Ethics and Law Enforcement Essay

Regardless if anyone knows it or not, everyone actually lives in accordance with some sort of ethical standard. Some may refer to it as a code, a creed, or even a motto; however ethics itself is defined as a set of moral principles or values (Meriam-Webster). Ethics is an extremely important aspect of society in general and is applicable in every profession, however it holds a higher regard in law enforcement. Law enforcement officers are entrusted by the public to not only uphold the laws and order of our society but also live by and obey them; they are given the highest authority in the United States; to take a citizens life if it is required. Without ethics there would be corruption which would lead to chaos and an unstable society being the polar opposite of what law enforcement stands for and represents. Ethics may be interpreted in many ways whether it is based by religion or by laws themselves but may also be summed up by doing what is right. There are different parts of ethics as well; a written standard, example, and enforcement that all combine to form what is known as ethics. Ethics can be interpreted as a set of rules regulating the manner in which an individual or group of individuals should act. The meaning itself is hard to single out as it can be defined by many different opinions. Is ethical behavior the same as being a law abiding citizen? Absolutely not; laws are more often than not based on ethical standards however some laws can easily deviate from what is considered to be truly ethical (Manuel Velasquez). For example, relative to what is presently considered unethical are the pre Civil War laws allowing slavery. During that era it was acceptable and lawful to be a slave owner and remained unchanged until the final period of the American Civil War. Throughout our history, federal ethics have been have been implemented in a responsive manner to issues that have surfaced and finally being accumulated in 1962 with the formation of Chapter 11 Title 18 United States Code. In 1989 former President Bush enacted the Ethics Reform Act of 1989 which attempted to ensure uniformity of ethics regulation throughout the government. Law enforcement agencies regardless of the jurisdictional level are all subsidiaries of the government and all agencies have a common goal which is to ensure justice fairly and uniformly; â€Å"one team, one fight† is a good descriptor for this commonality. Ethics is the same way, in order for law enforcement to accomplish its goal every agency must operate in a uniformed manner allowing for proficiency and efficiency. If law enforcement did not operate in such a way then order would be nonexistent and create chaos which leads us to integrity. Integrity is defined as a firm adherence to a code of especially moral or artistic value (Meriam-Webster). A practicable explanation of integrity is, â€Å"doing the right things, for the right reasons, even when no one is looking†. What good is an ethical standard if there is no integrity towards it? After creating the standard law enforcement must have the integrity to carry it out even when no one is looking; it is only then that the mission succeeds. Ethics can be broken down into three categories: a written code, leadership by example, and fair and vigorous enforcement. Any code of ethics should not only be known by the officers it covers but also by the public. By providing the ethical code in a written form this can be accomplished, then through initial training and periodic reinforcement it can continuously be disseminated to both audiences. An example of this is written code is as follows: â€Å"As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all men to liberty, equality and justice. I will keep my private life unsullied as an example to all; maintain courageous calm in the face of danger, scorn, or ridicule; develop self-restraint; and be constantly mindful of the welfare of others. Honest in thought and deed in both my personal and official life, I will be exemplary in obeying the laws of the land and the regulations of my department. Whatever I see or hear of a confidential nature or that is confided in me in my official capacity will be kept ever secret unless revelation is necessary in the performance of my duty. I will never act officiously or permit personal feelings, prejudices, a nimosities or friendships to influence my decisions. With no compromise for crime and the relentless prosecution of criminals, I will enforce the law courteously and appropriately without fear of favor, malice or ill will, never employing unnecessary force or violence and never accepting gratuities. I recognize the badge of my office as a symbol of public faith, and I accept it as a public trust to be held so long as I am true to the ethics of the police service. I will constantly strive to achieve these objectives and ideals, dedicating myself before God to my chosen  profession†¦law enforcement† (Diltz). Each individual agency has some variance of the aforementioned ethical code and it serves as a moral guideline for its officers to live their personal and professional lives. Let’s analyze this code; what does it mean? The exampled code simply explains that the law enforcement officer’s duty is to enforce the laws and safeguard mankind; while in the performance of these duties it is imperative and right tha t the officer also respect the rights of the citizens. It further explains the professional conduct of the officer as not allowing personal feelings to affect their decisions and acknowledges that the badge is a symbol of public faith given to him and any deviation from an ethical behavior compromises that public trust. Law enforcement officers are expected to be the example and must preserve that expectation through their conduct and relationships with the communities. Everyone has heard the phrase, â€Å"Lead by example† at some point in their life. This is especially true in law enforcement because if we do not act in the same manner in which we expect our citizens to act our credibility becomes questionable. This concept is effective throughout the entire chain of command of any agency as well; if the upper echelon of leadership begins to cut corners then the idea of â€Å"if it is ok for the boss to do it, then it is ok for me to do it† will spread like wildfire. Then the public will observe this mentality and begin the same activity creating a full system breakdown in society. In regard to fair and vigorous enforcement this concept has the highest impact on society and ethical code. If the perception of unfair treatment and enforcement occurs then the entire system becomes invalid and fails. In order to help prevent this there must be a definitive explanation between core principles and tangents of those principals. A properly functioning system should be constructed to be proportional, nontrivial, and practical (Lenox). Ethical behavior is the action of applying the code of ethics to one’s own life. This action accomplishes the goal of fair and vigorous enforcement through the sense that not only must there be fair and vigorous enforcement of the code but also of the citizens. Law enforcement as a whole is incapable of completely deterring and serving justice alone; it is through the cooperation and assistance of the community in which we serve that we accomplish the mission wholly. Whether it is an anonymous tip or a confidential informant, those pieces of intelligence assist law enforcement  agencies in solving crimes, deterring crime, and ultimately keeping the communities safe. It is through the ethical behavior of the officers that interact with the community that preserves this relationship with the public. If ethical behavior became a low priority the entire system as a whole would eventually begin to collapse. Let us examine the public’s opinion of law enforcement compared to that of other social institutions. Throughout the past, various polling organizations have sought the public’s opinion of different social institutions and in 1993 law enforcement was added to that polling list. On average, law enforcement ranked from second to third place for having the public’s confidence and trust. Through ethics and upholding ethical behavior, it is possible for law enforcement to perform their duties efficiently and maintain the public’s opinion of them. In the same data the criminal justice system as a whole was ranked as having approximately twenty-four percent of the public’s confidence. According to The Administration of Justice Program at George Mason University, it is possible that the public associates the majority of the criminal justice system with lawyers who are â€Å"viewed by the public as among the least honest and ethical professionals, generating levels of confidence similar to those who sell cars and insurance. Another possibility is that the public is responding to the mission and motivations they attribute to police. If the police mission is seen as bringing wrongdoers to justice and helping those who are wronged, then that is a simpler, more easily conceived mission than one for the criminal justice system. The courts in particular, operate in theory at least as an adversarial system in which one side tries to convict wrongdoers and the other attempts to get them acquitted or minimize their punishment. Such a construction has a zero-sum quality, where the more one side wins, the more the other loses. Faced with assessing a more complex role, perhaps many citizens select one aspect or the other, and invariably find the courts wanting when they attempt to accomplish both simultaneously† (Catherine Gallagher). Regardless of the manner in which the data was determined by the public it is consistent with the idea that law enforcement is held to a higher standard and it is clearly imperative that law enforcement must continue to maintain strict integrity to their ethical standards. Through this the public faith will continue to maintain and even grow. In conclusion, we have defined ethics and integrity acknowledging the  importance of both and there necessity in law enforcement as a w hole. The ethical standard that law enforcement adheres to is truly important not because law enforcement is thought to be better than the average citizen but because they are held and expected to be of higher standard. If ethics was not held in such high regard than who would police the police? An ethical standard can be created but it is only through it existing in written form and being disseminated appropriately, followed by all through leadership by example, and enforcement to reinforce its importance that it becomes effective. With these aspects fulfilled it then becomes practicable and applied to the law enforcement officer’s life in his or her behavior. The public holds law enforcement to a higher standard because they see them as role models of society and expect them to act accordingly both professionally and personally. Any compromise to this expectation causes mistrust amongst the public towards police and leads to disorder. Law enforcement’s objectives in responding to calls for service are gaining control or compliance and resolution. With a lack of ethical conduct and mistrust or lack of faith in police these objectives become nearly impossible to achieve in a proportional manner. Bibliography Catherine Gallagher, Edward R. Maguire, Stephen D. Mastrofski, Michael D. Reisig. The Public Image of Police. 02 10 2001. 16 05 2011 . Diltz, Chuck and Ruth. Police Officer Code of Ethics. 2 12 2002. 16 05 2011 . Lenox, William. â€Å"Outline Of Rules Of Ethics For Employees And Officials For A Securities Regulatory Agency.† 5 4 2006. 12 5 2011 . Manuel Velasquez, Claire Andre, Thomas Shanks, S.J., and Michael J. Meyer. What is Ethics? 2010. 16 05 2011 . Meriam-Webster. Defenition of Ethics. 1999. 12 05 2011 . —. Definition of Integrity. 1999. 17 05 2011 .

