Should Children of Divorce Be Forced to Live with a Particular Parent Essay Example for Free

Should Children of Divorce Be Forced to Live with a Particular Parent Essay Many children are victims of divorce in the United States each year. The judicial system believes that, in each case, the child or children that are subjected to divorce should reside where the child(ren) would â€Å"be better off†, citing that living with one parent who provides a more stable atmosphere for the child(ren) would be more beneficial. Others believe that children who are subjected to divorce should be able to choose which parent they wish to live with. Many also wonder with divorces involving multiple children: Should we keep them together? Many judges believe that a child’s voice or preference should not be heard because a child is too young to know what is best for him or her. In most states, the average age is 12 to 14 years for a child to verbally state their opinion on which parent they choose to live with; even then, the judge will not rely on that child’s opinion alone. A judge believes that a child’s preference is only one of many factors in determining which parent receives custody of the child. A judge considers which parent can provide a more stable home or atmosphere, and he or she may also consider which parent is able to earn more income. I agree with many parents that believe their child(ren) have a voice that should be heard. Forty percent of children growing up in America today are being raised without their fathers. My parents divorced in 1986, when I was 6 years old. I didn’t fully understand what was happening at the time, but I also wasn’t able to choose which parent I wanted to live with. My brother and I were made to live with our mom, while our dad had visitation rights every other weekend until he moved to Ohio from West Virginia in 1989. My mom had started experimenting with drugs and illegal narcotics, even sometimes doing them right in front of me. I was extremely unhappy living with her, even though I still loved her. I went to visit with my dad in the summer of 1990, where he had asked me to live with him permanently. I didn’t want to have to choose between my parents because I loved them both very uch equally, but I knew that I would be better off if I lived with my dad. The judge in the case was ready to throw my dad in jail, feeling that he had coerced me into wanting to live with him. Once I demonstrated I had knowledge of the impact of my long-term future, the judge then willingly agreed to let me live with my dad. I spent half of my early life living with my mom, and the other half living with my dad. Most children of divorce are not able to voice their opinion as to who they can live with until they reach a certain age. Instead of legislating law in terms of age, our judicial system should allow children of divorce to speak to a counselor or psychiatrist to voice their opinion, and if they can demonstrate why they would be better off living with the parent of choice, they should be allowed to voice their opinion to a judge. Divorce is sometimes unavoidable, but we should all work together to determine what our children want and who they want to live with. We shouldn’t neglect their opinions just because they are not of a certain age as long as they can show that they know what is right and what is wrong.

Biomedical And Biopsychosocial Health Models Health And Social Care Essay

Biomedical And Biopsychosocial Health Models Health And Social Care Essay The medical model of health is a negative one: that is, that health is essentially the absence of disease. Despite bold attempts by bodies such as the World Health Organisation (WHO) to argue for a definition of health as a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity, most medically related thought remains concerned with disease and illness. -The main point of this model of disease is that it attempts to uncover underlying pathological processes and their particular effects. -The pathologically based and causally specific medical model became increasingly dominant. In the medical model of disease, tuberculosis is defined as a disease of bodily organs following exposure to the tubercle bacillus. The development of the illness involves symptoms such as coughing, haemoptysis (coughing up blood), weight loss and fever. In this model the underlying cause of the illness is the bacillus, and its elimination from the body (through anti-tubercular drugs) is aimed to restore the body to health. -In the case of tuberculosis, the symptoms described above are also found in other diseases, and this problem of linking symptoms to specific underlying mechanisms frustrated medical development. -Today, these are often referred to as forms of complementary medicine herbalism and homeopathy, for example that treat symptoms holistically but do not rest on the idea of underlying, specific pathological disease mechanisms. -The medical model was essentially individualistic in orientation and, unlike earlier approaches, paid less attention to the patients social situation or the wider environment. This narrowing of focus (towards the internal workings of the body, and then to cellular and sub-cellular levels), led to many gains in understanding and treatment, especially after 1941, when penicillin was introduced, and the era of antibiotics began. But it was also accompanied by the development of what Lawrence calls a bounded medical profession, that could pronounce widely on health matters and could act with increasing power and autonomy. Doctors now claimed exclusive jurisdiction (authority) over health and illness, with the warrant of the medical model of disease as their support. This situation meant that modern citizens were increasingly encouraged to see their health as an individual matter, and their health problems as in need of the attention of a doctor. It is this which Foucault (1973) saw as constituting the medical gaze which focused on the individual and on processes going on inside the body its volumes and spaces. Wider influences on health, such as circumstances at work or in the domestic sphere, were of less interest to the modern doctor. This gaze (extended in due course to health-related behaviours) underpinned the development of the modern doctor-patient relationship, in which all authority over health matters was seen to reside in the doctors expertise and skill, especially as shown in diagnosis. This meant that the patients view of illness and alternative approaches to health were excluded from serious consideration. Indeed, the patients view was seen as contaminating the diagnostic process, and it was better if the patient occupied only a p assive role. It is for this reason that the medical model of disease has been regarded critically in many sociological accounts. The power of the medical model and the power of the medical profession have been seen to serve the interests of medical dominance rather than patients needs (Freidson 1970/1988, 2001) and to direct attention away from the wider determinants of health. However, before we proceed, two caveats need to be entered. Whilst medicine in the last 20 years has continued to focus on processes in the individual body, such as the chemistry of the brain or the role of genes in relation to specific diseases, the current context is clearly different from that which existed at the beginning of the twentieth century. Today, in countries such as the UK and the USA, infectious diseases are of far less importance as threats to human health. The biopsychosocial model in medical research: the evolution of the health concept over the last two decades 