from earthly bondage. The road to self-discovery is discussed in the Taittiriya Upanishad, which gives us rules for right conduct in our lives and advises If you are in doubt about right conduct, Follow the example of the sages, who know what is best for spiritual growth.  [3]  (chpt 11-v4). It tells us the body is only the outer layer surrounding our self, each layer less physical than the last: the physical sheath is made up of food (Pt 2, 2.1), the vital sheath is made up of living breath (3.1), the mental sheath is made up of waves of thought (3.1) and the sheath of wisdom is the intellect and within this is the sheath of bliss. Bliss is the heart, and Brahman the foundation. Those who affirm the Lord affirm themselves.  [4]  In the journey to discover who we are, the rishis looked at these states of consciousness (Brihadranyaka Upanishad chpt4). As awareness is withdrawn from these layers of consciousness it was discovered that the mind is not conscious, it is only an instrument of our consci ousness. If we were able to observe from within each state, would that be the knower, ie the self? In all creatures, all persons the Self is the innermost essence. Janaka asks who is the self and Yajnavalka replies: The Self, pure awareness, shines as the light within the heart, surrounded by the sense. Only seeming to think, seeming to move, the Self neither sleeps nor wakes nor dreams. This notion of the Self and Brahman being one is considered in the Katha Upanishad (chpt2-v20). Hidden in the heart of every creature exists the Self, subtler than the subtlest, greater than the greatest. They go beyond sorrow who extinguish their self-will and behold the glory fo the Self through the grace of the Lord of Love. A similar theme can be seen in the Isha Upanishad in its description of the Lord as being enshrined in the hearts of all. This seems to merge into a description of the Self culminating in v8 He it is who holds the cosmos together. The question of attaining immortality or Brahman is discussed in the Katha Upanishad, where we have a teenage boy (Natchiketa) as the student and Death (Yama) being the teacher. This studies the notion of reincarnation, wherein Natchiketa is sacrificed to death by his father but Natchiketa is granted three wishes, one for each of the three nights he has spent in the house of Yama (Pt 1-chpt1-v9-29. Natchiketa asks that when he is reincarnated his father will recognise him, secondly that he wants to remember what has gone before, he doesnt want to lose prior knowledge and thirdly he wants to know for certain if his sole really exists after death. The answer is to renounce passing pleasures and seek wisdom (chpt2-v3-4). Death says, The truth of the Self cannot come through one who has not realised the Self  [5]  , so self-realisation is the key. The ignorant believe that when the body dies, they die. This is further expounded by the Mandukya Upanishad which teaches us the need for knowledge through awareness and how this can be passed on through teachers. There are two types of knowledge, that taught through study, or lower knowledge, and the higher knowledge which leads to self-realisation, through mediation those who are pure in heart, who practice meditation and conquer all their senses and passions, shall attain the immortal Self.. The Prashna Upanishad also tells us after the sage Pippaladas explanation of where we come from (qu1-v4-10), that those who meditate, seek wisdom, self-discipline and faith in God will travel after death to the Supreme refuge, beyond the reach of fear and free from the cycle of birth and death. This Upanishad concludes with the question Do