Outline: Assessing The Potential For Using Motivational Strategies Within The Military: Theory And Practical

Introduction Numerous studies have been conducted analysing the role of motivation in enhancing performance of an individual, organization, or a practice (Outgunned, 2012; Zbylut et al., 2007; Dadabhay, 2011). The term motivation is in most cases used when suggesting that failure or success in any event is as a direct result of an individual’s endeavour, involvement and enthusiasm (Wong et al., 2003; Chizek, 2003). Most issues that are related to motivation have a foundation of the aspects of the human mind. These issues are also the driving force in a person or a group of persons (Morrison et al., 2007). Simply put, if the reason for taking a certain action is relevant and strong, it merits making an effort or a sacrifice regardless of a person’s capability. Therefore, the concept of motivation and its application in the military is central to the success of an individual in effectively conducting the duties of military personnel. It is imperative for a military leader to be able to motivate the followers to accomplish hazardous and physically challenging task that is life threatening and dangerous, which is a common working environment of the military. This study intends to conduct an analysis on existing literatures on performance motivation and its application as a form of leadership strategy used for motivating soldiers. To be able to fully explore on this issue, it will be necessary to analyse the current theories of motivations and the actual motivation practice in the military environment. This is important in developing a foundation for expounding on the research issue exhaustively. Aims and objectives of the research This research aims to analyse the probability of adopting theoretical motivational strategies in the military. To be able to meet this aim, the following objectives will guide this study: To identify and describe the current motivational theories and techniques that have the greatest potential of increasing a soldier’s performance. To identify those principles, practices, and techniques from various motivational theories which could have potential use in a military unit environment To review the effectiveness of existing theoretical models and approaches of leadership and motivation in improving the learning and training capability of soldiers To identify the conditions and requirements for applying various performance motivation techniques in military environment To identify the practices that need reinforcement and also identify the processes and policies that require improvement in the process of fostering motivational levels of the military Research questions To be able to fully meet the above objectives, this study will attempt to provide response to the following research questions: What leadership tools and motivational strategies do military commanders use to motivate soldiers How effective are the methods and models used and are there areas identified for improvement What were the common areas that are deficient Literature review summary The concept of leadership and motivation as viewed from a military perspective has been analysed by various authors (Outgunned, 2012; Dadabhay, 2011). Various forms of leadership approaches for military have been suggested by different authors including Gardener-leadership (Wong et al., 2003), collaborative leadership (Zbylut et al., 2007; Chizek, 2003), servant leadership (Cook, 1999), strategic leadership (Morrison et al., 2007) among many other forms of leadership. All these forms of leadership will be scrutinised in this study in an attempt to addressing the research issue. Furthermore, other theoretical forms of leadership that are not applied in the military will also be reviewed to gather deeper insights into leadership approaches and their link to motivation of followers. The information gathered in the analysis of the theories and approaches will be central in developing a response to the problem statement identified above. Proposed methodology The fact that this study analyses a specific phenomenon in the current environment, collection of primary data was deemed the most appropriate for conducting the study. In this case, quantitative research methodology will be used to collect and analyse data. Specifically, an online case study will be used for gathering data from the participants in an attempt to address the research questions. The questionnaire will be designed with reference to the information that will be gathered from the review of the literature and the research questions of this study. These questions will then be posted to participants via their mail for collection of the responses. The collected data will be analysed using a statistical package of social sciences to be able to derive a social meaning in the data collected. Conclusion This study aims to provide updated information about motivation among the military and go ahead and develop the most appropriate method for promoting motivation among soldiers. This research is very important because its concepts will be important in developing pragmatic policies for leadership aimed at sustaining higher levels of motivation among soldiers especially the new recruits. References Cook, M. L., 1999. Moral Reasoning as a Strategic Leader Competency. Undated, . Chizek, J. G., 2003. Military transformation: Intelligence, surveillance and reconnaissance. LIBRARY OF CONGRESS WASHINGTON DC CONGRESSIONAL RESEARCH SERVICE. Dadabhay, M., 2011. The Mediating Role of Workplace Spirituality on Perceptions of Transformational Leadership, Organisational Commitment and Employee Job Satisfaction within a sample of South African Muslim School teachers (Doctoral dissertation, University of the Witwatersrand). Morrison, J. E., Fletcher, J. D., Moses, F. L., & Roberts, E. J., 2007. The Army science of learning workshop. US Army Research Institute for the Behavioral and Social Sciences. Outgunned, A. A., 2012. The Missed Opportunity p46. Military Review. Wong, L., Kolditz, T. A., Millen, R. A., & Potter, T. M., 2003. Why they fight: combat motivation in the Iraq war. ARMY WAR COLL STRATEGIC STUDIES INST CARLISLE BARRACKS PA. Zbylut, M. L., Metcalf, K. A., Kim, J. M., Hill Jr, R. W., Rocher, S., & Vowels, C., 2007. Army excellence in leadership (AXL): A multimedia approach to building tacit knowledge and cultural reasoning. ARMY RESEARCH INST FOR THE BEHAVIORAL AND SOCIAL SCIENCES FORT LEAVENWORTH KS.

