The factor that affect the rate of a reaction

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The Factors That Affect the Rate of a Reaction

Planning

There are different factors which can affect a rate of a reaction such as

• Temperature

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• Surface area

• Concentration

• Catalyst

Concentration If the concentration of a solution is increased there are more reactant particles per unit volume. This increases the probability of reactant particles colliding with each other

Pressure - If the pressure is increased the particles in the gas are pushed closer. This increases the concentration and thus the rate of reaction.

Surface Area If a solid is powdered then there is a greater surface area available for a reaction, compared to the same mass of unpowdered solid. Only particles on the surface of the solid will be able to undergo collisions with the particles in a solution or gas.

In this experiment I will be looking significantly at concentration how it can affect Sodium thiosulphate in a solution, the rate of a reaction will increase.

From my previous work I learnt that

In a cold reaction mixture mixture the particles are moving quite SLOWLY the particles will collide with each other less often, with less energy, and less collision will be successful.

Increase in temperature faster speed…

More collisions.....

If we heat the reaction mixture the particles will move more QUICKLY the particles will collide with each other more often, with greater energy, and many more collisions will be successful.

Preliminary work we conducted a similar experiment to see how long a liquid would take to go opaque when you varied the concentration of acid, water and sodium. I know that this pre-test will help me because now I know the right amounts of solution, water, hydrochloric acid and sodium sulphate.

To make sure the experiment is fair I will perform the following procedures

• • There was a constant volume in all of liquid in all of the experiments.

• • Completely rinse all of my apparatus. I will do this so I remove all the particles from previous experiments allowing for the right concentration.

• • I will make sure that all the chemicals are measured correctly for accurate results.

• • I will not stir the chemicals at all, and try to move them around as little as possible, this is to prevent any unwanted collisions which may speed up the rate of reaction.

• • I will make sure that the measuring cylinders are not mixed up for the Hydrochloric Acid and Sodium Thiosulphate.

In each of the concentrations done or temperatures the time will be in seconds and will recorded times, this will be done so a mean average can be taken for accuracy in the results. In the group there will be three people watching the solution go cloudy and for the 'x' to disappear and the timer will not be stopped until every one had agreed that the 'x' had disappeared completely. The flask that the experiment will be done in will be washed out so that the acid and sodium thiosulphate has all gone so the result will not be affected thus making it less accurate. We will take great care when measuring the solution in the meniscus.

In this experiment I will be using a stop clock, measuring cylinder, graduated pipettes and test tubes, conical flask, and a piece of paper with an 'x' on it.

The apparatuses we have used were 4 beakers, sodium solution, hydrochloric acid, water, measuring cylinders, and a ruler.

Safety Goggles will be worn at all time because strong acid is being used and no running at any time

First I will measure the right amount of both Sodium Theo sulphate and hydrochloric acid then I will add Sodium Theo sulphate to conical flask if I need to heat to the right temperature. Then I will put the flask down on the cross then I will add hydrochloric acid and begin to time. I will measure at least results from room temperature. I will do this twice this also makes my result more accurate... There is also the problem on when to measure the temperature at the start of it, I have decided to plot rough graphs to make sure that the results fit a line then I can repeat those which don't look right. I intend to improve the accuracy of my result by doing each test times to find out the average and then I added it to the nearest second to round it up.

There are different methods that I can use to carry this experiment such as light source method using transmitter and light source detector, this method is much easier to use because eye difficulties to see cross disappearing. Light source still can see how much percentage is left even 1% of light is still visible.

Prediction

I think that as I increase the concentration of sodium thiosulphate, provided that no other variables affect the results, the rate of reaction will also increase. I believe that this will happen because of the way in which the two chemicals react. When the sodium thiosulphate and hydrochloric acid are placed together in the conical flask, their respective molecules get mixed together, moving freely. When molecules from each chemical collide, they react, forming new compounds. The concentration will increase the rate of reaction because if the concentration is higher, then there will be more molecules of sodium thiosulphate in a given volume, and so it is reasonable to say that it greatly increases the chances of one of those molecules colliding with the hydrochloric acid molecules.

This means That more of the molecules will be colliding and reacting within a given time, and so the rate of the reaction has speeded up this can be justified by relating to the collision theory.

Obtaining

While working all safety procedures were followed very carefully like the use of safety goggles and putting the bags under the table. The measurements I feel were fairly accurate as the results were what was expected. There was some anomalous result, however, which was repeated to get a more accurate result. We repeated the experiment three times so we could find averages and get more accurate results. The results were measured to the nearest centimetre cubed because this was the maximum accuracy of the cylinders. The results show the results we got for each experiment. I did two different graphs showing my results 1 showing the amount of water and the time taken and other showing the concentration and the time taken.

All graphs and results are on separate pieces attached to this section!

Analysing

All results have now been obtained and they seem to be quite good, all showing correlation as expected at the start, repetitions were managed for each test and averages were worked out from those figures.

From my results I can clearly see that they agree with my prediction, the faster the reaction the higher the concentration

My predictions have been accordingly close to reality. When the concentration of the sodium thiosulphate has gone up, as the first part of the experiment shows, the rate of reaction goes up as well. This is what was expected and therefore makes it highly unlikely that there have been any major errors, although all results are obviously not been perfect.

In this experiment I have found that as the temperature and concentration is increased the time taken for the reaction to take place decreases. This means that the rate of reaction increases as it takes less time for a reaction to take place, so more particles collide together as a higher surface area is provided per second.

Evaluation

I think that my observations and measurements were very good because I had a lot of pre experiment preparation including the preliminary time I was given so that I could practice my experiment. From this time I had been given to practice, I made sure before the real experiment that I had prepared everything properly so that on the day I wouldn't have to worry about things, if I was doing them correctly, and because of the previous experience I knew what to look out for as well.

I think overall my experiment was accurate even though there were probably some human errors but I know that improvements can be made for example at the beginning there were controversies when the room temperature wasn't the appropriate and the water that we used was hot and it obviously would affect the rate of reaction, however, luckily it did not affect much the concentration. Apart from that there were not any other inconvenient.

Now at the end of my experiment I can confirm that the point I made at the beginning about the factors that may affect the rate of a reaction is true, the increasing of concentration, surface area, temperature, adding catalysts will positively concern in the rate of a reaction.

All the procedures that I used worked fine and I am gratify with the work done, my method endorsed me to get the appropriate precise result needed to sustain my hypothesis.

In order to improve the experiment I would make sure the right amount of hydrochloric acid or probably sodium thiosulphate is measured accurately, this could be some of the reasons why there are some uncharacteristic results in the graph, but I am sure that it can be enhanced.

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Market Demand and Potential

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Market Demand and Potential Paper

In today's healthcare market, it seems like managed care companies are paying for less screenings, wellness and preventative medicine. Everyone wants to be healthy and know the numbers that can affect their lives. The thought of getting a disease or dying at an early age scares all of us but especially the baby boomer and elderly population. This large growing market is willing to open up their wallets and pay cash for the piece of mind that they are healthy. Hospitals are promoting heart tests to determine the risk of a heart attack; diagnostic imaging companies are setting up at the malls and charging hundreds of dollars to screen for cancer or stroke risks. It seems like there is a large profit to be seen in the preventative medicine area.

This environment is what brought about the potential for my patient care and education center. The location of the center is next to the pharmacy inside a Fry's Food and Drug Store. It is centrally located on the west side of Phoenix and is close to several adult active living communities. It seems like the market potential for our services would be bountiful. The only issue is that the clinic is not marketing available services to its fullest potential.

