Quantitative Analysis by Spectrophotometric Methods Essay Example

Quantitative Analysis by Spectrophotometric Methods Essay Example Quantitative Analysis by Spectrophotometric Methods Paper Quantitative Analysis by Spectrophotometric Methods Paper Abstract In this experiment, the absorbance of KMnO4 was measured by spectrophotometric method to determine the molar concentration and the molar extinction coefficient of KMnO4. In part 1, in order to determine the maximum absorbance wavelength of KMnO4, we measured the absorbance of the sample solution which contains KMnO4 at the wavelengths between 330nm and 660nm, and plotted the ? and A points; the ? max was 530nm. In part 2, the effect of concentration on the absorbance was examined. We prepared five differently concentrated (but, same path length) solutions, and measured the absorbance of them at the ? ax(530nm) discovered in part 1; According to the results, higher concentrated solution had higher absorbance value. The extinction coefficient(? ) could be calculated from the results determined in part 2 and Beer’s Law; ? = 1. 7 x 103. In part 3, the absorbance of the KMnO4 solution of unknown concentration was measured, and using Beer’s law and dilution equation, the initial concentration of the unknown was determined; The concentration of the solution (unknown # : 15) was calculated to be 3. 3 x 10-3M. Introduction Our eyes are sensitive to light which lies in a very small region of the electromagnetic spectrum labeled visible light. This visible light corresponds to a wavelength range of 400 700 nanometers (nm) and a color range of violet through red. The human eye is not capable of seeing radiation with wavelengths outside the visible spectrum. The visible colors from shortest to longest wavelength are: violet, blue, green, yellow, orange, and red. Ultraviolet radiation has a shorter wavelength than the visible violet light. Infrared radiation has a longer wavelength than visible red light. The white light is a mixture of the colors of the visible spectrum. Black is a total absence of light. Figure 5. 1 The electromagnetic spectrum. Although visible light acts as a wave in some respects, it also displays properties characteristic of particles. The particle-like properties of visible light are exhibited through small, energy-bearing entities known as photons. The energy of a photon is: E photon = hc / ? (1) where h = Plancks constant, 6. 626 x 10-34 J/s, c = speed of light, 3. 00 x 108 m/s, and ? = wavelength of light. Light is energy, and when energy is absorbed by a chemical it results in a change in energy levels of the chemical. Molecules normally exist in discrete energy levels. Vibrational energy levels exist because molecular bonds vibrate at specific frequencies. Electronic energy levels exist because electrons in molecules can be excited to discrete, higher energy orbitals. The energy (E) of light depends on its wavelength. Longer wavelengths (infrared) have less energy than shorter wavelengths (ultraviolet). A molecule will absorb energy (light) when the energy (or wavelength) exactly matches the energy difference between the two energy states of the molecule. In absorption, light - sunlight which is white light - strikes an object and part of the light may be absorbed by the object. The light we see coming from that object is the light which was not absorbed by the object. We see the not-absorbed light as the color of the object. If no light is absorbed, the object appears to be colorless. A spectrophotometer is employed to measure the amount of light that a sample absorbs. The instrument operates by passing a beam of light through a sample and measuring the intensity of light reaching a detector. The beam of light consists of a stream of photons. When a photon encounters a molecule, there is a chance the molecule will absorb the photon. This absorption reduces the number of photons in the beam of light, thereby reducing the intensity of the light beam. The ratio of transmitted light intensity(I) to the incident light intensity(I0) is the transmittance, T: T = I / I0 (2) The amount of light a sample absorbs is affected by its concentration. If there are samples of same substances but different concentrations, the amount of the absorbed light will be different. In higher concentrated solution, more absorbing molecules are present in the path of the light, and the chance the light strikes the molecules will increase. So, more light will be absorbed by the sample; less light will be transmitted. In contrast, in lower concentrated solution, less light will be absorbed, and more light will be transmitted. The concentration is represented by the symbol C and is typically measured in mole/L. Another factor that affects the amount of light a sample absorbs is the path length which is the length of sample that the light passes through. The path length is represented by the symbol l and is typically measured in centimeters. When the light travels through longer distance, it will strike more absorbing molecules, so more light will be absorbed, and less light will be transmitted. The relationship of two factors (path length concentration) can be combined to yield a general equation called Beers Law. log10T = A = ? lC (3) The quantity ? is the molar absorptivity; in older literature it is sometimes called the molar extinction coefficient. It is the measure of how strongly a substance absorbs light at a particular wavelength; a larger extinction coefficient means that substance absorbs more light. The units of ? are usually in M-1cm-1 or L mol-1cm-1. A is the absorbance of light by a sample, and in this experiment, it was measured directly by a spectrophotometer. Experimental 1. Maximum Absorbance Wavelength: For the first part of this experiment, we determined the wavelength at which a selected substance (KMnO4) would absorb best. We obtained 10ml of 0. 0040M KMnO4, and using a graduated 1. 0-ml pipette and a pipetting bulb, transferred 1. 00ml of it into a 25. 0-ml volumetric flask. We filled the flask half full with deionized water, and added 1. 0ml of 3. 0M H2SO4. After mixing the contents, we filled the flask completely with deionized water and mixed them again. After the sample solution was prepared, we calibrated a spectrophotometer using a blank solution; in this experiment, deionized water was used for the bla nk solution because H2SO4 is transparent in the visible region. For measuring the absorbance of KMnO4, first we selected a wavelength, and placed a cuvette containing blank solution, then replaced it with the other cuvette containing the prepared KMnO4 solution. The absorbance was measured at the wavelengths between 360nm and 660nm, and each time a new wavelength was selected, the spectrophotometer was recalibrated. After all the absorbance values were measured, we plotted the absorbance data versus the wavelength to determine ? max which was used for the remainder of the experiment. 2. Standard Absorbance Curve: For the second part of this experiment, we examined the effect of varying the concentration on the absorbance. Five differently concentrated KMnO4 solutions were prepared for this part. For each 25. 00ml sample, 1. 00ml, 0. 80ml, 0. 60ml, 0. 40ml, and 0. 0ml of 0. 0040M KMnO4, 1. 0ml of 3. 0M H2SO4, and deionized water were added. The concentration of each solution was calculated using the dilution equation, M1V1 = M2V2. After a sample was prepared, we set the spectrophotometer to the ? max discovered in first part, calibrated using the blank, and then examined the absorbance of the sample. After all the findings were examined, we m ade a plot of the absorbance versus concentration. The molar extinction coefficient could be calculated using the Beer’s Law and the measured results. The inside diameter of the cuvette (path length) was measured with calipers. 3. Concentration of an Unknown: In the last part, we determined the concentration of unknown solution using the results (the path length and the extinction coefficient) determined in the second part. We obtained a solution of KMnO4 of unknown concentration. We followed the same procedure as for the second part to dilute the unknown solution; added KMnO4, H2SO4, and deionized water to make 25. 00ml sample, and calibrated the instrument with the blank solution at the ? max, and then measured the absorbance. The concentration of the unknown before it was diluted could be determined using the dilution equation in a reverse way. Results Discussion 1. Maximum Absorbance Wavelength: In part 1, we determined the sample’s absorbance spectrum to find the wavelength (? max) at which KMnO4 absorbs best. The absorbance data measured in this part is shown in Table 1, and Figure 1 is the absorbance spectrum constructed by plotting A vs ?. Table 1: Data for Maximum Absorbance Wavelength Wavelength360380400420440460480500 Absorbance0. 1450. 0770. 0210. 0080. 0170. 0510. 1320. 253 Wavelength520540560580600620640660 Absorbance0. 3620. 3600. 2460. 1130. 0400. 0300. 0220. 018 Figure 1: Absorbance Spectrum of KMnO4 According to the graph, ? max of KMnO4 is about 530nm, and it means that at the wavelength 530nm, KMnO4 absorbs light best. 2. Standard Absorbance Curve: In part 2, we examined the effect of varying the concentration on the absorbance. We prepared five differently concentrated solutions (the higher concentrated solution appeared darker pink-violet), and using dilution equation, the concentrations were calculated. Figure 2: Color of permanganate in different concentrated solution The calculated concentration and the measured absorbance of each solution are summarized in Table 2. Table 2: Data for Standard Absorbance Curve Volume (ml)Concentration (M)Absorbance 1. 001. 6 x 10-40. 320 0. 801. 3 x 10-40. 252 0. 609. 6 x 10-50. 185 0. 406. 4 x 10-50. 122 0. 203. 2 x 10-50. 057 As shown in Table 2, when concentration decreased, the absorbance value also decreased. A plot of the absorbance verses concentration (Figure 4) resulted a straight line, and according to the equation (3), the Beer’s Law, we knew that the slope(2036. 563) of the line equals ? l. The path length(l) of the cuvette was measured to be 1. 18cm, and the extinction coefficient(? ) at 530nm was calculated to be 1. x 103; The molar extinction coefficient varies with the wavelength of light used in the measurement. Figure 3: A plot of Absorbance vs. Concentration 3. Concentration of an Unknown: The concentration of the unknown (#15) solution was calculated using Beer’s Law and dilution equation. Table 3 shows the data gathered. Table 3: Data and Calculation for Unknown KMnO4 Concentrat ion TrialVol. of KMnO4 AbsorbanceCon. after dilution (M)Con. before dilution (M) 11. 0 ml0. 2511. 3 x 10-43. 3 x 10-3 20. 8 ml0. 2121. 1 x 10-43. 4 x 10-3 30. 6 ml0. 1557. 7 x 10-43. 3 x 10-3 The mean concentration before dilution was calculated to 3. x 10-3M. In part 1, the maximum wavelength of KMnO4 was found as 530nm. When MnO4- is dissolved in water, it appears pink-violet, and as shown in color wheel below, it absorbs primarily yellow-green light. (The color a substance appears to be is directly across the wheel from the color of light that substance has absorbed. ) The range of the wavelength of green-yellow light is between 495nm ~ 590nm, so the maximum wavelength measured (530nm) is reasonable. Figure 4: The Color Wheel The absorbance spectrum shows how the absorbance of light depends upon the wavelength of the light. The spectrum itself is a plot of absorbance vs. wavelength and is characterized by the wavelength (? max) at which the absorbance is the greatest. The value of ? max is important for several reasons. This wavelength is characteristic of each compound and provides information on the electronic structure of the analyte. In order to obtain the highest sensitivity and to minimize deviations from Beers Law, analytical measurements are made using light with a wavelength of ? max. In part 2, we observed that the absorbance was lower in less concentrated solution. Before the experiment was done, we expected that in lower concentrated solution, because fewer number of absorbing molecules would exist, so less light would be absorbed; the expectation was correct. As I mentioned above, the solution appears pink-violet because permanganate absorbs primarily green-yellow light. The pink-violet color was darker in higher concentrated solution as in figure 2, and it can be explained that more green-yellow light was absorbed, so the violet color appeared darker. In part 3, we measured the absorbance of diluted unknown KMnO4 solution to determine the concentration of it. I got the sample of unknown number 15. We’d already known the value of the path length and the extinction coefficient, so we could calculate the concentration using the Beer’s Law. The solution was diluted to 25ml, so, in order to determine the initial concentration of the unknown, we used the dilution equation in a reverse way. The absorbance of the unknown was similar to the absorbance of the known sample, so I expected that the concentration would be similar; the known concentration was 0. 0040M, and the unknown concentration determined to be 0. 0033M.

