The Men of Their Eyes Were Watching God by Zora Neale...

The Men of Their Eyes Were Watching God by Zora Neale Hurston In Their Eyes Were Watching God, by Zora Neale Hurston, the reader is given a particular glimpse into Janies life with reference to the men she has known. Janies three men are all very different, yet they were all Janies husband at one point in her life. Although they all behaved differently, in lifestyle as well as their relationship with Janie, they all shared certain similarities. Janies first husband was a poor old soul named Logan Killicks. He was an ugly, dirty farmer whose prime concern for Janie was that she do her share of the work in order to keep the farm up and running. Janie was simply another pair of hands to do some work.†¦show more content†¦He believed they were unintelligent and could not make their own decisions, a view that was almost alien to someone like Tea Cake Woods. Tea Cake was Janies third husband. He was a simple person who returned kindness for kindness. He saw women as equal human beings and told them that. He was very passive in thought, but smart in his own ways. His desire in life was to love and be loved. Like Joe, Tea Cake gave Janie everything she ever wanted, but in different ways. Joe was a rich man who could buy Janie anything she desired. Tea Cake was a migrant farmer and occasional gambler who only had the shirt on his back. Joe owned the only store in his town, and Logan owned a farm with more than sixty acres of land. Economically, these men were all different, but strove just the same to give Janie what they could. Although Logan saw Janie as another hired hand on his farm, he knew that if he wanted to keep her he would still have to spoil her. Yo Grandma and me myself done spoilt you now, and Ah reckon Ah have tuh keep on wid it (26). However, Logan did have Janie out plowing the fields and chopping potatoes. When she met Joe, he said, You behind a plow! You aint got no mo business wid uh plow than uh hog is got wid uh holiday! You aint go no business cuttin up no seed ptaters neither. A pretty doll-baby lak you is made to si on de front porch and rock and fan yoself and eat ptaters dat other folks plant just specialShow MoreRelatedTheir Eyes Were Watching God By Zora Neale Hurston And Of Mice And Men1508 Words   |  7 Pages social acceptance and companionship, in the hope that once these things are obtained one will feel complete. In the novels Their Eyes Were Watching God by Zora Neale Hurston and Of Mice and Men by John Steinbeck, readers witness the characters struggle to find the ir identity while also trying to meet the need for partnership. In the novel Their Eyes Were Watching God, readers see the main character Janie, grow as a women while showing that marriage does not always mean love and that until you findRead More Zora Neale Hurston Essay1149 Words   |  5 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Zora Neale Hurston was a phenomenal woman. At the height of her success she was known as the â€Å"Queen of the Harlem Renaissance.† She came to overcome obstacles that were placed in front of her. Hurston rose from poverty to fame and lost it all at the time of her death. Zora had an unusual life; she was a child that was forced to grow up to fast. But despite Zora Neale Hurston’s unsettled life, she managed to surmount every obstacle to become one of the most profound authorsRead MoreTheir Eyes Were Watching God1019 Words   |  4 PagesZora Neale Hurston’s novel highly praised novel, Their Eyes Were Watching God, was once denounced by many critics because it was categorized as a feminist novel. However, through further analyzation, the novel is now viewed simply as a protagonist developing a feminist conscience throughout her marriages. Zora Neale Hurston was born in Natasulga, Alabama on January 7, 1891. Mrs. Hurston was the fifth of eight children to John Hurston, a carpenter and Baptist preacher, and Lucy Potts Hurston, aRead MoreZora Neale Hurston1163 Words   |  5 PagesZora Neale Hurston Zora Neale Hurston was a phenomenal woman. At the height of her success she was known as the Queen of the Harlem Renaissance. She came to overcome obstacles that were placed in front of her. Hurston rose from poverty to fame and lost it all at the time of her death. Zora had an unusual life; she was a child that was forced to grow up to fast. But despite Zora Neale Hurstons unsettled life, she managed to surmount every obstacle to become one of the most profound authorsRead MoreJody Starks s All Of The Men1716 Words   |  7 PagesAs we can see Janie is using her voice to defend herself against what Jody Starks says to her, but Janie embarrasses Jody in front of all of the men because of what she says about Jody. This is the first time in the novel that Hurston gives Janie a voice/agency because usually Janie stays quiet and keeps her thoughts to herself. As the novel evolves Janie finally begins to gain a sense of voice and agency and gains the ability to be able to speak up for what she wants because in the beginning ofRead More The Conveyance of Emotion in the Writing of Zora Neale Hurston1668 Words   |  7 PagesWriting of Zora Neale Hurston Sharpening Her Oyster Knife: I am not tragically colored. There is no great sorrow dammed up in my soul, nor lurking behind my eyes. I do not mind at all. I do not belong to the sobbing school of Negrohood who hold that nature somehow has given them a lowdown dirty deal and whose feelings are all hurt about it....No, I do not weep at the world -- I am too busy sharpening my oyster knife. ___Zora Neale HurstonRead More Janie’s Growth in Their Eyes Were Watching God by Zora Neale Hurston1356 Words   |  6 PagesJanie’s Growth in Their Eyes Were Watching God by Zora Neale Hurston    In the novel, Their Eyes Were Watching God, by Zora Neale Hurston, Janie has allowed us to better understand the restraints that women in society had to deal with in a male dominated society. Her marriage with Logan Killicks consisted of dull, daily routines.   Wedding herself to Joe Starks brought her closer to others, than to herself.   In her final marriage to Vergible Woods, also known as Tea Cake, she finally learnedRead MoreOprah Had No Eyes to See Her Make a Monstrosity1500 Words   |  6 PagesOprah Had No Eyes to See Her Make a Monstrosity Oprah’s movie did Zora Neale Hurston’s novel, Their Eyes Were Watching God, an injustice when Oprah changed the entire purpose of the book. The changes made to characters, relationships, and the effects of symbolism makes the story unrecognizable. Their Eyes Were Watching God transforms into a love story and the title changes which alters the entire plot, even some settings change. Oprah truly slaughtered a work of art and her ignorance of the meaningRead MoreTheir Eyes Were Watching God1571 Words   |  7 PagesZora Neale Hurston and her novel Their Eyes Were Watching God During the Harlem Renaissance, African Americans experience a cultural exposure in literature art. It was a period of great achievement in African-American art and literature during the 1920s and 1930s. This surge gave birth to several authors, playwrights and dramatists, such as Zora Neale Hurston. Zora Neale Hurston is now considered among the foremost authors of that period, having published four novels, three nonfiction works, andRead MoreTheir Eyes Were Watching By Zora Hurston1172 Words   |  5 PagesThe book their eyes were watching was written by Zora Hurston, and she tells the life story of a girl named Janie. It starts off with a metaphor explaining that women are the type to chase their dreams and even when it seems they can never accomplish it they never lose sight of it. Men on the other type to have dreams but instead of chasing like how Zora says women do they want their dream to come to them. The book is a frame narrative being and told by Zora but switches from Ja nie s point of view