you know the self? (QuVI-v1) and Pippaladas summary describes the sixteen forms of the self within the body and that one must realise the self so that these sixteen forms disappear. Then there is no more name or form for us as human beings and we attain immortality. The self is the paramount goal of life. Attain this goal and go beyond death. (QuVI-v) iii) Where did I come from? This question is posed by the Kena Upanishad: by whom? Who makes my mind think?who sees through my eyes and hears through my ears? The teacher replies The Self is the ear of the ear, the eye of the eye and the mind of the mind.. This Upanishad is about knowing Brahman yet how can this not be an impossible task for the average man? How can we possibly conceive of understanding something so abstract and inscrutable? Yet we are urged to try: It is the power of Brahman that makes the mind to think, desire, and will. Therefore use this power to meditate on Brahman. (chpt4-v5-6) However, it seems we are compelled to continually ask questions without questions we cannot develop. What gives us this desire to know, to attain self-realisation? Easwarans interpretation of this question is: by whom impelled do all the motions of life stir?  [6]  Easwaran also quotes Shankara, By whose mere presence does that desire arise which moves the universe? Swami Vishnudevananda says just as the perception of things in the gross world is impossible without light, so knowledge of self cannot emerge other than by inquiry. Who am I? How was this universe born? What is its cause?  [7]  Just as mans quest for enjoyment finds that joy is within himself, knowledge will never be complete until he turns his vision inwards. The Upanishads tell us that all knowledge is in the self, and in fact, knowledge is self. That eternal knowledge of the self when reflected through the mind and brain of man becomes intuition, reason and instinct. In lower animals it is manifested as instinct, in man as reason and in advanced man as intuition. Individual existence is therefore a manifestation of the real existence of the self. So it seems to me we are compelled to seek knowledge, and therefore by implication to seek knowledge of the self. As Easwaran points out, exploring the unconscious requires the daring of youth, as in the Katha Upanishad. The Katha Upanishad seems to be saying that within all human experience it is only the Self that is the enjoyer, and so once one attains self-realisation there will nothing further to know. In the meantime man is forever searching, searching, even when he doesnt know what he is looking for. As Vishnudevananda points out some scale Mount Everest to learn, others navigate under the Artic oceans, while others fly into outer space. Others retire from the world to study or roam the world in search of knowledge. I feel this will go on for a long time yet until man has reached a stage of intellect where self-realisation becomes attainable for all, in ages to come. In the meantime we aspire to seek out extra little bits of knowledge and we pick up lots more along the way by accident without even r ealising it. The problem for us lowly mortals is in a quote I heard a long time ago when I was at college and has stuck with me ever since, although I dont know who said it or when: is not just the known unknown but the unknown unknown. I am aware of many things I do not know but there is of course an ocean of things which I dont even realise are there to be known. It seems an impossible task. Perhaps as I take the advice of the Upanishads and practise meditation, in years to come I may begin to feel as if I have started on my own journey.