The Untold Notions of American History

It is indeed a notable fact that the United States of America has been known to be a naturally independent and self-sufficient country since then. Historians have deliberately suggested that America is isolated from the rest of the world and that it has its own characters, ideologies and events that are all undoubtedly unique.This is the primary reason why American history is taught with the basis of chauvinistic perception- that America is autonomous from the start.If most historians or instructors resolved to that suggestion, Thomas Bender chose to stand up for what he thinks is the truth about America. In his book â€Å"A Nation among Nations: America’s Place in World History†, he persuasively narrated that America’s history must be seen and taught in a broader perspective instead of just focusing on its said â€Å"autonomy†.He proposed that the country’s history shouldn’t be treated as an entirely exceptional account because its triumphs and travails have also been experienced by other countries but in various ways.   Bender presented a more global view of America’s history by providing five key events, which he believes influenced the view of Americans today towards their country.First is the New World’s discovery wherein people from different points of compass arrived and settled in scattered regions of America primarily because of oceanic travel and trade. Next comes the â€Å"age of rebellion† or American Revolution which Bender depicted in the context of competition among empires.He pointed out that the significance of rivalry between Europe and the rise of nationalism in other countries is often neglected when it comes to teaching or retelling America’s history. Subsequently, when countries decided to redefine their core beliefs about the nature of freedom, the Civil War took place. Bender discussed this third event with apt concentration on the violence and cruelty which resulted to million deaths in America.He transparently pointed out that America underwent a violent process to build a strong nation. The fourth point that he tackled was the rise of imperialism which affected America against Spain, France, England, and Germany. The fifth and last point that he discussed was the response of America towards industrialism and urbanization during the 20th century.Bender believed that those five events were really vital in America’s history and that they must be taught in an unbiased manner. Meaning, they must not be desensitized for they contain unnoticed truths about the country. In the final chapter, Bender defied Americans to rethink their twisted notions of America’s history.He believed that viewing America as an â€Å"interdependent history with other histories† is helpful because it will justify the sense of identity of Americans.   Thomas Bender was indeed successful in showing that America has shaped and has been shaped by other countries and that under the power and consistency of America lays a deeply grounded truth: that is indeed a nation among nations.

Modernism and Postmodernism - 20th & 21st Century Visual and Material Essay

Modernism and Postmodernism - 20th & 21st Century Visual and Material Culture - Essay Example Modernism and Postmodernism - 20th & 21st Century Visual and Material Culture Although commonly called a movement, modernism is more of an international body of literature that is characterized by a self- consciousness about modernity and radical formal experiments. Marx Weber and Engel believe that the romantic critique on capitalism lacked meaning (Whitworth, 39). The two saw the cosmopolitan and universalism of the capital as a means by which all forms of particularism can be destroyed. This opens the possibility of a universal human community founded not on superstition but reason or rationalism. Weller (12) explains that the uplifting and positive worldview that is fostered through the concept of modernism has become oppressive and corrupt to the desolation of intellectuals and artists. According to him, it is surprising that modernism has been largely used by the western world to impose and promote their values against others through an imperial colonial system and globalization. Also, the imposing process has taken the shape of loans (Ukla, 31). The conditions are placed or attached on loans granted by the international Monetary Fund only help to assist the processes of these nations oppression to poor countries or the peripheries. Moreover, the World Bank introduces policies only beneficial to the core countries at the expense of the peripheral ones.

MBTI Essay Example | Topics and Well Written Essays - 500 words

MBTI - Essay Example As for me, I am fairly convinced that I have an ISTP personality type considering the fact that my decisions are heavily based on objective thinking rather than subjective thinking or some sorts of intuitions or feelings – for this reason, I am dealing with my colleagues, friends or acquaintances in a much more impersonal manner. I am also very logical and driven by certain level of analysis. I do not run out of activities because of my spontaneous lifestyle. Oftentimes, I am very flexible and can deal perfectly with immediate changes. I can adapt easily to changing situations without the help of other people. My independence can be described by my views of having a companion in doing a task: I believe that having to do something with someone else is just a waste of time. I think that working with a companion or in groups is not effective and does not bring efficient results because time and focus are divided; the consensus that you have to come up with precludes the possibili ty of arriving at an ideal solution because when there are two or more heads working on the task, you all have to agree with a neutral decision, which is not necessarily what you want individually. Therefore, participative management will never work for me – having to participate in group discussions or crowd sourcing is a painstaking activity to do. I am more of action than visualization or planning – I would rather work on the task rather than plan or spend more time on planning and organization, although they are also important in the process. I am pedantic and would love to do things over and over again until I achieve the result that I think is best. In terms of my communication style, I am more reserved and quiet. I do not really engage in group discussions. Since having a conversation is inevitable in a workplace setting, I therefore prefer to hear or see concrete information rather than abstract ones – this is my

Nursing Shortage in the United States Essay Example | Topics and Well Written Essays - 1000 words

Nursing Shortage in the United States - Essay Example This paper will describe the impacts of the nursing shortage on health care consumers, nurses, and public health. It will examine the debate surrounding the nursing shortage and explain how the issue is being addressed on local, state, and national levels. Finally, the paper will propose some ideas for minimizing the nursing shortage problem. The shortage of nurses in America's hospitals results in negative impacts for health care consumers, nurses, and the health care system. A survey conducted by Beurhaus et al. (2005) examined the experience of RNs, physicians, hospital CEOs and CNOs with the nursing shortage and analyzed the results in terms of nurses' ability to meet the six Institute of Medicine (IOM)-established aims for high quality health care systems: patient-centered, effective, safe, timely, efficient, and equitable. The survey found that each of these criteria for quality of care suffered due to the nursing shortage (ibid.). In terms of direct patient care, the nursing shortage results in a decline in the quality of patient care. The Beurhaus et al. survey (2005), found that patient care suffered specifically because of a delayed response by nurses to pages or calls, patients increasingly complaining about care, staff communication problems, and increasing physicians' workloads. The results of the decline in patient care are worrisome. An American Nurses Association (ANA) fact sheet about the national nursing shortage (2008) highlights the results of recent studies published in medical journals that show how the shortage puts patient's lives in danger: "If hospitals increased RN staffing, more than 6,700 patient deaths and four million inpatient days could be avoided each year." "Every additional full-time nurse per patient day was associated with a 9% reduction in mortality in intensive care patients and a 16% reduction in mortality in surgical patients. In addition, every additional patient per RN shift was associated with a 53% increase in pulmonary failure, a 43% increased risk on unplanned extubation, a 7% increased risk of hospital acquired pneumonia, and a 17% increased risk in other medical complications." "Nursing shortages were found to correlate with longer lengths of stay, increased incidence of urinary tract infections and upper gastrointestinal bleeding, higher rates of pneumonia, shock and cardiac arrest. Increased hours of RN care resulted in fewer "failure-to-rescue" deaths from pneumonia, shock or cardiac arrest, upper gastrointestinal bleeding, sepsis and deep venous thrombosis." The impact of the nursing shortage also adversely affects nurses. In relation to their interaction with patients, nurses suffer because they have less time for collaboration within staff teams, face greater difficulty maintaining patient safety, are less able to detect complications early on, and have less time for patients (Beurhaus et al., 2005). In order to compensate for a lack of staff,