The Life and Times of Sir Isaac Newton Essay - 1609 Words

Sir Isaac Newton was born on January 4, 1643 (based on the Gregorian calendar) in Woolsthorpe, Lincolnshire, England. Growing up, he was never really close to his parents because his biological father died three months before he was born. Then, his mother remarried and left him to be raised by his grandparents. It was not until 1661, when Newton started studying at Cambridge University, that Newton took an interest in math and science. Then, in 1665, Newton was forced to go home because of an epidemic outbreak. During his time away from school, Newton started studying optics, math, and gravity. In addition, he started to create Calculus. Newton was allowed to return to Cambridge in 1667, and in 1669, he became a math professor. In†¦show more content†¦A few scientists who lived just before Newton’s life were Nicolaus Copernicus, Galileo Galilei, Robert Hooke. Copernicus discovered the heliocentric theory. This idea was revolutionary because before his theory , people believed that the sun revolved around the earth (geocentric theory). However, Copernicus presented the theory that the earth revolved around the sun (heliocentric theory). Another scientist, Galileo Galilei, created the first telescope. Thus, with his new invention, he was able to see the Milky Way, features of the Moon, and Jupiter’s moons. While observing Jupiter’s moons, he saw that the moons orbited around Jupiter, not earth. With this new information, he was able to disprove the geocentric theory because Jupiter’s moons did not orbit around Earth, but rather Jupiter. Galileo also found that everything fell at the same speed. He tested this theory by dropping two balls (one heavier and one lighter) off of the Leaning Tower of Pisa. They both hit the ground at the same time (â€Å"Astronomy and Space for Kids†). In addition, Galileo proposed the idea of inertia (â€Å"The Scientific Revolution†). Robert Hooke was another notab le scientist of that time. Hooke created the law of elasticity. This law states that, â€Å"the stretching of a solid body (e.g., metal, wood) is proportional to the force applied to it† (The Editors of Encyclopà ¦dia Britannica). Hooke also invented the Gregorian reflecting telescope. Through this inventionShow MoreRelatedSir Isaac Newton was one of the greatest physicist and mathematicians of all time. He was born in1600 Words   |  7 PagesSir Isaac Newton was one of the greatest physicist and mathematicians of all time. He was born in England on December 25, 1642 on Christmas. He died at the age of eighty four on March 20, 1727. Newton was never married and never had any children. Though he did have three siblings from his mother’s second marriage. Some of Newton’s achievements in physics and mathematics are; Newton’s law of universal gravitation, Newton’s three laws of motion, calculus, refraction of light, reflecting telescopeRead Mor eInformative Speech Essay833 Words   |  4 Pagesearly life experiences and with the knowledge he left behind, Sir Isaac Newton was able to develop calculus, natural forces, and optics. From birth to early childhood, Isaac Newton overcame many personal, social, and mental hardships. It is through these experiences that helped create him to be the person we know today, that is why he is worthy of the Scientist of the Century award. Introduction 1. Attention-getter: What we know is a drop, what we don’t know is an ocean. said Isaac NewtonRead MoreNewtons Negative Neglect1034 Words   |  5 PagesNegative Neglect Isaac Newton faced many hardships in his lifetime, yet managed to be internationally famous for his genius mathematical and physical discoveries, and remarkable inventions. Newton was extraordinary in the sense that he was able to endure complications in life and still be an enormous success. The majority of individuals would have cracked under the predicaments Newton faced. Newton overcame neglect by suppressing his emotions, defeating limitations of his time, and becoming oneRead MoreSir Isaac Newton: An Important Figure in Scientific History1131 Words   |  5 PagesSir Isaac Newton History has been characterized by important discoveries made by the worlds scientists. These men and women are responsible for everything that has led humanity from the cave-dwelling Neanderthals of ancient times to the position that they hold today. Scientists are responsible for the wheel, for fire, for tools, for every single thing that people have come to accept as a part of existence. Without scientific investigation, people could not progress and society as a whole wouldRead MoreThe Genius Of Sir Isaac Newton1687 Words   |  7 Pages History has had its fair share of phenomenal scientists, but none can overshadow the genius of Sir Isaac Newton. Isaac Newton was born on January 4, 1643. His father died before he was born and he lived in Colsterworth in Lincolnshire with his grandparents and three siblings. Isaac Newton was know to be quite secluded as a young boy. Young Newton had a knack for model making and art, for example, he made a working model of a windmill at some point in his childhood. He also made other things suchRead MoreThe Contributions of Isaac Newton Essay1342 Words   |  6 Pages Sir Isaac Newton was a well educated person. He wrote on many topics including math, science, religion, and even philosophy. He also held many high ranking positions such as a member of the Royal Society and being the Master of the Mint. Information about his life and achievements will be discussed in the following paragraphs, along with how the achievements relate to the humanities base theme of faith and reason. Sir Isaac Newton was born on Christmas Day in 1642. This is theRead MoreThe Contributions of Isaac Newton Essay1352 Words   |  6 PagesNature and natures laws lay hid in night: God said, let Newton be! And all was light. - - Alexander Pope The Enlightenment characterizes a philosophical movement of the 18th century that emphasized the use of reason to analyze and scrutinize all previously accepted traditions and doctrines. Through this application of scientific method to all aspects of life, the role of science gradually replaced the role of religion. Sir Isaac Newton, quite possibly one of the most intelligent men to existRead MoreSir Isaac Newton : The Father Of Modern Physics1185 Words   |  5 Pageswould be remembered Sir Isaac Newton once said,I do not know what I may appear to the world; but to myself I seem to have been only like a boy playing on the seashore, and diverting myself now and then in finding a smoother pebble or prettier shell than ordinary, while the great ocean of truth lay all undiscovered before me(bio.com)†Today, one of the most highly regarded scientists is still Sir Isaac Newton. He should be remembered as the father of modern physics. Sir Isaac Newton was born on Jan 4Read More Sir Isaac Newtons Role in the Enlightenment Essay1558 Words   |  7 Pages Isaac Newton had a huge impact on the Enlightenment, he influenced it scientifically in many ways and he influenced faith and reason in a tremendous way. He was known more for his scientific achievements then his religious works.His background and education affected when he made these great achievements. Isaac Newton born on December 25,1642 in Woolsthorpe, England grew up, he was the most important physicist and mathematician of all time.1 Newton attended Cambridge where he studied mathematicsRead MoreThe Life of Isaac Newton777 Words   |  3 PagesThroughout the span of Isaac Newton’s life time, he accomplished, dreamed, and achieved what others thought were impossible. He was a curious man, with a passion to learn and discover the undiscovered. Newton uncovered scientific answers that lead the way to influential discoveries in motion and mathemati cs, optics, and also physics. He was not only an educated physicist and mathematician, but experienced and established in his frame of study. To say Newton was â€Å"just a scientist† would be an understatement

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w w ap eP m e tr .X w *6364028069* 9701/05 CHEMISTRY Paper 5 Planning, analysis and evaluation October/November 2007 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. We will write a custom essay sample on A Levels or any similar topic only for you Order Now READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. You are advised to show all working in calculations. Use of Data Booklet is unnecessary. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. For Examiner’s Use 1 2 Total This document consists of 9 printed pages and 3 blank pages. SPA (NF/CGW) T30933/8  © UCLES 2007 [Turn over om .c s er UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level 2 1 The hydroxides of Group I metals (LiOH, NaOH, KOH, RbOH, CsOH) are highly corrosive white solids which rapidly absorb water vapour on exposure to the atmosphere. All of these solids dissolve exothermically in water. The enthalpy change of solution, ? Hsoln, is the energy change associated with the following reaction. M represents the Group I metal. M +(aq) + OH–(aq) M OH(s) + (aq) The following diagram represents theoretical stages in the formation of aqueous MOH. M +(g) + OH-(g) + (aq) lattice energy hydration enthalpy of the ions H hydration M OH(s) + (aq) H soln M +(aq) + OH-(aq) Lattice energy and hydration enthalpy are both more exothermic when ions carry a higher charge and/or ions have a smaller radius. When comparing Group I hydroxides, changes in ? Hhydration are more significant than changes in lattice energy. (a) By considering trends in the size and charge of the ions, predict the likely trend in ? Hsoln from LiOH to CsOH and sketch your prediction. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Hsoln LiOH NaOH KOH RbOH CsOH [2]  © UCLES 2007 9701/05/O/N/07 For Examiner’s Use 3 (b) The enthalpy change of solution, ? Hsoln, for any Group I hydroxide can be measured For Examiner’s Use experimentally in the laboratory. In experiments to compare ? Hsoln for LiOH, NaOH, KOH, RbOH, CsOH state the independent variable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ , the dependent variable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. the other variable to be controlled †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . [3] (c) Draw a labelled diagram to show the apparatus you would use to obtain data from which ? Hsoln could be determined. From the information given on page 2 and the apparatus you plan to use, identify two possible sources of error in the experiment and state how you would minimise the effect of each. rror 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ error 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [3] d) Identify a health and safety risk in the experiment and explain how you would minimise it when carrying out the experimen t. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [2]  © UCLES 2007 9701/05/O/N/07 Turn over 4 (e) Describe the procedure you would carry out to find the enthalpy change of solution, ? Hsoln, for one of the Group I hydroxides. Your plan should give a step-by-step description of the method, including †¢ how you would measure the independent variable, †¢ how you would measure the dependent variable, †¢ appropriate masses and volumes of reagents. The following data may be of use in planning the detail of your experiment. Ar: Li, 6. 9; Na, 23. 0; K, 39. 1; Rb, 85. 5; Cs, 133. 0, O, 16. 0; H, 1. 0 4. 3 J are required to raise the temperature of 1. cm3 of any solution by 1 °C. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ 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[4]  © UCLES 2007 9701/05/O/N/07 For Examiner’s Use For Examiner’s Use 5 (f) The procedure is repeated for each of the Group I hydroxides. Show how you would tabulate the results for all the experiments. [1] (g) Show how you would use the results of one experiment to calculate the enthalpy change of solution, ? Hsoln, for the reaction. [1] [Total: 16]  © UCLES 2007 9701/05/O/N/07 [Turn over 6 2 Students were asked to investigate how the rate of reaction between magnesium ribbon and hydrochloric acid varied with change in concentration of the acid. 2HCl(aq) + Mg(s) MgCl2(aq) + H2(g) Student 1, looking at the equation, suggested the following. rate of production of hydrogen gas = k[HCl ]2 This student used the following apparatus to investigate the rate of production of hydrogen gas, H2. gas syringe magnesium ribbon dilute hydrochloric acid The student used a 500 cm3 measuring cylinder to measure 100 cm3 of dilute acid into a conical flask. A 1 cm length (0. 1 g) of magnesium ribbon was dropped into the acid in the flask and the stopper quickly replaced in the flask. The stop-clock was started and the volume of gas collected was measured at 0. 5 minute intervals. The results of the experiment were recorded as shown in the table below. time / min time / min volume of H2 / cm3 0. 5 15. 5 5. 5 80. 0 1. 0 25. 0 6. 0 82. 5 1. 5 34. 0 6. 5 85. 0 2. 0 43. 0 7. 0 87. 0 2. 5 51. 0 7. 5 87. 5 3. 0 59. 0 8. 0 91. 0 3. 5 65. 0 8. 5 92. 5 4. 0 69. 5 9. 0 93. 5 4. 5 74. 0 9. 5 94. 5 5. 0  © UCLES 2007 volume of H2 / cm3 75. 0 10. 0 95. 0 9701/05/O/N/07 For Examiner’s Use For Examiner’s Use 7 (a) Plot a graph of volume of hydrogen produced against time. [2] (b) Identify clearly on your graph any anomalous readings and suggest a reason for these anomalous readings. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [1] (c) On the graph you have plotted, construct a line from which you can calculate the initial rate of reaction. Calculate the initial rate of reaction and show your working. initial rate = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. cm3 min–1 [2]  © UCLES 2007 9701/05/O/N/07 [Turn over 8 (d) By considering the experimental method described, explain why the plotted line does not pass through 0,0. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1] (e) Identify a further source of error in the method described and suggest a change to the method to reduce this error. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1] (f) Students 2-8 carried out similar experiments with different concentrations of acid. The initial rate of reaction was calculated for each of their experiments and is shown in the table below. Enter in the table the initial rate you have calculated for Student 1. student volume of acid used / cm3 volume of water used / cm3 mass of magnesium used /g initial rate relative concentration of acid / cm3 min–1 1 100 0 0. 01 2 45 55 0. 01 8. 0 3 90 10 0. 01 16. 4 4 60 40 0. 01 11. 5 5 100 100 0. 01 9. 3 6 35 65 0. 01 6. 8 7 80 How to cite A Levels, Papers