The Crimes of Scorecard Killer Randy Kraft

The Crimes of Scorecard Killer Randy Kraft Randolph Kraft, also known as the Scorecard Killer, the Southern California Strangler, and the Freeway Killer, is a  serial rapist, torturer, and killer who was convicted for the mutilation and deaths of at least 16 young males from 1972 through 1983 throughout  California, Oregon, and  Michigan. A cryptic list found at the time of his arrest linking him to 40 additional unsolved murders became known as Krafts Scorecard. Early Life Born on March 19, 1945, in Long Beach, California, Randolph Kraft was the youngest child and only son of four children born to Opal and Harold Kraft. As the baby of the family and the only boy, Kraft was showered with attention from his mother and sisters. However, Krafts father was distant, preferring to spend most of his non-working time with his mother and sister. Krafts childhood was mostly unremarkable. He was, however, prone to accidents. At the age of 1, he fell from a couch and broke his collarbone. A year later, he was knocked unconscious after falling down a flight of stairs but a trip to the hospital determined that there was no permanent damage. Krafts family moved to Midway City in Orange County, California when he was 3. His parents purchased a former Womens Army Corps dormitory located in a commercial zone within 10 miles of the  Pacific Ocean and converted the structure into a three-bedroom home. Although the house was modest, both parents worked to pay the bills. Early Education At the age of 5, Kraft was enrolled in the Midway City Elementary school. Although a working mother, Opal was was a member of the PTA, baked cookies for Cub Scout meetings, and was active at church, making certain that her children received Bible lessons. Kraft excelled at school where he was recognized as an above-average student. In junior high school, he was placed in the advanced curriculum program and continued to maintain excellent grades. It was during these years that his interest in conservative politics grew and he proudly declared himself a diehard Republican. By the time Kraft entered high school, he was the only child still living at home. His sisters had married and moved into homes of their own. Since both his parents worked and were not often around, Kraft was fairly independent. He had his own room, his own car, and money he earned working part-time jobs. Kraft seemed like a typical fun-loving kid. While he was academically gifted, Kraft got along well with his peers. He played the saxophone in the school band, enjoyed tennis, and was a founder and participant in a student club focused on conservative politics. Kraft graduated high school at the age of 18, ranking 10th in his class of 390 students. College Years and Homosexual Awakening During his final year of high school and unbeknownst to his family, Kraft began cruising gay bars. After graduating, Kraft enrolled at Claremont Mens College on a full scholarship where he majored in economics. His interest in conservative politics continued, and he often attended  pro-Vietnam war  demonstrations. Kraft joined the Reserve Officers Training Corps, and in 1964, was a staunch supporter of Republican presidential candidate Barry Goldwater. During his sophomore year of college, Kraft became involved in his first openly homosexual relationship. He also changed his political affiliation from conservative to left-wing liberal. (He would later explain his years as a conservative as merely an effort to be like his parents.) Although Krafts homosexuality was not a secret at Claremont, his family was still unaware of his orientation. In an effort to clue his parents in, Kraft often brought homosexual friends home to meet his family. Remarkably, they failed to make the connection and remained unaware of Krafts sexual preferences. While still in school, Kraft took a part-time job as a bartender at The Mug, a popular gay bar located in Garden Grove. During this time, Krafts sexual appetites flourished. He began cruising for male prostitutes at known pickup spots around Huntington Beach. In 1963, he was arrested after propositioning an undercover police officer but the charges were dropped because Kraft had no previous arrest record. Change in Lifestyle In 1967, Kraft adopted more of a hippie look. He let his hair grow long and started sporting a mustache. He also became a registered  Democrat and worked on the Robert Kennedy campaign. It was at about this time that Kraft also began suffering from recurring headaches and stomach pain. His family doctor prescribed tranquilizers and pain medicine- which he often mixed with beer. Between his bartending job, his own drinking and drugging, his sexual experimentation, and heavy political campaigning efforts, Krafts interest in academia declined. In his final college year, rather than studying, he spent his time getting high, gambling, and hustling. As a result, he didnt graduate on time. It took him eight additional months to earn a Bachelor of Arts in economics, which he received in February 1968. U.S. Air Force and Coming Out In June 1968, after scoring high marks on the Air Force aptitude tests, Kraft enlisted in the U.S. Air Force. He threw himself into his work and quickly advanced to the rank of Airman First Class. It was at this time that Kraft finally decided to come out to his family. His ultra-conservative father flew into a rage. While she did not approve of her sons lifestyle,  Krafts mother continued to show love and support for him. His family eventually came to terms with the news, however, the relationship between Kraft and his parents was never the same. On July 26, 1969, Kraft received a general discharge from the Air Force on medical grounds. He later claimed the discharge came after he told his superiors that he was gay. Kraft briefly moved back home and took a job as a forklift operator and also worked part-time as a bartender- but not for long. Relationships with Jeff Graves and Jeff Seelig In 1971, after deciding to become a teacher, Kraft enrolled at Long Beach State University. While there, he met fellow student Jeff Graves. Kraft moved in with Graves and they stayed together until the end of 1975. It was Graves who introduced Kraft to bondage, drug-enhanced sex, and threesomes. The open relationship between Kraft and Graves grew more volatile as time went on. They frequently argued. Kraft had grown less interested in cruising for one-night stands and was looking to settle down into a monogamous relationship. Graves wanted just the opposite. Kraft met Jeff Seelig at a party in 1976, about a year after he and Graves split up. At 19, Seeling, who worked as an apprentice baker, was 10 years younger than Kraft. Kraft took on the mantle of a mentor in the relationship. He introduced Seelig to the gay bar scene and taught him about cruising a nearby U.S. Marine base for partners to engage in threesomes. Kraft and Seelig advanced in their careers. Eventually, the couple decided to purchase a small home in Long Beach but after Kraft landed a computer job with Lear Siegler Industries, he began spending a lot of time away from home on business trips to Oregon and Michigan. Tensions between the pair grew. The age gap, as well as the disparity in their educational backgrounds, and general personalities differences began to take their toll. The couple split up in 1982. The Tip of the Iceberg: Krafts First Murder Charge On May 14, 1983, two California highway patrol officers spotted a car weaving down the road. The driver was Kraft. The officers signaled for him to pull over but he continued driving for a short distance before coming to a stop. When Kraft finally pulled over, he quickly emerged from the car and walked toward the patrolmen. He smelled of alcohol and his