Saturday, January 25, 2020
Effect of temperature on raction rate :: essays research papers
Effect of temperature on RXN rate Factors affecting rate of reaction: Surface area – as we increase surface area, we increase the reaction rate. The more the collisions the faster the reaction. Concentration – as we increase concentration we increase the reaction rate. In reaction with between gases, increasing the pressure, increase the reaction rate. Temperature –     as we increase the temperature, we increase the reaction rate. Raising the temperature makes particles collide more often in a certain time, and makes it more likely that collision results in a reaction. Catalyst -     catalyst is a substance, which speed up a chemical reaction. At the end of the reaction the catalyst is chemically unchanged. Aim: Effect of temperature on rate of reaction. Hypothesis: I predict that the rate of reaction will increase in speed by increasing the temperature, because Raising the temperature makes particles collide more often in a certain time, and makes it more likely that collision results in a reaction. Apparatus required: 1)     4 conical flasks 2)     An amount of HCl 3)     An amount of Na2S2O3 4)     Timer (stop-watch) 5)     A tile with a mark (X) on it 6)     2 measuring cylinders 7)     1 empty beaker Procedure: 2-     Use 20cm3 of water with 30cm3 of HCl 3-     Add the solution to 30cm3 of Na2S2O3 4-     Put a conical flask on a tile with a mark (X) on it. 5-     Put the first solution in the flask. 6-     Put the flask in a water bath at a controlled temperature of 30 ºC. 7-     Quickly add the second solution and start timing 8-     Stop timing when you can no longer see the mark (X) on the tile. 9-     Repeat steps 1 to 4 but using a different temperature each time. 10-     The final time use the same amount but at 70 ºC. Fair test: Changing Variable:           Temperature ( ºC) Constant Variables           Amount, and concentration of HCl, and Na2S2O3 Results:      Temperature/ ºC     Time/sec 20     28 25     27 30     22 35     20 40     16 45     13 50     7      Conclusion: From my results I have concluded that temperature has a great affect on the reaction rate of HCl and Na2S2O3, because as we see from he graph the slope is increasing gradually, this is because increasing the temperature makes particles collide more often in a certain time and makes it more likely that a collision will result in a reaction. Because there are more effective collisions, temperature has a great affect on reaction rate, if you raise the temperature by 10 ºC the time will decrease by nearly 6 seconds indicating the increase in speed of the reaction.
Friday, January 17, 2020
The Vampire Diaries: The Fury Chapter Fourteen
White owl†¦ hunting bird†¦ hunter†¦ tiger. Playing with you like a cat with a mouse. Like a cat†¦ a great cat†¦ a kitten. A white kitten. Death is in the house. And the kitten, the kitten had run from Damon. Not out of fear, but out of the fear of being discovered. Like when it had stood on Margaret's chest and wailed at the sight of Elena outside the window. Elena moaned and almost surfaced from unconsciousness, but the gray fog dragged her back under before she could open her eyes. Her thoughts seethed around her again. Poisoned love†¦ Stefan, it hated you before it hated Elena†¦ White and gold†¦ something white†¦ something white under the tree†¦ This time, when she struggled to open her eyes, she succeeded. And even before she could focus in the dim and shifting light, she knew. She finally knew. The figure in the trailing white dress turned from the candle she was lighting, and Elena saw what might have been her own face on its shoulders. But it was a subtly distorted face, pale and beautiful as an ice sculpture, but wrong. It was like the endless reflections of herself Elena had seen in her dream of the hall of mirrors. Twisted and hungry, and mocking. â€Å"Hello, Katherine,†she whispered. Katherine smiled, a sly and predatory smile. â€Å"You're not as stupid as I thought,†she said. Her voice was light and sweet-silvery, Elena thought. Like her eyelashes. There were silvery lights in her dress when she moved, too. But her hair was gold, almost as pale a gold as Elena's own. Her eyes were like the kitten's eyes: round and jewel blue. At her throat she wore a necklace with a stone of the same vivid color. Elena's own throat was sore, as if she had been screaming. It felt dry as well. When she turned her head slowly to the side, even that little motion hurt. Stefan was beside her, slumped forward, bound by his arms to the wrought-iron pickets of the gate. His head sagged against his chest, but what she could see of his face was deathly white. His throat was torn, and blood had dripped onto his collar and dried. Elena turned back to Katherine so quickly that her head spun. â€Å"Why? Why did you do that?†Katherine smiled, showing pointed white teeth. â€Å"Because I love him,†she said in a childish singsong. â€Å"Don't you love him, too?†It was only then that Elena fully realized why she couldn't move, and why her arms hurt. She was tied up like Stefan, lashed securely to the closed gate. A painful turning of her head to the other side revealed Damon. â€Å"Which one do you like better?†Katherine asked, in an intimate, confiding tone. â€Å"You can tell me. Which one do you think is best?†Elena looked at her, sickened. â€Å"Katherine,†she whispered. â€Å"Please. Please listen to me†¦ â€Å"Tell me. Go on.†Those jewel blue eyes filled Elena's vision as Katherine leaned in close, her lips almost touching Elena's. â€Å"I think they're both fun. Do you like fun, Elena?†Revolted, Elena shut her eyes and turned her face away. If only her head would stop spinning. Katherine stepped back with a clear laugh. â€Å"I know, it's so hard to choose.†She did a little pirouette, and Elena saw that what she had vaguely taken for the train to Katherine's dress was Katherine's hair. It flowed like molten gold down her back to spill over the floor, trailing behind her. â€Å"It all depends on your taste,†Katherine continued, doing a few graceful dance steps and ending up in front of Damon. She looked over at Elena impishly. â€Å"But then I have such a sweet tooth.