Greek mythology allusions Essay Example For Students

Greek mythology allusions Essay On the other hand, Death in Venice is also very heavy in symbolism. The color red runs through the center of this novel, signifying the color of love and passion, as well as the color of anger and the Devil. The color red is first shown when von Aschenbach encounters the red- haired stranger in the cemetery, with red-lashed eyes. This man is what inspires von Aschenbach to travel to Venice, and this strange man connects to the other strange men whom von Aschenbach meets throughout the journey the old man on the boat to Venice who dresses up young with red rouge, the gondolier with reddish eyebrows and the clown with reddish eyebrows all four wearing a sort of headgear and possess naked Adam apples, disappears suddenly and curls their lips back to bare gums. It seems that the similarities of these peculiar men are not so coincidental, but rather, destiny as they foreshadow the events that leads to von Aschenbachs death as well as the inevitability of his death. The first man leads von Aschenbach to a vacation to Venice, where after encountering him von Aschenbach sees the vision of a rainforest and decides to go to Venice. The rainforest can rather be paralleled to Ganges Delta, a tropical rainforest where cholera originated and this is significant because the vision can be an omen to von Aschenbachs death from the tropical disease. The second man foreshadows what von Aschenbach will come to be after falling in love, where he dresses up himself, dye his hair and use rouge to make himself look younger to Tadzio. The third man foreshadows von Aschenbachs death upon entering Venice, as upon boarding the gondola, von Aschenbach feels like entering a peculiarly black coffin recalls death, a dismal burial and a final silent voyage. Von Aschenach is also unable to control where the gondolier takes him, like how his passion towards Tadzio is uncontrollable and death comes uncontrollably. The forth man foreshadows von Aschenbachs death due to cholera, where he smells of carbolic acid, the disinfectant to prevent against cholera. He also has the closest physical contact to von Aschenbach, signifying that death is coming close. The color red is also prominent when von Aschenbach first consumes large, fully ripened strawberries when seeing Yashu kissing Tadzio, which symbolizes his anger and jealousy; and then von Aschenbach drinks a ruby red pomegranate juice when he meets the clown; lastly he consumes overriped strawberries bought from the infected streets of Venice, where he contracts cholera and dies. This has sufficiently showed that the color red is all along foreshadowing his death in Venice and his cause of death. Besides, the fact that Mann chooses Venice as the setting is significant because we can compare Venice to von Aschenbach, because Venice is hiding the disease infecting the city and corrupting it in within, to trap tourists; just as von Aschenbach is convincing himself that his passion towards the young boy is nothing wrong to do. Allusions from Greek mythology are also important in showing von Aschenbachs affection towards Tadzio. The fact that Greek mythology has a part in von Aschenbachs thoughts shows his intellectuality and demonstrates his huge effort to explain and justify the attraction he has towards a young boy, at the same time he creates excuses to remain passionate and obsessed. Von Aschenbach compares himself to Socrates and Tadzio to Phaedrus, where in Platos theory that both of them has a conversation about love and comes with a conclusion that pure love can only exist between males, and better, a man and boy. .ue4db2e15bcffd3e4f9963d71e248cbea , .ue4db2e15bcffd3e4f9963d71e248cbea .postImageUrl , .ue4db2e15bcffd3e4f9963d71e248cbea .centered-text-area { min-height: 80px; position: relative; } .ue4db2e15bcffd3e4f9963d71e248cbea , .ue4db2e15bcffd3e4f9963d71e248cbea:hover , .ue4db2e15bcffd3e4f9963d71e248cbea:visited , .ue4db2e15bcffd3e4f9963d71e248cbea:active { border:0!important; } .ue4db2e15bcffd3e4f9963d71e248cbea .clearfix:after { content: ""; display: table; clear: both; } .ue4db2e15bcffd3e4f9963d71e248cbea { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue4db2e15bcffd3e4f9963d71e248cbea:active , .ue4db2e15bcffd3e4f9963d71e248cbea:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue4db2e15bcffd3e4f9963d71e248cbea .centered-text-area { width: 100%; position: relative ; } .ue4db2e15bcffd3e4f9963d71e248cbea .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue4db2e15bcffd3e4f9963d71e248cbea .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue4db2e15bcffd3e4f9963d71e248cbea .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue4db2e15bcffd3e4f9963d71e248cbea:hover .ctaButton { background-color: #34495E!important; } .ue4db2e15bcffd3e4f9963d71e248cbea .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue4db2e15bcffd3e4f9963d71e248cbea .ue4db2e15bcffd3e4f9963d71e248cbea-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue4db2e15bcffd3e4f9963d71e248cbea:after { content: ""; display: block; clear: both; } READ: Greek And Roman Architecture Essay PaperThis allusion contributes to von Aschenbachs decision that his obsession is normal or rather noble, thus enabling him to continue to degrade into the pool of passion and obsession. It is also ironic that von Aschenbach compares Tadzios smile to the smile of Narcissus, because Greek myth states that Narcissus refuses all love offers, which shows that von Aschenbach knows that Tadzio might not return to his love offer and yet, at different parts of the story it seems that Tadzio is constantly beckoning and looking von Aschenbach into his eyes. Manns writing is also based on the philosophy of Nietzche on Apollo and Dionysus where men can either be in one side; and von Aschenbach has fully represented the shift from Apollonian to Dionysian. Apollo is the god of reason and intellect; whereas Dionysus is the god of passion and unreason and thus, portrays von Aschenbachs transition from a stiff, scheduled, ordered man into a man of uncontrollable emotions and obsession. This, also supports Manns theory that he wishes to express from this story the ability of passion in degrading a persons intellectuality. Death in Venice effectively portrays the process of a man losing his self conscious and common sense to degrade into a state of passion and obsession, through the authors use of effective literary devices and Greek mythology allusions. The readers can easily understand the authors theory that he wants to express, and the story line is very fixed and expected (since the title has already concluded the ending) and there is no possible way how this story can end due to the frequent foreshadowings and symbolisms, thus making it a very interesting book to read.