The patient care center offers screening programs for diabetes, cholesterol, high blood pressure, osteoporosis and asthma. Along with these screening services, the center offers diabetes and asthma education programs to help newly diagnosed patient control their disease (Attachment 1). The majority of these services are provided by pharmacists that are certified in these disease states and a dietitian that offers nutrition advice and counseling. The services are not meant to replace physicians or regular office visits but to complement them.

Since the opening of the center, the primary focus of marketing has been on customers that shop at this Fry's Food and Drug Store and surrounding stores. The surrounding markets such as senior centers, hospitals, medical offices, churches, schools, employers groups have not been pursued because of limited resources. As the business grows so does the opportunities to extend the programs to other market shares, the difficulty has been in defining the best direction and focus for that growth.

These types of health screenings and patient education services being provided by a pharmacist is a fairly new concept. At first some patients are skeptical of the services that are provided so the first step is to educate them on the benefit they provide. Once a person with diabetes sees how the center can help them understand their disease and make the most out of the short time they spend with their doctor at each visit, the word is out. They generally return and refer more potential customers. The center has been shown to be valuable for the winter visitor population that needs to have cholesterol screenings and other tests done for their physicians back home.

When evaluating the services available at the center, there are enough screenings and services to potentially offer value to the older population in the area. Educating the potential customer and selling them on the benefits of the services is the key for the center's success.

Looking at the demographic information, the center is placed in an area that makes it convenient for the general population. The focus has been too small and needs to be on a larger market than just the shoppers at the supermarket location. Although research of the supermarket customers found the area to have a high older population with medications that focused them towards chronic disease states, the percentage of those customers that have taken advantage of the center's services has been minimal. The center needs to refocus on the larger market share it wants to promote services to in the area. Possibly sending out flyers to outlying communities and making sure busy medical offices that may not have extra time to spend with newly diagnosed patients are aware of our services.

With the rushed healthcare environment that most patients encounter today, it is important to realize that not all patients are getting the information and services they need to stay in control of their health. The health screening programs available need to offer people more than just a number; they need to offer information and resources along with the test value so the services can aid in decision making and lifestyle changes needed to affect their well being. Patient empowerment is very valuable and wellness and preventative health programs may be part of the equation once people are aware of the benefits these programs offer.

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Merlin The Legend

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Merlin the Legend

The tale of Merlin the magician began many centuries ago, but his remarkable story is

still being told to this date. The legend begins with a child being born the illegitimate son

of a royal princess; his father was said to be an evil soul and was blamed for the baby's

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birth. The infant was named Emrys, which means hawk or man of the sea, but was later

renamed Merlin. Merlin inherited many powers from his father, most of which were said

to have been evil, and because of this he was baptized at an early age as an attempt to rid

him of any evil he might posses. He lost most of the powers and was left with only two,

that of prophecy and making miracles. Merlin, according to legend, was said to have been

responsible for transporting the stones of Stonehenge from Ireland to England to act as a

monument to those that had died during the battles with the Saxons, and because the

stones possessed great powers of healing.

Throughout the course of time, Merlin saved his life many times as well as the lives of

others through his magical powers. After the birth of King Arthur, Merlin became his

tutor and guardian while he grew up with his foster father Sir Ector, and foster brother Sir

Kay. Merlin was with Arthur when he pulled the Sword from the stone, and also when

Arthur ascended into the throne and was crowned King, and he soon became Arthur's

royal advisor and the official guardian of Britain. Merlin was the creator of the Round

Table, and was involved in aiding and directing the events of the king and kingdom of

Camelot. Merlin is described as being lean in stature, tall with a long white beard, in

modern day films he is more commonly pictured with a cape and a magic wand. During

his time with King Arthur, Merlin also persuaded The Lady of the Lake to give Arthur

the magical sword Excallibur, which was with him through every battle, even till his last.

Merlin fell in love with the Lady of the lake, and she used a severe form of trickery in

order to obtain his magical powers.

Merlin willingly taught her all that he knew, and soon she became so powerful that not

even Merlin himself could stop her. She locked him up in a glass tower to prevent him

from taking away her powers, and this is believed to be what finally drove Merlin mad.

When and exactly how he died is still unknown, but wherever he is he will always be

remembered for all that he did to unite the land and people of his time. Merlin the man

may have passed on, but his legend never will.

Please note that this sample paper on Merlin The Legend is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Merlin The Legend, we are here to assist you. Your essay on Merlin The Legend will be written from scratch, so you do not have to worry about its originality.

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Sky-High (HSC Prelim - Area od Study)

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Sky-High (HSC Prelim - Area od Study). What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Sky-High (HSC Prelim - Area od Study) paper right on time.

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The text, 'Sky High,' is presented to the responder as an autobiographical short story. It combines the elements of an autobiography in that it is written in first person, incorporating personal experience with a nostalgic tone as the composer reflects on a significant memory from her childhood. As a short story, the responder is taken through a series of events which are not presented in chronological order due to the nostalgic tone of the text. It is rich with vivid imagery and the constant use of literary devices, such as similes (" like spectators" and "..shirts like colored flags"), metaphors ("the line-etched story of life in scars and wrinkles" and "small pilot light burning somewhere inside"), personification ("a struggling sapling" and "its boughs stretch out to me beseechingly") and alliteration ("semaphore secrets" and "silver skeletal"). The effect of the alliteration of the 's' constant soothes and calms the reader, suggesting that the story flows. Colloquial language is used in combination with descriptive expression to relate to a much broader audience (ie much easier to read than the same amount of writing from one of Shakespeare's works however, having taken the time and context into perspective, it is hard to compare these!) Such lines as "veggie patch" and " grubby toes" illustrate this. Even though the composer has chosen to describe her recollections with an extensive vocabulary (" festooned", exalted", "beseechingly" and "conquest"), she still identifies with the responder with reminiscent views of the simplicity of childhood and presents this with the recurring motif of the clothesline.

The title, 'Sky-High', is an example of hyperbole. From the composer's point of view as a child, her world is limited to what she is able to explore the backyard is a familiarity which she knows and later remembers vividly in life. As a child, everything seems larger than life even something as simple as a clothesline. It provided her with amusement whilst allowing her to explore and observe life from a different perspective which, in turn, a change in perspective contributes significantly to a change in self.

This text also illustrates continuity and change. The composer grew up with the clothesline, and over time, she changed as a person both with growth and maturity. However, despite the obvious deteriation of the clothesline as it would over time it did not change. It remained in the back yard, and still appealed to the composer, even though it is realized in the last two lines

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"The inclination is still there, a small pilot light burning somewhere inside, but it is unlikely the washing line could support me this time. There are too many things tying me to the ground."

This could have both a literal and a metaphorical meaning, in that the composer has grown, and the clothesline has aged and it would be dangerous for her to attempt to swing off it again; also in that she realizes that it is impossible for her to be in the same position she was in as a child carefree, etc as an adult she has matured to accept more responsibility, and taken onboard accumulated doubts, worries, and fears. As an adult, the composer also bring irony to the title her perspective of what is 'sky-high' in childhood most likely differs greatly from her opinions in the present.

It appears as though the adventure of exploring her backyard from the top of the clothesline was not only a form of discovery and exploration but also an escape somewhere where she felt she was safe, and being higher suggests the inclination to feel more powerful, and have a sense of freedom.