†She grasped Damon by the hair, and, yanking his head up, sank her teeth into his neck. â€Å"No! Don't do that; don't hurt him any more†¦Ã¢â‚¬ Elena tried to surge forward, but she was tied too tightly. The gate was solid iron, set in stone, and the ropes were sturdy. Katherine was making animal sounds, gnawing and chewing at the flesh, and Damon moaned even in unconsciousness. Elena saw his body jerk reflexively with pain. â€Å"Please stop; oh, please stop-â€Å" Katherine lifted her head. Blood was running down her chin. â€Å"But I'm hungry and he's so good,†she said. She reared back and struck again, and Damon's body spasmed. Elena cried out. I was like that, she thought. In the beginning, that first night in the woods, I was like that. I hurt Stefan like that, I wanted to kill him†¦ Darkness swept up around her, and she gave in to it gratefully. Alaric's car skewed on a patch of ice as it reached the school, and Meredith almost ran into it. She and Matt jumped out of her car, leaving the doors open. Ahead, Alaric and Bonnie did the same. â€Å"What about the rest of the town?†Meredith shouted, running toward them. The wind was rising, and her face burned with frost. â€Å"Just Elena's family-Aunt Judith and Margaret,†Bonnie cried. Her voice was shrill and frightened, but there was a look of concentration in her eyes. She leaned her head back as if trying to remember something, and said, â€Å"Yes, that's it. They're the other ones the dogs will be after. Make them go somewhere-like the cellar. Keep them there!†â€Å"I'll do it. You three take the dance!†Bonnie turned to run after Alaric. Meredith raced back to her car. â€Å"Go back in! Get everybody inside and shut the doors!†he yelled at the sheriff's officers. But there wasn't time. He reached the cafeteria just as the first lurking shape in the darkness did. One officer went down without a sound or a chance to fire his gun. Another was quicker, and a gunshot rang out, amplified by the concrete courtyard. Students screamed and began to run away from it, into the parking lot. Alaric went after them, yelling, trying to herd them back. Other shapes came out of the darkness, from between parked cars, from all sides. Panic ensued. Alaric kept shouting, kept trying to gather the terrified students toward the building. Out here they were easy prey. In the courtyard, Bonnie turned to Matt. â€Å"We need fire!†she said. Matt darted into the cafeteria and came out with a box half-full of dance programs. He threw it to the ground, groping in his pockets for one of the matches they'd used to light the candle before. The paper caught and burned brightly. It formed an island of safety. Matt continued to wave people into the cafeteria doors behind it. Bonnie plunged inside, to find a scene just as riotous as outside. She looked around for someone in authority but couldn't see any adults, only panicked kids. Then the red and green crepe paper decorations caught her eye. The noise was thunderous; even a shout couldn't be heard in here. Struggling past the people trying to get out, she made it to the far side of the room. Caroline was there, looking pale without her summer tan, and wearing the snow queen tiara. Bonnie towed her to the microphone. â€Å"You're good at talking. Tell them to get inside and stay in! Tell them to start taking down the decorations. We need anything that'll burn-wood chairs, stuff in garbage cans, anything. Tell them it's our only chance!†She added, as Caroline stared at her, frightened and uncomprehending: â€Å"You've got the crown on now-so do something with it!†She didn't wait to see Caroline obey. She plunged again into the furor of the room. A moment later she heard Caroline's voice, first hesitant and then urgent, on the loudspeakers. It was dead quiet when Elena opened her eyes again. At the hoarse whisper, she tried to focus and found herself looking into pain-filled green eyes. â€Å"Stefan,†she said. She leaned toward him yearningly, wishing she could move. It didn't make sense, but she felt that if they could only hold each other it wouldn't be so bad. There was a childish laugh. Elena didn't turn toward it, but Stefan did. Elena saw his reaction, saw the sequence of expressions passing across his face almost too quickly to identify. Blank shock, disbelief, dawning joy-and then horror. A horror that finally turned his eyes blind and opaque. â€Å"Katherine,†he said. â€Å"But that's impossible. It can't be. You're dead†¦Ã¢â‚¬ â€Å"Stefan†¦Ã¢â‚¬ Elena said, but he didn't respond. Katherine put a hand in front of her mouth and giggled behind it. â€Å"You wake up, too,†she said, looking on the other side of Elena. Elena felt a surge of Power. After a moment Damon's head lifted slowly, and he blinked. There was no astonishment in his face. He leaned his head back, eyes wearily narrowed, and looked for a minute or so at his captor. Then he smiled, a faint and painful smile, but recognizable. â€Å"Our sweet little white kitten,†he whispered. â€Å"I should have known.†â€Å"You didn't know, though, did you?†Katherine said, as eager as a child playing a game. â€Å"Even you didn't guess. I fooled everyone.†She laughed again. â€Å"It was so much fun, watching you while you were watching Stefan, and neither of you knew I was there. I even scratched you once!†Hooking her fingers into claws, she mimicked a kitten's slash. â€Å"At Elena's house. Yes, I remember,†Damon said slowly. He didn't seem so much angry as vaguely, whimsically amused. â€Å"Well, you're certainly a hunter. The lady and the tiger, as it were.†â€Å"And I put Stefan in that well,†Katherine bragged. â€Å"I saw you two fighting; I liked that. I followed Stefan to the edge of the woods, and then-†She clapped her cupped hands together, like someone catching a moth. Opening them slowly, she peered down into them as if she really had something there, and giggled secretly. â€Å"I was going to keep him to play with,†she confided. Then her lower lip thrust out and she looked at Elena balefully. â€Å"But you took him. That was mean, Elena. You shouldn't have done that.†The dreadful childish slyness was gone from her face, and for a moment Elena glimpsed the searing hatred of a woman. â€Å"Greedy girls get punished,†Katherine said, moving toward her, â€Å"and you're a greedy girl.