Dolphins Talking Essays - Animal Communication, Animal Intelligence

Dolphin's Talking Bottlenose dolphins are among the most vocal of the nonhuman animals and exhibit remarkable development of the sound production and auditory mechanisms. This can be seen in audition, which is shown in the animal`s highly refined echolocation ability, and in tightly organized schools in which they live that are made up by sound communication. In testing the communication skills of dolphins, extensive studies have been done on vocal mimicry, in which the animal imitates computer-generated sounds in order to test motor control in terms of cognitive ability. Language comprehension on the other hand has been tested through labeling of objects, which has proven to be successful regarding the association of sound and object stimulus. The biggest question in dolphin communication, is whether or not the species is capable of intentional communicative acts. Though results from studies have been debatable, the key to understanding the extent to this language is to determine whether they have a repertoire of grammatical rules that generate organized sequences. In determining this, the greatest accomplishment for both the scientist and all of humanity, would be to accomplish interspecies communication, creating a bridge between humans and animals which could open up a new understanding of the unknown world of wildlife. Most importantly, it is necessary to understand the incredible aptitude of dolphin communicative skills, and the impressive intelligence the animal possesses which allows for a great deal of intraspecies and interspecies communication (Schusterman, Thomas, & Wood, 1986). The acoustical reception and processing abilities of the bottlenosed dolphins have generally been shown to be among the most sophisticated of any animal so far examined (Popper, 1980 as cited by Schusterman et al. 1986). In order to understand the complexity of these highly mechanized acoustic systems, it is necessary to learn the process for which the dolphin hears. In most water-adapted cetaceans, tissue conduction is the primary route of sound conduction to the middle ear. The isolation of the bullae shows an adaptation for tissue-conducted sound. The lower jaw contains fat that is closely associated with the impedance of seawater. The lower jawbone of most odontocetes becomes broadened and quite thin posteriorly, and the fat forms an oval shape that closely corresponds to the area of minimum thickness of the jaw. This fat body leads directly to the bulla, producing a sound path to the ear structures located deep within the head. Paired and single air sacs are scattered throughout the skull, which serve to channel these tissue-conducted sounds (Popov & Supin, 1991). Other than this description, there are still more studies needed to determine the function of the middle ear and the type of bone conduction that occurs within the bulla. Due to detailed audiograms, dolphins have been shown to have the ability to detect high-frequency sounds. In an experiment by Johnson (1966) as cited in Schusterman et al. (1986), sine-wave sounds ranging in frequency from 75 Hz to 150 Hz were presented to a bottle-nosed dolphin. The animal was trained to swim in a stationary area within a stall and to watch for a light to come on. Following the light presentation a sound was sometimes presented. If the dolphin heard the sound, its task was to leave the area and push a lever. Sound intensity levels were varied by a staircase method of 1, 2, or 3 dB steps. The resulting audiogram, compared to the human aerial audiogram, showed that at regions of best sensitivity for each, thresholds for human and dolphin are quite similar, but separated by about 50 kHz in frequency, showing that the animals inner ear function is very similar to a human. The experiments done on dolphin auditory functions have generally shown a finely adapted sound reception system. This would be expected due to the highly adapted echolocation ability of the bottlenosed dolphin and other cetaceans. Results of work on absolute thresholds, critical bandwidths, frequency discrimination, and sound localization all indicate that the dolphin auditory system is at least as good or better than the human system. This is in spite of the fact that sound travels five times as fast under water as it does in air (Popov et al. 1991). The bottlenosed dolphin in captivity produces two categories of vocalizations: (a) narrow-band, frequency-varying, continuous tonal sounds referred to as whistles and (b) broad-band pulsed sounds expressed as trains of very short duration clicks of varying rates (Evans, 1967, as cited in Schusterman et al. 1986). The pulsed sounds are used for both communication and echolocation, and the whistles are found to be used primarily for communication (Herman & Tavolga, 1980, as

Theories of Intelligence and Students Achievements

Theories of Intelligence and Students Achievements Summary The article discusses the role played by implicit theories of intelligence in influencing the achievements of adolescents in mathematics. This was done through two research studies that involved different groups of adolescents. The first study involved 373 adolescents in 7th grade. This study had two variables: students who held the belief that intelligence could be easily influenced, and students who believed that intelligence was fixed and cannot be altered.Advertising We will write a custom research paper sample on Theories of Intelligence and Students Achievements specifically for you for only $16.05 $11/page Learn More The researcher tested the efficacy and influence of goals and belief on individual effort. In the second study, a group of 48, 7th graders was taken through a learning model that focused on improvement of student motivation with regard to their beliefs. A control group of 43 students was also included as part of this study. In the first study, the belief that intelligence can be altered showed an upward trend in grades that students attained within the two years of the study. The belief that intelligence was fixed did not show either an upward or downward trend on student’s grades. The grades remained unchanged for the period of study. In the second study, the experimental group showed an upward trend in grades while the control group showed a downward trend. These results can be attributed to the many developmental changes that adolescents go through. These changes determine their academic achievements depending on how they affect their beliefs. Consequently, beliefs on intelligence affect their grades significantly. For example, students who believed that intelligence was fixed performed poorly in academics because they lacked the motivation to handle challenges. In contrast, students who believed that they could alter their intelligence, were motivated enough to handle challenges without giving up even if they failed. In addition, students in this group worked harder in order to increase their intelligence and attain high grades. According to the findings of the study, intelligence theories can be manipulated in real-life to alter the outcomes of situations. Reaction The study has several strengths that validate the findings. The establishment of control groups helped to authenticate the findings of the experimental groups. In addition, the number of participants eliminated the possibility of bias. The first study involved 337 students while the second study involved 99 students. On the other hand, the first study eliminated any doubt of the finding’s effectiveness in displaying the effects of intelligence theories on achievement because it was conducted for two years. Finally, the study was able to determine the effect of intelligence theories on achievement based on the findings.Advertising Looking for research paper on education? Let's see if we can help you ! Get your first paper with 15% OFF Learn More It successfully showed the relationship between students’ achievements and their different beliefs with regard to intelligence theories. The study had weaknesses too. It involved students from one school only. This could have introduced some bias in the findings. The study should have included more schools to eliminate partiality because each school has different factors that either aid or hinder students’ belief in intelligence theories. In the second study, the experimental group received additional training that could have introduced some bias in the findings. In addition, the length of study was not sufficient to validate the results. This was unlike in the first study where students were followed for two years. Finally, the study was inconclusive because it did not consider the effect of teaching these theories to students, which could alter their beliefs. It only considered the effect of students†™ beliefs on the theories.

Organizational Behavior in Management Essay Example | Topics and Well Written Essays - 1500 words

Organizational Behavior in Management - Essay Example The essay "Organizational Behavior in Management" presents a systematic study of Organizational Behavior (OB) that equips the manager with the necessary theories, concepts, and principles of human behavior which he would need in future decision-making processes. OB is the analysis of the way that individuals work within an organization.A manager, having four basic functions such as planning, organizing, directing, and controlling, need the theoretical background on organizational behavior to assist him in effectively carrying out these functions. Organizational Behavior provides theories on motivation, communication, leadership, work group behavior, organizational development and even topics on career, time and stress management. Understanding OB allows better worker relations, more realistic expectations and improves job satisfaction†. For an organization, a manager with knowledge of OB would be able to increase productivity for it provides the knowledge and information which are the basis for improving performance. Frequent resignation, excessive wastage could signify that the company needs better recruitment or screening procedures, more intensive training programs, safe and clean working environments, equitable compensation package, or a healthy and stimulating psychological climate. All these strategies are better determined by a manager who is equipped with a systematic study of organizational behavior. Perception is a process by which individuals organize and interpret their sensory impressions.

