Why Mama Gives the Quilts to Maggie rather than Dee Essay

Why Mama Gives the Quilts to Maggie rather than Dee - Essay Example Culture connects one with his/her ancestry and helps the person to relate to his/her social group, this is the message conveyed in this story. So, this paper will analyze how the person who holds on to her culture and heritage was finally rewarded. â€Å"Everyday Use† by Alice Walker involves three different characters, a mother and her two daughters and reflects their directly opposite views about African-American culture. All the three main characters of the short story, â€Å"Everyday use†, ‘Mama’, Dee and Maggie are different with different characteristics, with the two daughters particularly contrasting. Dee is portrayed as being the successful, beautiful but at the same time arrogant woman, with false pride about her heritage. While Maggie is a disfigured, slow at the same time simple girl with lot of pride in tradition and heritage. â€Å"Have you ever seen a lame animal, perhaps a dog run over by some careless person rich enough to own a car, sidle up to someone who is ignorant enough to be kind to him? That is the way my Maggie walks† (Walker, 25). ‘Mama’ introduces herself as â€Å"a large, big-boned woman with rough, man-working hands†. So the Mama could be const ructed as women with good physical strength. ‘Mama’ always showed a lot of responsibility to both her daughters and tried hard to give both of them a better life. As both the daughters were different in every aspect, all theirs friction were handled with care by her. Dee has been like that even from her childhood and always played an independent role in the family. While, Maggie because of her lack of physical beauty and low confidence had a subdued existence. Importantly she didn’t show any rudeness and lived a calm life. So, the point to be noted is, even though both the girls are very different they had a good relationship until the object of quilts entered the picture. The elder daughter Dee, because of the influence of Black

The Black Cat and The Tell-tale heart by Edgar Allan Poe Essay Example for Free

The Black Cat and The Tell-tale heart by Edgar Allan Poe Essay Compare the two nineteenth century horror stories The Black Cat and The Tell-tale heart by Edgar Allan Poe, showing how Poe uses a range of techniques to make his stories dramatic and effective. Edgar Allan Poe was an American author who wrote The Black Cat and The Tell-tale Heart. The Black Cat written in 1845 depicts a supposedly animal loving man who becomes addicted to alcohol which eventually gets out of control and he ends up killing his cat and wife. The Tell-tale Heart was written in 1950 after Poes wifes death in 1847, portrays a madman who becomes paranoid about an old mans vulture like eye and similarly to The Black Cat he kills the old man. In both stories Poe uses a variety of techniques to convey his dramatic version of the gothic horror genre. He uses repetition through the rule of three, punctuation and simple sentences, settings and pathetic fallacy, the main homodiegetic narrator and innocent side characters as well as some significant supernatural events. These all help achieve the effective, dramatic gothic horror story. Another technique used by Poe is repetition including the use of the rule of 3. In the tell tale heart the pace of the story quickens when Poe used the repetition in the rule of three. Louder! Louder! Louder! this is said repeatedly at the end to insinuate the narrators panic and quickening velocity. This technique also works with the slow build of tension at the beginning of the story and the haste filled confession at the end. In an early paragraph the narrator describes himself to possess sagacity and throughout the story he praises his actions and reassures himself and the reader, how calmly I can tell you the whole story but towards the end he begins to lose control over his calmness and starts shouting (showing signs of madness). In the black cat Poe uses repetition in anaphora sentences I experienced a sentiment half of horror, half of remorse this gives a different thrilling and effective use of the narrators need to reiterate his emotions in an order, I think this can be linked to my previous mention of his possible OCD. Another technique Poe uses to make his stories dramatic and effective is the setting and pathetic fallacy. In the Black Cat Poe sets the beginning of the story as bright and sunny to portray a much happier, normal life and during the darkening times, the weather changes to dark, dangerous ad sombre. One night, returning home, much intoxicated, this supports the idea that Poe has used weather set the tone of the scene. During the deaths in the Black Cat the setting appears quite gloomy and dark like when the wife is killed in the cellar. In the Tell tale heart the narrator says that Every day at midnight which helps develop the idea that the time of day i.e. very dark, cooler which could affect the response from the reader. Poe also takes the setting (inside the old mans bedroom) as a tool to create that odd difference with the mad narrator and his fairly normal life. The way in which Poe takes the bedroom which is where people would often feel safe and uses it as the base for the murder should evoke an emotional response of unease from the reader. He has managed to turn a safe place into a sinister and dangerous place. This makes his stories dramatic and effective by exploring different aspects of normal every days lives and making them creepy and weird. This fits in with the Gothic genre by invoking terror and featuring terrifying experiences in a place where the reader should feel safe. Overall Poe uses a variety of techniques to create an effective and dramatic story which can make the reader feel un-easy. His use of the narrator, other characters, punctuation, repetition and the setting fulfil all the elements to create a dramatic and effective gothic horror story.