1. Introduction The traditional biomedical paradigm has its roots in the Cartesian division between mind and body, and considers disease primarily as a result of injury, infection, inheritance and the like. Although this model has been extraordinarily productive for medicine, its reductionistic character prevents it from adequately accounting for all relevant medical aspects of health and illness [1 and 2]. One of the most criticised consequences of adopting the biomedical model is a partial definition of the concept of health. If disease consists only of somatic pathology-or, more strictly and according to the influential work of Virchow [3], cellular pathology-health must be the state in which somatic signs and symptoms are not present. According to this view, the World Health Organization defined health simply as the absence of disease [4]. In his classic papers, Engel [1 and 5] explicitly warned of a crisis in the biomedical paradigm and conceptualised a new model which regards social and psychological aspects as giving a better understanding of the illness process [6]. In recent years, the so-called biopsychosocial model has found broad acceptance in some academic and institutional domains, such as health education, health psychology, public health or preventive medicine, and even in public opinion. It is now generally accepted that illness and health are the result of an interaction between biological, psychological and social factors [7, 8 and 9]. Many authors now include mental and social aspects in their definitions of health [10, 11, 12 and 13]. It might be expected that, in the two decades since Engels call for a biopsychosocial framework, the concept of health implying social and psychological components would also have extended to practical contexts. The purpose of the present study is to find out whether and to what extent the biopsychosocial concept of health has spread among medical researchers. 4. Discussion and conclusions In western culture, at least since the advent of Cartesian dualism, medicine has used a mechanistic approach to human nature and has centred its interest around illness and its signs. -The main reason for the failure of psychological and social measures in the reports examined lies in the still deep-rooted dominance of the biomedical model which, despite the criticism of its reductionism, remains useful and still enables advances in medicine. This dominance has surely been reinforced in recent years because of the push of genetic research and therapies. Perhaps, holistic and biological-reductionistic models should not compete but try to coexist, as two different but not necessarily incompatible possibilities for approaching health questions. The result would be, however, a reduction of biomedical terrain. First, clinical and health psychology have demonstrated their capacity to explain and treat many somatic symptoms. Second, some holistic medical models-such as Traditional Chinese Medicine or Hannemans homeopathy-are gaining ground because of patients who do not find satisfactory solutions in biomedical care. Third, biomedical care implies enormous and rapidly-ri sing costs that are beginning to exceed the budget of the health care systems. 4.2. Practice implications The biopsychosocial model has been successfully applied to obtain a better understanding of the disease processes and their causes [18], and also for public health purposes [19 and 20], or to improve physician-patient relations [21 and 22], but medical practitioners are still reluctant to incorporate it into treatment plans [16]. Holistic approaches remain till now restricted to chronic illness management [23], which is the field of medical care where regaining health, in a biomedical sense, is not the main goal. For the medical practitioner, the difficulties attached to the change from a biomedical to a biopsychosocial model of health can be well understood. First, this change necessarily implies taking into account a much wider spectrum of the factors influencing health and the healing process, which in turn demands greater knowledge and time investment. Second, the new paradigm implies a new style of the patient-doctor relationship, a style which enables, among other things, the doctors attention to the patients psychosocial circumstances, in order to better manage his or her situation, and not only his or her illness. Undoubtedly, this kind of interaction requires a greater effort from practitioners, but also from the health care systems, which should provide the necessary context and resources for it, such as communication skills training, adequate settings, or enough personnel. Despite these hindrances, which will probably continue to relegate the biopsychosocial model to a secondary place in medical practice, the broadening of the doctors perspective to encompass psychological and social aspects would be really beneficial for the patient, since as Engel [24] lucidly pointed out, even though both patient and doctor may culturally adhere to the biomedical model, the patients needs and ultimate criteria are always psychosocial. What Is the Biomedical Model? (wise geec) The biomedical model is a theoretical framework of illness that excludes psychological and social factors. Followers of this model instead focus only on biological factors such as bacteria or genetics. For example, when diagnosing an illness, most doctors do not first ask for a psychological or social history of the patient. The biomedical model is considered to be the dominant modern model of disease. According to this model, good health is the freedom from pain, disease or defect. It focuses on physical processes that affect health, such as the biochemistry, physiology and pathology of diseases. It does not take social or psychological factors into account. The biomedical model is often referred to in contrast with the biopsychosocial model. In 1977, George L. Engel published an article in the well-known journal Science that questioned the dominance of the biomedical model. He proposed the need for a new model that was more holistic. Although the biomedical model has remained the dominant model since that time, many fields, including medicine, nursing, sociology and psychology, use the biopsychosocial model at times. In recent years, some professionals have even begun to adopt a biopsychosocial-spiritual model, insisting that spiritual factors must be considered as well. Proponents of the biopsychosocial model look at biological factors when assessing and treating patients, just like users of the dominant model do. They also look at other areas of patients lives, however. Psychological factors include mood, intelligence, memory and perceptions. Sociological factors include friends, family, social class and environment. Those who examine spiritual factors also assess patients based on their beliefs about life and the possibility of a higher power. Scholars in disability studies describe a medical model of disability that is part of the general biomedical model. In this medical model, disability is an entirely physical occurrence. According to the medical model, being disabled is negative and can only be made better if the disability is cured and the person is made normal. Many disability rights advocates describe a social model of disability, which they prefer. This social model opposes the medical model. In the social model, disability is a difference neither good nor bad. Proponents of the social model see disability as a cultural construct. They point out that a persons experience of disability can decrease through environmental or societal changes, without the intervention of a professional