Indonesia Development Case Study Example | Topics and Well Written Essays - 2500 words

Indonesia Development - Case Study Example Another major reason is the widespread corruption existing there. Rise in public expenditure and widespread reforms in judicial systems and police service can be suggested as the major policy options for alleviating the current situation. More focus needs to be given to the health and education needs of poor. These need assistance from international organizations like World Bank. According to (Seers 1989, 485), development cannot be measured in terms of economic development alone. This is because for economic development Gross Domestic Product is used as the main indicator. This indicator is only an aggregation and hence in a country with significant poverty, a luxury item like car will be counted more than an essential commodity like food items. Hence, GDP can overestimate the level of development in a country (Seers 1989 486). Further, economic development need not always lead to human development. It involves development in terms of combination of social, economic and political development rather than economic development alone. Therefore, development needs to be measured in terms of a combination of economic and social terms. Based on the above definition of development, the current level of development in Indonesia is assessed. The major indicators of development used are economic and social indicators. For indicating economic development, the growth rate of GDP, inflation, money supply, foreign exports and imports and foreign investments are used. The main social indicators used are population growth rate, infant mortality rate, life expectancy, school participation rate, adult literacy rate and unemployment rate.Further, the reasons for the current level of development are also examined. Finally, the main policies to be adopted for improving the current level of development are suggested. How to implement these policies and what assistance is needed for the country to improve the situation are also examined. 2. Current Level of Indonesia's Development and its Reasons In terms of economic development, Indonesia achieved considerable growth since 1966 (Hill 2000, 11).From 1969 to 1997, there has been a rapid rise of about 150 percent rise in GDP in Indonesia. In this period, service sector has been following the economy's overall growth very closely (Hill 2000, 11).The main reasons for the sustained economic growth in this period have been suggested as high investment rates and thereby rapid technological transfer (Dick and Vincent 2002,354).Money supply growth and Inflation were all under control in this period(Hill 2000,30). At present, Indonesia has an economic growth of 4.2 percent, which is the highest in South East Asia though this was less than the GDP growth of 6.2 percent in 2008(Asian Development Outlook 2009,136). This decline might be due to the global financial crisis of 2008. Private and government consumption grew by 5.4 percent and 18.0 percent while investment declined slightly in 2009. Service sector has been the major contributor to GDP growth followed by industrial and agricultural sector in 2009.Inflation declined to 2.7 percent in 2009 from 12.7 percent and poverty incidence measured by the national poverty line declined to 14.7 percent in 2009 from 15.4 percent. Net foreign investment inflows are $3.5 trillion in 2009 and balance of payments recorded a surplus. The trends in foreign trade show that the

Governance Research and Analysis Paper Example | Topics and Well Written Essays - 3750 words

Governance and Analysis - Research Paper Example The overall increase in the cost can be attributed to the steady rise in the tuition fees, reduction in the buying capacity of the allowance aids sanctioned for the students, shrinking financial plans for higher education of the states, augmenting liability loads for the students and increasing requirements for institutional responsibilities (Meek, Teichler & Kearney, 2009). It is in this context that the augmenting tuition expenses are turning out to be a grave concern, especially for the families with comparatively lesser earning which makes it impossible for them to meet up to the increasing costs. However, in some instances the considerable boosts in the monetary helps provided by the institutions as well as the governments have assisted in alleviating the price rises for few students. This problem needs immediate attention as it might involve grave effects by restricting the right of entry for would-be college scholars focusing on the students with little earnings (Meek, Teichle r & Kearney, 2009). It is worth mentioning in this context that University of Central Florida is one of the well-renowned American Universities that aim to render its students with quality education. Hereby, the main objective of the paper will be to identify the governance policies as well as programs of the University of Central Florida and hence recognize how the governance of this university can assist in resolving the issues faced by it. The impact created by the external environment on the governance procedures and policy measures will also be identified in the discussion further. Governance Policies and Strategies in University of Central Florida The administration, the faculty as well as the staffs of the University of Central Florida (UCF) work in a collaborate manner so that it can offer its staffs with high quality programs, courses, teaching facilities as well as other developmental services to the community. The university’s governance procedures tend to clarify the duties as well as responsibilities of numerous parties such as the administration division, the staffs and the faculties. It is to be mentioned that the Nominating and Governance Committee is employed by the University Of Central Florida Board Of Trustees with the objective to suggest potential candidates suitable for designation as Trustee Emeritus and Honorary Doctor for deliberation by the full board. It further aims at persuading the members of the corporate governance â€Å"best practices† and thus makes suggestions to the Board and its committee members. The governance procedure further creates and suggests the Board with the number as well as structure of the committees. The chairperson of the board is responsible to elect and appoint the members of the committee. The committee is responsible to assess its performance on a continuous basis. The committee also intends to analyze the committee charter yearly and thus contemplate any needed changes with the board in o rder to ensure if the panel has approved or re-approved the charter or not (Board of Trustees, 2012). Furthermore, the university also intends to render the facilities of cost sharing in the context of higher education which means a transfer in the burden related to higher education costs from being borne by the governments i.e. taxpayers to being shared exclusively by parent and students. A shift in the burden of