Breath Eyes Memory by Edwidge Danticat | Book Report

Breath Eyes Memory by Edwidge Danticat | Book Report This is a story about the journey women face in cultures which does not give them the liberty of justice. The book Breath Eyes Memory by Edwidge Danticat is about the journey of a woman as she faces the many hardships due to her mother and the culture that exists around them. The book deals with the relationship between the mother and the daughter and how both of their stories are intricately intertwined, as much as any of them wants the forces acting upon their relationship were created long before them and cannot be changed easily. This story is about how Sophie Caco comes to terms with life and how she faces everything that she has to face and how it changes her. One of the things which looms over Sophie and loomed over her mother is the ritual of testing. In this ritual the girls virginity is checked by administering a test. This test is a very painful process, much more painful emotionally than it could be physically. One thing that this test reinforces when it is administered on Sophie is that her mother does not trust her. It also puts a lot of pressure on her because it becomes something she has to constantly worry and think about. One can even say that the test does the opposite of what it is supposed to be doing. Instead of letting Sophie mature like a normal girl it forces her to constantly think about her virginity and about how she is being oppressed and mistreated in her own home by her own mother. One of the most telling things that comes at a pivotal point in the book is when she asks her mother why she administered the test to her when she herself had been harassed so much. This is a very important point which many people will miss unless they know how life is in countries with tradition heavy cultures. Most people think that men of these countries are the ones who prosecute the women for being free and keep them chained to tradition. The sad truth is that women of these cultures have as much of a part as any man. The reason is simple; they have been so brainwashed by tradition and culture and what happened to them when they were little girls that none of them stop to think about what they are doing and what consequences it might have for the little girl. Sophias mother says she will answer her if Sophia promises to never ask again. This is the answer she gets, I did it, she said, because my mother had done it to me. I have no greater excuse. I realize standing here that the two greatest pains of my life are very much related. The one good thing about my being raped was that it made theÂÂ  testingÂÂ  stop. The testing and the rape. I live both every day (Danticat, 1998). This quote is very important because it reveals many things about the story. It tells us about how her mother thought it was abusive too yet because she had to go through it she was doing it to her daughter too. Many things can be said about this, maybe it was revenge, maybe a form of jealousy (if I had to go through it, why not her?) or something else. But the sword of tradition hangs over the head of these people. It also tells us about how she feels about the two greatest pains of her life, the testing and the rape and how she equates the two pains. While the testing may not have been as bad as rape it was still a horrible part of her life and as much as she hates being raped a part of her was relieved that she would not have to go through the pain of testing again. The rape was the point where it all stopped mattering; where no one would be suspicious of her and make her get tested again. She was finally free of the test. She also talks about how she has never outgrown the testin g or the rape (She lives them every day). It means she carries the pain with her; not only the pain but the influence too. They way she lives her life, the woman that she became all had something to do with the testing and the rape. These horrible things are not something she can forget and she cannot claim that they did not have part in making her who she is today. The testing manifests itself in another main point of the book where Sophie, finally realizing she cannot take any more of it decides to do something about it. She is tired of being tested and asked all the time. In a fit of emotion she takes her mothers spice pestle and deflowers herself with it. As painful as the process is it is still better than being tested again and again. As she feels her maidenhood being broken she feels pain but she also feels free, thinking the act of breaking her hymen as breaking manacles, an act of freedom (Danticat). She knows it is the only thing she can do and she does it. While her mothers testing stopped because she was raped Sophie would not wait for something bad to happen to her. She took control into her own hand and broke her own hymen. This is also important because it tells us about the vast difference between Sophie and her mother. While her mother has resigned herself to fate and lives with whatever happened to her, Sophie has a much more active outlook towards her life. She wants to break free of the manacles of tradition and just make her own destiny. She will not inflict pain upon her daughter; she will not be like her mother. She is the one who breaks the cycle of tradition. This was a very emotional book and a very telling one too. While it was enlightening for us I wish that this was read more by women who have to go through this. The little girls who still face this kind of treatment need to understand that they can break the cycle too if they want and make sure that this debauchery ends with their generation. I felt the book was very personal and raw and the story of Sophie going from innocence to freedom is an amazing journey that people should understand. This is a great book because not only do we understand the culture and the people within the book but we also understand the culture and the people of real life. We often wonder how people in some cultures can be so backwards and books like this help us understand, give us the answer. Only if we understand the reasons can we fix the problems. Bibiliography Danticat, Edwidge. Breath, Eyes, Memory. Vintage, 1998, Print.

Working With Special Needs Students Changed My Life Essay -- Community

"Love cannot remain by itself — it has no meaning. Love has to be put into action and that action is service." - Mother Teresa Boom! A toy dashes across the room and slams against the nicely painted wall. A blood curdling scream comes racing through the room and my eyes rush towards a small little body sprawled out on the carpet. The body is tossing and turning about, kicking its arms and legs. While to some this predicament may seem unnerving, to me it is a normal night at OSEP. This past year I was giving the opportunity to volunteer at OSEP, a program for special needs children and their siblings. The OSEP program provides a safe place twice a month for special needs children along with their siblings, which allows their parents a few hours to relax and have a night out. Most parents of special needs children can not find babysitters who are willing to watch their child, so OSEP gives parents that chance to have a small break. In the OSEP program there is a variety of different children I had the privilege to come in contact with; these children range from mental retardation,...