†Distracted, Katherine stepped back. She looked surprised, then flattered. â€Å"Well-if you really want me to,†she said. She hugged her elbows with her hands and pirouetted again, her golden hair twisting on the floor. â€Å"No,†she said gleefully, turning back and pointing at them. â€Å"You guess. You guess and I'll tell you ‘right' or ‘wrong.' Go on! Elena swallowed, casting a covert glance at Stefan. She didn't see the point of stalling Katherine; it was all going to come out the same in the end. But some instinct told her to hang on to life as long as she could. â€Å"You attacked Vickie,†she said, carefully. Her own voice sounded winded to her ears, but she was positive now. â€Å"The girl in the ruined church that night.†â€Å"Good! Yes,†Katherine cried. She made another kitten swipe with clawed fingers. â€Å"Well, after all, she was in my church,†she added reasonably. â€Å"And what she and that boy were doing-well! You don't do that in church. So, I scratched her!†Katherine drew out the word, demonstrating, like somebody telling a story to a young child. â€Å"And†¦ I licked the blood up!†She licked pale pink lips with her tongue. Then she pointed at Stefan. â€Å"Next guess!†â€Å"You've been hounding her ever since,†Stefan said. He wasn't playing the game; he was making a sickened observation. â€Å"Yes, we're done with that! Go on to something else,†Katherine said sharply. But then she fiddled with the buttons at the neck of her dress, her fingers twinkling. And Elena thought of Vickie, with her startled-fawn eyes, undressing in the cafeteria in front of everyone. â€Å"I made her do silly things.†Katherine laughed. â€Å"She was fun to play with.†Elena's arms were numb and cramped. She realized that she was reflexively straining against the ropes, so offended by Katherine's words that she couldn't hold still. She made herself stop, trying instead to lean back and get a little feeling into her deadened hands. What she was going to do if she got free she didn't know, but she had to try. â€Å"Next guess,†Katherine was saying dangerously. â€Å"Why do you say it's your church?†Damon asked. His voice was still distantly amused, as if none of this affected him at all. â€Å"What about Honoria Fell?†â€Å"Oh, that old spook!†Katherine said maliciously. She peered around behind Elena, her mouth pursed, her eyes glaring. Elena realized for the first time that they were facing the entrance to the crypt, with the ransacked tomb behind them. Maybe Honoria would help them†¦ But then she remembered that quiet, fading voice. This is the only help I can give you. And she knew that no further aid would come. As if she'd read Elena's thoughts, Katherine was saying, â€Å"She can't do anything. She's just a pack of old bones.†The graceful hands made gestures as if Katherine were breaking those bones. â€Å"All she can do is talk, and lots of times I stopped you from hearing her.†Katherine's expression was dark again, and Elena felt an acid twinge of fear. â€Å"Yes! That was funny. You all came running out of the house and started moaning and crying†¦Ã¢â‚¬ Katherine evoked the scene in pantomime: the little dog lying in front of Bonnie's house, the girls rushing out to find his body. â€Å"He tasted bad, but it was worth it. I followed Damon there when he was a crow. I used to follow him a lot. If I wanted I could have grabbed that crow, and†¦Ã¢â‚¬ She made a sharp wringing motion. Bonnie's dream, thought Elena, icy revelation sweeping over her. She didn't even realize she'd spoken aloud until she saw Stefan and Katherine looking at her. â€Å"Bonnie dreamed about you,†she whispered. â€Å"But she thought it was me. She told me that she saw me standing under a tree with the wind blowing. And she was afraid of me. She said I looked different, pale but almost glowing. And a crow flew by and I grabbed it and wrung its neck.†Bile was rising in Elena's throat, and she gulped it down. â€Å"But it was you,†she said. Katherine looked delighted, as if Elena had somehow proved her point. â€Å"People dream about me a lot,†she said smugly. â€Å"Your aunt-she's dreamed about me. I tell her it was her fault you died. She thinks it's you telling her.†â€Å"Oh, God†¦Ã¢â‚¬ â€Å"I wish you had died,†Katherine went on, her face turning spiteful. â€Å"You should have died. I kept you in the river long enough. But you were such a tramp, getting blood from both of them, that you came back. Oh, well.†She gave a furtive smile. â€Å"Now I can play with you longer. I lost my temper that day, because I saw Stefan had given you my ring. My ring!†Her voice rose. â€Å"Mine, that I left for them to remember me by. And he gave it to you. That was when I knew I wasn't just going to play with him. I had to kill him.†Stefan's eyes were stricken, confounded. â€Å"But I thought you were dead,†he said. â€Å"You were dead, five hundred years ago. Katherine†¦Ã¢â‚¬ â€Å"Oh, that was the first time I fooled you,†Katherine said, but there was no glee in her tone now. It was sullen. â€Å"I arranged it all with Gudren, my maid. The two of you wouldn't accept my choice,†she burst out, looking from Stefan to Damon angrily. â€Å"I wanted us all to be happy; I loved you. I loved you both. But that wasn't good enough for you.†Katherine's face had changed again, and Elena saw in it the hurt child of five centuries ago. That must have been what Katherine looked like, then, she thought wonderingly. The wide blue eyes were actually filling with tears. â€Å"I wanted you to love each other.†Katherine went on, sounding bewildered, â€Å"but you wouldn't. And I felt awful. I thought if you thought I'd died, that you would love each other. And I knew I had to go away, anyway, before Papa started to suspect what I was. â€Å"But then†-Katherine's face twisted in grief-â€Å"you did everything all wrong. You were supposed to be sorry, and cry, and comfort each other. I did it for you. But instead you ran and got swords. Why did you do that?†It was a cry from the heart. â€Å"Why didn't you take my gift? You treated it like garbage. I told you in the note that I wanted you to be reconciled with each other. But you didn't listen and you got swords. You killed each other. Why did you do it?