Case study of fostering team in nuneaton

Case study of fostering team in nuneaton The background to your involvement I am currently on placement with the fostering team in Nuneaton which has in excess of seventy five carers in and around the Nuneaton/Bedworth area. The fostering team consists of 4 full time social workers, whose role encompasses assessment work along with supervisory responsibility of foster carers in line with the Department for Children, Schools and Families Working Together to Safeguard Children March 2010 which sets out how organisations and individuals should work together to save and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004 ( (DCSF, March 2010) and to identify placements for children being accommodated under various sections of the Children Act 1989. While on placement I shadowed a social worker involved in supporting 14 yr old Philips foster carers to deal with particular behavioural issues that had led to his placement breaking down. The foster carers have 3 foster children currently in their care, Phillip 14, James 15 and David 16. The 2 foster carers Mike 49 and Jane 46 live in a 4 bedroom house in Hinckley. Philip had left the house and was refusing to return, stating that his foster carers did not like him and that he wanted to live on his own. Bed and breakfast accommodation was arranged for him for a few days while the situation was re-assessed and a meeting with the foster carers arranged. Fundamental to all relationships and particularly the interaction between Philip and his mother, Philip and his foster carers and social worker and foster carers, communication is a central component. Analysing how effective communication plays a vital part in this clients circumstances will form the basis of this discussion. Good communication skills are a principle component of effective social work practice. They include active, attentive and empathetic listening, recognition of verbal and non verbal communication and general formal and informal interview techniques, as Payne has suggested, the application of communication theory gives practical help in controlling and understanding relationships and interactions with clients and a technology of interviewing and interpersonal skills (Payne, 2005, pg 178). Over recent year the children looked after by foster carers have included an increasing proportion of distressed adolescences along with the disruption rate for these placements as being high (Farmer et al 2003). One of the aims of the fostering social worker is to conduct detailed assessments of parenting approaches and strategies used by the foster carers looking after a teenager in a long term placement and how these strategies can change and develop during the course of the placement. Research has been conducted into fostering task with adolescents by Farmer et al (2004), found that they were concerns about the behaviour and well being of children when they move into a new placements. The findings in this case study highlighted a number of factors that contributed to the breakdown in the relationship with the foster carers and Philip and finally the placement. In this situation I had found out the Philips social worker had not communicated the nature and context of behavioural issues associated with him to the foster carers social worker so that foster carers could have been better informed. Following the placement breakdown the foster carers had reflected on their own lack of knowledge and experience at dealing with young people with behavioural problems had highlighted the need for specific training in this area for foster carers. Part 2 Using the material from part 1, critically analyse the challenges in ensuring good practice in communicating with this service user/s or carer/s What theory underpins your interaction? Modern social work theory incorporates social psychology and social construction theory to understand the way groups in society relate to each other and create and maintain social identities. Social psychology has influenced social work practice specifically with concepts from role theory and communication theory. Role theory offers a viewpoint in sociology and also within social psychology that includes most of everyday activities to be the acted out of socially defined categories such as mother, supervisor, and lecturer. Each defining social role comes with a set of rights, duties, expectations, norms and behaviour a person has to be able to fulfill. Communication theory uses a range of concepts from the scientific to the humanistic, to help us understand how people conduct themselves in creating, exchanging and interpreting messages (Farrell, 1987). These concepts help us to understand patterns of language and identify how people construct their social world.helping them to recon struct the world by using language differently to identify possibilities for change (Payne, 2005, pg 161). Communication theory is concerned with a range of ideas that can explain how individuals, groups and organisations communicate with each other. Linguistically, in the form of the spoken and written word and other mediums, and non verbal forms, such as body language and the way we speak, including tone, pitch, intonation and speed. Communication is more than the mere transmission of facts, as has been suggested information might be facts, or other things that might be learned, such as emotions, memories, bodily sensations or an idea about how someone feels about you (Payne, 2005, pg 171 or 178) and furthermore that language informs the way we think, the way we experience, and the way we interact with each other. Language provides the basis of community, but also the grounds for division (Thompson 2003:36) This suggests that communication networks are inextricably linked to social identity, ethnicity, culture and class. As Payne suggests, networks of communication build up and how we communicate and with whom, becomes part of our culture and social relations, for example, ethnic and class division are marked by separation in communication networks and patterns of communication often express power, domination and subordination. Communication may, therefore, help us to identify oppression and inequality (Payne, 2005, pg 171). If we use language, along with the capacity to communicate, to form our lives and to relate to others, then social workers need to be sensitively aware how their choice of words and mode of communication in intensely personal and emotional charged situations, can increase and decrease oppression in their interactions with young people. For example, use of professional jargon without explanation may alienate a client by creating a language barrier between social work er and the service user or carer. Where a child is suspected of being in need of protection the social worker must balance the needs of the young persons safety along with the potential of breaking up the family. The social worker that I shadowed believed that the needs of young people in foster care could be met through meaningful, consistent and positive relationships with the foster carer whilst on the other hand you have child care policy which is primarily about safeguarding, outcomes and accountability. A crucial time for young people spans 12-19 years, this is when they ask themselves: Who am I? Where do I want to be? During this period they are also concerned with how they appear to others and what groups and networks they identify with. Erikson terms this psychosocial stage as the Identity versus Role Confusion period (Beckett, 2002 ). Attachment theory Attachment theory offers an understanding of personality development and behaviour in close relationships and provides an account of the difference in peoples emotional and relationship styles. (Howe, 2000).  John Bowlby is considered to the psychiatrist that developed the attachment theory. Bolwby suggests that when children are separated from their parents or care giver they suffer loss because of the attachment between them. I can see how Philip may have felt when he thought the he had to leave his home for a second time having already lost the home of his birth mother, it is thought by the social worker and the foster carers that one of the reason that Philip does not want to return is because he does not want to suffer loss again. This has had an obvious affect of Philips behaviour, the tenets of this theory is that close relationships or attachments have a direct effect on the emotional and social development across a lifespan (Howe 2000). Avoidant Attachments Howe (2009) describes avoidant attachments as children and young people whom display avoidant attachments as having parent(s) that are either indifferent whom have their own trauma going on or are emotionally rigid or completely rejecting of their childs needs. Although parents will react well when their child is happy and content that soon changes when the child needs change for instance when their child is in distress and is need of comfort. Howe suggest that attempts at intimacy only seem to increase parental distance, even rebuff, this communicating to the child that they are not wanted. Attachment to home and a safe place is a primary ways in which people preserve self-identity. the way in which people identify and become attached to places, buildings, objects, and how this attachment can contribute to personal well-being or how we feel about ourselves (Low et al 1992). To look at why these places, building and objects become important provides us with insight into what happens when people have to move and the dilemmas that they may face. Attachment is an emotional relationship that provides reliability, continuity, care and comfort. John Bowlby writes in his research relating to the concept of attachment, describing it as a lasting psychological connectedness between human beings (Bowlby, 1969, p. 194). Bowlby held the psychoanalytic view that early years experiences of a child has an important propensity toward development and behaviour later in life, most attachment styles are formed in the early years of childhood developed through the relationship with the care -giver. Mary Ainsworth during the 1970s built on the work of Bowlbys work in her study called Strange situations which looked at children where they were left alone for a short period of time then quickly comforted by the care giver/mother (Ainsworth, 1978). These help her to formulate the attachment classification system, which examine specific differences in a childs use of attachment figures as a constant and reliable base from which they can then explore the environment. Change requires personal adjustment, and some change can be more stressful than others. When facing a move fears of adjustment and a change in familiar environment and living conditions can be seen as a major problem for young people. Philip was reluctant to move out of the area that he lived at with his foster carers, he felt that if he had to move to supported lodging that it would be in an are where he has had problems in the past. Care Management involves assessing needs and keeping a watchful eye over a number of services that are provided by workers other than the social worker, the role of care manager is not new to social work and has existed for many years, historically the social worker would arrange a package of care, seek the views of the service user, engage with other professionals when collecting information relevant to the care package following that there would be an assessment then the social worker would engage appropriate services that met the need of the service user. Discrimination ,Inequality and oppression, Separation and Loss Solution focused (brief) theory Solution-Focused Brief Therapy (SFBT)is based on solution-building rather than problem-solving. SFBT explores the here and now and planned aspirations opposed to solving the current problems this method of working with young people can be practiced as well as other interventions. The theoretical underpinnings of solution-focused brief therapy have been developed out of philosophy as well as an appreciation of communicating positive outcomes through a creative process. Primary because the focus of this intervention is on future goals set by the young person, more importantly because with this method of intervention shows that problems are not limited by boundaries therefore neither the social worker (and other professionals) cannot be wrong the tends to lead to agreements being forged. This had been found to help build the relationship with David so that he felt that he was being heard through his verbal and non verbal communication. However whilst there is not a grounded understanding that identify the nature of the problem SFBT it creates problems in being able to measure efficacy. In this instance SFBT was used to build confidence, trust and capacity with David so that he would be prepared for his future with the current foster carers. Task centred practice Task Centred social work provides a clear framework for professional intervention, it deal with current (here and now) problems. It focuses on the problem and tries to negotiate and agree a method of dealing with the problem by identifying goals and setting timescales. There are 2 primary components of this approach which are Task Crisis intervention theories Outcomes Led Approach Child development Children do not have the same language skills or the emotional development of adults and therefore their attachment anxieties are triggered stopping them expressing themselves verbally and producing dysfunctional or attachment behaviours. Attachment behaviours can include minimising expressions of distress, that is the child knows that when their parent is shouting at them and the child is distressed this results in further parental rejection, so the child learns to minimise expressions of distress. The child acts happy even when frighten. In contrast the child express graet distress, especially when a parent is about to leave a type of attention seeking behaviour is communicating but not saying verbally show me you love me. Parenting a teenager in foster care can be vastly different from the ordinary parenting a birth child that is now a teenager. With the foster child there need to be a recognition and understanding of the young person background along with any previous placement breakdowns whether there are any disturbed and difficult behaviours. Foster carers must assist in adjusting the young persons defence mechanisms, developing attachments with the foster family whilst wherever possible maintaining links with the birth family. The foster carers felt that due to a recent argument with Philips birth mother he felt that no one liked him as his birth mother had chastised him for his language toward her. What skills are necessary? Report writing in accordance to the BAAF standards, work load and time management. Correspondence and record keeping Empathy is a dominant concept within social work. Recieving empathy enhances a clients feeling of self worth by communicating to them that they are understandable and are worth understanding. A social workers verbal and non verbal responses are crucial to communicating to the client they are being understood and entails skills to filter out and feedback themes and core messages in the client communication( ) Communications skills are essential in effectictive social work practice throughout the stages of assessment, planning, intervention and review. Questioning skills need to be employed to gain greater clarification concerning extremely personal issues and to constructively challemge client to recognised their responsibilities. For example, in the assessment process the accuracy of information is vital. However, the nature of this information is often sensitive and loaded with emotion and feeling from the past. If foster carers and young people are able to share this type of information they need to be convinced that there are being understood. What knowledge is required? In my interaction with service users and specifically in this case service providers (foster carers) human development theory influences my approach and form of communication. What techniques are appropriate? Interview formal and informal Assessment Reflection From my learning perspective, this case study highlights the complexities associated with working with children with behavioural issues. It was an opportunity to examine how social work can and does address thiese issues through the legislative and policy frameworks, along with our own knowledge and experience as well as the values and ethics set out in the National Occupational Standards. Your analysis should also include reflection on your skills and learning needs (500 words including 500 word description of an interaction with a service user) References Department of Children, Schools and Families (2010) Working Together to Safeguard Children: A Guide to Interagency Working ToSafeguard and Promote the Welfare of Children Nottingham: DCSF Publications. Thompson, N. (2003) Communication and Language: A Handbook of Theory and Practice. Basingstoke: Palgrave Macmillan. Low, S, Altman, I. (1992) Place attachment: a conceptual inquiry in Altman, I. and Low, S.M. (eds) Place Attachment, New York: Plenum Press. Thompson, N. (2005) Understanding Social Work, Preparation for Practice- Second edition. Basingstoke: Palgrave Macmillan. Department of Health (1991). Care Management and Assessment: a Practioners Guide. London: HMSO. Howe, D. (2000) Attachment Theory. In Davies, M. (ed). The Blackwell Encyclopaedia of Social Work. Oxford: Blackwell (pp 25-27). Howe, D. (1995) Attachment Theory for Social Work Practice. New York: Palgrave. Farmer,E.,Moyes,S.,Lipscombe,J, (2004) Fostering Adolescents Jessica Kingsley: London Farmer,E,. Moyers,M,(2003) Parenting skills adolescents: Skills and starategies, London School for policy Studies, University of Bristol: Bristol Care Management Care management is gathering information and seeking out how needs can be best met whilst enabling the service user to access services required, it also monitors service delivery ensuring that their services are continuing to meet the identified needs. The relationship between social worker and carer is a continually developing one whereby the negotiating with other professionals and giving and receiving information, this is all done in a non judgemental way enabling the carer to also develop their own skills of negotiating. I this case the carer was concerned with achieving a form of agreement or understanding as to the amount of foster children she could have at her home. It is important not to make the carer feel that care management is all about ticking boxes and ensuring that the correct piece of paper have been completed, if this where the case then there would not be the need for social work skills when manage care packages. Characteristics of Attachment Bowlby held that there were four characteristics of attachment: Proximity Maintenance The desire to be near the people we are attached to. Safe Haven Returning to the attachment figure for comfort and safety in the face of a fear or threat. Secure Base The attachment figure acts as a base of security from which the child can explore the surrounding environment. Separation Distress Anxiety that occurs in the absence of the attachment figure. (Bowlby, 1969). Care Management, involves overseeing the provision of a package of care services geared toward maintaining someone in the community who would otherwise need to rely on institutional provision (Thompson 2005 p69). Good care management encompasses a macro overview when completing the assessment, it should be completed in partnership with the service user and family paying regard to the strength and weaknesses as well as their ability to look at their life history and communicate the reason they find themselves in the current situation. Care Management is defined in government guidance as the process of tailoring services to individual needs (DOH, 1991:b).