Genetic Testing :: Genetics Disorders Diseases Papers

Genetic Testing Genetic screening uses a variety of laboratory procedures to find out if a person has a genetic condition or disorder or is likely to develop a disease based on his or her genetic makeup. Individuals may wish to be tested if the family shows a history of one specific disease such as Huntington's Disease or breast cancer, if they show symptoms of a genetic disorder which could be improved by early diagnosis, or if they are planning a family and are concerned about the possibility of passing on a genetic trait to their offspring. This last type of screening can look at the parent's genotype or look at the genotype of the fetus or newborn. This type of screening can also look for a specific disorder or can be done as a general test for common disorders as in prenatal testing or more commonly newborn screening. Genetic tests use techniques to examine genes or markers near the genes. Direct testing for diseases such as Cystic Fibrosis and Sickle Cell Anemia come from an analysis of an individual's specific genes. A technique called linkage analysis, or indirect testing, is used when the gene cannot be directly identified but can be located within a specific region of a chromosome. This testing requires additional DNA from an affected family member for comparison. Because each person's DNA is unique (except for identical twins), genetic tests also can be used for individual identification ("DNA fingerprinting"). This technique is often used in forensic work, where samples from a crime scene such as blood or semen could be used as incriminating or acquitting evidence. Genetic testing is a complex process, and the results depend both on reliable laboratory procedures and an accurate translation of results. Tests also vary in sensitivity, that is, their ability to detect mutations or to detect all patients who have or will develop the disease. Interpretation of test results are often complex even for trained physicians and other health care specialists. Types of Genetic Testing Carrier Identification includes genetic tests used by couples whose families have a history of recessive genetic disorders and who are considering having children. Three common tests include those for cystic fibrosis, Tay-Sachs disease, and sickle-cell trait but more tests are coming on the market at a very high rate. Norman Frost of the University of Wisconsin Madison Medical School says, "Potential new genetic tests roll off the conveyor belt of the human genome project almost once a week " (2).

Comparing Hitler and Napoleon Essay -- Compare Contrast Hitler Napoleo

Comparing Hitler and Napoleon There were differences between Hitler and Napoleon, however I feel there were more similarities. They were both immigrants in the country they ended up ruling, both conquered most of Europe, both had radical views about fighting, and both were very quick in their fighting. However, the most significant similarities between the two leaders is how they were accepted as monarchs in a previously democratic society, and what they did for the countries after becoming monarchs. Hitler and Napoleon were accepted as monarchs for three major reasons. Both countries were hoping for the returning strength of the monarchy. The people of Germany and France were tired of inflation, and threats of invasion, and both militaries preferred aggressive patriots at their head instead of a politician. Both countries needed someone because they were both in economic chaos. Both men were intent in building a new type of state with a new social order. Both enjoyed the advantage of more or less unlimited power, yet they assumed this power very carefully and legally. When they assumed power they did much for their countries. They both pursued vigorous economic plans that balanced each countries' budgets, which had not been done in years. Napoleon balanced the budget in 1802, the first time it had been balanced in over seventy years, and Hitler managed to balance Germany's budget by 1938. Both men ended unemployment in their countries with nationwide projects, ho...

Nespresso Essay

Nespresso was not in a very good situation. It was time to change to do something new and they realized for that reason that it was necessary to search an entrepreneur. Somebody ambitious , strong head , and creative who was able to take radically decisions and begin a new era of succeed of Nespreso. This person was Mr Lang. How could we sell Nespresso in supermarkets ? was the initial question. Question that was answered with a great strategic decision which was developed by Nespresso in order to penetrate in a new market and be more productive. â€Å" A small operation in a separate company with separate product† Lang said. At the beginning it was no clear what he wants to do , and if this strategy will be effective but he doesn’t care about it and he continued developing this risked strategy. Lang realized that Nespresso prospect in the office sector was limited but they was potential in the household market. At the time it did not exist a big market research of the households market , so it was a very good opportunity for them. â€Å"Positioning Nespresso away from the more utilitarian office coffee and targeting consumers at the top of the household market† was his main objective Land got â€Å"green light† from the Nestle? general management in order to develop this strategy but only in Switzerland to be proven during a period of time. If the sales increase the management agreed and the business could continue. When something is new there will be always a lot of ifs and buts , but it must to risk and dare to do something innovative and original to got succeed.