and without the disability being cured. Explain the main determinants of health: age, sex and hereditary factors, lifestyle, housing, social class etc.: The determinants of health Introduction Many factors combine together to affect the health of individuals and communities. Whether people are healthy or not, is determined by their circumstances and environment. To a large extent, factors such as where we live, the state of our environment, genetics, our income and education level, and our relationships with friends and family all have considerable impacts on health, whereas the more commonly considered factors such as access and use of health care services often have less of an impact. The determinants of health include: the social and economic environment, the physical environment, and the persons individual characteristics and behaviours. The context of peoples lives determine their health, and so blaming individuals for having poor health or crediting them for good health is inappropriate. Individuals are unlikely to be able to directly control many of the determinants of health. These determinants-or things that make people healthy or not-include the above factors, and many others: Income and social status higher income and social status are linked to better health. The greater the gap between the richest and poorest people, the greater the differences in health. Education low education levels are linked with poor health, more stress and lower self-confidence. Physical environment safe water and clean air, healthy workplaces, safe houses, communities and roads all contribute to good health. Employment and working conditions people in employment are healthier, particularly those who have more control over their working conditions Social support networks greater support from families, friends and communities is linked to better health. Culture customs and traditions, and the beliefs of the family and community all affect health. Genetics inheritance plays a part in determining lifespan, healthiness and the likelihood of developing certain illnesses. Personal behaviour and coping skills balanced eating, keeping active, smoking, drinking, and how we deal with lifes stresses and challenges all affect health. Health services access and use of services that prevent and treat disease influences health Gender Men and women suffer from different types of diseases at different ages. Success of NHS was also its Achilles heel demand increased The scale and nature of the problem: Incidents involving incorrect medication dosage Incidents involving the use of technical procedures A number of women became pregnant following failure of earlier sterilisations which had been carried out by laparoscope (keyhole surgery). The surgeon had attached the sterilisation clips to the wrong part of the Fallopian tube. Incidents involving failures in communication A man admitted to hospital for an arthroscopy (an exploratory operation) on his knees had a previous history of thrombosis (blood clots). This was noted by a nurse on his admission form, but was not entered on the operation form which had a section for risk factors and known allergies. The operation was carried out and the patient was discharged from hospital the same day. Given his history of thrombosis the patient should have been given anticoagulant drugs following his operation, but because his history had not been properly recorded none were given. Two days later he was admitted to the intensive care unit of another hospital with a blood clot in his lungs The impact of adverse events on individuals 2.15 Adverse events involve a huge personal cost to the people involved, both patients and staff. Many patients suffer increased pain, disability and psychological trauma. On occasions, when the incident is insensitively handled, patients and their families may be further traumatised when their experience is ignored, or where explanations or apologies are not forthcoming. The psychological impact of the event may be further compounded by a protracted, adversarial legal process. Staff may experience shame, guilt and depression after a serious adverse event, which may again be exacerbated by follow-up action. [20,21] 2.16 The effect of adverse events on patients, their families and staff is not sufficiently appreciated and more attention should be given to ways of minimising the impact of adverse events on all those involved. These issues, while of great importance, cannot be fully addressed within this report and may require separate attention, though we made some limited comment in the context of our discussion on litigation in chapter 4. Conclusion Information on the frequency and nature of adverse events in the NHS is patchy and can do no more than give an impression of the problem.   Information from primary care is particularly lacking; The financial costs of adverse events to the NHS are difficult to estimate but undoubtedly major probably in excess of  £2 billion a year; There is evidence of a range of different kinds of failure, and of the recurrence of identical incidents or incidents with similar root causes; Case studies highlight the consequences of weaknesses in the ability of the NHS as a system to learn from serious adverse events; There is a need for further work focusing specifically on how the impact of adverse events on patients, their families and staff can be minimised. From the cradle to the grave, increasing aging population etc: Britains population is ageing fast, with statisticians predicting a huge increase in the number of 100 year olds by the next century. With people living longer and longer because of medical and other advances, health experts believe the number of people suffering from debilitating conditions such as cancer and heart disease will grow and could mean a rising demand for nursing care. Health experts are worried that as people get older, they could become prone to an increasing number of debilitating conditions if they do not keep active. The WHO has launched a campaign to promote good health in old age. Doctors in the UK say people have an over-gloomy picture of old age and that there is no reason why they should have a lower quality of life than other people if they keep healthy. People do have anxiety that there will be a period of disability at the end of their lives. But there is no evidence that that is the case if they are encouraged to live a healthy life and this generation of elderly people are in better nick than the previous generation. Beating the ageing process Organisations which campaign for the elderly are in favour of policies which support old people to be as independent as possible and allow them more choice and power over their future. They say cuts in local authority and health budgets mean services like home helps have been whittled (cut) away. Without a boost in those services which support independence, there is likely to be increasing pressure on those that cater for dependence: our hospitals, nursing and residential homes. The organisation wants a national strategy which sets a framework that encourages independence and inclusion. It says that such a strategy would be much cheaper than putting people into care homes. They want to see a wider debate on issues such as who funds long-term care, rationing of care particularly in the light of increasing technological change, and health promotion. They argue that the present division between social and health services over long-term care is artificial and damaging. It means people in places funded by social services have to contribute towards their care costs, whereas those in places funded by the NHS get free care.