fly was open. After failing a standard field sobriety test, the patrolmen went to take a look at Krafts car, where they found a young man, his pants pulled down and barefoot, slumped over in the passenger seat. The victims genitals were exposed, his neck showed signs of strangulation marks, and his wrists were bound. After a brief examination, it was determined the young man was dead. The victim was identified as a Marine stationed at the El Toro Marine Airbase, 25-year-old Terry Gambrel. Gambrels friends later reported that the young Marine had been hitchhiking to a party on the night he was murdered. His autopsy revealed hed been killed by ligature strangulation, and also indicated that his blood contained excessively high levels of alcohol and tranquilizers. The Scorecard and Other Key Evidence During the search of Krafts vehicle, patrolman found 47 Polaroid photos of young men, all nude, and all appearing to be unconscious- or possibly dead. The photographs were likely viewed by Kraft as trophies he could use to revisit the murders. Perhaps even more alarming was evidence found inside a briefcase taken from the trunk of Krafts car that contained a list of 61 cryptic messages. Investigators came to believe the messages- later dubbed Krafts infamous scorecard- formed a list of Krafts murder victims. Further evidence gathered at Krafts apartment- including clothing owned by victims, fibers from a rug matching fibers found at murder scenes, and Krafts fingerprints were later linked to various unsolved murders. Police also found pictures next to Krafts bed matching three cold-case murder victims. Krafts Modus Operandi All of Krafts known victims were  Caucasian males with similar physical characteristics. Some were gay, some were straight. All were tortured and murdered but the severity of torture varied by degree from victim to victim. Most were drugged and bound; several were mutilated, emasculated, sodomized, and photographed postmortem. The severity of the violence his victims endured seemed to correspond with how Kraft and his lover were getting along at the time of the incident. When Kraft and his lover were on the outs, the victims would often pay the price. Investigators learned that Kraft often traveled to Oregon and Michigan while employed at an aerospace firm from June 1980 through January 1983. Unsolved murders in both areas coincided with the dates that Kraft was there. This, along with decoding some of Krafts cryptic scorecard messages, added to the growing list of Krafts victims. Possible Accomplice Some of the investigators working the case believed Kraft must have had an accomplice. As damning as the evidence was, they couldnt ignore the fact that many of the victims had been pushed out of a car traveling at about 50 miles an hour- a feat that would be next to impossible to do achieve alone. Jeff Graves became the  main person of interest. He and Kraft had lived together during the time that 16 of the known murders took place. Graves backed up Krafts statement to police about his whereabouts on March 30, 1975, the night that 19-year-old Keith Daven Crotwell disappeared. Crotwell and his friend Kent May had gone on a drive with Kraft that evening. Kraft supplied both the teens with drugs and alcohol. Kent passed out in the back seat. Kraft pushed Kent out of the car. Crotwell was never seen alive again. Witnesses who saw May being thrown from the car helped police track Kraft down. When questioned, Kraft maintained that  he and Crotwell went for a drive and that the car had gotten stuck in the mud. He said he called Graves to come help but Graves was 45 minutes away so he decided to walk and  find help. When he returned to the car, Crotwell was gone. Graves corroborated  Krafts story. After Krafts arrest for murder, Graves, then in the advanced stages of AIDS, was questioned again. He told investigators, Im really not going to pay for it, you know. Graves succumbed to his illness before revealing anything incriminating. The Trial Kraft was initially arrested and charged with the murder of Terry Gambrel but as forensic evidence linking Kraft to other murders piled up, additional charges were filed. By the time Kraft went to trial, he was charged with 16 murders, nine counts of sexual mutilation, and three counts of sodomy. Kraft went to trial on September 26, 1988, in what turned out to be one of the longest and most costly trials in the history of Orange County. After 11 days, a jury found him guilty and he was given the death sentence. During the penalty phase of the trial, the state called Krafts first known victim, Joseph Francher to  testify  about the abuse hed suffered at Krafts hands when he was just 13, and how it had impacted his life. Kraft is currently  on death row in San Quentin. In 2000, the California Supreme Court upheld his death sentence.

Albert Einstein Essay Example | Topics and Well Written Essays - 1250 words

Albert Einstein - Essay Example This man is considered as the father of Science for the extensive research done by him in this field. An insight into his life would enlighten any human mind. Albert Einstein was born on the 14th of March 1879 to Hermann Einstein (Father), an Engineer and salesman and Pauline Einstein (mother) who was also well educated (Peter D 1-3). He was born at Ulm in Wurttemberg, Germany and after six weeks the family moved to Munich. He began his schooling at Catholic elementary school from the age of five and later at the age of eight he went to Luitpold Gymnasium for his primary and secondary schooling education for seven years and Einstein was a good student As Einstein grew up he developed interest for science and began brooding over the theories behind every mechanism. He was inquisitive to learn and would do anything to understand a theory. During his course of learning, his family faced financial crisis due to a loss in the business but Einstein continued his studies at Luitpold Gymnasi um for some time. Later he wrote his first scientific work "The Investigation of the State of Aether in Magnetic Fields"(â€Å"Einstein symposium 2005†). He finished his secondary schooling in Switzerland. ... Later Einstein struggle finding a job for himself and has finally done that as an Assistant examiner at the Federal office for intellectual property. His job at his work place influenced him to form a group with his friends and colleagues at Bern, who when met, discussed about science. He presented many papers of his work and â€Å"The Principle of Relativity†, â€Å"Sidelights of Relativity†, â€Å"Space and time in pre-relativity physics†, â€Å"Relativity Field† and â€Å"Quanta† are a few to name and on the 30th of April 1905 he received his doctor’s degree. One of his famous works was the â€Å"Theory of Relativity† in which he proved that energy contained in a particle of matter is equal to the mass of that matter multiplied by the speed of the light. This actually proved that energy is actually concentrated in a particle. This theory put forward by Einstein has earned him worldwide acclaim. â€Å"Who could have guessed that an article by an unknown patent clerk, appearing in the German scientific journal, Annalen der physik, volume 17, in the year 1905, would turn the of science topsy-turvy?†(William 26) .This was simply put into an equation E = mc2 and this is also called mass-energy equation. After these events, he had his recognition and held several positions like lecturer, professor and director at several Universities like University of Bern, Humboldt University of Bern etc. Einstein worked hard in trying to find the relations between â€Å"Time and Space† and â€Å"Mass and Energy†. His efforts finally paid and he was awarded the â€Å"Nobel Prize in physics† in 1921("Albert Einstein - Biography") for his photo-electric effect.