†Tears were slipping down Katherine's cheeks, and Stefan's face was wet, too. â€Å"We were stupid,†he said, as caught up in the memory of the past as she was. â€Å"We blamed each other for your death, and we were so stupid†¦ Katherine, listen to me. It was my fault; I was the one who attacked first. And I've been sorry-you don't know how sorry I've been ever since. You don't know how many times I've thought about it and wished there was something I could do to change it. I'd have given anything to take it back-anything. I killed my brother†¦Ã¢â‚¬ His voice cracked, and tears spilled from his eyes. Elena, her heart breaking with grief, turned helplessly to Damon and saw that he wasn't even aware of her. The look of amusement was gone, and his eyes were fixed on Stefan in utter concentration, riveted. â€Å"Katherine, please listen to me,†Stefan said shakily, regaining his voice. â€Å"We've all hurt one another enough. Please let us go now. Or keep me, if you want, but let them leave. I'm the one that's to blame. Keep me, and I'll do whatever you want†¦Ã¢â‚¬ Katherine's jewel-like eyes were liquid and impossibly blue, filled with an endless sorrow. Elena didn't dare to breathe, afraid to break the spell as the slender girl moved toward Stefan, her face softened and yearning. But then the ice inside Katherine crept out again, freezing the tears on her cheeks. â€Å"You should have thought of that a long time ago,†she said. â€Å"I might have listened to you then. I was sorry you'd killed each other at first. I ran away, without even Gudren, back to my home. But then I didn't have anything, not even a new dress, and I was hungry and cold. I might have starved if Klaus hadn't found me.†Klaus. Through her dismay, Elena remembered something Stefan had told her. Klaus was the man who'd made Katherine a vampire, the man the villagers said was evil. â€Å"Klaus taught me the truth,†Katherine said. â€Å"He showed me how the world really is. You have to be strong, and take the things you want. You have to think only of yourself. And I'm the strongest of all now. I am. You know how I got that way?†She answered the question without even waiting for them to respond. â€Å"Lives. So many lives. Humans and vampires, and they're all inside me now. I killed Klaus after a century or two. He was surprised. He didn't know how much I'd learned. â€Å"I brought you here, both of you. I put the thought in your mind, Stefan, the way you put thoughts into a human's. I guided you to this place. And then I made sure Damon followed you. Elena was here. I think she must be related to me somehow; she looks like me. I knew you'd see her and feel guilty. But you weren't supposed to fall in love with her!†The resentfulness in Katherine's voice gave way to fury again. â€Å"You weren't supposed to forget me! You weren't supposed to give her my ring!†â€Å"Katherine†¦Ã¢â‚¬ Katherine swept on. â€Å"Oh, you made me so angry. And now I'm going to make you sorry, really sorry. I know who I hate most now, and it's you, Stefan. Because I loved you best.†She seemed to regain control of herself, wiping the last traces of tears from her face and drawing herself up with exaggerated dignity. â€Å"I don't hate Damon as much,†she said. â€Å"I might even let him live.†Her eyes narrowed, and then widened with an idea. â€Å"Listen, Damon,†she said secretly. â€Å"You're not as stupid as Stefan is. You know the way things really are. I've heard you say it. I've seen things you've done.†She leaned forward. â€Å"I've been lonely since Klaus died. You could keep me company. All you have to do is say you love me best. Then after I kill them we'll go away. You can even kill the girl if you want. I'd let you. What do you think?†Oh, God, thought Elena, sickened again. Damon's eyes were on Katherine's wide blue ones; he seemed to be searching her face. And the whimsical amusement was back in his expression. Oh, God, no, Elena thought. Please, no†¦ Slowly, Damon smiled.
Wednesday, January 8, 2020
The American Dream By Lorraine Hansberry - 1741 Words
The American Dream From the first day that we can walk, talk, and think for ourselves, we are dreamers. These dreams can be nothing more than an illusion, or the foundations to the very lives we live daily. The American Dream is no exception to this, shaping the lives of millions of Americans each and every day, as it has done so for decades. We can see this through the works of many notable authors and their works. Some examples of these people are F. Scott Fitzgerald, Lorraine Hansberry, Thomas Jefferson, and even some more recent writers like John Meacham and Lena Williams. While all of these people may have been alive at different time periods, they all, for the most part, share one common ideology: the American Dream is still alive,†¦show more content†¦The â€Å"pursuit of happiness†that he mentions shows that the common belief was that anyone can achieve their â€Å"happiness†, or the American Dream, as long as one was willing to work for it and overcom e any obstacles in their way. During any time period, there is always the common dream among those living in society, where everyone wants to make the most of their life and achieve the dream that they have been dreaming since the day they could think for themselves. The American Dream was alive even during the beginning of our wonderful country, and it was relatively the same as it is now. More than a century after the Declaration of Independence, the American Dream was still alive and well. In the 1950s, Lorraine Hansberry wrote A Raisin in the Sun. This play is about a financially troubled African-American family and the problems they face as they try to achieve all of their versions of the American Dream. The play itself is centered around the American Dream and how hard it can be to achieve. The main character, Walter Younger, even says during the beginning of the play, â€Å"Sometimes it’s like I can see the future stretched out in front of meâ€â€just plain as dayà ¢â‚¬ ¦ Just waiting for me†( Hansberry 75). As Walter says, his American Dream is the future, and he can almost see what it holds for him. He knows what he wants to accomplish and have, but he has not reach that point in his life when he
Tuesday, December 31, 2019
Teen Pregnancy Issues And How It Affects Our Teens And...