By writing opposing tenses in separate paragraphs, the distinction can be made more clearly between the adult composer and her younger self. Paragraphs one and six are written from the adult perspective in the present, while those in between as an adult, but in the past and from a child's perspective.

The entire text has been composed by eighteen-year-old Hannah Robert. It is from her own point of view that she presents a most significant memory from her childhood as she revisits her backyard. Taking into the age of the composer, the audience can be consciously aware of the perspective from which the material is presented, and either empathize with the feelings of the author or taken an objectionable viewpoint. As mentioned previously, this text can be analysed as a piece of autobiographical material, which ultimately revolves around some form of truth about one's life. When writing an autobiography, the composer can choose what parts of the truth are exposed, and which remain untold. The responder does not know why the composer felt the need to sit high up in the clothesline and swing from it they can presume it was an enjoyable and relaxing pastime for the child, a game of adventure but no details of any other part of her life are exist within the text besides the description of own world in her backyard. The effect of this may leave the responder curious as to why she felt the need to 'escape' and feel 'free,' or it may simply be accepted as a means of childish curiosity.

'Sky-High' in many ways does represent change effectively and clearly. It shows a distinct comparison between the ideals of youth and maturity. This is illuminated through the use of past and present tense, and also positive and negative connotative language ("hard, bird bitten fruit" vs. "playfully tousle my hair"). The recurring motif of the clothesline as a representation of continuity and change contributes to the nostalgic tone of the text. The ending of the fifth paragraph where the composer is in an almost dream-like state radically contrasts with the abrupt reality of the present in paragraph six. In reference to aging in relation to change, the responder notices the aging of her own hands as she reaches for the aged clothesline " …beginning to accumulate the line-etched story of life in scars and wrinkles…" Not only does this reflect a change in time and age, but also on an increased responsibility that comes with maturity. The reality between the fifth and sixth paragraphs imply that the composer understands that despite these nostalgic feelings she may have about her past, she cannot return to it. This realization accentuates the contrast between the time of youth and freedom to that of adulthood and responsibility.

However, on the other hand, one could not rely solely on this material as an accurate source from the composers past despite the composer writing it herself. Autobiographical material may contain elements of ambiguity due to the nature in which they are written and presented. 'Sky-High', for example, is written in the present from memories of childhood. While the composer can express what they recall about certain events, the accuracy can be questionable the composer remembers the event, takes what they think is significant and compile a 'text' upon this understanding from there, the responder reviews the text and takes their own interpretation from it. The main concern with writing any type of autobiographical material is that the composer has the power to be selective in what they chose to include.

The cultural context of the piece is a Dutch family living in a working class home in approximately a short time before, or during, the 180's. This is exemplified by reference to an incinerator (which were outlawed in 185), and the description of what appears to be a Hills Hoist type clothesline. The reference to the Dutch culture is mentioned in the fourth paragraph where the composer speaks of her grandfather ('Opa') in that he was a leather worker and talked "….quietly with his soft, Dutch voice." It is noted that multigenerational living is an accepted practice in the family, as the father builds 'Opa' a bungalow next to the house to live in.

The author also speaks significantly of her neighbors in the third and fourth paragraphs. Religious allusion with reference to " Mary and Jesus miniatures" insinuate a religiously devout family who regarded religious statues as an important part of their culture. Having noted this, there is an obvious comparison between neighbors one family of Dutch heritage, the other with strong religious ties to Christianity (Catholicism?). Multiculturalism is obviously present.

The intended purpose originally for this text was presumably a creative writing task of a year twelve student, or a piece of writing by a year twelve student as they reflect on their childhood after arriving at a milestone in their lives. Possibly the composer still had nostalgic feelings about her childhood, but after re-visiting the clothesline and recalling the memories associated with it, she realized that returning to the past is simply not possible. The features which suggest this include the structure sentences that are packed with expressive language and literary devices; the transition from the past to the present tense lines such as "there are too many things tying me to the ground" brutal realities; and the tone, as it changes from youthful and hopeful, to an understanding and somewhat acceptance of change over time.

At present, the intended purpose of the text is to be studied and used as source material on the topic of 'change' for year twelve students.

Please note that this sample paper on Sky-High (HSC Prelim - Area od Study) is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Sky-High (HSC Prelim - Area od Study), we are here to assist you. Your essay on Sky-High (HSC Prelim - Area od Study) will be written from scratch, so you do not have to worry about its originality.

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What's wrong with the school system

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The most fundamental problem with an exam-oriented education system is that examinations distort students' motivation and learning by over-emphasising the importance of the scores as outcomes and measures of students' abilities (Paris, S., 15). Exams can redefine students' goal for learning in counterproductive ways that make the outcome more important than learning as inquiry, reflection, and process. Research on academic motivation indicates that a focus on extrinsic goals (such as exam scores) and task completion (such as getting through the exam) undermines intrinsic motivation, interest, and persistence (Ames and Archer, 188). In contrast, when students have mastery goals and take pride in their efforts and accomplishments, they use better strategies and display more self-regulated learning (Pintrich and DeGroot, 10). When high test-scores become the goal rather than self-regulated learning, students invest disproportionate value and effort in exams. Actually, for many students, the consequences of testing are neutral or negative, ranging from the innocuous lack of feedback to negative feedback about one's competency.

Paris (15) pointed out that over-stressing on exams might also subvert students' learning strategies because exam-taking strategies are usually inconsistent with learning strategies taught everyday in the classroom. Most students are taught to use people and materials as resources for learning in classes, but are disallowed from using them during exam (except open-book exams, which are not too popular in NUS). What do students learn while taking exams? Too often, they learn that exams are different from the daily curriculum and assessments, that one needs special tricks to pass them, that low scores mean a person is dumb, and that teachers cannot help students.

Consequently, our students often expect the teacher to give them notes, dole out the straight facts in class, and even tell them the questions which will come out in the exam. They would rather practise rote learning, and are eager to know the answers, than to find out the answers to questions (c.f. 'Connecting Assessment and Learning' of this series). They cannot see exams as part of a learning process, nor can they understand that they can get information there to help them to learn.

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Larry

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Every family comes across stress once in a while. Stress has to do with

change. As Gary L. Hansen a specialist in sociology said, "stress happens

whenever a family system changes." It can happen when someone close dies,

when someone gets ill, getting fired from a job, getting a new job, moving, etc.

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When anything happens the family has to learn how to deal with the stress.

Some families learn how to adapt well to certain changes and

stresses while some families don't know how to deal well at all. One sociologist,

Reuben Hill identified three factors which determine the nature and degree of

stress experienced by a family (Hansen, 17). They are; 1) the stressor event

itself ) the family's resources or strengths at the time of event ) the definition or

meaning the family attaches to the event. A stress can either be expected or

unexpected, positive or negative. Depending on what it is can either make the

stress easy or hard to deal with.

In some family incidents to many changes happen at one time.

When that happens it is called "stressor pile-up". These families have a lot more

to deal with that causes too much stress. When families do come across stress it

depends on the strength or resources of each person in the family to cope with the

stress. The strength means whether or not one of the family members is healthy or

unhealthy because a healthy member will find it easier to cope with stress then an

unhealthy family member. Also family members with positive self-concepts and

high self-esteem handle stress better then

the ones with negative self-concepts and low self-esteem and family members who

take charge and are assertive also handle stress better then the ones who think that

they are powerless to change things (Hansen,17). The family resources on

handling stress have a few characteristics. Some characteristics in family

resources are; communication, family flexibility and connection with others.