Should animals be used for research Essay Example | Topics and Well Written Essays - 1500 words

Should animals be used for research - Essay Example There are many medical practitioners who argue that animal testing is based on a false premise since the results from animal experiments may not necessarily be significant to the effects on the human body; human beings, as certain a species, surely react differently to chemicals that are applied to these experimental animals. This makes it difficult for such experiments to be successful. Two of the most famous cases of this type of experiment are the ones involving Thalidomide and Clioquinol. Thalidomide came clean in the animal testing stage, involving thousands of animals, and it was deemed safe to be released to the public even to pregnant women and breastfeeding women. At least 10 000 children had been born with serious birth defects because their mothers had taken Thalidomide when they were pregnant, even if the animal testing proved it to be safe. Another drug is the Clioquinol, which was also tested on thousands of animals successfully but failed when it was used by humans. It was marketed as a drug against diarrhea and it worked well in animals. In humans, though, it actually caused diarrhea. As a result, more than 30 000 cases of paralysis, blindness and deaths occurred to those who took Clioquinol (Archibald). Another drug that was deemed safe for public use was Vioxx, which was used to treat arthritis. It was perfectly fine on the animal testing level, and was even proved to be beneficial for the heart but the results indicated otherwise in humans. It actually induced about 140 000 heart attacks and strokes in the US. Hormone replacement therapy is another thing, which was proven to reduce the risk of heart disease and stroke in monkeys but increases the risk in humans. The Lancet reported that more than 20 000 British women acquired breast cancer as a result of taking HRT, in addition to cases of heart attacks and stroke. These are not

The book Gap Creek Essay Example for Free

The book Gap Creek Essay The main objective of the book Gap Creek is to educate people about the trials and challenges of marriage. The speaker of the book, Julie Harmon tells about her story as a teenager and continues till the time she met Hank and married him. Till then, the story focuses more on their lives as a couple. The story is narrated from the perspective of the main character Julie. It started on her life as a teenager. At an early age she started to help in chores and in some of his father’s work. She lives with her father, mother Delia, baby brother Meseiner, young sister Rosie and baby sister Carolyn. Meseiner, being the only boy, was spoiled by her parents. However, it was not long when he passed away following her father being sick. Since then her mother was not able to do the things she used to and it was up to her and her sister Rosie to do the house works since her sister Carolyn is now the one being spoiled by her mom. She works hard like a man since she knows that if does not take charge and do her father’s work, nobody would get it done. Unfortunately, her father didn’t make it and passed away too. Her family was having a hard time adjusting to her father’s death but later on found a way to still keep the family intact. One day when Julie and her mother were working on a field, a man came by asking for directions. Hank Richards, who came from downtown, went to look for the Willards on the mountains since they are selling sweet taters. Later on, he and Julie took a special interest on each other, and after spending time with each other twice, Hank asked Julie to marry him. Julie agreed, not bothered by her age and current life situation. Her mother did not approve of this for she thinks that Julie is not ready for a married life. Nevertheless, her mother failed on convincing her to back out of the marriage. After Julie and Hank got married, they move to Gap Creek and her sister Rosie took over on the family obligations. The bad news is that the new couple didn’t have a place to live, so they agreed to live with Mr. Pendergast who allowed them to live with him in exchange for household services. Hank works all day and Julie does the chores. When Hank’s mother came to visit, Julie accidently caught fire while preparing dinner for Hank’s mother. When all of them were safe outside the house, Mr. Pendergast rushed inside to get is pension money. Sorry to say, Mr. Pedergast didn’t make it for the fire was to big. When the fire was cleared, they were able to retrieve Mr. Pendergast’s body, burned and lifeless. Julie and Hank, uncertain of their future, with a baby on the way didn’t know how long they could stay in the house before the heirs take it. Hank Richards, though a supporting character, is the one being talked about in this paper. Some of his actions showed defense mechanisms studied by Freud. When he was in the field asking directions from Julie’s mother, he showed displacement for he used Julie’s mother in order to get close to Julie. Displacement is defined as the redirection of an impulse to a substitute target. Another example was when Hank and Julie for fighting on Christmas. Hank who’s originally angry at Julie for constantly asking nonsense question, instead directed his anger to the flood and the storm leaving an angry and sarcastic response to Julie – â€Å"If the creek rises we won’t be able to get out of the house without a boat† – when asked what to do if the flood rises. He also showed projection when he was talking to Julie’s mother like an old man. He also illustrated this when they were in the forest and said that there are a lot of varmints in there, in which he referred the varmints to the Willards. When we say projection, we tend to deny our thoughts and feelings by attributing them to somebody else. Hank however showed isolation a lot of times. First was when he was a Julie’s house for dinner and she invited Julie to go to the spring for he said that drinking cold water is good after hot dinner, isolating the fact that Julie spilled coffee in his pants. It is possible for someone to portray to characters at once. In this case, Hank also showed reaction formation for he â€Å"believed the opposite†, meaning even after Julie spilled hot coffee on his new bought pants, he came to love her more. He also showed reaction formation when during a storm, he said that they never had floods on Christmas even if he knows that that happens because they live on a mountain before. To make it more clear, isolation is defined as stripping or isolating the emotions from a difficult memory or threatening impulse. Reaction formation, as mentioned earlier, â€Å"believing on the opposite†. Most of Hank’s attitude shows intellectualization or rationalization. Some of these were when Hank was asked by Julie about banjos. Hank, having a bad memory with his father when talk about banjos becomes rather more focused on the idea on how the banjo was made out of the skin of a cat. When he and Julie went to the spring to drink, instead of commenting on how refreshing the water was he prefers to compare the idea the water’s taste from rubies and emeralds. When Julie talks about his father using wine for rheumatism, Hank engaged on the conversation that pokeberry is better for its therapeutic on the joints and explains how the wine can warm and soothe the joint. Intellectualization is defined as analyzing instead of feeling and reacting, which Hank showed most of the time when he answers intelligent but unrelated answer. On the situation when Julie asked Hank to sing a Christmas carol, Hank answered him that he can’t remember how to sing depicts denial and at the same time, repression. He was in denial that he can’t sing and at the same unconsciously repressing the idea that he can sing for he is more focused on the flood at that time. Denial is defined as falsifying reality which is somewhat close to repression. Repression however, means not being able to remember things. Gap Creek was truly wonderful and a lot of values can be learned. The trials and challenges that Julie and Hank overcome were really admirable for with each obstacle that would come to them, both of them always want to manage to put their lives back again. Works Cited Cherry, Kendra. ‘Defense Mechanism’. About. com: Psychology. Web. 18 May 2010. http://www. psyhology. about. com