An assessment of Teen Pregnancy Issues Tasha Arlen HUMS 390 Tracey Rollins May 1, 2015 Abstract Through this paper I will explain teen pregnancy issues and how it affects our teens and their children. I will discuss the physical/ emotional, medical and financial strain placed on teenage parents. Teen pregnancy can affect everyone in different ways. I will also so explain some programs to help with teen pregnancy. An assessment of Teen Pregnancy Issues For many years teen pregnancy has been a national social problem. Views have changed over the years as society has started to adapt to the thought of teen pregnancy. â€Å"Growing evidence suggests that pre-existing academic and economic hardships play a role in the continuing struggles of teen mothers. While 85% of young women who delay having their first child until at least twenty or twenty – one obtain a high school diploma or GED, only 63% of mothers who give birth by age seventeen do so†(Crosson- Tower p255) Teen pregnancy is very risky to the baby. Pregnant teen can struggle with many medical issues during their pregnancy. Premature births are common is young parents. A full term pregnancy is forty weeks, any birth before thirty seven weeks is considered a premature birth. The earlier the child is born the more medical problems the baby can have, such as developmental issues. Along with premature birth usually comes low birth weight. Teen parents can have poor eating habits, they couldShow MoreRelatedTeen Pregnancy Essay1667 Words  | 7 PagesTeenage pregnancy has long been acknowledged as an important health, social and economic problem in the United States, one that creates hardships for women and families and threatens the health and well-being of women and their infants. 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Taking that into consideration the influences of the teens are highly important during the pre teen stage all the way to adult hood. During the time of this impressionable stage many of the teens are having sex not because of love, but because it is a trend. The media is glamorizing teen pregnancy and leading to a cultural
Monday, December 23, 2019
Women s Rights The Right And A Voice Of Vote Essay
I am an eighteen-year-old women in Canada, being an eighteen-year-old in Canada means I have the right to vote in elections officially. On my eightieth birthday one of the most common things that was said to me was the fact that I am now old enough to vote. Hearing that I have the independence, the right and a voice to vote for who I believe should be running our towns, provinces and, country is such an amazing honour. What many young women do not take into account is that this was not always the law. Before the year 1914 woman did not have the right to vote at all (â€Å"Women Get the Vote,†2001). Woman had no input in who they thought should be guiding their country, and society around them that effects them and their families. Deciding on who was elected into the government was solely all up to their fathers, husbands, brothers and, sons demonstrating large amounts of sexism. This was a huge issue that separated male and female rights which created inequality and major seg regation within our beloved country. Nellie McClung was one of the select woman who began the struggle to achieve the woman’s right to voice their opinions and stand up for what they believed needed to change and happen around them (â€Å"Heritage Minute,†2010). Nellie and other women did everything in their power from peaceful protests, hard labour and mock trials to receive these rights. This is something our history hold very close, this is important because it encouraged the woman to take a stand and reachShow MoreRelatedWomen s Rights Of Women1320 Words  | 6 Pagesthe role of women and men in the house, and in society. In school we have learned about the role that men played in the history of almost everything, from Ancient Rome to the Spanish Civil War. Yet, very few of these lessons have focused on, or even spoke about, the role of women during these times. That is because women generally, international speaking have not always been granted the same rig hts as men. Over time, some rights have been granted to women, such as the right to vote or even toRead MoreWomen s Suffrage Movement : Lucretia Mott1399 Words  | 6 PagesCostello Pd. â…ž 3/17/16 Women s Suffrage Movement: Lucretia Mott The Women s Suffrage Movement impacted the United States by giving women the right to have a voice and to finally be able to vote. Achieving the right to vote was the culminating event of the Women s Suffrage Movement. The Women s Suffrage Movement was also known as Women s Suffrage. The movement was the struggle for women to be able to vote and run for president. It was also closely linked to the women s right movement. In the midRead MoreFeminism And The Vote Of Women885 Words  | 4 PagesAnd The Vote The link between feminism and voting is strong, as it should be. For this reason, it is crucial for women to exercise their power to vote. This is important because today, even after women’s suffrage was achieved, the woman’s right to vote is still in question, and for these some, it is still not enough to justify this right. These advocates believe that even though women may legally have the right, they are not competent enough to engage in such activity. To say that the vote of womenRead MoreWomen s Suffrage By Susan B. Anthony891 Words  | 4 Pagesinequality. One of the most famous and most powerful movement is â€Å"Women’s Suffrage†. The movement of women that call for their right to vote. Susan B. Anthony, the woman who influences in progress of women’s suffrage. Belief of Anthony effect on American society. Belief that everyone in society should be equal and she believe that she can create this equality. Anthony devoted herself to fig ht for women and to be the leader of women’s suffrage. She can be the principle of women’s suffrage because problemRead MoreGrace Kirby. Trahan. English 8. 3/22/17. Elizabeth Cady904 Words  | 4 Pages8 3/22/17 Elizabeth Cady Stanton and the Fight for Women’s Rights In the early 1800 s women were expected to stay in the home and care for the children. They were not allowed to vote or own property. The women were also expected to care for their husband’s needs. When a woman entered into marriage she lost her rights to speak for herself and she could not work for wages outside the home. A shift in the societal environment for women started with an idea of equality which led to the beginning ofRead MoreFreedom And Freedom Of Freedom872 Words  | 4 PagesWhat is freedom? Many people have a different view of freedom. Some people can see freedom politically, financially, or freedom of expression. The meaning and views about freedom had changed throughout history. Due to European s social crisis, which causes many poor colonists to leave England for North America. Many early European settlers came to North America because they wanted more religious freedom, to set up their own colony, and have a better government. ...as in a well governed and ChristianRead MoreThe Women s Suffrage Movement963 Words  | 4 Pageswith the first Women s Rights Convention in Seneca Falls, New York. On August 26, 1920, the 19th Amendment, which provided full voting rights for women nationally, was ratified in the United States Constitution