Treatment of Paediatric Acute Pain

Treatment of Paediatric Acute Pain The attempt of this essay is to examine how the UK NHS paramedics treat acute pain in paediatric population. This essay will accentuate the importance of adequate training and research in paediatric care. Paramedics employed by UK NHS Ambulance trust have a diverse selection of analgesics at their disposal for acute mild to severe pain, ranging from paracetamol and ibuprofen to Entonox and intravenous morphine sulphate. (JRCALC) This essay will look at the management of acute moderate to severe pain with emphasis on the barriers that prevent paramedics from assessing and treating paediatric patients with pain adequately, as well as intravenous morphine versus intranasal fentanyl debate. Different ways of treating pain in emergency services and departments around the world will be discussed and appropriate literature from emergency care will be used to support the statements made throughout this essay. Hennes, Kim, Ronald and Pirrallo (2005) describe pain as a complex multidimensional phenomenon that is difficult to assess, particularly in young children. Combined with the fact that pain is the most common symptom in the emergency setting (Alonso and Wensley, 2003), it is fundamental that we understand and improve the care for all patients in pain. However, there is disparity between assessment and treatment of adults and paediatrics. This phenomenon has been described for over 25 years (Schechter, 1989). Watkins (2006) is in agreement with Schechter (1989) that adult patients are more than twice as likely to receive opiate analgesia for acute moderate to severe pain, when compared with children who describe similar pain scores. The UK NHS Ambulance trust has been under long term criticism, because of inadequate provision of analgesia for paediatric patients. This view has changed in 2003 when Medicines and Health care products Regulatory Agency approve the use of morphine in the aforementioned group of patients. Today, intravenous morphine sulphate and morphine sulphate oral solution can be safely administer by registered paramedics. Recently, many studies who targeted the emergency services around the world discovered that healthcare professionals are often unable to assess and treat paediatric patient in pain (JRCALC, 2013). Important step in addressing oligoanalgesia is by identifying the barriers to inadequate pain management. This statement is supported by numerous authors including Ricard-Hibon, Chollet, Saada, Loridant and Marty (1999), Bruns, Dieckmann, Shagoury, Dingerson and Swatzell (1992) and Jones and Machen (2003). Sequelae of inadequate treatment of acute pain may lead to alteration in immune function, delayed wound healing and a lower pain threshold in subsequent painful experiences. Firstly, a qualitative study by Murphy, Barett, Cronin, McCoy, Larkin, Brenner, Wakai and O’Sullivan (2013) explores what barriers prevent adequate treatment of paediatric population by emergency service. The study focuses on acute pain in children from the perspective of advanced paramedics in Ireland. Authors of the study believe that there are many factors, or barriers as they call it that render the potential pre-hospital treatment of children inadequate and ineffective. One of the biggest causes identified was the lack of training targeted specifically to paediatric care, current clinical practice guidelines for paediatric pain management, limited exposure to paediatric patients in pre-hospital setting and many others. A huge part of the concern that has arisen from interviews was the difficulty and even inability to assess pain intensity in young children, especially in preverbal age. Also, a disturbing reason listed for oligoanalgesia was short hospital transfer time, which further added to all possible situations, when practitioners would be reluctant to administer analgesia when dealing with children. Melzack and Wall (2003), Williamson and Williamson (1983) and Gilianu, Krane, Galloway And Yaster (2000) are all in agreement that exposure to severe pain in children can cause adverse psychological, biochemical, metabolic and behavioural changes. The study concluded that emergency services must emphasise improvement in paramedic education and training, specifically giving alternatives to assessing pain in preverbal children. Some advanced paramedics even suggest that treatment of acute pain in paediatrics should be approached differently to acute pain in adults. Through focused group interviews moderated by apaediatric emergency medicine specialist, the authors were able to collect the necessary data. Though the study was well designed, it had limitations. There were only twelve participants, however, as the authors point out, it has been argued by Howard and Moore (1989) and Kitzinger (1995) that aminimum of eight participants is accepted to be sufficient. Another factor that have been identified by advanced paramedics in the aforementioned study and a study by Hennes, Kim and Pirrallo (2005) from the perspective of paramedics in United States highlights the inability to effectively administer medications available to paramedics. A concern was raised in the area of cannulating a paediatric patient as well using medications that needed to be inhaled, such as Entonox. Both studies found that practitioners were in many cases unable to firstly, assess the pain score, and secondly treat the paediatric patient, due to the fact that children showed anxiety when trying to give intravenous morphine or oramorph. Murphy, Barett, Cronin, McCoy, Larkin, Brenner, Wakai and O’Sullivan (2013) strongly suggest that identification and mitigation of aforementioned barriers to the prehospital management and treatment of paediatric patients is crucial and should be one of the priorities in further development. Secondly, astudy by Watkins (2006) looked at whether the age of child influenced the likelihood of their receiving prehospital analgesia from their local ambulance services. The study investigated this question in Auckland. Jones, Johnson and McNinch (1996) again raised a concern about inadequate analgesia in paediatric population, which has been further highlighter by Watkins (2006). The study found that children less than 5 years of age are in significant risk of being undertreated of pain by ambulance service. When compared with children who were 5-15 years of age, Watkins (2006) also observed that there was a significant change as they received some form of analgesia in 50% of cases. The study also points out an interesting fact about the use of pre-hospital Entonox. Children given Entonox alone appeared to be in more pain than non-treated children, which is surprising as in adult population, it is reported to produce adequate analgesia for 50% of patients. (Ricard-Hibon, Chollet, Saada, Loridant and Marty, 1999). â€Å"I am sure the air in heaven must be this wonder-working gas of delight† (Fullmer, 2000) Watkins (2006) suggested several possible reasons for this perception of the effect of Entonox, such as incorrect use leading to inadequate effect, as children are in many scenarios crying preventing them from using the equipment properly. Also, it might be relevant to mention that children achieving sufficient level of analgesia using Entonox were 8 years of age or older. As indicated by Watkins (2006), further research is necessary to establish whether the use of Entonox is suitable for analgesia in children. The study also found that no child aged less than 5 years of age received analgesia in form of morphine, which disagrees with claims made by ambulance officers who participated in the study. Again, the author further confirms the theorem that even qualified practitioners have difficulties in assessing and administering analgesia to young children. As mentioned above, the pain caused by gaining intravascular access leads to underuse of opiate analgesia in younger children. As highlighted by Braude and Richards (2004), further investigation of non-invasive methods of pain relief in pre-hospital setting is absolutely crucial. This leads to a morphine sulphate and intranasal fentanyl debate, which has been the subject of several studies. In hospital setting, intravenous fentanyl was shown as an effective alternative to morphine sulphate, however during the last decade, a new option became available. Braude and Richards (2004) indicate that there are at least four reasons to use intranasal fentanyl in pre-hospital setting. This claim is supported by numerous publications including Watkins (2006), Maurice, O’Donnell and Beattie (2002), and Rickard, O’Meara, McGrail, Garner, McLean and Lievre (2007). Maurice, et. al (2007) identified that management of acute pain in paediatrics relies on successful intravenous cannulation that may be technically impossible to perform. Moreover, the author also acknowledged that this increases the risk of needle stick injuries to either the patient or patient’s family and to the staff. A possible replacement in the form of intranasal fentanyl has been long discussed by many authors. Braude and Richards (2004) have reported that intranasal fentanyl has a rapid peak, short duration of action and does not cause the release of histamine, which may cause hypotension. Also, there are very few instances of nausea being caused by administering intranasal fentanyl. Rickard, O’Meara, McGrail, Garner, McLean and Le Lievre (2007) conducted a randomised controlled trial to compare intravenous morphine and intranasal fentanyl for pre-hospital analgesia. Intranasal fentanyl has been used in the inpatient hospital setting, but prior to