Major Changes in Adolescents Essay Example | Topics and Well Written Essays - 500 words

Major Changes in Adolescents - Essay Example Adolescence is characterized by the adolescent’s behavior of becoming so much concerned with appearance, independence, parents, his future and friends. This is the most common characteristics among all adolescents. The major biological changes that occur in an adolescent are physical and sexual maturity. As they strive to gain self independence and recognition as adults, important emotional, cognitive and social changes occur. These changes affect them for the rest of their lives, since at adolescent they are neither recognized as children nor adults. The physical changes that are experienced by boys are similar but some are different. For example, the similar changes are growth of pubic hair, height and weight increase, and pimples formation on their faces. While different changes among girls are enlargement of breasts, hips broadening, and onset of menstruation period. Boys break their voices, start experiencing wet dreams, Adams apple, growth of beared, and development of m uscles. Psychologically, they develop deep sexual feelings that cause interest, curiosity, as well as embarrassment. Moral and Cognitive Development in Adolescents This occurs when the adolescents start distinguishing what is right and what is wrong. At this stage they start safe guarding the ‘self’ in them and always want to be right. They can reason and understand why things are, the way they are.

Discussion 12 nur 703 Assignment Example | Topics and Well Written Essays - 250 words

Discussion 12 nur 703 - Assignment Example Reduced activities and change in work location due to closure are other possible role conflicts. APRN might gain support for the evaluation by seeking advocacy roles of special interest groups and incorporating evidence based information on its evaluation for authenticity. The county government, the community whose members seek care services, nurse advocacy groups, human rights associations, the facility’s personnel, and civil rights activists are some of the stakeholders and their involvement will be through seeking and incorporating their opinions on significance of the facility and possibility of closure (Milstead, 2013). Five hundred dollars is a potential budget for the evaluation that will rely on local stakeholders for data. Communication and travelling allowances for members of the evaluation team will be the main expenses. A survey design, with interviews and focus group discussion as the data collection techniques and random sampling, will be the research methodology. Possible conflict of interest, need for anonymity, beneficence, and non-malfeasance are some of the potential ethical consideration (Schneider, Whitehead, LoBiondo-Wood, & Haber, 2012). A written report will be delivered to the county government that may publish it to the public at discretion. I have been faced with a similar advocacy issue regarding workers’ rights in a facility. The issue was about possible change in management theory and incorporating stakeholders, including the management, in evaluation led to positive outcome. The facility changed its management approach and empowered its

Depression in adolescents Essay Example | Topics and Well Written Essays - 2000 words

Depression in adolescents - Essay Example Some researchers have suggested that "even among psychiatrists . . . the extent of the disability caused by depression is vastly underestimated." (Empfield, 2001) Further, it is logical to argue that "major depression causes more long-term human misery than any other single disease." (Empfield, 2001) Diagnosing and treating such a disease as early as possible in an individual's life may enable it to be effectively eradicated for their later years. While some early childhood depression does occur, the condition mainly appears in the teenage years. It will remain with the patient, become episodic or cause drastic symptoms such as suicide if it is left untreated. The causes of depression in general are still somewhat controversial within the medical community: situational and biological theories often conflict, while those that argue for a situational and biological cause are perhaps gaining ground. The physical features of the brain of person suffering from depression/who are liable to depression. As Cynthia Haines puts it, "there is absolute proof that people suffering from depression have changes in their brains . . . the hippocampus, a part of the brain that is vital to the storage of memories, is small in those people." (Haines, 2005) A smaller hippocampus has less serotonin receptors, and it appears that serotonin is important for the brain to communicate with the body, as well as a regulator of mood. A lack of serotonin appears to cause depression. There are also genetic causes of depression, or at least the propensity to become depressed seems to run in families. As Haines (2005) puts it, "children, siblings and parents of people with severe depression are much more likely to suffer from depression than are members of the general population." However, despite current searching, scientists have yet to discover the gene that may cause depression. (Alpert, 2005) The fact that both psychosocial and biological factors cause and maintain depression seems accepted, but the exact manner in which they combine is not certain. One reason that teenagers appear to suffer from more depression than other groups may be the 'quality of life' estimates that individuals constantly make. As Miller et al (2005) suggest, "quality of life reflects the patient's overall perceived satisfaction or quality. . . ". Teenagers often have a much lower perception of their lives than other age-groups, due to the physical, emotional, psychological and economic changes that are occurring to them. Teenage depression may express itself in different ways than adult depression. Thus teenagers may exhibit "additional psychiatric disorders, such as behavior disorders or substance abuse problems." (www.focusus.com) Often these additional symptoms seem to swamp the signs of depression and so the teenager may be treated (and/or disciplined) for the symptoms of depression when in fact the cause is not looked at. Thus a teenager who is suffering from depression may drink alcohol excessively, indulge in highly risky behavior or take drugs. These acts will be more visible than the underlying depression, and so are easier to latch onto for parents, school authorities and the police. Another complication is the fact that parents need to be able to identify the