Contrasting Outlooks in Dream of the Rood and The Wanderer Essay

Differing Outlooks in Dream of the Rood and The Wanderer      Ã‚  Ã‚  Ã‚   Outlook defines our perception of reality. The characters in Dream of the Rood and The Wanderer maintain opposed perspectives that greatly influence the way they view their common state of desolation. The dreamer and the Cross in Dream of the Rood embrace a religious ideology that gives them hope, whereas the earth-walker in The Wanderer embraces an existential view that leaves him to suffer his loneliness. The characters' differing outlooks greatly influence how they view their exile, their ultimate destination, and the journey to this destination, their "homecoming."    The characters of both works face exile: the dreamer's friends have "gone hence from the delights of the world," the Cross is "taken from [its] stump," and the wanderer is "far from dear kinsmen" (Rood 20-1; Wanderer 69). This exile saddens all of the characters: the dreamer is "all afflicted with sorrows," the Cross is "sore afflicted with griefs," and the earth-walker is "wretched with care" (Rood 19-20; Wanderer 69). While the characters face similar desolation and melancholy, however, they differ greatly in their reactions.    Before the dreamer approached the Cross he was dispirited, but upon hearing t... ...dle Ages," pp. 1-26; The Dream of the Rood, The Wanderer, (700/900), Five Old English Riddles (pp. 150-51), translated from Old English    Dockray-Miller, Mary. "The Feminized Cross of 'The Dream of the Rood.'" Philological Quarterly 76 (1997): 1-18.    Finnegan, Robert Emmett, 'The Gospel of Nicodemus and The Dream of the Rood, 148b-156'.   Neuphilologische Mitteilungen. 84 (1983): 338-43.    "The Wanderer." The Norton Anthology of English Literature. Ed. M.H. Abrams. New York: W.W. Norton & Company, 1993. 68-70.    Woolf, Rosemary. "Doctrinal Influences on The Dream of the Rood." MAE 28 (1958): 137-53.

The Confederation Of British Industry Education Essay

When seting the alumnus attributes into context in the employment facet, here in the United Kingdom among the 67 taking employers, that offer workplace to the United Kingdom ‘s population, the top 5 employers come to be? WhatIf! Innovation, AmicusHorizon, ARM Ltd, Avanade UK Ltd and Bentley Motors Ltd ( Source: britainstopemployers ) . alumnuss in professions organic structure are frequently requiredA to take a preparative twelvemonth or the twelvemonth of preparation that is paid less than ?20,000 a twelvemonth, but when to the full trained and graduated in their professional Fieldss, the rewards tends to lift well, the get downing wages for undergraduate will depend on what occupation you have been prompted to make or on which sector you are located: as concern survey graduates earn ?21,329 a twelvemonth ( the complete university usher ) nevertheless, the minimal wage for alumnus in my chosen sector of Marketing Analyst goes from ?20000 to ?45000 a twelvemonth ( Source: micha elpage ) / ( Beginning: guardianjobs ) . The turning industries here in the UK are largely Retailers ‘ companies, which are owned and run by enterprisers ( Beginning: fasttrack ) .To going a selling analyst as my future occupation ‘s function as a alumnus to be, is really competitory and house and holding been graduated as a unmarried man ‘s might non be sufficient, even holding a grade in maestro without a work experience could non besides be advantageous. However, I should equilibrate my instruction and work field in stead of a prompt opportunity in employment, as the entries requirement in footings of accomplishments start by supplying rival analysis, market research, pricing scheme, prediction, database use and general market analysis. I should be able placing forms and tendencies, patterning mark clients and industry sectors and construing informations to place chances. As most administrations demand, I should hold some commercial selling experience within a s imilar analytical selling function and skilled in informations use and tendency staining. I must be able to pass on good orally and in authorship, I besides need a good critical thought and be analytical skilled. It ‘s besides requires to see myself go oning on instruction beyond BA by holding my Maestro in selling, finance or economic sciences in order to put myself a more competitory rival, by holding achieved my alumnus class with 1st category or 2:1 category class, which is likely best if I hope to go a Marketing Analyst. Another thing related to my chosen alumnus aspiration as a Marketing Analyst, is to get the hang a 2nd linguistic communication to increase my research pool and do myself a more valuable add-on to employers and looking for work experience of early functions in finance or selling, as many employers require at least a anterior twelvemonth experience ( Beginning: eHow ) .Now base on these demand of Marketing Analyst, my usual aim is to see myself as a indivi dual utile to the society, holding established a concern activity of my ain, where I will be working as a exclusive bargainer but in the other manus, I besides ought to keep an undergraduate certification to force myself frontward to be a Marketing Analyst in the hereafter.My self-assessment cognition & A ; Current accomplishmentsIn my current function at my working topographic point, as a Team Leader that I am, I largely engage myself with strategic believing on how to delight my superior and non to be let down with the squad I am working with, I therefore design strategic action program of all time since we are all working in a busy environment with long hours of standing. I ever work with my squad merely to maintain them concentrate and stay optimistic and convey my aim at the terminal of the displacement, as I am an unfastened individual I efficaciously balance personal and work life to the people I work with, this is where I am more unfastened, relax and critic could be done where betterment could be applied by accommodating behavior and methods of work in response to new information, altering fortunes or unexpected hurdlings. I am non ever right but I quickly adjust to new state of affairs and declaration, by making and prolong an organisational civilization which encourages others to supply me with their personal idea. I besides enable my squad with self-awareness to execute good by demoing committedness to each over, I understand that the work is non easy when you have to stand for 12 hours and some people are non physically fit to stand for that long, this is where the work force is cut downing the attempt to work toward my nonsubjective as I ever monitor the work every hours sing what we have produced so fare and when I perceive the work non at the criterion he has to be I rapidly take action to happen out what went incorrect with my squad how to better the work, I improvise action program to forestall possible state of affairss that could ensue in unpleasant before my superior and I. I sometime trade with confrontations among my squad where as a Team Leader, I tend to work out struggles and dissensions in a positive mode to minimise negative impact on my work. I largely motivate my squad and steer them toward end achievement. I systematically develop and prolong concerted working relationships with everyone from work topographic point to everywhere I go, when it comes to working with person I have ne'er worked with. I encourage and facilitate cooperation with friends at the University and with my squad. At my work topographic point, I tend to place and analyze jobs ; distinguishes between relevant and irrelevant information to do logical determinations, I exercises good judgement by doing sound and intelligent determinations ; by comprehending the impact and deductions my determinations ; I so schedule it on my paper note where I ever keep record of what I have to make each twenty-four hours when I am at work by doing effectual and timely determinations, even when my solutions given to them seems to be unpleasant effects ; but ever tend to do certain that what I am making is proactive and achievement oriented I besides make clear and convincing unwritten presentations to individual in the group I work with because we all have linguistic communications barrier where most of us including I, English is non our first linguistic communication. I express myself efficaciously and clear up information as needed ; I facilitate an unfastened exchange of thoughts and further an ambiance of unf astened communicating where at the terminal I provide solutions to the squad where each single member of my squad will be working based on my judgement or determination which will come to work out the jobs. Now when looking the external influence that has impact on my future calling and my current accomplishments and cognition at the work topographic point, it leads me to be up to day of the month with national and international policies on how to be at the phase I want it to make. However I should by now measure myself with et good development program to accomplish the demand accomplishment and abilities to be qualify as a Marketing Analyst and here is how I am be aftering to construct myself up to make my end at the terminal of my educational calling. When utilizing Gibbs ‘ reflecting usher theory ( Beginning: Gibbs ) , I have come to place where I lack the most as it has been described on the demand standards to be an effectual Marketing Analyst. I have felt to make somethi ng about it in order to finish the standard demand. When measuring this experience of mine, I have understood that based on my current cognition I still necessitate more to make if I want to be a Marketing Analyst as when foregrounding the specific keys country it says, I should be able to supply rival analysis, market research, pricing scheme, prediction, database use and general market analysis. I should besides hold some commercial selling and skilled in informations use and tendency staining. With careful analyse of these demand I came to reason how I should undertake my aim to be, by conveying an action program to assist myself accomplish it. I will utilize the SWOT analyses & A ; SMART objective ; the two types of analyses are both utile separately but besides help when they are used together since it is more relevant to internal and external factors influence.Method for Taking ActionStrength: My strength is that as a Team Leader I largely cover the scope of accomplishment nee ded at my current phase and because I am still in the academic twelvemonth in International Business which will be due in 2015 I will still derive more progress cognition in the close hereafter to unite with what I have so far. However, a arrangement it besides given to us pupils which is an of import chance to use for a place in the working environment that suits with my future function to be. Failing: My failing at my current phase that I am non truly certain that idea I will be on work arrangement I will come to carry through all these demand needed to efficaciously be a Marketing Analyst. Opportunity: My chance is the manus given from the University to use the work arrangement base on our personal aim or future calling and besides because I am a pupil in the concern environment I will still come with faculty that mushes with my future function to be Menaces: The menace to me will be I am in the right way to accomplish my end and will I hold much clip to be focus on my survey while working and seek to get by with the aspiration function demand. Specific: My specific aspiration to me will be working hard in order to be a graduate pupil with the standard demand accomplishment and ability needed to be measure uping as a Marketing Analyst. Measurable: measuring in its sense to intend how I will put myself with a agenda to follow consistently my day-to-day undertaking on how to accomplish my terminal aim, which is to work hard while I am still in the instruction to keep a alumnus certification and besides implement on the cardinal factors that could take me to be an effectual Selling Analyst Accomplishable: Accomplishable will be such as inquiry grade to me based on my purpose as I want to be holder of alumnus certification and get the standard demand of my aspirational function to be, but will it be possible base on my agenda? I believe yes I can, due to the attempt I will be seting on my survey to acquire things done and right and besides to working aboard with my future function standard demand to accomplish my dream. Relevant: Relevant in my instance, will be the result of my survey as a pupil and will it leads me to derive the standard demand to accomplish my nonsubjective? Yes it will be relevant to me, by come oning thru my undergraduate old ages with good class scored at the concluding twelvemonth of my survey which starts from now. I should aim myself to be qualify with at least first or second/first which could run into my demands and expertness and toward the employers Time: speaking of clip to me as a pupil in the module of Business and Law, clip will be the utile tool to agenda things which I need to carry through in my life with a specific criterion that helps me work thru the timescale that I will plan to accomplish my aim, where it requires me to I ever be focus on in order to accomplish my purpose.