this randomised controlled trial, there has been no other trial comparing the aforementioned drugs in pre-hospital setting. The study found that there was no significant difference between the effect of intranasal fentanyl and intravenous morphine sulphate in pain reduction. The study identified that there were no previous randomised controlled trials available. The lack of supporting evidence for analgesics have been identified by Borland, Jacobs and Rogers (2002) who also recognised that there was paucity of data to support practice with no randomised trials. Moreover a trial by Borland, Jacobs and Rogers (2002) further confirmed that intranasal fentanyl was comparably effective at reducing pain paediatric in an emergency department. The study had several limitations, including the sample size, which was set out to be 400 patients. Due to time constraints, a total of 258 patients were randomised and out of them, only 227 were evaluable. Also, the side effects were observed by paramedics who were treating the patients, which may have produced biased results. The author notes that a more reliable way of recording such data would be by a trained physician or dedicated paramedic researcher who would not be busy with clinical care. The study notes that nausea and vomiting may still be a problem with the use of fentanyl, especially in the mucosal routes and particularly in children, as they may become uncooperative. It has also been noted that the ability to absorb any medication through nostrils changes throughout the day, because of mucous congestion. Following this conclusion, some Australian ambulance services increased the doses of intranasal fentanyl with reported beneficial outcomes. In conclusion, it is clear that the pain management in paediatric population continues to evolve not only in pre-hospital setting within the United Kingdom, but also around the world where doctors are using their experience with synthetic analgesia to drive the patient care further, broadening the scope of emergency practitioners, such as paramedics employed by UK NHS Ambulance trust. In 2003, morphine sulphate was introduced and marked as a solution to ever increasing problem with oligoanalgesia. More recently, complex studies evaluated the risk to benefit ratio of alternative analgesia more suited for specific part of our population, such as the use of intranasal fentanyl for paediatric patients. Moreover, the essay demonstrated that the improvement must start with clinicians, their understanding of protocols and ways to treat aforementioned group of patients. â€Å"Paediatric patients seldom need medication for the relief of pain. They tolerate discomfort well.† This citation clearly demonstrates how far the care for paediatrics in acute pain has come in recent decades and thanks to the research mentioned throughout the essay, it continues to improve within a hospital as well as pre-hospital setting.

Robert Frosts Poetic Techniques Used in The Road Not Taken :: Robert Frost Poetry The Road Not Taken Essays

Robert Frost’s Poetic Techniques Used in The Road Not Taken Robert Frost utilizes several poetic techniques to reveal the theme in his poem, â€Å"The Road Not Taken†, which is stressing the importance the decision making of one is, regardless of whether or not it is agreement with the resolution of their peers, and how it can affect their future. The techniques exercised in this piece of work are symbolism, imagery, and tone. Symbolism is the most powerfully used technique due to the fact a good number of lines located in this poem is used to signify a certain object or idea related to our life or today’s world. Imagery is significant in drawing out the theme for the reason that it allows the reader to construct a depiction in their mind, permitting them to relate more to the poem and interpret the theme their own way. In this poem, imagery permits the reader to imagine the scene that this poem takes place in resulting in an enhanced understanding of the theme. The tone this work presents is an insecure attitude which allo ws the theme to be brought out due to the fact the theme relates to a dilemma in one’s life. As seen by the reader, these techniques strongly aid in the revealing of this specific theme. The first technique Frost utilizes to uncover the theme is the strongest method, symbolism. Exploiting symbolism is used by containing objects in the poem that represent an article of something relevant in the reader’s life; therefore, assisting in the presentation of the theme. The primarily symbolized object in this poem is the fork in the road, which is the basis of the theme. â€Å"Two roads diverged in a yellow wood, /And sorry I could not travel both / And be one traveler, long I stood / And looked down one as far as I could / To where it bent in the undergrowth† (Frost.

