Friday, August 28, 2020

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


Buy custom The factor that affect the rate of a reaction term paper


• 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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Wednesday, August 26, 2020

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.


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Tuesday, August 25, 2020

Sky-High (HSC Prelim - Area od Study)

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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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Monday, August 24, 2020

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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Please note that this sample paper on What's wrong with the school system 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 What's wrong with the school system, we are here to assist you. Your cheap college papers on What's wrong with the school system will be written from scratch, so you do not have to worry about its originality.


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Friday, August 21, 2020

Larry

If you order your research paper from our custom writing service you will receive a perfectly written assignment on larry. 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 larry paper right on time.


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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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Thursday, August 20, 2020

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.


Please note that this sample paper on Song of Solomon 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 Song of Solomon, we are here to assist you. Your essay on Song of Solomon will be written from scratch, so you do not have to worry about its originality.


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