Communication is said to be the most important when families have to cope with

stress. It's said that families with communication are strong families. The

families that have communication spend time talking to eachother, share their

feelings, fears, joys, sorrows and needs (Hansen,17).

For any family to cope with any kind of stress the family must first

decide, accomplish and encounter. These should all be used in an everyday life,

that's how it will help cope with any stress or change. Families who have open

systems are the ones open to growth and change. Families who have closed

systems try to avoid change and try to maintain the way things are. That makes it

extremely hard for a family to cope when a stress occurs.

There are three adjustment coping strategies to deal with stress.

They are avoidance, elimination, and assimilation (McCubbin & Figley,18).

Avoidance is a family who ignores the stressors and either believe or hope that the

stress will go away on it's own. Elimination is when the family gets rid of the

stress by either removing it or changing it. Assimilation is when the family only

makes minor changes when they have to deal with a stress.

After a stress the family has to work on adaptive coping strategies.

They are synergizing, interfacing, and compromising. Synergizing refers to family

efforts to coordinate and pull together as a unit to accomplish a shared lifestyle

and orientation which cannot be achieved by any member alone but only through

mutuality and interdependence (McCubbin & Figley). Someother family coping

strategies are;

1) maintaining satisfactory internal conditions for communication and family

organization ) promoting member independence and self-esteem ) maintenance

of family bonds of coherence and unity 4) maintenance and development of social

supports in transactions with the community 5) maintenance of some efforts to

control the impact of the demands and the amount of change in the family unit

(McCubbin & Figley, 18).

If a family can't get through any stressors alone they can count on

community resources. The family can go to formal support groups, professionals

and services. Community resources can make coping with stress a lot easier on the

family.

Coping becomes a process of achieving a balance in the family

system which facilitates organization and unity and promotes individual growth

and development (McCubbin & Figley, 18). Not everyone copes well with

stressful situations. Some people may be upset, anxious, helpless, or mad. These

things can affect your family and make the change or stress a whole lot worse.

There is no right or wrong way of perceiving stressful events, but it

is important to realize that it is your perceptions of stressor events, rather than the

events themselves, that determine your feelings and behavior (Hansen,17).

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Song of Solomon

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Animals and nature itself have been used throughout the course of literature to symbolize more important ideas. Through such references a great amount of information can be relayed about characters, past events, current predicaments, and can help to highlight themes in a novel. Toni Morrison used such techniques in an extraordinarily effective way. The symbolic use of animals in her book Song of Solomon drew attention to history, character development, and most importantly themes. This added richness to her novel that could not have otherwise been achieved.

One of the first references to animals that we see in the book is to flight. Throughout the novel Morrison continues this theme of flying and it is a backbone to the novel itself. More importantly, flight for Morrison symbolizes freedom. The black race, at the time period in which the novel was written, was under great prejudice from the white race. Their freedom was limited at best, and though they were free of slavery, they still had not achieved social equality. This was symbolized by the flight of the doctor from Mercy Hospital. The Doctor flew to his freedom, to his own death, and because of his flight the first colored person was admitted to Mercy Hospital. This began the theme of flight which Morrison continues to the very end of the book.

The theme of flying is central to the novel itself. In fact, if the reader was not promised that Milkman would fly, there would be no reason to continue reading it. It was the climax promised in the beginning, and central to the freedom Morrison wanted to portray. There was more to Milkman's flight than death, it was his final release from what held him imprisoned, it was where his true freedom began. In his final flight, Milkman let go of all that held his down, accepted his heritage, his history, and his future, and thus he was free.

However, not all of Morrison's uses of animals in her book were carried throughout. Some, like Lincoln's Heaven, were included more as a history lesson than to reiterate themes. Solomon named his farm animals after famous historical figures simply to remember history, and to reach Macon about those historical figures. However, to Pilate, Lincoln's Heaven was indeed a paradise where she could walk around barefoot and eat what they grew. Lincoln's Heaven helps us to understand Pilate's actions, and behaviors throughout the book. In this case, it was a lesson in character habitualness, and motivation. Though Lincoln's Heaven has few thematic contributions, through its inclusion we learn a great deal about some main characters which add richness and fullness to the novel itself.

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Indeed history was an important aspect of Morrison's life, as was heritage. It has been said in order to know who you are, you must know where you came from. Morrison would certainly promote this view. Lincoln's Heaven is more than just a lesson in history, it is a lesson of heritage. Where Milkman's family came from, and the toils they went through are vital to understanding Milkman himself. Motivation is important to understanding a character's actions, just as history is important to understanding heritage. This makes Lincoln's Heaven an important part of a novel based on black pride and black heritage.

Morrison also used animal analogies to help us better understand past events. After hitting his father, Milkman goes to Guitar to cheer himself up. Guitar offers an interesting analogy to one of his hunting experiences. Guitar had been tracking a deer, and after seeing it through some brush shot it. When he went to look at his prize he noticed it was no buck, but instead an old doe. Macon hitting Ruth was similar to how Guitar killed the doe. "A man shouldn't do that" (Guitar pg. 85)

Such analogies are useful when we attempt to judge the personality of characters in a story. Ruth is characterized as helpless like the doe. This characterization holds true throughout the story. However, if we take the analogy further, Macon is the hunter, who killed the doe by accident, though it was obvious he purposely hit her and was not ignorant. Though, it must be said, in the end we learn much more of Macon's character and we can begin to understand that perhaps he, at least partly, was not totally at fault. She led him into it, she pushed him too far, she left her tracks, and after careful consideration all parts of the analogy hold true. Morrison's analogy is very insightful in helping the reader to understand the characters of Ruth and Macon on a more personal level.

Not all references to characters through symbolisms of animals are positive in the novel, however. For instance, Macon refers to pilot as a snake. On the surface, one would think she is cunning and mischievous, however this is only the tip of the iceberg in this particular characterization. We also hear that the Hagar has an "Anaconda love" for Milkman, providing the reader with a strangling image of love. A love in which death seems to be a real possibility, and is such as Hagar attempts to kill Milkman several times.

The biblical references, and seemingly to Milton are also factors in Morrison's reference to snakes. Pilate is not inherently evil like the snake (Satan) in Genesis. However, at least to Macon, it is important that Milkman believe she is. Certainly, such a comment has an effect on Milkman's attitudes towards Pilate. These effects, however, do not stop Milkman's desire to see her. Milton also seems to be present in the impression Morrison wants the reader to understand through the reference to the snake. Perhaps, Morrison is trying to point out that Pilate is misunderstood, that she was the benefactor of an unfair situation like the snake Milton portrayed. In any case, the reference is thought provoking and adds to the novel on more than one level. It has a negative meaning on the surface, an evil appearance through the bible, and a more introspective viewpoint from Milton. This makes the reference very diverse and meaningful in the perception of the characters of Pilate and Hagar.

Morrison even includes some Greek Mythology about animals in her novel. The reference to the white bull parallels a Greek myth in which Zeus transforms himself into a white bull in order to seduce Europa, a princess he fell in love with while she was picking flowers. Although the connection is not as strong as some of the other references to animals, this seems to emphasize Pilate's love of nature. Therefore, this is another important reference to embellish characterization.

Greek mythology was a subject that Toni Morrison likely knew a great deal about, since she studies the classics, and is apparent in this novel. Shalimar tried to help his son fly like he did but failed and he fell. This is remarkably similar to the tale of Icarus who flew too close to the sun and fell to his death. While there may be more references to Greek mythology than these two examples, they are the most prominent within the book.