Socrates and His Innocence :: essays research papers

Socrates and His Innocence   Ã‚  Ã‚  Ã‚  Ã‚  Socrates lived such a private life that it lead to the most important revelation of his entire life. He would go about his life doing nothing but self-examination. In examining his life so strenuously others would come to him to be taught, or to have their children be taught by Socrates. They would offer him money and he would refuse. They would do whatever they could to learn anything Socrates had to teach. What they did not know is that Socrates was not teaching anyone he was simply going about his usual life and people just happened to learn from it. This was also why Socrates was put on trial. He was brought up on two charges, one of impiety and the other of corrupting the youth. These two charges set the course for the last month of his life.   Ã‚  Ã‚  Ã‚  Ã‚  Socrates was indicted to a court of law on the charges of impiety, and the corruption of the youth of Athens. Three different men brought these charges upon Socrates. These men represented those that Socrates examined in his search to find out if the Delphic Mission was true. In that search he found that none of the men that promoted what they believed that they knew was true was in fact completely false. This made those men so angry that they band together and indicted Socrates on the charges of impiety and the corruption of the youth. Socrates then went to court and did what he could to refute the charges that were brought against him.   Ã‚  Ã‚  Ã‚  Ã‚  Socrates starts by speaking of his first accusers. He speaks of the men that they talked to about his impiety and says that those that they persuaded in that Socrates is impious, that they themselves do not believe in gods (18c2). He tells the court of how long they have been accusing him of impiety. He states that they spoke to others when they were at an impressionable age (18c5). These two reasons alone should have been good enough to refute the first accusers of how they were wrong about him but Socrates went on. He leaves the first accusers alone because since they accused him a long time ago it was not relevant in the current case and began to refute the second accusers. Socrates vindicates his innocence by stating that the many have heard what he has taught in public and that many of those that he taught were present in the court that day.

Situated Cognition Essay -- Learning Cognition Essays

Situated Cognition Learning and Knowledge Relates to Situated Cognition "Learning and knowing are integrally and inherently situated in the everyday world of human activity" (Wilson, 1993, p.71). Learning is situated in the context in which it is taught. In other words, the context in which something is learned is very important. The activity in which the learner is engaged in at the time of learning is also important (Griffin and Griffin, 1996, p.293). If the goal of a learner is to solve day-to-day life experiences, they must engage in such opportunities. In order to understand and gain knowledge, learning theories stress the importance of creating a relationship between all pieces of information, the learner, and the environment. It is the responsibility of both the teacher and the learner to link the appropriate information together. If students can develop a relationship for the "underlying reasons for ‘how’ and ‘why’ to use specific procedures, they will be able to store this information as part of their knowledge network," and develop links with other pieces of information (Gersten and Baker, 1998, p.24). On the contrary, if learners learn facts of information that are isolated from a meaningful context, their understanding is often incomplete and meaningless. As a result of these linked relationships between individuals and environments, knowledge is the prevailing outcome. In summary, "knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used (Brown, Collins, and Duguid, 1989, p.32). What is Situated Cognition? Situated Cognition is a way to "address difficulties students have in retention and generalization" (Gersten and Baker, 1998, p.23). It ... ...or Well-Structured and Ill-Structured Problem-Solving Learning Outcomes. ETR&D, Vol. 45, No. 1, 1997, pgs. 65-94, SSN 1024-1629. Moore, Beverly. Situated Cognition Versus Traditional Cognitive Theories of Learning. Education, V119, N1, pgs 161-171, Fall 1998. Moore, Joyce L.; Lin, Xiaodong; Schwartz, Daniel L.; Petrosino, Anthony; Hickey, Daniel T.; Campbell, Olin; and Hmelo, Cindy. The Relationship Between Situated Cognition and Anchored Instruction: A Response to Tripp. Educational Technology, October, 1994. Wilson, Arthur L. The Promise of Situated Cognition. New Directions for Adults and Continuing Education, No. 57, Spring, 1993 Wisner, Alain. The Etienne Grandjean Memorial Lecture: Situated Cognition and Action-Implications for Ergonomics Work Analysis and Anthropotechnology. Ergonomics, Jossey-Bass Publishers, 1995, Vol. 38, No.8, Pgs. 1542-1557.