Eudaimonia and Human Flourishing Essay -- Aristotle Philosophy Philoso

Eudaimonia and Human Flourishing Aristotle describes three types of life in his search for human flourishing: lives of gratification, politics, and contemplation. He contends that there is a single Idea of Good that all men seek, and he finds that happiness, or eudaimonia, best fits his criteria. Aristotle investigates the human purpose to find how happiness is best achieved, and finds that a life of activity and contemplation satisfies our purpose, achieving the most complete happiness in us. Aristotle is correct regarding the necessity of activity, but restricts the theory to only the life of study. We will reject this restriction, and instead allow any life of virtue and productivity to substitute for Aristotle’s life of study. One primary means of remaining active to achieve happiness includes loving friendships, which only happen to the virtuous. Thus human flourishing is living a life of virtue, activity, and productivity. Aristotle proposes that we have a single Idea of Good which is both complete and self-sufficient, chosen entirely for itself, and that end is happiness. He must establish these three claims: Idea of Good Claim 1) We have ends which we choose for themselves. Idea of Good Claim 2) That there is only one such end. Idea of Good Claim 3) That end is happiness. He argues for Idea of Good Claim 1) as follows (Irwin 173): 1.1. If we choose everything because of something else, desire will be empty and futile. 1.2. We have a gut feeling that some desires are not empty and futile. 1.3. Therefore, we do not choose everything because of something else. 1.4. Therefore we choose something for its own sake. 1.5. What we choose for its own sake, therefore, must be the best good. Th... ...nt role in helping us remain active and virtuous. We can apply a broader application of this search for happiness by allowing lives other than that of study and contemplation to be pursued, as long as virtue and loving friendships are present. To arrive at this conclusion we postulated two of Aristotle’s premises (see Postulate 1 and Postulate 2); allowing these lead us to a worthwhile map of how one may reach eudaimonia, the Idea of Good which follows from the postulates. Overlaying a life of productivity for Aristotle’s requirement of study, we have achieved a valid argument, assuming the postulates, for a means of human flourishing. One should live one’s life with virtue, activity, and productivity. Work Cited: All references are made to Nicomachean Ethics, written by Aristotle, translated by Terrence Irwin. Hackett Publishing Company, Inc. 1999.

Will Moller Analysis

A Rhetorical Analysis of Will Moller’s â€Å"Those Who Live in Glass Houses† Cheating, in all forms, is considered deceitful and wrong. However, people still do it hoping the end result is an A on an exam or a better performance, in an athlete’s case. Cheating in itself is like an addiction and follows a domino effect. Once one athlete decides to use steroids, others follow in their footsteps hoping to perform at a higher level. There have always been several athletes who choose to cheat for their own benefit and personal glory.As a result, those athletes are looked down upon for cheating the game and the fans. Nonetheless, people fail to understand the outside factors that influence great athletes such as Barry Bonds and Ben Johnson to use performance enhancing drugs. In his May 5, 2009 article â€Å"Those Who Live in Glass Houses† Will Moller, blog writer for The Yankees $, argues that that performance-enhancing drugs should be permissible because the ma jority of good professional baseball players are forced to take steroids and such, as a result of baseball fans placing players on a pedestal to perform beyond their capacity.Moller makes a good point that fans have some responsibility for athletes cheating because of the pressure fans place on them to perform at an enormously high level; however, there are other responsible parties as well, including coaches, players, and the NCAA drug policy system as a whole. One of the primary reasons for athletes using performance-enhancing drugs is because of the fans animalistic desire for great entertainment. This actually causes athletes to want to perform at the highest level possible and stand out as great icons to the fans.To support his implication, Moller uses the pathos appeal, as he presents an analogy, of his personal experience as a student who was forced to use Ritalin because he struggled with the rigorous and competitive academic work assigned to him. Moller’s reaction to his choice was that he â€Å"did what [he] felt [he] needed to do, to accomplish the goal that was demanded† from him, despite understanding the â€Å"serious side effects, magnifying [his] senses in a very negative way. Nonetheless, academic success outweighed the bad side effects.Similarly, college and professional athletes are placed on a pedestal that urges them to accomplish success, win championships, and set unbreakable records. He also appeals to reasoning by recognizing that athletes should not be severely misjudged as cheaters for using performance enhancing drug use because they wish to perform better for their fans. There are other outside factors that also pressure players to cheat. Coaches’ extreme pressure towards their players to perform at a high level indirectly encourages athletes to use steroids and develop more strength.Notre Dame coach Lou Holtz was believed to be a primary cause for his players using anabolic steroids during the late 1980â€⠄¢s and early 1990’s. Steve Huffman, a former linebacker, claimed coach Holtz â€Å"put [him] in this situation† because he once criticized the injured star during a team speech by stating that Huffman â€Å"let everybody in this room down if [he] quit. † In addition, Holtz threatened to rescind Huffman’s scholarship and showed no remorse or care for Huffman and the rest of the players during the losing season. Coaches who exert a strong mental toughness are perceived as good leaders who may lead their team to overall success.However, fans and the media do not recognize that tough love can have a burden on players, physically and emotionally. A coach, who constantly scolds players instead of guiding them, is tortuously leading players to use performance-enhancing drugs in hope of easing the burden and accomplishing what everyone around them selfishly wants. Coach Holtz practiced such coaching methods and as a result, school officials admitted that during the 1986 season five players tested positive for anabolic steroid use. Aside from coaches, the weak NCAA drug policy system also influences players to cheat.The use of performance-enhancing drugs is undeniably much more prevalent than it is generally acknowledged to be because of the weak policy regulations. Welch Suggs, an American collegiate sportswriter for The Chronicle of Higher Education, claims steroid use is rampant among college-level players. A senate panel spoke to a former college football athlete, who choose to remain anonymous, claimed that despite gaining twenty pounds and dropping his 40-yard dash time to 4. 5 seconds, his coaches urged him and many other players to gain even more weight and become stronger.People may be asking themselves how players are able to avoid the NCAA random drug policy tests. The former college football star argues that â€Å"the policy is weak, however, and fairly predictable, with the drug tests falling in roughly the same period of time every year† (Suggs). The weak enforcement gives athletes a greater motivation to begin using performance-enhancing drugs. Don Catlin, a professor of molecular and medical pharmacology at UCLA, oversees and examines drug testing for the NCAA and believes it is not â€Å"aggressive enough, but that’s society and the mind-set. The dollars just aren’t there† (Suggs).Fans, coaches, the NCAA, and society as a whole are responsible for encouraging cheating and drug use. People are not taking the matter seriously and as a result, steroids and other drugs are easily available for athletes to purchase online, in the streets, or maybe even from their coaches. In fact, Charles Grassley, the former Iowa Republican chairman of the caucus, showed the NCAA senate panel online auctions on eBay for Winstrol and Dianabol, which are commonly prescribed steroids. Ultimately, the fact that drug testing policies are so weak is practically asking players to use performance-enhan cing drugs and cheat the game.Fans, coaches, and the weak NCAA drug policy may influence players to use steroids, but the ultimate decision is left to the athlete. Just as everyone is responsible for their choices, players must decide whether they wish to cheat, just as Moller had. The option to cheat in academics or sports is easily available, despite most people not realizing it. In a March 1st, 2010 blog in Sports Illustrated, â€Å"Cheating and CHEATING† writer Joe Posnanski argues that the beautiful game of baseball and other sports has always existed, despite people claiming that it has not or that baseball has become corrupt due to steroid and amphetamine use.He begins by introducing author Pete Hamill, a novelist, who believes that the game of baseball was at its finest, prior to performance enhancing drug use. To develop his argument, Posnanski concedes to the opposition first by praising Pete Hamill’s romantic novels and later criticizes Hamill’s willf ul self-deception by naively believing that drug use is not common in America and American baseball, as a means of cheating. Posnanski understand that baseball like all other sports â€Å"was never innocent, that America was never innocent, that innocence itself was never innocent† (Posnanski).Posnanski concedes first to show his respect by demonstrating his own character. In doing this, he is able to highlight the significant accomplishments in baseball history that have occurred due to amphetamine usage. In addition, Posnanski claims that steroids are much more readily available today than in the past. But cheating has always existed, in all forms. The fans, the coaches, and the NCAA itself are all responsible for willful self-deception as well, for having influenced players to begin using performance-enhancing drugs but believing steroid use is not rampant in college-level and professional sports.Fans are not entirely responsible for athletes cheating in college-level and professional sports. However they are one of many factors that contribute to players using performance-enhancing drugs. Athletes, fans, coaches, and the weak NCAA dug policy and enforcement may all determine an athlete’s choice to cheat; however, the players themselves must be accountable for their choices. Illicit drug use has negative side effects that can be harmful to athletes. But the desire to perform at a high level, break scoring records, win games, and championships is an always tempting just as it is to get an A on an exam.Works Cited Huffman, Steve. â€Å"I Deserve My Turn. † Sports Illustrated. Time Inc. , 27 Aug. 1990. Web. 14 Nov. 2012 Moller, Will. â€Å"Those Who Live in Glass Houses. † The Yankees $. N. p. , 5 May, 2009. Web. 14 Nov. 2012 Posnanski, Joe. â€Å"Cheating and CHEATING. † Sports Illustrated. Time Inc. , 1 Mar. 2010. Web. 14 Nov. 2012 Suggs, Welch. â€Å"Steroids Are Rampant Among College Athletes, a Senate Panel Is Told. â⠂¬  The Chronicle of Higher Education. 50. 46 (2004): A33. ProQuest. Web. 14 Nov. 2012