Evaluate the effectiveness of speech, language and communicate Essay

Explain each of the terms: speech, language, communication, speech , language and communication needs. Speech , language and communication are closely tied to other areas of development, this learning outcome requires you to understand and be able to explain links between speech and development and the likely impact of any difficulties that children may have in acquiring speech, communication and language. Some children may not be able to understand the words being spoken to them and/or the grammatical rules of sentence construction. Therefore, when their teacher tells the class what they need to do, or explains a new idea or concept,9 they may struggle to understand what is being said. Having inappropriate vocabulary is essential for the learning process, however learning vocabulary has been identified as one of the most significant difficulties for some children with SLCN,10 11 leading to much of their teacher’s talk being inaccessible. The ability and confidence to ask questions is a vital skill for provoking and shaping new thinking.12 The Primary Strategy recognizes the importance of language for thinking and encourages paired talk and discussion among pupils as a way to enhance learning.13 This is hugely difficult for children with SLCN, so vital learning and opportunities to talk with peers can be missed. They may struggle with developing an age appropriate vocabulary, formulating sentences, using the right words in the right order and with following grammatical rule to understand or make it clear to others what has happened in space and time. Communication Communication is about the way that people send signals to one another. Communication can be seen as an umbrella term because it encompasses both language and speech and also includes facial expression, gesture and body  language. Language Language is something very specific, it is a set of symbols-spoken, written or signed- that can be used and understood between people. Language can be quite abstract and we often forget this. a child has to learn that when the sounds of c-a-t are made, the speaker is referring to a cat even if there is not one in the room. Linguistsd also suggest that the main feature of language is a series of rules that users have to understand and use, but once mastered allow a user to convey anything they wish. At first children cannot use the rules. Toddlers begin by just pointing at objects and saying one word, but after a while they learn how to construct sentences. Speech Speech is essentially vocalized language. It is usually learnt before the written form of the language, in speech, the symbols are not written of signed, but spoken as sounds. The number of sounds that children need to master will depend on the language that they are bing exposed. English has over 40 different sounds or phonemes. Listening Listening is about being able to hear and more importantly understand the speech of others. It is sometimes referred to as ‘receptive speech.’ Babies begin the journey of learning to speak by gaining some ‘receptive speech’ and learning what specific words and phrases mean. Speech, language and communication needs This term is used to refer to any difficulty that a child has in any of the three areas; for example a child might have difficulty in producing certain sounds and so have a difficulty with speech, while a child who does not make eye contact or enjoy being with others may have a more global communication needs. 1.2  Explain how speech, language and communication skills support each of the following areas in children’s development. Learning, emotional, behavior, social. Being able to communicate and, better still, being able to use and understand speech- opens doors in terms of children’s overall development. Learning There are many debates as to what is ‘learning’ but for our purpose we will limit this to children’s overall cognition. The term condition covers a multitude of different tasks, but is mainly about out ability to process and use information that we have gained. For example, A child might see that leaves are falling off tress and get told that this is because it is autumn. The child might then see more leaves falling off a tree. She may remember and make a connection between what she saw earlier on and what she is seeing now. The work autumn may also remember and so she might point and say proudly to the adult with her. ‘ Look those leaves are falling too! Is that because its autumn?’ Later on in that day while having tea, she may tell her mother that in the park leaves are falling off the trees because it is autumn. This example illustrates the way in which for learning to take place, the child has to remember what they have seen earlier, make connections to what they are now seeing or hearing and then come to some conclusion. The ability of the child to ‘label’ it as autumn will help her enormously and she is likely from this point on to notice falling leaves and make the association  over and over again. She can also talk and think about ‘ autumn’ without needing to be in the park. At this point we can begin to understand the limitations of body language, facial expression and gesture when language is not available. Although they allow for instant communication they cannot help a child to understand what is being seen or provide a way in which afterwards the child can communicate what she has seen. This means that children who only have the basic communication skills of body language, gesture and facial expression find it difficult to communicate concepts Emotional development Being able to control your own emotional is a major part of emotional development. Babies and toddlers struggle with his, but as language develops they find it easier because they can express their needs. Tantrums and other outbursts linked to frustration, jealousy or anger tent to diminish as children find ways of talking through how they are feeling. This is one reason why it is thought good practice to ‘name’ emotions when working with young children, so that they begin to understand what they are feeling and have ways of expressing it other than through physical reactions alone. Behavior Being able to manage your own behavior is about self-control. Young children are very impulsive and find it hard to control their behavior but, once language is mastered, children’s behavior changes. It would seem that the acquisition of language helps children to think things over. They focus more on the consequences of their actions and they also internally begin to remind themselves of what they need to do or what they should not do. Interestingly, the start of this process can be observed when a toddler goes up to something that they have been told not to touch, points to it and says ‘no’. Social development Emotional development is linked to being able to control your own emotions and social development builds on this, as it is about being able to recognize emotions in others and learning to adjust your behavior accordingly. It also about understands what the social codes are in any situation and behaving appropriately. This means that good communication and language skills are important. Children need to read the faces and body language of others and respond appropriately. Because play is the main medium of socialization with other children, language skills also become important from around the age of 3 years, as children tent to use speech to talk about what they are doing or, as they get older. Describe the potential impact of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term. Young people with speech, language and communication needs have poor conversational kills, poor non-verbal skills and poor social perception, all of which can hinder their ability to form friendships with their peers and may lead to them becoming marginalized. Those who become isolated in this way often experience anxiety and depression, which can affect their mental health. These problems can become exacerbated with age if they remain unidentified and untreated, and are likely to result in poorer outcomes for the individuals concerned. Speech, language and communication difficulties can erode self-esteem and affect educational achievement, social integration and general behavior. In addition, they increase the probability of offending behavior and early disengagement from school (children with these problems are much less likely to continue in education beyond 16 years of age). Children have difficulties, there are likely to be many effects on their  development, although the extent to which children are affected will very much depend on the nature of their difficulty, its severity and how the child is supported. Short-term effects on development Frustration Anger Withdrawal Low levels of confidence Difficulties in making friends Difficulties in learning new information Difficulties in applying information to new situations Find it hard to make themselves understood The longer term developable consequences in children who have difficulties with their communication, speech and language are in some ways harder to predict but again, in general terms, we may find that children later on have: Lower self-esteem Not achieved their potential Found it hard to make and maintain relationships Become isolated Not reached independence Developed antisocial behavior in some cases. Explain the ways in which adults can effectively support and extend the speech, language and communication development of children during the early years. There are many ways in which adults can effectively support and extend speech, language and communication development in children during early years, Firstly, it is important for the adult to adapt language according to the child’s needs and abilities, some children who have English as a second language may require the adult to point to objects. For example when speaking to a baby or toddler they would simplify the sentences for them to understand where as the older the child gets the more hard sentences can begin to be used. For example to a 1 year old you may hold out a biscuit and say the word where as an older child you would say would you like a biscuit. Secondly; giving children the time and opportunity to communicate, it’s important to give children time to think about what has been said to them and if they don’t answer straight away and not answering for them, allowing them time to respond. Some children would require you to sound them all out but then you must get them to copy you and blend the sounds together whilst giving them time to process what you are telling them. Explain the relevant positive effects of adult support for the children and their careers. Positive adult support: Emotional development Speech, language and communication skills Social interaction Behavior Speech, language and communication skills Very quickly, if high-quality support is given, children can show progress in their speech, language and communication skills. This means that working with children can be very rewarding and parents often delight in the improvement that their children are showing. Social interaction At the heart of social interaction is children’s ability to communicate. This means that positive support can quickly make children more outgoing and also confident in their interactions. Many practitioners report that once children have more speech and language, they are able to play more easily with other children. Behavior Many children who are finding it difficult to communicate and speak will show aggressive, uncooperative and frustrated behavior. Being able to communicate effectively can make an enormous difference to children’s behavior. Parents also note that when they are spending more time communicating with their children, their children show less attention-seeking behavior. Emotional development Positive adult support also helps children’s emotional development. Not only do children become more confident, they also find through works ways of controlling their emotions and expressing their needs. Explain how levels of speech and language development vary between children entering early years provision and need to be taken into account during setting in and planning. Children of the same age will often have different levels of language. This clearly means that we need to identify children whose language is atypical in order that they can gain additional support, but we also need to think about how our practices and procedures support children. For children who do not have spoken language, either because of their age or because of an additional need. It is essential that time is taken for them to get to know their key person before any separation takes place. The key person also needs to find out from the child’s parents how they communicate  with the child and to learn these skills. Children who are speaking well and can understand us still need a similar level of care and attention, but they may find it easier to settle in as they can articulate their feelings. Grouping children Many group care settings will have moments when children are put into groups at lunchtime or for a story. It is important that thought is given to ensuring that children who have language needs are grouped sensitively and carefully so they have the opportunity to interact and be involved. Activities When activities and play opportunities are planned, children’s level of language needs to be considered. Certain activities require a high level of language and so may not be appropriate for a child whose language is still developing, for example ’20 questions’ or ‘I spy’. Language is also needed for role play and so it is important to think about whether children who want to join in role play need support. The ability to process language also means some activities which require children to listen need to be carefully thought about, particularly it there are no visual stimuli which will help children to work out the meaning.