when Tennessee became the 36th state to approve it (Burkhalter). Freya Johnson Ross and Ceri Goddard stated a quite valid argument in a secondary source Unequal Nation saying, â€Å"Since the ratification of the 19th Amendment, major social changes have transformed the lives of women and men inRead MoreVoting Is Not A Requirement For The American Citizen797 Words  | 4 Pagescitizen, all citizens should practice this de mocratic tradition because voting allows the people to have a say in who or what represents them, that every vote counts, and to put it simply, voting is not mandatory but it is a right that many few people in the world have. In light of the recent presidential nominations, some Americans do not want to vote simply because they are not a fan of the candidates - Hillary Clinton and Donald Trump. Most people are not impressed with either candidate - as ClintonRead MoreWomen s Rights And The Reform Movement905 Words  | 4 PagesGreat Britain, with colonists from the newly formed United States demanding their individual and colony’s rights. They advocated for representation, their individual rights, and the issue of sovereignty. With the ratification of the Bill of Rights in 1791, individual rights overall were thought to be â€Å"protected†in the newly liberated Unites States. Yet the continued limiting of women’s rights, treatment of the mentally handicapped and emancipated slaves, the individual liberties colonists believedRead MorePresident Obama Signs Lily Ledbetter Fair Pay Restoration Act1368 Words  | 6 PagesWomen have been treated unfairly and unequally in history fu rthermore. There were many occasions when people joined together to make legislative changes. In 1848, a convention held in New York brought a call to action, making 12 resolutions that people wanted to see happen to provide women with the same amount of respect men had and the same rights. Later on in the nineteenth century Colorado is the first state to give women the right to vote, which led to other states following in Colorado’s foot
Sunday, December 15, 2019
The Climate Change Impacts South East Asia’s Food Security Free Essays
Global warming affects many areas of the planet. Not only are plants and animals affected by the rising temperatures, but so are the intensity of storms. Global warming is believed to be responsible for numerous storms across the world intensifying. We will write a custom essay sample on The Climate Change Impacts South East Asia’s Food Security or any similar topic only for you Order Now Global warming is believed to be causing more severe hurricanes, floods, and now monsoon season. As the temperatures across the globe continue to rise the intensity of the monsoon storms is continuing to build. If the temperatures continue to rise, the storms can become even more severe because they thrive off of hot temperatures. As the temperatures from global warming continue to cause the pressure that results in monsoon storms continues to rise, the more intense the rains and winds will become. As the rains and the winds intensify a number of serious complications can occur. Almost half of the world’s population lives in areas affected by the monsoons of Asia and most of these people are subsistence farmers, so the coming and goings of the monsoon are vital to their livelihood to grow food to feed themselves. When its bounty is too great, floods can displace millions and cause hundreds of deaths. When it brings too little rain between June and October, shortages of food and drinking water can develop. Too much or two little rain from the monsoon can mean disaster in the form of famine or flood. It is fair to say that the livelihoods, water security, food security, and energy security of Southeast Asia are all tied to the volume and timely arrival of monsoon season. Agriculture is the main source of livelihood in nearly every country in the region; traditionally, Southeast Asian countries (and most Asian countries in general) depend on crops for food. Rice is arguably the most important food source in the region and is a major staple food. When you hear someone say â€Å"it is the rice bowl of the country†or something similar, they mean that ‘it’ is the source of income and prosperity, and ‘it’ is how they feed their families. That’s how important rice is. Rice, grown in paddy fields, requires a lot of water to grow. This is why monsoons are so important to people in Southeast Asia – it’s to ensure a good crop of rice. The theory is that when there is a good monsoon, there is plenty of water to grow crops and sustain larger populations. This leads to economic prosperity. When there is less water, there is less food and the large population cannot be sustained. Southeast Asia weather is somewhat predictable with two distinct seasons: wet and dry, and is highly susceptible to weather changes and is highly vulnerable to the changing climate. In fact all the countries in Southeast Asia are surrounded by the sea and are at risk due to the rising sea levels. In addition, global warming is also known to trigger climatic changes like tsunamis, cyclones and floods which specifically target the coastal areas. In the past decade, exceptionally severe climatic disasters wreaked havoc on the Southeast Asian countries, causing massive financial and life losses. In addition, the food supply of these countries was also hampered by the floods and droughts ravaging the entire region. Precipitation has a dramatic effect on agriculture; all plants need at least some water to survive. While a regular rain pattern is usually vital to healthy plants, too much or too little rainfall can be harmful, and possibly even devastating to crops. Drought can kill crops and increase erosion, while overly wet weather can cause harmful fungus growth. Plants need varying amounts of rainfall to survive. Southeast Asia depends on the summer monsoon rains; agriculture, for example, relies on the yearly rain. .A monsoon is a storm system that begins off of many coastal regions, typically hot, tropical or desert areas. The storms created by the monsoon season thrive off of hot temperatures. The hot temperatures rise off of the ground as it is heated throughout the day and begin to expand once the heat rises into the air. These hot areas of air then mix with areas of low pressure air. As the heat continues to rise into the air throughout the day, the pressure continues to build with the low pressure. Eventually, this pressure results in a sudden rainfall. (Krishnamurti, 2007. ) Monsoons are notorious for bringing large amounts of rain in short amounts of time. This commonly causes flash flooding or mud slides. If the rains intensify from the monsoon storms, the chances of flash flooding increase. A larger amount of rain will be brought by the storms the higher the temperature’s rise. This can cause a devastating consequence for areas of the world that have experienced a severe drought prior to the monsoon storms. Droughts will also become more common as the temperatures continue to rise. This increases the chances of flash flooding once the rains return. If severe flash floods occur, this brings about more complications. Mud slides and landslides are also likely to occur once severe flooding has occurred. This can cause crops to be damaged, houses to be destroyed, and can even cause fatalities. Other serious