Reading Comprehension Essay Example for Free

Reading Comprehension Essay Reading comprehension is a valuable and necessary tool in the learning process. It allows the reader to expand his vocabulary, understand the text he is reading, and use various strategies as he might need them in order to improve learning. It is necessary because it shapes the readers understanding of ideas and words. It assists his ability to make sense of ideas and concepts. It can even affect various parts of public life, such as the political arena. In assessing the readers state of reading comprehension, there are three levels: literal, interpretive, and applied. If the reader is not satisfied with his own level of reading comprehension, all is not lost. There are means by which to improve it. These include growing ones vocabulary, utilizing multiple senses, and changing ones reading speed. All of these tools serve to advance the learning process. In order for one to understand the value reading comprehension possesses, one must first understand what it is. Reading comprehension is â€Å"the process of understanding or making meaning when reading† (Elish-Piper, 2010). The reader can use what he knows to get a grasp of the material he is reading. For example, a large vocabulary—understanding the meanings of many words—can help someone understand a wide variety of texts. The text can usually be placed into a specific category. For example, a novel about an unsolved crime would be in the category of a mystery. The reader can then place the text into a proper context. For the purposes of our mystery novel, it could be for the readers own enjoyment, or perhaps an assignment for a college course. Elish-Piper asserts that â€Å"when the reader is able to connect these three key components,† it is much easier for that person to comprehend what he is reading. If the reader needs to, he can use strategies to help comprehend the text better. Elish-Piper also gives ideas for those strategies. With our mystery novel example, the reader could identify the â€Å"basic elements† of the story, which are present with any novel. These include plot, setting, and the main characters. Putting ones self in the position of characters in the text could also help. Asking questions periodically is also a positive way of self-checking for knowledge and comprehension of the text. One might ask why this comprehension is so important. The very definition of reading comprehension serves to help answer that question. If the reader does not understand what he is reading, he probably is not gaining anything from it. It would be tantamount to staring at a book written in a foreign language. Learning does not happen by osmosis; it happens through understanding. It also allows us to make sense of ideas and concepts. The wider the variety of texts one has read and comprehended, the more knowledge that person has gained. A person with increased knowledge, therefore, understands more ideas and concepts than he did before. This can impact a wide variety of areas. It can even effect areas of public policy. Politicians pass laws, and these laws are (obviously) comprised of words. In order for these leaders to understand how their legislation will affect their intended group, they have to understand what they are writing and reading. Beyond this, policy itself is sometimes designed to shape the practice of education—and thus reading comprehension itself. Over the past years, policy makers have utilized â€Å"assessment data† in the various field of education, including reading comprehension, for â€Å"education purposes† (Moskowitz Stephens, 2004). In supplement to policy makers, educators have their own views on reading comprehension. There are three levels of reading comprehension (Gambrell, Morrow, Pressley, 2007). The first level is â€Å"literal. † Literal reading comprehension is the understanding of the base of what is in the text. It is the most basic level and includes items that are generally not left up to interpretation. These can include names, dates, places, and the like. The second level of reading comprehension is â€Å"interpretive. † This type of reading comprehension is not concerned so much with what is actually present, but rather, what one can gather. Reading between the lines and drawing from the readers own knowledge, and answering subjective questions, helps. Finally, the third and most advanced level of reading comprehension is â€Å"applied. † Bluntly, this level allows the reader to utilize what is present in the text, make sense of it using context clues, and then using the knowledge gained to learn and understand concepts and ideas outside the scope of the text at hand. Perhaps the reader is not satisfied with his level of reading comprehension. All is not lost; there are means to improve. The most obvious way to improve reading comprehension is to grow ones vocabulary. It is never too late to learn new words. However, there is more that one can do than the obvious. Using multiple senses is an out-of-the-box way to understand new material. Combining visual and auditory senses is a helpful way to increase comprehension (Woolley, 2010). The reader can use his imagination to set the scene in the text and then read the text aloud or listen to an audio book. Making an outline of the crucial points of the text and then reading that aloud is another way to reiterate key points. Moreover, reading slowly with a purpose as opposed to reading for speed is another way to be sure the reader understands details (Newkirk, 2010). â€Å"Slowing down,† â€Å"memorizing,† and â€Å"savoring passages† are steps in this beneficial process. No matter ones level of education, reading comprehension is an invaluable tool for success in life. Once a reader understands what reading comprehension is, he can assess his level of comprehension, and then take one or more of a large number of steps to increase his ability. This, in turn, will help him be able to make sense of the world around him, and thus, put himself in a better position to succeed with whatever he does. References Elish-Piper, L. (2010). Understanding reading comprehension: Information and ideas for parents about reading comprehension. Illinois Reading Council Journal, 38 (3). 49-52. Gambrell, L. B. , Morrow, L. M. , Pressley, M. (2007). Best practices in literacy instruction. New York, NY: Guilford Press. Moskowitz, J. H. Stephens, M. (2004). Comparing learning outcomes: International assessments and education policy. London: RoutledgeFalmer. Newkirk, T. (2010, March). The case for slow reading. Educational Leadership, 67 (6). 6. Woolley, G. (2010, June). Developing reading comprehension: Combining visual and verbal cognitive processes. Australian Journal of Language Literacy, 33 (2). 108-125.