Acquisition of knowledge Essay

Aims: 1. To foster acquisition of knowledge and understanding of terms, concepts, facts, processes, techniques and principles relating to the subject of Chemistry. 2. To develop the ability to apply the knowledge of contents and principles of Chemistry in new or unfamiliar situations. 3. To develop skills in proper handling of apparatus and chemicals. 4. To develop an ability to appreciate achievements in the field of Chemistry and its role in nature and society. 5. To develop an interest in activities involving usage of the knowledge of Chemistry. 6. To develop a scientific attitude through the study of Physical Sciences. 7. To acquaint students with the emerging frontiers and interdisciplinary aspects of the subject. 8. To develop skills relevant to the discipline. 9. To apprise students with interface of Chemistry with other disciplines of Science, such as, Physics, Biology, Geology, Engineering, etc. CLASS XI There will be two papers in the subject. Paper I: Theory- 3 hours Paper II: Practical – 3 hours Project Work Practical File †¦ 70 marks †¦20 marks †¦ 7 marks †¦ 3 marks Main postulates of the theory. Its limitations. Modern atomic theory. Laws of chemical combinations: Law of conservation of mass. Law of definite proportion. Law of multiple proportion. Law of reciprocal proportion. Gay-Lussac’s law of gaseous volumes. Statement, explanation and simple problems based on these laws. (ii) Atomic and isotopic masses. The atomic mass unit is one of the experimentally determined unit. It is equal to 1/12 of the mass of the carbon 12 isotope. (iii) Chemical equivalents, volumetric calculations in terms of normality. C = 12.00 should be taken as a standard for expressing atomic masses. Equivalent weight expresses the combining capacity of the elements with the standard elements such as H, Cl, O, Ag, etc. Variable equivalent weight. Gram equivalent weights, r elationship between gram equivalent weight, gram molecular weight and valency. Determination of equivalent weight of acids, alkalis, salts, oxidising and reducing agents. (experimental details not required). 128 PAPER I –THEORY – 70 Marks There will be one paper of 3 hours duration divided into 2 parts. Part I (20 marks) will consist of compulsory short  answer questions, testing knowledge, application and skills relating to elementary/fundamental aspects of the entire syllabus. Part II (50 marks) will be divided into 3 Sections, A, B and C. Candidates are required to answer two out of three questions from Section A (each carrying 10 marks), two out of three questions from Section B (each carrying 5 marks) and two out of three questions from Section C (each carrying 10 marks). Therefore, a total of six questions are to be answered in Part II. SECTION A 1. Atoms and Molecules (i) The concept of atoms having fixed properties in explaining the laws of chemical combination. The study about the atoms. Dalton’s atomic theory: Terms used in volumetric calculations such as percentage (w/w and w/v), normality, molarity, molality, mole fraction, etc. should be discussed. Students are required to know the formulae. Simple calculations on the above topics. (iv) Relative molecular mass and mole. The following methods may be considered for the determination of relative molecular masses for the gases: the molar volume method; Victor Meyer’s method (experimental details not required). Numerical problems based on the above method and Victor Meyer’s method. Mole concept, Avogadro’s number and numerical problems on mole concept. Gram molecular volume. (v) Chemical Reaction calculations based mass-volume and relationships. Self explanatory. 2. Atomic Structure (i) Electrons, Protons and Neutrons as fundamental particles, their charges and masses. Concept of indivisibility of atom as proposed by Dalton does not exist. The atom consists of subatomic fundamental particles. Production of cathode rays and their properties. Production of anode rays and their properties. Chadwick’s experiment for the discovery of neutron and properties of neutron. (ii) Rutherford’s nuclear model based on the scattering experiment. Rutherford’s nuclear model of atom. Rutherford’s scattering experiment. Discovery of nucleus. Defects of Rutherford model. (iii) Bohr’s atomic model. 1. Postulates of Bohr’s theory – based on Planck’s quantum theory. 2. Numericals on Bohr’s atomic radii, velocity and energy of orbits (derivation not required). 129 – Stoichiometric on mass-mass, volume-volume 3. Defects in the Bohr’s Model. (iv) Atomic structure: wave mechanical model-  a simple mathematical treatment. Quantum numbers; shape, size and orientation of s and p orbitals only. Hund’s rule of maximum multiplicity. Pauli’s exclusion principle, Aufbau principle, electronic configuration of elements in terms of s, p, d, f subshells. †¢ Wave mechanical model – experimental verification of wave nature of electron. †¢ de Broglie’s equation. Numericals. †¢ Heisenberg’s Numericals. uncertainity principle. †¢ Quantum numbers – types of quantum numbers, information obtained in terms of distance of electron from the nucleus, energy of electron, number of electrons present in an orbit and an orbital. †¢ Pauli’s exclusion principle. Shape, size and orientation of the s and p subshells. †¢ Hund’s rule of maximum multiplicity. †¢ Aufbau principle, (n+l) rule. †¢ Electronic configuration of elements in terms of s, p, d, f subshells. 