Sonnet 104

Essay: Sonnet 104 Sonnet 104 is one of 154 sonnets written by the English poet William Shakespeare. It's a member of the Fair Youth sequence, in which the poet expresses his love towards a fair friend. Each stanza expresses Shakespeare’s relationship with his beloved. The sonnet deals with the destructive forces of time as humans grow older and makes a commentary on the process of aging. In the first quatrain, the poet focuses on his beloved, exploring the theme of beauty and aging. The very beginning of the quatrain begins with â€Å"To me†, and in the second line, ends with â€Å"eye I eyed. These two phrases signified that what he was writing was from his own perspective. The poet did not consider the opinion of the reader and later in the quatrain, continues this theme when he states, â€Å"Such seems† in the third line. This quatrain was a commentary on the beauty of his beloved friend. The poet acknowledges that this is his perspective; yet he does not ack nowledge the perspective of anyone else. These lines also discuss that his beloved friend is as beautiful as when they first met and that his opinion of beauty is not judged upon the reader.In the second quatrain, the poet focuses on time passing the significance of evolution. This theme progresses with the continual mentioning of seasons. The poet wants to emphasize the three years that have passed. The natural cycle between seasons emphasizes the time passing. â€Å"Summers pride† gives way to â€Å"winters cold†, â€Å"beauteous springs† give way to â€Å"yellow autumn†, and April perfumes make way to the â€Å"hot Junes burnd†. This is not only a commentary on how much time has passed, but also a commentary on how beauty can fade.As stated in the phrases listed above, the changes in seasons always lead to a different landscape. With this evolution, it is only natural that beauty fades. However, the poet makes is blatantly clear in the eighth li ne that his beloved never changes. This last line of the quatrain shows that his beloved is a fresh beauty. The use of the words â€Å"green† and â€Å"fresh† signify his beloved’s youthfulness and prove that he has defied nature. This breaking of the cycle proves to be a powerful use of language and diction.In the third quatrain, the poet recognizes that his beliefs are unnatural, and creates a shift in the sonnet. The ninth line instigates the shift once the poet writes, â€Å"Ah, yet†. This sign tone and shift in perception help him come to a realization. This recognition proves that the poet is fooling himself about his friend’s beauty. The â€Å"dial-hand† mentioned in the ninth line signifies that even though his beloved friend is actually aging, he only sees him to be beautiful. This metaphor is a perfect representation of his perception of beauty.As the quatrain continues he explains that his eye deceives him of reality. Like a clock hand moves slowly, he slowly recognizes reality. In conclusion, sonnet 104 is a commentary on the poet’s perception versus reality. The poet ends the sonnet by announcing that no one, after he and his beloved die, could ever understand what beauty really is. The height of beauty was when his fair friend lived. Beauty was and will always be understood as a part of his writing. Though his friend may not be living, his beauty still lies within the poet’s literature.

Determination of a Rate Law Lab Report

Determination of a Rate Law Megan Gilleland 10. 11. 2012 Dr. Charles J. Horn Abstract: This two part experiment is designed to determine the rate law of the following reaction, 2I-(aq) + H2O2(aq) + 2H+I2(aq) + 2H2O(L), and to then determine if a change in temperature has an effect on that rate of this reaction. It was found that the reaction rate=k[I-]^1[H2O2+]^1, and the experimental activation energy is 60. 62 KJ/mol. Introduction The rate of a chemical reaction often depends on reactant concentrations, temperature, and if there’s presence of a catalyst.The rate of reaction for this experiment can be determined by analyzing the amount of iodine (I2) formed. Two chemical reactions are useful to determining the amount of iodine is produced. 1) I2(aq) + 2S2O32-(aq) 2I-(aq)+S4O62-(aq) 2) I2(aq) + starch Reaction 2 is used only to determine when the production of iodine is occurring by turning a clear colorless solution to a blue color. Without this reaction it would be very diff icult to determine how much iodine is being produced, due to how quickly thiosulfate and iodine react. Related article: Measuring Reaction Rate Using Volume of Gas Produced Lab AnswersHowever this reaction does not determine the amount of iodine produced, it only determines when/if iodine is present in solution. Reaction 1 is used to determine how much iodine is produced. To understand how the rate constant (k) is temperature dependent, another set of data is recorded in week two’s experiment using six trials and three different temperatures(two trials per temperature change). Using the graph of this data we determine the energy required to bend of stretch the reactant molecules to the point where bonds can break or form, and then assemble products (Activation Energy, Ea).Methods To perform the experiment