Prime Numbers Divide

Prime Numbers Divide Prime Numbers: History, Facts and Examples Prime Numbers: An Introduction Prime number is the number, which is greater than 1 and cannot be divided by any number excluding itself and one. A prime number is a positive integer that has just two positive integer factors, including 1 and itself. Such as, if the factors of 28 are listed, there are 6 factors that are 1, 2, 4, 7, 14, and 28. Similarly, if the factors of 29 are listed, there are only two factors that are 1 and 29. Therefore, it can be inferred that 29 is a prime number, but 28 is not. Examples of prime numbers The first few prime numbers are as follows: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 101, 103, 107, 109, 113, 127, 131, 137, 139, 149, 151, 157, 163, 167, 173, 179, 181, 191, 193, 197, 199, etc. Identifying the primes The ancient Sieve of Eratosthenes is a simple way to work out all prime numbers up to a given limit by preparing a list of all integers and repetitively striking out multiples of already found primes. There is also a modern Sieve of Atkin, which is more complex when compared to that of Eratosthenes. A method to determine whether a number is prime or not, is to divide it by all primes less than or equal to the square root of that number. If the results of any of the divisions are an integer, the original number is not a prime and if not, it is a prime. One need not actually calculate the square root; once one sees that the quotient is less than the divisor, one can stop. This is called as the trial division, which is the simplest primality test but it is impractical for testing large integers because the number of possible factors grows exponentially as the number of digits in the number to be tested increases. Primality tests: A primality test algorithm is an algorithm that is used to test a number for primality, that is, whether the number is a prime number or not. AKS primality test The AKS primality test is based upon the equivalence (x a)n = (xn a) (mod n) for a coprime to n, which is true if and only if n is prime. This is a generalization of Fermats little theorem extended to polynomials and can easily be proven using the binomial theorem together with the fact that: for all 0 (x a)n = (xn a) (mod n, x r 1), which can be checked in polynomial time. Fermat primality test Fermats little theorem asserts that if p is prime and 1≠¤ a a p -1≠¡ 1 (mod p) In order to test whether p is a prime number or not, one can pick random as in the interval and check if there is an equality. Solovay-Strassen primality test For a prime number p and any integer a, A (p -1)/2 ≠¡ (a/p) (mod p) Where (a/p) is the Legendre symbol. The Jacobi symbol is a generalisation of the Legendre symbol to (a/n); where n can be any odd integer. The Jacobi symbol can be computed in time O((log n) ²) using Jacobis generalization of law of quadratic reciprocity. It can be observed whether or not the congruence A (n -1)/2 ≠¡ (a/n) (mod n) holds for various values of a. This congruence is true for all as if n is a prime number. (Solovay, Robert M. and Volker Strassen, 1977) Lucas-Lehmer test This test is for a natural number n and in this test, it is also required that the prime factors of n − 1 should be already known. If for every prime factor (q) of n − 1, there exists an integer a less than n and greater than 1 such as a n -1 ≠¡1 (mod n) and then a n -1/q 1 (mod n) then n is prime. If no such number can be found, n is composite number. Miller-Rabin primality test If we can find an a such that ad ≠¡ 1 (mod n), and a2nd -1 (mod n) for all 0 ≠¤ r ≠¤ s 1 then ‘a proves the compositeness of n. If not, ‘a is called a strong liar, and n is a strong probable prime to the base a. â€Å"Strong liar† refers to the case where n is composite but yet the equations hold as they would for a prime number. There are several witnesses ‘a for every odd composite n. But, a simple way to generate such an ‘a is known. Making the test probabilistic is the solution: we choose randomly, and check whether it is a witness for the composite nature of n. If n is composite, majority of the ‘as are witnesses, therefore the test will discover n as a composite number with high probability. (Rabin, 1980) A probable prime is an integer, which is considered to be probably prime by passing a certain test. Probable primes, which are actually composite (such as Carmichael numbers) are known as pseudoprimes. Besides these methods, there are other methods also. There is a set of Diophantine equations in 9 variables and one parameter in which the parameter is a prime number only if the resultant system of equations has a solution over the natural numbers. A single formula with the property of all the positive values being prime can be obtained with this method. There is another formula that is based on Wilsons theorem. The number ‘two is generated several times and all other primes are generated exactly once. Also, there are other similar formulas that can generate primes. Some primes are categorized as per the properties of their digits in decimal or other bases. An example is that the numbers whose digits develop a palindromic sequence are palindromic primes, and if by consecutively removing the first digit at the left or the right generates only new prime numbers, a prime number is known as a truncatable prime. The first 5,000 prime numbers can be known very quickly by just looking at odd numbers and checking each new number (say 5) against every number above it (3); so if 5Mod3 = 0 then its not a prime number. History of prime numbers The most ancient and acknowledged proof for the statement that â€Å"There are infinitely many prime numbers†, is given by Euclid in his Elements (Book IX, Proposition 20). The Sieve of Eratosthenes is a simple, ancient algorithm to identify all prime numbers up to a particular integer. After this, came the modern Sieve of Atkin, which is faster but more complex. The Sieve of Eratosthenes was created in the 3rd century BC by Eratosthenes. Some clues can be found in the surviving records of the ancient Egyptians regarding their knowledge of prime numbers: for example, the Egyptian fraction expansions in the Rhind papyrus have fairly different forms for primes and for composites. But, the first surviving records of the clear study of prime numbers come from the Ancient Greeks. Euclids Elements (circa 300 BC) include key theorems about primes, counting the fundamental theorem of arithmetic and the infinitude of primes. Euclid also explained how a perfect number is constructed fro m a Mersenne prime. After the Greeks, nothing special happened with the study of prime numbers till the 17th century. In 1640, Pierre de Fermat affirmed Fermats little theorem, which was later on proved by Leibniz and Euler. Chinese may have identified a special case of Fermats theorem much earlier. Fermat assumed that all numbers of the form 22n + 1 are prime and he proved this up to n = 4. But, the subsequent Fermat number 232+1 is composite; whose one prime factor is 641). This was later on discovered by Euler and now no further Fermat numbers are recognized as prime numbers. A French monk, Marin Mersenne looked at primes of the form 2p 1, with p as a prime number. They are known as Mersenne primes after his name. Euler showed that the infinite series 1/2 + 1/3 + 1/5 + 1/7 + 1/11 + †¦ is divergent. In 1747, Euler demonstrated that even the perfect numbers are in particular the integers of the form 2p-1(2p-1), where the second factor is a Mersenne prime. It is supposed that there are no odd perfect numbers, but it is not proved yet. In the beginning of the 19th century, Legendre and Gauss independently assumed that because x tends to infinity, the number of primes up to x is asymptotic to x/log(x), where log(x) is the natural logarithm of x. Awards for finding primes A prize of US$100,000 has been offered by the Electronic Frontier Foundation (EFF) to the first discoverers of a prime with a minimum 10 million digits. Also, $150,000 for 100 million digits, and $250,000 for 1 billion digits has been offered. In 2000, $50,000 for 1 million digits were paid. Apart from this, prizes up to US$200,000 for finding the prime factors of particular semi-primes of up to 2048 bits were offered by the RSA Factoring Challenge. Facts about prime numbers 73939133 is an amazing prime number. If the last or the digit at the units place is removed, every time you will get a prime number. It is the largest known prime with this property. Because, all the numbers which we get after removing the end digit of the number are also prime numbers. They are as follows: 7393913, 739391, 73939, 7393, 739, 73 and 7. All these numbers are prime numbers. This is a distinct quality of the number 73939133, which any other number does not have. (Amazing number facts, 2008) The only even prime number is 2. All other even numbers can be divided by 2. So, they are not prime numbers. Zero and 1 are not considered to be prime numbers. If the sum of the digits of a number is a multiple of 3, that number can be divided by 3. With the exception of 0 and 1, a number is either a prime number or a composite number. A composite number is identified as any number that is greater than 1 and that is not prime. The last digit of a prime number greater than 5 can never be 5. Any number greater than 5 whose last digit is 5 can be divided by 5. (Prime Numbers, 2008) 1/2 0.5 Terminates 1/3 0.33333 Repeating block: 1 digit 1/5 0.2 Terminates 1/7 0.1428571428 Repeating block: 6 digits 1/11 0.090909 Repeating block: 2 digits 1/13 0.0769230769 Repeating block: 6 digits 1/17 0.05882352941176470588 Repeating block: 16 digits 1/19 0.0526315789473684210526 Repeating block: 18 digits 1/23 0.04347826086956521739130434 Repeating block: 22 digits For some of the prime numbers, the size of the repeating block is 1 less than the prime. These are known as Golden Primes. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97 9 primes out of the 25 (less than 100) are golden primes; this forms 36% (9/25). (Amazing number facts, 2008) Examples of mathematicians specialized in prime numbers Arthur Wieferich, D. D. Wall, Zhi Hong Sun and Zhi Wei Sun, Joseph Wolstenholme, Joseph Wolstenholme, Euclid, Eratosthenes. Applications of prime numbers For a long time, the number theory and the study of prime numbers as well was seen as the canonical example of pure mathematics with no applications beyond the self-interest of studying the topic. But, in the 1970s, it was publicly announced that prime numbers could be used as a basis for creating the public key cryptography algorithms. They were also used for hash tables and pseudorandom number generators. A number of rotor machines were designed with a different number of pins on each rotor. The number of pins on any one rotor was either prime, or co-prime to the number of pins on any other rotor. With this, a full cycle of possible rotor positions (before repeating any position) was generated. Prime numbers in the arts and literature Also, prime numbers have had a significant influence on several artists and writers. The French composer Olivier Messiaen created ametrical music through natural phenomena with the use of prime numbers. In his works, La Natività © du Seigneur (1935) and Quatre à ©tudes de rythme (1949-50), he has used motifs with lengths given by different prime numbers to create unpredictable rhythms: 41, 43, 47 and 53 are the primes that appear in one of the à ©tudes. A scientist of NASA, Carl Sagan recommended (in his science fiction ‘Contact) that prime numbers could be used for communication with the aliens. The award-winning play ‘Arcadia by Tom Stoppard was a willful attempt made to discuss mathematical ideas on the stage. In the very first scene, the 13 year old heroine baffles over the Fermats last theorem (theorem that involves prime numbers). A popular fascination with the mysteries of prime numbers and cryptography has been seen in various films. References Amazing number facts, 2008. Retrieved April 28, 2008 from http://www.madras.fife.sch.uk/maths/amazingnofacts/fact018.html Prime Numbers, 2008. Retrieved April 28, 2008 from http://www.factmonster.com/ipka/A0876084.html Solovay, Robert M. Strassen, V. (1977). A fast Monte-Carlo test for primality. SIAM Journal on Computing 6 (1): 84-85. Rabin, M.O. (1980). Probabilistic algorithm for testing primality, Journal of Number Theory 12, no. 1, pp. 128-138.