The last reference between flight, birds, and Milkman is through a peacock. This is mentioned twice within the book. The first time it's mentioned Guitar and Milkman wanted to kill it and eat it. However, Milkman thought better of the idea and decided not to. The second reference was near the end when Milkman was just about to begin his flight. The peacock flew away, the same as Milkman. This is somewhat remarkable since peacocks are flightless birds. Though, in any case, this does provide us with a wonderful parallel between the peacock and Milkman, and also helps to emphasize and finalize the theme of flight that Morrison portrayed throughout the novel.

Dogs were also used to make reference to the White race. Towards the beginning of the book it was said that "{White people would} kill a nigger and comb their hair at the same time. But I've seen grown white men cry about their dogs" (Pg. 5) More importantly though, Circe watched the dogs of her previous white slavers. This is significant because it shows us the power that the white race still had over the black race. Symbolically, it portrayed the white man as not self-sufficient, greedy, and opportunistic animal. This also seemed to be the time in which Milkman dropped his preference of the white man and adopted a more black cultural perspective.

The last reference to animals that I will include is in the very end when Milkman goes hunting. They are chasing a bobcat and eventually kill it. The ironic thing is that normally a Bobcat is a predator, not prey. This hunt is also symbolic of Guitar's hunt for Milkman. The bobcat may well have been hunting himself, when he found himself trapped by hunters. Similar to how Milkman was hunting for his past, and in turn was hunted by Guitar. Morrison's parallel here was one of my favorites in the book, and emphasized Milkman's dire situation while foreshadowing the fate to which he would eventually succumb.

Though Morrison's use of animals encompasses a great variety of writing techniques, these references are invaluable. Whether they were parallels, characterizations, histories, or mythologies, Morrison brought her book to life with these references. Each reference she made showed the reader more about characters, events, and history within the novel, as well as insight on Morrison herself. With these references she emphasized themes, created symbolisms, and brought the book alive. Without the use of animals as symbols she would have lost a great deal of richness from her book.

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Meno

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Chris Peterson

February 4, 00

Summary of Meno

The dialogue of Meno begins with Meno asking Socrates a question. The question is whether or not virtue is something that can be taught. If it is not taught, then do men possess it by nature or by some other way? Socrates says that he doesn't know the answer and that he doesn't know anyone who does.

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Socrates begins the investigation by asking Meno what he thinks virtue is. Meno responds by speaking of the different virtues of men, women and children. Socrates then methodically asks questions to expose that even in these different ideas of virtue there are certain overriding virtues such as justice and moderation that are necessary to being a virtuous man, woman and child. Therefore Socrates concludes that the virtue of all men, women and children is the same. So Socrates states that it would be well to add to the virtues of men, women and children the virtue of justice.

Because of this statement Meno states that justice is virtue. Socrates then shows that justice is not virtue but a virtue, just as roundness is not shape but a shape. This causes them to dive into the investigation of the nature of virtue. One can name virtues, but one does not arrive to the nature of virtue itself by this means. After Socrates shows Meno that this isn't the way to arrive at the true nature of virtue, he again asks Meno what virtue is.

Meno replies by stating that virtue is "to find joy in beautiful things and have power." Here, Socrates applies the principal of charity and states that beautiful things means good things. Socrates then shows that this definition falls short in defining virtue and that Meno has again tried to explain virtue by speaking of its parts. They conclude that they do not know what it is that they are trying to find.

They dive into a discussion on the immortality of the soul and Socrates shows that knowledge is a form or manifestation of recollection. This conclusion leads them to the concept of true opinion. One can come to something by two ways, knowledge and true opinion. If virtue is then a form of knowledge then there must be someone to teach it. They soon discover that there is no one that teaches virtue and conclude it is not knowledge. So it must only be found through true opinion.

Then Socrates summarizes the discussion and concludes that virtue is neither inborn nor taught. It must come only by means of true belief as a gift from the gods. It is not accompanied by understanding. He also states that they will have clear knowledge of this when they first try to understand virtue itself. But being out of time he leaves the question for another day.

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Genetic engineering

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Over the last 0 years, we have witnessed what can only be described as a biological revolution. Advancements in techno science, which began with the understanding of the structure of DNA and the mastery of genetic engineering, today enable us to change living things plant, animal and human.

However the origin of biotech started many, many years ago. This was when man first domesticated animals. In the mid-1800s, Austrian monk Gregor Mendel revolutionized genetic science by employing precise pollination methods and statistical analysis. Mendels pioneering methods allowed scientists later to determine how specific traits could be inherited into subsequent generations and to coax plants to swap traits they wouldnt readily exchange in nature. They used a living thing to help themselves. That's what biotechnology is, right? Using living organisms to help better the ways humans live.

For example, over the past 5 years physicists have developed revolutionary imaging technologies that have allowed us to see deeper and deeper into the materials and processes of life itself. Doctors are now using non-invasive means of looking into the human body to diagnose a wide variety of diseases including cancer, multiple sclerosis, Alzheimer's disease, stroke, heart failure, and vascular disease. CAT (Computer-Assisted Tomography) scans combine X-rays with computer technology to create cross-sectional images of the patient's body, which are then assembled into a three-dimensional picture that displays organs, bones, and tissues in great detail. Magnetic Resonance Imaging (MRI) scanners use magnets and radio waves instead of X-rays to generate images that provide an even better view of soft tissues, such as the brain or spinal cord. Ultrasound images, produced by very-high-frequency sound waves, can help doctors visualize a developing fetus, detect tumors and organ abnormalities, and identify women at risk of developing osteoporosis. Imaging technologies have also greatly helped in early detection of breast cancer, which claims the lives of nearly 4,000 American women each year. The deeper and smaller we see, the more we understand how life processes work on their most fundamental level.

During the 140s, Norman Borlaug, a plant breeder then working in Mexico, began what eventually became known as the Green Revolution in the 160s. Norman did this by using traditional plant breeding to produce new varieties of wheat. The success of the product was increased by manipulating the plants genes through breeding, and at the same time, manipulating the environment, through the addition of petrochemical inputs (such as fertilizers and pesticides) and homogenization (mechanical preparation of soil).

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Insect-resistant apples, long-lasting raspberries, and potatoes that absorb less fat are among the more than 50 plant products under study now that are likely to reside soon on grocers shelves. Though genetic engineering promises better and more plentiful products, genetically engineered foods may encounter a few obstacles to widespread public acceptance. Some consumers, along with a few advocacy groups, have voiced concern about the safety and environmental impact of these new food products. Some urge an outright ban on any genetically engineered foods. Others support mandatory labeling that discloses the use of genetic engineering. Still others advocate more stringent testing of these products before marketing.

From the standpoint of the Food and Drug Administration, the important thing for consumers to know about these new foods is that they will be every bit as safe as the foods now on store shelves. All foods, whether traditionally bred or genetically engineered, must meet the provisions of the Federal Food, Drug, and Cosmetic Act.

The first genetically engineered whole product went on the market in May 14 when FDA determined that a new tomato that can be shipped vine-ripened without rotting rapidly is as safe as other commercial tomatoes. The Flavr Savr is the first ready-to-eat food product available to the U.S. public that used recombinant DNA processes. Its maker, Calgene, Inc., created the Flavr Savr on the premise that many consumers are not satisfied with most store-bought tomatoes, especially in the off-season. Surveys show that though 85 percent of U.S. households buy fresh tomatoes, some 80 percent are displeased with the quality of grocery store tomatoes.