3. Periodic Table (i) Atomic number (Proton number) as the basis for classification of the elements in the Periodic Table. IUPAC nomenclature for elements with Z> 100. Mendeleev’s periodic law, defects in the Mendeleev’s periodic table. Advantages and disadvantages. Modern periodic law (atomic number taken as the basis of classification of the elements). Extended and long form of periodic table. General characteristics of groups and periods. Division of periodic table as s, p, d and f blocks. (ii) Extra nuclear structure as the basis of periodicity. Some idea of the following: ionisation enthalpy, electron gain enthalpy, atomic radius, atomic volume, electronegativity, etc must be given. The periodicity of electronic structure leading to the periodicity of elements e.g the relative ease of ionisation of elements. †¢ Periodic properties such as valence electrons, atomic volume, atomic and ionic radii and their variation in groups and periods. †¢ The idea of ionisation enthalpy, electron gain enthalpy and electronegativity must be given and their variation in groups and periods may be discussed. †¢ The factors (atomic number, atomic volume and shielding effect, the number of electrons in the outermost orbit) which affect these periodic properties and their variation in groups and periods. (iii) Periodicity of elements with reference to s, p, d and f block elements. Classification of elements on the basis of s, p, d, f block elements and also on the basis of their complete and incomplete electron shells. Study of the periodicity of properties  mentioned in point (ii) in terms of s, p, d, f blocks and the governing factors in terms of the block characteristics. 4. Chemical Bonding Electrovalent Bond (i) Electrovalent or ionic bond e.g formation of NaCl, Li2O, MgO, CaO, MgF2, and Na2 S. Cause of chemical combination, Octet rule, types of chemical bonds. Electrovalent formation of NaCl, Li2O, MgO, CaO, MgF2, and Na2S. Properties of ionic compounds. Electron dot structure of the following ionic compounds: NaCl, Li2O, MgO, CaO, MgF2, and Na2S must be taught in detail. (ii) Factors influencing the formation of ionic bond, e.g electron gain enthalpy, ionisation enthalpy, lattice energy and electronegativity. The conditions necessary for the formation of ionic bonds such as: low ionisation enthalpy of metals. high electron gain enthalpy of non-metals. high lattice energy. All these points must be discussed in detail. (iii) The relation between the ionic bonding and Periodic Table. The relationship between the formation of cations and anions of the atoms and their positions in the periodic table should be discussed. Correlate the periodic property and the position of the elements in the periodic table to show the ease of formation of anions and cations and electrovalent and covalent compounds. (iv) Variable electrovalency and its causes. Variable electrovalency; reasons for variable electrovalency i.e, due to inert electron pair effect, by using suitable examples. Covalent Bond (i) Covalent bond, sigma and pi bonds e.g. formation of ammonia, nitrogen, ethene, ethyne, and carbon dioxide. Resonance. Definition of covalent bonding, conditions for formation of covalent bonds, types of covalent bonds i.e single, double and triple bonds. Sigma and pi bonds. H2, O2, N2. Classification of covalent bonds based on electronegativity of atoms – polar and non polar covalent bond, dipole moment, formation of CH4, H2O, NH3, ethane, ethene, ethyne and CO2, etc. and their electron dot structure or Lewis structure. Characteristics of covalent compounds. Comparison in electrovalency and covalency. Resonance in simple inorganic molecules like ozone, carbon dioxide, carbonate ion and nitrate  ion. (ii) Variable valency: chlorine exhibits the valency of 1,3,5 & 7 respectively. Variable valency, cause of variable covalency e.g. chlorine exhibits the valency 1, 3, 5 and 7 respectively. Discuss in terms of atomic structure. Variable covalency of phosphorus and sulphur may be discussed. Discuss in terms of atomic structure. (iii) Deviation from Octet rule and Fajan’s rules. Definition of Octet rule. Failure of Octet rule, due to either incomplete octet or exceeding of Octet with suitable examples. Fajan’s rules: Statements. Conditions for electrovalency and covalency must be discussed. Polar and non polar bonds should be correlated with Fajan’s rules. (viii) Molecular orbital theory, Qualitative treatment of homonuclear diatomic molecules of first two periods. Energy level diagrams, bonding, antibonding molecular orbitals, bond order, paramagnetism of O2 molecule. Relative stabilities of O2, O2-, O2- – , O2+, O2++ Self-explanatory. 