Vitamin C Determination By Iodine Titration Biology Essay

Vitamin C Determination By Iodine Titration Biology Essay Vitamin C is also known as ascorbic acid, it is an antioxidant that is essential for human nutrition. Antioxidants help to reduce the damage to the body caused by toxic chemicals and pollutants. Vitamin C is a water-soluble vitamin meaning that it dissolves in water, it is essential for growth and repair of all body tissues. Collagen is an important protein that is used to make skin, scar tissue, tendons, ligaments and blood vessels. Vitamin C is essential to form this and is also required to cure wounds, repair and maintain cartilage, bones and teeth. The body does not store vitamin C and cannot make it by itself, therefore it is important for lots of vitamin C-containing foods to be included in the diet. Excellent sources of vitamin C are: green peppers, citrus fruits, strawberries, broccoli, papaya, watermelon and cauliflower. Vitamin C deficiency can lead to many problems in the body including: dry and splitting hair, bleeding gums, easy bruising, anemia and nosebleeds with one o f the most serious being scurvy. Eating a balanced diet is the best way to get the daily requirements of vitamin C and other essential vitamins. The Food and Nutrition Board at the Institute of Medicine recommends the following amounts of vitamin C: Infants and Children 0 6 months: 40 milligrams/day (mg/day) 7 12 months: 50 mg/day 1 3 years: 15 mg/day 4 8 years: 25 mg/day 9 13 years: 45 mg/day Adolescents Girls 14 18 years: 65 mg/day Boys 14 18 years: 75 mg/day Adults Men age 19 and older: 90 mg/day Women age 19 year and older: 75 mg/day One way to establish the amount of vitamin C in food is to use a redox titration. The redox reaction is better than an acid-base titration since there are additional acids in a juice, but few of them interfere with the oxidation of ascorbic acid by iodine. Iodine is relatively insoluble, but this can be improved by complexing the iodine with iodide to form triiodide: I2 + I- I3- Triiodide oxidizes vitamin C to form dehydroascorbic acid: C6H8O6 + I3- + H2O > C6H6O6 + 3I- + 2H+ As long as vitamin C is present in the solution, the triiodide is converted to the iodide ion very quickly. However, when the all the vitamin C is oxidized, iodine and triiodide will be present, which react with starch to form a blue-black complex. The blue-black colour is the endpoint of the titration. Vitamin C Ascorbic Acid Method The 1% starch solution, iodine solution and vitamin C solution were made up by the technicians. The solutions were standardised before the unknown samples were titrated using the following method: 25.00 ml of vitamin C standard solution was added to a 125ml Erlenmeyer flask 10 drops of 1% starch solution were added to the flask The burette was rinsed with a small volume of the iodine solution and then filled, the initial volume was recorded. The solution was titrated until the end point was reached The final volume of the iodine solution was recorded The titration was completed twice more. Samples of red pepper juice, apple juice and vinegar were then titrated in the same way. This is an example of a titration: Results Sample Your Hypothesis: high medium or low Vitamin C content? Titration 1 Titration 2 Titration 3 Calculated Vitamin C content (g/l) Your result versus the Hypothesis Red Pepper Juice High Vitamin C content 16.0 17.0 18.0 28.5 Correct Apple Juice Medium Vitamin C content 4.0 4.0 4.0 6.8 Correct Vinegar Low Vitamin C content 0.4 0.2 0.4 0.67 Correct Analysis The ml of titrant used for each flask is calculated using: Average volume = total volume number of trials The amount of vitamin C in the samples are calculated using: V itamin C titrant = Titrant used in Sample Standard of Vitamin C unknown Red Pepper Juice   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Titrant  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  =     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Used Sample  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Standard of Vitamin C  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unknown Vitamin C   Ã‚  Ã‚   14.9ml  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  =  Ã‚  Ã‚  Ã‚   17      0.025g/ml  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P 596 = 17.0   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P P= 17.0  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P= 0.0285g/ml   Ã‚  Ã‚  Ã‚  Ã‚   596 Litres = 0.0285 x 1000   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   = 28.5g/litre Apple Juice   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Titrant  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  =     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Used Sample  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Standard of Vitamin C  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unknown Vitamin C   Ã‚  Ã‚   14.9ml  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  =  Ã‚  Ã‚  Ã‚   4.0  Ã‚      0.025g/ml  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A 596 = 4.0   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A A= 4.0  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A= 0.0067 g/ml   Ã‚  Ã‚  Ã‚  Ã‚   596 Litres = 0.0067 x 1000   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   = 6.8g/litre Vinegar   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Titrant  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  =     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Used Sample  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Standard of Vitamin C  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unknown Vitamin C   Ã‚  Ã‚   14.9ml  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  =  Ã‚  Ã‚     0.4  Ã‚      0.025g/ml  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   G 596 = 0.4   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   G G= 0.4   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   G= 0.00067g/ml   Ã‚  Ã‚  Ã‚  Ã‚   596 Litres = 0.00067 x 1000   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   = 0.67g/litre Discussion One of the main problems when completing this experiment is that the concentration of solution was unknown as it was prepared by the technician, the concentration was too high so had to be diluted. The hypothesis was correct in that the red pepper juice had the highest vitamin C content, vinegar the lowest and apple juice medium. Many safety procedures were carried out during the experiment; safety glasses, gloves and goggles were worn, all bags and jackets were in the lockers and chairs were tucked under the desk. There was a good experience with the number of people in the group as it gave everyone a chance to be involved with the experiment. A reading was taken at the first point when the colour started to change and it could be seen easily when it was complete as the change happened gradually. Two examples of other food that are rich in vitamin C that were not tested are tomatoes and raspberries. Iron increases the absorption of vitamin C in the human body, iron is important as i t is used by the body in the production of red blood cells, it is specifically used in the production of hemoglobin which is the main protein in red blood cells. Polyphenol oxidase, also known as tyrosinase, is an enzyme contained in fruits and vegetables such as apples, pears, potatoes, and other starchy foods. When oxygen comes in to contact with the enzyme it causes the fruit to turn brown. Vitamin C has many functions in the body, it is essential for growth and repair of all body tissues. Collagen is an important protein that is used to make skin, scar tissue, tendons, ligaments and blood vessels. Vitamin C is essential to form this and is also required to cure wounds, repair and maintain cartilage, bones and teeth. Anti-oxidant vitamins are Vitamins that help the body in cleansing itself from waste and radical free agents, Free radicals are atoms or groups of atoms with an (unpaired) number of electrons and can be formed when oxygen interacts with certain molecules. As well as vitamin C, vitamins A and E are also antioxidants. Vitamin A helps form and maintain healthy teeth, skeletal and soft tissue, mucous membranes, and skin. It is also known as retinol because it produces the pigments in the retina of the eye. Vitamin E is important in the formation of red blood cells and can help the body to use vitamin K. Selenium is an essential trace mineral that works strongly with vitamin E to provide the body with powerful antioxidant protection from the free radicals that may add to the development of cancer, heart disease, and arthritis. Selenium protects the body from free radical damage in two ways: It is included into proteins to make selenoproteins, which are important antioxidant enzymes, and it helps the body manufacture its own natural antioxidant, glutathione. Conclusion In conclusion, the experiment worked well as the amount of vitamin C in the samples was established and the results were accurate and as expected.