If picked when ripe, tomatoes rot quickly. Though Calgene vine-ripens its tomatoes, the company solved the rotting problem by inserting a reversed copy--an antisense gene of the gene that encodes the enzyme that results in tomato spoilage. This suppresses the enzyme that results in rotting, allowing the tomato to stay ripe, but not rot, up to 10 days--plenty of time for shipping and sale. Refrigeration is not necessary.

Though FDA policy didnt require premarket approval of the Flavr Savr tomato, Calgene sought FDAs review anyway. The company also asked FDA to approve as a new food additive the protein that produces kanamycin resistance. This marker protein allows breeders to identify early in the gene-transfer process which plant cells have successfully incorporated the new trait. Inserting the marker confers resistance to the antibiotic kanamycin. This is a valuable tool when trying to figure out which cells have the new gene and which do not. But it also adds very small amounts of a new protein to diets of millions of Americans and raises concerns about issues such as antibiotic resistance.

A difference with recombinant DNA however, which can be a benefit but which concerns some, is the power of genetic engineering--the ability to transfer genes from a wide variety of species. Because the chemical makeup of DNA is similar in all living things, desirable genes from any organism can be inserted into a plant species. This provides the developer with a much larger selection of valuable traits. For example, one developer experimented with using a gene isolated from a fish, the winter flounder, to impart freeze resistance into a variety of tomato. Such research prompted concerns among some consumers, especially vegetarians and members of certain religious groups. They wondered if the process of inserting an animal gene into a plant somehow could create a vegetable that is part animal and should be labeled.

Whether genetically engineered foods succeed or fail ultimately depends on public acceptance. Early reports on the Flavr Savr tomato, the first recombinant DNA-derived whole food product to reach grocery shelves, were favorable. Calgene said sales in the products first two markets--California and Illinois--were a total success. Calgene chairman Roger Salquist said consumers responded with purchases and praise.

This seems to be a reoccurring problem for the world of genetic engendering. When living things are changed from what they would naturally be, people get upset. There has been quite a commotion lately about cloning, and that's where we'll head next in our exploration of the genetic engineering world.

In October of 10, the National Institutes of Health officially began the Human Genome Project, a massive international collaborative effort to locate the 50,000 to 100,000 genes and sequence the estimated billion nucleotides making up the entire human genome. By determining the complete genetic sequence, scientists hope to begin correlating human traits with certain genes. With this information, medical researchers have begun to determine the intricacies of human gene function, including the source of genetic disorders and diseases that have plagued medical researchers for years.

In July 15, Ian Wilmut and Keith Campbell of the Roslin Institute in Scotland successfully cloned two sheep, named Megan and Morag, from differentiated embryo cells. The idea to clone sheep was arrived at by Ian Wilmut as an answer to a gene insertion project he was researching. At the time, time inserting genes into embryo cells was a difficult and tedious process. Few embryos survived the insertion of a gene, even fewer incorporated the gene into their genetic code, and even fewer organisms developed properly and used the gene in all of their cells.

II. THREE WAYS TO MAKE AN EMBRYO

In sexual reproduction a child gets half its genes from its mother (in her egg) and half from its father (in his sperm)

Cloning is an asexual form of reproduction. All the childs genes would come from a body cell of a single individual

Who is the clonal childs genetic mother or father? As we understand those terms, a clonal child wouldnt have a genetic mother or father, it would have a single nuclear donor. If a man cloned himself, would the child be that mans son or his twin brother? It would be neither, it would be a new category of biological relationship his clone.

Mathematics and computer science have greatly contributed to biomedicine through information technology. Much of today's imaging technology relies on microprocessors and software. Computers are also making it

easier for researchers to collect, analyze, and share data in research and in telemedicine, and to model biological systems to project likely outcomes more accurately. It would be impossible for scientists to sequence the entire human genome without the information processing power of supercomputers. And information technologies have provided essential tools to collect and analyze data for epidemiological research that helps us understand the

distribution of disease and to develop clinical and public health interventions.

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IMPROVISATION and FORUM THEATRE IN EDUCATION

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Improvisation can be seen as the art of creating a scene given only an idea of character, setting and conflict. The audience gives the actor(s) a specific situation that needs to be dealt with, where it is to take place and who is involved. What the character does with the given scenario is left up to the actor's imagination and ability to think quickly. Improvisation can be used for serious or comical purposes. It can be used to make a truthful comment about society, or it can be used to simply entertain an audience. When using improvisation for comedy, the actor(s) need the ability to add witty comments and physical comedy to their given scenario. Improvisation is an important aspect of theatre because it helps actors prepare for dealing with unexpected events on stage. The ability to think quickly will enable an actor to use a mistake made while acting to his or her advantage.

Forum theatre is very similar to the idea of improvisation. It is the creation of small scenes used to represent problems of a given community. These problems can be anything from domestic violence to racial or sexual discrimination. It is used to teach ways of solving these problems. The audience watching the forum theatre is invited to interact with the actors and replace characters in scenes. They are encouraged to improvise new solutions for the problems that are being addressed. Forum theater allows a student audience to get involved with the lesson by using their own ideas to see what will and will not solve a problem.

Improvisation can be used as a teaching tool. Teachers of any subject can ask students to prepare short scenes or skits to display their knowledge. Improvisational scenes can be based on any topic a teacher desires. The teacher can give the students characters and the setting and the students can perform made up scenes based on the subject they are trying to learn. This can help both the students acting and the students watching. The students acting will have to rely on their knowledge of the subject to provide them with the appropriate direction in which the scene should be taken. This allows them to apply their knowledge in a more entertaining way. Students watching the performance also benefit from the exercise because the visual image of the facts presented will help them have a better understanding of the subject. Some students learn best through visual experiences, and having the ability to see the subject being applied in the classroom will help them make the visual connection they may need to absorb the information.

Forum theatre can be applied as a teaching methodology in schools. Forum theatre is all about generating different ways to solve one problem. This can be useful in many school situations. For example, a teacher trying to teach students the importance of history can give a situation from a previous period of time, such as World War II, and ask the students to use their knowledge of the events to come up with a scene relating to the events taking place. Other students in the classroom can then suggest alternative endings of what could have happened during the war, or ways to have prevented it, and these would be played out by the students. This will help students apply their knowledge and understand of what really happened. It will also allow them to think of ways it could have been different. Also, forum theatre can be used to teach English subjects. Students can take on roles of characters in books studied. As an entire class, students can analyze the main conflict of the novel and use forum theatre to generate other solutions to the conflict, other than the one presented in the book. This will help them gain a deeper understanding of the characters and situations in the novel. While performing forum theatre in a classroom, students are required to explore their knowledge on the subject in order to create a relevant scene. The creative thinking of other students getting involved will help the class as a whole to explore the subject on a deeper level. However, forum theatre is also very useful in school social settings. If taught properly in schools, forum theatre can be used to help students solve peer conflicts. If students come across a problem while working or playing in groups, knowing how to creatively think of alternative solutions to the conflict can help prevent violence in schools. Students who are engaged in an argument will be able to think the situation through, put themselves in their peer's position, and think of a compromising solution to their problem that can work for both parties.

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Adam smith

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Adam Smith was born in Kirkcaldy, Fife. As a child, he demonstrated an absence of mind, which was to be a characteristic throughout his life. He was educated at Glasgow and Oxford, and in 1751 was appointed Professor of logic at Glasgow University. Eight years later he published his Theory of Moral Sentiments, which established his reputation as an author.