complications can also occur. The monsoon seasons can begin to affect areas of the world that do not typically experience the monsoon storms. This can throw off entire ecosystems, destroy crops, and cause damages to natures habitats. Not only can this cause other areas of the world to be affected by the intense winds and rains but it can have a reverse effect on other areas of the world. Places that normally see the monsoon storms may all the sudden suffer from drought as the storms move to other areas. The droughts can cause severe sand and dust storms to begin. The tropical regions of the world can also be affected by these changes. The coastal regions can begin to experience severe hurricanes and tropical storms. This can cause severe flooding, damage, and wide spread devastation. Southeast Asia has been naturally blessed with a rich soil and sufficient rainfall so that there is an enormous agricultural potential in these countries. However, in the recent times, global warming has resulted in a series of catastrophic climatic disasters like floods, cyclones, tsunamis and droughts, which have ravaged the region’s agricultural capacity, slain millions of edible animal food reserves and destroyed the aquatic habitats so that the food supply of people has been cut short severely. The process of global warming affects the overall climate in such a manner that all weathers tend to get extreme. There is extreme rainfall, extreme summers and short spells of extreme colds. This has resulted in the setting of floods at one time, and droughts at others in different parts of the globe. The Southeast Asian region has also suffered the consequences of these weather extremes in the forms of droughts, badly hampering the food supply of people in this region. Thus it can be concluded that the Southeast Asian region faces a serious predicament because of the process of global warming. The increasing global warming has brought some of the most disastrous events of the world’s history in Southeast Asia. How to cite The Climate Change Impacts South East Asia’s Food Security, Essays
Saturday, December 7, 2019
Autism Foundations of Research Inquiry in Health
Question: Can autistic children improve their daily life from dance lessons? Answer: Children with autism have difficulty in communication and socially interacting with others. They fail to form the social responses and do not have the relation building ability. Some of the behaviors exhibited by them include response failure, no eye contact and ignoring. Therefore, they fail to develop the social skills and cannot perform group activities. They also cannot express their feelings and expressions and cannot understand the same of others. Research studies have shown that increasing the interaction of the children suffering from autism spectrum disorders can improve their communication and social interaction skills. Utilization of dance pads in association with the strategy of response stimulation helps the children with autism in performing the activity of walking. The dance pad had been so modified into the detector of foot tapping which can be used to detect the responses of the participant. Therefore, the present study aims at the improvement of the daily life of the children suffering from autism with the help of dance and other related activities. Method The methodology of the present study was based on three related research articles, which aimed at improving the daily life of the children with autism and the methods that can be implemented to achieve this objective. The methods were based on practical applications, which were interpretations of the theoretical aspect of the issues that the children with autism face in their daily lives. Shih et al. (2014) performed a study on the children with autism spectrum disorders to help them in the walking activity by the utilization of the dance pads, which were combined with an environmental stimulation. The study comprised of four students who were divided into two groups. Out of the two participants in each group, one was suffering from autism and the other had an intellectual disability. All the participants were students of the senior high school. The equipment used for the study included two dance pads which were connected to the computer having the software for detecting the responses of the participants. The dance pads were used as walking panels where the participants were expected to walk collaboratively. Up to three sessions were conducted every day during the study period with an individual session of 3 minutes. The activity was conducted in the school of the participants where they are quite familiar and they can be comfortable with the study. The baseline phase included two phases and the participants performed three sessions during this period. The intervention phase had two phases with eleven sessions. Activation of the preferred simulation was done for investigating the intervention effects. Bhatara et al. (2009) conducted a research work to study how music can have its impact on the adolescents suffering from autism. Two groups were formed for the study which included thirty-three children initially, who were later joined with forty-six others from different sources and of different age. The participants qualified the WASI (Wechsler Abbreviated Scale of Intelligence). Then they were screened based on their demands of the auditory temporal. Stimuli were measured by the paradigm of animations. Matching the music with the animation and then doing the reverse was the aim of the study. In addition, silent and music animations were employed for the study. The participants visualized all the animations, which were divided into two blocks. The first block included 8 animations which were silent and the second block included 10 animations which had music accompanied. The presentation order was random and counterbalanced. The dependent variables were description length, music mat ching, description appropriateness and intentionality presence. The diagnosis was the independent variable. Chaplin Norton (2015) conducted a study on the mind of the children and their performance desire. 159 children from middle-class families participated in the study. The study comprised of interviewing the children on an individual basis. The children were asked to perform a theory of mind and a preference task. The order of the theory of mind task was counterbalanced. The preference task involved four activities providing the students with random options like dancing and singing without music. The nonperformance tasks were circling of red shapes and coloring in a square on a given page. Out of these, two options had to be chosen and completed by the children, which was supervised by the experimenter. Finally, dancing and singing were selected as the performance behaviors. The theory of mind tasks involved three tasks, which were the cookie box test for the misleading container, the social test of the duck and the lion, and the false belief task of Sally and Anne. The participants we re expected to pass the test and control questions for scoring a point. Results The results of the experiment conducted by Shih et al. (2014) suggested that the collaborative walking rate for the first group was 14.67 during the first phase of the baseline. However, with the introduction of stimulation in