for week 1, we first prepare two solutions, A and B, as shown in the data. After preparing the mixtures, we mix them together in a flask and carefully observe the solution, while timing, to see how long it takes for the solution to change from clear to blue. We use this method for all 5 trials, and record the time it takes to change color, indicating the reaction has taken place fully. This data is used to find p (trials1-3) and q (trials3-5), to use in our rate law. This experiment concluded that both p and q are first order.The rate constant average of all five trials is used as just one point on the Arrhenius Plot. In week 2, we perform the experiment to test the relation of temperature to the rate of reaction. We start by again, preparing six solutions. We prepared two trials/solutions at 0 degrees Celsius, two and 40 degrees Celsius, and two at 30 degrees Celsius. Again, for each trial we mixed solution A with B, and carefully timed the reaction to look for a color change that indicates the reaction is complete. The interpretation of this data indicated out results of whether temperature has an effect on the rate of this reaction.Results- It is determined that the rate of reaction is dependent on the temperature in which the reaction occurs. The sol utions observed at 40 degrees Celsius reacted at a quicker rate, than those at lesser temperatures, in a linear manor. Data Week 1 Table 1: Solution Concentrations Week 1- Room Temperature trial #| solution A| | | | | Solution B| | | | | | buffer| 0. 3MKI| starch| 0. 02MNa2S2O3| Distilled water| 0. 1MH2O2| time(s)| total volume(mL)| | 1| 5. 01| 2. 0| 0. 4| 5. 0| 21. 68| 6. 0| 585| 40. 01| | | 2| 5. 0| 4. 0| 0. 4| 5. 0| 19. 60| 6. 0| 287| 40. 00| | | 3| 5. 2| 6. 0| 0. 4| 5. 0| 17. 60| 6. 0| 131| 40. 02| | | 4| 5. 0| 6. 0| 0. 4| 5. 0| 13. 62| 10. 0| 114| 40. 02| | | 5| 5. 0| 6. 02| 0. 4| 5. 0| 9. 60| 14. 0| 80| 40. 02| | | Calculations Week 1 1. Find the moles of S2O3-2 Take the value from NaS2O3 *(0. 2)/1000 (5)*(0. 2)/1000= 0. 001 mol of S2O32- 2. Find moles of I2 Take S2O32- /2 (0. 001)/2=0. 0005mol 3. Find I2 Mol I2*1000/vol mL (0. 0005)*1000/40)= 0. 000799885 mol 4. Find the rate of change Take (I2)/ (seconds) (0. 000799885)/(585)= 1. 36732Ãâ€"10-6 M/s 5. Find [I-]0 (0. 300 M KI )*(2. 00mL)/( the final volume)=0. 015 M 6.Find the Ln of [I-]0 Ln(0. 015)=-4. 19970508 7. Find [H2O2]0 Take (0. 10 M H2O2)*(6. 00mL)/ ( final volume)=0. 015 M 8. Ln of [H2O2]0 Ln(0. 015)= -4. 19970508 9. Find the Ln of rate: Ln(2. 13675Ãâ€"10-5)=-10. 753638 10. The last step for week one calculations is to calculate the average value of k. Rate= k [I-]1[H2O2]. (2. 13675*10-5 ) = k [0. 015] [0. 015] then solve for k. For this trial, k=0. 09497. This is then done for all trials. Then, once all five values of k are found, the average is taken by adding all five values of k and dividing by 5. The experimental k average is 0. 05894M/s. Table 2: Calculations Week 1 | | | | | | | | | | | | solution#| mol s2O3-2| mol I2| I2| (rate) changeI2/change in temp| [I-]o| ln[I-]o| [H2O2]0| ln[H2O2]o| ln rate| k | | 1| 0. 001| 0. 0005| 0. 0125| 2. 13675E-05| 0. 015| -4. 19970| 0. 015| -4. 19971| -10. 753| 0. 0949| | 2| 0. 001| 0. 0005| 0. 0125| 4. 3554E-05| 0. 030| -3. 50655| 0. 015| -4. 19971| -10 . 041| 0. 0967| | 3| 0. 001| 0. 0005| 0. 0125| 9. 54198E-05| 0. 045| -3. 10109| 0. 015| -4. 19971| -9. 2572| 0. 1413| | 4| 0. 001| 0. 0005| 0. 0125| 0. 000109649| 0. 045| -3. 10109| 0. 025| -3. 68888| -9. 1182| 0. 974| | 5| 0. 001| 0. 0005| 0. 0125| 0. 00015625| 0. 045| -3. 09776| 0. 035| -3. 35241| -8. 7640| 0. 0988| | | | | | | | | | | k avg| 0. 1059| | | | | | | | | | | | | | Data Week 2 Table 3: Solution Concentrations Week 2- Varied Temperatures trial #| solution A| | | | | Solution B| | | Temp(C)| | | buffer| 0. 3MKI| starch| 0. 02MNa2S2O3| Distilled water| 0. 1MH2O2| time(s)| total volume (mL)| | 1| 5. 00| 6. 01| 0. 42| 5. 00| 13. 60| 10. 00| 692| 40. 03| 1. 0| | 2| 5. 00| 6. 00| 0. 40| 5. 00| 9. 60| 14. 00| 522| 40. 00| 1. 0| | 3| 5. 00| 2. 00| 0. 40| 5. 02| 21. 0| 6. 00| 152| 40. 02| 40. 0| | 4| 5. 00| 4. 00| 0. 40| 5. 02| 19. 60| 6. 00| 97| 40. 02| 40. 0| | 5| 5. 00| 6. 00| 0. 40| 5. 02| 17. 60| 6. 00| 110| 40. 02| 30. 0| | 6| 5. 00| 4. 00| 0. 40| 5. 00| 19. 60| 6. 00| 137 | 40. 00| 30. 0| | Calculations Week 2 1) Find amount of I2 moles produced in the main reaction using Volume of Na2SO4 used, stock concentration of Na2SO4 solution, and the Stoichiometry (2mol Na2SO4 to 1 mol I2) for all six trials. Trial 1: (. 005 L Na2SO4)(. 02 moles Na2SO4/1. 0L)(1 mol I2/2 mol Na2SO4)= . 00005 mol I2 Use this method for all six trials ) Find the reaction rate using moles of I2 produced, measured time in seconds, and Volume of total solution for all six trials Trial 1: (. 00005 mol I2/. 0403L)=(. 00124906 mol/L) /(692seconds)= . 00000181mol/L(s) Use this method for all six trials 3) Find the rate constant using the reaction rate, measured volumes used, stock concentrations, and the rate law of the main reaction. Trial 1: K=(. 00000181MOL/L(s))/((. 01 L H2O2)(. 1 M H2O2)/. 0403L total))((. 3MKI)(. 006LKI)/. 0403L total)=. 00107 Use this method for all six trials 4) To graph, we must calculate Ln(k) and 1/Temp(K) for each individual trial.Trial 1: Ln(. 