Chinua Achebe and the Language of the Colonizer Essay -- Essays Papers

Chinua Achebe and the Language of the Colonizer A powerful instrument of control used by the colonizing powers is the instrument of language. Language forms a huge part of the culture of a people - it is through their language that they express their folk tales, myths, proverbs, history. For this reason, the imperial powers invariably attempted to stamp out native languages and replace them with their own. As Ashcroft, Griffiths and Tiffin point out, there are two possible responses to this control - rejection or subversion. (The Post-Colonial Studies Reader, London: Routledge, 1995. 284) While Ngugi Wa Thiong’o is famous for advocating outright rejection of the colonialist language, believing that this rejection is central to the anti-imperialist struggle, Chinua Achebe has chosen the idea of subversion rather than rejection. According to Ashcroft, Griffiths and Tiffin, his writing â€Å"displays a process by which the language is made to bear the weight and texture of a different experience. In doing so it becomes anothe r language.† In The African Trilogy, Achebe uses the language of the colonizer to convey the Igbo experience of that colonization. The idioms, proverbs and imagery of these books all invoke his Eastern Nigerian culture, forcing the reader to accept on Achebe’s (linguistic) terms, the story he has to tell. Any reader of The African Trilogy comes away with at least a limited knowledge of Igbo words and phrases. Some words such as obi, chi, osu, and egwugwu be... Chinua Achebe and the Language of the Colonizer Essay -- Essays Papers Chinua Achebe and the Language of the Colonizer A powerful instrument of control used by the colonizing powers is the instrument of language. Language forms a huge part of the culture of a people - it is through their language that they express their folk tales, myths, proverbs, history. For this reason, the imperial powers invariably attempted to stamp out native languages and replace them with their own. As Ashcroft, Griffiths and Tiffin point out, there are two possible responses to this control - rejection or subversion. (The Post-Colonial Studies Reader, London: Routledge, 1995. 284) While Ngugi Wa Thiong’o is famous for advocating outright rejection of the colonialist language, believing that this rejection is central to the anti-imperialist struggle, Chinua Achebe has chosen the idea of subversion rather than rejection. According to Ashcroft, Griffiths and Tiffin, his writing â€Å"displays a process by which the language is made to bear the weight and texture of a different experience. In doing so it becomes anothe r language.† In The African Trilogy, Achebe uses the language of the colonizer to convey the Igbo experience of that colonization. The idioms, proverbs and imagery of these books all invoke his Eastern Nigerian culture, forcing the reader to accept on Achebe’s (linguistic) terms, the story he has to tell. Any reader of The African Trilogy comes away with at least a limited knowledge of Igbo words and phrases. Some words such as obi, chi, osu, and egwugwu be...

Cyrano de Bergerac: Cyranos Qualities :: Cyrano De Bergerac Essays

Throughout Edmond Rostand’s classic play, Cyrano de Bergerac, the title character, Cyrano, is a passionate writer whose complex and rich personal qualities are the foundation of his peerless eloquence. Cyrano’s unrivaled sense of humor is a defense against those who humiliate him for his outlandish appearance. For example, during the â€Å"nose† speech, Cyrano challenges Valvert with twenty stunningly varied and complex alternative suggestions, one more stinging than the next, to replace Valvert’s banal attempt at insult. Cyrano's retaliation against Valvert's feeble attempt at embarrassment backfires as Cyrano destroys his opponent with a tirade of ingenious examples of how better to insult "the nose": â€Å"It’s a rock, a peak, a cape! No, more than a cape: a peninsula!† (41). In addition to Cyrano’s wit, his language is deeply thought-out and rich with poetic imagination. Cyrano amplifies upon a single word by using concr ete words to spin a simple concept into a memorable poetic experience. Cyrano illustrates the value of Christian’s need for a kiss from Roxane: â€Å"After all, what is a kiss? A vow made at closer range, a more precise promise, a confession that contains its own proof, a seal placed on a pact that has already been signed; it’s a secret told to the mouth rather than to the ear, a fleeting moment filled with the hush of eternity†¦Ã¢â‚¬  (126). Furthermore, it is in compensation for Cyrano’s great suffering that his verbal style is so sensitive and brilliant. He will always love in vain: 2 â€Å"Look at me and tell me what hope this protuberance might leave me!†¦I go into a garden, smelling the fragrance of spring with my poor monstrous nose, and watch a man and a woman strolling together in the moonlight. I think how much I, too, would like to be walking arm in arm with a woman, under the moon† (51). Incorporating cleverness and eloquence into his language, Cyrano replies to Le Bret’s sympathy with the response that he would never let a â€Å"sublime† tear be lowered by having to run down such an ugly nose.