the first phase of intervention, the mean rate was found to be 151.82 and an increase was noted. The second phase of baseline recorded a drop to 40.00, which was followed by an increase in the second phase of intervention in the mean rate, which was recorded as 170.46. For the second group, the first phase of baseline recorded a mean rate of 16.00 whereas the first phase of intervention recorded a marked increase to 157.36. The second phase of baseline recorded a drop to 23.33 in the mean rate and recorded an increase during the second phase of intervention to 178.36. The results, however, suggested that the participants of both the groups had reduced willingness to perform the walking in a collaborative manner, which significantly increased in the intervention phase. The variation in the two phases of intervention and baseline was quite significant. The results of the study conducted by Bhatara et al. (2009) were based on the various methods performed during the study. For music matching, ANOVA was performed on a two-way repeated basis on the ratings with animation as a factor of within subject and diagnosis as a factor of between subjects. The results for the diagnostic groups had no significant differences in the ratings whereas there were significant differences in the ratings for the animation groups. The length of the scores of description was determined by performing ANOVA on a three-way repeated basis. Animation was the factor of within-subject and diagnosis were the factors of between-subjects. The main effects of both these groups were also very significant. The appropriateness scores were measured by performing ANOVA on a three was repeated basis. Animation was the factor of within subject and diagnosis were the factors of between subjects. However, the main effects were significant for animation and not significant fo r diagnosis. The other results obtained were of intentionality, subgroups within the spectrum of autism and verbal IQ. For all these, the significance of the animation and diagnosis factors varied as per the performance of the groups. For the study conducted by Chaplin Norton (2015), age was found to be not a decisive factor for choosing to dance or sing. About 31.2% of the children, who were 3 years old and 18.8% who were 4 years old selected both dancing and singing as the activity of their choice. On the contrary, none of the children of the same age opted to do either of the activities. In addition, it was true for the elder participants to avoid the coloring and circling tasks as well. Bootstrapping procedures were employed to infer the self-esteem and theory of mind roles to find the relation between performance and age. The model of partial mediation was found to be superior to the non-mediation and the full mediation models. So four models of partial mediation were employed to obtain the results. The third model of partial mediation was found to be the best fit and suggested that theory of mind was related to age positively whereas self-esteem was related to theory of mind much negatively and significantl y. Discussion From the literature review and research articles, a number of facts regarding the children suffering from autism came to the forefront. Children suffering from autism have reduced abilities in communication and relationship establishment with others. Activities, which can help in increasing the communication and coordination, which can help the children with autism, increase the interaction socially. Several methods and ideas have been worked on and developed to help the children suffering from autism. Shih et al. (2014) designed their experiment to determine whether the children with autism can walk collaboratively with their partners on the dance pads. To increase the probability of collaboration, two dance pads were utilized. During the baseline phase, it was observed that the performance willingness was low among the participants. While the intervention phase indicated a marked rise in the willingness as their stimulation of preference was provided. Therefore, from the study, it was deduced that the dance pads with preferred stimulation could improve the collaborative walking ability among the children suffering from autism. Since the experiment had satisfactory results, there is a possibility further expanding the limits of the study. In addition, it can be predicted that performing the study in a different environment with increased participants may result in varied results. From the study conducted by Bhatara et al. (2009), it was analyzed that the children suffering from autism lack the ability to coordinate the visual and auditory information which includes the linguistic information processing. More response was obtained from the children suffering from autism in case of animations, which were accompanied with the music. They also successfully coordinated the audio and visual responses, which is a lacking ability among the children suffering from autism. The description of the music related animations was less when compared with the descriptions given by the participants for the silent animations. Therefore it was assessed that music can be a source of confliction in case of the perception of the participants of the visual animations. The descriptions of the participants regarding the theory of mind resulted in the intentionality decrease when music was added. Music, in this case, acted as a source of distraction and conflict. From the studies of Chaplin Norton (2015), it was deduced that the theory of mind can assist the children in elevating their self-esteem. As the children attain maturity, it has been seen that their performance desire decreases. It was also seen that the performance desire begins at the age of four and continues until the age of puberty, as they develop lower self-esteem. Theory of mind may also be related to the decrease in the enjoyable behaviors, which may include dancing and singing. These activities mainly include the performances that are done to improve the happiness and health of the children. So the children suffering from autism can be benefitted with the activity of dancing and also it is good for their health. Group dancing will also promote their ability to collaborate and interact with others, a lacking feature often found among the children suffering from autism. Conclusion Autism has been recognized as a developmental disorder and approximately 100,000 children are suffering from it. This disease greatly reduces the ability of the child to relate and communicate with others. Under these circumstances, dance can be an effective method to improve the daily life of the children suffering from autism. References Bhatara, A. K., Quintin, E. M., Heaton, P., Fombonne, E., Levitin, D. J. (2009). The effect of music on social attribution in adolescents with autism spectrum disorders.Child Neuropsychology,15(4), 375-396. Chaplin, L. N., Norton, M. I. (2015). Why We Think We Can't Dance: Theory of Mind and Children's Desire to Perform.Child development,86(2), 651-658. Shih, Ching-Hsiang, et al. "Assisting students with autism to actively perform collaborative walking activity with their peers using dance pads combined with preferred environmental stimulation."Research in Autism Spectrum Disorders8.11 (2014): 1591-1596.
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