The Wealth of Nations, which had been about ten years in writing, was an im-mediate success and secured Smith's financial future. In the following year he made his home in Panmure House, which still stands in the Canongate.

Adam Smith founded the science of political economy. The basic doctrine of the Wealth of Nations was that labor is the only source of a nation's wealth. Smith advocated division of labor in the productive process, stressed the importance of individual enterprise and argued the benefits of free trade. The true wealth of a nation, he held, lay not in gold but in the achievement of an abundance of the necessities of life. He warned against unnecessary intervention by the state in this process.

Smiths major thesis in the Wealth of Nations was that, except for limited functions (defense, justice, certain public works), the state should refrain from interfering with the economic life of the nation, this policy is often called, "laissez-faire". He did not view favorably the motives of merchants and businessmen. "People of the same trade," he wrote, "seldom meet together, even for merriment and diversion, but the conversation ends in conspiracy against the public, or in some contrivance to raise prices." He suggested, however, that businessmen seeking their own interest are led "as if by an invisible hand" to promote the well being of society.

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The position is supported in the Wealth of Nations by an elaborate analysis of how economic systems function and develop over time. Smith sought to show how competition in the marketplace would lead businessmen to supply the goods consumers want, to produce these goods efficiently, and to charge only what they are worth. He saw monopoly, whether private or state-imposed, as the evil to be combated, and competition as promoting the best interests of society. He further argued that economic growth, which depends upon capital accumulation and an increased division of labor, would be promoted best by private rather than public efforts. People would save and invest for the future because of the inherent desire of individuals to better their own condition.

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I know why the caged bird sings

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Your initial thoughts on the book as 'a good read for woman'

My opinion on Maya Angelou's autobiography being a good read for women because the book is about a woman and her childhood there are also many upsetting events talked about in her life as she matures and begins to grow up. It is a better read for women than for men because it is happening to someone of the same sex as us so we will feel more sensitive in our emotions towards her. Some males might also enjoy the novel as it may change their opinions of women after reading what women may go through and how they felt during their early years of life. This also may change their opinions towards women as this is a true story and not a single word is a lie.

. What messages are there in the book as an individual and for humanity in general?

In general from reading the novel i have learnt that even though i have never even thought of being racist never to become racist because black people are the same as us and they still have feelings and emotions racism causes black people to be hurt inside and their confidence to lack but Maya doesn't let them get her down and she continues to hold her head up high and get on with life.

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I also have understood more about not to letting men take advantage f you as Mr. Freeman did to Maya maybe if he read this book he too would now be concerned and think of what a dreadful thing he did even thought he shouldn't have raped her anyway.

I didn't know how different the coloured environment was until i read this novel and how they were treated as slaves for the whites and didn't have anything better to do with life. I think it was a dreadful way of how to treat a human being .

. Select several favourite moments in the book - find a quote - comment on each one and discuss there importance to Maya at that time in her life B) Did any part of the book shock you? Why?

One of my favourite moments in the book was when Maya began to think she was starting to get close to Mr. Freeman and began to feel sorry for him

"I felt sorry for Mr. Freeman. I felt sorry for him as I felt for a litter of pigs born in our back yard sty in Arkansas"

Maya began to like Mr. Freeman and changed her attitude around him she began to feel wanted and began to think that Mr. Freeman was beginning to realise that she wasn't a bad person but a little further on in the book Mr. Freeman began to take advantage of her and poor Maya thought he was doing nothing wrong how was she supposed to know that well Mr. Freeman held Maya in his arms that he had the thought running through his head of raping her. When this happened my opinions of this being a favourite moment in the book and a happy time of Maya's life had changed dramatically from being happy way to thinking what a horrible young man her real mother had taken in to her home.

Another favourite part of the novel was when Mother's brothers and friends gave Mr. Freeman a good going over for hurting Maya and her mother in such an unwanted way i liked the way they made him feel ashamed. Whether the beating was necessary or not if Maya was my daughter I would do exactly the same thing.

4. Did the various experiences that Maya had, all contribute towards making her the person she is today - Even all the bad ones.

Yes i think Maya's past experiences will have changed her life and made her the woman she his today.

The rape by Mr. Freeman would have changed her opinions of males and may have caused her never to be able to trust any man again.

The way Momma and all the other residents of Stamps may have been used as slaves she might have learnt to stand on her own two feet and never have anyone run around after her as she has had experience of what it is like to be a slave.

Her relationship with Momma, Mother, Father, and Bailey may have changed the way she will never give up her children to go and stay anywhere else un les urgently needed. Her relationship with her brother Bailey would have encouraged her to make her children that's if she has any of course bond closely because she knows what it is like to have someone you can confined in apart from a adult or parent.

5. Would you like to know what other things happened to her after the age of 16? If yes/no why?

Now i have started to read about this womans life i want to carry on reading about her and find out what else traumatic happens in her life whether she has any children or how she fetches them up to see the world as one giant fish tank with other people in it exactly the same as them never mind the colour if their skin or religion. I would also like to find out how the rape she discovered in her childhood if it has changed her attitude towards men etc.

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The Sun

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Shakespeares Twelfth Night or What you will was a comedy based around a set of characters living in a fictional region called Illyria. The main three characters are the Duke of Illyria - Orsino, a rich young countess called Olivia, and Viola - a lady of noble birth but now shipwrecked in the unknown land and going on to become one of Orsinos pages. It is important to analise how effectively love is used in the play as it is the main theme in Twelfth Night.

Sakespeares plays have been well documented for many years and critiscised by fellow playwrites and the press, well known figures from Oscar Wilde to John Draper have given their views on this play. Oscar Wilde wrote that When one is in love one always beings by deceiving oneself and ends by deceiving others. That is what the world calls romance. A cynical comment maybe, but one which makes a great deal of sense when applied to Twelfth Night. From the outset Duke Orsino professes a deep love for Olivia which seems to be transferred so quickly to Viola at the end of the play, Orsino has deceieved himself into beleiving he loved Olivia - echoing the thoughts of Oscar Wilde.

These bizarre stages of emotion were commented on by William Archer noting that Shakespeare felt that the love which breathes through the play must be high fantastical and that its grosser phenomena must for the nonce (moment) be ignored. In a fairytale everything must be sensuous, nothing sensual; and Twelfth Night is a fairytale. Archer says that the the audience should not be incredulous when it comes to analising the relationships within Twelfth Night and that the unlikely emotions shown should be tolerated for the moment.

Act Scene 4 shows a cross section of different types of love in the play, with Orsino seemingly in love with being in love and Violas veiled emotions which she cannot reveal to him. The conversation begins when the Duke calls over Viola (Cesario) to share his emotions with Viola on the subject of his unrequited love regarding Olivia. Come hither boy. If ever you shalt love, in the sweet pangs of it, remember me. Little does he realise that Cesario loves him, and that Viola loves him more deeply than he could ever love her.

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Orsino shows his true feelings towards women and how he views himself in this conversation, describing the fancies of men as more giddy and unfirm - sooner lost and worn than womens are. This is very honest of how he feels but to generalise this to other men is very delusional and shows how self important he feels when he applies his own feelings and values to those around him.

The audience can understand all of the subliminal lines that refer to Orsino without him knowing, and they can also see how upsetting that it must be for Viola to hear Orsino talking so passionately about someone else. Shakespeare presents love well in this scene with Violas unrequited love being painfully contrasted with the self indulgent love that Orsino holds for Olivia, there is also a sense of irony when Orsino suggests that a woman could never love as much as a man, There is no womans sides that can bide the beating of so strong a passion. Shakespeare shows the audience just how Viola is feelings when she comments on women; And so they are. Alas, that they are so, to die, even when they to prefection grow. This means that a woman may be withering emotionally even when shes beautiful on the outside. Shakespeare uses this to emphasise the hidden emotions Viola has for Orsino, with references like this to herself which the audience can take in.