Changes in China After 1911 essays

Changes in China After 1911 essays The 1911 Revolution was an epochal event in Chinese history. It brought an end to more than two thousand years of imperial dynasties and the monopolistic Manchus rule. A republic was set up in China under the leadership of Yuan Shikai. It also marked Chinas separation from the past. The Chinese began to turn away from the Confucianism and became more exposed to western influence. The creation of a western-style republic speeded up and extended westernization and modernization in all areas of Chinese city life and culture. Thousands of young people went abroad to study and brought back the foreign ideas and ideologies. Because of the writings of the intellectuals and the establishment of schools and universities, Chinese literacy increased. Also, China international status had increased after 1911. It seemed that China had changed a lot after 1911. However, many things still the same as before 1911. According to Immanuel Hsu, the founding of the republic had not brought peace, order, and unity. Instead, the early republican years were characterized by moral degradation, monarchist movement, warlordism, and intensified foreign imperialism. The republic set in 1911 was just only in name. Yuan controlled most of the power and tried to change it back to dictatorial rule. The instability of the republic also provided a chance for the rise of the military leaders and caused political decentralization. The warlords usually ruled like a dictator and exploited the people. Peoples livelihood didnt improve after the 1911 Revolution. Moreover, foreign imperialism was not removed. And Japanese Imperialism e ven intensified in the warlord period. Therefore, China was not fundamentally changed in the decade after 1911 Revolution. After 1911 Revolution, a republic was set up in China. This put to an en to more than two thousand years dynastic cycle. China was no longer belonged to any Mandate of ...

A Linguistic Look at Spanish

A Linguistic Look at Spanish Ask a linguist what kind of a language Spanish is, and the answer you get may depend on that linguists specialty. To some, Spanish is primarily a language derived from Latin. Another may tell you that Spanish is primarily an SVO language,  whatever that is, while others may refer to it as a fusional language. Spanish is classified as either an Indo-European or Romance language based on  its origins.Spanish is classified as a mostly SVO language because of its commonly used word order.Spanish is classified as somewhat inflectional because of the extensive use of word endings used to indicate attributes such as gender, number, and tense. All these classifications, and others, are important in linguistics, the study of language. As these examples show, linguists can classify languages according to their history, as well as according to the languages structure and according to how words are formed. Here are three common classifications that linguists use and how Spanish fits in with them: Genetic Classification of Spanish The genetic classification of languages is closely related to etymology, the study of the origins of words. Most of the worlds languages can be divided into about a dozen major families (depending on what is considered major) based on their origins. Spanish, like English, is part of the Indo-European family of languages, which includes the languages spoken by around half the worlds population. It includes most of the past and current languages of Europe (the Basque language being a major exception) as well as the traditional languages of Iran, Afghanistan, and the northern part of the Indian subcontinent. Some of the most common Indo-European languages today include French, German, Hindi, Bengali, Swedish, Russian, Italian, Persian, Kurdish and Serbo-Croatian. Among Indo-European languages, Spanish can be further classified as a Romance language, meaning that it is descended from Latin. Other major Romance languages include French, Portuguese, and Italian, all of which have strong similarities in vocabulary and grammar. Classification of Spanish by Word Order One common way of classifying languages is by the order of the basic sentence components, namely the subject, object, and verb. In this regard, Spanish can be thought of as a flexible subject-verb-object or SVO language, as is English. A simple sentence will typically follow that order, as in this example: Juanita lee el libro, where Juanita is the subject, lee (reads) is the verb and el libro (the book) is the object of the verb. It should be noted, however, that this structure is far from the only one possible, so Spanish cant be thought of as a strict SVO language. In Spanish, it is often possible to leave out the subject entirely if it can be understood from the context, and it also is common to change the word order to emphasize a different part of the sentence. Also, when pronouns are used as objects, the SOV order (subject-object-verb) is the norm in Spanish: Juanita lo lee. (Juanita reads it.) Classification of Spanish by Word Formation In terms of how words are formed, languages can be classified in at least three ways: As isolating or analytical, meaning  that words or word roots dont change based on how they are used in a sentence, and that the relationship of words to each other are conveyed primarily by the use of word order or by words known as particles to indicate the relationship among them.As inflectional or fusional, meaning that the forms of the words themselves change to indicate how they relate to the other words in a sentence.As  agglutinating or agglutinative, meaning that words are frequently formed by combining various combinations of morphemes, wordlike units with distinct meanings. Spanish is generally viewed as a somewhat inflectional language, although all three typologies exist to some extent. English is more isolating than Spanish, although English too has inflectional aspects. In Spanish, verbs are nearly always inflected, a process known as conjugation. In particular, each verb has a root (such as habl-)  to which endings are attached to indicate who is performing the action and the time period in which it occurs. Thus, hablà © and hablaron both have the same root, with the endings used to provide more information. By themselves, the verb endings have no meaning. Spanish also uses inflection for adjectives to indicate number and gender. As an example of the isolating aspect of Spanish, most nouns are inflected only to indicate whether they are plural or singular. In contrast, in some languages, such as Russian, a noun can be inflected to indicate, for example, that it is a direct object rather than a subject. Even names of people can be inflected. In Spanish, however, word order and prepositions are typically used to indicate the function of a noun in a sentence. In a sentence such as Pedro ama a Adriana (Pedro loves Adriana), the preposition a is used to indicate which person is the subject and which is the object. (In the English sentence, word order is used to inidicate who loves whom.) An example of an agglutinative aspect of Spanish (and of English) can be seen in its use of various prefixes and suffixes. For example, the difference between hacer (to do) and deshacer (to undo) is in its use of the morpheme (a unit of meaning) des-.