The Presentation of Women in Othello Essay Example

The Presentation of Women in Othello Essay Example The Presentation of Women in Othello Paper The Presentation of Women in Othello Paper Shakespeares portrayal of Desdemona, Emilia and Bianca in Othello comes, generally, in two forms which reflect the prevailing opinion of women in Elizabethan times as mysterious and angelic or, whores, determined to cuckold their husbands. When Othello was written a patriarchal society was the norm. Women had clearly defined roles, as housewives and mothers; they were viewed as inferior, not only physically, but also emotionally. It was thought that they needed a male to protect them, if they were married this responsibility would fall to the husband and if the woman were single, it would be the duty of her father or another male relative. References to any of the three women, Desdemona, Emilia or Bianca, by the other characters, seems always either to praise them for their virtue and beauty, or else condemn them as whores that manipulate men to achieve their own ends. All three are rejected by their respective partners/husbands; they love them almost unconditionally, even when confronted with indifferent and callous behaviour. They are engaged in unbalanced partnerships: they feel more for their self-centred men than the men are capable of reciprocating. Bianca serves to represent the latter of the two opinions; she is a courtesan in Cyprus (Tis such another fitchew IV. i. 145). She is a contrast to Emilia and Desdemona as she is not a part of the domestic world in which they belong; this immediately casts her from the kind of femininity that Desdemona is said to possess. She has fallen in love with Cassio and pursues him quite wholeheartedly, however her affections are not returned (But that you do not love me. III. iv. 197), and she is eaten by jealously (O Cassio, whence came this? This is some token from a newer friend! III. iv. 180-1), Cassio and Iago dismiss this as her unruly nature and respond to her in a patronising manner (Go to, woman, / Throw your vile guesses in the devils teeth / From whence you have them! III. iv. 183-5). She is thought by the men to be a sexual being with a tempestuous nature, in need of control and unworthy of regard (What do you mean by his haunting of me? IV. i. 146). Bianca is held with disdain by men for her explicit sexuality, whereas Cassio, who is committing adultery (A fellow almost dammed in a fair wife I. . 20), receives none. This is a good example of the double standards that existed for women at this time, some of which can still be seen in the modern day, it being more socially acceptable for a man to be promiscuous than a female. Emilia is the representation of the dutiful wife, she is part of the domestic world in which Othello takes place, her marriage is neither happy nor successful, and yet she continues to try to please Iago (for example, by giving him the handkerchief). Iagos treatment of Emilia is very poor; he belittles her continuously throughout the play (Sir, would she give you so much of her lips / As of her tongue she oft bestows on me / Youd have enough II. i. 100-3), with little or no protest on her part. He also suspects her of having an affair with Othello (I hate the Moor / And it is thought abroad that twixt my sheets / Hes done my office. I. iii. 385-7), there is no proof in the text that for this, he does not ask her openly in the play about it and it seems to be a rumour that Iago is merely using for the justification of his actions. Emilia is all too aware that Iagos behaviour towards her is undeserved, she explains to Desdemona in Act 5 how women often suffer this treatment, and what happens as consequence (Then let them use us well: else let them know, / The ills we do, their ills instruct us so. V. 1. 101-2), this suggests to the audience that although women were legally and religiously bound to a subservient position, not all women behaved in a subservient way. In the final scene Emilia is quite prepared to reveal Iagos deceit, however, interestingly, she is fully aware that she is not, by social convention, supposed to, she actually apologises to those present when she disobeys him (Good gentlemen, let me have leave to speak. / Tis proper I obey him but not now. V. ii. 192-3). This disobedience does not pass without penalty, Iago stabs and kills Emilia, proving to the audience just how unbalanced their relationship was. Desdemona is spoken of by the other members of Othello as saintly, kind and virtuous, Cassio goes so far as to describe her as She is indeed perfection (II. ii. 25), and indeed, in Elizabethan times, if a women was not viewed as a whore, she was likely thought to be angelic (Queen Elizabeth I, for example). Shakespeare however was able to characterise women as real people, and take them from their pedestal. The character of Desdemona is often criticised as being weak and mono-dimensional, however in addition to being chaste, loving and virtuous, she is also articulate, stubborn, passionate, practical, and sexually aware. Many of these traits are shown in one of the few moments in the play we meet Desdemona without Othello, in Act II, scene I. She fully understands Iagos innuendos and is able to challenge him (Come on, assay. II. i. 120) in a witty and articulate manner. Desdemonas independence is portrayed explicitly by the fact that she married Othello without her fathers permission (Your daughter, if you have not given her leave, / I say again, hath made a gross revolt, I. i. 131). Women were viewed as a commodity, and marriage as more of a business transaction than union of lovers (Faith, he tonight hath boarded a land carrack: / If it prove lawful prize, hes made for ever. I. ii. 50-1). The opinion of women as the property of men is again illustrated when Iago calls to Brabantio that he has been robbed Look to your house, your daughter and your bags! (I. i. 79), that a person could be grouped alongside a house and money seems shocking in a modern western society, but was obviously the social norm in Shakespeares time as Brabantio takes no offence from that statement. Desdemona is aware of her duty to her father (To you I am bound for life and education: / you are the lord of duty I. iii. 183-5) and that now she is married, her obedience falls to her husband (I may profess / Due to the Moor my lord. I. iii. 188-9), the independence which Desdemona has shown is not seen as acceptable by her father who wishes to have control over her (and in his mind, so he should she is his property) Fathers, from hence trust not your daughters / minds / By what you see them act. I. i. 167-9) and later in the play, the extent of which she is submissive to Othello is stark contrast to these earlier actions, showing the multiple facets of Desdemonas personality, bound by traditional values yet independent minded and willing to support such non-conformist ideas (for the time) as racial equality. Iago is a misogynistic character, he is incapable of viewing women as anything other than worthless nymphomaniacs and when referring to them in Othello it is always with a debauched tone You rise to play, and go to bed to work (II. i. 115). He cannot believe that Desdemona could possibly love Othello and when talking of the couple does it in the most debasing manner (Even now, now, very now, an old black ram / Is tupping your white ewe! I. i. 7-8), always with sexual inferences and often with reference to animals, believing their love to be no more than lust whereof I take this, that you call / love, to be a sect or scion. (I. iii. 331-2). A good example of Iagos firm opinion of Desdemona can be seen in a conversation with Cassio who believes Desdemona to be saintly, Shes a most exquisite lady, And Ill warrant her full of game (II. iii. 17-18). Although Iago may have an extreme opinion of women, it was not too dissimilar from that of other men in the play. Men felt that there was something mysterious about women which they could not understand, they inhabited a different world, the domestic world of house and home, and a more physical world (eg. pregnancy, menstrual cycle) than men. It was felt that they were dangerous, temptresses who would lead them astray, needing to be controlled. The women of Othello do not always conform to the norms set by male opinion, but they are often constrained and held back because of them, and the mens fear that they will disobey sets the scene for much of the tension within the play, resulting in the many tragic deaths.