There is a love triangle in Twelfth Night between Olivia, Viola and Orsino, these are the characters and emotions which the plot is based on. Their situation also shows the myriad attitudes of each character towards the people they love. The characters in the play seem impervious to the pull of love as it seems everyone else is either in love or loved by someone.

The other main theme of different attitudes to love is also important, as nearly all of the characters behave differently in love. The complicated plot is resolved with the introduction of Violas twin brothers Sebastian who creates a solution to the unrequited love that Olivia holds for Viola. However during the final scene the easy manner in which Olivia accepts Sebastian as her husband, and the Duke shifts his affections to Viola reflects their different attitudes to love. Olivia really wanted Viola but because she is a woman she unintentionally decides to marry the closest person to Viola which is Sebastian, her brother. Olivia doesnt change her subject of passion on a whim, in the way that Duke Orsino does. He has his pride dented with consistent rejection yet later decides to marry Viola - showing just how shallow his love for Olivia really was.

The subplot in Twelfth Night looks at the minor theme which is self-love, this is the main comic element in the play, and the humour that Shakespeare creates is based on the (cruel?) trick played on Malvolio which ended with him being declared insane by those around him. The less prominent characters such as Maria, Sir Toby and Sir Andrew plan to ridicule and humiliate Malvolio because of his superior and conceited demeanour, which is apparent from the way he talks to those who are below him. However it is not just those below him that he angers, he tell Sir Toby, his social superior, that my lady is willing to big you farewell. This self love makes him very vulnerable to being duped by other characters. He does not hesitate to reprimand Sir Toby, and has the audacity to think that Olivia, someone beautiful, rich and longed for by other powerful people such as Orsino is interested in him.

Sir Toby and Maria desire to take revenge for his snide comments, and Maria provides the plan. This acts as a way of speeding up the development of the relationship between Maria and Sir Toby as well. Both of them enjoy the trick played on Malvolio and their wits are matched throughout this particular ploy.

Because self love is a humour element of the play some may argue that because it is intended to be taken as light hearted then the effectiveness of portraying love is poor, however the extent of character building around Malvolio shows just how powerful self love can be. The distain that the audience may hold for Malvolio for his self love works well in contrast to the connection they feel to the love between other characters.

Despuite the fact that the play has a happy ending in which the storyline is tied up and the characters pair off itno marraige. Shakespeare shows that pain is often caused by love. The characters seem to view love as some kind of curse, soemthing which grips them suddenly and with various consequences. Various characters claim to suffer from being in love. At one point Orsino depicts love dolefully as an appetite that he wants to satisfy but cant, at another point he calls his desires fell and cruel hounds. Olivia, more bluntly, describes love as a plague which makes her suffer terribly. These metaphors have an element of violence, portraying the love-struck as victims of an unknown force in the universe.

Love is also quite exclusionary in Twelfth Night, some people acheive romantic happiness, but others do not. At the end of the play, the happy lovers rejoice, but both Malvolio and Antonio are left out of this mood.

To judge just how well Shakespeare expresses love in Twelfth Night we must take into consideration the various aspects or love which he uses throughout. The interpretation of love for each character, contrasts in relationships, hidden intentions, self love, suffering as a cause of love and also the way it is put together.

The various different ways in which love is perceived is an excellent way of making the theme a realistic one, not everyone regards love in the same way and Shakespeare acknowledges this with varied ways of showing love and emotion, Olivias secret love for Cesario as opposed to the Dukes passionate, extroverted attempts to win over Olivia being just two examples of this. Contrasts in relationships also feature throughout - Viola could not be more different from Duke Orsino however they end up marrying each other.

Self love is accurately portrayed and it also gives a diverting subplot which adds a different perspective to how love can be. This is definately a positive in the play which adds realism to Twelfth Night - somewhat making up for the lapse in realism that was mentioned in the last paragraph. Shakespeare makes sure that the self love storyline has an effect on the audience by making Malvolio such a detested figure on stage, probably hoping that the audience winces as he persuades himself that he is Olivias love.

Looking at the play and some of its quotes show that love isnt simply plain sailing and that there is a lot of suffering causes, this was obviously intended by Shakespeare and it works well. Most of the characters in love protest at the pain they feel either for rejection or unrequited love, inviting the audience to sympathise with them and their emotions. The structure keeps a number of different plots and themes running at the same time so that the different types of love which have been mentioned can be included, it is also important to have a few different threads running throughout the story so as to make a satisfactory, complete ending for the audience. From looking at the variou aspects of Shakespeares writing it is fair to say that love was expressed extremely well and in some different ways. The flip side of love as a probleme as well as something to enjoy also makes the theme realistic and goes some way to contradict the critics that say that the love featured in the play is high fantastical.

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Smoking

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Smoking

Did you know that 400,000 Americans die each year from smoking? Smoking should be made illegal. The only thing smoking does is kill people. You may not die from it in the first years, but the effects will catch up to you as you get older. The list of ill effects from smoking goes on and on. Smoking not only harms the person that is smoking, it also harms the person around the smoker. This is called secondhand smoke. The facts and statistics are overwhelming. If a smoker doesn't die from this nasty habit, they will most likely suffer from a serious illness. Smoking should be banned in the entire World, not just in the United States. There is nothing good to tell you about smoking!

Ill-effects

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1. Cancers of the mouth, throat, tongue, esophagus, lungs, pancreas, and bladder.

. Cause you to cough and spit up phlegm frequently.

. Asthma or make asthmatics have a more difficult time breathing.

4. Nicotine causes fingers and teeth to turn yellow not very attractive.

5. The nicotine makes heart work harder and makes you feel jittery.

6. You smell like an ashtray very offensive.

7. Premature wrinkling especially around mouth area.

Secondhand Smoke

1. Being around smoker is almost as dangerous as being the smoker.

. Same dangers to health as the smoker.

. Pets can also be victims of secondhand smoke.

4. Smell just as bad as the smoker.

Facts & Statistics

1. 0% lung cancers caused by smoking.

. Pack a day smokers breath a full cup of tar in a year.

. Every day 5,000 children under age 18 try smoking for first time.

4. out of 10 habitual smokers started before age 18.

5. Cost $5.00 per pack.

6. A pack a day for 1 years = $185.00.

7. Tobacco smoke contains 4,000 chemicals.

8. Some chemicals are benzene = petroleum additive, ammonia = toilet bowl cleaner, acetone = nail polish remover, arsenic = rat poison, hydrogen cyanide = poison used in gas chamber, along with tar, nicotine, and carbon monoxide.

If you are a smoker, after hearing these facts, I bet you'll think twice about smoking! Consider the serious, if not deadly, health risks. Consider the fact that you will no longer look attractive to your friends. Yellow teeth and puckered lips are not fashion statements. If you don't want to quit to save your own life, how about the life of your friend? Secondhand smoke can harm them also. Just think, every time you take a drag, you are breathing in toilet bowl cleaner and rat poison, just to name a few of the disgusting chemicals found in cigarettes. Doesn't that sound appetizing?

Please note that this sample paper on Smoking is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Smoking, we are here to assist you. Your essay on Smoking will be written from scratch, so you do not have to worry about its originality.

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