00107)=-6. 8 401 and 1/T = 1/692sec=-. 00365k^-1 Use calculation method 1-4 for all six trials Table 4: Calculations Week 2 solution#| mol I2| Rate (change I/change in time)| K (min-1)| Ln k| Temp (K)| 1/T (k-1)| 1| . 00005| . 00000181| . 00107| -6. 8401| 274| . 00365| 2| . 0000502| . 00000240| . 00152| -6. 48904| 274| . 00365| 3| . 0000502| . 00000825| . 0370| -3. 29684| 313| . 00319| 4| . 0000502| . 0000129| . 0290| -3. 54046| 313| . 00319| 5| . 0000502| . 0000114| . 0171| -4. 06868| 303| . 00330| 6 | . 00005| . 00000912| . 0203| -3. 89713| 303| . 0330| From the graph, we see that the slope is -7291. To Find the Activation Energy we multiply by the rate constant of 8. 314J/mol(K), which equals -60617. 4 J/mol. We then convert this value to kilojoules by dividing by 1000, equaling 60. 62 kJ/mol. Analysis uncertainty- Due to the limit of significant figures in stock solutions used, the resulting data is limited in correctness. Also, temperature fluctuations during the experiment by even a half d egree would obscure the data of the exact rate constant, k. One of our R^2 coefficients for the experiment was in fact greater than 0. , and the other slightly less than 0. 9 meaning the one lesser is not considered a good fit. The deviation in goodness of fit may have been due to our data recording. Discussion- Determination of the rate law and activation energy of a chemical reaction requires a few steps. By varying the concentrations of reactants it was determined that the reaction is first order with respect to both [I-] and [H2O2+]. Measuring the reaction rate at multiple temperatures allows calculation of the activation energy of the process, in this case the activation energy of the reaction is found to be 60. 2 kJ/mol. As you have seen through all the previous data, charts and graphs, this exothermic rate of a reaction is dependent on solution concentrations, a catalyst, and temperature. References 1 Determination of a Rate Law lab document, pages 1-6, Mesa Community College CHM152LL website, www. physci. mc. maricopa. edu/Chemistry/CHM152, accessed 10/9/2012. 2 Temperature Dependence of a Rate Constant lab document, pages 1-3, Mesa Community College CHM152LL website, www. physci. mc. maricopa. edu/Chemistry/CHM152, accessed 10/9/2012.

Art Is an Expression

Art History 6A 19 November 2011 Triumph! Art is an expression that we as humans do as a way to express and communicate with others. Through art every painting/sculpture has an intended purpose and message/story to convey. No matter what race, gender, or class, one can understand what message is being shared or find an entirely opposite interpretation other than what the artist intended. It can relate to the individual on a personal level, and that’s the beauty of art. In this essay I will be writing about two pieces of art that have been around for thousands of years.I will be comparing and contrasting the Palette of King Narmer (back) and the painting â€Å"Ti watching a hippopotamus hunt. † Both murals contain symbolism, as well as concepts of life and death. Each in their individual way conveys a message of importance and triumph. The Palette of King Narmer dates back to the first Egyptian dynasty, from Hierakonpolis, c. 3000 B. C, it is flat in appearance and double -sided with engravings on both sides, each individual side separated into 3 distinctive sections by horizontal lines with the middle being the biggest.It stands approximately 25† inches (63. 5cm) in height and tapers down to a point. The structure of the piece is very similar to the outline of a shield. It is composed of a dark color slate, common rock found in Egypt. Unlike the Palette the painting of â€Å"Ti Watching a Hippopotamus Hunt† is much bigger almost double in size, standing 4 feet tall. It was created during the fifth dynasty, Saqqara, c. 2400 B. C. and is composed of painted limestone. Prior to the creation of the Palette of King Narmer, art was divided throughout Egypt.Egypt was divided geographically and politically into Upper and Lower Egypt. Society had an emphasis on becoming unified and the palate marks the unification of these two lands. King Narmer is famously known as the first king to rule these lands. The palettes’ historical importance m arks the transition from pre-historical to historical period in Egypt and serves as the foundation for generations of art glorifying kings. During the time of â€Å"Ti Watching a Hippopotamus Hunt† Egyptians had a very strong belief and emphasis in death and the afterlife.Death was rarely filled with a sense of fear, but instead embraced with open arms and seen as a necessary transition one must make to live in the afterlife. Egyptians constructed mastabas for the dead. For this reason there was a plethora of funerary offerings including statues, carvings, and paintings made and placed into mastabas. The Egyptians built their mastabas very similar to homes for the dead so when they entered the afterlife they would have all the necessities and luxuries they once had during their lifetime.Narmers palette was an object commonly used in the preparation of eye make up, used by the Egyptians