French Adjectives in Front of a Vowel or Mute H

French Adjectives in Front of a Vowel or Mute H Since French adjectives usually have to agree with the nouns they modify in gender and number, most of them have up to four forms (masculine singular, feminine singular, masculine plural, and feminine plural). But there are several French adjectives that have an additional variation: a special form that is used when the adjective precedes a word that begins with a vowel or mute H.The reason for this special adjective form is to avoid hiatus (the pause between a word that ends in a vowel sound and another that begins with a vowel sound). The French language likes words that flow one into the next, so when an adjective that ends in a vowel sound would otherwise be followed by a word that begins with a vowel sound, French uses a special form of the adjective to avoid the undesirable hiatus. These special forms end in consonants so that an enchaà ®nement is created between the two words, and the fluidity of the language is maintained.There are nine French adjectives in three categories which have one of these special pre-vowel forms. Descriptive Adjectives The following descriptive adjectives have a special form that is used only in front of a masculine noun that begins with a vowel or mute H. beau belun beau garà §on un bel hommefou folun fou rire un fol espoirmou molun mou refus un mol abandonnouveau nouvelun nouveau livre un nouvel articlevieux vieilun vieux bà ¢timent un vieil immeuble Demonstrative Adjectives When the demonstrative adjective is used with a masculine noun that begins with a vowel or mute H, it changes from ce to cet: ce garà §on cet homme Possessive Adjectives When a singular possessive adjective is used with a feminine noun that begins with a vowel or mute H, it changes from the feminine form (ma, ta, sa) to the masculine form (mon, ton, son): ma mà ¨re mon amieta femme ton amantesa profession son à ©ducation Note The special adjective forms are used only when followed immediately by a word that begins with a vowel or mute H. If a word which begins with a consonant is placed between the changeable adjective and the noun, the special form is not used.Compare: cet homme vs ce grand hommemon amie vs ma meilleure amie When theres an adjective, the special form is not used because the word that immediately follows the changeable adjective begins with a consonant.

BP Seen takeover target after settlement as value trails Essay

BP Seen takeover target after settlement as value trails - Essay Example The company’s reserves are worth $ 7 a barrel while its rival Shell is worth $14. The company’s market value is the least compared with the other big four companies. The 50% sold accounted for about two third of the company’s oil production. The assets were in exchange of $12.3 billion cash and 12% stock in Rosneft, a Russian oil corporate. Rosneft is expected to also acquire the remaining 50% stock to assume full ownership. According to the London Business School, the selling of its assets, as well as, expensive settlements for suits related to the oils spill damages is equivalent to a takeover. The move, as well as, the oil spill tragedy, makes PB weak and its competitors including Royal Dutch Shell may bid for more stake. According the company’s Chief Executive, in an interview, the reduced company’s size may lead to a takeover attempt. The Chief Executive also unveiled the company’s expected short-term and long-term plans meant to spur gr owth. The plans include raising new projects’ margins and issuing back shareholders’ funds. The shareholders have also been rewarded by a 12.5 % increase in dividends paid in the 2012 third quarter. Additionally, due to the importance of the company to the United Kingdom, the government may oppose any move meant to bring a merge or acquisition. The company is one of the UK economy backbone employs a large proportion of the country’s population and earns the government huge revenues in terms of taxes. Among the company’s plans, there is a defense strategy following speculations that the company may be taken over. Many investors are interested in the company’s shares because of their low value. A takeover would be of benefit to the shareholders who would be able to recover some of their invested money. The company has liquidity problems, and the only option left of fighting for its survival in the market is through a takeover or selling of some of it s assets. However, selling some of the assets is may be a dangerous move as it may result to bankruptcy of the firm thus requiring it to dissolve. Additionally, it may be difficult to raise capital through debt securities, for example, bonds because of the risk associated with the company. The rate of interest would be significantly high since the financial institution would consider the risk. It would be of benefit to the new owner because of the valuable assets and human capital that the oil company holds. Since it would be an entirely different company, no new suits would be expected and, therefore, the new owner will easily turn the nearly collapsing company into a global profitable company. If the new trader would then stop the BP’s shares trading, immediately after the purchase, the market price would go up. Finn states that â€Å"the value of the stock would go up because of decrease in demand (131)†. Additionally, if the new owner would be another oil company, the benefits would be even more. The market share and dominance would go up. This in turn, would increase the company’s profitability and market value. A merger would also be of benefit to the current shareholders. Their stock in the company has declined significantly since the oil spill disaster. In addition, they have not been getting the returns that made them invest in the company. A merger will inject