5. The Gaseous State (i) The gas laws, qualitatively. kinetic theory treated (iv) Co-ordinate or dative covalent bond, e.g.  formation of oxy-acids of chlorine. Co-ordinate or dative covalent bonding: definition, formation of hypochlorous acid, chloric acid, perchloric acid, ammonium ion, hydronium ion, nitric acid, ozone – structural formulae of the above molecules based on co-ordinate bonding. (v) Hydrogen bonding: its essential requirements, the examples of hydrogen fluoride, water (ice), alcohol, etc may be considered. H-bonding – definition, types, condition for hydrogen bond formation, examples of inter-molecular hydrogen bonding in detail taking hydrogen fluoride, water and ice and ethanol into account. Intramolecular hydrogen bonding. (vi) Metallic bonding, Van der Waals’ forces. Metallic bonding – Electron sea model and band model. Explanation of metallic properties in terms of metallic bonding. Van der Waals’ forces and its types. (vii)Valence Shell Electron Pair Repulsion Theory; Hybridisation and shapes of molecules: hybridisation involving s, p and d orbitals only; sigma and pi bonds. Concept of electron-pair repulsion and shapes of  molecules taking methane, ammonia and water as examples. Hybridisation and molecular shapes – definition, hybridization of orbitals involving s, p and d orbitals (examples: ethane, ethene, ethyne, PCl5 and SF6). Characteristics of gases, comparison between solid, liquid and gas. Properties of gases on the basis of kinetic theory of gases. Laws of gases – Boyle’s Law, Charles’ Law, Absolute Temperature, Pressure Temperature Law, Avogadro’s Law. Simple numerical problems based on the above laws. Postulates of Kinetic Theory must be discussed to explain gas laws. (ii) PV = nRT or PV= (w/M)RT and the application of this equation of state. Ideal gas equation PV = nRT; its application in calculation of relative molecular mass and in the calculation of the value of R. (iii) Non ideal behaviour of gases and Van der Waals’ equation. Non ideal behaviour of gases i.e. deviation from gas laws may be discussed at low and at high temperature and pressure. Van der Waals’ equation (P + a/V2) (V-b) = RT for one mole of a gas. The pressure correction and volume correction may be explained. (iv) Dalton’s law, the Avogadro constant, the mole, Graham’s law of diffusion, simple numerical problems on the above. †¢ Dalton’s Law of partial pressure. †¢ Application of Dalton’s Law. †¢ Numerical problems based on the above law. †¢ Avogadro’s constant. †¢ Relationship between the mole and Avogadro number. Graham’s Law of diffusion and its application. †¢ Simple numerical problems on the above. 6. Colloidal Solutions Preparation and properties of colloids, both lyophilic and lyophobic colloids. Precipitation as evidence that the colloidal particles are charged. Idea of gold number is required, but application of gold number is not required. The importance of large surface area in adsorption should also be appreciated. †¢ †¢ †¢ †¢ †¢ Thomas Graham classified the substances as crystalloid and colloid. Classification of substances on the basis of the particle size i.e. true solution, sol and suspension. Colloidal system is heterogeneous. Lyophilic and lyophobic colloids. Classification of colloidal solutions as micro, macro and associated colloids. Preparation of lyophilic colloids. Preparation of  lyophobic colloids by colloid mill, peptisation, Bredig’s arc method (procedural details not required) by oxidation, reduction, double decomposition and exchange of solvent method should be discussed. Purification of colloids (dialysis, ultra filtration, and ultracentrifugation). Properties of colloidal solutions such as Brownian movement, Tyndall effect, coagulation and protection (protective colloids), should be discussed. Gold number and Hardy Schulze rule. Application of colloids in life. Electrophoresis (movement of dispersed phase). Emulsions, surfactants, micelles (only definition and examples). 8. Chemical Energetics (i) Introduction. (a) Scope of thermodynamics- characteristics of thermodynamics. (b) Types of system – ideal system, real system, isolated system, closed system, open system. (c) Meaning of surrounding. (d) Properties of the system: macroscopic, intensive and extensive properties of the system. (e) State of the system. (f) Main processes the system undergoes: reversible, irreversible, adiabatic, isothermal, isobaric, isochoric, cyclic. (g) Meaning of thermodynamic equilibrium. (h) Meaning of thermodynamic process. (ii) First law of Thermodynamics mathematical statement. and its (a) Idea of conservation of energy – total energy of the system and the surrounding. (b) Meaning of internal energy of the system and change in internal energy of the system. (c) Meaning of work done by the system and by the surrounding at constant temperature. (d) Meaning of heat absorbed by the system and by the surrounding at constant temperature. (e) The sign convention for change in internal energy, heat given out or gained, work done by the system or by the surrounding. (f) State function and path function- meaning with examples. (g) Internal energy change, work done and heat absorbed in a cyclic process. (h) Internal energy change in an isolated system and in non isolated system. 