mostly to block and shield out the sun. The palette is most likely a votive or gift to the gods. Whereas the painting of â€Å"Ti Watching a Hippopotamus Hunt† was a funerary gift made to honor loved ones who have passed and entered their next chapter in life. In both works of art, animals are portrayed but only in the palette do animals have true symbolic meaning. On the Back of the palette the upmost section portrays two cow heads one on each side, which appear to have human faces.This representation depicts a variety of interpretations: the goddess Hathor, or the goddess bat, or just a symbolism for the Kings power and strength, which is a common symbolism of a bull throughout Egyptian art. The true meaning of these symbolic bulls is unknown till this day due to the uncommon frontal portrayal of the bulls. Also in the back of the palette there stands a falcon, symbolizing the god Horus- protector of kings. The falcon is placed on top of a head sitting on papyrus representing Lower Egypt. This signifies the triumph and power Upper Egypt had over Lower Egypt.In th e painting of â€Å"Ti Watching a Hippopotamus Hunt† animals individually serve no significant value, but as a whole in Egyptian art a successful hunt is a metaphor for triumph over evil. In the palette of King Narmer there are a series of hieroglyphics used to signify the powerful King Narmer making Narmers palette the earliest existing labeled piece of art. In between the bullheads are hieroglyphics of a catfish (nar) and a chisel (mer) within a frame representing the royal palace. The fish also pays tribute to the Nile River since Egypt strived and lived off the river for all its resources such as food and water.In the painting of â€Å"Ti Watching a Hippopotamus Hunt† there are no hieroglyphics used because it was intended for the dead. Its purpose served to represent and honor the loved ones passed. In â€Å"Ti Watching a Hippopotamus Hunt† the artist incorporates a unique series of lines/patterns to bring structure and organization to the piece. This is po rtrayed in the water beneath the boats by a pattern of wavy lines that embody fish and hippopotami. In the uppermost of the painting the artist uses a series of fine grooves that lead into a commotion of birds and foxes resembling papyrus flowers.Similarly lines play a Important role in the Palette of Narmer. A series of Horizontal lines are used to break the palette into 3 distinctive sections. Without the use of lines, the palette would have no organization and would become chaotic. The portrayal of the body when referencing both Narmer and Ti is very similar. Showing the influence Narmers palette had in art. In both pictures the eye and upper body is in frontal view while the head and legs/feet are in profile view, one in front of the other, which was a very common depiction of important figures.It was believed that by showing the Egyptians in this way all the body parts needed in the afterlife would be properly expressed and available to the deceased when needed. Slaves and anim als were painted more natural and relaxed, and with a smaller scale in drawings to show there limited importance. In both pictures the artists illustrate both Narmer and Ti being the dominating and largest figure (which is called  hierarchical scale). In the palette of King Narmer, Narmer is significantly larger in his ceremonial beard wearing a bowling pin shape crown, which represents Upper Egypt.Attached to the end of his kilt is a bulls tail indicating the power and strength of Narmer. Behind King Narmer is a much smaller servant, most likely of high rank, carrying his sandals making Narmer barefoot. Throughout Egyptian art being barefoot symbolizes the person is on holy ground. In Narmers right hand he holds a club, ready to strike a kneeling warrior he holds by the head with his left hand. This once again signifies the power and strength of Narmer over his enemies. Below this scene are two bearded men most likely enemies of the king lying dead symbolic of how lethal and vict orious of a ruler he is.In the mastaba of a Ti the painting â€Å"Ti Watching a Hippopotamus Hunt† Ti is similarly portrayed. Ti is shown much larger and out of scale compared to his slaves depicted, representing his importance and social status. In Egypt a successful hunt was a metaphor for triumph over evil. Ti and his slaves are roaming through marshes, hunting hippopotami and birds. Ti unlike Narmer is distant away from the hunt, not engaging in the action of killing the hippopotami but yet he is still present over looking his slaves during the hunt.He is a neutral observer of life, resembling his Ka being at peace. Both murals use a variety of lines, symbols, and details not only to focus on the importance and triumph of Narmer and Ti but also make a structured organized piece of art. The palette of Narmer represents this triumph over evil more straightforward being that Narmer has already killed two of his foes about to kill another, holding in the palm of his hand the power to give life or death. On the other hand the painting â€Å"Ti Watching a Hippopotamus Hunt† is metaphorically representing victory and triumph through the hunt.