7. Chemical Kinetics Rate of a chemical reaction, basic idea of order and molecularity of a reaction. Rate of a chemical reaction; Relation between order and the stoichiometric coefficients in the balanced equation; Meaning of molecularity. Differences between the order and molecularity of the reaction. Physical significance of entropy State function and not path function. Relationship between adiabatic change and entropy. Entropy change of the universe and a reversible isothermal process. Entropy change of the universe and irreversible process. Meaning of thermal death. Meaning of energy content and work content (free energy) of the system – thermodynamic quantity – state function. Types of work and meaning of the two types of work. Meaning of Helmholtz’s Free energy and Gibb’s free energy and the change in Gibb’s and Helmholtz’s free energy. Relationship between Gibb’s free energy and Helmholtz’s free energy. Simple calculation on the change in Gibb’s free energy and Helmholtz’s free energy. Relationship between change in Gibb’s free energy and equilibrium constant of a chemical reaction. Change in Gibb’s free energy in reversible, irreversible, isobaric and isochoric processes. Based on change in Gibb’s free energy, defining the criteria for the spontaneity of a change in terms of entropy and enthalpy; defining the limits for reversible chemical reactions. (k) Chemical change and internal energy. (l) Need for enthalpy – constant pressure or open vessel processes. (m) Enthalpy a thermodynamic property – state function. (n) Mathematical form constant pressure. (iii) Ideas about Heat, Work and Energy. Heat – the energy in transit.  Condition for the transfer of heat. Limitation in conversion of heat into work. Condition at which heat transfer ceases. Unit of heat. Meaning of energy – capacity to do work. Meaning of work – intensity factor and capacity factor. Types of work. Mathematical form of reversible work. Mathematical form of irreversible work. Difference between the reversible and irreversible work done – graphically. Adiabatic reversible expansion. Relationship between Cv and internal energy change.

Why You Return to a Story to Revise

Why You Return to a Story to Revise Free Online Research Papers Revision has always been difficult work for me. Often I will let an idea tumble around in my head for a few weeks or months (in some cases, years), and one day I am caught up in a sort of fever and I sit down and write it out. Usually, one of two things happens; either I am immediately sure that I’m created a work of surpassing genius and set it gently aside to wait until my work is finally appreciated, or I am immediately disgusted by the vile abortion I’ve foisted off on the innocent world and I quickly set it aside before anyone can see it. In either case, nothing further happens. In a plastic tub in my closet I have some solid gold stories from Jr. High School, just waiting until the public is ready for them. Now, in many of my college classes, I have been required to return to a story and revise it. A funny thing happens with this process. I find that those perfect stories often have obvious errors†¦weird and disconcerting point of view shifts, rickety plot devices, wooden dialogue. They are still pretty good, but they need to be spruced up, and maybe in retrospect some of the characters’ behavior doesn’t make sense, and a little color text needs to be added. Often, the imperfection is what strikes me, and the end result of the revision is much better than the original, although I am less confident in it. On the other hand, while I loathe returning to the apparent failures, I’ve found that they are like infected boils. Covering them up and keeping them still in a dry place without stimulus for a while makes them a lot better. Generally, a good idea and some hard work will leave you with a product from which something can be culled, no matter how bad it looked the first time. I consider working with â€Å"failed† stories to be akin to surgery. In the best cases, you can remove the bad bits, nip and tuck the ordinary stuff to make it look really good, and cover up the results with a flap of style that leaves only the faintest scar to show how that anything serious was ever done. In the worst case, you’ll have to admit that the patient is terminal and start thinking about organ donation. Even Hitler painted roses, and even the worst piece of writing has something artful. Get out your scalpel (The computer is invaluable for this†¦copy and paste work with a separate file for salvaged bits) and find the good lines, the scenes that work, the snappy dialogue. Even if the story itself can’t be salvaged, you can take the best parts and use them later. Drop an evocative landscape from a dead story into a novel you’ve been stuck on, or transplant a mouthful of a vanished character’s dialogue into a poem you’re playing with. Nothing is a completely lost cost. In summation, those authors who claim not to edit their work fall into three categories. Those whose work is edited by others, those whose work is not as good as it should be, and those who are lying. Don’t be any of these. Instead of admiring your favorite renegade writer who never revised their work, mourn for the much better work you’ll never see due to their hubris. That said, I still hate actually DOING revision, and find it the most difficult part of writing. Research Papers on Why You Return to a Story to ReviseMind TravelStandardized TestingBook Review on The Autobiography of Malcolm XThe Fifth HorsemanTrailblazing by Eric AndersonPersonal Experience with Teen PregnancyRiordan Manufacturing Production PlanThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionHarry Potter and the Deathly Hallows Essay